Shahid Beheshti University Applied Psychology 2008-4331 17 3 2023 09 23 The Effectiveness of Acceptance and Commitment Therapy on the Academic Resilience in Students with Specific Learning Disability The Effectiveness of Acceptance and Commitment Therapy on the Academic Resilience in Students with Specific Learning Disability 11 28 103743 10.48308/apsy.2023.231589.1488 FA Rahim Badri Gargari Professor of Educational Sciences, Faculty of Education Sciences and Psychology, University of Tabriz, Tabriz, Iran. 0000-0001-7196-6601 Shahrooz Nemati Associate Professor, Educational Sciences, Faculty of Education Sciences and Psychology, University of Tabriz, Iran. 0000-0001-6898-9749 Shahram Vahedi Professor of Educational Sciences, Faculty of Education Sciences and Psychology, University of Tabriz, Tabriz, Iran. 0000-0001-6573-2294 Maryam Kaveh Ph.D. Candidate in Educational Psychology, Faculty of Education Sciences and Psychology, University of Tabriz, Tabriz, Iran. 0000-0001-9136-2602 Journal Article 2023 05 06 Aim: The present study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on the academic resilience of students with special learning disabilities. Method: This research was a semi-experimental study with a pre-test/post-test, follow-up phase, and a control group. The statistical population consisted of all female students who referred to learning disorder centers in Tehran. Through available sampling, 30 female students with special learning disabilities were selected and randomly divided into two groups of 15 people. Both groups completed the Academic Resilience Scale at three stages: before the intervention, after the intervention, and three months after the intervention. The data were analyzed using mixed variance analysis in SPSS 24. Results: The results of the research showed that the Acceptance and Commitment Training program is effective on the components of academic resilience in students with special learning disabilities (p<0.001), and the effect of the intervention was stable in the follow-up phase. Conclusion: Based on the findings, Acceptance and Commitment Training can improve the academic resilience of students with special learning disabilities, empowering them to face academic challenges and paving the way for their success. Further research should be conducted in the field of interventions related to students with special learning disabilities. Aim: The present study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on the academic resilience of students with special learning disabilities. Method: This research was a semi-experimental study with a pre-test/post-test, follow-up phase, and a control group. The statistical population consisted of all female students who referred to learning disorder centers in Tehran. Through available sampling, 30 female students with special learning disabilities were selected and randomly divided into two groups of 15 people. Both groups completed the Academic Resilience Scale at three stages: before the intervention, after the intervention, and three months after the intervention. The data were analyzed using mixed variance analysis in SPSS 24. Results: The results of the research showed that the Acceptance and Commitment Training program is effective on the components of academic resilience in students with special learning disabilities (p<0.001), and the effect of the intervention was stable in the follow-up phase. Conclusion: Based on the findings, Acceptance and Commitment Training can improve the academic resilience of students with special learning disabilities, empowering them to face academic challenges and paving the way for their success. Further research should be conducted in the field of interventions related to students with special learning disabilities.

