نشریه رویش روان شناسی
سال دوازدهم شماره 10 (پیاپی 91، دی 1402)

This research aimed to determine the effectiveness of group counseling based on reality therapy on academic resilience and academic procrastination in students with visual impairment. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the present study consisted of all visually impaired students in Tehran in the academic year 2020-2021, of which 30 people, 15 people in the control group, and 15 people in the experimental group were selected through available sampling. They were randomly placed in two groups. To collect data, Solomon and Rothblom's Procrastination Assessment Scale - Student (PASS, 1984), Samuels's academic resilience (ARI, 2004), and Glasser's reality therapy protocol (2010) were used during 8 sessions of 90 minutes in person. To analyze the data, the multivariate covariance test was used. The research findings showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.05 between the average of the post-test of academic resilience and academic procrastination in the two experimental and control groups. As a result, the educational method of reality therapy can be used as one of the new positive approaches to improve the academic performance of visually impaired students with relatively stable effects, to increase academic resilience.

The purpose of the present study was to investigate the mediating role of empathy in the relationship between attachment styles and narcissistic personality symptoms in Students at university. The statistical population consisted of 20-40-year-old students of Tabriz University in the academic year 2022-2023. 300 people were selected as a sample using the cluster sampling method. The research tools included Narcissistic Personality Questionnaire-16 (NPI-16) by Ames et al. (2006), Adult Attachment Inventory (AAI) by Simpson (1990), and Basic Empathy Scale (BES) by Albiero et al. (2009). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The results showed that secure attachment and empathy have a significant direct effect on narcissistic personality respectively with standardized effect sizes of 0.25 (P=0.007) and -0.20 (P=0.02), but the direct effect of secure, avoidant, and ambivalent attachment was not significant on empathy with standard effect sizes of -0.20, -0.29 and -0.002 respectively (P<0.05). Also, avoidant attachment with a standardized effect size of 0.08 showed a significant indirect effect on narcissistic personality symptoms with the mediation of empathy (P=0.05). These results show that empathy, considering the role of avoidant attachment, can explain the symptoms of narcissistic personality disorder in Students at university.

The purpose of this study was to investigate the mediating role of positive adolescent development in the relationship between social competence, academic well-being, and academic buoyancy in the second-year students of the second secondary school in Behbahan City. The method of this study was descriptive-correlational using the structural equation modeling method. The statistical population included all secondary school students in Behbahan city in the academic year of 21021-2022 and 580 students were selected by multistage random sampling method. To collect data, the Academic Well-Being Questionnaire (AWBQ, Tuominen-Soini et al., 2012), the Academic Buoyancy Questionnaire (ABQ, Dehghanizadeh and Hossein Chari, 2012), the Social Competence Scale (SCS, Felner et al., 1990) and Positive Youth Development Scale (PYDS, Geldof et al., 2014) were used. The findings showed that the coefficients of social competency pathways to positive adolescent development, academic well-being, and academic buoyancy were positive and significant (p<0.05). The findings of indirect relationships indicated that social competence indirectly had a significant effect on academic well-being and academic buoyancy through positive adolescent development (p<0.05). Accordingly, positive adolescent development has a mediating role between social competence and academic well-being, as well as between social competence and academic buoyancy. Therefore, positive adolescent development has a key role in the relationship between social competence and academic well-being, and between social competence and academic buoyancy, so it can be concluded that social competence influences academic well-being and academic buoyancy in students by affecting positive adolescent development.

The present study was conducted to determine the effectiveness of the cognitive rehabilitation program (GO-NO GO and hungry donkey) on reaction speed and cognitive-behavioral inhibition system of children with attention deficit hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design with a control group. The population consisted of all children with attention deficit hyperactivity disorder who were referred to counseling centers in Tehran in the academic year 1402-1401, from which 30 students with attention deficit hyperactivity disorder were selected as samples by purposive sampling. They were randomly assigned to the experimental group (15) and the control group (15). The instruments included Captain Log's cognitive rehabilitation software (Captain's Log, Sandford & Brown, 1988) Wechsler Children Intelligence Scale (WISC, Wechsler, 2003), and  Go/No Go Task (Hoffman, 1984). The experimental group received 11 sessions (one session per week for 60 minutes) of cognitive rehabilitation training. Data were analyzed through multivariate covariance statistical tests. The results showed that by controlling the effect of the pre-test, there is a significant difference between the post-test of the experimental and control groups in reaction speed and cognitive-behavioral inhibition of students with attention deficit hyperactivity disorder (P<0.05). Based on the results, one could say rehabilitation programs have led to the improvement of the reaction speed and cognitive inhibition system of students.

