فصلنامه روان شناسی کاربردی
سال هفدهم شماره 3 (پیاپی 67، پاییز 1402)

The present study was conducted with the aim of investigating the effect of the effectiveness of acceptance and commitment therapy on the academic resilience of students with special learning disabilities.

This research was a semi-experimental study with pre-test/post-test and had a control group. The statistical population of the research is all female students who referred to learning disorder centers in Tehran. To select the sample, through available sampling, 30 female students with special learning disabilities who referred to learning disability centers in the 2022-2023 academic year were selected and randomly divided into two groups of 15 people. Both groups responded to the academic resilience scale in three stages before the intervention, after the intervention and three months after the intervention. The data was analyzed using mixed variance analysis method in SPSS24.

The results of the research showed that the acceptance and commitment training program is effective on the components of academic resilience of students with special learning disabilities and the effect of the intervention was stable in the follow-up phase.

Based on the findings, acceptance and commitment training can improve the academic status of students with learning disabilities by improving academic efficiency and empower them to face academic challenges and pave the way. Further research should be done in the field of interventions related to students with special learning disabilities.

The current study examines the effectiveness of unity-oriented intervention on depression and suicidal tendencies of Shahid Beheshti University students. Research method was quasi-experimental with pretest, posttest, and control group and a three month follow up. The statistical population included all male Students between the ages of 19 to 24, attending Shahid Beheshti University in 2018.Statistical population of this research include 895 male Students, Living at university dormitories. Through screening, 20 Students were selected and randomly assigned to experiment and control group. The subjects were evaluated before and after interventions through Beck Scale for Suicide Ideation (Beck, Kovacs & Weissman, 1979) and Depression Anxiety and Stress Scales (Lovibond & Lovibond, 1995).The unity-oriented intervention was administered in 10 sessions, each of them took 1.5 hours in the experiment group and there was no intervention in control group. The data were analyzed through Mann-Whitney U test. Findings show that unity-oriented intervention has a significant effect on depression (U= 15, P= 0.02), and suicidal ideation (U= 14.5, P= 0.019) and this effect remained unchanged in the three month follow-up phase. Through integrationof life experiences and acceptance of life's realities, unity-oriented psychology approach promote a sense of belonging and meaningfulness. And decreases depression symptoms and suicidal tendencies. Therefore it can be used as an effective intervention method to alleviate psychological problems, especially suicidality and depression, and also promote student’s well-being.

The present study aimed to compare cognitive and affective empathy in high and low alexithymia with the mediating role of eye-gaze pattern (i.e., time to first fixation on eyes and fixation duration in mouth). The research used a causal-comparative method. The study population included university students of Tehran, among which 41 students were selected using the available sampling method. Participants filled out the Toronto Alexithymia Scale (Bagbi et al., 1994) and were grouped as high and low alexithymia based on their scores. Then, they responded to empathy for pain task (Timmers et al., 2018) while their eye-gaze were recorded. Path analysis was used to analyze the data. Those with high alexithymia had lower cognitive (p = 0.005) and affective empathy (p = 0.020). Moreover, they fixated on the eyes later and for a shorter duration, while on the other hand, they fixated more on the mouth (p = 0.026). Finally, time to first fixation on the eyes mediated the effect of alexithymia on cognitive empathy, and fixation duration on the mouth mediated the effect of alexithymia on affective empathy. Based on the results, it can be concluded that aberrant eye-gaze pattern is related to hampering empathy in high alexithymic individuals, and low cognitive and affective empathy in high alexithymic individuals is to some degree related to how they look at facial expressions.

