فصلنامه علوم روانشناختی
پیاپی 132 (اسفند 1402)

In contrast to success, failure and its aftermaths have always received less attention in entrepreneurship literature. In addition to social and psychological challenges for entrepreneurs, failure can also bring positive outcomes for them. These social and psychological processes after failure and their interaction with each other are less investigated. Moreover, previous studies have acknowledged the need for field research on entrepreneurial failure.

The present study aims to develop a model for the post-failure social and psychological processes among Iranian entrepreneurs.

The present research is an applied one in terms of purpose and a narrative one in terms of method. The statistical population is Iranian entrepreneurs who failed in 2020 and 2021 in Iran. We used a purposive sampling method to choose the samples. The sample size is determined based on theoretical saturation, and we conduct semi-structured interviews to gather data. Data is analyzed using the grounded theory method.

social and psychological processes after failure include the following main categories: individual factors, institutional factors, cognitive biases, failure costs, coping strategies, social-psychological reactions, intervening factors, and positive outcomes.

The most important practical implication of this research for entrepreneurs is to identify coping strategies (i.e., psychological recovery strategies and ego-protective strategies) to reduce psychological costs and to identify impression management strategies (i.e., jumping ship, concealing failure, desensitization, and compensation) to reduce the social costs of failure. Its policy implication for policymakers is to foster an enterprising culture and revise the bankruptcy laws to reduce entrepreneurs' failure costs.

Classification of psychosomatic symptoms has been one of the constant challenges for researchers in this field and many different categories of these symptoms have been found in different studies. This issue has made the research and treatment of these disorders a challenge, and in order to better recognize and treat these symptoms, the relationship between each group of symptoms and psychological causes should be clarified.

The present study was conducted with the aim of investigating the relationship between ego development and various psychosomatic symptoms using the method of discovering associative rules.

This was an exploratory cross-sectional research. For this purpose, 440 participants from the capital city of Tehran were recruited and completely answered the questions. The somatic symptoms checklist and The Washington University sentence completion test were used to collect data. The association rule mining method was used to analyze data.

At high levels of ego development, psychosomatic symptoms are not present, while at medium levels of ego development, all psychosomatic symptoms are present in a significant way. Also, at very low levels of ego development, only gastrointestinal symptoms are present.

These results indicate that gastrointestinal symptoms are developmentally similar to other psychosomatic symptoms, but they have a qualitative difference from other symptoms, which supports the theory of brain-gut axis malfunction in severe psychological disorders. The implication of these findings is that psychological and medical treatments must consider this difference it improves the treatment efficacy.

Risky- taking behaviors in people with attention deficit/hyperactivity are due to their impulsivity. Therefore, investigating the effective variables in the occurrence of risky- taking behaviors in these individuals is an inevitable necessity.

The aim of this study was to investigate the structural relationship between executive functions and risky behavior in children with attention deficit/hyperactivity by mediating psychological maltreatment

The research method is descriptive-correlational. The statistical population of this study was all children aged 8 to 12 years in Tehran. The sample consisted of 316 children with ADHD in Tehran referring to psychiatric clinics who were selected by available sampling method. Psychological Maltreatment (Fidel, 1989), Eyberg Child Behavior Inventory (Eyberg and Pincus, 1999) and Executive functions self-rating scale (Coolidge and Wynn, 2001) were used to collect the research data. To evaluate the proposed model, structural equation modeling was used using AMOS version 24 and SPSS Version 27.

The results of the structural model showed that 18% of variance of psychological maltreatment is explained by executive functions and 59% of variance of risky -taking behaviors is explained by psychological maltreatment and executive functions.

According to the results, it can be concluded that risky behaviors in children with ADHD are affected by executive functions and the role of psychological maltreatment in this relationship and the occurrence of risky behaviors requires psychological interventions

Parental self-efficacy as an important factor in reducing children's educational and personality disorders is influenced by various factors, among them are parenting styles. So far, no study has been conducted on the effect of parenting training based on self-determination theory on the self-efficacy of parents.

The purpose of this study is to investigate the effectiveness of the parenting training package based on the self-determination theory on parenting self-efficacy.

