فصلنامه علوم روانشناختی
پیاپی 129 (آذر 1402)

Chronic kidney disease is one of the widespread public health problems. This disease is associated with extensive cognitive deficits, among which visual attention, psychomotor speed and executive function can be mentioned. In most of the researches conducted in this field, the combined view in measuring executive functions and evaluating both types of objective and subjective executive functions has not been used, and this has hindered the acquisition of integrated knowledge in this field.

The aim of the present study was to compare objective and subjective executive functions between chronic kidney dialysis patients and normal people.

The design of present study is causal comparative type (ex post facto) design and the population of the present study includes all chronic kidney dialysis patients who went to Labbafinezhad Hospital and Clinic in Tehran for treatment in 1401 and 1402. Gpower software was used to determine the sample size, and 39 people were considered for each group, and these people were sampled in a purposeful manner and completed the research tool, which included the Cambridge Neuropsychological Test (Cambridge Cognition, 2012) and the deficits in executive functioning scale (Barkley, 2012), and the research data was statistically analyzed by Multivariate analysis of variance using SPSS 21 software.

The results of multivariate analysis of variance showed that there is a significant difference between the two groups of chronic kidney dialysis patients and normal patients in terms of the objective executive functions of visual-spatial span, the number of spatial working memory errors, problems solved with minimum movement and average movements in hard problems. Also, there was a significant difference between the two groups in terms of subjective executive functions of self-organization/problem solving and self-control/inhibition (p<0.05).

According to the results of present study, it is suggested to pay special attention to the role of objective executive functions and some subjective executive function in the early identification of structural and functional brain damage in chronic kidney dialysis patients.

Alexithymia is a type of mood disorder that causes the inability to cognitively process emotional information and regulate emotions. Spouses' Alexithymia is one of the factors affecting couples' incompatibility and interaction, which has a negative effect on their interaction and compatibility. However, there is a research gap in the field of the ability to predict Alexithymia through the ability to process emotional information with the mediation of emotional self-disclosure in the target society, so in this research, the prediction of Alexithymia based on emotional processing with the mediation of emotional self-disclosure in married people is discussed.

The aim of the present study was to provide a structural model for predicting Alexithymia based on emotional processing 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 who referred to counseling and assistance clinics in Robat Karim city for consensual divorce in the year2019, and 200 people were selected by available sampling method. In order to collect data, Toronto Persian scale of emotional Alexithymia (Bashart, 2007), Emotional information processing questionnaire(Abolmaali,2019) and emotional self-disclosure scale (Snell, 2001) were used. In order to analyze the data, descriptive statistical methods and Also, structural equations and Spss, Lisrel software were used..

The results showed that emotional self-disclosure plays a mediating role in the relationship between Alexithymia and emotional processing (p>0.05) and there is an indirect relationship between Alexithymia and emotional processing considering emotional self-disclosure as a mediating factor.

The results of this research showed that there is a direct and meaningful relationship between emotional information processing and Alexithymia, so that among the variables of emotional processing, the variable of weakened and suppressed emotions predicts Alexithymia and in general, Alexithymia in couples can be predicted based on the mentioned variables. Therefore, these factors should be considered in prevention and treatment programs.

According to previous studies, the health of the family of origin and the spouse's perceived responsiveness are among the relevant and influencing variables on marital quality. The role of the aforementioned variables on the marital quality of couples has been studied, but there is a research gap regarding the mediating role of the spouse's perceived responsiveness in the relationship between the health of the family of origin and marital quality.

The present study was conducted with the purpose of investigating the mediating role of spouse's perceived responsiveness in the relationship between the health of the family of origin and marital quality.

The research method was descriptive-correlation and structural equation modeling. The statistical population included all married women who referred to counseling centers in 2022 in Tehran city, and 397 of them were selected by convenience sampling method. To collect data, Family–Of-Origin (Hovestadt et al., 1985), Marital Quality Scale (Busby et al., 1995) and Perceived Partner Responsiveness Scales (Reis et al., 2017) were used. Structural equation modeling and SPSS22 and Amos22 software were used for data analysis.

Structural equation modeling showed that the health of the Family of origin has a significant effect on women's marital quality both directly and indirectly (through perceived responsiveness) (p<0/01).