Critical thinking is a cognitive activity for understanding and evaluating findings and phenomena based on skills such as reasoning and analysis. In recent years, this skill has found a special status as an educational goal in the educational system of many countries in general education. Thus, understanding the methods of measuring this competence and examining the current instruments are crucial. This research aimed to introduce critical thinking skills tests of students as well as to identify and strengths and weaknesses of these tests via the critical review method and through the PRISMA model. After searching across Web of Science, Scopus, and Google Scholar plus Iranian scientific databases including SID and Noormags between 2010 and 2022, 65 papers were retrieved with the keywords of “Critical thinking Skills test”, and “measuring students’ critical thinking”, and “Assessment of students' critical thinking”. From among the retrieved papers, five were chosen and investigated which were in line with the inclusion criteria including up-to-date documents, relevancy to the research aim, and investigation of psychometric properties of the instrument for the age group 7-18 years. Other studies were eliminated based on the exclusion criteria of the study. The analysis was done via a qualitative content analysis approach. The findings led to the identification of three types of tests including closed-response, open-response, and mixed for measuring critical thinking competence, which had similarities and differences from each other. Expectedly, to establish a suitable status for measuring this competence, novel instruments in line with the researcher’s aim would be selected and designed, followed by an investigation of psychometric properties of open-response and mixed instruments considering their accuracy in measuring critical thinking skills.

The purpose of this research was the relationship between job calling on job success and mastery of instructional practices while mediating job crafting and professional commitment among teachers of Karman City. The research method was descriptive-correlation based on structural equation modeling. The statistical population includes all teachers working in Kerman city in 2021. The sample consisted of 283 teachers who were selected by the multiple-stage sampling method. Job Calling Questionnaires (JCQ, Dobrow & Tosti-Kharas, 2011), Job Successes Questionnaire (JSQ, Grebner et al., 2008), Patterns of Adaptive Learning Scales (PALS, Midgley et al., 2000), Job Crafting Questionnaire (JCQ, Laurence, 2010) and Professional Commitment Questionnaire (PCQ , Allen and Meyer, 1990) were used to collect the data. The findings showed that the coefficients of the direct paths of job calling to perceived career success, job crafting, professional commitment, and training orientation; Also, job crafting is perceived as career success and training orientation; professional commitment to perceived career success and mastery instructional practices were significant (p<0.01). findings indicated that job calling on perceived job success and mastery instructional practices through job crafting, as well as job calling on mastery instructional practices through professional commitment, and job calling on mastery instructional practices through professional commitment was significant (p<0.01). The fit index also showed that the study model had a good fit. Therefore, job crafting and professional commitment play a mediating role in the relationship between job calling, job success, and mastery of instructional practices.

This study was conducted to compare neurotic personality and dark personality traits in successful and unsuccessful couples. The current research was of the causal-comparative type. The statistical population of this research is made up of all married men and women of Tabriz City in 2023. From the whole community, 150 people were selected by purposeful sampling. 30 of them were removed because their scores were abnormally outside the average range, and finally, 120 people remained. The score of 60 people was higher than the average range (score 161) and they were considered as successful couples, and the score of 60 people was lower than the average range (score 161) and they were considered as unsuccessful couples. To evaluate the data, the Emotional Neuroscience Scale of Personality (ANPS; Panksepp, 1998), Dark Personality Traits (DTDD; Johnson & Webster, 2010), and Marital Satisfaction (ENRICH; Fowers & Olson, 1993) were used. Analysis of variance test was used to analyze the data. The results showed that between successful and unsuccessful couples in search components (P=0.002), fear (P=0.001), play (P=0.001), sadness (P=0.001), spirituality (P=0.001), dark traits of Machiavellianism (P=0.001), narcissism (P=0.001) and antisociality (P=0.002) there was a significant difference. Therefore, it can be said that there is a difference between the neurotic emotional personality and dark personality traits in successful and unsuccessful couples.

The present study was conducted to investigate the effectiveness of mindfulness-based cognitive therapy on anxiety and resilience in boy students with mobile phone addiction. The current research was semi-experimental with a pre-test-post-test design and a control group with a follow-up period of two months. The statistical population included all male students of the first secondary level of Borujerd city in the academic year of 2022-2023. Among them, 30 students were selected by purposive sampling and were randomly divided into two groups. The experimental group underwent mindfulness-based cognitive therapy for two months. To collect data, the Mobile Phone Addiction Questionnaire (Savari, 2013), the Revised Children's Manifest Anxiety Scale (RCMAS; Reynolds & Richmond, 1978), and the Resilience Scale (CD-RISC; Connor & Davidson, 2003) were used. became. Data analysis was done using repeated measurement variance analysis. The findings showed that the anxiety score in the intervention group decreased from the pre-test to the follow-up (P<0.05), but on the other hand, the resilience score increased from the pre-test to the follow-up (P<0.05). It can be concluded that mindfulness-based cognitive therapy has led to a decrease in anxiety and an increase in resilience in adolescents.

