مجله پژوهش های کاربردی روانشناختی
سال چهاردهم شماره 3 (پاییز 1402)

The aim of this study was to investigate the effect of teaching techniques based on neurocognitive, multimedia, socio-cultural, metacognitive, neurocognitive, and multimedia theories on EFL learners’ ability to recall and identify English vocabulary. The semi-experimental method used was pre-test-post-test with a control group constituted the semi-experimental design. All pupils enrolled in English language educational institutions in Qom city in 2021 comprised the statistical population.The statistical sample for this study was comprised of male language learners from two institutions who were selected at random; sixteen experimental groups and 17 control groups were formed. In eight 45-minute sessions, the experimental group was instructed using visual/pictorial methods, the multi-sensory method, circle rotation, narration, and note-taking. In contrast, the control group received instruction using the standard method. Data for the study were obtained from both the experimental and control groups through the administration of a test developed by the instructors. The statistical analysis of covariance and split plot was conducted utilizing version 22 of the SPSS software. It was determined, following the analysis, that techniques based on the proposed domains increase the rate of recall and vocabulary recognition both within and between groups. The findings indicate that the implementation of strategies significantly impacts both the recall and recognition of vocabulary.

The objective of this research endeavor was to assess the efficacy of schema-based instruction in word problem solving as a means of enhancing the executive functions of mathematically impaired students with specific learning disorders. This was a semi-experimental study with a control group and a pre-test / post-test design. A purposive sampling method was employed to select 30 second and third grade students with math learning disorders at random from the community of male elementary school students in Tabriz who had specific learning disorders during the academic year 2020-21. These students were then divided into two groups of 15 individuals each. Prior to commencing the training, the study groups provided pre-test scores. Theexperimental group was subsequently instructed in the solution of word problems using Schema-Based Instruction (SBI) for a total of fourteen 45-minute sessions over the course of two months; yet the control group did not receive this training. The Executive Function Questionnaire (BRIEF), Wechsler Intelligence Scales (WISC-IV), and Iran Key Math are examples of research instruments. Post-test scores were collected and analyzed utilizing multivariate covariance subsequent to the instruction. The findings indicated that schema-based instruction negatively impacted the inhibition control and working memory components (p<0.05). It is recommended that educational institutions and learning disorders centers implement schema-based instruction in order to assist students with specific learning disorders in solving mathematical problems.

The purpose of the current research endeavor was to examine the efficacy of mindfulness skills training in enhancing the social competence and alexitimia of children who exhibit symptoms consistent with anxiety disorder. With experimental and control groups, a three-stage design (pre-test, post-test, and follow-up) and a two-month follow-up period, the research methodology was semi-experimental. The study’s statistical population comprised Tehran-based children in the fourth and fifth grades of primary education during the academic year 2020-2021 who exhibited symptoms consistent with anxiety disorders. A purposive sampling method was employed to select 36 children (21 girls and 15 boys) who exhibited symptoms of anxiety disorder. These children were then randomly assigned to either the experimental or control groups. Ten and a half-hours of mindfulness skills training were allocated to the students in the experimental group. The present investigation employed the Children’s Anxiety Scale (CAS), the Alexitimia Questionnaire (IQ), and the Social Competence Scale (SCS). The data were subjected to analysis using mixed ANOVA in the SPSS-23 software. Children exhibiting symptoms of anxiety disorder benefit significantly from mindfulness skills training in terms of social competence (p<0001, Eta=0.55, F=42.39) and alexitimia (p<0001, Eta=0.53, F=38.16), according to the findings. Based on the results obtained from the current investigation, it can be inferred that mindfulness skills training may serve as an effective approach to enhance social competence and reduce anxiety symptoms in children diagnosed with anxiety disorder. This is achieved through the development of emotional and five-sensory awareness, as well as the incorporation of mindfulness practices into daily life.

