Shahid Beheshti University Applied Psychology 2008-4331 17 2 2000 04 01 The Study of Changes in Object Relation at Different time Serials Transference Focused Psychotherapy with Cluster B Personality Disorders The Study of Changes in Object Relation at Different time Serials Transference Focused Psychotherapy with Cluster B Personality Disorders 11 32 102265 10.48308/apsy.2022.225465.1245 FA Giti Zarei Department of Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran. Isaac Rahimian Boogar Associate Professor of Health Psychology, department of Clinical Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Mahdishahr, Semnan, Iran. Ameneh Moazediyan Assistant Professor of Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran. Ali Jahan Department of Human Science, Semnan Branch, Islamic Azad University, Semnan, Iran. Journal Article 1970 01 01 Aim: This study aimed to investigate changes in object relations during different time intervals of Transference-Focused Psychotherapy (TFP) for individuals with Cluster B personality disorders. Method: A quasi-experimental research design was employed, involving 32 patients diagnosed with Cluster B Personality Disorders (17 male and 15 female) selected through the available sampling method. Participants were randomly assigned to experimental and control groups. The experimental group underwent 51 TFP sessions (once a week for 45 minutes). Pre-test and three post-tests using Bell's Object Relation Inventory were conducted at various treatment stages, with follow-up assessments for the experimental group. Data were analyzed using repeated measures analysis of variance and paired T-tests. Results: Findings revealed that TFP had a significant impact on various dimensions of object relations, and these changes remained stable during the follow-up phase, with no significant variations between the third stage and follow-up. Conclusion: The study demonstrated that initial changes in insecure attachment manifested earlier than other dimensions, while changes related to alienation occurred later and were more profound, necessitating an extended duration for transformation. Follow-up results indicated symptom improvement post-treatment, highlighting TFP's efficacy in enhancing object relations. Overall, Transference-Focused Psychotherapy emerges as a valuable intervention method for ameliorating Personality Disorders within Cluster B. Aim: This study aimed to investigate changes in object relations during different time intervals of Transference-Focused Psychotherapy (TFP) for individuals with Cluster B personality disorders. Method: A quasi-experimental research design was employed, involving 32 patients diagnosed with Cluster B Personality Disorders (17 male and 15 female) selected through the available sampling method. Participants were randomly assigned to experimental and control groups. The experimental group underwent 51 TFP sessions (once a week for 45 minutes). Pre-test and three post-tests using Bell's Object Relation Inventory were conducted at various treatment stages, with follow-up assessments for the experimental group. Data were analyzed using repeated measures analysis of variance and paired T-tests. Results: Findings revealed that TFP had a significant impact on various dimensions of object relations, and these changes remained stable during the follow-up phase, with no significant variations between the third stage and follow-up. Conclusion: The study demonstrated that initial changes in insecure attachment manifested earlier than other dimensions, while changes related to alienation occurred later and were more profound, necessitating an extended duration for transformation. Follow-up results indicated symptom improvement post-treatment, highlighting TFP's efficacy in enhancing object relations. Overall, Transference-Focused Psychotherapy emerges as a valuable intervention method for ameliorating Personality Disorders within Cluster B.

