فصلنامه علوم روانشناختی
پیاپی 127 (مهر 1402)

Considering teachers’ significant role in identifying students with specific learning disabilities (SLDs), it is necessary to develop a native teacher-oriented tool with appropriate validity and reliability, as a basis for related interventions.

This research aimed to standardize the diagnostic-prescriptive Learning Disability Evaluation Scale (LDES-4) (McCarney & House, 2018).

The statistical population comprised second to fifth-grade students studying in 1400-1401. The normative sample group involved 596 students selected by simple random and purposive sampling methods while the clinical sample group involved 27 students with SLD selected by available sampling method. Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) was used for concurrent validity. Exploratory Factor Analysis, Structural Equation Modeling, Multiple Linear Regression, and Independent T-Test were utilized for data analysis.

A five-component structure was extracted by Principal Axis Factoring and Promax rotation methods. The results were very close to the theoretical structure of the scale and adequately fit with the data. The correlation coefficient between the full-scale scores of the current scale and CLDQ was equal to 0.65 showing acceptable concurrent validity as well as a significant difference between normative and clinical groups (p< 0.001). The internal consistency coefficients were desirable and ranged from 0.97 to 0.99. Moreover, Intraclass Correlation Coefficients (ICC) ranged from 0.88 to 0.97 indicating the temporal stability of the scale.

As a result, the Persian version of the Learning Disability Evaluation Scale can be used as a native valid, and reliable tool to diagnose SLD in second to fifth-grade students.

Job burnout is one of the psychological problems that threaten therapists. This problem can lead to a decrease in service quality. Cognitive-behavioral therapy and paradigmatic schema mentalities therapy are two intervention methods that have been proposed to deal with job burnout. Both intervention methods have their advantages and limitations. Therefore, comparing the effectiveness of these two methods on job burnout in therapists is necessary and necessary research.

The main purpose of the present study was to compare the effectiveness of treatment of allegorical schema modes with cognitive behavioral therapy on therapists' job burnout.

The method of the current research is of semi-experimental type and the statistical population consisted of psychotherapists of therapeutic centers in the 3rd district of Tehran who were engaged in therapeutic work between December 2021 and December 2022. To select the sample size according to the research method, 15 people were selected for each group. In order to evaluate the variables of the research, the job burnout questionnaire of Moslesh and Jackson (1993) was used.

The findings showed that the F rate of the effect of the treatment of allegorical schema modes was not significant on the variable of emotional exhaustion and sense of success, and it was significant on the variable of depletion. Also, the F rate of the effect of cognitive behavioral therapy on the variable of emotional exhaustion and depletion was not significant, and it was significant on the variable of feeling of success.

Based on the results of the present study, the effects of treatment methods on burnout scores did not fluctuate much in both and both were equally effective in this variable. It seems that both treatment methods are effective in reducing therapists' burnout. Therefore, it is expected that policy makers in the field of mental health will invest and promote such approaches to improve the health of psychotherapists

According to the studies, cardiovascular diseases are the main cause of death in iran. Some patients suffer from post-traumatic stress disorder after surgery. Desensitization treatment with eye movements and reprocessing can lead to a significant improvement in the symptoms of post-traumatic stress disorder, but little research has been done on the effect of this treatment on the symptoms of post-traumatic stress disorder in the research community.

This study was conducted with the aim of the effectiveness of desensitization treatment with eye movements and reprocessing on the symptoms of post-traumatic stress disorder in patients who underwent coronary artery bypass surgery.

This study is a pre-test, and post-test design with a control group, and the statistical population is patients who were referred to Tehran Cardiac Rehabilitation Clinic 4-6 weeks after coronary bypass surgery. Among these, a sample of 40 people was placed in 2 intervention and control groups by random sampling, and the assessment of people was based on the revised Weiss and Marmer impact of event scale in three stages: pre-test, post-test and follow-up (after six months) was done in both groups. Analysis of variance with intergroup repeated measurement was also used for data analysis.

Statistical analysis shows that the desensitization treatment with eye movements and reprocessing leads to a significant reduction in the variables of avoidance, hyperarousal and unwanted thoughts (P≤ 0.001), and its effect was sustained until the end of the six-month follow-up period.

