فصلنامه مطالعات روانشناختی
سال ششم شماره 1 (پیاپی 18، بهار 1389)

Irrational beliefs are mediators of emotional states and can be experienced as the main cause of emotional distress. These beliefs have been suggested as a causal factor in the development of perfectionism. Thus the main purpose of the present study was to examine the relation between irrational beliefs and perfectionism in students. Two-hundred and eighty female students from second and third grades in high schools selected by multiple cluster sampling method. All participants were asked to complete Jones irrational beliefs questionnaire and positive and negative perfectionism scale. The method of study was descriptive and correlational.. Results showed positive significant correlation between total scores of irrational beliefs with negative perfectionism. There were also positive significant correlations between all subscales of irrational beliefs with negative perfectionism expect Perfectionism subscale wich was negatively related to negative perfectionism.There was also negative significant correlation between positive perfectionism and total scores of irrational beliefs. Positive perfectionism was also negatively associated with different aspect of irrational beliefs including need for approval, reaction to frustration, emotional irresponsibility, anxious over concerns, and problem avoidance. Blame proness, was positively related to positive perfectionism, indicating that as Blame proness increased, so did positive perfectionism. Result of regression analysis wich was done seprately for negative and positive perfectionism showed that antiety for being quer concerned, high self expectations, emotional irresponsibility, helplessness for change and avoiding to face problems were best predictor of negative perfectionism. About positive perfectionism, emotional irresponsibility, blame proness and reaction to frustration were best predictors. Result of this study rise important implications regarding differences between positive and negative perfectionism in beliefs and can be used in the clinical treatment of perfectionism.

The objective of this study was to investigate the effect of the integrated approach of cognitive behavioral therapy and the danger ideation reduction therapy on obsessive – compulsive disorder in female students of Tehran universities. The research method was quasi experimental. 600 female students (aged between 22 and 28) were selected from three universities (Allameh Tabatabayee, Alzahra, and Tehran University), and answered to Maudsley obsessive- compulsive Inventory. Then 12 patients who were diagnosed by this test and the psychiatrist’s opinion based on DSM-1V diagnostic criteria, with obsessive compulsive disorder of washing were randomly chosen and. divided to experimental and control groups.The experimental group participated in sessions of composed approach of group cognitive – behavior therapy and danger ideation reduction therapy being held twice a week, 90 minutes each session, during two months.The findings confirmed the hypothesis based on the effectiveness of the composed approach of cognitive – behavioral group therapyand DIRT on obsessive-compulsive disorder in female university students. Using t-test, a significant difference was obtained at the level of P<0.01. Also qualitative data obtained from the therapist’s clinical observations, patients’ self-reports, and the psychiatrist’s diagnosis showed evidences of the patients’ recovery in the experimental group. This is to confirm that the integrated approach of cognitive behavioral therapy and danger ideation reduction therapy can be effective for patients with obsessive compulsive disorder of washing.

The aim of the present research was to examine the relationship between personality traits of the behavioural inhibition/ activation systems with explicit and conceptual implicit memory bias based on the Transfer Appropriate Processing (TAP) framework. This research was a qusi-experimental design that mixed with within group and between group designs. For this purpose, 60 participants (30 outpatient depressed participants for the experimental group and 30 non-depressed participants for the control group) were selected as research sample based on psychiatric interviews in accordance with DSM-IV criteria. In order to examine behavioural inhibition / activation systems BIS/BA scale was used (Carver and White, 1994). For examining implicit memory bias, generation task (conceptual encoding) and lexical decision task were used. For examining explicit memory bias, free recall task was used. Participants were completing the tasks individually. The results showed that Participants with high scores in behavioural inhibition system in comparison with participants with high score in behavioural activation system, showed more implicit and explicit memory bias toward negative words at the conceptual processing level. Participants with high scores in behavioural activation system in comparison with participants with high scores in behavioural inhibition system showed more implicit and explicit memory bias toward positive words at the level of conceptual level. These findings overall showed that employing conceptual processing, Mood-Congruency hypothesis, Trait-Congruency hypothesis and the transfer appropriate processing (TAP) altogether in implicit memory bias would lead to a better understanding of implicit memory.

