Shahid Beheshti University Applied Psychology 2008-4331 18 2 2024 06 21 The Moderating Role of Reflective Functioning in The Relationship Between Perceived Parental Acceptance-Rejection and Emotion Regulation in Adolescents The Moderating Role of Reflective Functioning in The Relationship Between Perceived Parental Acceptance-Rejection and Emotion Regulation in Adolescents 9 32 103943 10.48308/apsy.2023.231548.1485 FA Maryam Tahan Master of Family Clinical Psychology, Family Research Institute, Shahid Beheshti University, Tehran, Iran. 0009-0005-5407-7761 Parisa Sadat Seyed Mousavi Assistant Professor of Psychology, Family Research Institute, Shahid Beheshti University, Tehran, Iran. 0000-0001-9605-3809 Journal Article 2023 05 03 Aim: The aim of the current study was to determine the moderating role of reflective functioning in the relationship between perceived parental acceptance-rejection and emotion regulation in adolescents. Method: This research was a correlational study. The statistical population included Iranian students aged 14-18 years. Data were collected through convenience sampling from 400 adolescents who completed a series of online questionnaires: Fonagy et al.'s Reflective Functioning Questionnaire (2016), the short form of Rohner's Parental Acceptance-Rejection Questionnaire (2005), and Gratz and Roemer's (2004) Difficulties in Emotion Regulation Scale. Structural equation modeling was used to analyze the data. Results: There was a positive and significant relationship between perceived parental rejection and the uncertainty dimension of reflective functioning with difficulties in emotion regulation in adolescents. Conversely, the certainty dimension had a negative and significant relationship with difficulties in emotion regulation. The certainty dimension of reflective functioning moderated the relationship between perceived parental rejection and difficulties in emotion regulation, while the uncertainty dimension did not. Conclusion: Adolescents with a higher level of reflective functioning can better cope with the effects of parental rejection. Therefore, improving reflective functioning should be a focus for therapists working with children, adolescents, and in parent-child relationships. Aim: The aim of the current study was to determine the moderating role of reflective functioning in the relationship between perceived parental acceptance-rejection and emotion regulation in adolescents. Method: This research was a correlational study. The statistical population included Iranian students aged 14-18 years. Data were collected through convenience sampling from 400 adolescents who completed a series of online questionnaires: Fonagy et al.'s Reflective Functioning Questionnaire (2016), the short form of Rohner's Parental Acceptance-Rejection Questionnaire (2005), and Gratz and Roemer's (2004) Difficulties in Emotion Regulation Scale. Structural equation modeling was used to analyze the data. Results: There was a positive and significant relationship between perceived parental rejection and the uncertainty dimension of reflective functioning with difficulties in emotion regulation in adolescents. Conversely, the certainty dimension had a negative and significant relationship with difficulties in emotion regulation. The certainty dimension of reflective functioning moderated the relationship between perceived parental rejection and difficulties in emotion regulation, while the uncertainty dimension did not. Conclusion: Adolescents with a higher level of reflective functioning can better cope with the effects of parental rejection. Therefore, improving reflective functioning should be a focus for therapists working with children, adolescents, and in parent-child relationships.