https://apsy.sbu.ac.ir/article_102265_c2f1fbffa833121edaa41dc694f2b5e7.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 2 2000 04 01 Comparing of Clinical Efficacy of ACT Matrix with ACT Focused on Compassion and Hofmann's CBT on Social Anxiety Disorder Comparing of Clinical Efficacy of ACT Matrix with ACT Focused on Compassion and Hofmann's CBT on Social Anxiety Disorder 33 61 102116 10.48308/apsy.2022.225361.1241 FA Hamid Asadi Ph.D. Student Clinical Psychology, Department of Clinical Psychology, College of Economy & Management, Shiraz Branch, Islamic Azad University, Shiraz, Iran. Masoud Mohammadi Assistant Professor, Department of Clinical psychology, College of Economy & Management, Shiraz Branch, Islamic Azad University, Shiraz, Iran. Ghasem Naziri Assistant Professor, Department of Clinical psychology, College of Economy & Management, Shiraz Branch, Islamic Azad University, Shiraz, Iran. Azam Davoodi Assistant Professor, Department of Clinical psychology, College of Economy & Management, Shiraz Branch, Islamic Azad University, Shiraz, Iran. Journal Article 1970 01 01 Aim: The empirical and theoretical evidence suggest that Cognitive-Behavioral Interventions lack stable efficacy. This study aimed to compare the clinical efficacy of ACT Matrix, ACT Focused on Compassion, and Hofmann's CBT in treating social anxiety disorder. Method: A single-blinded clinical trial with a single-case experimental design, employing a non-concurrent multiple baseline approach, was conducted on 9 students with social anxiety disorder, selected through purposive random sampling. The treatment comprised 12 sessions (60 minutes each) with a two-month follow-up. Liebowitz Social Anxiety Scale (Heimberg & et al., 1999), Self-Compassion Scale-Short Form (Raes & et al., 2011), Acceptance and Action Questionnaire (Second Version, Bond & et al., 2011), and the Valued Living Questionnaire (Wilson & et al., 2010) were used for outcome assessment. Data analysis involved visual drawing, recovery percentage, stable change index, and six indicators of clinical efficiency. Results: All three intervention methods significantly reduced social anxiety (Z<-2.58) and enhanced flexibility (Z>2.58). However, Hofmann's CBT exhibited limited clinical effectiveness in increasing self-compassion and valued living (Z<1.96). These results were sustained at the 2-month follow-up. Conclusion: The ACT Matrix and ACT focused on compassion demonstrated superior clinical efficacy in terms of magnitude of change, stability, total change, and safety compared to Hoffmann's CBT. Nevertheless, all three interventions exhibited similarities in acceptance and generality of change. Aim: The empirical and theoretical evidence suggest that Cognitive-Behavioral Interventions lack stable efficacy. This study aimed to compare the clinical efficacy of ACT Matrix, ACT Focused on Compassion, and Hofmann's CBT in treating social anxiety disorder. Method: A single-blinded clinical trial with a single-case experimental design, employing a non-concurrent multiple baseline approach, was conducted on 9 students with social anxiety disorder, selected through purposive random sampling. The treatment comprised 12 sessions (60 minutes each) with a two-month follow-up. Liebowitz Social Anxiety Scale (Heimberg & et al., 1999), Self-Compassion Scale-Short Form (Raes & et al., 2011), Acceptance and Action Questionnaire (Second Version, Bond & et al., 2011), and the Valued Living Questionnaire (Wilson & et al., 2010) were used for outcome assessment. Data analysis involved visual drawing, recovery percentage, stable change index, and six indicators of clinical efficiency. Results: All three intervention methods significantly reduced social anxiety (Z<-2.58) and enhanced flexibility (Z>2.58). However, Hofmann's CBT exhibited limited clinical effectiveness in increasing self-compassion and valued living (Z<1.96). These results were sustained at the 2-month follow-up. Conclusion: The ACT Matrix and ACT focused on compassion demonstrated superior clinical efficacy in terms of magnitude of change, stability, total change, and safety compared to Hoffmann's CBT. Nevertheless, all three interventions exhibited similarities in acceptance and generality of change.