The present study was conducted to determine the effectiveness of acceptance and commitment-based therapy on emotional instability and self-injurious behaviors of people with borderline personality disorder and substance abuse. This research was a semi-experimental study with the pre-test-post-test method and a control group. the statistical population was all addicts living in three addiction treatment camps in Tabriz and Ahar in the spring of 2021. First, Milon's multi-axis questionnaire was administered and 30 people who had a score higher than 85 for borderline personality disorder were purposefully selected as the research sample and randomly assigned to the experimental and control groups. The data collection tool was Milon's MCMI-III Multiaxial Questionnaire (Milon, 1987), SHI self-injurious behaviors questionnaire (Sanson et al., 1998), and EIS emotional instability scale (Malachich and Goldberg, 2007). The experimental group received two ACT therapy sessions in 8 sessions of 90 minutes each week. The results of the research showed that by controlling the effect of the pre-test, there was a significant difference between the post-test average of self-injurious behaviors (f=59.513, p=0.001) and emotional instability (f=78.122, p=0.001) in the two experimental groups. And there is evidence of a significant difference. Based on this, it can be concluded that treatment based on acceptance and commitment is effective in self-harming behaviors and emotional instability.

The purpose of the present study was to compare the effectiveness of emotion-oriented group counseling and Lyubomirsky's happiness education on life expectancy in adolescents with a history of suicide. The research method was semi-experimental with a pre-test-post-test design and a control group with a follow-up period of two months period. The statistical population of the study consisted of all male students in the first and second year of high school in the 20th district of Tehran in the academic year of 2022-2023 who had a history of suicide attempts and were referred to the education counseling center. 45 people were selected purposefully and randomly assigned to two experimental groups and one control group. The tool of research was Miller's Life Expectancy Questionnaire (MHS, 1988). The intervention of emotion-oriented group counseling and Lyubomirski's happiness training was implemented in 8 sessions of 120 minutes twice a week as a group for the first and second experimental groups. The data were analyzed using mixed analysis of variance. The results showed that there is a significant difference between the groups in the post-test and follow-up of life expectancy (P<0.05) and Lyubomirski's happiness education significantly affects the life expectancy of adolescents with a history of Suicide was more effective and a significant difference was observed between the two treatments (P<0.05). Therefore, it can be said that there is a significant difference between Lyubomirski's happiness training and emotion-oriented group counseling.

This research aimed to determine the effectiveness of schema therapy on tolerance of uncertainty and alexithymia of divorced women referring to welfare. The method of this research was semi-experimental with a pre-test-post-test design and a control group. The statistical population was made up of all the women who referred to Tabriz city welfare in the second half of 1402-1401, and 40 of them were selected by purposeful sampling and randomly assigned to two experimental and control groups. Before and after schema therapy intervention, two types of tolerance of uncertainty questionnaires (MSTAT II) by McLean (1993) and Toronto alexithymia (TAS-20) by Taylor et al. (1997) were used to collect data, and the MANCOVA test was used for data analysis. The findings showed that by controlling the effect of the pre-test, there is a significant difference between the mean of the post-test of tolerance of uncertainty and alexithymia in the two experimental and control groups at the level of 0.05. From the above findings, it can be concluded that schema therapy has been effective in increasing tolerance of uncertainty and also alexithymia.

The present study aimed to compare the effectiveness of music therapy and therapy based on acceptance and commitment to the feeling of social-emotional loneliness of the elderly with type 2 diabetes. The research method was semi-experimental with a pre-test-post-test design and a control group with a two-month follow-up period. The current research population included all the elderly people of Tehran City who were referred to health and treatment centers in East Tehran in 2021 and were suffering from type 2 diabetes. 45 people were selected purposefully and randomly assigned to two experimental groups and one control group. The research instrument was DiTommasso et al.'s social-emotional loneliness questionnaire (SELSA-S, 2004). Zadeh Mohammadi's music therapy intervention (2004) was implemented in 12 90-minute sessions and Hayes et al.'s (2006) acceptance and commitment therapy was implemented in 8 90-minute sessions as a group for the first and second experimental groups. The data were analyzed using mixed analysis of variance. The results showed that there is a significant difference between the groups in the post-test and follow-up of social-emotional loneliness of the elderly (P<0.05). Also, therapy based on acceptance and commitment had a significant effect on the feeling of social-emotional loneliness (P<0.05), but music therapy did not have a significant effect on the feeling of social-emotional loneliness (P<0.05). Therefore, it can be said that only the treatment based on acceptance and commitment had a significant effect on the feeling of loneliness.

