دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 12 2 2022 12 22 Process of transmission and selecting values and meaning of life from parents to children: Affecting factors عوامل مؤثر بر فرآیند انتقال و انتخاب ارزش‌ها و معنای زندگی از والدین به فرزندان 1 26 27330 10.22108/cbs.2023.136599.1728 FA محمد امین فقیه کارشناسی ارشد روانشناسی بالینی خانواده، پژوهشکده خانواده، دانشگاه شهید بهشتی، تهران، ایران. زهرا عبدخدایی استادیار، گروه مطالعات بنیادین، پژوهشکده خانواده، دانشگاه شهید بهشتی، تهران، ایران. Journal Article 2023 02 11 The formation of values in children by parents includes two processes; The first is the process of transferring concepts from parents to children, and the second is the process of children's selection of the transferred content. The purpose of this research was to analyze factors affecting this process. The present study was conducted through a qualitative research method along with an interpretative phenomenology one. Data were collected by semi-structured interviews. Interviews were conducted with 10 parents and 9 children from Iranian families at the threshold of adulthood [1]. Data analysis was conducted by Smith's interpretation method. In this research, three main themes and twelve sub-themes were obtained from the analyses of the interviews. The main themes were motives in the transfer and selection process, gradual emergence of conflicts and the impact of parent-child relationship on the optimization of the transfer and selection process. According to the findings, it can be said that the main motivation of parents for transferring was to protect their children and the main motivation of children for selection was to form their independent identity. Such process occurs in an optimal state in which both of these motives are in a context of respect and affection. Introduction According to definitions, the value and meaning of the relationship have a close relationship with each other. Values are concepts talking about each person's choice or judgment about behaviors or events (Schwartz, 1998), and the meaning of life. They include three domains : how to understand the world , the purpose of life, and significance of life (Martela & Stager, 2016). In the early studies, the process of transferring values from parents to children was a one-way passive process in the sense that parents transmitted a package of information to their child (Barni et al., 2011). Reducing this transfer process to a passive one was finally criticized (Kuczynski & Parkin, 2007). The process of transferring values is complex in two directions (Kuczynski & Navara, 2006؛ Kuczynski & Parkin, 2007). Transference is now seen as an interactive process where the child and parent both have a mindset that affects the process and enables them to make choices (Kuczynski & Navara, 2006). Grusec and Kuczynski conceptualize transmission as a two-stage process: first, children's perception of the values that parents want them to learn, no matter how accurate they are. Second, children decide to reject or accept such values (Grusec & Kuczynski, 1997). As it was mentioned, the process of transference and selection of values is a two-way process which is prone to create disagreement in terms of selection and delivery. The optimal mode of its occurrence should also be identified with a detailed knowledge of the elements involved. The importance of this issue comes from the fact that this process plays an important role in the formation of people's identities and functions as the gap between parents and children. The occurrence of this process in its incorrect form can affect the overall structure of the family and the relationship between parents and children. According to Olson's theory (Olson, 2000), what causes conflict in the family system is an imbalance in family flexibility and cohesion. The factor that affects both dimensions is family communication. Therefore, it is important to analyze different dimensions affecting transferring, so as to determine how this process can occur optimally. Adolescence and emerging adult years are the years that are important for the formation of values and the meaning of life for people (Erickson, 1968؛ Arnett, 2000). For this reason, the present study seeks to investigate the mentioned process in this period of life. Since the study process can be examined by both parents and children, interviews were conducted with both of them. The purpose of this study is to examine and analyze experiences the personal life of the participants and their meanings so that the common essence of their experiences is determined and the optimal mode of the transference and selection process could be identified. Findings According to the analyses of the interviews, three main and 12 secondary themes were extracted. Motivations in transference and selection processes This theme expresses the motives of parents and children. Its sub-themes include: child 's individuality, deviation from values as danger or harm and dual growth and protection. The individuality of the child One of the influential factors in choosing values is the individuality of each child. By entering the range of adolescence, or in better words, the “identification period", gradually Children's identity components such as will and independence become more prominent. Deviation from values as danger or damage Parents draw a balance between child's failure to live up to their expectations and perception of danger or harm. This causes parent’s reactions to value differences with their children. Duality of growth and protection In the words of the parents, it was seen that a part of the child's growth and happiness depends on strengthening the same individuality and agency. They see that they can cause changes in their child's values. This means that, there is a dilemma ahead of parents. Gradual emergence of conflicts Another influential factor is the gradual occurrence of conflicts. This theme deals with how and since when such conflicts gradually increased. The sub-themes of this issue are: changes during the period of transformation, increase in the variety of input for children. Changes during growth and development An important factor in creating conflict is the age of the child. The analysis of parent’s interviews indicated that younger children were more accepting of parents. Children's behaviors and values are more similar to their parents. The increase in variety of child entry information In childhood, not only are children influenced by their parents but also their experiences are more shared with their families. Therefore, the influence of the environment on the child's values enters a completely different are; the influence of the environment increases and the influence of the parents decreases. The impact of parent-child relationship on the transfer and optimization of selection processes All the motivations events in the process of transfer and selection occur in the context of the parent-child relationship. Less stress, more successful transfer It seems that the more relaxed and less tense the communication space between parent and children is, the better the transfer and selection process takes place. The effect of understanding the underlying logic of transfer values Understanding the parent's logic for expressing a value and believing in that values are an important factor in the child's judgment about the acceptance of that value transmitted by parents. The destructive effect of dominance on the relationship and the value to be transferred Dominance, which means harsh treatment of the child, by the parent can threaten the child's individuality, not only does not help to transfer a value but also has two negative consequences: First, that value is associated with negative emotions in the child's mind. It is possible, therefore, the child's mentality toward that value becomes completely negative and blocks the way to examining and possibly choosing that value in the future. Second, the relationship itself is subject to destruction. The importance of family relationships in preventing injuries If the parent-child relationship is distorted to a great extent, it can reach a point where the influence of the parent in all matters is lost. Conversation: an important tool An important manifestation of a two-way relationship is the existence of a dialogue space in it. In the context of dialogue, the mentalities of both parties can be shared. Discussion This study aimed to examine the experience of parents and children analyzed via the factors affecting the process of transferring and choosing values between them. The common essence of the parents' experience of this process was that they always put on concern for their children and try to protect them by conveying their desired values and meaning. The common essence of children's experience is focusing on the importance of their individuality and agency and the impact that their “self” has on this process. But if there is a common essence between the experiences of parents and children, the relationship between them is a common element that connects the individuality of children and the feeling of concerned parents. To put it better, the parent-child relationship and the importance that parents and children attach is something that is considered a common concern for both sides of this process. It can be said that the main motivation of parents to transfer and protect their children, and the main motivation of children to choose is to form their independent identity, and this process occurs in an optimal state when both of these needs are fully satisfied in the context of an effective relationship. * Corresponding author سازوکار اثرگذاری والدین بر شکل‌گیری ارزش‌ها در فرزندان شامل دو فرآیند است: اول، فرآیند انتقال مفاهیم از سوی والدین به فرزندان و دوم، تصمیم فرزندان در انتخاب محتوای منتقل‌شده. هدف این پژوهش، واکاوی عوامل مؤثر بر این سازوکار بود. پژوهش حاضر با روش پژوهش کیفی و شیوۀ پدیدارشناسی تفسیری انجام گرفت. برای جمع‌آوری داده‌ها از مصاحبۀ نیمه‌ساختاریافته استفاده شد و با 10 والد و 9 فرزند از خانواده‌های ایرانی در سنین آستانۀ بزرگ‌سالی[1] مصاحبه به عمل آمد. تحلیل داده‌ها نیز به روش تفسیری اسمیت انجام شد. در این پژوهش از تحلیل مصاحبه‌ها سه مضمون اصلی و دوازده مضمون فرعی به دست آمد. مضامین اصلی عبارت بودند از: «انگیزه‌های موجود در فرآیند انتقال و انتخاب»، «بروز تدریجی تعارضات» و «رابطۀ والد-فرزندی و بهینه‌ترشدن فرآیند». با توجه به یافته‌ها گفته می‌شود، انگیزۀ اصلی والدین برای انتقال، محافظت از فرزندان و انگیزۀ اصلی فرزندان برای انتخاب نیز شکل‌دادن هویت مستقلشان است و زمانی این فرآیند در حالتی بهینه رخ می‌دهد که هر دوی این انگیزه‌ها در بستری از رابطه‌ای مؤثر به‌طور کامل موردتوجه و احترام قرار گیرند. [1] Emerging adult

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دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 12 2 2022 12 22 Lived experience of fostering creativity mothers with creative child: A phenomenological approach تجربۀ زیستۀ پرورش خلاقیت مادران با کودک خلاق: رویکردی پدیدارشناسانه 27 48 27326 10.22108/cbs.2023.130837.1579 FA سیده نجمه قاضی عسگر دانشجوی دکتری روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران مختار ملک پور استاد روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران احمد عابدی دانشیار روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران سالار فرامرزی دانشیار روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران Journal Article 2021 10 03 Mothers play an important role in nurturing and flourishing their children’s creativity by engaging in their activities. The purpose of this study therefore was to explore the experiences of mothers with creative children studying the fourth grade of elementary school in Isfahan about the ways they used to foster creativity for their children. The research method was qualitative with a descriptive phenomenological approach. The community included mothers with creative children. Participants were selected through purposive sampling. Ten mothers were examined until the data reached saturation. Data were collected via semi-structured interviews and analyzed by Colaizzi seven-step method. Findings were categorized into three main themes namely stimulating curiosity (encouraging questioning, encouraging experimentation, creating opportunities for thinking and reflection), playing (mental plays, unstructured plays, creative plays, analytical play and imaginative plays) and performing artistic activities (crafts, painting). These categories depict the experiences of mothers with creative children. Findings obtained in this study showed that in addition to current methods of fostering creativity, the experiences of mothers of creative children also play an important role in fostering children's creativity. It is suggested that mothers' experiences be used in fostering children's creativity. Introduction Creativity is one of the most important traits a person can have (Mason, 2003). Creativity is a feature necessary to adapt to new conditions (Ershadi & Winner, 