https://apsy.sbu.ac.ir/article_103943_3c8e6d06f84b390d47aa900d3fe8707d.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 2 2024 06 21 Children's Lived Experiences of Parental Extramarital Relationship Children's Lived Experiences of Parental Extramarital Relationship 33 60 103750 10.48308/apsy.2023.231531.1486 FA Marziyeh Dindoost Master in family counseling, Faculty of Educational Sciences and Psychology, Shahid Beheshti University 0000-0001-8104-7051 Mona Cheraghi PhD in Clinical Psychology, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran 0000-0002-8830-8370 Journal Article 2023 05 03 Aim: The aim of this study was to identify the lived experiences of children whose parents had extramarital relationships. Method: This qualitative research utilized an interpretive phenomenological approach. The study population consisted of children aged 18-22 years whose parents had extramarital relationships. Using targeted and snowball sampling methods, 10 children were selected until data saturation was achieved. Semi-structured interviews were conducted with the participants, transcribed verbatim, and analyzed according to the method of Smith and Osborne (2015). Results: Six main themes were extracted from the data: 1) children's exposure to parents' extramarital relationships, 2) children's interpretation of parents' extramarital relations, 3) changes experienced by the child within the family, 4) personal injuries inflicted on the child, 5) interpersonal injuries inflicted on the child, and 6) posttraumatic growth following parents' extramarital relations. The essence of the children's experience was "the desire to restore the family and return to the conditions before the extramarital relationship occurred, while being aware of its impossibility." Conclusion: The findings suggest that children's lives are profoundly affected by parents' extramarital relationships in multiple ways. It is necessary to provide support systems tailored to the needs of these families. Aim: The aim of this study was to identify the lived experiences of children whose parents had extramarital relationships. Method: This qualitative research utilized an interpretive phenomenological approach. The study population consisted of children aged 18-22 years whose parents had extramarital relationships. Using targeted and snowball sampling methods, 10 children were selected until data saturation was achieved. Semi-structured interviews were conducted with the participants, transcribed verbatim, and analyzed according to the method of Smith and Osborne (2015). Results: Six main themes were extracted from the data: 1) children's exposure to parents' extramarital relationships, 2) children's interpretation of parents' extramarital relations, 3) changes experienced by the child within the family, 4) personal injuries inflicted on the child, 5) interpersonal injuries inflicted on the child, and 6) posttraumatic growth following parents' extramarital relations. The essence of the children's experience was "the desire to restore the family and return to the conditions before the extramarital relationship occurred, while being aware of its impossibility." Conclusion: The findings suggest that children's lives are profoundly affected by parents' extramarital relationships in multiple ways. It is necessary to provide support systems tailored to the needs of these families.

https://apsy.sbu.ac.ir/article_103750_804abedc0e63b68c76bcdec2c6fc0c0b.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 2 2024 06 21 Comprehensive Meta-Analysis and Systematic Review of the Effectiveness of Interventions Based on Polyvagal Theory for Psychological Disorders Comprehensive Meta-Analysis and Systematic Review of the Effectiveness of Interventions Based on Polyvagal Theory for Psychological Disorders 61 85 104389 10.48308/apsy.2024.234006.1589 FA Zahra Abbasi Kerdabadi Ph.D. Student, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran. 0000-0003-3401-2272 Amir Ghamarani Associate Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and Psychology, Isfahan University, Isfahan, Iran 0000-0002-0012-0753 Mahdieh Salehi Assistant Professor, Department of Clinical Health Psychology, Faculty of Educational Sciences and Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran. Journal Article 2023 12 09 Aim: Psychological disorders have a significant impact on the global burden of disease, making it essential to identify and evaluate the effectiveness of non-invasive psychological interventions. This research aims to provide a comprehensive and systematic review of the efficacy of interventions based on polyvagal theory, a type of non-invasive neurobiological intervention for psychological disorders. Method: Relevant studies from 1994 to 2023 were searched using reputable scientific databases and relevant keywords. Nine high-quality studies were selected based on the PRISMA statement. Data analysis was performed using the third version of Comprehensive Meta-Analysis software, yielding 26 effect sizes. Results: The results showed a combined effect size of 0.26, which was statistically significant at the 0.001 level. According to Cohen's interpretation of effect size, this indicates a medium effect size. In other words, interventions based on polyvagal theory can play a significant role in reducing psychological disorders. The meta-analysis results demonstrated high statistical validity, and there was no evidence of publication bias, enhancing the reliability of the results. Conclusion: Interventions based on polyvagal theory can have a significant role in the treatment of psychological disorders. It is recommended that therapists and specialists utilize them in their treatment protocols. Aim: Psychological disorders have a significant impact on the global burden of disease, making it essential to identify and evaluate the effectiveness of non-invasive psychological interventions. This research aims to provide a comprehensive and systematic review of the efficacy of interventions based on polyvagal theory, a type of non-invasive neurobiological intervention for psychological disorders. Method: Relevant studies from 1994 to 2023 were searched using reputable scientific databases and relevant keywords. Nine high-quality studies were selected based on the PRISMA statement. Data analysis was performed using the third version of Comprehensive Meta-Analysis software, yielding 26 effect sizes. Results: The results showed a combined effect size of 0.26, which was statistically significant at the 0.001 level. According to Cohen's interpretation of effect size, this indicates a medium effect size. In other words, interventions based on polyvagal theory can play a significant role in reducing psychological disorders. The meta-analysis results demonstrated high statistical validity, and there was no evidence of publication bias, enhancing the reliability of the results. Conclusion: Interventions based on polyvagal theory can have a significant role in the treatment of psychological disorders. It is recommended that therapists and specialists utilize them in their treatment protocols.