https://apsy.sbu.ac.ir/article_103743_92cb5857c1fb34f9d1574877808ca873.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 3 2000 03 23 Effectiveness of Unity-Oriented Psychology Approach on Depression and Suicidal Tendencies in Male Students Effectiveness of Unity-Oriented Psychology Approach on Depression and Suicidal Tendencies in Male Students 29 50 101638 10.48308/apsy.2021.216393.0 FA Ali Zadeh Mohammadi Associate Professor, Family Research Institute, Shahid Beheshti University, Tehran, Iran. 0000-0001-8482-3730 Mohsen Tahmasbi M.A. in Clinical Psychology, Family Research Institute, Shahid Beheshti University, Tehran, Iran. Journal Article Aim: The current study examines the effectiveness of unity-oriented intervention on depression and suicidal tendencies of Shahid Beheshti University students. Method: The research method was quasi-experimental with a pretest, posttest, and control group, including a three-month follow-up. The statistical population included all male students aged 19 to 24, attending Shahid Beheshti University in 2018. The statistical population of this research included 895 male students living at university dormitories. Through screening, 20 students were selected and randomly assigned to the experimental and control groups. The subjects were evaluated before and after interventions using the Beck Scale for Suicide Ideation (Beck, Kovacs & Weissman, 1979) and Depression Anxiety and Stress Scales (Lovibond & Lovibond, 1995). The unity-oriented intervention was administered in 10 sessions, each lasting 1.5 hours in the experimental group, while there was no intervention in the control group. The data were analyzed through the Mann-Whitney U test. Results: Findings show that unity-oriented intervention has a significant effect on depression (U=15, P=0.02) and suicidal ideation (U=14.5, P=0.019), and this effect remained unchanged in the three-month follow-up phase. Conclusion: Through the integration of life experiences and acceptance of life's realities, the unity-oriented psychological approach promotes a sense of belonging and meaningfulness, decreasing depression symptoms and suicidal tendencies. Therefore, it can be used as an effective intervention method to alleviate psychological problems, especially suicidality and depression, and also promote students' well-being. Aim: The current study examines the effectiveness of unity-oriented intervention on depression and suicidal tendencies of Shahid Beheshti University students. Method: The research method was quasi-experimental with a pretest, posttest, and control group, including a three-month follow-up. The statistical population included all male students aged 19 to 24, attending Shahid Beheshti University in 2018. The statistical population of this research included 895 male students living at university dormitories. Through screening, 20 students were selected and randomly assigned to the experimental and control groups. The subjects were evaluated before and after interventions using the Beck Scale for Suicide Ideation (Beck, Kovacs & Weissman, 1979) and Depression Anxiety and Stress Scales (Lovibond & Lovibond, 1995). The unity-oriented intervention was administered in 10 sessions, each lasting 1.5 hours in the experimental group, while there was no intervention in the control group. The data were analyzed through the Mann-Whitney U test. Results: Findings show that unity-oriented intervention has a significant effect on depression (U=15, P=0.02) and suicidal ideation (U=14.5, P=0.019), and this effect remained unchanged in the three-month follow-up phase. Conclusion: Through the integration of life experiences and acceptance of life's realities, the unity-oriented psychological approach promotes a sense of belonging and meaningfulness, decreasing depression symptoms and suicidal tendencies. Therefore, it can be used as an effective intervention method to alleviate psychological problems, especially suicidality and depression, and also promote students' well-being.

https://apsy.sbu.ac.ir/article_101638_af2695a6e259a37106d644b551ee4fe2.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 3 2023 09 23 Cognitive and Affective Empathy in Individuals with High and Low Alexithymia: The Mediating Role of Eye-Gaze Pattern to Facial Expressions Cognitive and Affective Empathy in Individuals with High and Low Alexithymia: The Mediating Role of Eye-Gaze Pattern to Facial Expressions 51 75 103629 10.48308/apsy.2023.230817.1460 FA Soroosh Golbabaei Ph.D. Student of Cognitive Psychology, Department of Cognitive Psychology, Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran. 0000-0003-4368-0264 Negar SammakNejad Assistant Professor, Department of Cognitive Psychology, Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran. 0000-0002-1231-8476 Khatereh Borhani Assistant Professor, Department of Cognitive Neuroscience, Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran. Iran. 0000-0001-7936-2669 Journal Article 2023 02 22 Aim: The present study aimed to compare cognitive and affective empathy in high and low alexithymia with the mediating role of eye-gaze pattern (i.e., time to first fixation on eyes and fixation duration in mouth). Method: The research used a causal-comparative method. The study population included university students of Tehran, among which 41 students were selected using the available sampling method. Participants filled out the Toronto Alexithymia Scale (Bagbi et al., 1994) and were grouped as high and low alexithymia based on their scores. Then, they responded to empathy for pain task (Timmers et al., 2018) while their eye-gaze was recorded. Path analysis was used to analyze the data. Results: Those with high alexithymia had lower cognitive (p = 0.005) and affective empathy (p = 0.020). Moreover, they fixated on the eyes later and for a shorter duration, while on the other hand, they