2020). Family could play an important role in development of creativity at family level. Therefore, a suitable family environment could lead to creativity. Parents could also foster creativity by engaging in activities of children (Csikszentmihalyi,1989). Mothers spend much time with their children, giving them the opportunity to stimulate creativity, which might not be provided at schools. Discovering the experience of mothers in relation to the methods used for the growth and development of their children's creativity leads to the identification of applicable solutions for parents. Despite extensive efforts and research in the field of creativity, there is no qualitative research in the field of experiences of Iranian mothers in Iranian context. Therefore, this study was conducted with the aim of explaining the experience of mothers with creative children. Method The present study has a qualitative, descriptive design. The statistical population of the research included all mothers with students in the fourth grade of primary school in Isfahan during the academic year of 2020-2021. The selection procedure lasted till the data were saturated. Semi-structured interviews were used with 10 people to obtain research data. The analysis of data was done through Colaizzi method. Findings After analyzing the data, 3 main themes and 10 sub-themes were extracted using Colaizzi method. The first main theme was curiosity stimulation. This theme included encouraging questioning, encouraging experimentation and creating opportunities for thinking and reflection. The second theme was playing. This theme included mental, unstructured, creative, analytical and imaginative games. The third theme was artistic activities, which included crafts and painting. Discussion and conclusion Based on the findings of this study, mothers provide necessary conditions for creating diverse activities and opportunities for children to ask questions and to explore the environment. Participating mothers in this study stated that they asked children what and why questions about stories. When their children were dealing with a problem, they did not settle for one method and tried different methods. Therefore, it can be acknowledged that appropriate answers to children's exploratory questions are the first step in strengthening the sense of curiosity. In the study done by Jirout & Klahr (2011) about the relationship between students' curiosity and asking questions, there was a positive relationship between curiosity and asking questions. In addition, mothers created situations for their children where they could test their problem-solving abilities. Mothers used to give verbal instruction to children to explain how to do something. In this context, Amabile (2004) believes that anything that encourages a person to think about problems increases creativity, while anything that diverts the person's attention from problems leads to a fall of creativity. Therefore, creative activities are related to exploration, curiosity, independence (in thinking and behavior), risk-taking, willingness to experiment and making mistakes. The second main theme was playing. The game provides the basis for creative activities because the game not only gives children the opportunity to discover new standards but also to stimulates the imagination leading to an increase in creativity. Other researchers have also proven this finding that playing strengthens the flexibility and problem-solving skills (Tekin & Gullu, 2011). The third theme extracted from participants' experience of cultivating creativity in this study was artistic activity. Learning through art gives students the opportunity to expand their imagination and creativity while gaining new information. Mothers mentioned painting and crafts, which have an effect on increasing children's experiences and encourage them to do innovative and creative works. Drawing is a sign of a child's understanding, skill and creative power. The findings of this part of the study are in line with the research of Jamali Firouzabadi et al (2010), which showed that teaching free painting leads to an increase in creativity. Moreover, the results of this study showed that handicrafts are another manifestation of artistic activities that can be effective in cultivating creative spirit. Handicrafts can create situations for the development of children's imagination and can provide opportunities to perform analytical and thoughtful activities on natural and man-made phenomena so that learners can observe and study the depth, perspective, shape and transformation of items. The current study was limited to mothers. Therefore, it is suggested to explain the experiences of fathers in future studies. Another limitation is generalizing the research findings to other age groups of students. It is suggested that younger ages be investigated in future studies. Each of the findings of the present study could help the development and flourishing of children's creativity, which can be used to improve future interventions. مادران از طریق درگیرشدن در فعالیت‌های خلاق کودک سهم مهمی در پرورش و شکوفایی خلاقیت آنها ایفا می‌کنند؛ بنابراین هدف از پژوهش حاضر، تبیین و کاوش تجارب مادرانِ کودکان خلاق مقطع چهارم ابتدایی شهر اصفهان درخصوص روش‌های پرورش خلاقیت به کار گرفته‌شده برای فرزندانشان بود. روش پژوهش کیفی با رویکرد پدیدارشناسی توصیفی بود. جامعۀ آماری، شامل مادران دارای کودکان خلاق بود. نمونه به روش هدفمند انتخاب شد و 10 مادر تا دستیابی به اشباع بررسی شدند. داده‌ها با روش مصاحبۀ نیمه‌ساختاریافته گردآوری و با روش هفت مرحله‌ای کلایزی تحلیل شدند. یافته‌های حاصل از تجربۀ زیستۀ پرورش خلاقیت در مادران با کودک خلاق، در 3 مضمون اصلی شامل تحریک کنجکاوی (با مضامین فرعی؛ تشویق به پرسشگری، تشویق به آزمایشگری، ایجاد فرصت برای تفکر و تأمل)، بازی (با مضامین فرعی: بازی فکری، بازی ساختارنایافته، بازی خلاق، تحلیلی و تخیلی) و فعالیت‌های هنری (با مضامین فرعی: کاردستی و نقاشی) مشخص شد که تجارب مادران دارای کودکان خلاق را به تصویر می‌کشند. یافته‌های به‌دست‌آمده در این پژوهش نشان‌دهندۀ آن بود که علاوه بر روش‌های فعلی پرورش خلاقیت، تجارب مادران کودکان خلاق نیز نقش مهم در پرورش خلاقیت کودکان دارد و پیشنهاد می‌شود، در پرورش خلاقیت کودکان تجارب مادران نیز استفاده شود.

https://cbs.ui.ac.ir/article_27326_be0e9cee665ea965136600b1539f01a2.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 12 2 2022 12 22 Presenting a causal model of social anxiety disorder based on primary maladaptive schemas and childhood traumas with the mediating role of emotional coping strategy ارائه مدل علی اختلال اضطراب اجتماعی براساس طرح‌واره‌های ناسازگار اولیه و تروماهای کودکی با نقش واسطه‌ای راهبرد مقابله هیجان‌مدار 49 72 27310 10.22108/cbs.2023.134479.1671 FA مجتبی ندری دانشجوی دکتری روانشناسی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران. مسعود صادقی دانشیارگروه روان شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران. فاطمه رضایی دانشیار گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران. Journal Article 2022 07 20 The aim of the current research was to formulate the etiological model of social anxiety disorder based on the components of early maladaptive schemas and childhood traumas with the mediating role of emotional coping strategy. The research design was correlational and structural equations. The statistical population of the research included all students of the Islamic Azad University of Olom-Tahghighat in the academic year of 2021-2022 in Tehran province. A total of 306 people who scored above 40 in Connor's social anxiety test were selected as a sample. To collect data, Young Early Maladaptive Schema Questionnaire (1991), Mohammad Khani's Traumatic Experience Q5uestionnaire (2003), Andler and Parker's Multidimensional assessment of coping (1990), and Connor's Social Anxiety Questionnaire (2000) were used. Then, the obtained data were entered into the structural equation hypothesis model. In order to analyze the obtained data, SPSS19 and AMOS24 were used. The results of the model analysis showed that the hypothetical research model has a good fit with the data. Predictor variables of early maladaptive schemas and childhood traumas with the mediation of emotional coping strategy had a significant effect on social anxiety disorder (p<0/01). In addition, emotional coping strategies had a direct effect on social anxiety disorder (p<0/01). The results of the research indicate that early maladaptive schemas and childhood traumas can be strong predictors of social anxiety disorder. The results also indicate that emotional coping strategies as mediating variables are part of the influencing process in the form of symptoms of social anxiety disorder. It is recommended to hold educational workshops in the field of maladaptive schemas, coping strategies for childhood traumas, and therapeutic interventions. Introduction Social anxiety disorder (SAD) or social phobia, a disorder from the class of anxiety disorders, is one of the most common psychological disorders (Garcia-Lopez & et al, 2006). Social anxiety is one of the most debilitating disorders, the symptoms of which start from childhood or adolescence and continue until later stages of development, affecting personal life, social interactions, and professional life. People with this disorder are afraid of a wide range of social interactions such as talking to strangers and joining groups. These manifestations are often very chronic over time and are associated with a wide range of psychological problems, including challenges in relationships with parents, peers, and school-related issues (Leigh & Clark, 2018). Considering the problems caused by social anxiety, it is very important to identify the underlying mechanisms involved in social anxiety so as to solve the problems of people with this issue. Based on this, the present study shows the relationship between early maladaptive schemas and childhood traumas with the mediation of emotion-oriented coping strategies in people with social anxiety disorder. Method The research method in this study was correlation and structural equation modeling. The statistical population of the research included students of the Islamic Azad University of Olom-Tahghighat in the academic year of 2021-2022 in Tehran province, who were selected via multi-stage random sampling. At first, five faculties were selected among the faculties of the university. Then, several classes were selected from each faculty and finally the research questionnaires were distributed among the students of selected classes. After completing Connor's social anxiety questionnaire, 306 people who scored above 40, based on the entry and exit criteria, were selected as the sample. Determining the minimum sample size for collecting data related to structural equation modeling is very important. Meyers et al.,, (2006) believe that at least 10 people should be considered for each measured or predicted variable. Also, Kline (2010) claims that a minimum sample size of 200 people can be valid. Data collection tools include Young early maladaptive schemas questionnaire (1991), Mohammad Khani's traumatic childhood experiences questionnaire (2003), Andler and Parker's Multidimensional assessment of coping (1990) and Connor's social anxiety questionnaire (2000). In order to analyze the data, SPSS19 and AMOS24 software were used. Findings All the fit indices (AGFI, TLI, GFI, IFI, PCFI, RSMEA, CMIN/DF) were at the optimal level. This, indicated that the assumed model has an acceptable fit with the research data, which according to the fit indices, confirms the fit of the model. By examining the relationships between the variables, the standard beta coefficient of the initial maladaptive schemas path to social anxiety disorder was 0.606. The same coefficient for the path of traumatic childhood experiences to social anxiety disorder was 0.457, and for the path of emotional coping strategy to social anxiety was 0.161. All obtained coefficients were positive and significant. The beta coefficient of the indirect path between primary maladaptive schemas to social anxiety disorder through emotional coping strategy was 0.075. Since its upper and lower limits are equal to 0.143 and 0.010, and zero is between the upper limit, it can be concluded that there is an indirect relationship between these two variables through the variable of emotional coping strategy. Also, the beta coefficient of the indirect path between traumatic childhood experiences and social anxiety disorder through emotional coping strategy was equal to 0.071. Since its upper and lower limits are equal to 0.142 and 0.011, and zero is between the upper limit, It can be concluded that there is an indirect relationship between these two variables through the variable of emotional coping strategy. Discussion and Conclusion The purpose of this research was to examine the fit of the causal model of social anxiety disorder based on primary maladaptive schemas and traumatic childhood experiences with the mediating role of emotional coping strategy