https://apsy.sbu.ac.ir/article_102116_8271563eca122e48a2630440db509ba7.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 2 2000 04 01 Comparison of (EFT) Training Based on the HMT/LMG Approach and (TA) on the Differentiation and Resolving the Parent-Adolescent Conflict Comparison of (EFT) Training Based on the HMT/LMG Approach and (TA) on the Differentiation and Resolving the Parent-Adolescent Conflict 63 89 102809 10.48308/apsy.2022.226281.1279 FA Razieh Hafez Sharbaf Ph.D. Student of Clinical Psychology, Islamic Azad University, Bojnord branch. Bojnord, Iran. Bahram Ali Ghanbari Hashem Abadi Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. Fatemeh Alidoosti Assistant Professor, Department of Psychology, Faculty of Humanities, Khayyam University, Mashhad, Iran. Journal Article 1970 01 01 Aim: The aim of this study was to compare the effectiveness of Emotion-Focused approach training based on HMT/LMG and transactional analysis in differentiating and resolving Parent-Adolescent conflict. Method: A quasi-experimental design was employed with a pretest-posttest study involving two experimental groups and a three-month follow-up. The statistical population comprised all female high school students in Mashhad during the academic year 1399-1400 (12,018 people). The sample consisted of 60 students and their mothers, selected through a multi-stage cluster sampling method, and randomly assigned to two experimental groups (30 individuals each). Measures included the Child’s Attitude toward Mother Scale (CAMS), Murray Strauss conflict tactics (1990), Strauss and Skorn, and Friedlander's differentiation (1998), along with Stewart and Joines' (2009) transactional analysis training packages and Aikin and Aikin's (2017) Emotion-Focused (HMT/LMG). Both groups completed the mentioned questionnaires, after which one group received transactional analysis intervention, and the other received the HMT/LMG program. At the intervention's conclusion, both groups completed the questionnaires. Results: The effect of time, group, and the time interaction in the Emotion-Focused (HMT/LMG) training group was significant for differentiation and conflict resolution compared to the transactional analysis group (p>0.001). Conclusion: Based on the obtained results, the HMT/LMG program is recommended in Emotion-Focused training to enhance differentiation and resolve conflicts during adolescence. Aim: The aim of this study was to compare the effectiveness of Emotion-Focused approach training based on HMT/LMG and transactional analysis in differentiating and resolving Parent-Adolescent conflict. Method: A quasi-experimental design was employed with a pretest-posttest study involving two experimental groups and a three-month follow-up. The statistical population comprised all female high school students in Mashhad during the academic year 1399-1400 (12,018 people). The sample consisted of 60 students and their mothers, selected through a multi-stage cluster sampling method, and randomly assigned to two experimental groups (30 individuals each). Measures included the Child’s Attitude toward Mother Scale (CAMS), Murray Strauss conflict tactics (1990), Strauss and Skorn, and Friedlander's differentiation (1998), along with Stewart and Joines' (2009) transactional analysis training packages and Aikin and Aikin's (2017) Emotion-Focused (HMT/LMG). Both groups completed the mentioned questionnaires, after which one group received transactional analysis intervention, and the other received the HMT/LMG program. At the intervention's conclusion, both groups completed the questionnaires. Results: The effect of time, group, and the time interaction in the Emotion-Focused (HMT/LMG) training group was significant for differentiation and conflict resolution compared to the transactional analysis group (p>0.001). Conclusion: Based on the obtained results, the HMT/LMG program is recommended in Emotion-Focused training to enhance differentiation and resolve conflicts during adolescence.

https://apsy.sbu.ac.ir/article_102809_e943aa5235639568a93be7321afb611c.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 2 2000 03 23 Comparison of the Effect Schema and Cognitive Behavioral Therapy on the Cognitive Regulation of Emotions in Girls Adolescent of Divorced Comparison of the Effect Schema and Cognitive Behavioral Therapy on the Cognitive Regulation of Emotions in Girls Adolescent of Divorced 91 113 102961 10.48308/apsy.2022.228597.1380 FA Farzaneh Monjezi Ph.D. Student Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of kharazmi, Tehran, Iran. Esmaeil Asadpour Associate Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of kharazmi, Tehran, Iran. 0000-0002-2516-6635 Mosen Rasouli Assistant Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of kharazmi, Tehran, Iran. 0000-0002-8901-5828 Kianoosh Zahrakar Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of kharazmi, Tehran, Iran. Journal Article 1970 01 01 Aim: The research aimed to compare schema therapy and cognitive-behavioral therapy in terms of their impact on the cognitive regulation of emotions in adolescent girls from divorced families. Methods: This semi-experimental study utilized a repeated measurement design with a control group. The statistical population comprised all adolescent girls aged 13 to 15 from divorced families in Isfahan. A sample of 45 girls was randomly assigned to the experimental groups of schema therapy and cognitive-behavioral therapy, while the control group received no training. The experimental groups underwent group counseling sessions for schema therapy and cognitive-behavioral therapy, each consisting of 20 sessions lasting 90 minutes. The 36-question Cognitive Emotion Regulation Questionnaire (Granofsky, Kraij, and Spinhaven, 2002) (CERQ) was employed as the instrument. Analysis of variance with repeated measurements and follow-up tests were used to compare test averages at each stage. Results: Analysis of variance with repeated measurements indicated that both experimental groups, schema therapy and cognitive-behavioral therapy, showed a significant increase in cognitive emotion regulation (p<0.01). These results persisted at the two-month follow-up (p<0.01). Comparison