https://apsy.sbu.ac.ir/article_104389_510bc22fbbcee5aa688a72fe81a52802.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 2 2024 06 21 The Psychometric Characteristics of Strength‐Based Parenting Scale, Parent Child Version The Psychometric Characteristics of Strength‐Based Parenting Scale, Parent Child Version 86 106 103551 10.48308/apsy.2023.230859.1462 FA Zahra Khosrojerdi Ph.D. in Educational Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran. 0000-0001-9280-7562 Mahmood Heidari Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran. Journal Article 2023 02 26 Aim: The aim of this study was to investigate the psychometric properties of the Strength‐Based Parenting Scale, parent-child version. Method: This correlational study included parents with teenagers aged 12 to 18 and teenagers aged 12 to 18 in Tehran. A total of 196 parents and 213 teenagers were selected using the convenience sampling method. Parents responded to the Strengths-Based Parenting Adult Scale (SBPA) and the Parental Self-Efficacy Scale (PSAM), while adolescents responded to the Ryff Psychological Well-Being Questionnaire and the Questionnaire of Perceptions of Strengths-Based Parenting (PSBP). To assess the reliability and validity of the questionnaires, internal consistency coefficients, convergent validity, and exploratory factor analysis were utilized. Results: The exploratory factor analysis for the Strength‐Based Parenting Scale of adults revealed three factors: awareness of strengths, support, and encouragement. The significant correlation with parents' self-efficacy (p < 0.001; r = 0.42) indicates convergent validity. The reliability of the scale ranged from 0.65 to 0.89. The exploratory factor analysis for the Questionnaire of Perceptions of Strengths-Based Parenting of teenagers identified three factors: receiving attention and support, recognition, and opportunities. The significant correlation with adolescent psychological well-being (r = 0.16-0.59, p < 0.001) indicates convergent validity. The reliability of the scale ranged from 0.70 to 0.84 over time. Conclusion: Both questionnaires are valid and reliable tools that can be used to assess parent-child interactions with an emphasis on strengths. Aim: The aim of this study was to investigate the psychometric properties of the Strength‐Based Parenting Scale, parent-child version. Method: This correlational study included parents with teenagers aged 12 to 18 and teenagers aged 12 to 18 in Tehran. A total of 196 parents and 213 teenagers were selected using the convenience sampling method. Parents responded to the Strengths-Based Parenting Adult Scale (SBPA) and the Parental Self-Efficacy Scale (PSAM), while adolescents responded to the Ryff Psychological Well-Being Questionnaire and the Questionnaire of Perceptions of Strengths-Based Parenting (PSBP). To assess the reliability and validity of the questionnaires, internal consistency coefficients, convergent validity, and exploratory factor analysis were utilized. Results: The exploratory factor analysis for the Strength‐Based Parenting Scale of adults revealed three factors: awareness of strengths, support, and encouragement. The significant correlation with parents' self-efficacy (p < 0.001; r = 0.42) indicates convergent validity. The reliability of the scale ranged from 0.65 to 0.89. The exploratory factor analysis for the Questionnaire of Perceptions of Strengths-Based Parenting of teenagers identified three factors: receiving attention and support, recognition, and opportunities. The significant correlation with adolescent psychological well-being (r = 0.16-0.59, p < 0.001) indicates convergent validity. The reliability of the scale ranged from 0.70 to 0.84 over time. Conclusion: Both questionnaires are valid and reliable tools that can be used to assess parent-child interactions with an emphasis on strengths.

