Fatemeh Fallah; Yasser Rezapour Mirsaleh; Fatemeh Behjati Ardakani
Abstract
Introduction: Social anxiety disorder in children may consequence in avoiding of social interactions and can lead to social dysfunction in adulthood. This study aimed to determine the effectiveness of Adlerian play therapy on social skills of children with social anxiety disorder.Method: The present ...
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Introduction: Social anxiety disorder in children may consequence in avoiding of social interactions and can lead to social dysfunction in adulthood. This study aimed to determine the effectiveness of Adlerian play therapy on social skills of children with social anxiety disorder.Method: The present study was a quasi–experimental time-series design with a control group. The sample consisted of 10 children with social anxiety that were selected by available sampling method according to the clinical interview of the psychologist and the cut-off score in the social anxiety questionnaire (Liebowitz, 1987). The children were randomly assigned into experimental and control groups, and the experimental group received 8 sessions of Adlerian play therapy, while the experimental group did not receive any special intervention. The Data gathered using social skills questionnaire (Gresham & Elliot, 1990) in five phases, pre-test, 2th, 4th, 6th sessions and post-test, and analyzed using analysis of variance with repeated measures.Results: The results showed there was a difference between the mean scores of the experimental and control groups in social skills (P <0.01, F = 63.52); Bonferroni post hoc analysis also showed that the difference in social skills scores between 1 and 3 (p = 0.039) 1 and 4 (p = 0.007) and 1 and 5 (p = 0.002) phases was significant but this difference was insignificant in the control group.Conclusion: Adlerian play therapy is effective on social skills of children with social anxiety disorder and can be offered as a complementary intervention along with other medical and psychological treatments to these children.
Abolghasem Yaghoobi; Sahar Mohammadi
Abstract
Introduction: Prosocial behaviors include behaviors such as empathy, altruism, cooperation with the aim of benefiting others, which improve the level of this behavior to facilitate interactions and the well-being of the community. so the purpose of this study is to investigate the relationship between ...
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Introduction: Prosocial behaviors include behaviors such as empathy, altruism, cooperation with the aim of benefiting others, which improve the level of this behavior to facilitate interactions and the well-being of the community. so the purpose of this study is to investigate the relationship between affiliation motivation and prosocial behavior was mediated by empathy and self-efficacy. Method: The research method was descriptive and correlational. The statistical population included students of Bu Ali Sina University of Hamadan. The sample size was 380 students who were selected using cluster random sampling method. Research instruments included Cuadrado et al.'s (2016) affiliation motivation, the Caprara et al. (2005) prosocial behavior, the Albiro et al. (2009) empathy, and Scherer et al. (1982) self-efficacy scales. Structural equation analysis method was used to analyze the data. Results: The results showed that the direct effect of affiliation motivation on empathy (p <0.01, β = 0.32) and self-efficacy (p <0.01, β = 0.27) was significant. The direct effect of self-efficacy (p <0.01, β = 0.30) and empathy (p <0.01, β = 0.37) on prosocial behaviors is also significant. The results showed that the indirect effects of affiliation motivation through empathy (p <0.01, Z = 7.92) and self-efficacy (p <0.01, Z = 5.27) on prosocial behavior were significant. Conclusion: Based on the results, concluded that affiliation motivation, empathy and self-efficacy have a significant effect on student prosocial behaviors, so to increase these behaviors, trainings to increase self-efficacy, affiliation motivation and empathy in the educational environment can be considered.
Hassan Farzaneh; nemat sotodeh asl; reza kohsari; faezeh jahan
Abstract
Introduction: High risk behaviors are behaviors that endanger the health and well-being of adolescents and young people. The aim of this study was to present a causal model of tendency to high-risk behaviors based on religious attitudes and Parental Parenting Styles: mediated by time perspective.Methods: ...