According to the obtained results, it seems that the health of the family of origin has a direct and indirect effect on the marital quality through the mediation of improving the spouse's perceived responsiveness. The health of the family of origin as a supporting factor, in turn leads to the spouse's perceived responsiveness, and the person shows a higher marital quality due to the positive emotions caused by them.

Obsessive-compulsive disorder is a chronic mental disorder that requires different treatments due to its complex nature. Schema therapy (ST) and exposure and response prevention (ERP) are two treatments that have been studied in people with obsessive-compulsive disorder (OCD), and previous studies have shown them to be effective. However, few studies have investigated the effectiveness of integrating these two methods in comparison with other methods.

The study aimed to compare the effectiveness of the ST and the integration of schema therapy with the exposure and response prevention technique (STERP) in treating distress tolerance in women with washing compulsions.

The research method was quasi-experimental with a pre-test-post-test design and a 2-month follow-up. The statistical population included all women with obsessive-compulsive disorder referred to counseling centers in the north and center of Tehran from the beginning of November to the end of February 2020. Forty-five people were selected by a convenience method based on inclusion criteria. The first intervention group (ST) received 12 sessions, and the second intervention group (STERP) received 14 sessions. The research instrument included the Distress Tolerance Scale (DTS) (Simmons & Gaher, 2005). Data were analyzed by mixed-design analysis of variance and Bonferroni test in SPSS-23 software.

The results showed that ST and STERP interventions increased distress tolerance in women with washing compulsions at the end of interventions and follow-up period (P<0.0001), but STERP was more effective in treating distress tolerance compared to the ST.

The results showed that using exposure and response prevention methods integrated with schema therapy for patients with obsessive-compulsive disorder allows the them to analyze different dimensions of anxiety-inducing stimuli and provides a more appropriate answer to it.

Improving teamwork spirit is one of the most important goals of educational systems. On the other hand, cognitive and metacognitive strategies are recognized as one of the most practical techniques in educational methods. Despite the significance of enhancing teamwork spirit in students and the multifaceted emphasis in higher-level documents, there has been no study conducted to investigate the impact of cognitive and metacognitive strategies on students' teamwork spirit so far.

The aim of the present research was to compare the effectiveness of cognitive and metacognitive strategies on elementary students' teamwork spirit.

The current research employed a semi-experimental design of pre-test-post-test with a control group. The target population included all male elementary students in Malard County during the academic year 2022-2023. Using convenience sampling, 15 students were selected for each group, totaling 45 participants, and were randomly assigned to two experimental groups and one control group. To measure teamwork spirit, the Lencioni Team Assessment questionnaire (2004) was utilized. Additionally, an instructional protocol based on Saif's approach (2016) was implemented in 10 sessions, each lasting 60 minutes, for the students in the two experimental groups. The control group did not receive any specific intervention. Data analysis was conducted using SPSS version 26.

The findings in the current study demonstrated that the impact of both cognitive and metacognitive interventions was significant across all sub-scales of teamwork spirit (p < 0.05). Upon reviewing the calculated effect sizes, the results indicated the highest effect on the commitment component with an effect size of 0.87, followed by the accountability component with an effect size of 0.75.

The comparison of the interventions indicated that the effectiveness of metacognitive strategies on teamwork spirit was significantly higher than cognitive strategies. Based on these results, it can be inferred that both metacognitive and cognitive interventions have the potential to enhance teamwork spirit in students. Professionals in the field of education, counselors, and school psychologists can utilize these interventions to improve students' teamwork spirit.

The lifelong learning is a basic characteristic among capable people, and in the meantime, the existence of this tendency among teachers can be the source of the formation of broad abilities and skills. So far, many studies have addressed teachers' learning models, but there is a research gap regarding the formulation of teachers' lifelong learning model based on emotional exhaustion, teamwork, and socio-economic problems with the mediation of psychological empowerment.

The aim of this study was compilation a lifelong learning model based on Developing a lifelong learning model based on emotional Exhausion, Teamwork and Socio – economic problems with the mediation role of psychological empowerment in the teachers of Kermanshah city.