between the two experimental groups revealed that schema therapy was more effective than cognitive-behavioral therapy in enhancing cognitive emotion regulation in both post-test (p<0.05) and follow-up (p<0.01) stages. Conclusion: The study suggests that therapists working with children and adolescents consider using schema therapy and cognitive-behavioral therapy for emotional diagnosis. Aim: The research aimed to compare schema therapy and cognitive-behavioral therapy in terms of their impact on the cognitive regulation of emotions in adolescent girls from divorced families. Methods: This semi-experimental study utilized a repeated measurement design with a control group. The statistical population comprised all adolescent girls aged 13 to 15 from divorced families in Isfahan. A sample of 45 girls was randomly assigned to the experimental groups of schema therapy and cognitive-behavioral therapy, while the control group received no training. The experimental groups underwent group counseling sessions for schema therapy and cognitive-behavioral therapy, each consisting of 20 sessions lasting 90 minutes. The 36-question Cognitive Emotion Regulation Questionnaire (Granofsky, Kraij, and Spinhaven, 2002) (CERQ) was employed as the instrument. Analysis of variance with repeated measurements and follow-up tests were used to compare test averages at each stage. Results: Analysis of variance with repeated measurements indicated that both experimental groups, schema therapy and cognitive-behavioral therapy, showed a significant increase in cognitive emotion regulation (p<0.01). These results persisted at the two-month follow-up (p<0.01). Comparison between the two experimental groups revealed that schema therapy was more effective than cognitive-behavioral therapy in enhancing cognitive emotion regulation in both post-test (p<0.05) and follow-up (p<0.01) stages. Conclusion: The study suggests that therapists working with children and adolescents consider using schema therapy and cognitive-behavioral therapy for emotional diagnosis.

https://apsy.sbu.ac.ir/article_102961_cedf146981a0085dddd61ee33a30a9ba.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 2 2000 04 01 The Effectiveness of Combined Program of Parent Management Training and Mindful Parenting on Parental Stress, Parent-Child Relationship and Child’s Externalizing Problems The Effectiveness of Combined Program of Parent Management Training and Mindful Parenting on Parental Stress, Parent-Child Relationship and Child’s Externalizing Problems 115 139 103166 10.48308/apsy.2023.229340.1409 FA Farzaneh Kosari Ph.D. Student in Psychochology, Mahdishahr Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. Parviz Sabahi Assistant Professor, Department of Psychology, Mahdishahr Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. Shahrokh Makvand Hosseini Associate Professor, Department of Psychology, Mahdishahr Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. Journal Article 1970 01 01 Aim: This research aimed to assess the effectiveness of a combined program involving parent management training and mindful parenting training on parental stress, parent-child relationships, and children's externalizing problems. Methods: The study employed a semi-experimental design with pre-test, post-test, and three-month follow-up assessments, including a control group. The population consisted of mothers with children aged 4 to 9 years in Semnan city in 1400. A total of 24 mothers were selected using the available sampling method and randomly assigned to either experimental or control groups. The experimental group underwent a 16-hour combined program delivered over two hours per week, while the control group was placed on a waiting list. Research tools included Abidin's Parenting Stress Index (1995), Pianta's Parent-Child Relationship Scale (1992), and Eyberg's Child Behavior Inventory (1978). Data analysis utilized multivariate covariance analysis with SPSS-23 software. Results: The combined program proved effective in reducing parenting stress (p<0.05) and children's externalized problems (p<0.05). Additionally, it contributed to decreasing conflicts between parents and children, fostering a closer relationship (p<0.05). However, it did not significantly alter the degree of dependence between parents and children (p = 0.213). All results remained stable during the follow-up phase, except for children's externalizing problems (p = 0.573). Conclusion: The combined program demonstrates efficacy as an intervention to reduce parenting stress and enhance parent-child relationships. Aim: This research aimed to assess the effectiveness of a combined program involving parent management training and mindful parenting training on parental stress, parent-child relationships, and children's externalizing problems. Methods: The study employed a semi-experimental design with pre-test, post-test, and three-month follow-up assessments, including a control group. The population consisted of mothers with children aged 4 to 9 years in Semnan city in 1400. A total of 24 mothers were selected using the available sampling method and randomly assigned to either experimental or control groups. The experimental group underwent a 16-hour combined program delivered over two hours per week, while the control group was placed on a waiting list. Research tools included Abidin's Parenting Stress Index (1995), Pianta's Parent-Child Relationship Scale (1992), and Eyberg's Child Behavior Inventory (1978). Data analysis utilized multivariate covariance analysis with SPSS-23 software. Results: The combined program proved effective in reducing parenting stress (p<0.05) and children's externalized problems (p<0.05). Additionally, it contributed to decreasing conflicts between parents and children, fostering a closer relationship (p<0.05). However, it did not significantly alter the degree of dependence between parents and children (p = 0.213). All results remained stable during the follow-up phase, except for children's externalizing problems (p = 0.573). Conclusion: The combined program demonstrates efficacy as an intervention to reduce parenting stress and enhance parent-child relationships.

