Shahid Beheshti University Applied Psychology 2008-4331 18 4 2024 12 21 The Effectiveness of Critical Thinking Training on Working Memory, Cognitive Flexibility and Cognitive Emotion Regulation in Students The Effectiveness of Critical Thinking Training on Working Memory, Cognitive Flexibility and Cognitive Emotion Regulation in Students 9 31 104721 10.48308/apsy.2024.233406.1599 FA Neda Nazarboland Assistant Professor, Department of Counseling, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran 0000-0002-0434-1756 Farnaz Khatailar Department of Counseling, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran 0009-0009-1233-9339 Ebrahim Alizadeh Assistant Professor, Department of Counseling, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran. Journal Article 2023 12 31 Aim: This study aimed to determine the effectiveness of critical thinking training on working memory, cognitive flexibility, and cognitive emotion regulation in students. Method: A true-experimental pre-test-post-test design with a control group and follow-up was employed. The statistical population included all 12th-grade male students of Nikan School in one education district of Tehran during the 1400-1401 academic year. A total of 30 students were randomly selected using the available sampling method and assigned to either the experimental or control group (15 students per group). The experimental group received a 10-session critical thinking training program, with each session lasting 30 minutes. Participants completed the Working Memory Questionnaire (Daneman & Carpenter, 1980), the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010), and the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2006) at three time points: pre-test, post-test, and one-month follow-up. Results: The results of a mixed factorial ANOVA indicated that critical thinking training significantly improved working memory, cognitive flexibility, and adaptive cognitive emotion regulation strategies while reducing maladaptive cognitive emotion regulation strategies (p < 0.05). Conclusion: The findings suggest that teaching critical thinking skills enhances students' cognitive and emotional resources, thereby improving their cognitive and emotional regulation abilities. Strengthening mental capital and coping strategies through critical thinking training can contribute to better academic and psychological outcomes. Aim: This study aimed to determine the effectiveness of critical thinking training on working memory, cognitive flexibility, and cognitive emotion regulation in students. Method: A true-experimental pre-test-post-test design with a control group and follow-up was employed. The statistical population included all 12th-grade male students of Nikan School in one education district of Tehran during the 1400-1401 academic year. A total of 30 students were randomly selected using the available sampling method and assigned to either the experimental or control group (15 students per group). The experimental group received a 10-session critical thinking training program, with each session lasting 30 minutes. Participants completed the Working Memory Questionnaire (Daneman & Carpenter, 1980), the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010), and the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2006) at three time points: pre-test, post-test, and one-month follow-up. Results: The results of a mixed factorial ANOVA indicated that critical thinking training significantly improved working memory, cognitive flexibility, and adaptive cognitive emotion regulation strategies while reducing maladaptive cognitive emotion regulation strategies (p < 0.05). Conclusion: The findings suggest that teaching critical thinking skills enhances students' cognitive and emotional resources, thereby improving their cognitive and emotional regulation abilities. Strengthening mental capital and coping strategies through critical thinking training can contribute to better academic and psychological outcomes.

https://apsy.sbu.ac.ir/article_104721_08a776e64f001be8daca9040df57f5b5.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 4 2024 12 21 The Mediating Role Of Emotional Processing In The Relationship Between Brain-Behavioral Systems and Panic Disorder The Mediating Role Of Emotional Processing In The Relationship Between Brain-Behavioral Systems and Panic Disorder 32 53 104468 10.48308/apsy.2024.234845.1619 FA Saeid Asadnia Department of Psychology, Faculty of Psychology and Educational Sciences, Tabriz University, Tabriz, Iran 0000-0003-1912-1331 Muhammad Rasul Mufassery Department of Psychology, Faculty of Psychology and Educational Sciences, Urmia University, Urmia, Iran 0000-0003-3052-7156 Mansour Agashteh Department of Psychology, Faculty of Psychology, Tabriz University, Tabriz, Iran 0000-0002-2715-4486 Naser Torabzadeh Department of Psychology, Faculty of Psychology and Educational Sciences, Tabriz University, Tabriz, Iran 0009-0000-2061-6310 Parisa Hoseinpour Department of Psychology, Faculty of Humanities, Azad University of Urmia, Urmia, Iran 0009-0000-3171-9358 Journal Article 2024 02 19 Aim: This study investigated the mediating role of emotional processing in the relationship between brain-behavioral systems and panic disorder. Method: The research employed a descriptive-correlational design. The statistical population comprised all students at Urmia University during the 2023–2024 academic year. A total of 362 participants were selected using multi-stage cluster sampling and completed