فصلنامه علوم روانشناختی
پیاپی 123 (خرداد 1402)

Relationship obsessive–compulsive disorder (ROCD) is a presentation of obsessive-compulsive disorder (OCD) centering on close interpersonal relationships. ROCD is characterized by obsessive preoccupation, doubts, and compulsive behaviors focusing on one's relationship and relationship partner's qualities and properties. Despite the growing attention to ROCD, not much research has been done on the underlying, cognitive, and personality factors of the symptoms.

The study aimed to investigate the mediating role of ego strength in the relationship between perfectionism dimensions and ROCD symptoms.

The research method was correlational, structural equations modeling type. 430 participants (324 women, 106 men) were selected by convenience sampling method from students of the University of Tehran in the academic year 2022-2023. Selected individuals completed the Relationship Obsessive-Compulsive Inventory (ROCI; Doron et al., 2012), Ego Strength Scale (ESS; Besharat, 2017), and Tehran Multidimensional Perfectionism Scale (TMPS; Besharat, 2007). Research data were analyzed by Pearson correlation coefficient and path analysis using SPSS28 and AMOS28 software.

The hypothesized mediation model provided fit to the data, CFI= 1, TLI= 1, RMSEA = 0.001. The correlation between perfectionism dimensions and ROCD symptoms were significantly positive (p<0.01), and between ego strength and ROCD symptoms were significantly negative (p<0.01).

The study findings suggest that ego strength mediated the association between perfectionism dimensions and ROCD symptoms. According to the results of this study, it can be concluded that perfectionism dimensions in ego strength can predict the severity of ROCD symptoms. Considering these variables may be important in the processes of prevention, diagnosis, and treatment of ROCD symptoms.

Several studies have shown that psychological factors significantly impact people's economic decisions. Investors' sensitivity to psychological emotions, especially guilt and shame, can be utilized as a control tool in contract enforcement, an important challenge for private investors. Although these psychological factors are important, more research needs to be conducted on how private investors use them.

This research aims to investigate the use of psychological factors, including guilt and shame, as an internal control in the enforcement of contracts by investors in the private sector.

The measurement tool used in this study was a researchers-made questionnaire. A total of 300 investors in Fars province participated in the study. The data were analyzed using the latent class analysis method, including Vuong-Lo-Mendell-Rubin Likelihood Ratio, Lo-Mendell-Rubin Adjusted LRT, and Parametric Bootstrapped Likelihood Ratio Tests.

The result demonstrated that two classes can be identified in the sample (p<0.01). The result also revealed that 50.18% of the population belongs to the first group. This group uses the first-party mechanism relatively, with a probability of 90.4%, and does not use it at all, with a probability of 9.6%. The latter group accounts for 49.82% of the population as well. The first-party mechanism is not used at all by this group with a probability of 29.8%, while it is used relatively by 70.2%. Thus, investors in both groups endeavor to improve contract enforcement in their investments by paying attention to the severity and weakness of guilt and shame.

Since private sector investors extensively use guilt and shame, systems must be developed that can store and share the moral reputation of economic actors and their past transactions at the lowest cost.

Inspecting the first-year students' mental health reveals that most of them cannot adapt emotionally, and they experience mental health problems comprising irrational beliefs, emotional, motivational, communication, and social issues and learning, along with a significant failure in academic performance. Nonetheless, none of the interventions has been based on the lived experience of the students who have the most problems adapting to the university.

The aim of this study was to investigate the efficacy of the educational program based on the comprehensive model of the lived experience of adjustment (CMLEA) on the academic, psychological and social well-being of maladjusted first-year students.

The present research was conducted with a quasi-experimental design of pre-test, post-test, and follow-up with a control group. The sample consisted of 40 freshmen who scored lower than the average in the Student Adaptation to College Questionnaire (Baker & Siryk, 1986). The convenience sampling method was used to select the students. Then they were assigned to two experimental and control groups. In the present research, academic well-being (Tuominen-Soini et al., 2012), social well-being (Keyes, 1998), and psychological well-being (Ryff, 1989) scales were used. After the pre-test, the experimental group received 18 one-hour sessions of university adaptation training. After two months, a follow-up study was done. The data were analyzed using mixed analysis of variance method.

The results revealed that the intervention program significantly impacted students' academic, psychological and social well-being (P<0.01) so that the scores of the well-being components significantly increased in the post-test stage and remained stable in the follow-up stage.

Results from the intervention indicated that the educational program based on the CMLEA with amending students' problems in adapting to the university leads to an increase in their well-being components in the first year.

Values are the motivational keys for choosing and trying to achieve goals And the value of the school as the degree of respect and holiness that the students have for the school It is considered one of the components of academic well-being.Studies have shown that academic well-being is related to the parental conditional regard as a behavioral pattern of parents. In addition, satisfying the need for autonomy, increasing self-efficacy, and mastery goal orientation are also considered as conditions for achieving well-being and school value, But so far, no research has investigated the relationship of these variables in an integrated manner.

