Psychology
Mahsa Tajali; Ahmad Basabri; Hassan Asadzadeh
Abstract
Purpose: There are many intervention methods to improve children's psychological characteristics, which in this study attempt to compare the two methods of play therapy and problem solving training. As a result, the aim of this study was to comparing the effectiveness of play therapy and problem solving ...
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Purpose: There are many intervention methods to improve children's psychological characteristics, which in this study attempt to compare the two methods of play therapy and problem solving training. As a result, the aim of this study was to comparing the effectiveness of play therapy and problem solving training on responsibility, distress tolerance and adjustment of 5-7-year-old children.Methodology: This study was a semi-experimental with a pretest, posttest and two-month follow-up design with experimental and control groups. The research population was 5-7-year-old children who referred to counseling and psychological services centers and clinics of Tehran city in 2021 year. Among the members of the population, 45 people were selected by available sampling method and replaced by simple random with the help of lottery in three equal groups including play therapy, problem solving training and control groups. The first experimental group trained 10 sessions with the play therapy method and the second experimental group trained 10 sessions with the problem solving training method and the control group during this period did not receive any training. The data were collected with the California responsibility inventory (Gough, 1951), distress tolerance scale (Simons and Gaher, 2005) and adjustment scale (Matson et al, 1983) and were analyzed with the methods of analysis variance with repeated measures and Bonferroni post hoc test in SPSS software.Findings: The findings showed that both methods of play therapy and problem solving training in compared to the control group improved responsibility, distress tolerance and adjustment of 5-7-year-old children and the results remained in the follow-up phase (P<0.001). Also, there was no significant difference between the two methods of play therapy and problem solving training in improving responsibility, distress tolerance and adjustment of 5-7-year-old children in the posttest and follow-up phases (P>0.05).Conclusion: The results of this study indicated the effectiveness of both methods of play therapy and problem solving training on improving responsibility, distress tolerance and adjustment of 5-7-year-old children. Therefore, therapists, psychologists and counselors along with other treatment methods can use both methods of play therapy and problem solving training for their interventions.
Psychology
Hamid Teheri; Davoud Kiakojuri; Mehran Mokhtari; Behzad Farrokh Seresht
Abstract
Purpose: Effective team building helps to promote cooperation, communication and trust between team members and is critical to the success of any organization, especially in multinational organizations. Therefore, the current research was conducted with the aim of qualitatively designing and explaining ...
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Purpose: Effective team building helps to promote cooperation, communication and trust between team members and is critical to the success of any organization, especially in multinational organizations. Therefore, the current research was conducted with the aim of qualitatively designing and explaining of effective team building in active multinational organizations in Iran.
Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The statistical population of this research included experts in the field of public administration and organizational behavior in the field of team building and had work experience in multinational organizations. According to the principle of theoretical saturation, the sample size was estimated to be 15 people, who were selected by targeted and snowball sampling methods. The tool of the current research was a semi-structured interview, which its validity was confirmed by the triangulation method and its reliability was calculated by the Cohen's kappa coefficient method 0.719. The data were analyzed by the coding method based on the grounded theory in MAXQDA 2020 software.
Findings: The findings of the current research showed that effective team building in active multinational organizations in Iran in the causal factors section there were 12 indicators in 3 concepts of learning capabilities, team knowledge and identification of effective teams, in the background factors section there were 11 indicators in 3 concepts of team thinking, effective competitive processes and competitive effectiveness in the organization team, in the intervening factors section there were 14 indicators in 3 concepts of technical structure of effective teams, environmental uncertainty and organizational risks, in the central factors section there were 15 indicators in 3 concepts of value chain in team building, capabilities of effective teams and team building intelligence and export, in the strategic factors section there were 12 indicators in 3 concepts of team value creation, development of team competition and team competitive agility and in the consequence factors section there were 11 indicators in 3 concepts of organizational team effectiveness, promotion of dynamic capabilities of effective teams and development of team competitiveness. According to the aforementioned findings, the pattern of effective team building in active multinational organizations in Iran was designed and drawn in the MAXQDA 2020 software.
Conclusion: According to the identified codes in the current research for effective team building in active multinational organizations in Iran according to the grounded theory, it is suggested to improve the situation of effective team building, especially in multinational organizations provide the basis for improving the identified indicators and concepts.
Psychology
Parisa Safamanesh; Kourosh Parsa Moein; Soghra Afkaneh
Abstract
Purpose: The current research was conducted with the aim of identifying and evaluating the dimensions of the research system in higher education.
Methodology: In terms of the purpose, this research is fundamental-applied and also, in terms of the type of data, it is mixed (qualitative-quantitative) ...
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Purpose: The current research was conducted with the aim of identifying and evaluating the dimensions of the research system in higher education.
Methodology: In terms of the purpose, this research is fundamental-applied and also, in terms of the type of data, it is mixed (qualitative-quantitative) of the exploratory type, which was thematic analysis in the qualitative part and descriptive-survey in the quantitative part. The population studied in the qualitative section included academic (faculty members) and organizational (responsible for Islamic Azad Universities) experts, and in the quantitative section it included all academic faculty members of Islamic Azad Universities. The sample size in the qualitative section was 19 interviewees according to the principle of saturation and the purposeful sampling method, and in the quantitative section, 272 people were selected based on the calculation of the sample size in structural equations and the stepwise cluster random sampling method. To collect information, two documentary (library) and field methods were used: semi-structured interviews and a researcher-made questionnaire. Also, the answer was taken from a closed questionnaire from the model presented in the qualitative section, which was designed to measure the opinion of experts regarding the validity of the model (external validity). The method of data analysis in the qualitative part of theoretical coding was derived from thematic analysis method with Maxqda software. In the quantitative part, also, in the inferential part to answer the research questions from tests such as Pearson correlation, sample t-test, hierarchical analysis process and confirmatory factor analysis using SPSS-v23, Smart Pls-v3 software. and Lisrel V8.8 and Expertchoice-V11 were used.
Findings: The data collection tools were semi-structured interviews in the qualitative part and researcher-made questionnaires in the quantitative part. The validity and reliability of the instruments were examined and confirmed. The method of data analysis in the qualitative part was theoretical coding (open, central and selective) and in the quantitative part included descriptive and inferential statistics (Pearson correlation, sample t-test and structural equation modeling and confirmatory factor analysis).