fixated more on the mouth (p = 0.026). Finally, time to first fixation on the eyes mediated the effect of alexithymia on cognitive empathy, and fixation duration on the mouth mediated the effect of alexithymia on affective empathy. Conclusion: Based on the results, it can be concluded that aberrant eye-gaze pattern is related to hampering empathy in high alexithymic individuals, and low cognitive and affective empathy in high alexithymic individuals is to some degree related to how they look at facial expressions. Aim: The present study aimed to compare cognitive and affective empathy in high and low alexithymia with the mediating role of eye-gaze pattern (i.e., time to first fixation on eyes and fixation duration in mouth). Method: The research used a causal-comparative method. The study population included university students of Tehran, among which 41 students were selected using the available sampling method. Participants filled out the Toronto Alexithymia Scale (Bagbi et al., 1994) and were grouped as high and low alexithymia based on their scores. Then, they responded to empathy for pain task (Timmers et al., 2018) while their eye-gaze was recorded. Path analysis was used to analyze the data. Results: Those with high alexithymia had lower cognitive (p = 0.005) and affective empathy (p = 0.020). Moreover, they fixated on the eyes later and for a shorter duration, while on the other hand, they fixated more on the mouth (p = 0.026). Finally, time to first fixation on the eyes mediated the effect of alexithymia on cognitive empathy, and fixation duration on the mouth mediated the effect of alexithymia on affective empathy. Conclusion: Based on the results, it can be concluded that aberrant eye-gaze pattern is related to hampering empathy in high alexithymic individuals, and low cognitive and affective empathy in high alexithymic individuals is to some degree related to how they look at facial expressions.

https://apsy.sbu.ac.ir/article_103629_6b49e66b581fabbc459f4d7c5d8822ad.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 3 2023 09 23 The Model of Tendency towards Risky Behaviors based on Family Emotional Climate and Interpersonal Reactivity: the Mediator of Moral Indifference The Model of Tendency towards Risky Behaviors based on Family Emotional Climate and Interpersonal Reactivity: the Mediator of Moral Indifference 77 95 103598 10.48308/apsy.2023.230796.1458 FA Arezou Asghari Assistant Professor, Faculty of Humanities, Kosar University of Bojnord, Bojnord, Iran. 0000-0003-2011-0699 Mohammad Moshkani Department of Psychology, Gorgan Branch, Islamic Azad University, Gorgan, Iran. Journal Article 2023 02 20 Aim: Tendency to risky behaviors is one of the behavioral inconsistencies of adolescence. This research was conducted with the aim of providing a model of tendency towards risky behaviors based on the emotional atmosphere of the family and interpersonal reactivity: the mediating role of moral indifference. Method: The research method was structural equation modeling. Socio-statistics of all high school students in the age range between 16 and 18 years of Gorgan city in the academic year 2022-2023. A number of 280 people were selected as a sample by cluster random sampling. The research tools were Zadeh Mohammadi (2011) risky behavior questionnaires, Hillburn's emotional climate (1964), Davis' interpersonal reactivity (1983), and Caprara's moral indifference (2006). For data analysis, a correlation matrix, path analysis, and goodness of fit indices were used with LISREL 8.3 software. Results: The results of the direct relationships of the research variables showed that there is a negative and significant relationship between the emotional atmosphere of the family and interpersonal reactivity with the tendency to risky behaviors (P<0.05). Also, the emotional atmosphere of the family and interpersonal reactivity have a negative and significant indirect effect through moral indifference in addition to the direct effect. Conclusion: The results of the research indicate that with the increase in family emotionality and interpersonal reactivity, the tendency to risky behaviors decreases and the decrease in moral indifference leads to an increase in the tendency to risky behaviors in teenagers. Aim: Tendency to risky behaviors is one of the behavioral inconsistencies of adolescence. This research was conducted with the aim of providing a model of tendency towards risky behaviors based on the emotional atmosphere of the family and interpersonal reactivity: the mediating role of moral indifference. Method: The research method was structural equation modeling. Socio-statistics of all high school students in the age range between 16 and 18 years of Gorgan city in the academic year 2022-2023. A number of 280 people were selected as a sample by cluster random sampling. The research tools were Zadeh Mohammadi (2011) risky behavior questionnaires, Hillburn's emotional climate (1964), Davis' interpersonal reactivity (1983), and Caprara's moral indifference (2006). For data analysis, a correlation matrix, path analysis, and goodness of fit indices were used with LISREL 8.3 software. Results: The results of the direct relationships of the research variables showed that there is a negative and significant relationship between the emotional atmosphere of the family and interpersonal reactivity with the tendency to risky behaviors (P<0.05). Also, the emotional atmosphere of the family and interpersonal reactivity have a negative and significant indirect effect through moral indifference in addition to the direct effect. Conclusion: The results of the research indicate that with the increase in family emotionality and interpersonal reactivity, the tendency to risky behaviors decreases and the decrease in moral indifference leads to an increase in the tendency to risky behaviors in teenagers.