The aim of the present study was to predict Structural Relationship between Positive and Parental Conditional Regard with School Value: The Mediating Role of Academic Self-Efficacy, goal orientation skill-oriented, and Autonomy Need Satisfaction.

The design of this research was descriptive and correlational, the statistical population of the research included all students studying in the first level of high school in Yazd city, 1302 people were selected as a sample using a multi-stage cluster random method, and according to the academic well-being scale, Parental conditional Regard, academic self-efficacy, goal orientation and psychological needs answered. Data analysis was done using Pearson's correlation test and path analysis using LISREL8.8 software.

The relevant findings showed that conditional parental Regard has a positive and significant relationship with satisfaction of the need for autonomy, self-efficacy, school value and mastery goal orientation, and also conditional parental Regard with school value with a mediating role of goal orientation, satisfaction of the need for autonomy and direction Mastery goal orientation has a structural relationship.

Based on the findings, it can be concluded that the choice of a supportive communication model by parents increases the value of school in students by increasing the satisfaction of the need for autonomy, self-efficacy beliefs and guiding people goal mastery orientation.

Social competence is one of the predictors of academic, psychological and social success in adolescents. Previous studies have shown that reality therapy and rational emotional behavioral therapy are suitable methods for improving social adjustment, but so far the efficacy of these two therapeutic approaches on the social competence of adolescent girls has not been studied and compared.

The present study was conducted with the aim of comparing the efficacy of education based on reality therapy and rational emotional behavioral therapy on the social competence of adolescent girls.

The current research design was a pre-test, post-test semi-experimental with a control group and a 2-month follow-up. The statistical population of the research included all female students of the first year of high school in Bushehr schools in the academic year of 2016-2017. The statistical sample consisted of 60 teenage girls who were selected by multi-stage cluster sampling method and randomly were replaced in three groups of 20 people (two experimental groups and one control group). In reality therapy from a combined protocol (Glasser,2010; Wubbolding,2011) and rational emotional behavioral therapy sessions from a combined training package (Ellis,2004; Dryden & Neenan, 2010; Neenan & Dryden, 2009) and to collect Information was also used from the social competence questionnaire (Smart & Sanson, 2003). Repeated measurement analysis of variance, Benferroni post hoc test and SPSS23 software were used for data analysis.

The results showed that reality therapy training and REBT significantly increased social competence compared to the control group. Also, reality therapy training increased social competence more compared to rational-emotional-behavioral therapy (P<0.05).

According to the obtained findings, it seems that reality therapy and REBT increase social competence in adolescent girls. Therefore, school counselors can use these therapeutic methods to improve the five components of social competence (courage, cooperation, empathy, responsibility and self-control).

Academic burnout and resilience are important components of students' academic performance. One of the methods that seems to be effective in improving academic components is mindfulness training. Limited studies have investigated the efficacy of mindfulness training on burnout and academic resilience of female students.

The present study was conducted with the aim of investigating the efficacy of mindfulness training on academic burnout and academic resilience among female students.

The current research was conducted with a semi-experimental method of pre-test-post-test type. The statistical population of the research included all female students of the first period of secondary schools in the 5th district of Tehran in the academic year of 2016-2017. The random sampling method was a multi-stage cluster. In this way, 2 schools were randomly selected from among all the schools in this area, and then 250 students were randomly selected from among the students who were tested by Meslesh's academic burnout (Schaufeli, et al., 2002) and academic resilience (Samuels, 2004) tests. Then, 30 students were randomly selected among the participants who scored higher in academic burnout and lower in academic resilience. Then 15 students were randomly assigned to the experimental group and 15 to the control group. The mindfulness training package was implemented on the experimental group and after its completion, the subjects of both groups were re-tested to measure the effectiveness of the mindfulness training on the experimental group. In order to analyze the data, in addition to descriptive statistics, covariance analysis was also used.

The results indicated that mindfulness-based training was significantly effective in reducing academic burnout and increasing academic resilience of female students (P>0/05).

According to the findings, it is concluded that mindfulness-based education can help to increase the academic resilience of female students while reducing academic burnout. Therefore, paying attention to mindfulness training can play an important role in improving the positive aspects of education in students, including reducing burnout and increasing academic resilience.

Research emphasizes the importance of emotional intelligence in various aspects of children`s lives, however, fewer studies have focused on designing suitable tests to measure emotional intelligence in children.

The purpose of the present research was to design and validate the emotional intelligence questionnaire according to the Iranian culture.