https://apsy.sbu.ac.ir/article_103551_d349ad2770f43d641f243080034cef2a.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 2 2024 06 21 Mediating Role of Self- Efficacy in Relationship Cognitive Emotion Regulation and Psychological Well-Being of Patients with Irritable Bowel Syndrome Mediating Role of Self- Efficacy in Relationship Cognitive Emotion Regulation and Psychological Well-Being of Patients with Irritable Bowel Syndrome 107 130 104448 10.48308/apsy.2024.234465.1608 FA Mohammad Reza Tamannaifar Associate Professor, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran. 0000-0003-0858-7216 Zahra Shirani M.A in Psychology, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran. 0009-0008-4926-197x Journal Article 2024 01 14 Aim: Irritable bowel syndrome (IBS) is a well-known gut-brain interaction disorder characterized by chronic abdominal pain and changes in bowel habits, significantly impacting patients' quality of life. This study aimed to investigate the mediating role of self-efficacy in the relationship between cognitive emotion regulation and psychological well-being in patients with IBS. Method: This descriptive-correlational study employed structural equation modeling. The statistical population consisted of patients with IBS who visited the Gastrointestinal Health Center at Alzahra Hospital in Isfahan in 2023. A sample size of 300 patients was selected using convenience sampling based on Kline's model (2023). Data were collected using the Psychological Well-Being Scale (Ryff, 1989), the General Self-Efficacy Scale (GES-10) (Jerusalem & Schwarzer, 1995), and the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001). Data were analyzed using SPSS version 28 and AMOS software. Results: The results indicated that emotion regulation strategies and self-efficacy predict psychological well-being. Furthermore, self-efficacy has a mediating role in the relationship between cognitive emotion regulation strategies and psychological well-being. Conclusion: The findings of this research have practical implications for therapeutic interventions, suggesting that focusing on cognitive regulation of emotion and enhancing self-efficacy can improve the psychological well-being of patients with IBS. Aim: Irritable bowel syndrome (IBS) is a well-known gut-brain interaction disorder characterized by chronic abdominal pain and changes in bowel habits, significantly impacting patients' quality of life. This study aimed to investigate the mediating role of self-efficacy in the relationship between cognitive emotion regulation and psychological well-being in patients with IBS. Method: This descriptive-correlational study employed structural equation modeling. The statistical population consisted of patients with IBS who visited the Gastrointestinal Health Center at Alzahra Hospital in Isfahan in 2023. A sample size of 300 patients was selected using convenience sampling based on Kline's model (2023). Data were collected using the Psychological Well-Being Scale (Ryff, 1989), the General Self-Efficacy Scale (GES-10) (Jerusalem & Schwarzer, 1995), and the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001). Data were analyzed using SPSS version 28 and AMOS software. Results: The results indicated that emotion regulation strategies and self-efficacy predict psychological well-being. Furthermore, self-efficacy has a mediating role in the relationship between cognitive emotion regulation strategies and psychological well-being. Conclusion: The findings of this research have practical implications for therapeutic interventions, suggesting that focusing on cognitive regulation of emotion and enhancing self-efficacy can improve the psychological well-being of patients with IBS.