https://apsy.sbu.ac.ir/article_103598_a55d216d81b77d111a9bef9c3e90ca55.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 3 2023 09 23 The Relationship between Helicopter Parenting and Academic Adjustment: The Mediating Role of Anxiety in Students The Relationship between Helicopter Parenting and Academic Adjustment: The Mediating Role of Anxiety in Students 97 120 101681 10.48308/apsy.2021.223915.1163 FA Hossein Pourshahriar Assistant Professor, Faculty of Psychology, Shahid Beheshti University, Tehran, Iran. 0000-0001-8323-191X Fatemeh Fooladi M.A. Student of Family Counseling, Shahid Beheshti University, Tehran, Iran. 0000-0001-5199-5886 Reyhan Eskandari Jam B.A. of Psychology, Shahid Beheshti University, Tehran, Iran. Journal Article 2021 09 28 Aim: This study aimed to explore the relationship between helicopter parenting and academic adjustment, considering the mediating role of anxiety among students. Methods: The research employed a descriptive-correlational design, with a study population comprising all 17,000 students of Shahid Beheshti University in the academic year 1399-1400. A sample of 335 students was selected through multi-stage cluster random sampling. Data were gathered using the Helicopter Parenting Questionnaire (Pistella, ISO, Isolania, Orno, and Bioko, 2020), Academic Adjustment Scale (Baker and Cyriac, 1984), and Anxiety Inventory (Beck, 1988). Analysis was conducted through the Pearson correlation test and structural equation modeling using Smart PLS and SPSS25 software. Results: The findings revealed a positive and significant relationship between helicopter parenting and anxiety (P<0.01). Additionally, a significant negative relationship between anxiety and academic adjustment was observed (P< 0.01). While there was no direct and significant relationship between helicopter parenting and academic adjustment, an indirect relationship was established through anxiety. Conclusion: In conclusion, although helicopter parenting may not directly impact students' academic adjustment and performance, it can exert an indirect influence by inducing stress and anxiety. Therefore, educating parents and counselors about the detrimental effects of this parenting style on their children's educational and psychological well-being through workshops and mass media is deemed necessary. Aim: This study aimed to explore the relationship between helicopter parenting and academic adjustment, considering the mediating role of anxiety among students. Methods: The research employed a descriptive-correlational design, with a study population comprising all 17,000 students of Shahid Beheshti University in the academic year 1399-1400. A sample of 335 students was selected through multi-stage cluster random sampling. Data were gathered using the Helicopter Parenting Questionnaire (Pistella, ISO, Isolania, Orno, and Bioko, 2020), Academic Adjustment Scale (Baker and Cyriac, 1984), and Anxiety Inventory (Beck, 1988). Analysis was conducted through the Pearson correlation test and structural equation modeling using Smart PLS and SPSS25 software. Results: The findings revealed a positive and significant relationship between helicopter parenting and anxiety (P<0.01). Additionally, a significant negative relationship between anxiety and academic adjustment was observed (P< 0.01). While there was no direct and significant relationship between helicopter parenting and academic adjustment, an indirect relationship was established through anxiety. Conclusion: In conclusion, although helicopter parenting may not directly impact students' academic adjustment and performance, it can exert an indirect influence by inducing stress and anxiety. Therefore, educating parents and counselors about the detrimental effects of this parenting style on their children's educational and psychological well-being through workshops and mass media is deemed necessary.

