فصلنامه علوم روانشناختی
پیاپی 130 (دی 1402)

The factors associated with non-suicidal self-injury among adolescents have been extensively researched. However, the fundamental mechanism of the relationship between childhood trauma and non-suicidal self-injury remains limited.

This study aimed to investigate the structural relationships of a model linking childhood trauma and non-suicidal self-injury behaviors in adolescents with borderline personality traits, based on the mediating role of distress tolerance.

The research method was descriptive correlational. The statistical population of this study consisted of all high school students in Tehran during the academic year of 2022-2023. In this study, 316 students were selected from 1325 students with borderline personality traits using a multi-stage cluster sampling method. Data were collected using the Non-Suicidal Self-Injury (NSSI) behavior questionnaire (Klonsky & Glenn, 2009), Childhood Trauma Questionnaire (Bernstein et al., 2003), and Distress Tolerance Scale (Simons & Gaher, 2005). Data were analyzed using Pearson correlation statistics and structural equation modeling with SPSS and AMOS statistical software.

The results indicate a good fit of the proposed model with the data. Structural equation modeling demonstrated that childhood trauma accounted for 10 percent of the variance in distress tolerance. Furthermore, 60 percent of the variance in non-suicidal self-injury-oriented behaviors among adolescents was explained by childhood trauma and distress tolerance.

Meanwhile, interventions in childhood trauma and enhancing distress tolerance skills may effectively prevent the onset of non-suicidal self-injurious behaviors in adolescents.

One of the most common problems at different levels of education, especially during adolescence, is academic procrastination. Procrastination is one of the most important causes of students' failure to learn and achieve academic progress. Educational interventions based on choice theory and Transactional Analysis are two different types of interventions that emphasize on internal and interpersonal factors, respectively, and there is a comparison of their effectiveness on academic procrastination of girl's students in the research.

The present study was conducted with the aim of comparing the effectiveness of education based on choice theory and transactional analysis on academic procrastination of girl's students.

The method of the current research 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 ninth grade girl's students of Kuhdasht city in the academic year of 2018-2019, 45 of whom were selected by multi-stage cluster sampling method, and they were randomly replaced in three groups of 15 people (two experimental groups: Choice Theory and Transactional Analysis and a control group). In order to collect data, the academic procrastination assessment scale - student version (Solomon & Rothblum, 1984) was used. Also, educational programs based on choice theory (Nikbakht et al., 2014; Glasser, 1999) and based on transactional analysis (Stewart & Joines, 2009) were implemented in eight sessions on the first and second experimental groups, respectively. Also, the research data were analyzed using the analysis of variance test with repeated measurements using SPSS-23 software.

The findings showed that both education based on choice theory and transactional analysis (with effect sizes of 0.870 and 0.721, respectively) had a significant and stable effect on the academic procrastination of ninth grade girl's students (P≥0.001). Also, the results of the comparison of interventions in Benferroni's post hoc test also showed that the effectiveness of education based on the choice theory on reducing academic procrastination was greater than the interaction analysis (P≥ 0.001).

According to the obtained results, it seems that the educational interventions based on the choice theory and transactional analysis were effective in reducing the academic procrastination of girl's students, But the education program based on the choice theory is more effective because of increasing academic self-confidence and improving students' metacognitive skills, for this reason, it is suggested that school counselors use this educational method more to reduce students' academic procrastination.

Attitudes play an essential role not only in the academic field but also in the whole life of students and their activities, and they are one of the main factors in understanding individual and social behaviors and self-acceptance. Previous studies have shown that aesthetics can be considered as an effective method in improving students' attitudes in schools, However, there is a research gap regarding the effectiveness of aesthetic education based on learning experiences on the academic attitude of female students.

The present study was conducted with the aim of investigating the effectiveness of the aesthetic education package based on learning experiences on the academic attitude of female students.

The present research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of the research included all female students of the first secondary level of Hamadan city who were studying in the academic year of 2020-2021. The statistical sample of the research (40 people) was selected through multi-stage random cluster sampling and randomly assigned to two experimental and control groups. Aesthetics education intervention based on the theory of learning experiences (researcher-made) was implemented for 10 sessions of 45 minutes for the members of the experimental group, But the members of the control group did not receive any training. The data collection tool in this research was the academic attitude questionnaire (Seker, 2011). The data analysis in the present study was done using the one-variable analysis of variance test and using the SPSS-22 software.

The data obtained from covariance analysis in this research showed that the teaching of aesthetics educational package based on learning experiences was significant on the academic attitude of female students (P<0.01).

The results obtained from the present study showed that aesthetic education made students show a positive academic attitude in learning, In other words, paying attention to students' emotions and feelings can improve their academic attitude.