Conclusion: The findings of the qualitative section showed that the research system includes the dimensions of individual factors, infrastructural factors, and policy making. Also, the results showed that the components in the existing condition have a favorable condition.
Psychology
Maryam Reyhani; Davoud Manavipour; Mojtaba Sedaghati Fard
Abstract
Purpose: The present study was conducted with the aim of Network data analysis application in drawing the communication network to measure evolution in middle childhood.
Methodology: The present horoscope was a descriptive-analytical psychometric study. The socio-statistics of the present study were ...
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Purpose: The present study was conducted with the aim of Network data analysis application in drawing the communication network to measure evolution in middle childhood.
Methodology: The present horoscope was a descriptive-analytical psychometric study. The socio-statistics of the present study were all students of Tehran city in elementary school (6 to 12 years old) in the academic year of 2019-2020. The sample was 585 people who were selected by multi-stage cluster sampling method. Middle childhood development questionnaire was used to collect data. The data was analyzed using confirmatory factor analysis of the five-factor structure (flexibility, intimacy and friendship, separation times, physical health and empathy). The reliability of the questionnaire was calculated using Cronbach's alpha coefficient.
Findings: In this research, 585 people were selected as a sample group in the form of multi-stage clusters. The research tool was measuring the transformation in middle childhood. The methods of exploratory and confirmatory factor analysis, criterion validity, convergent-divergent validity were used to check the validity of the scale, and reliability was checked with two methods of internal consistency (Cronbach's alpha) and stability of results (retest) with a two-week interval. Exploratory factor analysis using principal component analysis and varimax rotation led to the extraction of 5 factors (empathy, flexibility, intimacy and friendship, physical health and leisure time).
Conclusion: The results of confirmatory factor analysis confirmed the results of exploratory factor analysis. The reliability analysis of the test showed that the Cronbach's alpha coefficient of the subscales is higher than 0.7. Also, in all subscales, the Pearson correlation coefficient between the two implementations was higher than 0.85. The correlation between the subscales of measuring the development in the middle childhood period confirmed the convergent evidence of the questionnaire. Based on the results of the research, research evidence supports the simultaneous examination and consideration of all five subscales of the Persian version of the Middle Childhood Development Assessment.
Psychology
Azar Jozan; Mohammad Ali Fardin; Gholamreza Sanagooe Moharer
Abstract
Purpose: The purpose of this research was to investigate the effectiveness of coping skills training on resilience of students who have recovered from the Corona epidemic.
Methodology: The study method was semi-experimental in the form of pre-test-post-test and follow-up design with two experimental ...
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Purpose: The purpose of this research was to investigate the effectiveness of coping skills training on resilience of students who have recovered from the Corona epidemic.
Methodology: The study method was semi-experimental in the form of pre-test-post-test and follow-up design with two experimental and control groups. The statistical population included all female students between the ages of 12 and 17 who had recovered from corona disease and were studying in the academic year of 2020-2021 in Bam city. The sampling method was available, and with this method, 30 students who went to the hospital because of the corona disease and their recovery was confirmed by the tests and the doctor, were selected as a sample and randomly divided into two groups of 15 people, the test and were controlled. The tools used was in this research include Connor & Davidson-Resilience Scale (CD-RISC). The data were analyzed in the SPSS software environment using the analysis of covariance test.
Findings: The results showed that there was a significant difference between the mean scores of the pre-test, post-test and follow-up in resilience variables.
Conclusion: Based on the findings, coping skills training can be used as an effective intervention method to improve the problems of people who have been freed from or involved in various diseases and can reduce their psychological problems.
Psychology
Amin Akbarpour; Narges Saeidian Khorasgani; Mohammad Ali Nadi Khorasgani
Abstract
Purpose: The purpose of the present study was to present and validate the model of prevention of procrastination among employees of Islamic Azad University
Methodology: The present research was conducted with the qualitative method of phenomenology, in order to identify the procrastination employees ...
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Purpose: The purpose of the present study was to present and validate the model of prevention of procrastination among employees of Islamic Azad University
Methodology: The present research was conducted with the qualitative method of phenomenology, in order to identify the procrastination employees of Islamic Azad University, first all employees of Islamic Azad University in the year (2019-20) were considered, then using the multi-stage cluster random sampling method, A total of 384 people were selected as a sample for the initial investigation, and by implementing Takman's procrastination questionnaire (1991) on these people, finally, 25 qualified people were identified for this research. The research tool was a semi-structured interview, and the data reached theoretical saturation up to the number of 15 people. Data analysis was done based on the 7-step method of Claisey. To measure the validity of the data, two methods of review of participants and review of non-participating experts were used in the research.
Findings: The revealed findings were 179 extracted key terms (primary concepts), 292 secondary concepts (first category), 32 secondary concepts (second category) and 3 main concepts (dimensions). In order to confirm the reliability of the qualitative findings, a scale with a 3-option spectrum was used to measure the content validity ratio (Lavache coefficient estimation) and in order to ensure the reliability of the qualitative findings, the Holstein reliability coefficient was estimated at 0.97. The findings showed that the employee procrastination prevention model consists of 3 main dimensions including organizational dimension (with 14 components), individual dimension (with 15 components) and social dimension (with 3 components).
Conclusion: The findings showed that, according to the prevention model, the components of the organizational dimension include carrying out planning in affairs, promoting empowering training, strengthening the management system, improving financial affairs, improving the implementation of affairs, a healthy and appropriate organizational atmosphere, and promoting culture. Participation, the presence of motivational leadership, improvement of monitoring and evaluation, improvement of organization in the organization, appropriate legislation, appropriate software support, and healthy and appropriate communication in the organization.
Psychology
Maryam Souri; Mohammad Mojtabizadeh; Rasoul Davoudi
Abstract
Purpose: The purpose of the current research was to identify and validate the explanatory components of support in Iran's secondary education system.
Methodology: The research method was qualitative-quantitative, the statistical population of the qualitative section was experts and specialists in the ...
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Purpose: The purpose of the current research was to identify and validate the explanatory components of support in Iran's secondary education system.