https://apsy.sbu.ac.ir/article_101681_21f5ea3af0eaef56efac59216475a3d3.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 3 2000 07 01 The Positive Psychology of Giftedness: Introducing a Framework for Self-Care Model The Positive Psychology of Giftedness: Introducing a Framework for Self-Care Model 121 142 101931 10.48308/apsy.2021.224138.1181 FA Arghavan Kiakazemi M.A. in Educational Psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran. Omid Shokri Assistant Professor, Educational Psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran. 0000-0002-5795-1638 Jalil Fathabadi Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Science, University of Shahid Beheshti, Tehran, Iran. 0000-0002-5667-857X Journal Article Aim: In the last few years, a review of recent theoretical and empirical studies in the field of gifted psychology has shown that scholars interested in this field of study emphasize the inability of the conceptual breadth of the gifted construct by merely emphasizing the gifted cognitive abilities. Therefore, emphasizing extending the intellectual boundaries of this structure provides an opportunity to deal with the different types of gifted students, specially underachievement gifted, which is one of the biggest concerns in this field of study. Method: Meanwhile, many scholars have introduced conceptual frameworks such as social-emotional giftedness, spiritual giftedness, gifted motivation, and theoretical frameworks such as the balance theory of wisdom, which could help a transition from underachieving to flourishing and progressive situations. Results: These movements are due to a real emphasis on including multiple non-cognitive components into the gifted semantic by extending this concept's intellectual boundaries. However, in the absence of an integrated model such as self-care, these various movements seem like diverse islands that have become incapable of assembling these different approaches. Conclusion: Therefore, trying to create a conceptual link between the existing efforts through the model of self-care in order to develop an integrated knowledge that oversees a specific semantic horizon is necessary and justifiable. Aim: In the last few years, a review of recent theoretical and empirical studies in the field of gifted psychology has shown that scholars interested in this field of study emphasize the inability of the conceptual breadth of the gifted construct by merely emphasizing the gifted cognitive abilities. Therefore, emphasizing extending the intellectual boundaries of this structure provides an opportunity to deal with the different types of gifted students, specially underachievement gifted, which is one of the biggest concerns in this field of study. Method: Meanwhile, many scholars have introduced conceptual frameworks such as social-emotional giftedness, spiritual giftedness, gifted motivation, and theoretical frameworks such as the balance theory of wisdom, which could help a transition from underachieving to flourishing and progressive situations. Results: These movements are due to a real emphasis on including multiple non-cognitive components into the gifted semantic by extending this concept's intellectual boundaries. However, in the absence of an integrated model such as self-care, these various movements seem like diverse islands that have become incapable of assembling these different approaches. Conclusion: Therefore, trying to create a conceptual link between the existing efforts through the model of self-care in order to develop an integrated knowledge that oversees a specific semantic horizon is necessary and justifiable.

https://apsy.sbu.ac.ir/article_101931_7e40de6a4ac6ec84525a9ed252709126.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 3 2023 09 23 Effect of Viewing Female Instagram Influencers’ Selfies on Women’s Attitudes and Tendency Toward Cosmetic Surgery as Mediated by Facial Dissatisfaction Effect of Viewing Female Instagram Influencers’ Selfies on Women’s Attitudes and Tendency Toward Cosmetic Surgery as Mediated by Facial Dissatisfaction 143 168 102856 10.48308/apsy.2022.227847.1351 FA Fatemeh Tamannaei Master of General Psychology, Department of Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran. 0000-0003-1474-859X Pegah Nejat Assistant Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran. 0000-0003-1410-9720 Journal Article 2022 07 04 Aim: This study aimed to investigate the impact of viewing beauty-related female Instagram influencers' selfies on women’s attitudes and inclination toward cosmetic surgery, exploring the mediating role of facial dissatisfaction and the moderating effect of dispositional upward physical appearance comparison. Method: An experimental design utilized the type of viewed Instagram images (Female Instagram beauty influencers, Actresses active on Instagram, and Non-human) as the between-subjects factor. A convenient sample of 201 women aged 16–40 years participated. Following image exposure, participants completed scales assessing facial dissatisfaction (Tiggemann et al., 2018), attitudes toward cosmetic surgery (Henderson-King & Henderson-King, 2005), tendency toward cosmetic surgery, and dispositional upward physical appearance comparison (O’Brien et al., 2009). Analyses of covariance and regression were employed to examine hypothesized relationships. Results: Viewing beauty influencers’ images led to a higher tendency for cosmetic body surgery compared to actresses' images, with statistical significance at p < .05. Facial dissatisfaction did not mediate the effect of viewed images on attitudes and tendencies toward cosmetic surgery. The direct effect of viewed images on the interpersonal dimension of attitude and the inclination for face