The purpose of this study was to examine the lived experience of adolescents in relation to their mentalization capacity during adolescence. The ongoing investigation is a descriptive phenomenological inquiry. The study cohort comprises Tehran-dwelling adolescents between the ages of fifteen and eighteen in 2021. The participants were selected using the Reading the Mind in the Eyes Test (RMET) and inclusion and exclusion criteria in accordance with purposive sampling. Saturation was comparatively achieved following a semi-structured in-depth interview with eight adolescent boys and girls (4 female and 4 male adolescents) who had obtained the highest and lowest scores on the RMET, respectively. Utilizing MAXQDA 2020, the data were analyzed using the Colaizzi method. Data was additionally coded, clustered, and thematized. By analyzing the data of the participants with the greatest capacity for mentalization, a total of 1713 codes, 23 clusters of meaning, and 6 themes were identified. An analysis of the data collected from participants with limited mentalizing capacity yielded the extraction of 466 codes, 18 clusters of meaning, and 5 themes. Adolescents with greater mentalizing capacity demonstrated problem-solving, self-awareness, perspective-taking, relativism, and positive family relationships, according to the findings. Investigations into the lived experiences of adolescents with low metalizing ability did, however, yield the following results absolutism, inability to analyze and explain, irritability, inability to solve problems, negative self-perception, feeling unsafe in social relationships, and increased family conflicts. The results of the current investigation indicate that adolescents’ perception of adolescence is significantly influenced by mentalization, which in turn enhances their intrapersonal qualities and the quality of their interpersonal relationships.

The aim of this paper was to study was to Examine the Effectiveness of Mindfulness Based on Cognitive Therapy on Self-Confidence and Resilience of Mothers with Slow-Paced Student. The present research is semi-experimental study of pretest-posttest design with a control group. The study’s statistical population comprised 99 mothers of slow-paced students whose children attended Golshan School for Exceptional Children in Shiraz during the 2019 academic year. The research sample comprises sixteen mothers who were selected at random from the available population and divided into two groups: experimental and control. In the experimental Ggroup, participants will be treated for a total of eight sessions. The Self-Esteem Questionnaire (SES), which was developed by Rosenberg, and the Resilience Questionnaire (CD-RIS), which was created by Connor and Davidson, are utilized to gather the data. An analysis of data Covariance analyses were conducted utilizing SPSS software version 22. The results indicate a statistically significant distinction (P ≤ 0.05) in the average scores of self-confidence and resilience between the two groups. The intervention caused a cessation of self-confidence and resilience and an improvement in both with respective impact rates of 87.5% and 89.3%. Mothers of students who progress at a slower rate experience an increase in self-assurance and resilience as a result of mindfulness-based cognitive therapy. Consequently, it can be utilized in therapeutic centers and clinics as a complementary therapy.

The purpose of the present study was to investigate the relationship between students’ academic performance and their preparedness for e-learning, with executive functions serving as a mediator. Path analysis and descriptive-correlational methods comprised the research design during the COVID-19 pandemic. One hundred male students in grades 7-12 from five high schools in Tehran (districts 12, 4, 3, 1, 6) were selected using cluster random sampling to complete the online versions of the Watkins E-Learning Readiness (WER) questionnaire, Barkley Deficits in Executive Functioning Scale (BDEFS), and self-reported GPA to assess academic performance. Among these, 93 questionnaires were completely amenable to analysis. To examine the mediating function of executive functions, SPSS version 27 and LISREL software were utilized. A significant relationship exists between e-learning readiness and academic performance, and executive functions can mediate this relationship and predict a greater proportion of the variance in academic performance, according to the results of the analysis and examination of the relationships. Based on the results, it is possible to conclude that academic performance is anticipated to be higher among those with greater e-learning readiness and stronger executive functioning components. Therefore in addition to emphasizing e-learning proficiency, it is recommended that educational programs for e-learning progress incorporate components of executive functioning.

The aim of this study is to elucidate the relationship between marital satisfaction and cultural capital, with psychological and social capital among educators serving as mediators. The present study is descriptive-correlational in nature and applied in intent. The study’s statistical population comprised Yazd-residing educators in 2021. A method of available and purposeful sampling was utilized to select the sample. The sample size of 300 individuals was ascertained through the utilization of structural equations. ENRICH Marital Ssatisfaction (EMI) Scale, Psychological Capital Questionnaires (PCQ), Cultural Capital Scale (CCS), and family social capital (FSCQ) questionnaires were utilized in the research. The online questionnaire was developed and disseminated to participants via accessible virtual social networks; a total of 284 individuals participated in the survey. The data analysis and generation of descriptive indices and a correlation matrix were conducted using SPSS version 23 software. For fitting partial least squares structural equation modeling (PLS-SEM), SmartPLS3 software was employed. The results showed that marital satisfaction is positively predicted by psychological capital and negatively predicted by cultural capital. There was no correlation between social capital and marital contentment. Marital satisfaction can be predicted by social capital via psychological capital. Although cultural capital has a direct negative relationship with marital satisfaction, it can indirectly contribute to marital satisfaction via social and cultural capital.