to determine the direct and indirect effects of these variables on social anxiety disorder. The results of data analysis indicated the acceptable fit of the model. The predictor variables of primary maladaptive schemas and traumatic childhood experiences with the mediating role of emotional coping strategy had a significant effect on social anxiety disorder. Moreover, emotional coping strategy had a direct effect on social anxiety disorder. It is recommended to hold educational workshops in the field of primary maladaptive schemas, traumatic childhood experiences, and emotional coping strategies. In addition, therapeutic interventions should also address the abovementioned factors. One of the limitations of the current research was that our research was conducted in the form of a quantitative research using data collected through a questionnaire and in the population of students who did not refer to medical centers. This, makes it necessary to be cautious in generalizing the results. هدف از پژوهش حاضر تدوین مدل سبب‌شناسی اختلال اضطراب اجتماعی براساس مؤلفه‌های طرح‌واره‌های ناسازگار اولیه و تروماهای کودکی با نقش واسطه‌ای راهبرد مقابلۀ هیجان‌مدار بود. طرح پژوهش، همبستگی و به‌شیوۀ معادلات ساختاری بود. جامعۀ آماری پژوهش کلیۀ دانشجویان دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران در سال تحصیلی 1401-1400 بودند که به‌روش نمونه‌گیری تصادفی چندمرحله‌ای انتخاب شدند. تعداد 306 نفر که در پرسشنامۀ اضطراب اجتماعی کانور نمرۀ بالای 40 را به دست آورده بودند، به‌عنوان نمونه انتخاب شدند. برای گردآوری داده‌ها از پرسشنامه‌های طرح‌وارۀ ناسازگار اولیۀ یانگ (1991)، پرسشنامۀ تجارب آسیب‌زای محمدخانی (2003)، پرسشنامه راهبردهای مقابله‌ای اندلر و پارکر (1990) و پرسشنامۀ اضطراب اجتماعی کانور (2000) استفاده شد. به‌منظور تجزیه‌وتحلیل داده‌ها از نرم‌افزار SPSS19 و AMOS24 استفاده شد. نتایج نشان داد داده‌های پژوهش با مدل فرضی پژوهش برازش مطلوبی دارد. متغیرهای پیش‌بین طرح‌واره‌های ناسازگار اولیه و تروماهای کودکی به‌صورت مستقیم و غیرمستقیم با میانجی‌گری راهبرد مقابلۀ هیجان‌مدار بر اختلال اضطراب اجتماعی تأثیر معنادار داشتند (01/0 >p). همچنین، راهبرد مقابلۀ هیجان‌مدار بر اختلال اضطراب اجتماعی تأثیر مستقیم داشت (01/0 >p). نتایج پژوهش حاکی از آن است که طرح‌واره‌های ناسازگار اولیه و آسیب‌های دوران کودکی می‌توانند پیش‌بین‌های قوی اختلال اضطراب اجتماعی باشند و در این میان، راهبرد مقابلۀ هیجان‌مدار به‌عنوان متغیر میانجی، بخشی از فرایند اثرگذاری در شکل‌گیری نشانه‌های اضطراب اجتماعی است. برگزاری کارگاه‌های آموزشی درزمینۀ متغیرهای پژوهش توصیه می‌شود و همچنین، مداخلات درمانی باید به این عوامل بپردازند.

https://cbs.ui.ac.ir/article_27310_503b5e33575662019cbabd360cbc051d.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 12 2 2022 12 22 Evaluation of factor structure, validity and reliability indices of Vulnerable Personality Style Questionnaire in the Iranian sample and its effect on postpartum depression بررسی ساختار عاملی و شاخص‌های روایی و پایایی پرسشنامه سبک شخصیت آسیب‌پذیر در نمونه ایرانی و تأثیر آن در افسردگی پس از زایمان 73 90 27311 10.22108/cbs.2023.132644.1627 FA سمانه نجاری فروشانی دانشجوی کارشناسی ارشد روانشناسی گرایش خانواده درمانی، دانشکده علوم انسانی، واحد خمینی شهر، دانشگاه آزاد اسلامی، خمینی شهر، اصفهان، ایران فهیمه نامدارپور استادیار ، گروه مشاوره ، واحد خمینی شهر، دانشگاه آزاد اسلامی ، خمینی شهر، اصفهان ، ایران Journal Article 2022 02 27 The Vulnerable Personality Style Questionnaire (VPSQ) is a self-report scale designed to identify women at risk for postpartum depression due to personality vulnerability. Therefore, the purpose of this study was to investigate factor structure, validity and reliability indicators of the Vulnerable Personality Questionnaire and its effect on postpartum depression in Iranian women. The design of this research was cross-sectional-descriptive. The statistical population of this study were women with postpartum depression in Isfahan. Three hundred women with postpartum depression were randomly selected from women with postpartum depression in Isfahan. They were selected based on their performance on the following questionnaires; the Vulnerable Personality Style Questionnaire of Boyce et al. (2004), and Edinburgh Postnatal Depression Scale (1978). The results of exploratory factor analysis (EFA) showed that the questionnaire has a two-factor structure. Cronbach's alpha coefficient of the two dimensions of vulnerability and organization was 0.87 and 0.705 respectively, which showed that the reliability of the questionnaire is suitable. Hierarchical regression analysis showed that after controlling demographic variables (age, mother's education, father's occupation and family income), vulnerable personality has a significant effect on postpartum depression (β = ٠.٥٠٣, p < ٠.٠٠١). It seems that the Vulnerable Personality Style Questionnaire has appropriate psychometric indices and this tool can be used to predict postpartum depression in women, and prevent its negative consequences Introduction Postpartum depression is the most common mental illness during pregnancy (Maliszewska et al., 2017). Its common symptoms include anxiety, worry, panic, tension, irritability, sleep disorders and changes in appetite (Alsheikh Ahmad et al., 2021). Based on the vulnerability-stress model, risk factors for postpartum depression can be divided into several main categories: socio-psychosocial, clinical, personality or temperamental characteristics (Ambrosini et al., 2011). Previous studies have shown linked personality and postpartum depression components (Iliadis et al., 2015) and have shown that a combination of the characteristics of avoidant, dependent and obsessive-compulsive personality disorders create a vulnerable personality style. In fact, the vulnerable personality style provides a basis for the development of postpartum depression by affecting coping strategies for stressful conditions (Joyce et al., 2003). According to Boyce et al. (2001), standard personality assessment instruments were too broad and measured a limited number of personality traits, making them difficult to be used in epidemiological studies. To overcome this limitation, they designed a brief questionnaire called the Vulnerable Personality Style Questionnaire (VPSQ), which assessed nine personality traits associating vulnerability to postpartum depression in terms of being coping, nervous, scared, sensitive, worried, organized, obsessive, expressive and unstable. The results of factor analysis in the study of Boyce et al. (2001) showed that the Vulnerable Personality Style Questionnaire has two components of "vulnerability" and " being organized/responsive" (Boyce and Hickey 2005). Dennis and Boyce (2004) confirmed the results of the previous research. Gelabert et al. (2011) confirmed the single-factor structure of the questionnaire in their research. However, the psychometric properties of the questionnaire have not been examined in domestic studies so far. Considering this contradiction between the findings of the previous studies, the purpose of the present study is to examine the psychometric properties of the Vulnerable Personality Style Questionnaire (Boyce et al., 2004) in the Iranian population, so that a reliable scale in the field of structural measurement could be available to domestic researchers. Method The research has a correlational design. The statistical population included all mothers with children who aged between one to six months in Esfahan city; a sample of 350 people were randomly selected and finally 300 questionnaires were analyzed based on the inclusion and exclusion criteria. The data collection tools in this research were the questionnaires of vulnerable personality and postpartum depression. Vulnerable Personality Style Questionnaire (Boyce et al., 2004) has nine items with a 5-point Likert scale (from completely disagree to completely agree). Its validity and reliability have been confirmed in various studies. In this study, the researcher adopted the Persian version of the Vulnerable Personality Style Questionnaire. Edinburgh Postnatal Depression Scale (EDPS) by Cox et al. (1978) consisted of 10 questions with a three-point Likert scale. It has been used many times for the purpose of research on depression diagnosis criteria. Its validity and reliability have been confirmed in various studies. To translate the vulnerable personality questionnaire (Boyce et al., 2004), the back-translation method was used. Then it was performed on a preliminary sample of 30 people and after approving the final form, the entire sample completed the questionnaire. SPSS 23 statistical software was used to analyze the data and examine the factor structure, reliability and validity indicators of the Vulnerable Personality Questionnaire. Findings To perform exploratory factor analysis, the value of Bartlett's test of Sphericity was equal to 1838.007 (p<0.001) and the KMO coefficient was equal to 0.81. Therefore, the indices in the data matrix were significant and the sample size was suitable for factor analysis. The results of exploratory factor analysis were extracted using the principal components method and with varimax or orthogonal rotation of two factors with an eigenvalue greater than one, which explains nearly 68.61% of the total variance of the scale. It can also be seen that the factor loadings of the questions are higher than 0.4 and accordingly acceptable. Therefore, it can be said that the questionnaire has two factors, vulnerability and organization. The results of reliability indicators using Cronbach's alpha coefficient in the vulnerability dimension were 0.871 and in the organization dimension 0.705, which indicated the adequate reliability of the questionnaire. The results of the hierarchical regression analysis showed that by controlling the demographic characteristics including age, mother's education, father's occupation and family income, the vulnerable personality has a significant effect on postpartum depression (p<0.001) and can predict nearly 24.6% of that. According to the standardized beta coefficients obtained here, it can be said that by adding one unit to the vulnerable personality, 0.503 standard deviations are added to women's postpartum depression. Therefore, it cannot be concluded that the Vulnerable Personality Style Questionnaire has a good predictive validity and has been able to significantly predict postpartum depression. Discussion and conclusion The purpose of the present research was to investigate the factor structure, validity and reliability indicators of the Vulnerable validity of the scale, the results indicated the existence of two factors. The results of the reliability indicator of the questionnaire also showed that the reliability coefficients for the dimensions of the questionnaire were acceptable. The results of the regression analysis showed that the vulnerable personality questionnaire had a good predictive validity for predicting postpartum depression. This finding is in line with the research of Boyce et al. (2001) and Dennis and Boyce (2004), who showed that this questionnaire contains two factors. The first dimension, the vulnerable personality, includes traits that are related to vulnerability; in particular, negative personality traits such as anxiety, worry, sensitivity, volatility, and obsession. People with different personality styles use specific coping strategies against the stresses of life, and as a result, have a certain level of health. Vulnerable personality style also provides the basis for postpartum depression by influencing stress coping strategies (Akman et al., 2007). In general, according to the findings of this research, it can be concluded that this questionnaire has sufficient validity and reliability to be applied in Iranian society. Its limitations include the age limit of mothers, the level of mothers' education and the selection of the type of delivery in the sample; therefore, one should be careful in generalizing the results to other groups. پرسشنامۀ سبک شخصیت آسیب‌پذیر، یک مقیاس خودگزارشی برای شناسایی زنان در معرض خطر افسردگی پس از زایمان به‌دلیل آسیب‌پذیری شخصیتی است؛ بنابراین، هدف پژوهش بررسی ساختار عاملی و شاخص‌های روایی و پایایی پرسشنامۀ شخصیت آسیب‌پذیر و تأثیر آن بر افسردگی در پس از زایمان زنان ایرانی بود. روش پژوهش مقطعی‌ـ‌توصیفی بود و جامعۀ آماری را کلیۀ زنان مبتلا به افسردگی پس از زایمان در شهر اصفهان تشکیل می‌داد که از بین آنها 300 نفر به‌صورت تصادفی‌ـ‌خوشه‌ای انتخاب شدند و به پرسشنامۀ سبک شخصیت آسیب‌پذیر و افسردگی پس از زایمان پاسخ دادند. نتایج تحلیل عاملی اکتشافی نشان داد که پرسشنامه از ساختار دوعاملی برخوردار است. ضریب آلفای کرونباخ دو بعد آسیب‌پذیری و سازمان‌یافتگی به‌ترتیب برابر با 87/0 و 705/0 به دست آمد. تحلیل رگرسیون سلسله‌مراتبی نشان داد که پس از کنترل متغیرهای جمعیت‌شناختی (سن و تحصیلات مادر، شغل پدر و درآمد خانواده)، شخصیت آسیب‌پذیر تأثیر معنی‌داری بر افسردگی پس از زایمان داشت (503/0= β، 001/0>p). به نظر می‌رسد پرسشنامۀ شخصیت آسیب‌پذیر از شاخص‌های روان‌سنجی مناسبی برخوردار است و می‌توان از این ابزار در پیش‌بینی افسردگی پس از زایمان در زنان و جلوگیری از عواقب منفی آن استفاده کرد.