This research aimed to investigate The Mediating Role of Psychological and Situational Gains and Losses in the relationship between Expectations and Values with Academic Motivation. This research was descriptive correlation and path analysis. The study community included all high school students of Qorveh City in 2019-2020, among them 384 students were selected as samples by multi-stage cluster sampling. Research questionnaires included the expectancy-value-cost Scale (EVCS - 2014), the Academic Motivation Scale (HEMS - 1980), the Psychological Gains and Losses Scale (PGLS - 2022), and the Situational Gains and Losses Scale (SGLS - 2022). path analysis was used to analyze the data. Findings showed that Expectations and Values have a significant effect on Academic Motivation (P<0.001), and Psychological and Situational Gains and Losses have a significant effect on Academic Motivation (P<0.001. Also, the results revealed that Expectations and Values have an indirect effect on Academic Motivation through the mediation of Psychological and Situational Gains and Losses (P<0.001). The fit index also showed that the default model has a good fit. Thus, it can be said that by creating expectations in students, it is possible to help increase academic motivation.

This study aimed to predict health anxiety based on attachment styles, distress tolerance, and difficulties in emotional regulation in nurses. This research was basic research and regarding procedure, it was a correlation study. The statistical population of the present study was all the nurses of Milad Hospital in Tehran in 2022, from whom 131 people were selected as a sample. Research tools included: Health Anxiety Inventory (HAI, Salkovskis & Warwick, 2002), Adult Attachment Inventory (AAI, Simpson, 1990), Distress Tolerance Scale (DTS, Simons & Gaher, 2005), and Difficulties in Emotion Regulation Scale (DERS, Gratz & Roemer, 2004). Data were analyzed using Pearson's correlation test and multiple regression. The research results showed that there is a significant correlation (p<0.01) between health anxiety with insecure attachment style (r=0.42), distress tolerance (r=0.41), and difficulties in emotional regulation (r=0.42). Also, insecure attachment style (B=0.257 & p=0.003), distress tolerance (B=0.232 & p=0.008), and difficulties in emotional regulation (B=0.263 & p=0.002) were able to predict 30% of health anxiety changes. It can be concluded that attachment styles, distress tolerance, and difficulties in emotional regulation play a key role in nurses' health anxiety, and it is necessary to pay attention to these factors in interaction with each other in programs to reduce nurses' health anxiety.

The purpose of this research was to compare the effectiveness of educational intervention based on the hope therapy approach and cognitive therapy approach based on mindfulness on the psychological well-being of women suffering from MS disease. The method of the current research was semi-experimental with a pre-test-post-test control group design with a three-month follow-up period. The statistical population of the study consisted of all women with MS disease and members of the MS Association of Iran in 2018, from which 36 people were selected by non-random sampling method. All of them completed the psychological well-being questionnaire (PWB-SF) of Ryff (1989) before the interventions. After that, the experimental groups received therapeutic interventions. After completing the interventions, all three groups received the post-test. Finally, after three months, the follow-up test was performed again. The data were analyzed using the mixed analysis of variance method. The results showed that there is a significant difference in the psychological well-being variable between the three groups in the post-test and follow-up phase (P<0.05). The intervention groups of hope therapy and cognitive therapy based on mindfulness had a significant difference with the control group in the psychological well-being variable. This was even though no significant difference was observed between the two groups of hope therapy and mindfulness-based cognitive therapy (P<0.05). Based on this, it can be said that the use of hope therapy and cognitive therapy methods based on mindfulness can be effective in improving the psychological well-being of women with MS disease.

This study aimed to compare the effectiveness of cognitive behavioral therapy and mindfulness therapy on the executive performance of methamphetamine-consuming patients. The research method was semi-experimental with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of this research includes all addicts who were referred to addiction treatment clinics in Tehran between September and February 2021. 45 people were selected purposefully and randomly assigned to two experimental groups and one control group. The research tool was the Wisconsin Grant and Berg (WCST, 1948) card sorting test. Cognitive behavioral therapy intervention by Frey (2008) and mindfulness by Craft and Williams (2012) was implemented during 8 sessions on the members of the experimental group, but the control group did not receive any intervention. The data were analyzed by repeated measures analysis of variance test. The results showed that there was a significant difference between the groups in the post-test and follow-up of the executive performance of methamphetamine users (P<0.05) and both treatments had a significant effect on the correct classes completed, remaining errors and total errors (P<0.05). Mindfulness therapy has been superior to cognitive behavioral therapy in affecting the variables of survival errors in the post-test phase (P<0.05). Therefore, it can be said that mindfulness treatment is more effective in the effectiveness of one of the components of executive functions, so mindfulness can be used in the treatment of people addicted to methamphetamine.