According to the present study, desensitization treatment with eye movements and reprocessing using exposure and reprocessing of the traumatic event reduces the symptoms of post-traumatic stress disorder in cardiovascular patients. It is recommended to conduct studies with more samples.

More than 25% of cancer patients experience moderate to severe levels of distress arising from awareness of existential issues. Existential experiences in adults with advanced cancer are dynamic situation that precedes the encounter with death. A question that has not been addressed in past researches, and this research aims to address it, is whether existential anxiety is experienced in the same way in all these patients and follows the same pattern.

This study aims to identify the lived experience of cancer patients from existential anxiety and how to face them.

The present study was conducted with a qualitative approach and with an experimental and interpretive phenomenological method in the field of cognitive anthropology.The statistical community included all cancer patients in Shiraz.From this population, based on porposive sampling method, twelve cancer patients who were homogeneous in terms of the severity of the disease and were only under palliative care due to the lack of response to treatment, were selected, and in order to understand their perspectives regarding their lived experience of existential anxieties a semi-structured interview was conducted with them.

The analysis of the interviews led to the extraction of 9 codes about existential anxieties, five of which (death, loneliness, responsibility, meaning of life, uncertainty) were in line with the findings of research conducted in other cultures, and the other four (spirituality, love, cancer, emotions, and feelings) were extracted in this study. Also, a triple pattern in facing these anxieties, acceptance and submission, conflict and ambivalence, and complete lack of acceptance was identified.

The findings of this research highlight the necessity of using meaning-oriented interventions by health and clinical professionals, as well as training and preparing doctors to pay attention to the existential anxieties of patients, especially those who are in the end stage of life.

Emotion-Focused Therapy introduces emotion as the basis of experience in relation to adaptive and non-adaptive functions. Therefore, this type of treatment can help to improve the quality of life and reduce the anxiety level of students by reducing the intensity of negative emotions before the response (emotional regulation). There is a gap in research regarding the effectiveness of emotion-oriented therapy on social anxiety, emotional regulation and quality of life of students.

The present study was conducted with the aim of determining the effectiveness of emotion-focused therapy on social anxiety disorder, emotional discipline and quality of life of music students with traits of social anxiety disorder.

The design of the current research was semi-experimental, of pre-test-post-test type with a control group. The statistical population of the current research was all music students of the University of Arts in 2019. From this statistical population, a number of 30 people were selected in a targeted manner from the available type and were randomly assigned in two groups of 15 people (Emotion-Focused therapy group) and control. In the intervention sessions of Emotion-Focused therapy from the therapy protocol of Johnson (2004) and to collect data from the social anxiety scale (Connor et al., 2000) and two questionnaires of cognitive regulation of emotion (Garnefski, Kraaij & Spinhoven, 2002) and quality of life (Ware & Sherbourne, 1992) was used. Covariance analysis and SPSS26 software were used for data analysis.

The findings of the present study showed that Emotion-Focused therapy was effective in reducing the symptoms of social anxiety disorder, improving the ability to regulate emotions and improving the quality of life of music students of the University of Art (P<0.01).

According to the findings, it is concluded that emotion-focused therapy can reduce the symptoms of social anxiety, improve the ability to regulate emotions and the quality of life of students by emphasizing the identification of emotional needs, focusing on the important role of emotions in interpersonal relationships, and teaching emotion management. Therefore, repeating the experiment in other groups and more samples is suggested.

Academic performance is considered as an indicator for evaluating the success of the education system. One of the influential variables in academic performance during adolescence is psychological well-being. According to the etiology of low academic performance in students, this field has shortcomings. Research shows that interventions in this field require attention to growth-oriented issues such as cognitive-oriented and emotion-oriented interventions in the form of education. All kinds of interventions in this field claim to be effective, but the present study seeks to compare the effectiveness of teaching cognitive, metacognitive and emotion regulation strategies on the psychological well-being of Secondary School Students male with low academic performance.