The current research is descriptive and developmental. The statistical population of the study was all children aged 6 to 9 in Tehran in 1400. The sample size was 618 children, 313 boys, and 305 girls, who were selected from schools in an accessible manner. In this regard, based on a targeted review of scientific research in the field of emotional intelligence, the initial version of the questionnaire with 60 items has been designed. For construct validity, exploratory and confirmatory factor analysis and internal reliability were determined by calculating Cronbach’s alpha coefficient. SPSS version 22 and Amos software were used for data analysis.

In the psychometric process questionnaire, items with a validity ratio of less than 0.62 and a validity index of less than 0.79 were removed. Exploratory factor analysis showed 59 items with a 6-factor structure and factor analysis confirmed this finding. Also, the internal consistency of the questions was 0.865, which shows that the questionnaire has good reliability.

The tool designed was a valid questionnaire to measure emotional intelligence in the sample of Iranian children that researchers and other relevant professionals can use this tool in their psychological research.

alexithymia means the inability to cognitively process information and regulate emotions, which is characterized by the clinical inability to identify emotions experienced by oneself or others. alexithymia is one of the factors affecting the incompatibility and interaction of couples, which has a negative effect on their interaction and compatibility, but there is a research gap in the field of predicting these schemas in the target society, so in this research, alexithymia is discussed based on Early maladaptive schemas in married people.

The purpose of this research was to present a structural model for predicting alexithymia based on Early maladaptive schemas with the mediation of emotional self-disclosure.

The method of descriptive research is correlation type using structural equations. The research population was all married women referred to counseling and assistance clinics in Robat Karim city for consensual divorce in the year 2019, and 200 people were selected by the available sampling method. In order to collect data, the Toronto Persian scale of alexithymia (Beshart, 2007), Early maladaptive schemas scale, short form of Yang (2003), and emotional self-disclosure scale (Snell, 2001) were used. In order to analyze the data, descriptive statistical methods and structural equations were used.

The results showed that emotional self-disclosure is mediating in the relationship between alexithymia and Early maladaptive schemas (p>0.05) and between alexithymia and Early maladaptive schemas. Considering emotional self-disclosure as a mediating factor, there is an indirect relationship.

The results of this research showed that there is a direct and meaningful relationship between Early maladaptive schemas and alexithymia, so that among the variables of Early maladaptive schemas, the variables of emotional deprivation, defectiveness/shame, dependency/Incompetence, Self-sacrifice and Entitlement/Grandiosity predict alexithymia and among the variables of emotional processing, the variable of weakened and suppressed emotions predicts alexithymia and generally, alexithymia in couples can be He predicted based on the mentioned variables. Therefore, these factors should be considered in prevention and treatment programs.

Body image refers to how an individual sees their own body and how attractive they feel themselves. Studies have reported on the effect of mindfulness training to improvement body image, also, self-care by empowering effect on this behavior. However, compares the effect these trainings in women with breast cancer has been overlooked.

the aim of this syudy to compare the efficacy of mindfulness training & self-care training on body image in women with breast cancer.

Research method was quasi-experimental with pre-test, post- test, three-month follow-up with control group. The statistical population consist of all patients (30-50) suffering from breast cancer and applied to cancer research center Taleqani Hospital located in Tehran City in 1400 years and operate by mastectomy surgery. Sampling method was Convenience Sampling. 45 available patients selected (fifteen in each experimental group) and replaced randomly in experimental group1 (mindfulness training) and experimental group2 (self-care training). Fifteen other patients placed in control group and did not receive any training. The body image Inventory (Fisher, 1970) was administered pre-test, post-test and follow-up. The training packages were mindfulness training package (cabatzin, 2015) and self-care training package (Clark ET all, 2014). Both traininges applied on experimental groups (ninety minutes each session) weekly and the control group did not receive any training. The data analyzed by mixed analysis variance.

Results showed that both of mindfulness training & self-care training were affected the same on increasing to body image (p<0.001). Three- month follow-up confirmed these results. Use to mindfulness and self-care training (mindfulness) can to increase to body image in women with breast cancer.

mindfulness & self-care training (especially mindfulness) affective to raise the body image and these components affective to raise the health of these patients

Methamphetamine abuse has caused problems in the prevention and treatment program due to its destructive effects on the brain and intense temptation with significant psychiatric symptoms. Lack of emotion regulation skills along with dysfunctional cognitive beliefs increases the desire to use methamphetamine. Emotion regulation in methamphetamine abusers has been studied in previous studies, but the study that examines the craving beliefs of drug use based on negative psychological symptoms with the mediating role of emotion regulation difficulty in the researched population. Slow, not found.

This study was conducted with the aim of modeling the prediction of craving beliefs of methamphetamine use based on negative psychological symptoms with the mediating role of difficulty regulating excitement in men abusing methamphetamine.