Methodology: The research method was qualitative-quantitative, the statistical population of the qualitative section was experts and specialists in the field of learning-teaching, teaching methods and building support and written documents related to the subject, including articles and scientific researches and related books authored and in the quantitative part, the teachers of the first and second year of high school were all over the country. In the qualitative part, using the snowball sampling method until reaching theoretical saturation, an in-depth interview was conducted with 13 experts, and 18 documents (texts) were examined with a targeted method for documents, and in the quantitative part, to evaluate the model, a researcher-made questionnaire with 134 Likert scale items was distributed among 384 people with a multi-stage relative cluster sampling method. To determine the validity and reliability in the qualitative phase of the necessary checks including acceptability (review by experts) and verifiability (re-review by experts) and in the quantitative phase, the validity of the questionnaires was verified by three methods: formal, content and structural. The method of determining factor loadings of items, Cronbach's alpha of components (between 0.749 and 0.864) and composite reliability (between 0.827 and 0.916) were confirmed. Qualitative data were analyzed through theoretical background and quantitative data with structural equation modeling technique and exploratory and confirmatory factor analysis tests in Smart PLS software and Friedman test in SPSS software.
Findings: The results of the qualitative part indicated that the pattern of support in Iran's secondary education system includes 10 categories (development of human and non-human resources, improvement and development of the educational system, teaching-learning methods, culture and communication, laws and supportive behaviors, performance monitoring, strategies based on cognition and metacognition, strategies based on motivation, mental progress and scientific progress), 21 subcategories (development of human resources, empowerment of students, development of hardware and software facilities, cooperative and interactive teaching , task simplification, virtual learning, teaching based on scientific theories, culture building between parents and teachers, effective communication, supportive behaviors, internal and external strategies and instructions, mental and academic engagement, continuous assessment, metacognitive strategies, cognitive strategies , cognitive and metacognitive strategies, motivational strategies, mental well-being, actualization of potential talents, improvement of learning process and academic progress) and 134 indicators that are in the form of causal, contextual, interventional conditions, strategies and consequences in the research paradigm model. took place The results of the quantitative part showed that all the components of the research model were confirmed.
Conclusion: Based on the obtained data and based on the results of the research, suggestions are presented as follows: - strengthening the causal conditions, - strengthening the environmental conditions, strengthening the intervention conditions, strengthening the strategy (solution).
Psychology
Fateme Baharlou; Hossein Mahdian; Abolfazl Bakhshi Pour
Abstract
Purpose: People with social anxiety have many interpersonal problems. As a result, the aim of this study was to comparison the effectiveness of dialectical behavior therapy and transactional behavior analysis on the interpersonal problems of students with social anxiety.
Methodology: This research was ...
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Purpose: People with social anxiety have many interpersonal problems. As a result, the aim of this study was to comparison the effectiveness of dialectical behavior therapy and transactional behavior analysis on the interpersonal problems of students with social anxiety.
Methodology: This research was a semi-experimental with a pre-test, post-test and one-month follow-up design with a control group. The research population was female senior high school with social anxiety in governmental schools of Ashkhane city in the academic years of 2022-2023. In this study, 45 people were selected by purposive sampling method and randomly replaced in three equal groups. Each of the experimental groups was trained in 10 sessions of 90 minute separately and as a group with dialectical behavior therapy and transactional behavior analysis methods, and the control group remained on the waiting list for training. The research tool was Connor et al.'s social anxiety inventory (2000) and Barkham et al.'s interpersonal problems inventory (1996), and the data obtained from their implementation were analyzed by methods of analysis variance with repeated measure and Bonferroni's post hoc test in SPSS version 25 software.
Findings: The findings of this study showed that there was no significant difference between the groups in terms of reduction of interpersonal problems of students with social anxiety (P>0.05). In addition, both intervention methods of dialectical behavior therapy and transactional behavior analysis led to reduce the interpersonal problems of students with social anxiety in the post-test and follow-up phases (P<0.001).
Conclusion: According to the results of this study, therapists, counselors, and psychologists can use dialectical behavior therapy and transactional behavior analysis along with other treatment methods to reduce the interpersonal problems of students with social anxiety.
Psychology
Soheila Jafari ghale Beig; Masoumeh Eslami; Tayebeh Rahimi Pordanjani
Abstract
Purpose: Socially disadvantaged people have many psychological problems, especially in the field of increasing dark personality traits and decreasing psychological adjustment. Therefore, the present study was conducted with the aim of comparing the effectiveness of mindfulness training and compassion ...
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Purpose: Socially disadvantaged people have many psychological problems, especially in the field of increasing dark personality traits and decreasing psychological adjustment. Therefore, the present study was conducted with the aim of comparing the effectiveness of mindfulness training and compassion therapy on dark personality traits and psychological adaptation in socially disadvantaged girls.Methodology: This research in terms of purpose was practical and in terms of implementation, method was semi-experimental with a pretest, posttest and one-month follow-up design with a control group. The research population was socially disadvantaged teenage girls in health homes under the supervision of the welfare organization of North Khorasan province in the second half of 2021 year. The research sample was considered 45 people who were selected by available sampling method and were replaced by simple random method in three equal groups including two experimental groups and one control group. Each of the experimental groups received 8 sessions of 60 minutes (one session per week) separately with methods of mindfulness training and compassion therapy, and the control group did not receive any training during this period. The research tools were dark personality traits questionnaire (Jonason and Webster, 2010) and psychological adaptation scale (Biesecker et al., 2013) and the data obtained from their implementation were analyzed by analysis variance with repeated measures and Bonferroni post hoc test in SPSS software.Findings: The findings showed that both methods of mindfulness training and compassion therapy in compared to the control group caused a significant decrease in dark personality traits (and its three components including narcissism, machiavellism and psychopathy) and a significant increase in psychological adaptation (and its three components including experience, deliberation and social integration) in the posttest and one month follow-up stages in socially disadvantaged girls (P<0.001). Other findings showed that there was no significant difference between the two methods of mindfulness training and compassion therapy in reducing dark personality traits and psychological adaptation and the components of each of them in the posttest and one month follow-up stages in socially disadvantaged girls (P>0.05).Conclusion: According to the results of this study, health professionals and therapists can use both mindfulness training and compassion therapy methods in their psychological interventions to improve health-related characteristics, including reducing dark personality traits and increasing psychological adaptation.
