Social Psychology Research

Abstract Introduction: Impulsive buying behavior can have many negative consequences for a person. The present study was conducted to investigate the mediating role of cognitive emotion regulation strategies in the relationship between mindfulness and impulsive buying behavior. Method: The design of the present study is a correlational design. The statistical population of the present study included all consumers and buyers aged 18-65 years of Tehran who were selected by purposeful sampling method to participate in the study according to the inclusion criteria of 242 people (157 females, 85 males). The standard impulsive purchase questionnaire, mindfulness questionnaire and Cognitive Emotion Regulation Questionnaire (CERQ) were used to collect data. Finding: Pearson correlation coefficient and path analysis method in structural equation modeling were used to analyze the data. The results showed that adaptive strategies of emotion regulation and mindfulness had a significant negative correlation with sudden buying behavior and uncompromising strategies of emotion regulation had a significant positive correlation with sudden buying behavior (P <0.01). Cognitive emotion regulation strategies also mediated the relationship between mindfulness and instant buying behavior. Conclusion: Therefore, instant purchasing behavior can be improved by designing programs based on improving cognitive emotion regulation strategies and mindfulness.

Abstract Introduction: The purpose of this study was to determine the effect of mindfulness on attention and aggression in children less than 12 years Old in Tehran.
Methods: The research method was quasi-experimental with pre-test and post-test with control group. The statistical population consisted of all 8-12 year old children in Tehran who were referred to image counseling center by school principals due to aggression and attention deficit disorder. Then they were randomly divided into two experimental and control groups (12 experimental and 12 controls). The mindfulness program was administered to the experimental group in eight sessions of 90 minutes once a week. Questionnaires of Child Abuse and Co-workers (2008) and Robertson et al. (1999) Questionnaire were used for data collection. Covariance analysis test was used for data analysis.
Results: The results showed that mindfulness is effective on attention and aggression in children less than 12 years of age in Tehran (p < 0.001). Mindfulness was also effective on sustained attention, selective attention, attention control and on aggressive components including verbal, physical, relational and impulsive (p < 0.001).
Conclusion: Based on the findings of this study, it can be concluded that applying mindfulness techniques can improve attention problems and reduce aggression in children. It seems negative thoughts and emotions, developmental delays and difficulty communicating with others, and high levels of stress in adapting to the environment are reduced by mindfulness exercises, followed by increased skills in managing pleasant behaviors and thoughts in children.

Abstract Purpose: Social anxiety in adolescents is prevalent. Relying on the theoretical foundations, this study was conducted with the aim of prognosis the social anxiety in adolescents based on metacognitive beliefs, mindfulness and fear of negative evaluation.
Method: The present study is descriptive-cross-sectional and correlational. The statistical population of the present study includes all male and female students of the third grade of secondary education who study at high schools in the Varamin city of during the academic year of 1963-96. 329 people were selected by cluster-multistage sampling. To collect data, Wales’s meta-cognitive beliefs questionnaire (MCQ-30), Fifth Mindfulness Knowledge Questionnaire (FFMQ), Negative Fear Scale (BFNE-S) and Social anxiety Conor Questionnaire (SPI) were used. Then, the data were analyzed using Pearson's correlation coefficient and stepwise regression analysis.
Results: The results of Pearson correlation coefficient indicated that there was a significant relationship between metacognitive beliefs, mindfulness and fear of evaluation with social anxiety in adolescents. Stepwise regression analysis confirms the role of predictor variables in social anxiety. In general, meta-cognitive beliefs, mindfulness and fear of evaluating predicted 17 percent of social anxiety changes in teens.
Conclusion: It seems that metacognitive beliefs, mindfulness and fear of negative evaluation have an independent role in social anxiety in adolescents.