The aim of this study is to examine the mediating effect of academic passion and academic well-being on the association between classroom socio-mental climate and academic resilience. The research method is descriptive-correlational. The study’s statistical demographic comprised sixth-grade students, both male and female, residing in Isfahan during the second semester of the 2020-2021 academic year. Strategized random sampling was utilized to select 360 pupils, 131 of whom were female and 192 of whom were male. The research instruments utilized in this study comprised the Academic Passion Scale (APS) developed by Salehnajafi et al., the Academic Well-Being Questionnaire (AWQ) created by Tuominen-Soini et al., the Socio-mental Climate Questionnaire (PCSMCQ) developed by Fraser et al., and the Samuels Academic Resilience Questionnaire (ARI). The data were analyzed using structural equation modeling and the SPSS-22 and Amos-24 software packages. The results showed that the path coefficients associated with the direct relationships between classroom socio-mental climate and academic passion and well-being (β=0.65 for both paths), β=0.21 for resilience, and β=0.30 for well-being, are statistically significant at the 0.01% level. Furthermore, at the 0.01% significance level, the direct path between academic passion and academic resilience is β=0.32. The findings of the investigation indicate that the proposed model fits the data well.

The aim of this study was to investigate the lived experiences of married couples who have undergone attachment trauma (insecure attachment). It employed a qualitative methodology, specifically utilizing interpretive phenomenology and the Van Mannen analytical method. All couples referred to counseling centers in Kermanshah in 2020 constituted the target population, and criterion-based purposive sampling was used to select the sample. The clients completed the Carver Measure of Attachment Qualities. Those who exhibited insecure attachment and were more likely to participate in the study were interviewed in a semi-structured format until saturation was reached. The final tally of participants was fourteen, comprised of eight females and six males. Data were collected, recorded, coded, and classified into main themes and sub-themes. The data were analyzed utilizing Van Manen’s method of theme analysis, which extracted themes in accordance with three distinct approaches—general, selective, and fragmentary. Thirty subthemes and five overarching themes are discerned through this analysis: disturbed communication patterns, the presence of mental disorders and emotional regulation difficulties, domestic violence and aggression, disrupted sexual relations, and troubled romantic and interpersonal relationships. The emotional dissolution of a married couple’s existence is the result of communication patterns that have been disrupted by attachment trauma. Therefore, it is imperative to implement training programs and conduct enrichment courses that are grounded in the adult’s attachment style in order to mitigate couple conflicts.

The purpose of the curre​nt research endeavor was to examine the effectiveness of neuropsychological skills training in enhancing self-control abilities among children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Experimental methodology (control and experimental groups), three-stage design (pre-test, post-test, and follow-up), and a two-month follow-up period comprised the study. During the academic year 2021-2022, the statistical population of the present study comprised minors with ADHD residing in the city of Tehran. Twenty-six children diagnosed with ADHD were selected using a multi-stage clustered random sampling method. These children were then allocated at random into two groups: the experimental group comprised fourteen children, while the control group comprised twelve. Over the course of one and a half months, the children in the experimental group were instructed in neuropsychological skills for a total of twelve sixty-minute sessions. The present study utilized the Attention Deficit Hyperactivity Questionnaire (ADHDQ) (Brock & Clinton, 2007), the Self-Control Questionnaire (SCQ) (Kendal & Wilcox, 1979), and the Social Competence Scale (SCS) (Cohen & Rosman, 1972). The data were subjected to analysis using mixed ANOVA in the SPSS-23 software. Children with ADHD who received neuropsychological skills training demonstrated significant improvements in self-control (p<0001, Eta=0.54, F=28.42) and social competence (p<0001, Eta=0.60, F=37.13). According to the findings of the present study, it is possible to conclude that neuropsychological skills training can be an effective method for enhancing the social competence and self-control abilities of children with ADHD by bolstering executive functions, attention, and concentration, as well as cognitive and mental organization..

The objective of this research was to investigate the manner in which coping styles mediated the association between self-esteem and emotional well-being in a sample of male and female university students. A total of 300 university students (150 male and 150 female) enrolled at Shahid Beheshti University during the initial six months of the academic year 2017-2018 participated in this correlational study. They were administered the Rosenberg’ Self-Esteem Scale (RSES), and the Coping Inventory for Stressful Situations-Short Form (CISS-SF). The study employed statistical path analysis with a model-fitting approach to examine the mediating role of coping styles in the association between emotional well-being and self-esteem among university students of both genders (male and female). The partially mediated model of emotion-oriented and task-oriented coping styles on the relationship between self-esteem and emotional well-being fit the data well, according to the findings of the AMOS-20 software. Furthermore, it should be noted that every regression weight in the proposed model exhibited statistical significance. The predictors of the model comprised self-esteem, task-oriented factors, and emotion-oriented factors, which collectively explained 36% and 47% of the variance in positive and negative affect, respectively. Overall, the results of this study indicated that by enhancing the coping mechanisms of students, it is possible to elevate their level of well-being and protect them from distressing situations..