and body cosmetic surgery was significant at ps < .05. Dispositional upward physical appearance comparison did not moderate the effect of viewed images on facial dissatisfaction. Conclusion: Contrary to expectations, viewing Instagram selfies, especially those of beauty influencers, had a less-than-expected impact on both facial dissatisfaction and attitudes and tendencies toward cosmetic surgery. Aim: This study aimed to investigate the impact of viewing beauty-related female Instagram influencers' selfies on women’s attitudes and inclination toward cosmetic surgery, exploring the mediating role of facial dissatisfaction and the moderating effect of dispositional upward physical appearance comparison. Method: An experimental design utilized the type of viewed Instagram images (Female Instagram beauty influencers, Actresses active on Instagram, and Non-human) as the between-subjects factor. A convenient sample of 201 women aged 16–40 years participated. Following image exposure, participants completed scales assessing facial dissatisfaction (Tiggemann et al., 2018), attitudes toward cosmetic surgery (Henderson-King & Henderson-King, 2005), tendency toward cosmetic surgery, and dispositional upward physical appearance comparison (O’Brien et al., 2009). Analyses of covariance and regression were employed to examine hypothesized relationships. Results: Viewing beauty influencers’ images led to a higher tendency for cosmetic body surgery compared to actresses' images, with statistical significance at p < .05. Facial dissatisfaction did not mediate the effect of viewed images on attitudes and tendencies toward cosmetic surgery. The direct effect of viewed images on the interpersonal dimension of attitude and the inclination for face and body cosmetic surgery was significant at ps < .05. Dispositional upward physical appearance comparison did not moderate the effect of viewed images on facial dissatisfaction. Conclusion: Contrary to expectations, viewing Instagram selfies, especially those of beauty influencers, had a less-than-expected impact on both facial dissatisfaction and attitudes and tendencies toward cosmetic surgery.

https://apsy.sbu.ac.ir/article_102856_ac99fed457bfde42f70e8461fc9ac34c.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 3 2000 07 01 Modeling Relationships Between Teacher Emotions, Psychological Capital and Job-Related Affective Well-Being in Teachers Modeling Relationships Between Teacher Emotions, Psychological Capital and Job-Related Affective Well-Being in Teachers 169 189 102012 10.48308/apsy.2022.224383.1198 FA Ali Khodaei Assistant Professor, General Psychology, Payam Noor university, Tehran, Iran. 0000-0003-0667-3348 Shirin Moezzodini Ph.D. Student, General Psychology, Islamic Azad University, Karaj, Iran. 0000-0003-0408-4814 Journal Article Aim: This study examined the Modeling relationships between teacher emotions, psychological capital and job-related affective well-being in teachers. Method: In this correlational study, 381 teachers (223 female and 158 male) who were selected through available sampling from 1 and 6 education districts of Tehran, responded the Psychological Capital Questionnaire (PCQ), the Teacher Emotion Inventory (TEI) and the Job-Related Affective Well-Being Scale (JAWS). Structural equation modeling was used to assess the mediating effects model of psychological capital on the relationship between teacher emotions with teachers’ job-related affective well-being. Results: Results showed that the partially mediated model of psychological capital on the relationship between teacher emotions with teachers’ job-related affective well-being had a good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 54% and 49% of the variance in teachers’ positive and negative job-related affective well-being, respectively. Conclusion: In sum, the results of the present study consistent with the conceptual approaches of the control-value theory of achievement emotions and the broaden-and-build theory of positive emotions showed that teachers' emotional experiences as a rich source of information by influencing or reinforcing the multiple components that shape their psychological capital were effective in shaping teachers' well-being and teachers' achievement-oriented efforts. Aim: This study examined the Modeling relationships between teacher emotions, psychological capital and job-related affective well-being in teachers. Method: In this correlational study, 381 teachers (223 female and 158 male) who were selected through available sampling from 1 and 6 education districts of Tehran, responded the Psychological Capital Questionnaire (PCQ), the Teacher Emotion Inventory (TEI) and the Job-Related Affective Well-Being Scale (JAWS). Structural equation modeling was used to assess the mediating effects model of psychological capital on the relationship between teacher emotions with teachers’ job-related affective well-being. Results: Results showed that the partially mediated model of psychological capital on the relationship between teacher emotions with teachers’ job-related affective well-being had a good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 54% and 49% of the variance in teachers’ positive and negative job-related affective well-being, respectively. Conclusion: In sum, the results of the present study consistent with the conceptual approaches of the control-value theory of achievement emotions and the broaden-and-build theory of positive emotions showed that teachers' emotional experiences as a rich source of information by influencing or reinforcing the multiple components that shape their psychological capital were effective in shaping teachers' well-being and teachers' achievement-oriented efforts.