The present research is based on quantitative and qualitative data type, prospective in terms of time and an exploratory mixed research regarding the aim. First, a parenting training package based on the theory of self-determination was compiled and after confirming validity and reliability by experts, in order to investigate its impact on parenting self-efficacy, 40 parents with a children aged 7 to 11 years in Damavand city were selected by purposive sampling, divided into two groups, experimental and control, and completed the parenting self-efficacy scale (Domka, 1996) in the pre-test and post-test stages.

The results of the analysis of covariance (ANCOVA) showed that the F value (P< 0.01,
F= 14.21) for the effect of the independent variable (group) on the parenting self-efficacy score was statistically significant and the parenting self-efficacy of mothers who underwent the intervention was more than the parents of the control group and the effect size is 33%.

In line with past research, it was found that the use of self-determination in parenting improves the self-efficacy of parents in regard to raising children properly, and Domka self-efficacy questionnaire can be used in family studies.

Migraine headache is a debilitating disease that has many complications and limitations for sufferers. Since this disease is considered one of the psychosomatic disorders, therefore, how the disease is experienced and perceived can affect the course of the disease.

The present study was conducted to explore the lived emotional experiences of patients with migraine disorder.

The approach of this research was qualitative and its phenomenological method was of a descriptive type, for this purpose, 20 people were selected from among the patients who were referred to the medical and psychiatric clinics of Isfahan city in 1400 after meeting the conditions of entering the research. and were subjected to in-depth interviews. The interviews continued until the saturation of information was recorded using a voice recorder and finally analyzed through the multi-phased procedure of Giorgi (2003).

The findings of the research indicate the achievement of 3 general themes (10 sub-themes) including; I don't know what I am facing and what to do with it. (Awareness, validation, and experience of emotions), What is going on inside me? (self-destructive, worrying, anticipatory, and restorative) and what guides the path of my being. (Cognitive, emotional, and physiological guides).

The research findings showed that people suffering from migraine headaches have problems in experiencing and processing their emotions and they suffer from worry and self-blame, which directs their behavior towards their illness, so it is possible to focus on the obstacles to their emotional experience. The behavioral cycle them changed their attribution to their illness and in this way reduced the recurrence of their headaches.

Dyslexia is an unpredictable neurological problem. One of the language components for dyslexics is the use of compensatory strategies. Although the use of phonological methods to improve reading is very common among Persian language researchers, compensatory strategies in the Persian language have not received much attention. Therefore, examining and applying these language strategies in the Persian language is one of the necessities of designing improvement methods for dyslexics, which few studies have addressed.

The aim of the present study was to investigate the effect of using cognitive compensatory strategies based on special processing of dyslexia on text comprehension, reading accuracy, and speed in Persian-speaking children.

The method of the present research is a pre-test-post-test type experiment. The statistical population was all the second-grade students of the dyslexic primary school in Semnan, from which a sample was selected using a random cluster method. A total of 31 people were selected for the sample. The research tools were the Frostig Visual Perception Test (Frostig, 1996), Shirazi and Nilipour's reading test (2010), and the researcher's test. The provided training protocol was (Clark Wellion, 2011). For data analysis, a covariance analysis test was used in spss software.

Examining the covariance of visual perception levels (high-medium) on the post-test scores of the group trained in the compensatory method shows that the effect of visual perception is effective in reducing reading errors and also the length of reading time according to a significance level lower than 0.05.

According to the findings of this research, it can be concluded that the use of compensatory and phonological methods together can help to improve the accuracy, speed, and comprehension of dyslexic texts; Therefore, to improve reading components in dyslexics, different cognitive abilities and compensatory strategies used in them should be known and used.

Assessment is an important issue in the education process that must be present in all stages of education, which include: initial assessment, formative assessment and final assessment. By selecting and adding virtual education learning tools and facilities to the teaching and learning process and turning it into an interactive and constructive educational activity, as well as using active learning environment design patterns such as 5E in schools, learning can be increased in students.

The purpose of this research is to design a learning environment for virtual education based on creative methods of assessment and to determine its impact on the learning of second grade elementary school students.