https://apsy.sbu.ac.ir/article_104448_d9e2e45f7c4a1db70d8d625bdc42804f.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 2 2024 06 21 Developing of a Metaphor-based Psychoeducational Packag Explain and Conceptualize Impaired Autonomy and Performance Schemas Developing of a Metaphor-based Psychoeducational Packag Explain and Conceptualize Impaired Autonomy and Performance Schemas 131 151 103021 10.48308/apsy.2022.228004.1355 FA Masoud Alikhani P.h.D. Student, Department of Clinical Psychology, Shiraz Branch, Islamic Azad University, Shiraz. Iran. Ghasem Naziri Assistant Professor Department of clinical psychology, Shiraz Branch, Islamic Azad University, Shiraz. Iran. Masoud Mohammadi Assistant Professor Department of clinical psychology, Shiraz Branch, Islamic Azad University, Shiraz. Iran. Sajad Aminimanesh Assistant Professor Department of clinical psychology, Shiraz Branch, Islamic Azad University, Shiraz. Iran. 0000-0002-8613-0708 Journal Article 2022 07 17 Aim: Due to the non-indigenous origins of psychological sources, Iranian psychotherapists face challenges in presenting psychological interventions and material to patients. Designing and utilizing metaphors that are culturally appropriate for Iranian clients can help address this issue. This research aims to design and evaluate a metaphor-based psychoeducational package to explain and conceptualize early maladaptive schemas in the autonomy and performance domains. Method: Drawing on schema therapy and client metaphors, the researcher designed and prepared five metaphors for each schema in the autonomy and performance domains, totaling 20 metaphors. These metaphors were presented to an expert panel of 13 members to test their qualitative and quantitative content validity. Content Validity Ratio (CVR) and Content Validity Index (CVI) were used for quantitative validation. Results: The statistical analysis indicated that 17 out of the 20 metaphors had CVR and CVI values higher than the required threshold, thus proving valid. Conclusions: Given the benefits and applications of metaphors in education and psychotherapy, and based on the validation of the designed metaphors, this psychoeducational package can be effectively employed in educational and schema therapy sessions. Aim: Due to the non-indigenous origins of psychological sources, Iranian psychotherapists face challenges in presenting psychological interventions and material to patients. Designing and utilizing metaphors that are culturally appropriate for Iranian clients can help address this issue. This research aims to design and evaluate a metaphor-based psychoeducational package to explain and conceptualize early maladaptive schemas in the autonomy and performance domains. Method: Drawing on schema therapy and client metaphors, the researcher designed and prepared five metaphors for each schema in the autonomy and performance domains, totaling 20 metaphors. These metaphors were presented to an expert panel of 13 members to test their qualitative and quantitative content validity. Content Validity Ratio (CVR) and Content Validity Index (CVI) were used for quantitative validation. Results: The statistical analysis indicated that 17 out of the 20 metaphors had CVR and CVI values higher than the required threshold, thus proving valid. Conclusions: Given the benefits and applications of metaphors in education and psychotherapy, and based on the validation of the designed metaphors, this psychoeducational package can be effectively employed in educational and schema therapy sessions.

https://apsy.sbu.ac.ir/article_103021_f620c1010be42c31ba17ad8c5816a241.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 2 2024 06 21 The Relationship Between Cognitive Emotion Regulation and Marital Intimacy with Quality of Life in Women with Breast Cancer The Relationship Between Cognitive Emotion Regulation and Marital Intimacy with Quality of Life in Women with Breast Cancer 152 172 104467 10.48308/apsy.2024.234640.1610 FA Fatemeh Abdi Master Student, Department of Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University Central Tehran Branch, Tehran, Iran 0009-0001-7566-0770 Fatemeh Sadeghi Assistant Professor, Islamic Azad University Central Tehran Branch, Faculty of Psychology and Educational Sciences, Tehran, Iran 0000-0002-9840-231X Journal Article 2024 01 30 Aim: The present study aimed to investigate the relationship between cognitive emotion regulation and marital intimacy with the quality of life in women with breast cancer. Methods: This correlational study included female patients with stage 1 and 2 breast cancer who were referred to Imam Khomeini Hospital in Tehran in 1401 and 1402. A total of 151 women were selected through purposive sampling. Data were collected using the Garnefski Cognitive Emotion Regulation Questionnaire (2006), the Barozi Intimacy Needs Questionnaire (1997), and the Sprangers Quality of Life Questionnaire for Breast Cancer Patients (1996). Data analysis was performed using the Pearson correlation coefficient and multiple regression analysis with SPSS software. Results: The results revealed a significant positive relationship between adaptive cognitive emotion regulation strategies