https://cbs.ui.ac.ir/article_27311_f4aac497a72a2a2732906638381bdc85.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 12 2 2022 12 22 Effectiveness of Relationship-based Play-therapy on Behavioral Problems of Children with Hearing Impairment and Their mothers’ Resilience اثربخشی آموزش بازی‌درمانی مبتنی بر رابطه‌درمانی بر مشکلات رفتاری کودکان کم‌شنوا و تاب‌آوری مادران آنها 91 108 27363 10.22108/cbs.2023.135270.1692 FA مائده حسینی دانشجوی کارشناسی ارشد روان‌شناسی و آموزش افراد با نیازهای خاص، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران محمد عاشوری دانشیار، گروه روان‌شناسی و آموزش افراد با نیازهای خاص، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران Journal Article 2022 09 28 The purpose of the present study was to investigate the effectiveness of play-therapy which is based on relationship therapy on the behavioral problems of children who suffer from hearing loss and the resilience of their mothers. This research was applied in terms of purpose and quasi-experimental in terms of method. It had a quasi-experimental design with a pre-test, post-test and a control group. Thirty mothers were selected by convenience sampling method from the students with hearing loss in Isfahan. They were randomly assigned to experimental (n = 15) and control groups (n = 15). Play-therapy training was provided to the experimental group in 10 sessions of 90 minutes, while the control group did not receive any training until the end of the post-test phase. Participants were assessed using the Goodman Strengths and Difficulties Questionnaire (1997) and the Connor-Davidson Resilience Scale (2003). The obtained data were analyzed by univariate and multivariate analysis of covariance using SPSS 26 software. The findings indicated that play-therapy training had a positive and significant effect on behavioral problems. Some of its components, include emotional symptoms and desirable social behaviors in children who suffer from hearing loss (p < 0.01). Therefore, it can be concluded that the a play-therapy training program which is based on relationship therapy improves the behavioral problems of children who are suffering from hearing loss and this program can be used in special schools for students with hearing loss. Introduction Intra-family relationships affect children's social and emotional development and play an important role in preventing their behavioral problems (Ildiz & Ayhan, 2020). Behavioral problems in children who are suffering from hearing loss are often attributed to poor communication skills, low quality of parent-child relationships, parental behaviors, and lack of family dynamics (Fiorillo et al., 2017). On the other hand, the performance and behavior of parents with their children who are suffering from hearing loss affect children in different ways (Ashori, 2022). As a result, for such parents to obtain sufficient information and skills, they need a special training program (Porter & Edirippulige, 2007). For this reason, play-therapy trainings which are based on relationship therapy can be effective for such parents (Rodríguez et al., 2021). Play-therapy training which is based on relationship therapy is a type of intervention that is designed based on child-centered game-therapy and through knowledge of the principles of child development (Kim, 2021). This type of play-therapy is comparable to some psychological interventions such as parent-child interaction therapy (Ashori, 2018). In this program, parents gradually learn and use child-centered game-therapy skills (Bratton & Landreth, 2019). The goal of play-therapy based on relationship therapy is for parents to become an available, responsive, and cooperative personalities (Topham & VanFleet, 2011). Therefore, the present paper aimed to investigate the effectiveness of play therapy on the behavioral problems of children who are suffering from hearing loss and the resilience of their mothers. Method The present study used quasi-experimental design with pre-test, post-test and control group. The statistical population of the present study included all mothers of children who are suffering from hearing loss aging 7 to 11 in Isfahan. Participants were selected by convenience sampling method from the Shafagh and Alinaghian Deaf Schools in Isfahan. They were randomly assigned to experimental (n = 15) and control groups (n = 15). Both groups were assessed using the Goodman Strengths and Difficulties Questionnaire (1997) and the Connor-Davidson Resilience Scale (2003) in the pre-test phase. Play-therapy based on relationship therapy was provided to the experimental group in ten sessions (each session 90 minutes, and one session per week), while the control group did not receive any training until the end of the post-test phase. After the last session, the experimental and control groups responded to the same questionnaires as the post-test. Data analysis was done using SPSS 26. In fact, univariate and multivariate analyses of covariance were used to explore the change in behavioral problems of children who are suffering from hearing loss and the resilience of their mothers at pre and post-test stages. Results Univariate covariance analysis was used to investigate the effect of play-therapy training which is based on relationship therapy on the behavioral problems of children who are suffering from hearing loss, the results are reported in Table 1. Table 1. Univariate analysis of covariance of the total score of behavioral problems Source SS df MS F Sig. Eta2 Test power Pre-test 480.38 1 480.38 93.22 0.01 0.77 1.00 Group 71.92 1 71.92 16.41 0.01 0.37 0.97 Error 118.28 27 4.38 Total 11235.00 30 Based on the results of Table 1, play-therapy which is based on relationship therapy had a positive and significant effect on the post-test scores of behavioral problems of children who were suffering from hearing loss. According to the eta coefficient, it is stated that 37% of changes in behavioral problems come from play-therapy training based on relationship therapy. The results of multivariate covariance analysis showed that the intervention had a positive and significant effect on the post-test scores of the subscales of emotional symptoms and desirable social behaviors in children who were suffering from hearing loss (p < 0.01). Univariate covariance analysis was used to investigate the effect of play-therapy training based on relationship therapy on the resilience of the mothers of children who were suffering from hearing loss, the results of which are reported in Table 2. Table 2. Univariate analysis of covariance of resilience scores Source SS df MS F Sig. Eta2 Test power Pre-test 1210.15 1 1210.15 35.68 0.01 0.56 1.00 Group 285.14 1 285.14 8.40 0.01 0.23 0.79 Error 915.71 27 33/91 Total 33000.00 30 Based on the results of Table 2, the intervention had a positive and significant effect on post-test scores of the resilience of mothers (p < 0.01). According to the eta coefficient, it is stated that 23% of changes in resilience come from play-therapy training which is based on relationship therapy. Discussion The results showed that play-therapy training which is based on relationship therapy had a significant effect on improving the behavioral problems in children who are suffering from hearing loss and the resilience of their mothers. In training through play-therapy which was based on relationship therapy, parents are helped to reorganize their beliefs and focus only on the child's competence (Bratton & Landreth, 2019). On the other hand, considering that the family and school environment affect the type of access of children who are suffering from hearing loss (Tapia-Fuselier & Ray, 2019). Therefore, it seems natural that play-therapy method which is based on relationship therapy can affect the behavioral problems of children who are suffering from hearing loss and increase the resilience of their mothers. Among the limitations of the current study, we can mention the implementation of the study for mothers of children who are suffering from hearing loss and the lack of opportunity for a follow-up test. Therefore, it is better to be cautious in generalizing the results. It is suggested to investigate the effectiveness of play-therapy training which is based on relationship therapy for parents of children who are suffering from hearing loss at different ages and with different hearing levels. It is better to consider the follow-up stage in addition to the pre-test and post-test stages. In addition, it is suggested to investigate the effectiveness of play-therapy training which is based on relationship therapy on the behavioral problems of other children with special needs and the resilience of their parents. * هدف از پژوهش حاضر، بررسی اثربخشی آموزش بازی‌درمانی مبتنی بر رابطه‌درمانی بر مشکلات رفتاری کودکان کم‌شنوا و تاب‌آوری مادران آنها بود. این پژوهش ازنظر هدفْ کاربردی و ازنظر روشْ شبه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون با گروه کنترل بود. 30 نفر از مادران به‌روش نمونه‌گیری دردسترس از مدارس ناشنوای شهر اصفهان انتخاب و به‌طور تصادفی در یک گروه کنترل و یک گروه آزمایش 15نفری جایگزین شدند. آموزش بازی‌درمانی مبتنی بر رابطه‌درمانی در 10 جلسۀ 90دقیقه‌ای به گروه آزمایش ارائه شد؛ درحالی‌که گروه کنترل تا پایان مرحلۀ‌ پس‌آزمون هیچ آموزشی دریافت نکردند. آزمودنی‌ها با استفاده از پرسشنامه نقاط قوت و ضعف گودمن (1997) و مقیاس تاب‌آوری کانر‌ـ‌دیویدسون (2003) ارزیابی شدند. داده‌های به‌دست‌آمده با استفاده از روش تحلیل کوواریانس تک‌متغیری و چندمتغیری با استفاده از نرم‌افزار SPSS 26 تجزیه‌وتحلیل شد. یافته‌ها حاکی از آن بود که آموزش بازی‌درمانی مبتنی بر رابطه‌درمانی بر مشکلات رفتاری و برخی از مؤلفه‌های آن ازجمله علائم عاطفی و رفتارهای مطلوب اجتماعی در کودکان کم‌شنوا و تاب‌آوری مادران آنها تأثیر مثبت و معناداری داشت (01/0 > p)؛ بنابراین، می‌توان نتیجه گرفت که برنامۀ آموزش بازی‌درمانی مبتنی بر رابطه‌درمانی باعث بهبود مشکلات رفتاری کودکان کم‌شنوا و تاب‌آوری مادران آنها می‌شود و می‌توان از این برنامه در مدارس ویژۀ کودکان کم‌شنوا استفاده کرد.