The current research design was carried out in two stages by using the combined or mixed research method. The first stage of the research was conducted using the content analysis method, using the literature of the virtual education learning environment based on the creative methods of measuring and learning students, along with the latest domestic and foreign written articles through databases. The second stage of the research was conducted using a quasi-experimental method in the form of a pre-test and post-test design with a control group. The statistical population of this research was elementary school students of Hefde district of Tehran. In this research, purposeful sampling was used. The sample of this research included sixth grade students of 17 Shahrivar primary school in the academic year of 1401-1402. The number of these students was 60, and in this research, they were randomly replaced in the test and control groups (30 people in each group).

The results show that the difference between the post-test scores in the two experimental and control groups is significant. The significance level of the findings is 95% confidence. In this research, creative and new measurement methods that have been less used so far were used in the design of the 5E learning environment and it was observed that these creative and new measurement methods have an effect on learning.

Therefore, the design of the learning environment based on creative assessment methods has an effect on learning and its dimensions, including involvement, exploration, explanation, expansion of the subject and reporting of the students of the second year of elementary school.

Archetypes are the most important manifestation of the collective unconscious in mankind, which appears in the form of psychological complexes in the individual. Complexes cause psychological problems in the individual, and the heroic journey is one of the ways to cure it, which has not been done much research in this field.

This research was conducted with the aim of compiling the heroic journey of a woman's life based on psychological complexes in the psychoanalytic theory of Carl Jung.

The research method was qualitative, with a thematic analysis method. The statistical population of Jung's works and their sequels and the use of the opinions of experts familiar with psychoanalysis have been done. The means of collecting information, reading texts, and using the opinions of experts in the form of targeted sampling in such a way that until no new information is obtained, the sampling was completed. For data analysis and theme analysis and network drawing, MaxQDA2020 software was analyzed with open and axial coding. Then, in order to match the complexes with the archetypes, a content validity questionnaire was given to four experts familiar with The concepts were analyzed psychoanalytically.

The results were analyzed by CVI in Excel and the masochist complex score was less than 0.7 based on the Lavesche index, which was removed. Finally, matching with 28 archetypes and 15 archetypes was confirmed. Based on the findings of the research, the results show that 28 identified complexes and 15 archetypes were extracted from the core of the complexes, the extracted archetypes caused the compilation of the journey of a woman's heroism, which were categorized into three stages of the journey of heroism by analyzing the hidden meaning approach. The journey of a woman's heroism consists of 15 archetypes, which can treat 28 mental complexes, were compiled. Finally, the stages of the championship journey were divided into three parts, preparation for the trip, travel, and return from the trip.

Each archetype, as a behavioral and personality pattern, consists of several complexes that interact with each other and shape the individual's personality and behavior. Based on these findings, in the treatment of complexes, related archetypes can be used for each complex. According to the presented classification, in each of the three stages of travel preparation, travel, and return from travel, different archetypes are used for the heroine.

Learning disabilities are considered the main cause of poor academic performance, and every year a significant number of students face difficulties in learning academic subjects due to this reason. These difficulties are primarily attributed to deficiencies in executive functions such as selective attention. So far, there has been a research gap in investigating the effectiveness of two cognitive remediation approaches, namely cognitive enhancement therapy and mindfulness-based cognitive therapy, on improving selective attention in students with specific learning disabilities, and there is a noticeable research vacuum in this area.

The present study was conducted with the aim of comparing the effectiveness of cognitive rehabilitation and cognitive therapy based on mindfulness in improving the selective attention of students with special learning disorders.

This study employed a semi-experimental design with a pretest-posttest, follow-up, and a control group. The population of the study included all elementary school students (grades 1 to 6) in learning disability centers in Zanjan City during the academic year 2021-2022. Sixty participants were selected through convenience sampling and randomly assigned to experimental and control groups (20 participants in each group). The experimental groups received 12 sessions of cognitive enhancement therapy and mindfulness-based cognitive therapy interventions. The data were collected using the Stroop computerized test (SCWT) and analyzed using repeated measures analysis of variance, Bonferroni post-hoc test, and SPSS 23 software.

After the interventions, the level of selective attention in students with SLD increased, and there was a significant difference between the post-test scores of the experimental and control groups (p<0.05). Also, the CRT intervention had a greater effect on improving selective attention than MBCT. There was no significant difference between the post-test and follow-up test scores of the experimental groups.

