فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 74 (زمستان 1401)

This study aimed to investigate the mediating role of emotion regulation strategies in the relationship between ego strength and social adjustment. To do this through descriptive research, 337 high school students were selected by the convenience sampling procedure. The participants were requested to fill out The Bell Adjustment Inventory (Bell, 1934), Ego Strength Scale (Besharat, 2007), and the Cognitive Emotion Regulation Questionnaire (Garnfsky and Krajj, 2006). The results of this study showed that there is a positive and significant relationship between ego strength and social adjustment. There is also a significant positive and negative relationship between adaptive and maladaptive strategies of emotion regulation with social adjustment. The results of path analysis showed that the indirect effect of ego strength on the social adjustment variable through adaptive emotion regulation strategies and maladaptive emotion regulation strategies is meaningful. Based on the findings of the present study, it can be concluded that the relationship between ego strength and social adjustment is not linear and simple, and ego strength affects social adjustment through adaptive and maladaptive emotion regulation strategies. To improve social adjustment, in addition to improving ego strength, it is necessary to provide the context for training adaptive emotion regulation strategies, to enhance the level of adjustment and mental health.

This study aimed to explain the socio-emotional development of infants based on family financial stress, father involvement, and mother-infant attachment. The study was a causal model. Two hundred twenty-one mothers completed the long form of Caregiver Reported Early Development Instruments (Altafim et al., 2020), Maternal Postpartum Attachment Scale (Condon & Corkindale, 1998) Father Involvement Scale (Rempel & Rempel, 2011; Hawkins et al., 2002), and Family Financial Stress Scale (Crandall, Magnusson, Novilla, Novilla & Dyer, 2017). The results showed the positive effect of mother-infant attachment on the social-emotional development of infants. The father's involvement also had a positive effect on the mother-infant attachment. The mediating role of mother-infant attachment in the relationship between father involvement and the socio-emotional development of infants was confirmed. In the model modification process, the family financial stress variable was removed from the proposed research model. According to the research findings, the father's involvement can improve the mother-infant attachment and thus increase the social-emotional development of the infant.

This study aimed to model causal relationships between academic self-efficacy, goal orientations, achievement emotions, and academic well-being in university students. The research method was correlational. For this purpose, a sample consisting of 332 university students (141 male and 191 female), responded to the Achievement Goal Questionnainre-Revised (Elliot & Murayama, 2008), the Academic Self-Efficacy Questionnaire (Zajacova, Lynch & Espenshade, 2005), the Achievement Emotions Questionniare-Revised (Abdollahpour, 1394), the Schoolwork Engagement Inventory (Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen & Nurmi,2009). Results indicated that for the total sample and for male and female university students, the partially mediated model of positive and negative achievement emotions on the relationship between goal orientations and academic self-efficacy with academic well-being had a good fit for data. The results of the group specificity of structural relations showed that the relationship between goal orientations, academic self-efficacy, achievement emotions, and academic well-being was equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant, and the model’s predictors accounted for 59% and 65% of the variance in academic engagement and academic burnout, respectively. Based on the finding of this study the part of the available variance in academic well-being in the context of prediction of these behavioral motivational models by goal orientations and academic self-efficacy accounted for university students’ positive and negative emotions.

This study aimed to investigate the role of attachment styles in quality of life and loneliness during the Corona crisis. Three hundred nineteen people (307 females and 84 males) with a minimum degree of education at the age range of 18-61 were selected by convenience sampling method and Adult Attachment Inventory (Besharat, 2005), The Loneliness Scale (Dehshiri, Borjali, Sheykhi & Askarabad, 2008) and the WHO Quality of Life Questionnaire (WHO, 1996). Data were analyzed via simultaneous regression. Findings showed that secure attachment style predicts negatively some components of loneliness (total loneliness, relationships with friends and family) and positively some components of quality of life (mental health and social relationship). Also, all components of loneliness and quality of life are predicted positively and negatively by insecure attachment styles, respectively. Overall, the results of this study show that attachment styles can be related to loneliness and quality of life in people during the corona epidemic. Studying the role of other factors related to these two variables can facilitate future studies on the effect of these factors on loneliness and quality of life in crises such as corona and lead to the design and implementation of interventions to increase the ability of individuals to cope with the virus and environmental and social conditions emerge.