Based on the purpose, the current research was of an applied and in terms of nature, it was descriptive-correlational research. The statistical population consisted of teachers of Kermanshah city in the academic year of 2022-2023. The sampling method was multi-stage random sampling, In the end, 395 teachers were selected.The research tools include the Hursen (2016) lifelong learning questionnaire, Spritzer and Mishra (1995) psychological empowerment, Maslach (1986) emotional exhaustion job burnout, Lenchioni (2004) team work, and the researcher-made questionnaire of economic and social status. Analyzing research data with structural equation modeling method And it was done with the help of SPSS-26 and LISREL-8.8 software.

The standard effect coefficient of emotional exhaustion on lifelong learning was equal to -0.75 (t value equal to -14.69), on psychological empowerment equal to -0.27 (t value equal to -3.71) and psychological empowerment coefficient on lifelong learning was equal to 0.23 (t-value equal to 4.94), which indicated the significant mediating role of psychological empowerment in the relationship emotional exhaustion and lifelong learning. The coefficient of economic-social problems on lifelong learning was -0.15 (t-value equal to -4.36), on psychological empowerment equal to -0.19 and to Because of the positive relationship between psychological empowerment and lifelong learning, the significance of the mediating role of psychological empowerment in the relationship economic-social problems and lifelong learning was confirmed at the 0.001 level. Finally, the mediating role of psychological competence in the relationship teamwork and lifelong learning was not confirmed.

It is recommended according to the resultsthat officials at different structural levels of the country, especially education, should focus on solving the livelihood problems of teachers and pay attention to formation of emotions in teachers in order to provide a context for teachers' tendency towards sustainable learning, in this way, due to the psychological empowerment of teachers, the society will benefit from the existence of developmental teachers.

Individuals with major depression and anxiety generally have multiple early maladaptive schemas and memory over generality in retrieving memories. On the other hand, memory overgeneral recall facilitates the transmission of early maladaptive schemas from mother to child. There is a research gap regarding the efficacy of the combined method of schema therapy and memory specificity training on depression, anxiety and rumination of students with early maladaptive schemas.

The aim of the present study was to investigate the efficacy of the combined method of schema therapy with memory specificity training on depression, anxiety and rumination of students with early maladaptive schemas.

In this research, a single subject method with ABA design was used. The statistical population of the research included all students who referred to the Counseling Center of University of Isfahan in 2022. The research sample included four students suffering from major depression with high scores in the level of anxiety and rumination. The tools used in the research include semi-structured clinical interview based on DSM5, Young schema questionnaire-short Form of 90 questions (Young, 1999), Beck Depression Inventory-II (Beck, 1996), Nolen Hoxma and Murrow Rumination Questionnaire (Nolen-Houseman & Morrow, 1991), Beck Anxiety Inventory (1998) and Autobiographical memory test (Williams & Broadben, 1986). Trend graph, percentage of non-overlapping data and recovery percentage were used for data analysis.

The findings of the research showed that the combined method of schema therapy with memory specificity training is effective on participants' depression with an average recovery percentage of 55.30 after the intervention and anxiety with an average recovery percentage of 65.30 after the intervention, but the intervention on accompany rumination with an average recovery percentage of 1.39 is not effective. Also, this method is effective in reducing overgeneral recall of participants' memory.

Considering the effectiveness of the present integrated intervention on depression and anxiety and reducing over general recall of, the use of memory specificity training during schema therapy sessions is suggested as a technique along with other experimental, emotional, cognitive and behavioral techniques.

Architectural space has many effects on human mental and physical health. From a cognitive perspective, some effects are self-conscious and visible in behavior, while some are hidden and their understanding requires meticulous analysis. The range of effects is from positive to negative. Many studies have been conducted in the field of environmental psychology, but due to the use of traditional methods, they failed to provide an answer to explain how architectural space affects the brain. Today, with the emergence of the new trend of neuroscience, the way of this effect has been clarified.

The current research was carried out with the aim of identifying the cognitive effects of architectural space on brain activities based on neuroscience and sought to clarify the different levels of short-term and long-term effects of architectural space on the brain.

The current research has achieved the purpose of the study through qualitative approach and a descriptive-analytical research method, using the review of existing sources and studies, and has specifically addressed the effects of architecture on cognition and brain activities. The study period was between January 1st. 2010 and December 22nd. 2020. The following databases were used: Science Citation Index Expanded, Social Sciences Citation Index, Arts, and Humanities Citation Index, and Emerging Sources Citation Index.