Studies have shown that social anxiety has a high prevalence among students. Some researches have introduced difficulty in emotional regulation as one of the factors related to social anxiety. Social anxiety and difficulty in emotional regulation not only lead to a decrease in students' academic achievements, but can also affect other psychological and social aspects of their lives. So far, there has been no research that investigates the effectiveness of two types of cognitive-behavioral and emotion-focused therapy in reducing the symptoms of social anxiety and improving the emotional regulation of students.

The present study was conducted with the aim of comparing the efficacy of two types of cognitive-behavioral and Emotion-Focused therapy on social anxiety and emotional regulation of music students of the University of Arts.

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 undergraduate music students referred to the counseling center of Tehran University of Art in 2020. From this statistical population, a number of 45 people were selected in a targeted manner from the available type and were randomly assigned in three groups of 15 people (cognitive-behavioral therapy, Emotion-Focused therapy and control). In the cognitive-behavioral therapy intervention sessions from the cognitive-behavioral therapy protocol (Davoudi, Manshaee, & Golparvar, 2018) and in the emotion-focused therapy intervention sessions from the Johnson therapy protocol (2004) and to collect data from the social anxiety scale (Connor et al., 2000) And the Emotion Regulation questionnaire (Garnefski, Kraaij & Spinhoven, 2002) was used. Covariance analysis and SPSS26 software were used for data analysis.

The findings of the present study showed that both types of cognitive-behavioral and emotion-focused therapy were effective in reducing the symptoms of social anxiety and improving the emotional regulation ability of students. Cognitive-behavioral therapy was more effective in reducing the symptoms of social anxiety and emotion-focused therapy was more effective in improving emotional regulation. (P<0.01).

Based on the findings of the current research, it can be concluded that both types of cognitive-behavioral and emotion-focused therapy have been effective in reducing the symptoms of social anxiety and improving the emotional regulation of students, but in the field of problems related to thoughts and cognitive aspects, cognitive therapy - Behavior is more effective and in the field of issues where emotion is the most important factor, emotion-focused therapy is more efficient and effective.

Critical thinking is defined as the art of analyzing and evaluating thinking along with a review to correct it. Critical thinking is one of the basic needs of human life for decision-making, selection, and deep understanding of various issues. There is a research gap regarding the possible role of analytical literacy and computer literacy in predicting critical thinking with regard to the gender variable.

This study was conducted to predict critical thinking through computer and analytical literacy with the mediating role of gender in second-year high school students of Gilan province.

Research method was descriptive correlation type and the statistical population included second-year high school students of Gilan province in the first half of the academic year 2019-2020. The statistical sample included 384 people (191 girls and 193 boys) who were randomly selected in person and virtual. Data collection tools included critical thinking questionnaire (Ricketts', 2003) and researcher-made computer and analytical literacy questionnaires. The data were analyzed using hierarchical regression, multivariate regression, and Z-test using SPSS software version 26, and a significance level of 0.05 was considered to test the hypotheses.

The results showed that the effect of analytical literacy and computer literacy on students' critical thinking is positive and significant and explains 43% of its changes. Also, multiple relationships between analytical literacy and computer literacy with critical thinking have been stronger in male students than in female students.

According to the obtained findings, it seems that Critical thinking in students can be predicted by the variables of analytical literacy and computer literacy according to the role of gender

Considering the effect of regulating emotions, reducing self-criticism and anger in improving interpersonal and academic relationships of students, it is very important to identify the effectiveness of compassion-based therapy as one of the therapeutic methods.

The purpose of this research was to determine the effect of compassion-based therapy on emotion regulation, self-criticism, and anger in male students of the second secondary level.

The research design was a semi-experimental type of pre-test, post-test with control group. The statistical population consisted of male students aged 15 to 18 years who visited the educational psychology clinics of the 2nd and 3rd regions of Tehran in the academic year of 2021-2022. The sample size is 30 people and the sampling method is simple random. They are in two experimental and control groups (15 people each). The tool for collecting emotion regulation questionnaires was Garnefsky and Craig (2006), self-criticism by Thompson & Zuroff (2004), aggression by Bass and Perry (1992). In the inferential statistics section, analysis of covariance test.

Compassion-based therapy has a significant effect (p<0.001) on emotion regulation, self-criticism, and anger among second-year high school male students. According to the eta square, this effectiveness estimated as 44.8, 66.3, 62.0 and 60.6% respectively.

Compassion-based therapy reduces maladaptive strategies and increases adaptive strategies in emotional regulation, reduces self-criticism, reduces anger, and improves the emotional and psychological conditions of adolescent students.

Academic cheating behavior is one of the challenging issues in educational environments. This structure has become a global concern in current educational environments and has a significant scope in educational systems. The problem is that the relationships of various variables with academic cheating behavior have been confirmed, but the relationships of variables such as teacher's job enthusiasm and academic motivation have been neglected in the form of structural relationships, and there is a major research gap in this field.