https://apsy.sbu.ac.ir/article_103166_ca4a777f5d563470652813fd0412b102.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 2 2023 06 22 Investigating Theory of Mind Across Childhood: Development and Evaluation of Psychometric Properties of Social Cognition Checklist Investigating Theory of Mind Across Childhood: Development and Evaluation of Psychometric Properties of Social Cognition Checklist 141 165 103518 10.48308/apsy.2023.231262.1475 FA Fateme Abadi Ph.D. Student in Social Cognition, Cognitive Psychology Department, Institute for Cognitive Science Studies (ICSS), Tehran, Iran. Ali Reza Moradi Professor, Clinical Psychology Department, Kharazmi University & Institute for Cognitive Science Studies (ICSS), Tehran, Iran. Hadi Zarafshan Assistant Professor, Psychiatry and Psychology Research Center, Roozbeh Hospital, Tehran University Medical Science, Tehran, Iran. Mohammad Reza Mohammadi Professor, Psychiatry and Psychology Research Center, Roozbeh Hospital, Tehran University Medical Science, Tehran, Iran Meysam Sadeghi Assistant Professor, Cognitive Psychology Department, Institute for Cognitive Science Studies (ICSS), Tehran, Iran. Javad Nezhadi Ph.D. Student in Social Cognition, Cognitive Psychology Department, Institute for Cognitive Science Studies (ICSS), Tehran, Iran. Rohollah Mansouri Sepehr Ph.D. in Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran. Journal Article 2023 04 08 Aim: The aim of this study was the development and investigation of the psychometric characteristics of the Social Cognition Checklist (SASHA), designed to assess mind-reading skills across childhood. Method: This research employed a descriptive correlational design based on psychometric analysis. The Social Cognition Checklist, comprising 44 statements, was administered to 492 children aged 3 to 12 years through random multi-stage cluster sampling in Tehran. Confirmatory factor analysis was employed for data analysis. Results: The results of confirmatory factor analysis confirmed the presence of three factors within the checklist. Correlation coefficient results supported the convergent validity of the Social Cognition Checklist with the Theory of Mind Quotient. Reliability assessment utilized Cronbach’s alpha coefficient, revealing satisfactory values for the precursor theory of mind (0.81), elementary theory of mind (0.98), advanced theory of mind (0.97), and the total score (0.98). Conclusion: In conclusion, the Social Cognition Checklist demonstrates utility as a practical tool for diagnosis, screening, research, and various intervention areas. Aim: The aim of this study was the development and investigation of the psychometric characteristics of the Social Cognition Checklist (SASHA), designed to assess mind-reading skills across childhood. Method: This research employed a descriptive correlational design based on psychometric analysis. The Social Cognition Checklist, comprising 44 statements, was administered to 492 children aged 3 to 12 years through random multi-stage cluster sampling in Tehran. Confirmatory factor analysis was employed for data analysis. Results: The results of confirmatory factor analysis confirmed the presence of three factors within the checklist. Correlation coefficient results supported the convergent validity of the Social Cognition Checklist with the Theory of Mind Quotient. Reliability assessment utilized Cronbach’s alpha coefficient, revealing satisfactory values for the precursor theory of mind (0.81), elementary theory of mind (0.98), advanced theory of mind (0.97), and the total score (0.98). Conclusion: In conclusion, the Social Cognition Checklist demonstrates utility as a practical tool for diagnosis, screening, research, and various intervention areas.