questionnaires assessing brain-behavioral systems (Carver & White, 1994), emotional processing (Barkley, 2007), and panic symptoms (Liebowitz, 1984). Data analysis was conducted using structural equation modeling in SPSS (version 24) and AMOS (version 24). Results: The evaluation of the hypothesized model using goodness-of-fit indices indicated an acceptable fit with the measurement model (CFI = 0.93, NFI = 0.96, RMSEA = 0.06). Direct paths between brain-behavioral systems and emotional processing, as well as between brain-behavioral systems and panic disorder, were significant (p < 0.01). Conclusion: These findings suggest that emotional processing mediates the relationship between brain-behavioral systems and panic disorder. The results underscore the role of emotional processing in panic disorder and highlight the importance of considering brain-behavioral systems in understanding its mechanisms. The proposed cognitive model can enhance our understanding of emotional processing in panic disorder and inform the development of cognitive-behavioral treatments for affected individuals. Aim: This study investigated the mediating role of emotional processing in the relationship between brain-behavioral systems and panic disorder. Method: The research employed a descriptive-correlational design. The statistical population comprised all students at Urmia University during the 2023–2024 academic year. A total of 362 participants were selected using multi-stage cluster sampling and completed questionnaires assessing brain-behavioral systems (Carver & White, 1994), emotional processing (Barkley, 2007), and panic symptoms (Liebowitz, 1984). Data analysis was conducted using structural equation modeling in SPSS (version 24) and AMOS (version 24). Results: The evaluation of the hypothesized model using goodness-of-fit indices indicated an acceptable fit with the measurement model (CFI = 0.93, NFI = 0.96, RMSEA = 0.06). Direct paths between brain-behavioral systems and emotional processing, as well as between brain-behavioral systems and panic disorder, were significant (p < 0.01). Conclusion: These findings suggest that emotional processing mediates the relationship between brain-behavioral systems and panic disorder. The results underscore the role of emotional processing in panic disorder and highlight the importance of considering brain-behavioral systems in understanding its mechanisms. The proposed cognitive model can enhance our understanding of emotional processing in panic disorder and inform the development of cognitive-behavioral treatments for affected individuals.

https://apsy.sbu.ac.ir/article_104468_b2cc937e9c8b44fef1700bf6c4d8ca37.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 4 2024 12 21 The Mediating Role of Self-Acceptance and Goal Self-Concordance in the Relationship between Basic Psychological Needs and Psychological Well-Being The Mediating Role of Self-Acceptance and Goal Self-Concordance in the Relationship between Basic Psychological Needs and Psychological Well-Being 54 80 104959 10.48308/apsy.2024.236531.1692 FA Atefeh Mazoosaz Ph.D. Student in Educational Psychology, Allameh Tabataba'i University, Tehran, Iran. 0000-0001-9109-8194 Fatemeh Sadat Fatemi M.A. in educational psychology, Allameh Tabataba'i University, Tehran, Iran. 0000-0003-4262-210X Zahra Nafar Ph.D. in Educational Psychology, Allameh Tabataba'i University, Tehran, Iran. 0000-0003-2305-0230 Zahra Salehi M.A. in Personality Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran. 0009-0000-0952-6330 Zahra Ghalami Ph.D. in Educational Psychology, Allameh Tabataba'i University, Tehran, Iran. 0000-0003-1171-9582 Journal Article 2024 08 11 Aim: This study aimed to develop a psychological well-being model based on basic psychological needs, with self-acceptance and goal self-concordance as mediating factors among university students in Tehran. Method: This study was applied in purpose and employed a descriptive-correlational design for data collection. The statistical population comprised male and female university students in Tehran in 2022. A total of 430 students participated in the study through convenience sampling and an online survey. Data were collected using the Basic Psychological Needs Questionnaire (Guardia et al., 2000), the Self-Acceptance Questionnaire (Chamberlain & Haaga, 2001), the Goal Self-Concordance Questionnaire (Elliott & Sheldon, 1998), and Ryff’s Psychological Well-Being Questionnaire (2002). Structural equation modeling was used to analyze the data in SPSS and LISREL software. Results: The findings indicated that basic psychological needs had a direct and significant effect on psychological well-being. Additionally, self-acceptance had both direct and indirect significant effects on psychological well-being, acting as a mediating variable. Goal self-concordance also had a direct effect on psychological well-being. Conclusion: These findings suggest that basic psychological needs influence students' psychological well-being both directly and indirectly through self-acceptance and goal self-concordance. Future research should explore the long-term effects of satisfying basic psychological needs on other mental health variables over an extended period. Aim: This study aimed to develop a psychological well-being model based on basic psychological needs, with self-acceptance and goal self-concordance as mediating factors among university students in Tehran. Method: This study was applied in purpose and employed a descriptive-correlational design for data