Psychology
Ziba Nik Mohammadi; Nahid shafiei; Alireza Araghieh
Abstract
Purpose: Curriculum plays an important role in the success of educational systems. Therefore, the current research was conducted with the aim of identifying the dimensions and components of the heutagogical curriculum of the secondary high school.Methodology: The present study in terms of purpose was ...
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Purpose: Curriculum plays an important role in the success of educational systems. Therefore, the current research was conducted with the aim of identifying the dimensions and components of the heutagogical curriculum of the secondary high school.Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative from type of exploratory. The population of this research was articles related to the research field in the years 2019 to 2023 and experts familiar with the research field and having PhD degrees in the fields of curriculum planning and educational psychology, which numbered of 9 articles and 6 experts were selected according to the principle of theoretical saturation and with targeted and snowball sampling methods. The data was collected by taking notes from articles and semi-structured interviews with experts, which whose content validity was calculated by 5 experts 0.995 and its reliability was calculated by Cohen's kappa coefficient 0.979, and to analyze the data were used from thematic analysis.Findings: The findings from taking notes from articles and semi-structured interviews with experts showed that for the heutagogical curriculum of the secondary high school in the comprehensive theme of the flexibility were identified 8 basic themes in 3 organizing themes including the flexibility in goals, flexibility in programs and flexibility in management, in the comprehensive theme of the goal were identified 8 basic themes in 2 organizing themes including the heutagogical goal setting platform and comprehensiveness in goal setting, in the comprehensive theme of the content were identified 16 basic themes in 4 organizing themes including the extent of, content production, applied content and skill content, in the comprehensive theme of the learner were identified 15 basic themes in the 4 organizing themes including the self-determining recipient, creative cooperative, learner agency and internal motivation, in the comprehensive theme of the facilitation were identified 24 basic themes in 5 organizing themes including the heutagogical class, heutagogical teachers skills, authentic teaching, creating opportunities for students and teaching of heutagogical skills, in the comprehensive theme of educational technology were identified 12 basic themes in 3 organizing themes including the technological class, technological educational tools and social networks, in the comprehensive theme of thinking were identified 8 basic themes in 3 organizing themes including the systemic thinking, critical thinking and group thinking and in the comprehensive theme of evaluation were identified 19 basic themes in 4 organizing themes including the heutagogical assessment, teacher's role in assessment, student's role in assessment and choice in assessment.Conclusion: According to the identified themes from taking notes from articles and semi-structured interviews with experts for the heutagogical curriculum of the secondary high school, to improve the heutagogical curriculum must prepare the ground for the realization of the identified themes.
Psychology
Fariba Ghalenovy; Seyed Amir Amin Yazdi; Hossein Karsheki; Maryam Bordbar
Abstract
Purpose: One of the most important dimensions of thinking is scientific thinking, which can play an effective role in improving the academic conditions of students. Therefore, the purpose of this study was normalization and validation a tool for measuring scientific thinking in Iranian students.Methodology: ...
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Purpose: One of the most important dimensions of thinking is scientific thinking, which can play an effective role in improving the academic conditions of students. Therefore, the purpose of this study was normalization and validation a tool for measuring scientific thinking in Iranian students.Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from survey type. The research population was all high school students in Mashhad city in the 2020-21 academic years. The sample size based on Cochran's formula and with 10% attrition was calculated 648 people, which this number were selected by multi-stage cluster sampling method. The research tool was a Liang et al scientific thinking questionnaire (2006), and the resulting data were analyzed by confirmatory factor analysis in SPSS 26 software.Findings: The findings showed that among the 24 items of the scientific thinking questionnaire, the content validity index of all items was approved because it was higher than 0.70, and only the content validity ratio of 4 items was inappropriate because it was lower than 0.50, and these items were revised and modified. Also, the scientific thinking questionnaire had 24 items in 6 components of using from scientific methods, using from scientific theories and laws, social contexts and culture, creativity and visualization, observation and inference, and practice; So that the factor load of all items was higher than 0.60, the average extracted variance of all components was higher than 0.50, and the Cronbach and combined reliability of all components was higher than 0.70. In addition, the reliability of the total scientific thinking questionnaire was obtained with the Cronbach's alpha method 0.86 and with the combined method 0.93.Conclusion: The results showed that the a tool for measuring scientific thinking in students has a good validity and experts and educational planners can use this tool to measure the level of scientific thinking of students and based on its components design and implement programs to improve and promote scientific thinking.
Psychology
Kamalaldin Yarali; Tayebeh Tajari; Maryam Safari
Abstract
Purpose: Paying attention to entrepreneurial teaching is very important in curriculum elements, and accordingly, the purpose of this study was to analyzing the curriculum elements of entrepreneurial teaching in the field of humanities sciences in Iran's higher education.Methodology: This study in terms ...
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Purpose: Paying attention to entrepreneurial teaching is very important in curriculum elements, and accordingly, the purpose of this study was to analyzing the curriculum elements of entrepreneurial teaching in the field of humanities sciences in Iran's higher education.Methodology: This study in terms of purpose was applied and in terms of execution method was qualitative. The population of this study includes six groups of business startups and establishment of knowledge-based companies, cooperation with entrepreneurial intermediary institutions, entrepreneurship education and teaching, authoring articles, books and guidance or counseling of dissertations and thesis in the field of entrepreneurship, specialist of curriculum and managers of planning higher education in Iranian universities in the academic years of 2020-21. The samples were selected according to the principle of theoretical saturation and with the purposeful sampling method, which their number was 25 people. The tool of the current research was a semi-structured interview which whose validity and reliability were checked and confirmed. The data were analyzed by the coding method based on the grounded theory in MAXQDA software.Findings: The findings of the present research showed that the curriculum elements of entrepreneurial teaching in the field of humanities sciences in Iran's higher education had 216 concepts in 47 components and 6 categories. The category of causal conditions includes 8 components and 33 concepts, the category of background conditions includes 8 components and 36 concepts, the category of intervening conditions includes 9 components and 28 concepts, the core category includes 5 components and 39 concepts, the category of strategies includes 12 components and 54 concepts, and the category of consequences includes 5 components and 26 concepts.Conclusion: Based on the findings of this study, experts and planners curriculum can take an effective step towards improving the curriculum elements of entrepreneurial teaching in the field of humanities sciences of higher education.