https://apsy.sbu.ac.ir/article_103518_001d9dc1423271110dfb47f92affe281.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 2 2000 03 23 Iranian Adaptation of the Revised Adult Attachment Scale: Validity and Reliability in the General Population Iranian Adaptation of the Revised Adult Attachment Scale: Validity and Reliability in the General Population 167 191 103349 10.48308/apsy.2023.230293.1443 FA Ahmad Asgarizadeh Ph.D. Student in Psychology, Education and Psychology Faculty, Shahid Beheshti University, Tehran, Iran. Shahla Pakdaman Associate Professor, Education and Psychology Faculty, Shahid Beheshti University, Tehran, Iran. Mahsa Hunjani MSc in Clinical Family Psychology, Family Research Institute, Shahid Beheshti University, Tehran, Iran. Saeed Ghanbari Assistant Professor, Education and Psychology Faculty, Shahid Beheshti University, Tehran, Iran. Journal Article 1970 01 01 Aim: The Revised Adult Attachment Scale (RAAS) is a well-established self-report measure designed for research purposes. Despite its extensive use in Iranian populations, the current study aimed to evaluate the factor structure, convergent validity, and reliability of RAAS in Iranian community adults. Method: A sample of 605 participants (354 females, 251 males) was randomly divided into two samples (n1 = 303, n2 = 302) for factor analytic purposes. Alongside RAAS, measures of mentalizing capacity, emotion dysregulation, and borderline personality disorder were administered. Exploratory and confirmatory factor analyses were applied to assess the factor structures proposed for its original version. Results: Overall, factor analyses suggested the two-factor structure (anxiety and avoidance) to be a better fit for the data. Due to weak factor loadings, six items were removed, resulting in a 12-item scale. Additionally, anxiety and avoidance demonstrated significant correlations with attachment-related instruments (p< .001), and their internal consistencies were deemed acceptable (α=.83 and .76, respectively). Conclusion: Our findings support the Iranian adaptation of RAAS in the general population, aligning with previous theoretical underpinnings. Aim: The Revised Adult Attachment Scale (RAAS) is a well-established self-report measure designed for research purposes. Despite its extensive use in Iranian populations, the current study aimed to evaluate the factor structure, convergent validity, and reliability of RAAS in Iranian community adults. Method: A sample of 605 participants (354 females, 251 males) was randomly divided into two samples (n1 = 303, n2 = 302) for factor analytic purposes. Alongside RAAS, measures of mentalizing capacity, emotion dysregulation, and borderline personality disorder were administered. Exploratory and confirmatory factor analyses were applied to assess the factor structures proposed for its original version. Results: Overall, factor analyses suggested the two-factor structure (anxiety and avoidance) to be a better fit for the data. Due to weak factor loadings, six items were removed, resulting in a 12-item scale. Additionally, anxiety and avoidance demonstrated significant correlations with attachment-related instruments (p< .001), and their internal consistencies were deemed acceptable (α=.83 and .76, respectively). Conclusion: Our findings support the Iranian adaptation of RAAS in the general population, aligning with previous theoretical underpinnings.