The present study was conducted with the aim of comparing the effectiveness of teaching cognitive, metacognitive and emotion regulation strategies on the psychological well-being Secondary School Students male with low academic performance

The research design was a semi-experimental type of pre-test, post-test with control group. The statistical population of the research included all male students of the Secondary School Students male in Tabriz city with low academic performance in the academic year of 2021-2022. select the statistical sample of the research, 60 people were selected in the form of purposeful sampling (based on the research entry criteria) and randomly divided into three experimental groups (cognitive strategies, metacognitive strategies and emotion regulation intervention) and a control group (15 people in each group) were placed. In order to collect information, Ryff Scales of Psychological Well-Being Scale-Short Form (RSPWB-SF), cognit0ive and metacognitive strategies training protocols (Seif, 2016) and emotion regulation intervention (Gross & Thompson, 2007) were used.
Univariate and multivariate analysis of covariance, Benferroni post hoc test and SPSS27 software were used for data analysis.

Based on the results of multivariate covariance analysis, the effect of all three interventions of cognitive strategies, metacognitive strategies and emotion regulation on the total score of psychological well-being was confirmed (P<0.05). The comparison of the interventions in Benferroni's follow-up test also showed that the effectiveness of the emotion regulation intervention on psychological well-being was significantly higher than the two interventions of cognitive strategies and metacognitive strategies (P<0.05).

According to the findings, it seems that cognitive, metacognitive and emotion regulation strategies have the potential to be effective in improving the overall level of psychological well-being, and teachers and school counselors can use these interventions to improve the academic performance of students.

Academic procrastination as an educational problem affects all aspects of the educational system. students with procrastination experience problems in other psychoanalytical aspects. Although the literature of the current research has addressed academic procrastination, influential variables such as academic anxiety and social responsibility have been neglected.

The aim of this study was to evaluate the structural equation model of explaining academic procrastination based on the perception of the learning environment and social responsibility with the mediating role of academic anxiety.

The method of the present research was applied in terms of purpose and in terms of method, structural equation modeling (path analysis). The statistical population of the research included all the students of Babol Noshirvani University of Technology in the academic year of 2021-2022, Among them, 350 people were selected by random cluster sampling, and they completed the questionnaires of academic procrastination (Solomon & Rothblum, 1984), academic achievement anxiety (Alpert & Haber, 1960), perception of the learning environment (Roff et al., 2001) and responsibility (Kordlow, 2014). Data analysis was done using Pearson correlation methods, structural equation modeling and with the help of SPSS-19 and AMOS-20 software.

The results showed that the variables of perception of the learning environment (-0.35 and -0.21), and responsibility (0.22 and -0.13) had direct and significant effects on academic procrastination and academic anxiety, respectively (P<0.05). Also, academic anxiety (0.27) had a direct and significant effect on academic procrastination (P<0.01). The results also showed that the two variables of perception of the learning environment (-0.13) and responsibility (-0.12) had an indirect and significant effect on academic procrastination.

Based on the results of this study, all three variables of academic anxiety, perception of learning environment, and responsibility had significant direct and indirect effects on academic procrastination. This model showed that it can be a suitable model for reducing academic procrastination and academic anxiety and strengthening the learning environment and responsibility of students. Also, conductiing the more studies with larger sample size could be helpful.

Drug addiction has many negative consequences. It is substantial to use methods that lead to increasing the life expectancy and decision-making of drug addicts. In addition to the treatment methods used for addiction, no study has investigated the effect of treatment based on acceptance and commitment to improving the life expectancy and decision-making of drug addicts.

The present study was conducted with the aim of investigating the efficacy of treatment based on acceptance and commitment to life expectancy and decision-making in recovered drug addicts.

This research was a quasi-experimental study with pre-test, post-test and control group. The statistical population of the study included recovering addicts in Yazd in 1400. By purposive sampling method, 40 people were selected and randomly assigned to the experimental and control groups (20 in the experimental group and 20 in the control group). For the experimental group, acceptance and commitment treatment was performed weekly in the form of 8 sessions of 90 minutes, and for the control group, no treatment was performed. The General decision making styles and Snyder's Hope Scale were completed by the participants in the pre-test and post-test stages. Analysis of covariance was used to analyze the data.