https://cbs.ui.ac.ir/article_27363_2cf401038defba58e92ad28134ce6caa.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 12 2 2022 12 22 Psychometric properties of the Persian Version of the Thought Occurrence Questionnaire (cognitive Interference) for Sport بررسی ویژگی‌های روان‌سنجی نسخۀ فارسی پرسشنامۀ تفکرات پیش‌آمده (تداخل ‌شناختی) در ورزش 109 128 27438 10.22108/cbs.2023.133745.1651 FA فاطمه سلخی خسرقی کارشناس ارشد روانشناسی ورزشی، گروه رفتار حرکتی و روانشناسی ورزشی، دانشکده تربیت‌بدنی و علوم ورزشی، دانشگاه تبریز، تبریز، ایران سیدحجت زمانی ثانی دانشیار، گروه رفتار حرکتی و روانشناسی ورزشی، دانشکده تربیت‌بدنی و علوم ورزشی، دانشگاه تبریز، تبریز، ایران بهزاد بهزادنیا استادیار رفتارحرکتی و روانشناسی ورزشی، دانشکده تربیت‌بدنی و علوم ورزشی، دانشگاه تبریز، تبریز، ایران Journal Article 2022 05 30 Cognitive interference means disturbing thoughts experienced by athletes while performing tasks, which damaged their performance. Due to the importance of the subject, the present study aimed to investigate the psychometric properties of the Persian version of the Cognitive Interference Questionnaire in Sports. The population consisted of Iranian athletes who had the experience of participating in sports competitions in 2021. A number of 207 athletes were selected in clusters and completed the mindfulness and cognitive interference questionnaires in sports. To examine psychometric properties, construct validity and convergent validity were investigated by exploratory factor analysis through calculating the correlation of the cognitive interference scale with the sports mindfulness scale. To measure reliability, Cronbach's alpha coefficient was used. The findings showed that the thought of escape, situation-irrelevant thoughts, and performance worries explain 59.08% of the relevant variance. The results also manifested that the significant correlation between the scales of sports mindfulness and cognitive interference indicated the convergent validity of the construct. Cronbach's alpha coefficients of the whole questionnaire and sub-scales: thoughts of escape, situation-irrelevant thoughts, and performance worries confirmed the internal reliability of the scale. The confirmatory factor analysis results (CFI=0.96 and NFI=0.93) also indicated the appropriate fit of the structure. According to the findings, the cognitive interference questionnaire in sports had acceptable validity and reliability among Iranian athletes. Sports coaches, psychologists, and researchers can use this tool in their research. Introduction Over the years, sport psychology studies have emphasized the importance of using a cognitive approach for understanding and enhancing athletic performance (Hanton & Jones, 1999; Hill, 2001; Strean & Roberts, 1992). Researchers conclude that athletes' cognitive activity during exercise has a significant effect on their performance. According to studies, athletes' concentration processes have a vital role in their performance (Hill et al., 2019; Moran, 2012; Vast et al., 2010). In the sports field, Cognitive psychology studies show the debilitating effects of irregular thoughts before and during competition (Gould et al., 1993; Sarason et al., 2014). The disturbing thoughts that people experience during competition are called cognitive interference. Sarason et al. (1990) describe cognitive interference as task-irrelevant thoughts, preoccupied thinking, and performance worries that disturb attention from the desired task. Cognitive interference is one of the factors that cause attention distraction and loss of concentration in the athlete. It uses cognitive sources and distracts attention from task signs. Hatzigeorgiadis et al. (2000) Have developed a tool for measuring athletes' cognitive interference: Thought Occurrence Questionnaire for Sport (TOQS). It involves three types of thoughts: Situation-Irrelevant Thoughts, Performance Worries, and Thoughts of Escape. Thought Occurrence Questionnaire for Sport is a valid scale used to measure an athlete's cognitive interference. In the present study, we examined the psychometric properties and factors structure of the Persian version of Thought Occurrence Questionnaire for Sport. Method The method of this study is correlational. The participants were 207 athletes over 18 years who participated in sports competitions in recent years. About 51.7% of members compete on a high level. They were randomly selected and, the essential information was given to the participants. After preparing a valid Persian translation of the original questionnaire (TOQS), it was sent to the athletes. Athletes were asked to complete TOQS and Mindfulness Inventory for Sport (MIS) online questionnaires. Thought Occurrence Questionnaire for Sport has 17 items rated on a 7- points Likert scale from 1= never to 7= very often, while Mindfulness Inventory for Sport has 15 items rated on a 6- points Likert scale from 1= rarely to 6= every time. For data analysis in this study, descriptive and inferential statistical methods including exploratory factor analysis, Pearson correlation coefficient, and Cronbach's alpha were used by SPSS software version 23 and LISREL version 8.80. Results KMO and Bartlett's Test was used for confirming sample size and, the sample size was found appropriate. The results of exploratory factor analysis show that all three subscales of the questionnaire predict 59.08% of the variance. According to the consequences of the Rotated Component Matrix, the Thought Occurrence Questionnaire for Sport, among Iranian athletes, as in the original version, includes three factors: Situation-Irrelevant Thoughts, Performance Worries, and Thoughts of Escape. Cronbach's alpha coefficient of the whole questionnaire and subscales have an acceptable internal reliability. A significant correlation between the subscales of the Sports Mindfulness Inventory for Sport and the subscales of the present questionnaire shows the convergent validity of the Persian Cognitive Interference Questionnaire. Findings show that the Persian version of the Thought Occurrence Questionnaire for Sport has a good validity in Iranian sample. Conclusion Results show that the Persian version of TOQS has an acceptable exploratory factor analysis impact, like the original scale, each subscale was identifiable through the same questions (Situation-Irrelevant Thoughts with 5-items, Performance Worries with 6-items, and Thoughts of Escape with 6-item). Also, Cronbach's alpha results confirmed that the questionnaire has good internal consistency. Our findings were in line with other studies (Hatzigeorgiadis & Biddle, 2000; Lane et al., 2005; Röthlin et al., 2016). According to the present research, we can say that the applied questionnaire has good psychometric properties and is proper for use by athletes, coaches and, sports researchers. Also, future studies can investigate which conditions cause cognitive interference and whether experiencing such thoughts is voluntary. Further, researchers can use this questionnaire to check the link between athletes' mental processes during competition via other psychological criteria. تداخل شناختی یعنی افکار مزاحمی که ورزشکاران حین انجام تکلیف تجربه می‌کنند، در عملکردشان اثر منفی دارند. باتوجه‌به اهمیت موضوع، پژوهش حاضر با هدف بررسی ویژگی‌های روان‌سنجی نسخۀ فارسی پرسشنامۀ تداخل شناختی در ورزش انجام شد. جامعۀ پژوهش حاضر ورزشکاران ایرانی بودند که در یک سال اخیر (1400) تجربۀ شرکت در مسابقات ورزشی را داشتند که 207 ورزشکار به‌صورت خوشه‌ای انتخاب شدند و پرسشنامه‌های ذهن‌آگاهی ورزشی و تداخل شناختی در ورزش را تکمیل کردند. به‌منظور بررسی ویژگی‌های روان‌سنجی، روایی سازه با کمک تحلیل عاملی اکتشافی و روایی همگرا ازطریق محاسبۀ همبستگی مقیاس تداخل شناختی با مقیاس ذهن‌آگاهی ورزشی بررسی شد. همچنین، به‌منظور سنجش پایایی ضریب آلفای کرونباخ محاسبه شد. یافته‌ها نشان داد که سه عامل افکار فرار، افکار بی‌ربط به موقعیت، نگرانی‌های عملکرد 08/59درصد واریانس مربوطه را تبیین می‌کنند و همبستگی معنادار بین مقیاس‌های ذهن‌آگاهی ورزشی و تداخل شناختی بیانگر روایی همگرای سازه بود. ضرایب آلفای کرونباخ کل پرسشنامه (92/0) و خرده‌مقیاس‌ها شامل افکار فرار (85/0)، افکار بی‌ربط به موقعیت (82/۰) و نگرانی‌های عملکرد (80/۰) پایایی درونی مقیاس را تأیید کردند. نتایج تحلیل عامل تأییدی (96/0=CFI و 93/0=NFI) نیز نشان‌دهندۀ برازش مناسب سازه بودند. باتوجه‌به یافته‌ها پرسشنامۀ تداخل شناختی در ورزش از روایی و پایایی قابل‌قبولی در میان ورزشکاران ایرانی برخوردار بود و مربیان، روان‌شناسان و پژوهشگران در حوزۀ ورزش می‌توانند از این ابزار در پژوهش‌های خود استفاده کنند.