https://apsy.sbu.ac.ir/article_103349_eddf12b6f3a5cf83b0b5bc78bdc57a3a.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 2 2023 06 22 Psychometric Analysis of the Farsi Version of the Academic Pride Scale in Students Psychometric Analysis of the Farsi Version of the Academic Pride Scale in Students 193 216 103378 10.48308/apsy.2023.229552.1421 FA Elham Kooshki Ph.D. in Educational Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran. Ali Hajti M.D. in Educational Psychology, Shahid Chamran University, Ahvaz, Iran. Journal Article 2022 11 20 Aim: Pride, as a self-conscious achievement emotion, is commonly experienced in the achievement context and is crucial for understanding achievement motivation and performance in learners. This study aimed to investigate the psychometric properties of the Persian version of the Academic Pride Scale among Iranian university students. Method: In this correlational study, 250 students (140 females and 110 males) were recruited using the convenience sampling method. They completed the Achievement Goal Questionnaire-Revised (Elliot & Murayama, 2008), the Stress Appraisal Measure-Revised (Rowley, Roesch, Jurica & Vaughn, 2005), and the Academic Pride Scale (Buechner, Pekrun & Lichtenfeld, 2018). Results: Confirmatory factor analysis supported the internal validity of the academic pride scale, replicating its two-factor structure—self-based pride and social comparison-based pride. Furthermore, findings regarding the associations of academic pride facets with achievement goals and cognitive appraisal processes provided additional evidence for the external validity of the academic pride scale. Conclusion: The study's findings were consistent with the control-value theory of achievement emotions, emphasizing the need to analyze and understand the functional characteristics of the academic pride construct in the realm of positive and negative achievement emotions. The study also provided defensible evidence supporting the analysis of achievement emotions in both single emotions focused on a particular experience and in the field of multiple positive and negative emotions. Aim: Pride, as a self-conscious achievement emotion, is commonly experienced in the achievement context and is crucial for understanding achievement motivation and performance in learners. This study aimed to investigate the psychometric properties of the Persian version of the Academic Pride Scale among Iranian university students. Method: In this correlational study, 250 students (140 females and 110 males) were recruited using the convenience sampling method. They completed the Achievement Goal Questionnaire-Revised (Elliot & Murayama, 2008), the Stress Appraisal Measure-Revised (Rowley, Roesch, Jurica & Vaughn, 2005), and the Academic Pride Scale (Buechner, Pekrun & Lichtenfeld, 2018). Results: Confirmatory factor analysis supported the internal validity of the academic pride scale, replicating its two-factor structure—self-based pride and social comparison-based pride. Furthermore, findings regarding the associations of academic pride facets with achievement goals and cognitive appraisal processes provided additional evidence for the external validity of the academic pride scale. Conclusion: The study's findings were consistent with the control-value theory of achievement emotions, emphasizing the need to analyze and understand the functional characteristics of the academic pride construct in the realm of positive and negative achievement emotions. The study also provided defensible evidence supporting the analysis of achievement emotions in both single emotions focused on a particular experience and in the field of multiple positive and negative emotions.

https://apsy.sbu.ac.ir/article_103378_33b707017c3ee86b045755130a572793.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 2 2000 04 01 Investigating Psychological-Marital Problems of Women who Filed for a Divorce and Examining the Effectiveness of Affective-Reconstructive Therapy on It Investigating Psychological-Marital Problems of Women who Filed for a Divorce and Examining the Effectiveness of Affective-Reconstructive Therapy on It 217 243 102879 10.48308/apsy.2022.226999.1310 FA Seyed Javad Seifi Ghozlu Ph.D. Student in Counseling, Department of Counseling, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabili, Iran. Esmaeil Sadri Damirchi Associate Professor, Department of Counseling, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabili, Iran. Ali Rezaei Sharif Associate Professor, Department of Counseling, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabili, Iran. Ali Sheykholeslami Associate Professor, Department of Counseling, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabili, Iran. 0000-0002-7700-7206 Journal Article 1970 01 01 Aim: This study aimed to investigate the psychological-marital problems of women who filed for divorce and examine the effectiveness of affective-reconstructive therapy on these issues. Methods: The research design employed a mixed-method approach. In the qualitative stage, 15 women who filed for divorce were purposefully selected and interviewed. The statistical population included all women who filed for divorce with a history of early marriage in 1399 in Ardabil. Thematic analysis was used to analyze the qualitative data, leading to the identification of 7 themes (anxiety, depression, nostalgia and loss, confusion, insecurity and pessimism, lack of mutual understanding, and marital conflict) in the psychological-marital dimensions. Based on these themes, a Psychological-Marital Problem Questionnaire (PMPQ) was designed, and after confirming its psychometric properties, it was used to determine the effectiveness of affective-reconstructive therapy. Results: The qualitative findings revealed that women who filed for divorce with a history of early marriage experience problems in the psychological-marital dimension. The PMPQ demonstrated good validity and reliability. Affective-reconstructive therapy was effective in reducing problems across all dimensions of psychological-marital issues. Conclusion: Therapists and researchers can utilize the PMPQ and affective-reconstructive therapy to assess and address the psychological-marital problems of women who file for divorce, especially those with a history of early marriage. Aim: This study aimed to investigate the psychological-marital problems of women who filed for divorce and examine the effectiveness of affective-reconstructive therapy on these issues. Methods: The research design employed a mixed-method approach. In the qualitative stage, 15 women who filed for divorce were purposefully selected and interviewed. The statistical population included all women who filed for divorce with a history of early marriage in 1399 in Ardabil. Thematic analysis was used to analyze the qualitative data, leading to the identification of 7 themes (anxiety, depression, nostalgia and loss, confusion, insecurity and pessimism, lack of mutual understanding, and marital conflict) in the psychological-marital dimensions. Based on these themes, a Psychological-Marital Problem Questionnaire (PMPQ) was designed, and after confirming its psychometric properties, it was used to determine the effectiveness of affective-reconstructive therapy. Results: The qualitative findings revealed that women who filed for divorce with a history of early marriage experience problems in the psychological-marital dimension. The PMPQ demonstrated good validity and reliability. Affective-reconstructive therapy was effective in reducing problems across all dimensions of psychological-marital issues. Conclusion: Therapists and researchers can utilize the PMPQ and affective-reconstructive therapy to assess and address the psychological-marital problems of women who file for divorce, especially those with a history of early marriage.

