نشریه روانشناسی معاصر
سال پنجم شماره 1 (بهار 1389)

Abstract The aim of this study was to investigate attachment styles, illness perception and quality of life in patients with type I diabetes. 300 adults (172 females and 128 males) with type I diabetes completed the Adult Attachment Inventory (AAI; Besharat, 2005), The Brief Illness Perception Questionnaire (Brief IPQ; Boardbent, Petrie, Main & Weinman, 2006) and (D-39; Boyer & Earp, 1997) There were positive correlations between secure attachment style, personal control, coherence, and quality of life. Also, avoidant and ambivalent attachment styles, consequence, identity, concern, and emotional response have negative correlations with quality of life. Results of stepwise regression analysis revealed that the influences of three attachment styles on quality of life were partly mediated by illness perception. Secure, ambivalence and avoidant attachment styles and illness perception subscales could explain the variance of quality of life in type I diabetics. These results can be helpful in devising preventive policies, determining high risk patients and planning for psychological interventions.

Abstract Storytelling is an indirect method for introducing a framework for education, improving self concept and efficiency, and unifying separate experiences in children and young adults. Therefore, it can affect their health. This study was conducted to examine the effects of the storytelling model of teaching optimism on depression in grades 4 and 5 primary school children, a quasi-experimental design (two groups with pretest, posttest and follow-up test) was used. The research instrument used was the Center for Epidemiological Studies Depression Scale (CED-DS; Weissman and Orvaschell, 1980). The subjects were selected from students who volunteered to participate in the storytelling workshop. The participants were matched in two groups according to their results in the pretest. 32 students were assigned randomly to either a control or an experimental group. Storytelling teaching was carried out the experimental group for 12 sessions. Post tests were conducted after two weeks and follow-up tests were administered to participants after six months. Results showed that changes in children's style effects their depression and the teaching of optimism using the storytelling model reduces depression in children. The follow-up study showed that, this effect continued after six months. Therefore, this storytelling model can result in a relatively effective reduction in depression of children.

Abstract This research was conducted with the aim of investigating the role of social support and organizational policies and practices on personnel's career success among employees of companies related to Saipa in Golpayeghan province in Iran. Statistical populations consisted of 800 participants, from which, 179 males were selected using simple random sampling. Research questionnaires were the Extrinsic and Intrinsic Career Success Scale (Nabi, 2001) with 12 items, Social Support Scale (Nabi, 2001) with 10 items with two subscales including personal-peer support and network support, and Organizational Policies and Practices Scale (Nabi, 2001) with 7 items. Data were analyzed with the use of Pearson’s correlation coefficient and hierarchical regression analysis. Results showed that: 1. There were significant positive correlations between extrinsic and intrinsic career success with personal-peer support, network support and organizational policies and practices. 2. Hierarchical regression analysis shows that, personal-peer support, organizational policies and practices and network support have predicted intrinsic career success respectively, and organizational policies and practices predict extrinsic career success.

Abstract The purpose of the present study, considering the facilitating effect of sound on individual’s cognitive performance was to investigate the effect of music as one of the common audio stimuli on selective attention in children with attention deficit/ hyperactivity disorder. In this research 30 male students with Attention deficit/ Hyperactivity Disorder is selected using the Teacher's Report Form of Achenbach System of Empirically Based Assessment (ASEBA-TRF; Achenbach & Rescorla, 2001). Also to evaluate participant's intelligence the Raven’s progressive matrices (Anastasi, 1379) was used and selective attention was measured using Toulous-Pieron and Bonardel tests (Iravani, 2004). Comparison of participant's attention scale was measured by exposing subjects of the independent variable (fast and slow music), revealed that slow music increase selective attention during the 5 min second period of the experiment. In addition comparing the performance of subjects in three groups indicated that as time passed, fast music diminished the effect on selective attention in children with attention deficit/ hyperactivity disorder.

Abstract There has been considerable debate regarding the relationship between obsessive compulsive disorder (OCD) and the psychotic phenomena. The present study explored the possibility that schizotypal personality, according to the three factor model, and obsessive features are significantly related to each other among non clinical samples. The current study was conducted using a corelational research design. A group of 262 normal participants (105 males and 157 females) took part in this research. Participants responded to the schizotypal Trait Questionnaire A form (STA; Claridge & Broks, 1984) and Padua Inventory (PI; Sanavio, 1980) scale. Positive correlations were found between schizotypal personality and obsessive features. Using the multivariate regression analysis model, results indicate that two components of schizotypal personality (unusual perceptual experiences and paranoid suspiciousness/ social anxiety factors) significantly predict obsessive compulsive scores. It was, also revealed that magical thinking components of schizotypal personality did not predict obsession. Results are discussed in light of results of previous clinical research and anxiety-psychosis spectrum hypothesis.

Abstract The current research investigated an interaction of cognitive abilities with two educational approaches in reaction training evaluation and post education performance in an industrial company. One hundred and fifty employees of an industrial company were selected and were randomly placed in three groups (Each group contained 50 employees) of three levels of treatment namely error encouragement (experimental group number 1), error avoidance (experimental group number 2) and a control group. Participants responded to research instruments that included test from Flanagan Industrial Test Battery (FITB; Flanagan, 1962), General Aptitude Test Battery (GATB; U.S. Employment Service, 1945) and training evaluation scales consisted of reaction and performance after training. The results indicated that in three group's reaction and performance of high cognitive ability individuals was higher than low cognitive ability individuals and cognitive ability interacted with two ways of training. Based on findings, it is recommended to use the present results in competency-based recruitment of personnel and the use of error encouragement training method is emphasized.

Abstract Theory of mind is a cognitive ability in 4-5 years old children which is used to predict and explain their own and others` behavior by considering mental states like believes intentions, desires and perceptions. The aim of this study was to investigate the effect of false belief on responding to theory of mind tasks in 3-6 years-old normal children. 50 children were selected following the pre-test (the unexpected transfer task; Perner & Wimmer, 1983; quoted by Flavell, 2000) and randomly allocated to training and control group after matching for age. The training group received eight sessions of training. Post-test included the unexpected transfer task, the unexpected content (Hougrefe, Wimmer & perner, 1986; quoted by Doherty, 2009) and Appearance- Reality which were administered immediately after training for both group. The results of this study showed that the Training group was better in responding to theory of mind tasks in post-test. The findings suggested that false belief training may result a better performance in respond to theory of mind tasks in 3-6 years old normal children.