In this study the relationship among personality traits and emotional creativity and cognitive creativity were investigated. Participants were 206 students (101 male, 105 female) from Shiraz University. Emotional Creativity Inventory was used to assess emotional creativity. Abedi Creativity Test was used to assess cognitive creativity and The Big Five Personality Factors Inventory was used to assess traits personality. The findings confirm the relationship between emotional creativity and cognitive creativity. The results showed that openness to experience, extroversion and agreeableness were positive predictor of emotional creativity and neuroticism was negative predictor cognitive creativity and openness to experience and extroversion were positive predictor of cognitive creativity.

The current study investigated the impact of Sandplay therapy on reduction of aggression among students with deafness (age ranged 8 to 11age) in Tehran.The quasi experimental design was chosen by means of a pre and post tests using a control group. In the present study both descriptive (distribution tables and graphs, mean and standard deviation) and inferential statistics (analysis of Covariance) were used to fulfill the considered aims and objectives. A convenience sample was recruited from “Emam Jafar Sadegh” elementary school for deaf and hard of hearing schools in Tehran. The sample was randomly assigned to two experimental and control groups (N=12 in each group). The Achenbach system of Emprically based Assessment for Aggression measuring, Teacher's report form (TRF) has been implemented as pre-test and post-test for both experimental (group with high aggression) and control (group with low aggression) groups.comparisons of the students’ scores in pre-test and post-test showed that Sandplay therapy was effective on reduction of aggression in experimental groups while the control group still kept their previous level of aggressive behaviour. Statistical analysis indicated that there was a significant difference between experimental group and control group (p<0/005).current technique was effective on reduction of aggression in students with deafness.

The purpose of this study was to test the proposed model for some precedents and outcomes of forgiveness in marriage. This model examined the role of causal and responsibility attributions, marital quality, empathy and Religious attitude in increasing forgiveness in couples and its effect on mental health and aggression in couples. The subjects of the study were 492 parents of high school students (husbands= 245; wives= 247) in Ahvaz. Participants completed Trait Forgivingness Scale (TFS), Relationship Attribution Measurement (RAM), Quality of Marriage Index (QMI), Batson Empathy Adjectives (BEA), religious attitude subscale of Enriching and Nurturing Relationship Issue, Communication and Happiness (ENRICH), General Health Questionnaire (GHQ) And Symptom Checklist 90- Revised (SCL-90). Amos-7 project software was applied for Path Analysis modeling. The tested model had a good fit. Based on the tested path analysis modeling positive marital quality was predictive of forgiveness both directly and indirectly through responsibility and causal attributions. Moreover, causal attribution predicted forgiveness indirectly through responsibility attributions and empathy. Also responsibility attributions facilitated forgiveness both directly and indirectly through empathy. Besides, empathy directly predicted more forgiveness. Religious attitude were predictive of forgiveness both directly and indirectly through responsibility attributions. Likewise forgiveness was predictive of mental health and aggression directly. The results obtained and the models presented in this study are discussed in terms of their therapeutic and educational implications on forgiveness.

The relationship between met cognition, as a predominant concept in education, and academic achievement is undeniable. One of the current challenges in studying met cognition is assessing met cognitive strategies and met cognitive knowledge. The aim of the present study was Adaption and investigating psychometric properties of Metacognitive Awareness of Reading Strategies Inventory (Mokhtari and Reichard, 2002) in a sample of high school students in Bandar Abbass. Participants were 297 first grader high school students who were selected via cluster sampling procedure. A Persian version of 30 items Met cognitive Awareness of Reading Strategies Inventory was used as instrument. The exploratory principle components factor analysis with varimax rotation was used for validation the inventory. Indexes for adequacy of sample and variables for factor analysis were satisfactory. Three factors including general met cognitive strategies, supportive strategies, and problem solving strategies were extracted which explained 59.27 percent of total variance for reading strategies. Also reliability coefficients (alpha. 70 and split-half. 75) indicated that the instrument was reasonably reliable. In general, the present study findings showed that Persian version of Met cognitive Awareness of Reading Strategies Inventory can be used for assessing reading strategies in Iranian high school students and can partially meet the need in this area.