https://apsy.sbu.ac.ir/article_102879_c9356d23fc625bfa4881a8c8c769f585.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 2 2023 06 22 Causes of Decreased Abstinence in Young People with High-Risk Sexual Behavior: A Qualitative Study Causes of Decreased Abstinence in Young People with High-Risk Sexual Behavior: A Qualitative Study 245 265 102783 10.48308/apsy.2022.226863.1305 FA Batool Mollaei Ph.D. Student of Counseling, Department of Counseling, Qeshm Branch, Islamic Azad University, Qeshm, Iran. Khodabakhsh Ahmadi Professor in, Behavioral Sciences Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran. Emad Yousefi Assistant Professor, Department of Psychology and Educational Science, Qeshm Branch, Islamic Azad University, Qeshm, Iran. Journal Article 2022 04 22 Aim: This study aimed to investigate the lived experiences of young people engaging in high-risk sexual behavior. Method: The qualitative approach employed in this study utilized Grounded Theory. Sixteen adolescents engaging in high-risk sexual behavior, willing to cooperate with the researcher, were selected using the theoretical sampling method. These individuals were extensively examined through semi-structured interviews. Following the data analysis using Strauss and Corbin's (1990) method, a total of 58 concepts, 15 primary categories, and three secondary categories were extracted. Results: The identified categories were as follows: 1- Predisposing factors (weakness of religious beliefs, structural family problems, sexual experiences and awareness in childhood, childhood abuse, and developmental problems); 2. Involving factors (access to sexual stimuli, the impact of friendships, normalization and reduction of shame and guilt, low self-esteem or sexual audacity, poor sexual awareness and attitude, and easy access to sex); And 3- The existence of sexual perversions (having experiences of sexual perversions, gaining emotional rewards, having sexual temptations, and seeking maximum sexual excitement). Conclusion: It can be concluded that high-risk sexual behavior is caused by the interaction of several factors, and preventing such behaviors requires joint cooperation from family, school, and the community. Aim: This study aimed to investigate the lived experiences of young people engaging in high-risk sexual behavior. Method: The qualitative approach employed in this study utilized Grounded Theory. Sixteen adolescents engaging in high-risk sexual behavior, willing to cooperate with the researcher, were selected using the theoretical sampling method. These individuals were extensively examined through semi-structured interviews. Following the data analysis using Strauss and Corbin's (1990) method, a total of 58 concepts, 15 primary categories, and three secondary categories were extracted. Results: The identified categories were as follows: 1- Predisposing factors (weakness of religious beliefs, structural family problems, sexual experiences and awareness in childhood, childhood abuse, and developmental problems); 2. Involving factors (access to sexual stimuli, the impact of friendships, normalization and reduction of shame and guilt, low self-esteem or sexual audacity, poor sexual awareness and attitude, and easy access to sex); And 3- The existence of sexual perversions (having experiences of sexual perversions, gaining emotional rewards, having sexual temptations, and seeking maximum sexual excitement). Conclusion: It can be concluded that high-risk sexual behavior is caused by the interaction of several factors, and preventing such behaviors requires joint cooperation from family, school, and the community.

https://apsy.sbu.ac.ir/article_102783_e5034b137d152cef5d6d95b7ed1b623d.pdf