The purpose of this research was to investigate the effectiveness of positive psychotherapy in enhancing health promotion behaviors and psychological capitals among individuals diagnosed with type-2 diabetes. A quasi-experimental design comprising a pre-test, post-test, control group, and a two-month follow-up period was utilized for the study. The statistical population for the summer of 2021 in the Shahreza comprised individuals diagnosed with type-2 diabetes. By means of purposive sampling, 34 patients diagnosed with type-2 diabetes were selected in a random manner (18 men and 16 women) and assigned to either the experimental or control group. Over a period of two and a half months, the experimental group was exposed to eight positive psychotherapy sessions, each lasting seventy-five minutes. The health promoting behaviors questionnaire (HPBQ) and the psychological capitals questionnaire (PCQ) were utilized in this research. The data obtained from the research were subjected to analysis using mixed ANOVA in SPSS-23. The results showed that positive psychotherapy significantly influences the health promotion behaviors and psychological capitals of patients with type 2 diabetes (p<0.001). Positive psychotherapy can be an effective treatment to improve health promotion behaviors and psychological capitals in patients with type-2 diabetes, according to the findings of the present study. This is achieved through the use of techniques such as positive life vision and the instruction of optimism and hope for the future.

The aim of the present study was to predict disordered eating behavior via internalized shame as a mediator between perfectionism and childhood trauma. In order to accomplish this, a statistical population comprising all students enrolled in Islamic Azad Universities in Tehran during the academic year 2018-2019 was utilized to select five universities (Azad North, Center, South, Science and Research, and Medical Science). Subsequently, 400 students were selected as sample members using the available sampling method. Subsequently, 400 students were chosen using the available sampling procedure. They responded voluntarily to Eating Disordered Behavior Scale (EAT-26), Hill Perfectionism (HPI), Childhood Trauma Scale (CTQ), Internalized Shame (ISS). Finally, 324 questionnaires were incorporated. Analysis of the data was performed with SPSS-24 and Amos. The findings from the path analysis indicated that shame predicted eating disorders and mediated the relationship between childhood trauma, perfectionism, and eating disorders. Shame was identified as the mediating factor in this relationship. Individuals who experienced childhood traumatization appear to resort to compensatory behaviors, such as disordered eating, to regain a positive self-image and alleviate feelings of shame. An undesirable body image and feelings of shame can further exacerbate perfectionism, which may manifest as extreme behaviors like eating disorders as an attempt to attain an idealized appearance.

The objective of this research endeavor was to assess the efficacy of online schema therapy in addressing anxiety among children diagnosed with cancer in Isfahan. Case study with a single experimental design involving ABA subjects and multiple baseline and follow-up assessments comprised the current investigation. The statistical population of the study comprised all children diagnosed with cancer attending Mahak Institute in Isfahan in 2021. For the purpose of this research, three children were intentionally selected and the Spans Child Anxiety Scale (SCAS) and Rijkeboer & de Boo’s Schema Inventory for Children (SIC) were performed on them during 3 baseline sessions (A). The subjects were then administered eight 60-minute schema therapy sessions via the Internet (B). One month subsequent to the intervention, they participated in three follow-up sessions (C). The SPSS-20 software was utilized to conduct a visual analysis of graphs containing trend, stability, Percentage of Non-overlapping Data (PND), Percentage of Overlapping Data (POD), Means Percentage Improvement (MPI), and Means Percentage Reduction (MPR). The mean anxiety scores of subjects 1, 2, and 3 exhibited a decreasing trend from the baseline to the intervention and follow-up stages, as indicated by the results. Furthermore, the percentages of anxiety score reduction and improvement were as follows: 9% and 8% for subject 1, 10% and 11% for subject 2, and 10% and 11% for subject 3. As a result, online schema therapy may be utilized as an intervention method to alleviate anxiety in cancer-afflicted children.