collection. The statistical population comprised male and female university students in Tehran in 2022. A total of 430 students participated in the study through convenience sampling and an online survey. Data were collected using the Basic Psychological Needs Questionnaire (Guardia et al., 2000), the Self-Acceptance Questionnaire (Chamberlain & Haaga, 2001), the Goal Self-Concordance Questionnaire (Elliott & Sheldon, 1998), and Ryff’s Psychological Well-Being Questionnaire (2002). Structural equation modeling was used to analyze the data in SPSS and LISREL software. Results: The findings indicated that basic psychological needs had a direct and significant effect on psychological well-being. Additionally, self-acceptance had both direct and indirect significant effects on psychological well-being, acting as a mediating variable. Goal self-concordance also had a direct effect on psychological well-being. Conclusion: These findings suggest that basic psychological needs influence students' psychological well-being both directly and indirectly through self-acceptance and goal self-concordance. Future research should explore the long-term effects of satisfying basic psychological needs on other mental health variables over an extended period.

https://apsy.sbu.ac.ir/article_104959_465a067b682c9a963f4c1cf7b0749a61.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 4 2024 12 21 Comparison of the Behavioral Performance of Individuals with Social Dominance (High and Low) Under Conditions of Learning from Positive and Negative Feedback Comparison of the Behavioral Performance of Individuals with Social Dominance (High and Low) Under Conditions of Learning from Positive and Negative Feedback 81 104 104996 10.48308/apsy.2024.236180.1672 FA Maryam Mohammadi Kia Ph.D. Student, Department of Cognitive Neuroscience, University of Tabriz, Tabriz, Iran. 0000-0002-0340-3337 Soomaayeh Heysieattalab Associate Professor, Department of Cognitive Neuroscience, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran. 0000-0001-8325-4476 Abdol-Hossein Vahabie Assistant Professor, Department of Machine Intelligence and Robotics, Faculty of Electrical and Computer Engineering, University of Tehran, Tehran, Iran. 0000-0003-1603-8866 Abbas Bakhshipourroodsari Professor, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran. 0000-0003-0345-4975 Journal Article 2024 07 03 Aim: Social hierarchy influences behavior across species, including humans, and its formation depends on cognition, social memory, and reinforcement learning processes. The ability to learn from feedback is essential for successful interactions within social environments. Differences in social dominance can significantly impact various aspects of cognition and behavior. The present study aimed to compare the behavioral performance of individuals with high and low social dominance in learning from positive and negative feedback. Method: An initial sample of 186 individuals completed the State-Trait Anxiety Inventory and the dominance subscale of the Jackson Personality Inventory online. Based on these assessments, 34 individuals were purposively selected, with 19 assigned to the high social dominance group and 15 to the low social dominance group. Both groups completed a probabilistic learning task individually. Behavioral data were analyzed using mixed ANOVA. Results: No significant differences were observed between the high and low social dominance groups in reaction time or response accuracy when learning from positive and negative feedback (p > 0.05). However, in both groups, response accuracy was significantly higher when learning from negative feedback compared to positive feedback (p < 0.05). Conclusion: The findings suggest that negative feedback enhances response accuracy in both high and low social dominance groups. This highlights the role of negative reinforcement in guiding learning and decision-making across different levels of social dominance. Aim: Social hierarchy influences behavior across species, including humans, and its formation depends on cognition, social memory, and reinforcement learning processes. The ability to learn from feedback is essential for successful interactions within social environments. Differences in social dominance can significantly impact various aspects of cognition and behavior. The present study aimed to compare the behavioral performance of individuals with high and low social dominance in learning from positive and negative feedback. Method: An initial sample of 186 individuals completed the State-Trait Anxiety Inventory and the dominance subscale of the Jackson Personality Inventory online. Based on these assessments, 34 individuals were purposively selected, with 19 assigned to the high social dominance group and 15 to the low social dominance group. Both groups completed a probabilistic learning task individually. Behavioral data were analyzed using mixed ANOVA. Results: No significant differences were observed between the high and low social dominance groups in reaction time or response accuracy when learning from positive and negative feedback (p > 0.05). However, in both groups, response accuracy was significantly higher when learning from negative feedback compared to positive feedback (p < 0.05). Conclusion: The findings suggest that negative feedback enhances response accuracy in both high and low social dominance groups. This highlights the role of negative reinforcement in guiding learning and decision-making across different levels of social dominance.