https://cbs.ui.ac.ir/article_27438_8ab53904f0bd78937bebf953f8082291.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 12 2 2022 12 22 Predicting the sustainable career development based on Life Project Reflexivity and the career adaptability پیش‌بینی رشد مسیر شغلی پایدار براساس تأمل بر پروژه زندگی و انطباق‌پذیری مسیر شغلی 129 142 27422 10.22108/cbs.2023.136352.1715 FA مرضیه ملکیها استادیار، گروه مشاوره، دانشکده علوم انسانی، دانشگاه حضرت معصومه(س)، قم، ایران فرشید اصلانی استادیار، گروه مدیریت دولتی، دانشکده مدیریت، دانشگاه پیام نور ، تهران، ایران Journal Article 2023 01 13 Based on the life design paradigm, career construction adaptation model, and recent directions from the perspective of career guidance, the present study was conducted with the aim of predicting the sustainable career development among students.The current study was a descriptive-survey which used regression analysis method. The statistical population included all bachelor and master degrees of female students at Hazrat-e Masoumeh University in 2021. From this community, 260 students volunteered to participate in research. Data were collected using demographic characteristics questionnaire, sustainable career development scale (Argyropoulou, 2021), life project reflexivity scale (Argyropoulou et al., 2020) & career adaptability scale (Savickas & Profeli, 2012). The data were analyzed and calculated using descriptive (mean and standard deviation) and inferential statistics (correlation coefficient and regression analysis) and SPSS software. The results showed that there is a positive and significant correlation between the sustainable career development and its dimensions, life project reflexivity and its dimensions, and the career adaptability (p<0/05). Also, life project reflexivity and career adaptability (as predictor variables) describe 0.659 and 0.342 of the variances of the sustainable career development (as the predictor variable) (p<0/05). With attention to the constant changing structure of career systems, it is important to achieve sustainable career development. According to the findings obtained in this study, life project reflexivity and the career adaptability predict sustainable career development. Therefore, based on life project reflexivity and the career adaptability, people can be guided to achieve the sustainable career development. Introduction Entering university is the beginning of a new stage in people's career. One of the most important tasks of career development in this period is the clarification of career goals, commitment to the chosen career, and getting ready to take a job position. Therefore, it is important to understand students' abilities to face challenges (Koen & et al., 2012). Career adaptability is one of the competencies that help people to effectively deal with these challenges (Savickas, 2013) and as a “psychological construct that includes the individual's resources to deal with current or anticipated tasks, transitions, and traumas may occur to an individual during a career” (Savickas and Porfeli, 2012, p. 662). This psychological structure has four dimensions of concern (having a positive and forward-looking view of the career), curiosity (searching for the necessary resources in line with the concern and establishing a balance between oneself and the environment in line with the concern), control (being responsible for building one's career) and confidence (a person's belief in his abilities to achieve career goals and manage them) (Ginvera et al., 2021). Due to the importance of the role of career adaptability during the life span, some studies have investigated the antecedents and consequences of career adaptability (Hamzeh et al., 2021; Bo et al., 2021; Meg Nano et al., 2021; Leung et al., 2021; Li et al., 2021). Method The current study was a descriptive-survey which used regression analysis method. The statistical population included all bachelor and master degrees of female students at Hazrat-e Masoumeh University in 2021. From this community, 260 students volunteered to participate in research. Data were collected using demographic characteristics questionnaire, sustainable career development scale (Argyropoulou, 2021), life project reflexivity scale (Argyropoulou et al., 2020) & career adaptability scale (Savickas & Profeli, 2012). Demographic questionnaire, Sustainable Career Development Scale (SCDS( (Argyropoulou, 2021; Mouratoglou et al., 2022), Life Project Reflexivity Scale (LPRS( (Di Fabio et al., 2019) & Career Adaptability Scale (CAAS) (Savickas & Profeli, 2012) have been used to collect data. Results Based on the results obtained from Table 2, all the correlation coefficients calculated between sustainable career development and its dimensions, life project reflexivity and its dimensions, and career adaptability are significant. The obtained positive coefficients shows that there is a positive and significant relationship between sustainable career development, life project reflexivity and career adaptability (p<0.01). In Table 3, the F value obtained from the assessment of the regression model was 39.308, which is significant at the alpha level of less than 0.01. This, shows that the sustainable career development can well explain the life project reflexivity. In Table 4, F value obtained from assessment of the regression model was 52.460, which was significant at the alpha level of less than 0.01. This, shows that the career adaptability can well explain the changes related to the sustainable career development. The adjusted R square value was equal to 0.342, which shows that the career adaptability explains 0.342 of the sustainable career development. Conclusion Reflection causes the dimensions of career adaptability to be formed based on the meaning of life, which is a factor that improves the level of sustainable career development. براساس پارادایم طرح‌ریزی زندگی، سازه‌گرایی مسیر شغلی و الگوی انطباق‌پذیری و جهات اخیر در چشم‌انداز راهنمایی مسیر شغلی، پژوهش حاضر با هدف پیش‌بینی رشد مسیر شغلی پایدار براساس تأمل بر پروژۀ زندگی و انطباق‌پذیری مسیر شغلی دانشجویان انجام شد. پژوهش حاضر از نوع توصیفی‌ـ‌پیمایشی با استفاده از روش تحلیل رگرسیون بود. جامعۀ آماری شامل کلیۀ دانشجویان دختر مقطع کارشناسی و کارشناسی ارشد دانشگاه حضرت معصومه(س) در سال تحصیلی ۱۴۰۱-۱۴۰۰ بود. از این جامعه تعداد 260 نفر از دانشجویان داوطلب شرکت در پژوهش بودند. در این پژوهش داده‌ها با استفاده از پرسشنامۀ ویژگی‌های دموگرافیک، مقیاس رشد مسیر شغلی پایدار (آرگولوپولو، 2021)، مقیاس تأمل‌پذیری بر پروژۀ زندگی (آرگولوپولو و همکاران، 2020) و مقیاس انطباق‌پذیری مسیر شغلی (ساویکاس و پروفیلی، 2012) جمع‌آوری شد. داده‌ها با استفاده از نرم‌افزار آماری اس.پی.اس.اس نسخۀ 25 و با روش تحلیل رگرسیون تحلیل شد. در این پژوهش همۀ موارد اخلاقی رعایت شده است. نتایج نشان داد که بین رشد مسیر شغلی پایدار و ابعاد آن، تأمل‌پذیری بر پروژۀ زندگی و ابعاد آن و انطباق‌پذیری مسیر شغلی همبستگی مثبت و معناداری وجود دارد. همچنین، تأمل‌پذیری بر پروژۀ زندگی و انطباق‌پذیری مسیر شغلی به‌ترتیب 659/0 و 342/0 از واریانس رشد مسیر شغلی پایدار را توصیف می‌کند. با‌توجه‌به ساختار دائماً درحال‌تغییر سیستم‌های مسیر شغلی، دست‌یابی به رشد مسیر شغلی پایدار حائز اهمیت است. مطابق با یافته‌های به‌دست‌آمده در این مطالعه، تأمل‌پذیری بر پروژۀ زندگی و انطباق‌پذیری مسیر شغلی پیش‌بینی‌کنندۀ رشد مسیر شغلی پایدار است؛ بنابراین، براساس تأمل‌پذیری بر پروژۀ زندگی و انطباق‌پذیری مسیر شغلی می‌توان افراد را در رسیدن به رشد مسیر شغلی پایدار هدایت کرد.