https://apsy.sbu.ac.ir/article_102012_be4fc8968b453e72b5e246cfddf8d968.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 3 2000 07 01 Determining Interactive and Individual Characteristics of Preschool Children with Anxiety Disorders Based on Developmental, Individual Differences, Relationship Based Model (DIR) Determining Interactive and Individual Characteristics of Preschool Children with Anxiety Disorders Based on Developmental, Individual Differences, Relationship Based Model (DIR) 191 219 102781 10.48308/apsy.2022.227769.1349 FA Mozhgan Meamarbashi Aval Ph.D. Student in Psychology, Department of Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. 0000-0002-0690-8031 Seyed Amir Amin Yazdi Professor, Department of Education and Counseling Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. 0000-0002-1505-0938 Hossein Kareshki Associate Professor, Department of Education and Counseling Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. 0000-0003-1990-2365 Shahrbanoo Aali Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. 0000-0002-4672-2530 Journal Article Aim: The aim of this study was to determine the interactive and individual characteristics of preschool children with anxiety disorders based on developmental, individual differences, relationship-based model. Method: The research method was concurrent-nested mixed. The statistical population of the study was all 4 to 6 years old children who were diagnosed with anxiety disorders based on the anxiety screening plan in 1399-1400 in Kashan city. Among them, 19 children were selected by purposeful sampling. Qualitative data were collected through interviews with children and parents, and quantitative data were collected through Ghanbari maternal caregiving quality (1390), Luyten parental reflection function (2013), Dunn sensory profile (1999), and Greenspan functional-emotional developmental questionnaire (2001). Quantitative information was analyzed using a cutoff point, and qualitative information was analyzed through content analysis. Results: The results showed that there are three differences between quantitative and qualitative data: Quantitative information of 26% of the sample, which indicated poor sensory registration in anxious children, contradicts with qualitative results of sensory hyperresponsiveness in these children, and also in Maternal reflection Performance and the subscale of ambiguity of the Maternal Care Quality Questionnaire, most of the samples showed no disorder, which is in contrast with qualitative data. Conclusion: The differences obtained do not indicate the superiority of the quantitative or qualitative method. In line with the DIR approach, the results are complementary and provide more details about the individual and interactive characteristics of anxious children. Aim: The aim of this study was to determine the interactive and individual characteristics of preschool children with anxiety disorders based on developmental, individual differences, relationship-based model. Method: The research method was concurrent-nested mixed. The statistical population of the study was all 4 to 6 years old children who were diagnosed with anxiety disorders based on the anxiety screening plan in 1399-1400 in Kashan city. Among them, 19 children were selected by purposeful sampling. Qualitative data were collected through interviews with children and parents, and quantitative data were collected through Ghanbari maternal caregiving quality (1390), Luyten parental reflection function (2013), Dunn sensory profile (1999), and Greenspan functional-emotional developmental questionnaire (2001). Quantitative information was analyzed using a cutoff point, and qualitative information was analyzed through content analysis. Results: The results showed that there are three differences between quantitative and qualitative data: Quantitative information of 26% of the sample, which indicated poor sensory registration in anxious children, contradicts with qualitative results of sensory hyperresponsiveness in these children, and also in Maternal reflection Performance and the subscale of ambiguity of the Maternal Care Quality Questionnaire, most of the samples showed no disorder, which is in contrast with qualitative data. Conclusion: The differences obtained do not indicate the superiority of the quantitative or qualitative method. In line with the DIR approach, the results are complementary and provide more details about the individual and interactive characteristics of anxious children.