https://apsy.sbu.ac.ir/article_104996_e2b487acfcf3c141d90ab786a997e93a.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 4 2024 12 21 Development and Validation of Visual Search Test to Measure Attentional Bias Towards Attachment-Related Images Development and Validation of Visual Search Test to Measure Attentional Bias Towards Attachment-Related Images 105 123 105048 10.48308/apsy.2024.236923.1704 FA Saloomeh Ghasemi Monsef Ph.D. Student in Psychology, Islamic Azad University, Tabriz, Iran. 0009-0007-1010-964X Masoumeh Azmoodeh Assistant Professor, Faculty of Humanities and Educational Sciences, Islamic Azad University, Tabriz, Iran. 0000-0003-1534-9814 Javad Mesrabadi Professor, Azarbaijan Shahid Madani University, Tabriz, Iran. 0000-0001-7717-2298 Marzieh Alivandi Vafa 4. Associate Professor, Faculty of Humanities and Educational Sciences, Islamic Azad University, Tabriz, Iran. 0000-0002-1197-9598 Journal Article 2024 09 16 Aim: Investigating the cognitive and neurophysiological foundations of attachment requires assessing its automatic dimensions. This study aimed to develop and validate a visual search test to measure attentional bias toward attachment-related images. Method: This descriptive study included a sample of 258 students (153 women) with an average age of 21.3, selected through convenience sampling. Participants completed a computerized visual search test, the Revised Experiences in Close Relationships Scale (Fraley et al., 2000), the Adult Attachment Questionnaire (Hazan & Shaver, 1987), and the Depression, Anxiety, and Stress Scale (Lovibond & Lovibond, 2002). Data were analyzed using Pearson's correlation coefficient and mixed analysis of variance. Results: Regarding convergent validity, attentional bias showed a positive and significant relationship with anxiety (p < 0.05). Additionally, attachment dimensions (anxiety and avoidance) were negatively correlated with attentional bias (p < 0.05). In terms of discriminant validity, the test effectively distinguished securely attached individuals from insecure groups (p < 0.001), with insecure groups displaying greater avoidance of attachment-related images. Reliability analysis indicated that the visual search test had moderate test-retest reliability (0.46 to 0.57) and relatively high internal consistency (0.63 to 0.77). Conclusion: The findings support the validity and reliability of the visual search test for measuring attachment-related attentional bias. These results encourage researchers to explore the automatic dimensions of attachment rather than relying solely on self-report measures. Aim: Investigating the cognitive and neurophysiological foundations of attachment requires assessing its automatic dimensions. This study aimed to develop and validate a visual search test to measure attentional bias toward attachment-related images. Method: This descriptive study included a sample of 258 students (153 women) with an average age of 21.3, selected through convenience sampling. Participants completed a computerized visual search test, the Revised Experiences in Close Relationships Scale (Fraley et al., 2000), the Adult Attachment Questionnaire (Hazan & Shaver, 1987), and the Depression, Anxiety, and Stress Scale (Lovibond & Lovibond, 2002). Data were analyzed using Pearson's correlation coefficient and mixed analysis of variance. Results: Regarding convergent validity, attentional bias showed a positive and significant relationship with anxiety (p < 0.05). Additionally, attachment dimensions (anxiety and avoidance) were negatively correlated with attentional bias (p < 0.05). In terms of discriminant validity, the test effectively distinguished securely attached individuals from insecure groups (p < 0.001), with insecure groups displaying greater avoidance of attachment-related images. Reliability analysis indicated that the visual search test had moderate test-retest reliability (0.46 to 0.57) and relatively high internal consistency (0.63 to 0.77). Conclusion: The findings support the validity and reliability of the visual search test for measuring attachment-related attentional bias. These results encourage researchers to explore the automatic dimensions of attachment rather than relying solely on self-report measures.