This study aimed to investigate the mediating role of the academic emotion of hope in the relationship between mindfulness and socio-emotional loneliness. The statistical population of the study included all undergraduate students from Shiraz University who were studying in the academic year 2018-2019, from which 300 students (137 boys and 163 girls) were selected by random cluster sampling. They completed the Adolescent and Adult Mindfulness Scale (Droutman, Golub, Oganesyan & Read, 2018), Academic Emotion of Hope (Pekrun, Goetz, Titz & Perry, 2002), and Social and Emotional Loneliness Scale for Adults (Ditommaso, Brannen & Best, 2004). The results showed that the direct effect of mindfulness on the feeling of socio-emotional loneliness was not significant, but the direct effect of mindfulness on the academic emotion of hope and the direct effect of academic emotion of hope on the feeling of socio-emotional loneliness was significant. Also, the effect of mindfulness on the feeling of socio-emotional loneliness was mediated significantly by the academic emotion of hope. In general, the findings revealed the role of mindfulness and academic emotion of hope in explaining the feeling of socio-emotional loneliness and, it can be concluded that in order to reduce students’ feelings of socio-emotional loneliness, their mindfulness, and hope should be considered.

This study aimed to determine the efficacy of training collaborative interpersonal conflict resolution skills on social competence and emotional expressiveness in male students with signs of bullying. It was a quasi-experimental study with a pretest, posttest, control group, and two-month follow-up period. The sample consisted of male students with signs of bullying in the first secondary school of Yasouj in the academic year 2018-19. The research participants included 40 students with signs of bullying who were selected through a multistage random sampling method and randomly accommodated into experimental and control groups (each group of 20 students) and completed the Illinois Bullying Scale (Espelage & Holt, 2001), Social Competence Questionnaire (Felner, Lease & Philips, 1990), and Emotional Expression Questionnaire (King & Emmons, 1990). The pretest was administered to two groups before starting the intervention; afterward, the experimental group was under training in collaborative interpersonal conflict solution skills for nine weeks, although the control group did not receive any intervention. At the end of the intervention, both groups were taken the post-test and the follow-up test was too taken two months after the posttest. The results showed that training in collaborative interpersonal conflict resolution has a significant effect on social competence and emotional expressiveness in male students with signs of bullying. These effects continued at the follow-up stage. The findings of the present study implied that training collaborative interpersonal conflict resolution skills can be used as an efficient method to improve social competence and emotional expressiveness in male students with the signs of bullying through employing techniques such as problem-solving skill and choosing rational criteria and commitment to reach these criteria.

This study aimed to investigate the psychometric properties and factor structure of the disruptive mood dysregulation disorder questionnaire in adolescents. The research design was descriptive and the participants included two samples of 291 and 286 people students of the middle school of Kermanshah city in the 1398-99 academic year, selected by multistage cluster sampling method and completed Disruptive Mood Dysregulation Disorder Questionnaire (Boudjerida & et al., 2022) and Children’s Depression Scale (Lang & Tisher, 1987). After translating the questionnaire, exploratory factor analysis was used to examine the factor structure of the questionnaire, the results showed that there are 10 items in the form of two factors to measure Disruptive Mood Dysregulation Disorder. Cronbach’s alpha and Split-half method was also used to evaluate the reliability, the results of confirmatory factor analysis confirmed the two factors of anger and aggression and Irritability. The results of correlation with other tests also confirmed the convergent validity of the Questionnaire. Also, all Cronbach’s alpha and Split-half coefficients indicated a high internal consistency of the factors. The results show that this Questionnaire has very good validity and reliability and is effective in measuring Disruptive Mood Dysregulation Disorder in the two dimensions mentioned.

This study aimed to develop and validate emotional schema therapy protocol for patients with borderline personality disorder. The present study was descriptive and the protocol was developed based on theoretical foundations and research evidence. Fifteen emotional schema therapy sessions based on the emotional schema model were developed and their validity was evaluated using the APA Criteria for Evaluating Treatment Guidelines (American Psychological Association, 2021) and the 45 questionnaires by professors and specialists. Data were analyzed by using the content validity index and content validity ratio. The results showed that at the treatment formulation stage was 0.80 and was approved for the validity of the content of treatment sessions for all sessions, and treatment sessions were more than 0.79. The validity of the theoretical foundations of emotional schema therapy and the goal and form of sessions were confirmed by specialists. According to the research results, specialists believe this treatment can be used as adjunctive psychotherapy for individuals with borderline personality disorder.