and quality of life, and a significant negative relationship between maladaptive strategies and quality of life (p < 0.05). The components of marital intimacy showed a significant positive relationship with quality of life (p < 0.05). Multiple regression results indicated that cognitive emotion regulation strategies and marital intimacy significantly predicted the quality of life (p < 0.001). Conclusion: The findings suggest that individuals with better emotion regulation strategies experience a higher quality of life. Additionally, increased marital intimacy in rational, sexual, and spiritual dimensions can significantly impact quality of life. Therefore, interventions based on emotion regulation, couple therapy focused on increasing intimacy, and group therapy with peer groups are recommended for managing emotions. Aim: The present study aimed to investigate the relationship between cognitive emotion regulation and marital intimacy with the quality of life in women with breast cancer. Methods: This correlational study included female patients with stage 1 and 2 breast cancer who were referred to Imam Khomeini Hospital in Tehran in 1401 and 1402. A total of 151 women were selected through purposive sampling. Data were collected using the Garnefski Cognitive Emotion Regulation Questionnaire (2006), the Barozi Intimacy Needs Questionnaire (1997), and the Sprangers Quality of Life Questionnaire for Breast Cancer Patients (1996). Data analysis was performed using the Pearson correlation coefficient and multiple regression analysis with SPSS software. Results: The results revealed a significant positive relationship between adaptive cognitive emotion regulation strategies and quality of life, and a significant negative relationship between maladaptive strategies and quality of life (p < 0.05). The components of marital intimacy showed a significant positive relationship with quality of life (p < 0.05). Multiple regression results indicated that cognitive emotion regulation strategies and marital intimacy significantly predicted the quality of life (p < 0.001). Conclusion: The findings suggest that individuals with better emotion regulation strategies experience a higher quality of life. Additionally, increased marital intimacy in rational, sexual, and spiritual dimensions can significantly impact quality of life. Therefore, interventions based on emotion regulation, couple therapy focused on increasing intimacy, and group therapy with peer groups are recommended for managing emotions.

https://apsy.sbu.ac.ir/article_104467_72ec68bdaf285d9d800f6598dc4c8e2d.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 2 2024 06 21 Structural Relationship Modeling of Obsessive Compulsive Disorder Symptoms and self-Ambivalence: The Mediating Role of Intolerance of Uncertainty Structural Relationship Modeling of Obsessive Compulsive Disorder Symptoms and self-Ambivalence: The Mediating Role of Intolerance of Uncertainty 173 196 104682 10.48308/apsy.2024.234687.1613 FA Fatemeh Shahamat Dehsorkh Assistant Professor of Psychology, Department of Psychology, Faculty of humanities, Khayyam University, Mashhad, Iran 0000-0002-6537-9942 Seyedeh Maryam Zamani Vosta Kolaei Msc, Department of Psychology, Faculty of humanities, Khayyam University, Mashhad, Iran 0009-0002-9619-0955 Journal Article 2024 02 03 Aim: This study aimed to examine the mediating role of intolerance of uncertainty in the relationship between self-ambivalence and obsessive-compulsive symptoms in an analog sample. Methods: This descriptive-correlational study involved adults over 18 years old, with a sample size of 718 individuals selected through convenience sampling. Participants completed the Ambivalence Scale (Bhar & Kyrios, 2007), the 12-item Intolerance of Uncertainty Scale (Carleton et al., 2007), and the Yale-Brown Obsessive Compulsive Scale (Goodman et al., 1989). Data analysis was performed using structural equation modeling with Amos-24 and SPSS-27 software. Results: The findings indicated a significant positive relationship between self-ambivalence and obsessive-compulsive symptoms (p < 0.01). Additionally, intolerance of uncertainty was significantly negatively related to both self-ambivalence and obsessive-compulsive symptoms (p < 0.01). Intolerance of uncertainty was found to mediate the relationship between self-ambivalence and the severity of obsessive-compulsive symptoms (p < 0.01). Conclusion: High levels of self-ambivalence are associated with increased intensity of obsessive-compulsive symptoms due to reduced tolerance for uncertainty. Self-ambivalence leads to a focus on oneself and diminished attention to the environment, thereby decreasing tolerance for uncertainty and contributing to the emergence of obsessive symptoms. These findings suggest that obsessive symptoms may be an individual's attempt to manage self-ambivalence. Aim: This study aimed to examine the mediating role of intolerance of uncertainty in the relationship between self-ambivalence and obsessive-compulsive symptoms in an analog sample. Methods: This descriptive-correlational study involved adults over 18 years old, with a sample size of 718 individuals selected through convenience