https://apsy.sbu.ac.ir/article_105048_dc12daf17f6e29b05a01cb32a22e26e6.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 4 2024 12 21 Intolerance of Uncertainty and Chronic Pain in Multiple Sclerosis Patients: Cognitive Avoidance, Negative Problem Orientation and Positive Beliefs to Worry Intolerance of Uncertainty and Chronic Pain in Multiple Sclerosis Patients: Cognitive Avoidance, Negative Problem Orientation and Positive Beliefs to Worry 124 146 105063 10.48308/apsy.2024.236440.1685 FA Majid Zargham Hajebi Associated Professor, Department of Psychology, Islamic Azad University of Qom, Qom, Iran. 0000-0002-7975-0845 Maryam Shahmoradipilehrood Ph.D. Student in Psychology, Department of Psychology, Islamic Azad University of Qom, Qom, Iran. 0009-0001-3492-8312 Malek Mirhashemi Associated Professor, Department of Psychology, Islamic Azad University of Qom, Qom, Iran. 0000-0002-6110-1871 Journal Article 2024 07 28 Aim: This study aimed to examine the mediating roles of cognitive avoidance, negative problem orientation, and positive beliefs about worry in the relationship between intolerance of uncertainty and chronic pain in patients with multiple sclerosis. Method: This correlational study included 350 patients (194 men and 156 women) selected through convenience sampling from visitors to the Kosar Imaging Center and the MS Society of Iran in Tehran. Participants completed the Intolerance of Uncertainty Scale (Freeston et al., 1994), the Metacognitive Beliefs Questionnaire (Wells & Cartwright-Hatton, 2004), the Negative Problem Orientation Questionnaire (Robichaud & Dugas, 2005), the Cognitive Avoidance Questionnaire (Sexton & Dugas, 2004), and the Short-Form Pain Inventory (Cleeland, 1989). Path analysis was used to examine the proposed model. Results: The findings from path analysis indicated that the model incorporating cognitive avoidance, negative problem orientation, and positive beliefs about worry as mediators between intolerance of uncertainty and chronic pain demonstrated a good fit with the data. Conclusion: These findings provide further evidence for understanding chronic pain in multiple sclerosis patients through the lens of intolerance of uncertainty, mediated by cognitive avoidance, negative problem orientation, and positive beliefs about worry. The results also support the relevance of cognitive models in explaining psychological aspects of chronic pain. Aim: This study aimed to examine the mediating roles of cognitive avoidance, negative problem orientation, and positive beliefs about worry in the relationship between intolerance of uncertainty and chronic pain in patients with multiple sclerosis. Method: This correlational study included 350 patients (194 men and 156 women) selected through convenience sampling from visitors to the Kosar Imaging Center and the MS Society of Iran in Tehran. Participants completed the Intolerance of Uncertainty Scale (Freeston et al., 1994), the Metacognitive Beliefs Questionnaire (Wells & Cartwright-Hatton, 2004), the Negative Problem Orientation Questionnaire (Robichaud & Dugas, 2005), the Cognitive Avoidance Questionnaire (Sexton & Dugas, 2004), and the Short-Form Pain Inventory (Cleeland, 1989). Path analysis was used to examine the proposed model. Results: The findings from path analysis indicated that the model incorporating cognitive avoidance, negative problem orientation, and positive beliefs about worry as mediators between intolerance of uncertainty and chronic pain demonstrated a good fit with the data. Conclusion: These findings provide further evidence for understanding chronic pain in multiple sclerosis patients through the lens of intolerance of uncertainty, mediated by cognitive avoidance, negative problem orientation, and positive beliefs about worry. The results also support the relevance of cognitive models in explaining psychological aspects of chronic pain.

