نشریه تحقیقات روانشناختی
پیاپی 39 (پاییز و زمستان 1400)

Previous studies demonstrated the effectiveness of cognitive behavior therapy and acceptance and commitment therapy on weight loss. Aim of present study was to compare the effectiveness of cognitive behavior therapy (CBT), and acceptance and commitment therapy (ACT) on body mass index (BMI) and quality of life among overweight women. Forty five women with overweight were selected through convenience sampling and allocated in two experiment groups of CBT and ACT, and one control group. BMI, quality of life, and demographic questionnaire were examined in pretest, posttest and six months follow-up. Repeated measure ANOVA was used to analyze the data. Findings demonstrated that BMI was significantly lower in experiment groups in comparison of control group in posttest and follow-up. However no significant difference in BMI were found between CBT and ACT groups in posttest and follow-up. Findings also showed that subscales of quality of life were significantly higher among participants in intervention groups in comparison of control group in posttest and follow-up. Furthermore, participants in ACT group had significantly higher levels of quality of life and mental health in comparison of CBT group. Both interventions had significant effectiveness in weightloss however ACT group had more significant effectiveness in some indicators of quality of life.

The purpose of the present study is to compare narcissism and its types and self-conscious feelings of shame and guilt among male and female working students studying in Tehran universities. A number of 180 students (90 girls and 90 boys) were selected as available sampling from undergraduate students in Tehran universities, and they used the Pathological Narcissism Questionnaire (PNI) and the Conscious Affect Scale (TOSCA-3). completed The data was analyzed by Pearson's correlation coefficient and independent t-statistics. The results showed that there is no difference between the amount of experience of shame in girls and boys, But the amount of experience of guilt in girls is significantly higher than the amount of experience of guilt in boys. In addition, the results related to the variable of narcissism and its subscales showed that the level of experiencing pathological narcissism and the phenotype of vulnerable narcissism is not significantly different between male and female students, but the level of experiencing narcissism of the grandiose type is significantly different in boys. There are more students than girls. The results of the research show that although the rate of narcissism is the same in boys and girls, the rate of expressing narcissistic criteria is higher in boys than in girls.

The aim of the current research is to explain the model of academic performance based on academic self-efficacy and progress goals with the mediation of cognitive learning strategies in mathematics-physics students in Tehran. The statistical population was all mathematics-physics students, from which 470 people were selected by multi-stage cluster random sampling method. The research tools were: Migheli et al.'s progress goal questionnaire (1998), Morris' academic self-efficacy questionnaire (2001) and Pintrich et al.'s (1991) standard scale of motivational strategies for learning. The research data were analyzed using the structural equation modeling method. The results showed that all the models of the research variables had a good fit. In the hypothesized model, progress goals with academic performance with the mediation of cognitive learning strategies had a full effect (0.025), direct effect (0.155) and indirect effect (-0.140) was insignificant. The effect of academic self-efficacy with academic performance with the mediation of cognitive learning strategies has a full effect (0.382) and a direct effect (0.351) was significant, but the indirect effect (0.018) is insignificant. The effect of academic self-efficacy was significant with academic performance at the level of 5%. The results showed that the variable of academic self-efficacy has a significant effect on academic performance and can explain 38% of the variance of academic performance. Teachers, counselors and parents can use the variable of academic self-efficacy to strengthen the academic performance of students.

The aim of the present study was to determine the effectiveness of the mindfulness method based on reducing self-regulation and reducing the symptoms of post-traumatic stress disorder and comparing these two methods in teenagers. From the statistical population consisting of all the students of Sarpol Zahab city who were present in this city during the earthquake of 2016, 30 teenagers met the diagnostic criteria of post-traumatic stress disorder based on the classification of the diagnostic and statistical manual of mental disorders, fifth edition, using the design Quasi-experiment including pre-test - post-test and follow-up and using the non-random sampling method available to the Mississippi Citizenship Scale (1988) and Bouffard's self-regulation questionnaire (1995) answered. The data was analyzed using repeated measure analysis of variance test. The results obtained from this study showed that the mindfulness method based on stress reduction was effective on the self-regulation of teenagers suffering from post-traumatic stress disorder. Also, the results of this study showed that the mindfulness method based on stress reduction is effective in reducing the symptoms of teenagers suffering from post-traumatic stress disorder.

The purpose of the current research was to investigate the psychological factors affecting impulse buying behavior in sports customers. The current research is applied in terms of the implementation goal and descriptive in terms of the collection process. The research community included customers of sports stores and sampling was done by simple random sampling. A researcher-made questionnaire was used to collect information. The validity of the questionnaire was confirmed by sports management professors. The reliability of the questionnaire was obtained using Cronbach's alpha method of 0.70. Descriptive statistics were used to describe the data and inferential statistics (factor analysis method and structural equation test) were used to analyze the data. The existence of all conditions of structural equations showed that psychological factors including self-esteem, excitement seeking, excitability, extroversion, enjoyment of shopping and self-confidence are effective in the emergence of impulse buying behavior in sports goods customers. Examining the identified demographic factors also showed that women more than men, married people more than single people, people interested in the brand more than those indifferent to the brand, and fans of sports teams make impulse purchases more than non-fans, and on the other hand, age , social class, income level, sports skill level and education level are not effective in the occurrence of impulse buying behavior.

The purpose of this study was to investigate the effectiveness of self-awareness training on self-esteem and emotional self-regulation in 7-9-year-old female students of the first, second, and third grades of non-profit schools in Tehran. This study was a semi-experimental type with a pre-test-post-test design with a control group. From among the statistical population of first, second and third grade students of non-profit girls' schools in Tehran, 30 students were selected using the multi-stage cluster sampling method and randomly replaced in two experimental and control groups. To measure the level of self-esteem and emotional self-regulation of students, Cooper Smith's Self-Esteem Questionnaire and Ziman et al.'s Child Emotion Management Questionnaire were used, respectively. The students of the experimental group participated in the self-awareness program during 10 sessions of 90 minutes (3 sessions per week). There was no intervention for the control group. Data were analyzed using multivariate analysis of covariance. The results showed that self-awareness skill training has significantly increased self-esteem and emotional self-regulation in students. Also, based on the results obtained in the research, it was found that the activities carried out in the research have helped children to try to control their emotions and express their emotions in the correct way when faced with the behavior of others that they do not like. Express yourself.