sampling. Participants completed the Ambivalence Scale (Bhar & Kyrios, 2007), the 12-item Intolerance of Uncertainty Scale (Carleton et al., 2007), and the Yale-Brown Obsessive Compulsive Scale (Goodman et al., 1989). Data analysis was performed using structural equation modeling with Amos-24 and SPSS-27 software. Results: The findings indicated a significant positive relationship between self-ambivalence and obsessive-compulsive symptoms (p < 0.01). Additionally, intolerance of uncertainty was significantly negatively related to both self-ambivalence and obsessive-compulsive symptoms (p < 0.01). Intolerance of uncertainty was found to mediate the relationship between self-ambivalence and the severity of obsessive-compulsive symptoms (p < 0.01). Conclusion: High levels of self-ambivalence are associated with increased intensity of obsessive-compulsive symptoms due to reduced tolerance for uncertainty. Self-ambivalence leads to a focus on oneself and diminished attention to the environment, thereby decreasing tolerance for uncertainty and contributing to the emergence of obsessive symptoms. These findings suggest that obsessive symptoms may be an individual's attempt to manage self-ambivalence.

https://apsy.sbu.ac.ir/article_104682_42888aa6edbd68fcc2f0d9cc783423b1.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 2 2024 06 21 Psychometric Properties of the Persian Version of the Perception of Educational and Career-Related Barriers Scale Psychometric Properties of the Persian Version of the Perception of Educational and Career-Related Barriers Scale 197 225 104688 10.48308/apsy.2024.234877.1620 FA Neda Alipour Esfahani Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran 0009-0002-2192-5988 Parisa Nilforooshan Associate Professor, Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran 0000-0002-6358-7959 Nele De Cuyper Organisational and Personnel Psychology، Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium 0000-0001-7241-9941 Journal Article 2024 02 21 Aim: This study aimed to develop a Persian version of the Perception of Educational and Career-Related Barriers Scale and examine its psychometric properties, including factor structure, validity, and reliability among students. Method: A sample of 453 undergraduate students from the University of Isfahan (287 females, 166 males) was randomly divided into two groups (n1 = 227, n2 = 226). The factor structure was examined through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). To assess divergent validity, the Career Path Competencies Questionnaire was utilized. Reliability was evaluated based on internal consistency and stability. Results: EFA identified three factors—career barriers, academic barriers, and environmental barriers. CFA indicated that a single second-order factor structure provided a better fit compared to the three first-order factors in the Iranian student sample. Invariance analysis showed no significant differences between male and female students concerning factor loadings, covariances, and residuals, supporting the model's measurement invariance across gender. The correlation with the Career Path Competencies Questionnaire supported divergent validity. The Cronbach's alpha coefficients were 0.93 for the entire scale and 0.90, 0.90, and 0.88 for the subscales of career barriers, academic barriers, and environmental barriers, respectively. Conclusion: The Persian version of the Perception of Educational and Career-Related Barriers Scale is a valid and reliable tool for research in career guidance and counseling, demonstrating acceptable psychometric properties. Aim: This study aimed to develop a Persian version of the Perception of Educational and Career-Related Barriers Scale and examine its psychometric properties, including factor structure, validity, and reliability among students. Method: A sample of 453 undergraduate students from the University of Isfahan (287 females, 166 males) was randomly divided into two groups (n1 = 227, n2 = 226). The factor structure was examined through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). To assess divergent validity, the Career Path Competencies Questionnaire was utilized. Reliability was evaluated based on internal consistency and stability. Results: EFA identified three factors—career barriers, academic barriers, and environmental barriers. CFA indicated that a single second-order factor structure provided a better fit compared to the three first-order factors in the Iranian student sample. Invariance analysis showed no significant differences between male and female students concerning factor loadings, covariances, and residuals, supporting the model's measurement invariance across gender. The correlation with the Career Path Competencies Questionnaire supported divergent validity. The Cronbach's alpha coefficients were 0.93 for the entire scale and 0.90, 0.90, and 0.88 for the subscales of career barriers, academic barriers, and environmental barriers, respectively. Conclusion: The Persian version of the Perception of Educational and Career-Related Barriers Scale is a valid and reliable tool for research in career guidance and counseling, demonstrating acceptable psychometric properties.