Tendency to risky behaviors is one of the behavioral inconsistencies of adolescence. This research was conducted with the aim of providing a model of tendency towards risky behaviors based on the emotional atmosphere of the family and interpersonal reactivity: the mediating role of moral indifference. The research method was structural equation modeling. Socio-statistics of all high school students in the age range between 16 and 18 years of Gorgan city in the academic year 2022-2023. A number of 280 people were selected as a sample by cluster random sampling. The research tools were Zadeh Mohammadi (2011) risky behavior questionnaires, Hillburn's emotional climate (1964), Davis' interpersonal reactivity (1983) and Caprara's moral indifference (2006). For data analysis, correlation matrix, path analysis and goodness of fit indices were used with LISREL 8.3 software. The results of the direct relationships of the research variables showed that there is a negative and significant relationship between the emotional atmosphere of the family and interpersonal reactivity with the tendency to risky behaviors (P<0.05). Also, the emotional atmosphere of the family and interpersonal reactivity have a negative and significant indirect effect through moral indifference in addition to the direct effect. The results of the research indicate that with the increase in family emotionality and interpersonal reactivity, the tendency to risky behaviors decreases and the decrease in moral indifference leads to an increase in the tendency to risky behaviors in teenagers.

This study aimed to investigate the relationship between helicopter parenting and academic adjustment with the mediating role of anxiety among students.

The method of the present study was descriptive-correlational. The study population included all 17,000 students of Shahid Beheshti University in the academic year 1399-1400, from which 335 students were selected using multi-stage cluster random sampling. To collect data, the Helicopter Parenting Questionnaire (Pistella, ISO, Isolania, Orno and Bioko, 2020), Academic Adjustment Scale (Baker and Cyriac, 1984), and Anxiety Inventory (Beck, 1988) were used. The collected data were analyzed using the Pearson correlation test and structural equation modeling using Smart Plus and SPSS25 software.

Findings showed a positive and significant relationship between helicopter parenting and anxiety (P<0.01). There was also a significant negative relationship between anxiety and academic adjustment (P <0.01). But there was no direct and significant relationship between helicopter parenting and academic adjustment, but the indirect relationship between them was significant through anxiety.

As a result, we can say that although helicopter parenting does not directly affect students 'academic adjustment and performance, it can indirectly affect many aspects of students' lives by creating stress and anxiety. Therefore, educating parents and counselors about the negative and destructive effects of this style of parenting on their children's educational and psychological background through educational workshops and mass media seems necessary.

In the last few years, a review of recent theoretical and empirical studies in the field of gifted psychology has shown that scholars interested in this field of study emphasize the inability of the conceptual breadth of the gifted construct by merely emphasizing the gifted cognitive abilities. Therefore, emphasizing extending the intellectual boundaries of this structure provides an opportunity to deal with the different types of gifted students, specially underachievement gifted, which is one of the biggest concerns in this field of study. Meanwhile, many scholars have introduced conceptual frameworks such as social-emotional giftedness, spiritual giftedness, gifted motivation, and theoretical frameworks such as the balance theory of wisdom, which could help a transition from underachieving to flourishing and progressive situations. These movements are due to a real emphasis on including multiple non-cognitive components into the gifted semantic by extending this concept's intellectual boundaries. However, in the absence of an integrated model such as self-care, these various movements seem like diverse islands that have become incapable of assembling these different approaches. Therefore, trying to create a conceptual link between the existing efforts through the model of self-care in order to develop an integrated knowledge that oversees a specific semantic horizon is necessary and justifiable.

The aim of this study was to examine the effect of viewing selfies of beauty-related female Instagram influencers on women’s attitudes and tendency toward cosmetic surgery, as mediated by facial dissatisfaction and moderated by dispositional upward physical appearance comparison. It was an experimental study with type of viewed Instagram images (Female Instagram beauty influencers, Actresses active on Instagram, and Non-human) as the between-subjects factor. Participants were a convenient sample of 201 women aged 16–40 years who, after viewing images, responded to scales assessing facial dissatisfaction (Tiggemann et al., 2018), attitudes toward cosmetic surgery (Henderson-King & Henderson-King, 2005), tendency toward cosmetic surgery, and dispositional upward physical appearance comparison (O’brien et al., 2009). Analysis of covariance and regression analysis were used to test hypothesized relationships. Viewing beauty influencers’ images led to a higher tendency to perform cosmetic body surgery compared to viewing actresses’ images, p < .05. Facial dissatisfaction did not mediate the effect of type of viewed images on attitude and tendency toward cosmetic surgery. The direct effect of type of viewed images on interpersonal dimension of attitude and tendency to perform face and body cosmetic surgery was significant, ps < .05. Dispositional upward physical appearance comparison did not moderate the effect of type of viewed images on facial dissatisfaction. Viewing Instagram selfies was less than expected effective on either facial dissatisfaction or attitude and tendency toward cosmetic surgery.