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Introduction: High risk behaviors are behaviors that endanger the health and well-being of adolescents and young people. The aim of this study was to present a causal model of tendency to high-risk behaviors based on religious attitudes and Parental Parenting Styles: mediated by time perspective.Methods: The present study is descriptive-survey in terms of nature, application, quantitative type and in terms of process and method of data collection and analysis.. data analysis method, descriptive structural equation modeling. The statistical population of the study is all female high school students in Tehran in year 2019-2020 of 251,000 female.The sample was selected using Cochran's formula consisted of 383 people who were selected using cluster random sampling. To collect data, Bory Perceived Parenting Questionnaire (PAQ) (1991), Golriz & beraheni Religious Attitude Scale (1974), the Zimbardo Time Vision Questionnaire (ZTPI)(1999) and Zadeh Mohammadi et al Iranian Adolescents' Risk Scale (2011) Questionnaire were used.Result: The results indicate that the tendency to high-risk behavior based on religious attitudes is directly related. The tendency to risky behavior based on parenting style is directly related. The tendency to risky behavior based on religious attitudes is indirectly related to the mediation of the time perspective. Tendency to high-risk behavior based on parenting style is indirectly related to time perspective mediation.Conclusion: The results showed how interpersonal factors in a model affect the tendency to a variety of high-risk behaviors in adolescents. Finally, the results showed that the overall model of the research has a strong fit.
Abolfazl Ghasemzadeh Alishahi; Mohebb Panahigaradaglo; Hamed Minaie
Abstract
Introduction: Today, teachers' responsibility has been considered by scientific-educational organizations. Therefore, it is necessary to analyze the relationship between teachers' responsibility and other organizational concepts. Therefore, the purpose of this study is to investigate the effect of organizational ...
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Introduction: Today, teachers' responsibility has been considered by scientific-educational organizations. Therefore, it is necessary to analyze the relationship between teachers' responsibility and other organizational concepts. Therefore, the purpose of this study is to investigate the effect of organizational socialization and social capital on responsibility with the mediating role of teachers' organizational commitment.
Method: This research is descriptive-correlational research based on structural equation modeling. The statistical population included all the junior high school teachers in the fourth district of Tabriz with 550 people. The sample size was 218 people using stratified random sampling method and Morgan table. Standard questionnaires of Taormina' organizational socialization (1994), Nahapit and Gushal' social capital (1998), Carol' responsibility (1991) and Allen and Mir' organizational commitment (1996) were used to collect data.
Results: The results showed that there is a positive and significant relationship between organizational socialization and social capital with responsibility (ß= .18, ß= .80) and a positive and significant relationship between organizational socialization and social capital with organizational commitment (ß= .13, ß= .85). Also, the mediation role of organizational commitment among the variables of research was confirmed.
Conclusion: According to the findings, the variables of organizational socialization, social capital and organizational commitment for organizational teachers' responsibility should be considered. Because in the shadow of responsibility, employees in all aspects of life will see the facilitation of the process and the achievement of organizational goals.
hajar barati; hamidreza oreyzi
Abstract
Introduction: Psychological reactance theory assumes that individuals, when receiving a message that threatens their freedom; react by resisting that message. Landlords tend to set their rental price themselves. At the time of the corona, when the government set a lower rate to increase annual rents; ...
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Introduction: Psychological reactance theory assumes that individuals, when receiving a message that threatens their freedom; react by resisting that message. Landlords tend to set their rental price themselves. At the time of the corona, when the government set a lower rate to increase annual rents; there was a good opportunity to test this assumption. There are two patterns of psychological reactance, one involving the threat to freedom (Dillard and Shen, 2005) and the other without it (Lindsay, 20005), that the present study aims to compare them.Method: The research sample consisted of 395 landlords from Isfahan, Baharestan and Sepahan Shahr who were selected by convenience sampling method and responded to research tools including scales of attitude (Morgan and Miller, 2002), Behavioral Intention (Morgan, 2008), Freedom Threat (Dillard & Shen (2005); Lindsay (2005)), Psychological Reactance (Dillard & Shen, 2005), Reactance Restoration Scale (RRS) (Quick and Stephenson,2008), Source Appraisal (Miller et al., 2007), Anger (Dillard & Shen, 2005), and Negative Cognition (Dillard & Shen, 2005). Structural equation models (SEM) and item-response theory models (IRM) have been used to analyze the data.Results: The results showed that Dillard and Shen's (2005) model had good fitness and had better fitness than Lindsey (2005) model. Psychological reactance, in addition to affecting other variables (motivation, attitude, and source of evaluation); It reproduces anger and negative cognition, and considering these two emotional and cognitive components improves the structural features of the model. If a psychological reactance is considered without these components; the structural model has a low fit.Conclusion: Messengers are advised to formulate and present the message in a way that provokes less psychological reactance to achieve less anger and negative cognition.