The CRT and MBCT programs based on mindfulness were both effective in improving selective attention in students with SLD; however, the CRT intervention was more effective. It is recommended that learning disorder centers use these therapies as effective and cost-effective complementary treatment approaches to enhance the cognitive performance of students with SLD

The role of childhood trauma in the development of borderline personality disorder has long been studied. The most accurate theoretical models are multifactorial and consider a range of factors including childhood trauma, attachment styles and mentalization ability to explain the developmental pathways of borderline personality disorder.

The present study was conducted with the aim of determining the fit of the structural model of borderline personality syndromes of childhood trauma experience and attachment style with the mediating role of mentalization.

This research was descriptive research of the correlation type that was conducted in the statistical population of people by identifying borderline personalities who referred to the psychiatric clinic of Imam Hossein Hospital in Karaj in 1401. 319 people were selected by available sampling method. The data collection tool was borderline personality questionnaire (Lishnernig, 1999), attachment style questionnaire (Collins, & Reid, 1990), childhood trauma experience questionnaire (Bernstein and et al., 2003) and mentalization questionnaire (Dimitrijević and et al., 2018).

Analyzes with Pearson's correlation method and structural equation modeling showed that experience of childhood trauma (β= 0.79; P< 0.01), fear attachment styles (β= 0.61; P< 0.01) and anxiety (β= 0.68; P< 0.01) had a positive and significant effect on borderline personality symptoms, and the attachment style of faith (β= 0.62; P< 0.01) and mentalization (β= 0.77; P< 0.01) 01) have a negative and significant effect on borderline personality disorder.

These results can be helpful for clinical specialists in the field of borderline personality disorder treatment and plan efficient treatments considering the role of predictive factors in these patients.

With a review of the existing background in the field of organizational psychology, a significant gap can be observed in identifying instances of citizenship behaviors among managers in educational organizations and the available theories. Despite extensive studies in the realm of organizational psychology, fewer studies categorize and determine instances of citizenship behavior among education and training managers.Top of Form

The objective of the present research was to identify the theories and instances of organizational citizenship behavior of managers within the education and training organization.

The present study was a systematic review. A search was conducted from 2000 to 2023 using keywords related to organizational behavior, citizenship behavior, organizational citizenship behavior, organizational psychology, theories of citizenship behavior, and education in specialized databases such as SID, Magiran, PubMed, Scopus, and Science Direct. Twenty-four articles were retrieved, and following the inclusion and exclusion criteria, ultimately, five studies directly relevant to the subject were examined. Their findings were synthesized together based on the PRISMA statement.

The results indicated that the development and expansion of organizational justice, organizational culture, and commitment within educational organizations, in all their dimensions, can create an environment conducive to the emergence of organizational citizenship behaviors and increase the likelihood of such behaviors occurring.

Managers and leaders within educational organizations should create opportunities for increasing organizational citizenship behavior through organizational justice, culture, and commitment by employing leadership styles that allow greater participation in decision-making for all middle and lower-level managers.

The symptoms of premenstrual symptoms appear as irritability, tension, restlessness, anxiety and emotional and mood instability, which seriously disrupts the lifestyle and social relations of women. Despite extensive studies in the field of premenstrual anxiety and boredom syndrome, little study has been done regarding the effect of cognitive-behavioral and mindfulness-based training on reducing anxiety in high school girls.

The purpose of the current research was to evaluate the efficacy of training with cognitive-behavioral and mindfulness methods on the anxiety and premenstrual boredom syndromes of high school girls.

The current research design is a semi-experimental one with a control group. The statistical population was all female high school students of Ahvaz city, among them 45 female high school students of Ahvaz city were selected using the convenience sampling method and were randomly assigned to three groups. The premenstrual syndrome screening tool (PSST) and Zong's anxiety self-assessment scale (SAS) were used to collect data.

The results of data analysis indicated that stress management training based on the cognitive behavioral method was effective and significant on the level of anxiety and premenstrual boredom syndromes of high school girls at a significance level of 0.05.

According to the findings of this research, it can be stated that stress management training based on cognitive behavioral methods and mindfulness as an effective intervention method can be effective on the level of perceived anxiety and premenstrual boredom symptoms and on this basis, by teaching and promoting the use of such strategies, it can lead to improving the level of anxiety and reducing the level of boredom in high school girls, and it is necessary for psychologists and school counselors to hold and implement such training.