According to the results, acceptance and commitment based treatment significantly increased life expectancy scores and rational and intuitive decision-making style and significantly decreased scores of instant decision-making style and dependence in the experimental group (P <0.05).

Based on the results of this study, it seems that acceptance and commitment therapy can be effective in improving life expectancy and decision making of recovering addicts. Therefore, in the treatment and prevention of addiction, an intervention based on acceptance and commitment can be used to improve and strengthen life expectancy and decision-making in addicts and help them overcome the harm caused by addiction, especially relapse.

One of the factors that is considered in marriage and family counseling and plays an important role in the divorce of couples is perspective-taking. The perspective-taking is an active cognitive process in which people must overcome their self-centered perspective and imagine the world as it appears to others. The role of imago therapy and therapy based on acceptance and commitment has been confirmed in the dyadic perspective-taking of couples, but there is a gap in research regarding the comparison of the effectiveness of these two treatment methods on the dyadic perspective-taking of couples applying for divorce.

The present study was conducted with the aim of comparing the effectiveness of psychological education of imago therapy and treatment based on acceptance and commitment on dyadic perspective-taking of couples applying for divorce.

The present research method was a semi-experimental pre-test-post-test type with a control group and a two-month follow-up. The statistical population of the research included all the couples applying for divorce who referred to the family counseling centers of Babol city in 2022, and among these couples, 48 people (24 couples) were selected using available sampling method, and they were assigned to two experimental groups and one control group and completed the couple's perception questionnaire (Long, 1990) in three phases: pre-test, post-test and two-month follow-up. Protocols of imago therapy and acceptance and commitment therapy were implemented for the experimental groups, but the members of the control group did not receive any intervention. Analysis of variance with repeated measurements and SPSS-22 software were used for data analysis.

The results showed that there is a significant difference between the experimental and control groups in the understanding view of couples (F= 3.770 and P= 0.001). In other words, both imago therapy interventions and treatment based on acceptance and commitment were effective in the understanding view of couples, but no significant difference was observed between the two interventions (P<0.05).

Based on the results of this research, it can be said that both imagotherapy and therapy based on acceptance and commitment are effective in dyadic perspective-taking, and therefore, the use of these treatment methods by couple therapists can help improve the level of dyadic perspective-taking and stability of couples' relationships.

Psychology has a special place in marketing studies. Reputation, identity and image of the brand are the main psychological characteristics of brands that have a significant impact on pleasurable shopping and create loyalty and attachment in customers. However, there is a research gap regarding the impact of the important variables of psychological characteristics of brands and customer Delight in the purchase process.

The main purpose of this research was to investigate the effect of the psychological characteristics of the brand on the customer Delight in the purchase process.

Based on the purpose, this research is an applied research and based on the nature of the method, it is descriptive-survey. The statistical population of this research included customers of chain stores in Ilam province in 1400. For sample selection, 384 people were selected using the table of Karjisi and Morgan (1970) and based on the simple random sampling method. The tool of this research is a standard questionnaire in the field of research variables. Francioni et al.'s questionnaire (2021) was used to measure the brand's psychological characteristics variable, and Azouji and Azadenia's questionnaire (2016) was used to measure the customer Delight variable. The content validity of the questionnaires was confirmed by expert professors, and their reliability was confirmed using Cronbach's alpha coefficient. Structural equations and Lisrel software were also used for data analysis.

The results showed that the psychological characteristics of the brand have a significant effect on the customer Delight when shopping, at a significance level of 95%. Brand reputation, brand identity, and brand image have a significant effect on customer Delight when shopping at a significance level of 95%.

When shopping, customers pay attention to the psychological characteristics of brands, and if they have a proper understanding of these characteristics, their level of satisfaction with the purchase increases, and they become excited and happy. By planning and strengthening their psychological characteristics, brands affect customer satisfaction and increase the probability of repeat purchases and increase the volume of customers' purchases.

Previous research shows the existence of the phenomenon of defensive silence in organizations among creative employees, which leads to a kind of organizational silence called defensive silence and has destructive effects on employees and the organization. A review of previous related studies did not find any research that has dealt with the designing a structural-interpretive model of breaking the defensive silence of creative employees in iranian government organizations.