Psychology
Niloufar Aghaei Kamakeli; Reza Ghorban Jahromi; Mansoureh Karimzadeh; Seyyed Rouhollah Shahabi
Abstract
Purpose: This research was conducted with the aim of mediating the role of self-differentiation in the relationship between basic psychological needs and addiction to online games in secondary school students.Methodology: The cross-sectional research method is correlational. The statistical population ...
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Purpose: This research was conducted with the aim of mediating the role of self-differentiation in the relationship between basic psychological needs and addiction to online games in secondary school students.Methodology: The cross-sectional research method is correlational. The statistical population of this research was made up of all students of the second level of high school in Tehran in 1402-1401, among whom 400 students (200 girls and 200 boys) were selected based on Cain's formula as a staged cluster sampling. In this research, online game addiction tools (Wang and Chang, 2002), basic psychological needs (LaGuardia et al., 2000) and self-differentiation (Skorn and Friedlander, 1998) were used, all of which had acceptable validity and reliability. In order to analyze the data, SPSS-V23 and Lisrel-V24 software were used. Also, in order to test research hypotheses, structural equation modeling was used.Findings: Also, in order to respond to the research hypotheses, structural equation modeling was used. The results showed that basic psychological needs have a direct effect on addiction to online games. Self-differentiation has a direct effect on addiction to online games. Basic psychological needs have an indirect effect on addiction to online games. The modified structural model of the research also had a favorable fit with the data (RMSEA=0.055, GFI=.088) and this is an important step towards knowing the factors affecting the addiction to online games in students.Conclusion: The results showed that basic psychological needs have an indirect effect on addiction to online games.
Psychology
Ahmed Karimi Deshtiki
Abstract
Purpose: The school engagement led to improves other academic conditions. Therefore, the current research was conducted with the aim of investigating the structural model of school engagement based on school culture with the mediator role of classroom environment and academic self-concept of students.
Methodology: ...
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Purpose: The school engagement led to improves other academic conditions. Therefore, the current research was conducted with the aim of investigating the structural model of school engagement based on school culture with the mediator role of classroom environment and academic self-concept of students.
Methodology: The present study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlation. The research population was the sixth grade students of Bushehr township in the academic years of 2019-2020 (4263 people), which 250 people of them were selected as a sample by cluster random sampling method. The research tools were the questionnaires of school engagement (Wang et al, 2011), classroom environment (Fraser et al, 1993), school culture (Higgins-D'Alessandro and Sadh, 1998) and academic self-concept (Chen and Thompson, 2003), whose validity was confirmed by the opinion of experts and their reliability was evaluated higher than 0.70. Data were analyzed by structural equation modeling method in SPSS-22 and AMOS-20 software.
Findings: The findings of the structural model of school engagement based on school culture with the mediator role of classroom environment and academic self-concept of students indicated that the mentioned model had a good fit. Also, school culture had a direct and significant effect on classroom environment and academic self-concept, and classroom environment and academic self-concept had a direct and significant effect on school engagement (P<0.001). In addition, the school culture with the mediator role of classroom environment had an indirect and significant effect on school engagement and school culture with the mediator role of academic self-concept had an indirect and significant effect on school engagement (P<0.001).
Conclusion: The results of this study indicated the direct and effective role of school culture on school engagement and the indirect and effective role of school culture with the mediator of classroom environment and academic self-concept on school engagement. Therefore, in order to increase school engagement can be provide the background for improving school culture, classroom environment and academic self-concept of students.
Psychology
Mohadeseh Nemati; Arezo Shomal Oskoei; Haideh Saberi
Abstract
Purpose: Academic procrastination causes a drop in academic performance, and should be look for ways to reduce it. As a result, this study was conducted with the aim of presenting the academic procrastination model based on self-directed learning strategies and parenting styles with the mediating role ...
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Purpose: Academic procrastination causes a drop in academic performance, and should be look for ways to reduce it. As a result, this study was conducted with the aim of presenting the academic procrastination model based on self-directed learning strategies and parenting styles with the mediating role of academic self-efficacy.
Methodology: The research design was cross-sectional from type of correlation. The statistical population of the present study was all secondary school students of Tehran city in the academic years of 2022-23, which out of 23552 students number of 400 people were selected by multi-stage cluster sampling method. In this research were used the tools of academic procrastination (Solomon and Rothblum, 1984), self-directed learning strategies (Pintrich and De Groot, 1990), parenting styles (Baumrind, 1991) and academic self-efficacy (Jinks and Morgan, 1999). In order to analyze the data were used correlation coefficients and structural equation modeling methods in SPSS-V23 and Lisrel-V8.8 software.
Findings: The findings showed that the academic procrastination model based on self-directed learning strategies and parenting styles with the mediating role of academic self-efficacy had a good fit. Also, self-directed learning strategies (cognitive and metacognitive) on academic procrastination and self-efficacy directly and indirectly through academic self-efficacy on academic procrastination had a significant effect (P<0.05). In addition, parenting styles (authoritative, authoritarian and permissive) on academic procrastination and self-efficacy directly and indirectly through academic self-efficacy on academic procrastination had a significant effect (P<0.05).
Conclusion: According to the results, it can be stated that a person has more self-directed learning strategies, authoritative parenting style and academic self-efficacy and less permissive and authoritarian parenting styles, the amount of academic procrastination will decrease.
Psychology
Shahryar Abdolmaleki; Zabih Pirani; Firouzeh Zanganeh
Abstract
Purpose: Self-regulation has an effective role in other academic performance of students and can cause their academic success. Therefore, the aim of this study was designing an academic self-regulation model based on basic psychological needs and family communication pattern with the mediation of academic ...
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Purpose: Self-regulation has an effective role in other academic performance of students and can cause their academic success. Therefore, the aim of this study was designing an academic self-regulation model based on basic psychological needs and family communication pattern with the mediation of academic engagement.
Methodology: This research in terms of purpose was applied and in terms of implementation method was descriptive from type of survey. The statistical population of the current study was male senior students of Hamedan city in the academic years of 2020-2021 and about 4000 people. The samples of this study were 420 people who were selected by cluster sampling method and answered to the academic self-regulation questionnaire (Savari and Arabzade, 2013), basic psychological needs questionnaire (Gagne, 2003), revised family communication patterns scale (Koerner and Fitzpatrick, 2002) and academic engagement questionnaire (Schaufeli et al., 2002). For data analysis were used from Pearson correlation coefficients and structural equation modeling methods in SPSS-20 and Smart-PLS-3 software.