The purpose of this study was to determine the effectiveness of acceptance and commitment therapy on impulsivity and co-rumination in students with suicidal thoughts. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all the students of Ardabil Islamic Azad University in the academic year of 2022-2023, of which 39 people were selected by the purposeful sampling method and randomly replaced in two experimental groups (19 people) and control groups (20 people). The experimental group underwent eight 75-minute sessions and one session per week of acceptance and commitment therapy. Data collection tools included the beck suicide scale ideation (BSSI) (Beck and Steer, 1991), the co-rumination questionnaire (CRQ) (Rose, 2002), and the Barrett impulsivity questionnaire-11 (BIS-11) (Patton et al., 1995). Data analysis was done with multivariate analysis of covariance (MANCOVA). Based on the findings, by controlling the effect of the pre-test, there is a significant difference at the level of 0.01 between the mean of the post-test of impulsivity and co-rumination (and their components) in the two experimental and control groups. Based on these findings, it can be concluded that acceptance and commitment therapy is a suitable psychotherapy method to reduce impulsivity and co-rumination in students with suicidal thoughts.

The purpose of the present study was to determine the effectiveness of mindfulness exercises based on acceptance and commitment to the Personality characteristics and emotional intelligence of athletes aged 14-18. The research was semi-experimental with a pre-test-post-test design with a control group. The statistical population was the martial arts athletes of Qom who were active in 1402. Among them, 50 people were selected using the available sampling method and were randomly assigned to two experimental and control groups. Emotional intelligence questionnaires, the Emotional Intelligence Scale (SSREI) by Schott and colleagues (1998), and (NEO-FFI) by Costa and McCree (1985) were used to collect information. The data obtained from this research were analyzed using multivariate covariance analysis. The findings showed that by controlling the effect of the pre-test, there was a significant difference between the post-test of the experimental group and the control group in the psychological profile and emotional intelligence (P<0.001). Therefore, it can be concluded that mindfulness exercises based on acceptance and commitment were effective on the emotional intelligence and psychological profile of athletes.

The present study aimed to determine the effectiveness of online dialectical behavior therapy on students' feelings of loneliness and internet addiction. This was a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the research was made up of students aged 18 to 35 in Shiraz who were studying for one of the bachelor's or master's degrees in the academic year of 2020-2021. The research sample consisted of 40 students who were selected using a purposive sampling method and randomly assigned to two test and control groups. et al. (UCLA) 1980 and Young's Internet Addiction Test (IAT) 1998 were used. Online dialectical behavior therapy was implemented for the experimental group in 8 sessions for 90 minutes and twice a week for the experimental group. The results of the data analysis using multivariate covariance analysis showed that by controlling the pre-test, there is a significant difference between the post-test scores of the two groups in the variables of loneliness and internet addiction (P<0/001). This means that online dialectical behavior therapy has been effective in reducing students' feelings of loneliness and internet addiction.

The present study was conducted to predict the emotional intelligence of secondary school students based on epistemological beliefs and perceptions of the social constructivist environment. The research method was a descriptive correlation. The statistical population included secondary school students of Babol City in the academic year 2021-2022. The sample size was 375 people who were selected by cluster random sampling method. The research tools included the Emotional Intelligence Questionnaire (EIQ) by Bradbury and Greaves (2005), the epistemological beliefs questionnaire (SEBQ) by Schommer (1990), and the perception of social constructivist environment questionnaire (PCLE) by Taylor et al. (1996). The results of the regression test showed that in addition to epistemological beliefs (P=0.003 and β=0.15), among the components of the environment of social constructivism, the components of personal communication (P=0.02 and β=0.12 ), reflective thinking (P=0.001 and β=0.36) and support (P=0.05 and β=0.10) were significant predictors of emotional intelligence, but components of classroom interaction (0.81 P = 0.01 and β = 0.01), leadership (P = 0.17 and β = 0.07) and empathy (P = 0.13 and β = 0.07) were not significant predictors for emotional intelligence. Also, the results showed that the predictor variables were able to predict 0.33 of the variance of the emotional intelligence variable. The result of the present study shows that paying attention to epistemological beliefs and perception of a social constructivist environment can help to explain emotional intelligence in students.