The method of the present study was descriptive-correlation, structural equation modeling. The statistical population of the study included all male methamphetamine users aged 20 to 45 living in addiction treatment centers affiliated to the Isfahan Welfare organization in 1401-1400, and the sample included 262 people who were selected by available sampling method. The data collection tools included three questionnaires: Craving believes questionnaire (Beck and Clark, 1993), Stress, Anxiety, Depression Scale (Lovibond and Lovibond, 1995), Diffiiculties in Emotion Regulation Scale (Gratz and Romer, 2004) and for analysis The data were also used from structural equation modeling test and path analysis to check the fit of the presented model with the obtained data and SMARTPLS-3 software.

The findings of this research showed the causal model of drug craving beliefs based on negative psychological symptoms has a good fit with the mediating role of emotion regulation difficulty in methamphetamine users living in addiction treatment centers in Isfahan Province. (P>0.05).

According to the findings obtained in the current research that the weak emotional self-regulation of people in the long term causes their ineffectiveness in controlling addiction withdrawal and this eventually causes the influence of tempting beliefs on the continuation of drug abuse, therefore it is suggested to reduce the craving beliefs of drug use, used training methods to improve emotion regulation.

Research shows that mental disorders are highly prevalent in prisoners and psychological interventions can help them to improve their psychological health. Cognitive behavioral therapy focuses on changing automatic thinking and self-criticism to create a healthy personality. ACT therapy focuses on increasing psychological flexibility, which is the ability to attend to experiences in the present moment without judgment, and in reality therapy emphasizes people's responsibility. However, comparative research on these three treatments in prisoners has received less attention.

The purpose of the research was to compare the efficacy of group therapy based on acceptance and commitment (ACT; Hayes, Strosahl, & Wilson, 1999), cognitive-behavioral therapy (Beck et al., 1979), and reality therapy (Glasser, 1965) on the symptoms of mental disorders in male prisoners of Isfahan Central Prison.

The present research was a semi-experimental type of pre-test, post-test and follow-up with a control group. The statistical population included all male prisoners of Isfahan Central Prison, from among whom 120 were selected based on systematic random sampling and were placed in experimental and control groups (per group n=30). Before and after the treatment and also during the follow-up period, the subjects completed the checklist of symptoms of mental disorders (SCL-90) by Dragotis et al. (1999). Acceptance and commitment (Hayes, Strosahl & Wilson, 1999), cognitive-behavioral therapy (Beck et al., 1979), and reality therapy (Glasser, 1965) were conducted separately in 12 sessions and the control group was placed on the waiting list. In order to analyze the data, analysis of variance with repeated measurements was used.

The results of showed the effectiveness of all three treatment models in improving the symptoms of obsessive-compulsive disorder, interpersonal sensitivity, phobic anxiety, paranoid ideation, and psychoticism (p<0.05). According to the results of the follow-up test, there was a significant difference in the research variables between the three treatment groups and CBT on the symptoms of mental disorders has been significantly more effective than reality therapy and ACT (p<0.05)

The results of the research showed that acceptance and commitment therapy, cognitive-behavioral therapy and reality therapy improved the psychological health of male prisoners and CBT was superior.

Cold executive functions, working memory and cognitive flexibility are among the main cognitive functions that play a role in attention deficit/hyperactivity disorder. Cognitive rehabilitation has been proposed as an efficacy and non-pharmacological treatment method in improving and promoting cognitive functions in a wide range of mental and behavioral disorders, but until now, the efficacy of cognitive rehabilitation of inhibitory control on the cold executive functions of children with attention deficit/hyperactivity disorder has been less studied despite the importance and necessity of improving and strengthening these structures.

The purpose of this study was to investigating the efficacy of inhibitory control cognitive rehabilitation on cold executive functions such as working memory, cognitive flexibility in children with attention deficit/hyperactivity disorder.

The research design was semi-experimental with a pre-test, post-test and follow-up plan with a control group. The statistical population of the study included male and female students of 7-12 years of elementary school in Tehran in the academic year 2020-2021 who were suffering from attention deficit/hyperactivity disorder. The statistical sample included 30 students who were selected by purposeful sampling, they were randomly assigned to the experimental and control groups. The SNAP Questionnaire (SNAP-IV, Swanson, Nolan and Pelham, 1980), the Computerized Previous Multiple Stimulus Test (N-BACK, Kirchner, 1958) and the Wisconsin Computerized Test (WSCT, Grant & Berg, 1948) were used to collect information. For data analysis, mixed variance analysis method with repeated measurements and SPSS24 software were used to analyze the data.

The results showed that there is a difference in the performance of the experimental group and the control group in the components of active memory and cognitive flexibility (P<0.05).

According to the obtained findings, it seems that structured tasks aimed at strengthening interference inhibition and response to improve cold executive functions, Working memory and cognitive flexibility help students with attention deficit/hyperactivity disorder