Findings: The findings showed that the academic self-regulation model based on basic psychological needs and family communication pattern with the mediation of academic engagement had a good fit. Other findings showed that basic psychological needs and communication patterns of conversation and conformity had a direct and significant effect on students' academic engagement and basic psychological needs, communication patterns of conversation and conformity and academic engagement had a direct and significant effect on their self-regulation (P<0.05). In addition, basic psychological needs and communication patterns of conversation and conformity with the mediation of academic engagement had an indirect and significant effect on students' academic self-regulation (P<0.05).
Conclusion: According to the results of the present research, to improve students' self-regulation can be met their basic psychological needs and can be improved their communication patterns and academic engagement through educational workshops.
Psychology
Golchereh Lohrasbi Nichkohi; Mitra Sadoughi; Hossein Ali Taghipour; Esmaeil Kazempour
Abstract
Purpose: Behavioral innovation in the organization can play an important role in creating and promoting competitive advantage for the organization. Therefore, the aim of this study was applying human resource strategies in the designing the behavioral innovation model in the exceptional children organization.Methodology: ...
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Purpose: Behavioral innovation in the organization can play an important role in creating and promoting competitive advantage for the organization. Therefore, the aim of this study was applying human resource strategies in the designing the behavioral innovation model in the exceptional children organization.Methodology: This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The research population in the qualitative part was the general manager of exceptional children organization of Tehran, the heads of the exceptional children organization of Mazandaran and Gillan provinces, and the staff managers of the exceptional children organization of Tehran, which according to the principle of theoretical saturation, 14 people were selected as a sample by using the purposive sampling method. The research population in the quantitative part was experts of exceptional children organization of Tehran city and principals of schools of exceptional children of Mazandaran and Gillan provinces, which according to Cochran's formula, 340 people were selected as a sample by using a simple random sampling method. The research tool in the qualitative part was a semi-structured interview and in the quantitative part was a researcher-made questionnaire, which whose psychometric indicators were confirmed. Data analysis was done in the qualitative part with thematic analysis method in MAXQDA-12 software and in the quantitative part with exploratory factor analysis and structural equation modeling in SPSS-22 and Smart PLS-3 software.Findings: The findings of the qualitative part showed that for the model of behavioral innovation and human resource strategies in the exceptional children organization were identified 54 components in 14 categories of behavioral honesty, positive thinking in behavior, empowerment, self-control culture, innovative self-efficacy, confidence building, collaborative management, participation, timely thinking, job satisfaction, organizational justice, culture of organizational communication, healthy atmosphere of competition and objective assessment of resources. Also, the findings of the quantitative part showed that the factor load and convergent validity of all categories were higher than 0.50 and Cronbach and combined reliability of all of them were higher than 0.70. In addition, the fit indicators the model of behavioral innovation and human resources strategies in the exceptional children organization indicated its appropriate fit and the effect of the model on all categories was significant (P<0.05).Conclusion: The model of behavioral innovation and human resource strategies in the exceptional children organization had appropriate psychometric indicators, and specialists and planners of the exceptional children organization can use it to create and promote a competitive advantage.
Psychology
Danial Poorhashemi; Fereshteh Kordestani; Lotollah Abbasi Servak
Abstract
Purpose: The main purpose of this article is to design a model for improving the academic performance of witness and self-sacrificing students of Islamic Azad University in Tehran province.Methodology: The research method is mixed (qualitative-quantitative). In order to carry out this research, in addition ...
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Purpose: The main purpose of this article is to design a model for improving the academic performance of witness and self-sacrificing students of Islamic Azad University in Tehran province.Methodology: The research method is mixed (qualitative-quantitative). In order to carry out this research, in addition to the document study, the ground theory method was used to identify the effective factors on improving the academic performance of Shahid and self-sacrificing students of Islamic Azad University of Tehran. The statistical population in this research were all experts in the field of educational management and higher education and human resources management until the theoretical saturation of 17 interviews. In addition, all interviews lasted between 45 and 75 minutes. Semi-structured interviews with experts were conducted in 1401 in the form of a questionnaire with 84 indicators, 32 components and 7 dimensions, and to determine the current state of the dimensions, the sample T-Tech test was used, and the structural equation method was used to design the model.Findings: In the current situation, the content dimension with a T value of 3.8 has a better status than other dimensions, and finally, 5 factors of philosophy and goals, supporting theories, implementation steps, evaluation and feedback, and promotion mechanism were used to validate the model, which showed that The model has sufficient validity.Conclusion: Also, the results of the regression test and the output model show that the highest level of correlation is between the dimension of the main category and the results. On the other hand, the coefficient of influence between the variables also indicated that the coefficient of influence of the conditions of the main category on the results with a coefficient of (0.860) has the greatest impact compared to the relationships of other variables.
Psychology
Maryam Sotoudeh Moghadam; Moslem Cherabin; Ahmad Akbari; Ahmad zendedel
Abstract
Purpose: The teachers' professionalism empowerment and promoting through in-service training can play an effective role in improving the quality of their education. Therefore, the purpose of this study was to design a policy-making model in order to teachers' professionalism empowerment and promoting ...
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Purpose: The teachers' professionalism empowerment and promoting through in-service training can play an effective role in improving the quality of their education. Therefore, the purpose of this study was to design a policy-making model in order to teachers' professionalism empowerment and promoting by relying on in-service training.Methodology: In an applied study from type of qualitative, the present research was conducted on 10 professors and experts in the fields of education management and in-service training and empowerment who were selected according to the principle of theoretical saturation and with a purposive sampling method. The tool of the current research was a semi-structured interview that was conducted in the seasons of Farvardin to Shahrivar of 1401 year and its validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between two coders at 0.92. The data obtained from the semi-structured interview were analyzed with using the content analysis method according to the grounded theory in MAXQDA software.Findings: The findings showed that the policy-making model in order to teachers' professionalism empowerment and promoting by relying on in-service training had 174 indicators, 31 components in six fields of causal conditions, central phenomenon, background conditions, intervention conditions, strategies and consequences. In this research, the causal conditions were includes 13 indicators and 3 components of the social needs, changes in educational needs and creation of individual needs in teachers, the central phenomenon were includes 11 indicators and 3 components of the scientific and practical education, solving problems and creating value, background conditions were includes 18 indicators and 5 components of the correct implementation of courses, richness of the content of courses, competent environment, correct planning and teachers' mentality, intervention conditions were includes 59 indicators and 6 components of the non-committed and non-specialist managers, incorrect performance evaluation, incorrect needs assessment, lack of quality of course teaching, non-traditional teaching methods and weak motivational system, strategies were includes 46 indicators and 10 components of the successful modeling, improving the content of courses, region-oriented planning, accurate and scientific needs assessment of courses, removing teachers' individual obstacles, changing in educational systems, improving the physical conditions, employing experienced and expert teachers, providing motivational platforms and appropriate evaluation system and consequences were includes 27 indicators and 4 components of social consequences, improving teachers' educational performance, occupational well-being of teachers and psychological consequences of teachers. Finally, the policy-making model in order to teachers' professionalism empowerment and promoting by relying on in-service training was designed.Conclusion: The designed grounded theory policy-making model in order to teachers' professionalism empowerment and promoting by relying on in-service training can be used by education specialists and planners to design programs to teachers' professionalism improvement and empowerment through in-service trainings.