The present study was conducted to investigate the efficacy of ACT (Acceptance and Commitment Therapy) on the perceived stress and enhancing a sense of coherence among individuals diagnosed with ulcerative colitis. A quasi-experimental design comprising a pre-test, post-test, control group, and a two-month follow-up period was utilized for the study. The statistical cohort comprised all patients diagnosed with ulcerative colitis who were referred to the Digestion and Liver Research Center during  the autumn and winter of 2019-20, under the supervision of Alzahra Hospital. A total of 25 patients who were diagnosed with ulcerative colitis were chosen using a purposive sampling method and assigned at random to either the experimental or control group. Over the course of two months, the experimental group participated in ten ACT sessions, each lasting seventy-five minutes. The applied questionnaires utilized in this study comprised the Perceived Stress Scale (PSS) and Sense of Coherence Questionnaire (SCQ). The data obtained from the study were subjected to analysis using mixed ANOVA via SPSS-23. Patients with ulcerative colitis (p<0.001) experience a significant reduction in perceived tension and sense of coherence, as indicated by the findings. According to the findings, it can be concluded that ACT has the potential to serve as a successful intervention to decrease perceived stress and improvement of sense of coherence among individuals diagnosed with ulcerative colitis. This is achieved through the utilization of six primary processes: acceptance, diffusion, context as self, relationship with the present moment, values, and committed activities.

This study aimed to investigate ego-depletion, attention control, and decision-making in proficient female soccer players. Utilizing a quasi-experimental design with an applied objective, the research was conducted intra-group using a pre-test-post-test methodology. The statistical population comprised proficient female footballers who competed in the Premier League of Tehran Province. This study involved forty proficient female football players, with an average age of 23.09+2.03 years, who had at least eight years of competition experience. The samples were arbitrarily divided into two groups—ego-depletion and non-ego-depletion—using convenience sampling. The data were collected using the personal information questionnaire, General Health Questionnaire, Stroop, and the Decision-making tool. The ego-depletion group’s self-control strength was diminished in two cycles of eighty trials through the prior task, which was the Stroop inconsistent task. They executed a computer-based decision-making task under distracting conditions, which comprised 180 images depicting various football scenarios. The data analysis was conducted using SPSS-21 software and a mixed ANOVA with the SYNTAX command. The results showed that the ego-depletion group made decisions with significantly slower speeds and reduced accuracy (P<0.001). In contrast, the non-ego-depletion group demonstrated a statistically significant improvement in accuracy (P=0.003) but a considerable decline in decision speed (P<0.001). Overall, one could contend that mental fatigue-induced ego depletion undermined the capacity for self-control, which consequently compromised the decision-making abilities of the participants.

During an EEG eyes-opened state, the current investigation aimed to compare the language abilities of typically developing and dyslexic children. This research employed a descriptive-analytical design. The statistical sample for the study comprised 19 typical children residing in Shiraz city during the academic year 2020-2021 and 20 dyslexic children aged 7 to 11 who were referred to psychologists at the Mehraz Andisheh Clinic. The remaining 19 children were selected using the purposeful sampling method. The Wechsler Intelligence Scale for Children (WISC-IV) was utilized in the diagnostic process for children diagnosed with dyslexia. EEG data were quantified using Neuroguide software and analyzed using the Wilcoxon test in SPSS-23. The QEEG findings revealed that dyslexic children exhibited greater absolute power in the delta and theta regions of the frontal, parietal, left, and right hemispheres compared to the control group. However, the control group demonstrated greater absolute power in these areas in comparison to the dyslexics. The results corroborate the conclusions drawn in other studies and validate the presence of an atypical linguistic network among individuals with dyslexia. Thus, the investigation of brain waves may have a beneficial effect on the clinical treatment of individuals with dyslexia and can be utilized to better identify the language abilities of dyslexics.

The purpose of the current investigation was to ascertain the actual experiences of mothers who had applied sex education for their teenage sons and daughter. The research method was fundamental in terms of objective, whereas it was phenomenological in terms of strategy. In 2021, the research community at the Payame Noor University branch in Khouzestan comprised all females who had adolescent children. The researcher initiated the sampling procedure by selecting these mothers until all available information was exhausted. A total of 18 mothers participated in semi-structured interviews. The Colaizzi method was applied to the data of this study, which produced one main theme and four subthemes. The findings showed that the mothers tried to prevent or control the harms of puberty through various strategies, including limiting the adolescent’s sexual stimulation and curiosity, managing social communication, enhancing the parent-adolescent relationship, engaging in conversations with the adolescent to educate them about the risks associated with puberty, and managing social communication. These approaches predominated over others and were centered around adolescent-centered care and abstinence. Therefore, it would appear that professionals could benefit from an understanding of how parents handle the sexual concerns of their adolescents in order to develop more effective methods of educating them on the subject.