https://apsy.sbu.ac.ir/article_105063_0f780783d400c0776a205d3f88b9737a.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 4 2024 12 21 The Relationship Between Social Competence and Social Anxiety in Adolescents: Modelling the Mediating Role of Emotion Regulation The Relationship Between Social Competence and Social Anxiety in Adolescents: Modelling the Mediating Role of Emotion Regulation 147 169 105080 10.48308/apsy.2024.237001.1708 FA Sara Yousefi Department of Psychology, Faculty of Humanities, North Tehran Branch, Islamic Azad University, Tehran, Iran 0000-0002-7452-198X Mehrangiz Shoaa Kazemi Associate Professor, Department of womans and Family studies, Faculty of social sciences and Economics, Alzahra University, Tehran, Iran. 0000-0003-0370-0136 Solmaz Dabiri Assistant Professor, Department of Psychology, North Tehran Branch, Islamic Azad University, Tehran. Iran. 0000-0002-4411-9674 Journal Article 2024 09 23 Aim: Effective approaches to addressing mental health challenges in adolescents require a comprehensive understanding of the factors that contribute to their optimal development, well-being, and resilience. This study aimed to examine the mediating role of emotion regulation in the relationship between social competence and social anxiety in adolescents. Method: This correlational study included 449 adolescents (251 girls and 198 boys) aged 14 to 17 years, selected through a multistage sampling method. Participants completed the Social Anxiety Scale for Adolescents (Puklek, 2004), the Social Competence Questionnaire (Zhou & Ee, 2012), and the Emotion Regulation Questionnaire (Gross & John, 2003). Structural equation modeling was used to test the causal model of relative mediation. Results: The findings indicated that the proposed model demonstrated a good fit with the data. All path coefficients between the latent variables were statistically significant, explaining 50% of the variance in social anxiety through social competence and emotion regulation. Conclusion: Overall, the results suggest that social competence, as a multidimensional construct encompassing cognitive, emotional, motivational, and behavioral aspects, serves as a protective factor against internalizing problems such as social anxiety in adolescents. Aim: Effective approaches to addressing mental health challenges in adolescents require a comprehensive understanding of the factors that contribute to their optimal development, well-being, and resilience. This study aimed to examine the mediating role of emotion regulation in the relationship between social competence and social anxiety in adolescents. Method: This correlational study included 449 adolescents (251 girls and 198 boys) aged 14 to 17 years, selected through a multistage sampling method. Participants completed the Social Anxiety Scale for Adolescents (Puklek, 2004), the Social Competence Questionnaire (Zhou & Ee, 2012), and the Emotion Regulation Questionnaire (Gross & John, 2003). Structural equation modeling was used to test the causal model of relative mediation. Results: The findings indicated that the proposed model demonstrated a good fit with the data. All path coefficients between the latent variables were statistically significant, explaining 50% of the variance in social anxiety through social competence and emotion regulation. Conclusion: Overall, the results suggest that social competence, as a multidimensional construct encompassing cognitive, emotional, motivational, and behavioral aspects, serves as a protective factor against internalizing problems such as social anxiety in adolescents.

https://apsy.sbu.ac.ir/article_105080_a4055131d8e1734d64344cd5907ae9fd.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 4 2024 12 21 Investigating the effectiveness of solution-focused therapy on self-efficacy and social anxiety of adolescents with visual impairment Investigating the effectiveness of solution-focused therapy on self-efficacy and social anxiety of adolescents with visual impairment 170 193 104256 10.48308/apsy.2024.233748.1569 FA Farzaneh Behzadi Ph. D. Student Psychology and Education of People with Special Needs, Department of Psychology and Education of People with Special Needs, University of Isfahan, Isfahan, Iran. 0000-0002-8337-1127 Mohammad Ashori Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran. 0000-0002-1685-2932 Journal Article 2023 11 10 Aim: This study aimed to investigate the effectiveness of solution-focused therapy in enhancing self-efficacy and reducing social anxiety among adolescents with low vision. The research employed a quasi-experimental design with a pre-test, post-test, and follow-up assessment, including a control group. Method: The statistical population comprised all adolescents with low vision in Yasouj City. A total of 20 participants were selected from Shaghaygh School using a convenience sampling method and were randomly assigned to either the experimental group (n = 10) or the control group (n = 10). The experimental group participated in eight sessions of solution-focused therapy, while the control group received no intervention. Participants were assessed using Smith and Betz’s Social Self-Efficacy Scale and the Liebowitz Social Anxiety Scale at three time points: pre-test, post-test, and follow-up. Data were analyzed using mixed variance analysis in SPSS software (version 26). Results: The findings indicated that, compared to the control group, the experimental group demonstrated significantly higher self-efficacy and lower social anxiety in both the post-test and follow-up phases (P = 0.001). However, no significant difference was observed between the post-test and follow-up stages (P > 0.05). Conclusion: The results suggest that solution-focused therapy effectively enhances self-efficacy and reduces social anxiety in adolescents with low vision. Therefore, integrating solution-focused therapy into intervention programs may play a crucial role in