Psychology
Parisa Jalili Deilamaghani; Fatah Nazem; Alireza Chenari
Abstract
Purpose: The purpose of this research was to identify the factors affecting organizational innovation based on ethical leadership, organizational justice, and organizational commitment in public universities.
Methodology: This research is interesting from the point of view that by identifying the factors ...
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Purpose: The purpose of this research was to identify the factors affecting organizational innovation based on ethical leadership, organizational justice, and organizational commitment in public universities.
Methodology: This research is interesting from the point of view that by identifying the factors affecting innovation, it is possible to direct the appropriate policies to improve innovation in universities, for this purpose, after reviewing the literature and categorizing the factors affecting innovation and confirming this model Through interviews with university experts in the field of innovation, the research model was tested through data analysis, structural equation method and path analysis. The statistical population of this research includes 20 experts and academic experts (academic professors in the field of management and information science) who were sampled using a targeted snowball method and their views were extracted and refined using the fuzzy Delphi method. Is.
Findings: So far, no comprehensive research has been done regarding the factors and contexts that cause it. Considering this importance, the present article, while investigating the concept of organizational innovation, its necessity in organizations, the characteristics of innovative organizations, and investigating the effective factors in the formation of organizational innovation based on ethical leadership, organizational justice and organizational commitment in universities Government pays.
Conclusion: the results show that by being aware of these factors, fields, managers of organizations will be able to look at the issue of organizational innovation with a broader, more comprehensive, and more informed view and gain the necessary benefit in order to increase the performance of their employees. In addition, ethical leadership (0.72), organizational justice (0.91) and organizational commitment with a coefficient (0.83) each have a significant effect with the implementation of the effective factors of organizational innovation.
Psychology
Maryam Mahvash; Mohammad Yamini; Hossein Mahdian
Abstract
Purpose: The test anxiety has a great negative impact on other academic and non-academic variables, therefore, should look for educational and therapeutic solutions to reduce students' test anxiety. As a result, the current research was conducted with the aim of comparing the effectiveness of mental-grammatical ...
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Purpose: The test anxiety has a great negative impact on other academic and non-academic variables, therefore, should look for educational and therapeutic solutions to reduce students' test anxiety. As a result, the current research was conducted with the aim of comparing the effectiveness of mental-grammatical imagery education and uncertainty tolerance education on students' test anxiety.Methodology: This was a semi-experimental study with two experimental groups and one control group, with a pre-test, post-test and two-month follow-up plan. In this study, the research population was all 12th grade female students of governmental and non-governmental schools in Bojnourd city in the 2022-2023 academic years. The sample of the present study was 45 students who were selected by purposive sampling method and randomly replaced in three equal groups (15 people in each group). The experimental group received 12 sessions of 90-minute with the mental-grammatical imagery education method, and the second experimental group received 9 sessions of 90-minute with the uncertainty tolerance education method based on the cognitive behavioral approach, and during this time, the control group did not receive any training. The data were collected with Sarason's test anxiety questionnaire (1985) and analyzed with the methods of analysis variance with repeated measure and Bonferroni's post hoc test in SPSS-25 software.Findings: The findings showed that there was no significant difference between the groups in terms of reducing students' test anxiety (P>0.05). In addition, both methods of mental-grammatical imagery and uncertainty tolerance education significantly reduced students' test anxiety in the post-test and follow-up stages (P<0.001).Conclusion: Considering the effectiveness of both methods of mental-grammatical imagery education and uncertainty tolerance education in reducing students' test anxiety, school counselors and psychologists can use mental-grammatical imagery education and uncertainty tolerance education methods to reduce test anxiety.
Psychology
Zahra Nasiri Karbasdehi; Mohammad Kazem Fakhri; Hossein Ali Gnanadzadegan
Abstract
Receive: 2023/05/14Accept: 2023/08/12Published: 2023/09/21 Purpose: Generalized anxiety disorder can have many negative psychological consequences. As a result, the aim of this study was to determine the effectiveness of mindfulness training ...
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Receive: 2023/05/14Accept: 2023/08/12Published: 2023/09/21 Purpose: Generalized anxiety disorder can have many negative psychological consequences. As a result, the aim of this study was to determine the effectiveness of mindfulness training on distress tolerance, resilience and emotion regulation in students with symptoms of generalized anxiety disorder.Methodology: This study in terms of purpose was applied and in terms of implementation method was a semi-experimental with a pretest, posttest and two-month follow-up design with a control group. The research population consisted of secondary high school female students with symptoms of generalized anxiety disorder in one district of Tehran city, which number of 30 people of them after reviewing the inclusion criteria were selected by purposive sampling method and randomly replaced in two equal groups (each group 15 people). The experimental groups received 8 sessions of 90 minutes with method of Kabat-Zinn's mindfulness training (2003) and during this time the control group did not receive training. The dara were collected by short scale of generalized anxiety disorder (Spitzer et al., 2006), distress tolerance scale (Simons and Gaher, 2005), resilience scale (Connor and Davidson, 2003) and emotion regulation questionnaire (Gross and John, 2003) and were analyzed by methods of variance analysis with repeated measurements and LSD post hoc test in SPSS software.Findings: The findings of the present study showed that mindfulness training led to significant increased the distress tolerance, resilience and emotional reappraisal and significant reduced emotional suppression in students with symptoms of generalized anxiety disorder, and the results remained in the follow-up phase (P<0.001).Conclusion: According to the results of this study, health professionals and therapists can use the method of mindfulness training along with other methods to improve health-related characteristics such as distress tolerance, resilience and emotion regulation.