The results of the research indicate that the architectural space can be categorized in three different levels in terms of the importance of the effects from simple to complex. At low level, architectural space affects metabolic settings, basic and immune responses; at middle level, it affects orientation and stress; and at high level, emotion, memory and attention are affected by architectural space.

It seems that the current research field is a step in the direction of clarifying the effects of architecture for the researchers of environmental psychological fields and opens a clear path to achieve a healthy space in this field.

Previous research has highlighted the potential role of inferential confusion in the development and maintenance of obsessive- compulsive disorder symptoms. In some of these studies, the factors predicting obsessive-compulsive disorder symptoms, including fear of self and obsessive beliefs, have been identified, but the mediating mechanisms of this relationship have not been identified yet.

The purpose of the present study was to investigate the mediating role of fear of self and obsessive beliefs in the relationship between inferential confusion and obsessive-compulsive disorder symptoms.

The research method was correlational and structural equation medeling. The statistical population of the study included all social network users in mashhad in year 2022, from which 300 subjects  participated were selected by available sampling method. To collect research data, measures of Obsessive-Compulsive Insentory-Revised (Foa et al., 2002), Feared Self Questionnaire (Aardema et al., 2013), Obsessive Beliefs Questionnaire (OCCWG, 1997), and Inferential Confusion Questionnaire (Aardema et al., 2010) were used. Data analysis done through structural equation modeling using path analysis method by SPSS26 and AMOS22 softwares.

The results showed that inferential confusion (β=0.19), fear of self (β=0.23) and obsessive beliefs (β=0.55) had a positive and significant effect on obsessive-compulsive disorder symptoms (P<0.01). Also, the direct effect of inferential confusion on fear of self (β=0.60) and obsessive beliefs (β=0.58) was significant (P<0.01). Regarding the indirect effect, inferential confusion had a significant effect on obsessive-compulsive disorder symptoms through the mediating variable of obsessive beliefs (β=0.31) and fear of self (β=0.13) (P<0.05).

Acording to the role of fear of self and obsessive beliefs in the relationship between inferential confusion and obsessive-compulsive disorder symptoms, planning to reduce fear of self and obsessive beliefs can reduce the effect of inferential confusion on obsessive-compulsive disorder symptoms.

Multi-grade classes, in which a teacher is responsible for teaching students in different educational levels, is a way to make rural children more accessible to education. Despite the negative effects of this type of education, such as less attention to the individual needs of learners, few researches point to the increase of learners' social skills, richer educational environment, better social participation and growth of self-esteem. One of the fields to resolve this contradiction is the comparison of multiple intelligences in multi-grade and one-grade students, but there is a research gap in the relevant research background. There are different views on multi-grade classes. Some researches consider multi-grade classes as one of the problems of the educational system that must be eliminated, and some others consider the existence of these classes as an opportunity for optimal education. The results of previous studies on the benefits and limitations of multi-grade classes for students are contradictory. One of the areas to resolve this contradiction is the comparison of multiple intelligences in multi- grade and one-grade students, about which there is a research gap.

The present study was conducted with the aim of comparing moral intelligence, emotional intelligence and social intelligence in students of one-grade and multi-grade classes.

The design of the current research was a causal-comparative description. The statistical population of the research included all one-grade and multi-grade students of Khodaafrin city in the academic year of 2021-2022, who were studying in the sixth grade. The sample size was determined based on Morgan's table (239 people) and then sampling was done in three levels: cluster, class and simple random. In this way, to determine a sample of single-grade students from among the one-gradm schools of Khoda Afarin city, a few schools were randomly selected. Also, some schools were randomly selected from the multi-grade rural schools. Then, according to the size of each class (one-grade and multi-grade) in the statistical population, a total of 239 students (147 one-grade students and 92 multi-grade students) were selected randomly. In order to collect data, questionnaires of emotional intelligence (Schutte et al., 1998), moral intelligence (Lennick & Kiel, 2005) and Tromsoe social intelligence (Silvera et al., 2001) were used. Multivariate analysis of variance and SPSS26 software were used for data analysis.