This study examined the Modeling relationships between teacher emotions, psychological capital and job-related affective well-being in teachers. In this correlational study, 381 teachers (223 female and 158 male) who were selected through available sampling from 1 and 6 education districts of Tehran, responded the Psychological Capital Questionnaire (PCQ), the Teacher Emotion Inventory (TEI) and the Job-Related Affective Well-Being Scale (JAWS). Structural equation modeling was used to assess the mediating effects model of psychological capital on the relationship between teacher emotions with teachers’ job-related affective well-being. Results showed that the partially mediated model of psychological capital on the relationship between teacher emotions with teachers’ job-related affective well-being had a good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 54% and 49% of the variance in teachers’ positive and negative job-related affective well-being, respectively. In sum, the results of the present study consistent with the conceptual approaches of the control-value theory of achievement emotions and the broaden-and-build theory of positive emotions showed that teachers' emotional experiences as a rich source of information by influencing or reinforcing the multiple components that shape their psychological capital were effective in shaping teachers' well-being and teachers' achievement-oriented efforts.

The aim of this study was to determine the interactive and individual characteristics of preschool children with anxiety disorders based on developmental, individual differences, relationship based model. The research method was concurrent-nested mixed. The statistical population of the study all 4 to 6 years old children who were diagnosed with anxiety disorders based on the anxiety screening plan in 1399-1400 in Kashmer city. among them 19 children were selected by purposeful sampling. Qualitative data were collected through interviews with children and parents and quantitative data were collected through Ghanbari maternal caregiving quality (1390), Luyten parental reflection function (2013), Dunn sensory profile (1999) and Greenspan functional-emotional developmental questionnaire (2001) and quantitative information by Cut point and qualitative information by content analyzes method were analyzed. The results showed that there are three differences between quantitative and qualitative data: Quantitative information of 26% of the sample, which indicated poor sensory registration in anxious children, contradicts with qualitative results of sensory hyperresponsiveness in these children, and also in Maternal reflection Performanc and subscale of ambiguity of the Maternal Care Quality Questionnaire of the most of samples there was no disorder that is in contrast with quality data. The differences obtained are not a reason for the superiority of the quantitative or qualitative method is in line with the DIR approach the results are complementary and show more details of the individual and interactive characteristics of anxious children.

The aim of this study was to determine the mediating role of maladaptive intrapersonal-interpersonal schemas and avoidance between the perception of childhood traumas and depression.

The research method was a descriptive correlational study using correlation. The statistical population was the students of Islamic Azad University (Shahryar and Quds branches) who were studying in the academic year of 2020-2021. 489 students were selected using the available sampling method from this population. Data were collected using Childhood Trauma Questionnaire (CTQ), the Early Maladaptive Schemas Questionnaire (SQ-SF), the Perseverative Thinking Questionnaire (PTQ), the Acceptance and Action Questionnaire (AAQ-II), and the Beck Depression Inventory-II (BDI-II). The data were analyzed by Pearson correlation and structural equation analysis (SEM) with SPSS26 and AMOS22 software, respectively.

The results showed that intrapersonal schemas play a mediating role between childhood traumas (neglect and abuse) and depression (p<0.05). Also, childhood neglect and abuse predicted depression through the mediation of two schema (intrapersonal and interpersonal) and avoidance variables (p<0.05). In this study, the mediation of interpersonal schemas between childhood traumas and depression was not significant (p < 0.05) and only predict depression through avoidance (p<0.05).

In this study, the mediating role of intrapersonal schemas between childhood traumas and depression was confirmed, while the interpersonal schema only predicted depression through avoidance. Therefore, in order to treatment of depression, it seems necessary to focus on schemas especially intrapersonal schemas and cognitive-behavioral manipulation such as cognitive and behavioral avoidance.