Psychology
Fariba Farmanbar; Alireza Maredpour; Mohammad Malekzadeh
Abstract
Purpose: The present study was conducted with the aim of the effectiveness of schema therapy on ambivalence in emotional expression, self-differentiation, subjectivity and sensitivity to rejection in patients with borderline personality disorder in Shiraz city in 1401.Methodology: The research method ...
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Purpose: The present study was conducted with the aim of the effectiveness of schema therapy on ambivalence in emotional expression, self-differentiation, subjectivity and sensitivity to rejection in patients with borderline personality disorder in Shiraz city in 1401.Methodology: The research method was semi-experimental with a pre-test-post-test design with control and follow-up groups. The statistical population of the research was made up of all people with borderline personality disorder who referred to counseling centers in Shiraz, and among them, 50 people were randomly selected in the experimental group (25 people in each group) and the control group ( 25 people) were appointed. The experimental group was trained in 12 sessions of 60 minutes using schema therapy, and the control group remained on the waiting list. The tools used in this research include borderline personality questionnaire (Claridge and Brooks, 1984), ambivalence in emotional expression (King and Emmons, 1990), self-differentiation (Skorn and Friedlander, 1998), mentalization (Fonagy, 1991) and sensitivity to rejection. (Downey and Feldman, 1996).Findings: The analysis of the information obtained from the implementation of the questionnaire was done in two descriptive and inferential sections (variance analysis with repeated measurements). The results showed that schema therapy training has an effect on the components of ambivalence in emotional expression (positive emotion expression, intimacy expression and negative emotion expression) of people with borderline personality disorder. Schema therapy training has an effect on self-differentiation and its components (emotional reactivity, my place, lack of emotional escape and integration with others) in people with borderline personality disorder. Schema therapy training has an effect on the mentalization of people with borderline personality disorder. The results showed that schema therapy training has an effect on sensitivity to rejection in people with borderline personality disorder. In this way, this treatment has been able to increase self-differentiation and mentalization of patients with borderline personality disorder and reduce negative emotional expression and sensitivity to rejection.Conclusion: According to the findings of the present study, schema therapy can be suggested as an effective method to increase self-differentiation and mentalization and reduce negative emotional expression and sensitivity to rejection in patients with borderline personality disorder.
Psychology
,mahnaz Hasheminezhad; Akbar Mohammadi; sara Haghighat
Abstract
Purpose: Mental health plays an important role in the academic and non-academic life of students. Therefore, the present research was conducted with the aim of providing a structural model of predicting mental health based on personality traits with the mediating role of resilience in Islamic Azad University ...
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Purpose: Mental health plays an important role in the academic and non-academic life of students. Therefore, the present research was conducted with the aim of providing a structural model of predicting mental health based on personality traits with the mediating role of resilience in Islamic Azad University students.Methodology: This study was a cross-sectional from type of correlational. The research population was all the students of the Islamic Azad University of Tehran city in the academic years of 2022-2023, which the sample size was estimated to be 685 people. The samples of this study were selected by multi-stage cluster sampling method and responded to the research tools including mental health questionnaire (Goldberg and Hillier, 1979), personality traits questionnaire (Costa and McCrae, 1985) and resilience scale (Connor and Davidson, 2003). The data of this study were analyzed by structural equation modeling method in SPSS and Amos software.Findings: The findings showed that the structural model of predicting mental health based on personality traits with the mediating role of resilience in Islamic Azad University students had a good fit. Also, in this model, neuroticism, extraversion, openness, adaptability and conscientiousness on students' resilience and neuroticism, openness, adaptability and conscientiousness on students' mental health had a direct and significant effect (P<0.05), but extroversion on their mental health did not have a direct and significant effect (P>0.05). In addition, neuroticism, extroversion, adaptability and conscientiousness with the mediating of resilience on students' mental health had an indirect and significant effect (P<0.05), but openness with the mediating of resilience on their mental health did not have an indirect and significant effect (P>0.05).Conclusion: In general, the results of this study indicated the direct and indirect effects of personality traits and resilience on students' mental health. Therefore, in order to improve their mental health can provide interventions in the field of personality traits and resilience.
Psychology
Saaed Abbaspour Esfeden; Hossien Sahebdel; Majid Ebrahimpour
Abstract
Purpose: Academic self-handicapping plays an important role in other academic variables. Therefore, the aim of this study was to comparing the effectiveness of motivational psychotherapy and cognitive behavioral therapy on academic self-handicapping in adolescents.Methodology: This study was a semi-experimental ...
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Purpose: Academic self-handicapping plays an important role in other academic variables. Therefore, the aim of this study was to comparing the effectiveness of motivational psychotherapy and cognitive behavioral therapy on academic self-handicapping in adolescents.Methodology: This study was a semi-experimental with a pre-test and post-test design with a control group. Its population was all female students of the secondary high school of Qain city in the academic years of 2021-2022, which numbeer of 45 people of them were selected by purposive sampling method and randomly replaced in three equal groups. Each of the experimental groups separately was trained 10 of sessions 90 minute with motivational psychotherapy and cognitive behavioral therapy methods, and the control group remained on the waiting list for training. The research tool was Schwinger M, Stiensmeier-Pelster's academic self-handicapping questionnaire (2011), which was implemented in the pre-test and post-test stages. Data were analyzed by univariate analysis of covariance and independent t test in SPSS software.Findings: The results of the present study showed that both motivational psychotherapy and cognitive behavioral therapy reduced academic self-handicapping in adolescents, and the effectiveness of motivational psychotherapy in compared to the cognitive behavioral therapy was higher in reducing academic self-handicapping in adolescents (P<0.001).Conclusion: According to the results of this study, it is necessary to use both motivational psychotherapy intervention and cognitive behavioral therapy methods, especially motivational psychotherapy method in reducing academic self-handicapping. Therefore, counselors and psychologists can use the motivational psychotherapy method along with other effective methods to reduce academic self-handicapping.