The results showed that the students of multi-grade classes have obtained higher average grades in all three variables of emotional intelligence, moral intelligence and social intelligence, but this difference was not significant in terms of moral intelligence scores (P>0.05), but significant in emotional intelligence and social intelligence. was (P<0.05).

According to the findings, it seems that the students of multi-grade classes have higher emotional and social intelligence than the students of one-grade classes due to more and richer interactions in the educational environment. Considering conducting research in a specific geographical area and sixth grade students, it is suggested to repeat the experiment in other groups and more samples

Breast cancer is one of the most common types of cancer in women worldwide, which has several negative consequences on the emotional, mental, and emotional states of women. Due to the psychological nature of breast cancer, psychological interventions have been the focus of some studies. It seems that it is necessary to pay more attention to psychological interventions to reduce the psychological suffering of women with breast cancer.

This study aimed to compare the efficacy of narrative therapy and cognitive-behavioral therapy on pain self-efficacy and hope in refractory metastatic breast cancer patients.

The research method was applied in a semi -experimental way with a pre -test -post -test design and a one-month follow-up with a control group.. The statistical population included all female patients with refractory metastatic breast cancer referred to Imam Khomeini Hospital in Urmia. 45 patients were selected using a targeted sampling method from the available type. They were randomly replaced into two experimental groups (narrative therapy and cognitive-behavioral therapy) and a control group (15 people in each group). Data collection tools included Pain Self-Efficacy Scale (PSEQ), and Schneider Hope Scale (SHS). The first and second experimental groups were treated with narrative therapy by White and Epston (1990) and cognitive-behavioral intervention by Wildermut (2008) for eight sessions each. Follow-up was done after 1 month. Data were analyzed using SPSS-26 software and repeated measure analysis of variance and LSD.

According to the results of the LSD test, people who experienced narrative therapy had higher scores in pain self-efficacy and hope compared to people who participated in cognitive-behavioral therapy (p<0.05). This means that narrative therapy was more effective than cognitive behavioral therapy on pain self-efficacy and hope, and in the follow-up phase, this level of meaning was permanent.

Both approaches of narrative therapy and cognitive behavioral therapy are practical in pain self-efficacy and hope, but narrative therapy is more effective than the other two groups in improving pain self-efficacy and hope of patients with metastatic breast cancer resistant to treatment. Therefore, the results of this study can help therapists, psychologists, and policymakers in the field of health and mental health. Hence, it is suggested to repeat this research in more groups and samples

Sexual performance based on sexual schemas is one of the important aspects in personal health. However, in all reviewed researches, the role of trait state anxiety and sexual self-esteem as mediating variables has not been considered and that the considering the negative sexual anxiety and self-esteem on sexual relationships has not been studied in the research society.

The present study was conducted with the aim of investigating the structural equation model of sexual performance of women under menopause based on sexual schemas with the Mediator role of state-attribute anxiety and sexual self-esteem.

The research method was descriptive-correlational, in kind of structural equation modeling. In order to determine the sample, 350 women under the age of menopause who referred to the health and treatment centers of Rudsar city in 1401 were selected by cluster random sampling method. The measuring instruments were Rosen et al.'s sexual performance questionnaires (1997), Andersen and Cyranovsky's sexual schema (1994), Spielberger's state-trait anxiety (1970), and Zina and Schwarz's sexual self-esteem (1996). In order to analyze the data, Pearson's correlation coefficient was used to measure the pairwise correlation of variables and path analysis was used to find the pattern of structural equations with SPSS and AMOS software.

Based on the results of the fit indices, the structural model of the research had a good fit. The analysis of direct relationships showed that there is a direct relationship between sexual performance and explicit/comfortable (β=0.139, P=0.016) and passionate/romantic (β=0.181, P=0.001) sexual schemas. Shy/cautious sexuality and sexual performance have an inverse relationship (P=0.049, β=0.102), direct relationship between sexual self-esteem and sexual performance (P<0.001, β=0.321) and between Trait anxiety and sexual performance have an inverse relationship (P<0.001, β=0.202).

Therefore, to reduce sexual performance disorders, interventions that guide women in the direction of knowledge, insight and change of attitude about their thoughts, feelings and emotions about sexual relations should be used. Increasing the scope of such research can be effective in preventing women's sexual problems.