improving psychological well-being in this population. Aim: This study aimed to investigate the effectiveness of solution-focused therapy in enhancing self-efficacy and reducing social anxiety among adolescents with low vision. The research employed a quasi-experimental design with a pre-test, post-test, and follow-up assessment, including a control group. Method: The statistical population comprised all adolescents with low vision in Yasouj City. A total of 20 participants were selected from Shaghaygh School using a convenience sampling method and were randomly assigned to either the experimental group (n = 10) or the control group (n = 10). The experimental group participated in eight sessions of solution-focused therapy, while the control group received no intervention. Participants were assessed using Smith and Betz’s Social Self-Efficacy Scale and the Liebowitz Social Anxiety Scale at three time points: pre-test, post-test, and follow-up. Data were analyzed using mixed variance analysis in SPSS software (version 26). Results: The findings indicated that, compared to the control group, the experimental group demonstrated significantly higher self-efficacy and lower social anxiety in both the post-test and follow-up phases (P = 0.001). However, no significant difference was observed between the post-test and follow-up stages (P > 0.05). Conclusion: The results suggest that solution-focused therapy effectively enhances self-efficacy and reduces social anxiety in adolescents with low vision. Therefore, integrating solution-focused therapy into intervention programs may play a crucial role in improving psychological well-being in this population.

https://apsy.sbu.ac.ir/article_104256_4751d00dc12a1f52cae2efe30a14bfc9.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 4 2024 12 21 The Effectiveness of Couple Therapy Based on Communication Imagery on Marital Burnout and Attitudes Towards Extramarital Relationships in Conflicted Couples The Effectiveness of Couple Therapy Based on Communication Imagery on Marital Burnout and Attitudes Towards Extramarital Relationships in Conflicted Couples 194 218 105182 10.48308/apsy.2024.236395.1682 FA Saber Beiramloei PhD Student, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran 0009-0002-7172-667X Fariba Monazami Tabar Assistant Professor, Department of Psychology, Hamedan Branch, Islamic Azad University, Hamedan, Iran 0000-0002-0529-1711 Iraj Safaei Rad Assistant Professor, Department of Psychology, Hamedan Branch, Islamic Azad University, Hamedan, Iran 0000-0002-7555-5436 Journal Article 2024 07 24 Aim: This study aimed to evaluate the effectiveness of couple therapy based on communication imagery in reducing marital burnout and changing attitudes toward extramarital relationships in conflicted couples. Method: The study employed a quasi-experimental design with a pre-test, post-test, and three-month follow-up, including a control group. The statistical population comprised all conflicted couples who visited counseling centers in Hamedan during 2022–2023. Using the Marital Conflicts Questionnaire (Sanaei, Alaghemand, Felahati, & Hooman, 2008), 30 couples scoring above the cutoff point of 135 were purposively selected and randomly assigned to an experimental group (n = 15 couples) and a control group (n = 15 couples). The experimental group received a communication imagery couple therapy intervention based on Hendrix and Hunt’s (2013) protocol, conducted in 10 weekly sessions lasting 90 minutes each, while the control group received no intervention. The research instruments included the Marital Burnout Questionnaire (Pines, 1996) and the Attitudes Toward Extramarital Relationships Questionnaire (Whatley, 2008). Data analysis was conducted using repeated measures analysis of variance in SPSS-26. Results: Communication imagery couple therapy significantly reduced marital burnout and positive attitudes toward extramarital relationships in conflicted couples. These effects remained stable during the follow-up phase (p = 0.001). Conclusion: The findings suggest that counseling centers can utilize communication imagery couple therapy to effectively reduce marital burnout and discourage positive attitudes toward extramarital relationships in conflicted couples. Aim: This study aimed to evaluate the effectiveness of couple therapy based on communication imagery in reducing marital burnout and changing attitudes toward extramarital relationships in conflicted couples. Method: The study employed a quasi-experimental design with a pre-test, post-test, and three-month follow-up, including a control group. The statistical population comprised all conflicted couples who visited counseling centers in Hamedan during 2022–2023. Using the Marital Conflicts Questionnaire (Sanaei, Alaghemand, Felahati, & Hooman, 2008), 30 couples scoring above the cutoff point of 135 were purposively selected and randomly assigned to an experimental group (n = 15 couples) and a control group (n = 15 couples). The experimental group received a communication imagery couple therapy intervention based on Hendrix and Hunt’s (2013) protocol, conducted in 10 weekly sessions lasting 90 minutes each, while the control group received no intervention. The research instruments included the Marital Burnout Questionnaire (Pines, 1996) and the Attitudes Toward Extramarital Relationships Questionnaire (Whatley, 2008). Data analysis was conducted using repeated measures analysis of variance in SPSS-26. Results: Communication imagery couple therapy significantly reduced marital burnout and positive attitudes toward extramarital relationships in conflicted couples. These effects remained stable during the follow-up phase (p = 0.001). Conclusion: The findings suggest that counseling centers can utilize communication imagery couple therapy to effectively reduce marital burnout and discourage positive attitudes toward extramarital relationships in conflicted couples.