https://apsy.sbu.ac.ir/article_104688_dbc85702aab79f1aa23c99bcefe70ce4.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 2 2024 06 21 Comparing the Effectiveness of two Cognitive Training Approaches on Reading Skill of Dyslexic Students Comparing the Effectiveness of two Cognitive Training Approaches on Reading Skill of Dyslexic Students 226 250 104743 10.48308/apsy.2024.235808.1656 FA Fateme Sarafrazi Master's Student, Field of Educational Psychology, Payam Noor University, Tehran, Iran. 0009-0004-7955-4846 Seyed Reza Mirmehdi Associate Professor, Department of Psychology, Payam Noor University, Tehran, Iran. 0000-0002-8481-9472 Journal Article 2024 05 28 Aim: The purpose of the present study was to compare the effectiveness of phonological awareness training and cognitive rehabilitation in improving reading skills (reading speed, reading accuracy, text comprehension, and phonological awareness) of students with dyslexia. Method: The research method was quasi-experimental, using a pre-test and post-test design with a control group. The statistical population consisted of dyslexic students in the third and fourth grades of elementary school who were referred to the learning disorder center of Kashan city (2023-2024). Using an available sampling method, 36 students were selected and randomly divided into two experimental groups and one control group. For one group, phonological awareness training was implemented using the Amin program, and for the other group, cognitive rehabilitation was implemented using the Sam program. Each program consisted of 12 sessions, with each session lasting 45 minutes. To collect data, the Isfahan Reading Level Diagnostic Test (2005) was conducted. Multivariate analysis of covariance was used to analyze the data. Results: The results showed that the phonological awareness training method was effective in improving the components of reading accuracy, text comprehension, and phonological awareness (P<0.05). Cognitive rehabilitation was effective in improving the components of reading speed, reading accuracy, text comprehension, and phonological awareness (P<0.05) in the experimental groups. Conclusion: According to the obtained results, both phonological awareness training and cognitive rehabilitation improve reading skills in dyslexic students. These methods can be used as effective treatments for learning disorders by counselors and specialists. Aim: The purpose of the present study was to compare the effectiveness of phonological awareness training and cognitive rehabilitation in improving reading skills (reading speed, reading accuracy, text comprehension, and phonological awareness) of students with dyslexia. Method: The research method was quasi-experimental, using a pre-test and post-test design with a control group. The statistical population consisted of dyslexic students in the third and fourth grades of elementary school who were referred to the learning disorder center of Kashan city (2023-2024). Using an available sampling method, 36 students were selected and randomly divided into two experimental groups and one control group. For one group, phonological awareness training was implemented using the Amin program, and for the other group, cognitive rehabilitation was implemented using the Sam program. Each program consisted of 12 sessions, with each session lasting 45 minutes. To collect data, the Isfahan Reading Level Diagnostic Test (2005) was conducted. Multivariate analysis of covariance was used to analyze the data. Results: The results showed that the phonological awareness training method was effective in improving the components of reading accuracy, text comprehension, and phonological awareness (P<0.05). Cognitive rehabilitation was effective in improving the components of reading speed, reading accuracy, text comprehension, and phonological awareness (P<0.05) in the experimental groups. Conclusion: According to the obtained results, both phonological awareness training and cognitive rehabilitation improve reading skills in dyslexic students. These methods can be used as effective treatments for learning disorders by counselors and specialists.

https://apsy.sbu.ac.ir/article_104743_8c32ab09ec0210af60d392e9b2009560.pdf