The main purpose of this study was to design a model for breaking the defensive silence of creative employees in government organizations

The current research is practical in terms of its purpose, and in terms of its nature and method, it is a qualitative-quantitative method. The statistical population of this research in the qualitative part includes creative employees in the government organizations of Ilam province in 1400, who were selected according to their performance and consultation with the managers of the relevant organizations. The sampling method in the qualitative section was targeted and accessible sampling. In the quantitative section, 10 experts familiar with the research topic were used to level the factors. In this research, structural-interpretive modeling (ism) method is used.

The factors affecting the failure of the defensive silence of creative employees were graded using the ism method. In the first level four variables; Perceived organizational support, positive reinforcement, organizational loyalty and employee openness were included. In the second level, there were two variables of organizational transparency and civic virtue, and in the third level, there were three variables of creative leadership, improving human resource management programs and a culture of criticism.

According to the results of the present study, it seems breaking the defensive silence of employees starts with creative leadership, improved human resource management programs and critical culture in organizations.

In today's evolving world, managers are one of the key levers in the management of organizations; Given that managers have a vital and decisive role in the heart of organizations, their competencies must be strengthened.

The purpose of this study was to design a model of dimensions and competency components of primary school principals.

The present study was based on the purpose of the applied type and in terms of approach was exploratory mixed research. In the qualitative phase, the content analysis method was used and in the quantitative phase, the contextualization method was used. In the qualitative phase, the data collection process consisted of 18 semi-structured interviews with experts. Purposeful sampling was continued until data saturation. Data analysis was performed simultaneously with their collection and by the method of concepts, subcategory and main category. In a small phase, the statistical population of primary school principals in Bushehr province was 521 people, which according to the Jersey-Morgan table, 230 people were selected by multi-stage cluster sampling method. In order to validate the identified pattern of the qualitative part, confirmatory factor analysis was used using PLS software.

The combination of qualitative and quantitative results showed that the pattern of dimensions and components of competence of primary school principals with four dimensions: personal, occupational, communication and knowledge competencies and eight components: personal, moral, educational, managerial, behavioral, social, General knowledge and professional knowledge were approved. The results of the confirmatory factor analysis showed that all factor loadings are higher than 0.4 and the model is significant at the confidence level (95) percent, and the fit of the model was confirmed with a value of 0.435.

The model of competencies of primary school principals is a good guide to identify the contexts, conditions, indicators, obstacles and consequences of the development of competencies of principals in order to develop the competencies of teachers and students of primary schools, which is the foundation of the system. Is educational, provide.

 One of the topics that has attracted the attention of many researchers in recent years is special learning disabilities in students. The present study intends to compile this program, the contents of which are taken from the document of fundamental change, to examine the effectiveness of this program on the level of self-regulation, self-efficacy and self-esteem of students with learning disabilities who are always weak in these factors.

 The aim of this study was to develop a parent-child educational program based on all-round education of the document of fundamental change and its effectiveness on self-esteem, self-efficacy and self-regulation of students with special learning disabilities.

 This research based on data search had a hybrid nature so that both qualitative and quantitativeresearch approaches were used simultaneously.The statistical population in the qualitative part of the document of fundamental change in education of the Islamic Republic of Iran and in the quantitative part were parents of all students and children with learning disabilities in Asadabad, Hamadan province, who in the academic year (2020-2021) Those who referred to learning disability centers were selected by available sampling method and descriptiveand inferential statistics were used to analyze the data. These analyzes were performed at an error level of 0.05 with the help of SPSS software version 24.

 The results showed that the education of the developed parent-child program based on all-field training of the document of fundamental change on improving the self-efficacy of students with effect size (0.827); On improving students' self-regulation with effect size (0.771); It is effective in improving students' self-esteem with effect size (0.702)

 The results of the present study showed that teaching a parent-child educational program based on a comprehensive educational system of the document of fundamental change to parents of children with learning disabilities increases awareness and ability of people to deal appropriately with children with disabilities and thus promotes self-esteem and self-efficacy. And students' self-regulation will suffer from special learning disabilities.