https://apsy.sbu.ac.ir/article_102781_855b727d56dcc5bbfc7c4e5a28d6f6cb.pdf

Shahid Beheshti University Applied Psychology 2008-4331 17 3 2000 07 01 The Mediating Role of Maladaptive Intrapersonal-Interpersonal Schemas and Avoidance Between Perception of Childhood Traumas and Depression Symptoms The Mediating Role of Maladaptive Intrapersonal-Interpersonal Schemas and Avoidance Between Perception of Childhood Traumas and Depression Symptoms 221 243 103947 10.48308/apsy.2023.232082.1504 FA Mehdi Rezaei Department of Psychology, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran. 0000-0002-0468-5065 Mohammad Mahdi Shariat Bagheri Department of Clinical-Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran. 0009-0007-7967-6028 Alireza Mokhber Dezfuli Ph.D. in Psychology, Lorestan University, Khoramabad, Iran. 0009-0001-4761-5032 Journal Article Aim: The aim of this study was to determine the mediating role of maladaptive intrapersonal-interpersonal schemas and avoidance between the perception of childhood traumas and depression. Method: The research method was a descriptive correlational study using correlation. The statistical population was the students of Islamic Azad University (Shahryar and Quds branches) who were studying in the academic year of 2020-2021. 489 students were selected using the available sampling method from this population. Data were collected using Childhood Trauma Questionnaire (CTQ), the Early Maladaptive Schemas Questionnaire (SQ-SF), the Perseverative Thinking Questionnaire (PTQ), the Acceptance and Action Questionnaire (AAQ-II), and the Beck Depression Inventory-II (BDI-II). The data were analyzed by Pearson correlation and structural equation analysis (SEM) with SPSS26 and AMOS22 software, respectively. Results: The results showed that intrapersonal schemas play a mediating role between childhood traumas (neglect and abuse) and depression (p<0.05). Also, childhood neglect and abuse predicted depression through the mediation of two schema (intrapersonal and interpersonal) and avoidance variables (p<0.05). In this study, the mediation of interpersonal schemas between childhood traumas and depression was not significant (p < 0.05), and only predict depression through avoidance (p<0.05). Conclusion: In this study, the mediating role of intrapersonal schemas between childhood traumas and depression was confirmed, while the interpersonal schema only predicted depression through avoidance. Therefore, in order to treatment of depression, it seems necessary to focus on schemas especially intrapersonal schemas and cognitive-behavioral manipulation such as cognitive and behavioral avoidance. Aim: The aim of this study was to determine the mediating role of maladaptive intrapersonal-interpersonal schemas and avoidance between the perception of childhood traumas and depression. Method: The research method was a descriptive correlational study using correlation. The statistical population was the students of Islamic Azad University (Shahryar and Quds branches) who were studying in the academic year of 2020-2021. 489 students were selected using the available sampling method from this population. Data were collected using Childhood Trauma Questionnaire (CTQ), the Early Maladaptive Schemas Questionnaire (SQ-SF), the Perseverative Thinking Questionnaire (PTQ), the Acceptance and Action Questionnaire (AAQ-II), and the Beck Depression Inventory-II (BDI-II). The data were analyzed by Pearson correlation and structural equation analysis (SEM) with SPSS26 and AMOS22 software, respectively. Results: The results showed that intrapersonal schemas play a mediating role between childhood traumas (neglect and abuse) and depression (p<0.05). Also, childhood neglect and abuse predicted depression through the mediation of two schema (intrapersonal and interpersonal) and avoidance variables (p<0.05). In this study, the mediation of interpersonal schemas between childhood traumas and depression was not significant (p < 0.05), and only predict depression through avoidance (p<0.05). Conclusion: In this study, the mediating role of intrapersonal schemas between childhood traumas and depression was confirmed, while the interpersonal schema only predicted depression through avoidance. Therefore, in order to treatment of depression, it seems necessary to focus on schemas especially intrapersonal schemas and cognitive-behavioral manipulation such as cognitive and behavioral avoidance.

https://apsy.sbu.ac.ir/article_103947_fb70d67bba1d99e115902f9d5392aba8.pdf