The present study was conducted with the aim of modeling the relationship between teacher's enthusiasm and students' academic cheating behavior with the mediating role of academic motivation.

The method of the present research was applied in terms of purpose and correlational in terms of the nature of the data. The statistical population of the present study included all teachers (N = 1267) and students (N = 2621) of secondary schools in Damghan city in the academic year of 1400-1401. Among the statistical population, 460 teachers (310 women, 150 men) and 460 students (255 girls, 205 boys) were selected by multi-stage random cluster sampling. The teachers responded to the job enthusiasm scale (Schaufeli,2013) and the students responded to the academic motivation scale (vallerand et al,1992) and Academic cheating scale (Murdock & Stephens, 2007). Analysis of research data was done through structural equation modeling with SPSS24 and AMOS26 software.

The results of structural equation modeling showed that the data had an acceptable fit with the conceptual model and was confirmed.) RMSEA = 0.065, CFI = 0.90, IFI = 0.90, NFI = 0.91, and X2 /df=2.89). Also, according to the structural model of the research, job enthusiasm had a significant effect on academic motivation (0.34) and academic cheating behavior (-0.21), academic motivation had a significant effect on academic cheating behavior (-0.29). Also, the relationship between job enthusiasm and academic cheating through academic motivation was significant (-0.10)

It seems that the results of this research can provide useful information for educational officials, researchers, educational consultants in order to increase teachers' job enthusiasm and reduce students' academic problems.

Addiction can have negative impacts on various aspects of life. One of the most affected groups by addiction are the spouses of addicted individuals. These women often face multiple challenges and difficulties in coping with their husbands' addiction, such as sexual intimacy, and marital instability. Therefore, it is important to provide effective psychological interventions for these women to improve their well-being and quality of life. Both treatments have been shown to be effective for various psychological problems. However, there is a lack of research on the comparative effectiveness of these treatments for the specific problems faced by the wives of addicted men, such as sexual intimacy and marital instability.

The present study was conducted with the aim of comparing the effectiveness of acceptance and commitment-based therapy and short-term solution-oriented therapy on sexual intimacy and reducing marital instability of addicted men's wives.

The present study was a semi-experimental type of pre-test and post-test with a control group. The statistical population of the present study was formed by all the wives of addicted men in Azadshahr city in the spring of 2022. The sample was selected by the purposeful available sampling method after meeting the conditions for entering the research. Two experimental groups received treatment intervention in 8 sessions of 90 minutes, and the control group remained on the waiting list. Acceptance and commitment therapy sessions were conducted based on the method (Eifert & Eifert, 2019) and short-term solution-oriented therapy sessions were conducted based on the Noamian and colleagues package (2015). In this research, Bagarozi's Marital Intimacy Needs Questionnaire (2001) and Marital Instability Index (1987) were implemented in three time periods.

Compared to the control group, the two-method treatment increased sexual intimacy and decreased the marital instability of addicted men's wives (P<0.05). There was no statistically significant difference between the effectiveness of acceptance and commitment-based therapy and short-term solution-oriented therapy on the sexual intimacy of addicted men's wives (P<0.05).

According to the results of the implementation of two treatment methods that have a significant effect on increasing sexual intimacy and reducing marital instability, psychologists and therapists are expected to provide appropriate treatment for the wives of addicted men and guarantee their quality of life.

Today, the survival of women with breast cancer after diagnosis has increased, but for this category of patients, not only survival is important, but adherence to treatment after the occurrence and diagnosis of the disease and increased concern about the quality of life are also important. The effectiveness of various psychological treatments on adherence to treatment and quality of life of these patients has been investigated, but there is a gap in research regarding the comparison of the effectiveness of compassion-based therapy and behavioral activation therapy on the studied variables.

The purpose of this research was to compare of the effecacy of compassion-based therapy and behavioral activation therapy on adherence to treatment and quality of life in women with breast cancer.

The design of the current research was semi-experimental, of pre-test-post-test type with a control group and a two-month follow-up. 45 women with breast cancer in Gorgan during the years 2021 and 2022 were placed in three groups of compassion-based therapy, behavioral activation therapy and control group by simple random sampling method. To collect data, were used for Medication Adherence Scale (Morisky et al., 2008) and Quality of Life Questionnaire for cancer patients (European Organization for Research and Treatment of Cancer). participants in the experimental groups underwent the interventions of compassion-based therapy (Gilbert, 2006) and behavioral activation therapy (Dimidchian et al. et al., 2008) were included in 8 sessions of 90 minutes. Also, the data were analyzed by repeated measurement variance analysis and LSD follow-up test with the help of SPSS19 software.

The findings of the research showed that both compassion-based therapy and behavioral activation therapy were effective on the adherence to treatment and quality of life of women with breast cancer (p<0.05). Also, the results showed that behavioral activation therapy was more effective than compassion-based therapy, and this significant level was stable in the follow-up phase (p<0.05).