https://apsy.sbu.ac.ir/article_105182_2c3dd8064e75cdf11bc22399ec427e08.pdf

Shahid Beheshti University Applied Psychology 2008-4331 18 4 2024 12 21 The Effectiveness of Metacognitive Therapy on Mind Reading, Autobiographical Memory, and Cognitive Emotion Regulation in Students with Social Anxiety Disorder The Effectiveness of Metacognitive Therapy on Mind Reading, Autobiographical Memory, and Cognitive Emotion Regulation in Students with Social Anxiety Disorder 219 243 105212 10.48308/apsy.2024.236968.1707 FA Barzan Soleimani Master of Psychology, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran 0000-0002-6534-9217 Anvar Dastbaz Assistant Professor, Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran 0000-0002-7402-5820 Hassan Gharibi Assistant Professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran Journal Article 2024 09 21 Aim: This study aimed to examine the effectiveness of metacognitive therapy in improving mind reading, autobiographical memory, and cognitive emotion regulation in students with social anxiety disorder. Method: The research employed a quasi-experimental pre-test, post-test, and follow-up design with a comparison group. The statistical population consisted of female high school students diagnosed with social anxiety disorder who were referred to educational counseling centers in Sanandaj during the 2022–2023 academic year. A total of 30 students were selected using purposive sampling and randomly assigned to either the experimental or comparison group. The experimental group received eight 90-minute sessions of metacognitive therapy, while the comparison group received no treatment. Participants completed assessments including a social anxiety questionnaire, an autobiographical memory test, the Cognitive Emotion Regulation Questionnaire, and the Reading the Mind in the Eyes Test at three time points: pre-test, post-test, and follow-up (four months after the post-test). Data were analyzed using repeated measures ANOVA. Results: The findings indicated that metacognitive therapy significantly reduced social anxiety (p < 0.01) and led to significant improvements in autobiographical memory, mind reading, and cognitive emotion regulation (p < 0.01) in the experimental group. These effects were sustained over time. Conclusion: The results suggest that metacognitive therapy is an effective intervention for students with social anxiety disorder. It is recommended for implementation in schools and counseling centers to enhance cognitive and emotional functioning in affected students. Aim: This study aimed to examine the effectiveness of metacognitive therapy in improving mind reading, autobiographical memory, and cognitive emotion regulation in students with social anxiety disorder. Method: The research employed a quasi-experimental pre-test, post-test, and follow-up design with a comparison group. The statistical population consisted of female high school students diagnosed with social anxiety disorder who were referred to educational counseling centers in Sanandaj during the 2022–2023 academic year. A total of 30 students were selected using purposive sampling and randomly assigned to either the experimental or comparison group. The experimental group received eight 90-minute sessions of metacognitive therapy, while the comparison group received no treatment. Participants completed assessments including a social anxiety questionnaire, an autobiographical memory test, the Cognitive Emotion Regulation Questionnaire, and the Reading the Mind in the Eyes Test at three time points: pre-test, post-test, and follow-up (four months after the post-test). Data were analyzed using repeated measures ANOVA. Results: The findings indicated that metacognitive therapy significantly reduced social anxiety (p < 0.01) and led to significant improvements in autobiographical memory, mind reading, and cognitive emotion regulation (p < 0.01) in the experimental group. These effects were sustained over time. Conclusion: The results suggest that metacognitive therapy is an effective intervention for students with social anxiety disorder. It is recommended for implementation in schools and counseling centers to enhance cognitive and emotional functioning in affected students.

https://apsy.sbu.ac.ir/article_105212_fd172dda9796767557675385e915cab4.pdf