Laila Ghobadi; Ramin Habibi Kalibar; Abolfazl Farid; Javad Mesrabadi
Abstract
Introduction: Students at school face many challenges in social interactions that require the ability to solve social problems to solve them. The aim of this study was to determine the effectiveness of succesfull intelligence training on solving social problems by controlling the effect of emotional ...
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Introduction: Students at school face many challenges in social interactions that require the ability to solve social problems to solve them. The aim of this study was to determine the effectiveness of succesfull intelligence training on solving social problems by controlling the effect of emotional intelligence on Elementary students.
Methods: It was a half_experimental pre_test, post_test research with the Control group and follow-up stage. The statistical population was all fifth grade female students in Tehran in the 97_98th academic year. Two available classes of 30 students were selected by available sampling method. They were randomly divided into experimental and control groups. In this study, questionnaires of social problem solving and emotional intelligence of children were used.The students in the experimental group received the Steinberg Success Intelligence Training Program for 22 sessions of 45 minutes. Data were analyzed using analysis of covariance.
Results: Analysis of covariance after controlling the effect of emotional intelligence on social problem solving showed that There is a significant difference between the two groups after intervention in solving social problems (p ≤0.05). Also, in the post-test and follow-up, the effectiveness of a successful intelligence program on solving social problems was significant(p ≤0.05).
Conclusion: According to the findings of this study, successful intelligence training can be used to increase social problem solving and see the very valuable results of this educational program in the academic and non-academic life of the students.
Minoo Sadat Aminzadeh; Fariborz Bagheri
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 ...
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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.
Azadeh Forket; Bahman Akbari; Abbas Ali Hosseinkhanzadeh
Abstract
Introduction: Self-harm is one of the pervasive social and individual factors that has attracted the attention of mental health professionals. Studies have shown that the experience of violence is one of the important precursors in the formation of self-harming behaviors. Emotional failure and depression ...
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Introduction: Self-harm is one of the pervasive social and individual factors that has attracted the attention of mental health professionals. Studies have shown that the experience of violence is one of the important precursors in the formation of self-harming behaviors. Emotional failure and depression have also been shown to be effective in creating and sustaining self-harm. Past research has identified other factors associated with self-harm, such as social skills, emotion control, and body dissatisfaction. The aim of this study was to design and test a model of the effects of self-harming behaviors.method: The research method was descriptive-correlational and the proposed model was evaluated by modeling structural equations using SPSS26 and AMOS24 software. Intermediary relationship analysis was used using the bootstrap method in MACRO Preacher and Hayes (2008). The statistical population of the study was all women aged 15-25 years in Karaj in 1399 that 500 people were selected by purposive sampling. To measure the research variables, from the Self-Injury Scale (Sigalas and Biswas, 1998), Beck Depression (Beck, Mendelssohn, Mook & Arbaf, 1996), Love Trauma (Dehghani et al., 2010), Social Skills (Inderbitzen And Foster ،1992), emotion control (Roger & Nashvar, 1987), violence against women (Hajyahy, 2001) and body image (Fisher, 1970) were used. The results showed that the proposed model fits well (RMSEA <0.1) and CMIN / DF >0.5).Results: The results showed that depression, emotional failure and experience of violence are good predictors of self-harming behaviors. Findings in the second part showed that difficulty in controlling emotion, social skills and body dissatisfaction play a mediating role in the model.Conclusion: These results indicate the impact of cultural factors, context and social skills are of particular importance and it is necessary to provide comprehensive care including assessment of individual-family and social factors. In the treatment of women with self-harming behaviors Pay special attention to emotional, social, and emotional differences and characteristics.