According to the obtained results, it seems that interventions based on compassion and behavioral activation can improve the quality of life of this group of patients, while increasing adherence to treatment in women with breast cancer. The findings of this study can help doctors, psychologists and policy makers in the field of health and mental health.

Adolescence is a stage of the individual's life during which a young person experiences comprehensive changes and transformations in various aspects such as physical, cognitive, moral, behavioral, and more. One of the most influential factors in successfully navigating this period and acquiring desirable traits as a result of these changes is the family. Hence, it is essential to identify cognitive factors that can be detrimental to parent-adolescent relationships in order to provide strategies for improving relationships between adolescents and parents.

The aim of the current study was to investigate the lived experience of traumatic cognitive factors in parent-adolescent relationships.

The present research employed a mixed-methods exploratory approach. Purposeful sampling using expert network technique was utilized for qualitative data collection, involving 20 participants in interviews. The statistical population for the quantitative segment of the study encompassed all high school students in Shiraz. A total of 332 participants were selected through simple random sampling. The research tools included interviews and a researcher-developed questionnaire for both qualitative and quantitative segments. Qualitative data analysis involved open, selective, and theoretical coding, while quantitative data were analyzed using descriptive and inferential statistics. In the quantitative part of the research, confirmatory factor analysis and structural equation modeling were conducted using Smart PLS 3 software.

The final results of the study, based on the interviews, demonstrated that traumatic cognitive factors in parent-adolescent relationships include: 1) Generational differences; parental perfectionism; parental unawareness; lack of parental understanding; divergent value systems; excessive mutual expectations; and perceptual distance between parents and adolescents. The results of the structural equation modeling indicated that trauma has a significant negative and inverse impact on the parent-adolescent relationship. However, the other factors did not show significant effects.

Based on the findings of this study, it can be said that identifying each of the traumatic factors in parent-adolescent relationships leads to the recognition of the underlying issues between parents and adolescents, thereby facilitating improvement.

One of the psychological interventions that can target the emotional well-being of adolescents with nomophobia is Barlow's transdiagnostic intervention. transdiagnostic interventions emerged against single-diagnosis treatments. The review of previous studies did not find any specific research that investigated the effectiveness of Barlow's transdiagnostic therapy model on the emotional well-being of adolescents with nomophobia.

The aim of this study was to investigate the effectiveness of Barlow's transdiagnostic treatment on the emotional well-being of 14-18-year-old adolescents with nomophobia.

The method of the current research 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 adolescent girls in the city of Isfahan in the age range of 14 to 18 years. The sampling method was available and the statistical sample included 30 people. In this way, 30 adolescent girls who were suffering from nomophobia and had low emotional well-being were randomly selected, were randomly assigned to be Experimental and control in two groups. The experimental group received Barlow et al (2011) metadiagnostic therapy in the form of 12 90-minute sessions, but the control group members did not receive any intervention. The research tools included nomophobia questionnaire (Azadmanesh et al., 2016) and researcher-made emotional well-being questionnaire (2023). The data was analyzed using the method of variance analysis with repeated measurements and SPSS-29 software.

The results of analysis of variance with repeated measurements in the present study showed that Barlow's transdiagnostic treatment was effective on the emotional well-being of adolescent girls with nomophobia (P<0.001).

Considering the effectiveness of Barlow's meta-diagnostic treatment program on the emotional well-being of adolescents with nomophobia in the present study, it seems If this therapy protocol is used on adolescents who have strong and intense negative or positive emotion levels, they can experience emotional experiences with less distress.

Research has shown that emotional regulation difficulties and nervous pressure can worsen and delay breast cancer in patients. Based on studies, treatment based on acceptance and commitment can be effective in managing this disorder. However, there is a lack of research on the use of this treatment for emotional regulation disorders within the studied population.

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

This study utilized a semi-experimental design that included a pre-test, post-test, control group, and a 3-month follow-up period. All women between the ages of 30 and 50, who were diagnosed with breast cancer and visited the breast cancer clinic at Motahari Hospital in Shiraz during the first four months of 2022 were considered as the statistical population. Using the available sampling method, 50 individuals were selected and divided into two equal groups: the test and control groups, each with 25 individuals. The experimental group underwent eight weekly 90-minute group sessions of acceptance and commitment therapy based on Hayes and Strossahl's (2010) program for emotional regulation. The control group received no intervention. Data was collected using Gertz and Romer's (2004) emotional regulation questionnaire and was analyzed using the statistical analysis of variance with repeated measurements in SPSS software, version 24.

The results show a significant difference in emotional regulation difficulty between the experimental and control groups due to the use of acceptance and commitment therapy (p < 0.05).

Acceptance and commitment treatment is effective in treating breast cancer and improving women's quality of life. Educational programs focused on this approach help women manage their emotions.