https://cbs.ui.ac.ir/article_27422_4c257028e2f870c5bf48a7c31c124399.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 12 2 2022 12 22 Explaining Academic Emotions Based on Academic Support and Achievement Goal Orientation: The Mediating Role of Academic Self-regulation تبیین هیجان‌های تحصیلی براساس حمایت تحصیلی و جهت‌گیری هدف پیشرفت: نقش واسطه‌گری خودتنظیمی تحصیلی 143 168 27454 10.22108/cbs.2023.135435.1698 FA سید عدنان حسینی استادیار، گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران بهرام ملکی استادیار، گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران Journal Article 2022 10 20 The main purpose of this study was to explain the academic emotions based on academic support and achievement goal orientation through the mediating role of academic self-regulation. The research method was correlational of structural equations modeling type. The statistical population included all male and female students of junior high schools in Sanandaj in the academic year of 2021-2022, from which 390 students were selected by multi-stage cluster sampling method. They answered the Academic Emotions questionnaire, Academic Support questionnaire, Achievement Goal orientation questionnaire and Academic self-regulation questionnaire. The data were analyzed with the structural equations modeling via SPSS-21 and AMOS-21 softwares. The findings corroborated the good fitness of the model with research data. According to the findings, the direct paths from the academic support, mastery and performance orientation to positive and negative academic emotions were significant (P <0.01). Also, the indirect paths from the academic support, mastery orientation and functional orientation through the academic self-regulation to positive and negative academic emotions were significant (P <0.01). In conclusion, the academic self-regulation can play a mediating role in the relationship between academic support and achievement goal orientation with positive and negative academic emotions in students. Introduction Academic emotions are pleasant and unpleasant emotions that learners perceive as an important part of their daily experiences in learning contexts. They are directly tied to activities or academic achievement outcomes, (Tang et al., 2021). Today, educational psychologists have accepted that students experience a range of positive and negative emotions related to learning and academic achievement as a part of their identity in educational environment. Based on the "control-value" approach of the academic emotions (Pekrun, 2006), emotions in educational situations are mediated by a number of cognitive and motivational mechanisms and classified at the two levels of "personal " and "social " antecedents. At personal level, control appraisal and value appraisal are the most important determinants of individual emotional experiences. Based on this model, the social antecedents of emotions including various social environments around the student, such as the family and the classroom stimulate emotions. Emotions in turn, affect learning and academic success. Accordingly, one of the important social antecedents of these emotions is the level of academic support from the learner which can be done through the four main sources of father, mother, teacher and peers in various aspects of emotional, instrumental and cognitive support (Won & L-Yu, 2018). Previous studies have also shown that emotional support for the student is significantly related to improving the experience of positive emotions such as enjoyment and reducing the experience of negative emotions such as anxiety in the classroom (Choe, 2020). In addition, according to the theory of control-value, academic emotions can be influenced by several intra-personal antecedents, one of which is achievement goal orientation. According to goal orientation theory, students usually respond to situations in three basic ways: 1) mastery goal orientation, 2) functional goal orientation, and 3) avoidance goal orientation. The empirical literature shows a significant relationship between the achievement goal orientation and academic emotions (Elliot & McGregor, 2001). Finally, another important variable related to the experience of academic emotions is academic self –regulation that based on the academic self -regulating model (pintrich & DeGroot, 1990; Zimmeman, 2008) includes the conscious usage of cognitive and metacognitive strategies, guidance of mental processes, and monitoring and regulating behavior, all in order to achieve the learning goals and acceptance of learning responsibility (Choe, 2020). According to the value-control model, academic self-regulation is one of the subsequent variables of academic emotions. However, it seems that the relationship between academic emotions and academic self -regulation can be two-sided. That is, different levels of academic self -regulation are able to predict the experience of positive and negative academic emotions in educational environments (Ahmed et al., 2013). No studies have been conducted on the role of academic self -regulation in relation to positive and negative academic emotions so far. Therefore, conducting the present study can help fill the existing research gap. Thus, the purpose of this study was to investigate the mediating role of academic self -regulation in the relationship between academic support and the achievement goal orientation with positive and negative emotions in students. Method The research method was correlational structural equations modeling type. The statistical population included all male and female students of junior high schools in Sanandaj in the academic year of 2021-2022, from which 390 students were selected through multi-stage cluster sampling method. They answered the research tools including Academic Emotions questionnaire, Academic Support questionnaire; Achievement goal orientation questionnaire and Academic self-regulation questionnaire. To describe the statistical data, Pearson Correlation Coefficient was calculated through using Spss-21. To determine the fit of the studied model, structural equation modeling method was used through AMOS-21. Findings According to the findings, the direct paths of academic support and achievement goal orientation for positive and negative emotions, as well as academic support and achievement goal orientation to academic self -regulation were significant (P <0.01). However, in the indirect paths, the results showed that academic support through academic self-regulation has an indirect and positive effect on positive emotions and has an indirect and negative effect on negative emotions of students. Another finding showed that the mastery achievement goal orientation through academic self-regulation has an indirect and positive effect on positive emotions and has an indirect and negative influence on negative emotions of students (P <0.01). Conclusion In line with the explanation of the main findings and based on the control-value theory, self-regulated learners use cognitive and metacognitive skills and learning strategies. Also, they have the ability to self-review, self-react and self-correct (Garcia et al., 2018). Furthermore, they apply internal motivational sources for a higher control appraisal of the learning situation, with a more positive perception of the provided educational support and will make more effective use of these support situations, which can result in experiencing more positive emotions and reducing negative emotions during learning. In addition, higher levels of self-regulation and specifically the use of more metacognitive strategies and focusing on the intrinsic and positive values of academic activities (Shahabi et al., 2021) can indirectly improve their emotional state in classroom by strengthening the mastery goal orientations in learners. The most important limitation of the present study was that the sample was limited to the students of junior high schools in Sanandaj. Based on results, it is suggested that the officials of the education system, in addition to paying serious attention to the emotional aspect of educational environments, provide more effective training to strengthen the emotional, instrumental and cognitive support of students so that they can have more tendency to acquire a mastery goal orientation, increase self-regulation and strengthen their positive academic emotions. It is suggested that other cognitive and environmental factors affecting academic emotions, including the moderating role of the gender variable be investigated. Also, the effectiveness of academic self-regulation training on students' emotions in different learning situations could be studied by future studies. هدف اساسی پژوهش حاضر، تبیین هیجان‌های تحصیلی براساس حمایت تحصیلی و جهت‌گیری هدف پیشرفت با نقش واسطه‌گری خودتنظیمی تحصیلی بود. روش پژوهش همبستگی از نوع مدل‌یابی معادلات ساختاری بود. ﺟﺎمعۀ آﻣﺎری ﺷﺎﻣﻞ کلیۀ دانش‌آموزان دختر و پسر دورۀ اول متوسطۀ شهر سنندج در سال تحصیلی ۱۴۰۱-۱۴۰۰ بودند که از میان آنها تعداد 390 نفر، با استفاده از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند و به ابزارهای پژوهش شامل پرسشنامۀ هیجان‌های تحصیلی، پرسشنامۀ حمایت تحصیلی، پرسشنامۀ جهت‌گیری هدف پیشرفت و پرسشنامۀ خودتنظیمی تحصیلی پاسخ دادند. تجزیه‌وتحلیل داده‌ها با استفاده از روش مدل‌یابی معادلات ساختاری ازطریق نرم‌افزار Spss-21 و Amos-21 انجام شد. نتایج تحلیل نشان داد که مدل با داده‌های پژوهش برازش مناسبی دارد. باتوجه‌به یافته‌ها، مسیرهای مستقیم حمایت تحصیلی، جهت‌گیری تسلطی و عملکردی به هیجان‌های مثبت و منفی تحصیلی معنادار (01/0>P) بود. همچنین، مسیرهای غیرمستقیم حمایت تحصیلی، جهت‌گیری تسلطی و جهت‌گیری عملکردی ازطریق خودتنظیمی تحصیلی به هیجان‌های مثبت و منفی تحصیلی در دانش‌آموزان معنا‌دار (01/0>P) بود. براساس این نتایج، خودتنظیمی تحصیلی می‌تواند در رابطۀ بین حمایت تحصیلی و جهت‌گیری هدف پیشرفت با هیجان‌های تحصیلی مثبت و منفی در دانش‌آموزان نقش میانجی داشته باشد.

https://cbs.ui.ac.ir/article_27454_ca9d4db7796974df1516f7f07364ea73.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 12 2 2022 12 22 Identification and validation of anxiety symptoms in the family drawing test of children aged 4 to 6 years شناسایی و اعتباریابی نشانه‌های اضطراب در آزمون نقاشی خانوادۀ کودکان 4 تا 6 سال 169 186 27355 10.22108/cbs.2023.135373.1696 FA نیره ایلیات کارشناسی ارشد روان‌شناسی تربیتی، گروه روان‌شناسی، دانشکده علوم انسانی، دانشگاه کاشان، ایران مسعود کیانی استادیار روان‌شناسی تربیتی، گروه روان‌شناسی، دانشکده علوم انسانی، دانشگاه کاشان، ایران Journal Article 2022 10 16 The purpose of this study was to identify and validate anxiety symptoms in the family drawing test of 4–6-year-old children. In this study, content analysis and post-event research method were used. The statistical population included children of 4-6 years old from kindergartens in Kashan city. To select a sample, the cluster sampling method was used. In order to screen children with anxiety, a total of 128 parents completed the parent version of the Spence Preschool Anxiety Test. Thirty-nine children with anxiety were randomly assigned to the experimental group and 39 children without anxiety symptoms were randomly assigned to the control group. At the first stage of the research, based on the theoretical review of literature and the opinion of experts, a total of 34 signs of anxiety in children's drawings were grouped in two categories: the general structure of the drawing (20 signs) and the drawing of a person (14 signs). At the second stage, the family drawing test was taken from children of both the experimental and control groups, and the drawn pictures were analyzed using the checklist made by the researcher to assess the symptoms of anxiety. The findings of the study showed that in the family drawings drawn by children, between the experimental group (children with anxiety) and the control group (children without anxiety), there was a difference in meaning in 16 signs in the general structure of the drawing and 13 signs in the drawing of a person. The results of this study show that children's drawings can be used as a tool to screen children's anxiety along with other diagnostic methods and tools. Introduction Anxiety disorder is known as one of the common problems in childhood which hinders children's ability to behave normally (Azham & Janon, 2021). Painting as a projection tool can give psychologists information about children’s inner and outer world and their understanding of their families (Goldner et al., 2015). The family drawing test is a tool for measuring cognitive-emotional development, mental health and children's understanding of their family relationships (Biasi et al., 2015). In numerous studies, signs of anxiety in children 's paintings have been discussed. Some signs of anxiety in children's painting include shading, frequent erasing, increasing the size, ignoring details, distorting, simplifying the head and simplifying the body (Handler & Reyher, 2010). The purpose of the present study was to investigate the signs of anxiety in the drawings of children with anxiety based on the family drawing test and to answer the following questions: (1) according to the existing theoretical and research literature, what signs of anxiety are identified in the drawings of children with anxiety? (2) which signs of anxiety in the family painting test of children with anxiety (experimental group) in comparison with children without anxiety (control group) are valid and can be used as criteria for their screening? Method The present research analyzes the signs of anxiety in children's family drawings through content analysis. The statistical population of this research included all children between four to six years in kindergartens in Kashan. Cluster sampling method was used to select the sample and a total of 128 children from five kindergartens in Kashan were included in sample. After completing the Spence Preschool Children's Anxiety Questionnaire in the screening phase, 39 children with anxiety were randomly assigned to the experimental group and 39 children without anxiety were randomly assigned to control group, and the children of both experimental and control groups were asked to draw their families. In this study, three different tools were used to collect information. Anxiety Questionnaire for Preschool Children Parent Version SCAS which has 28 questions and 5 components evaluates anxiety (Spence et al., 2001). The results of the validity check of this tool have indicated favorable level of validity (Edwards et al., 2010). The reliability of this tool was estimated using Cronbach's alpha coefficient. The next research tool is the family drawing test FDT was first developed by Doppel (1931) and Wolff (1942); But after that, it was compiled more completely by Hales (1951) ,(as cited in Salehi, Oliyayi , and Bahrami, 2010) .Various studies have been conducted on the reliability and validity of the family drawing test. To make this checklist, while reviewing the articles available inside and outside the country, the opinions of 5 professors in the field of psychology were used. Finally, totally 34 signs of anxiety were identified in children's drawings. In order to analyze the data, descriptive indices and chi-square test were used to check the significance of the difference for the frequency of anxiety symptoms in the two experimental groups and the control group. Findings In the screening stage, using the parents' version of the preschool children's anxiety questionnaire, the average scores of the experimental group were higher than the average scores of the control group in all components of anxiety. All the children in the experimental group were diagnosed with anxiety based on the Spence scale, and the score of the children in the control group was lower than the cut-off point, and as a result, it was at the non-anxiety level. Table 1. Observed Frequency, Percentage and Chi-Square Test of Anxiety Symptoms in Family Painting of Two Experimental and Control Groups Variables group observed frequency Frequency Chi square The significance level shading Experiment 28 79.71 46.68 **0.00 Control 0 0 Delete a lot Experiment 3 7.69 3.12 0.07 Control 0 0 Increase in size Experiment 13 33.33 15.6 **0.00 Control 1 56.2 increase pressure Experiment 31 79.48 51.44 **0.00 Control 1 2.56 delete Experiment 18 15.46 20.109 **0.00 Control 2 5.12 Loss of details Experiment 14 35.89 7.22 **0.00 Control 5 12.82 to distort Experiment 3 7.69 3.12 0.07 Control 0 0 Simplification Experiment 30 76.92 48.75 **0.00 Control 1 2.56 Discontinuity of lines Experiment 4 10.25 4.21 *0.04 Control 1 2.56 No drawing Experiment 0 0 --- ---- Control 0 0 Light or bold line Experiment 30 76.92 48.75 **0.00 Control 1 2.56 small size Experiment 22 56.41 30.64 **0.00 Control 0 0 Failure to complete the painting Experiment 1 2.56 1.1 0.31 Control 0 0 Delete Experiment 11 28.2 12.8 **0.00 Control 1 2.56 Few elements Experiment 14 35.89 13.94 **0.00 Control 2 5.12 Painting at the bottom of the page Experiment 15 38.46 18.58 **0.00 Control 0 0 Painting on the edge of the page Experiment 7 18.42 7.69 0.006 Control 0 0 Self-depreciation Experiment 28 71.79 43.68 **0.00 Control 1 2.56 Use of color Dark ones Experiment 16 41.02 20.19 **0.00 Control 1 2.56 Add details Experiment 34 87.17 11.01 **0.00 Control 22 56.41 * P < 0.05 ** P < 0.01 According to the data in Table (1), there was a significant difference between the two experimental and control groups in terms of the frequency of all the identified signs of anxiety in children's drawings, except for the four signs of erasing a lot, distorting, not drawing, and not completing the drawing. Table 2. Frequency of Observation, Frequency Percentage and Chi-Square Test of Anxiety Symptoms in the Drawing of People in Two Experimental and Control Groups Variables group observed frequency Frequency Chi square The significance level little man Experiment 24 61.53 34.66 **0.00 Control 0 0 No trunk and parts Experiment 9 23.07 10.17 **0.00 Control 0 0 Small and unstable legs Experiment 27 69.23 41.29 **0.00 Control 0 0 The mouth is linear Experiment 33 84.61 57.2 **0.00 Control 0 0 Emphasis on the eyes Experiment 14 89.35 17.06 **0.00 Control 0 0 Remove the eyes Experiment 1 2.56 1.01 0.31 Control 0 0 big head Experiment 20 51.28 26.89 **0.00 Control 0 0 Inflexible arms Experiment 19 48.71 16.2 **0.00 Control 3 7.69 Removal of body parts Experiment 38 97.43 74.1 **0.00 Control 0 0 Face shading Experiment 20 51.28 26.89 **0.00 Control 0 0 angry face Experiment 9 23.07 10.17 **0.00 Control 0 0 Transparency Experiment 21 53.84 20.1 **0.00 Control 1 2.56 Removal of body parts Experiment 36 92.3 66.58 **0.00 Control 0 0 thin people Experiment 23 58.97 18.051 **0.00 Control 5 12.82 ** P < 0.01 In table (2), there was a significant difference between the two study and control groups in terms of the frequency of all the desired signs except for the removal of the eyes. Discussion At the first stage of the study, the signs of anxiety in children's drawings were identified by reviewing the theoretical literature and experts' opinions . This list included 34 signs, including two parts of the overall structure of the painting (20signs) and drawing signs in people's paintings (14 signs). At the second stage of the study, the symptoms of anxiety in the family painting test of children with anxiety (experimental group) and children without anxiety (control group) were compared. The results showed that in total there is a significant difference in 16 signs in the general structure of the painting (Table1) and 13 signs in the painting of people (Table 2) between the two experimental group and the control group, and these signs can be used as a criterion for screening. Gray used distressed children in their family paintings. Considering the importance of identifying and screening children with anxiety disorders, it is suggested to pay more attention to these signs in children's family drawings. Among the limitations of the present study can be the limited size of the research sample and the selection of only kindergarten children of Kashan. Therefore, caution should be observed in generalizing the results. Finally, it is suggested that the validity of the signs of anxiety in the drawing of children's family should be analyzed and investigated in the drawing of other groups of children from different statistical samples, so that the signs can be identified more accurately. هدف از این مطالعه شناسایی و اعتباریابی نشانه‌های اضطراب در آزمون نقاشی خانوادۀ کودکان 4 تا 6ساله بود. در این پژوهش از روش‌های پژوهش تحلیل محتوا و پس‌رویدادی استفاده شد. جامعۀ آماری شامل کودکان 4 تا 6سالۀ مهدکودک‌های شهر کاشان بود. برای انتخاب نمونه از روش نمونه‌گیری خوشه‌ای استفاده شد. برای غربال‌گری کودکان مضطرب درمجموع والدین 128 کودک 4 تا 6ساله آزمون اضطراب پیش‌دبستانی اسپنس نسخۀ والد را تکمیل کردند. از بین کودکان مبتلا به اضطراب 39 نفر در گروه مطالعه و از میان کودکان بدون نشانه‌های اضطرابی 39 نفر در گروه گواه به‌صورت تصادفی گمارش شدند. در مرحلۀ اول پژوهش، براساس بررسی پیشینۀ نظری و پژوهشی و نظر متخصصان، درمجموع 34 نشانه اضطراب در نقاشی کودکان در دو مقولۀ ساختار کلی نقاشی (20 نشانه) و ترسیم آدم (14 نشانه) شناسایی شد. در مرحلۀ دوم از کودکان هر دو گروه آزمایش و گواه آزمون نقاشی خانواده گرفته شد و نقاشی‌های ترسیم‌شده با استفاده از چک‌لیست پژوهشگرساختۀ ارزیابی علائم اضطراب بررسی شد. یافته‌های پژوهش نشان داد که در نقاشی کودکان از خانواده بین دو گروه مطالعه (کودکان مضطرب) و گواه (کودکان بدون اضطراب) در 16 نشانه در ساختار کلی نقاشی و 13 نشانه در ترسیم آدم تفاوت معنی‌داری وجود دارد. نتایج این پژوهش بیان می‌کند که می‌توان از نقاشی کودکان در کنار سایر روش‌ها و ابزارهای تشخیصی به‌عنوان ابزاری برای غربال‌گری اضطراب کودک استفاده کرد.

https://cbs.ui.ac.ir/article_27355_59ffee2fa202ce51b82b0c063fbde1da.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 12 2 2022 12 22 Principles of Double Effect and Personal Contact: Intuitive Mechanisms of Moral Decision Making اصول اثر دوگانه و تماس شخصی: سازوکارهای شهودی تصمیم‌گیری اخلاقی 187 210 27527 10.22108/cbs.2023.135790.1707 FA عادل بذرام کارشناس ارشد روانشناسی عمومی. دانشکده روان شناسی و علوم تربیتی. دانشگاه علامه طباطبائی. تهران. ایران مهدی خانجانی استادیار. عضو هیئت علمی گروه روانشناسی بالینی و عمومی. دانشکده روانشناسی و علوم تربیتی. دانشگاه علامه طباطبائی. تهران. ایران آراد حصاری دانشجوی کارشناسی ارشد روان شناسی عمومی. دانشکده روان شناسی و علوم تربیتی. دانشگاه علامه طباطبائی. تهران. ایران Journal Article 2022 11 27 The aim of the current research was to investigate the mental mechanisms of decision-making in moral dilemmas. The objectives of this study were: (1) to see the effect of the ethical principles of double effect and personal contact on the participants’ decision-making, (2) the relationship of immediate emotions with ethical decision-making, and (3) to examine the level of people's awareness of the underlying principles of their ethical decisions under time constraints. Mixed-methods design was used in this study. Research instruments included three scenarios adapted from similar studies. The statistical population included students active in virtual networks of national universities in Tehran. A number of 129 subjects were selected using convenience sampling. For statistical analysis, variance test analysis, Tukey's post hoc test, and Pearson's correlation coefficient were utilized. The research results showed the significant effect of both mentioned principles on the participants’ ethical decision making (p<0.001). Also, there was a positive correlation (p<0.01) between the degree of moral acceptability and the pleasant emotion about the moral events that occurred in the scenarios under time constraints. From the findings, it can be concluded that ethical decision-making depends on a dual system: 1- an intuitive, automatic, immediate, universal and emotion-based system, which is a function of fundamental mental mechanisms, and 2- a logical system, which is the result of conscious thinking and creates justifications for immediate moral decisions. Introduction In recent years, Social Intuitionist Model of Moral Judgment has been proposed based on the evolutionary perspective. According to this approach, people first make decisions intuitively and then provide reasons for their decision and in many cases, they experience Moral Dumbfounding (Haidt, 2001; Haidt, 2007). In this regard, studies using Trolley Dilemma were conducted in different cultures in order to examine the three ethical principles of " action or action-inaction or action-omission", "personal contact", and "double effect", which are thought to be the mechanisms governing the intuitive and immediate moral decisions of people (e.g., Abarbanell & Hauser, 2010; Arutyunova & Hauser 2013; Cushman et al, 2006; Hauser et al, 2007; Petrinovich et al, 1993; Aghababaie and Hatami, 2011; Bazram, 2022). The results of these studies showed that besides the fact that "personal contact principle" and " double effect principle" are universal and culture-independent mechanisms, people are not aware of the aforementioned principles that govern their decisions. The following part talks about the focus of the current study. Previous studies were mainly conducted in western cultures. Also, the effect of each of the principles of "action”, "personal contact", and "double effect" has been investigated alone, and the cumulative effect of the above principles on ethical decisions has been neglected. According to the idea that immediate moral decisions are made based on inner intuition and immediate emotions while facing moral dilemmas, the relationship between inner feelings or immediate emotions with the moral judgment of subjects was not examined. In addition, in that study, only the effect of the "double effect principle" and the unlimited time opportunity for the participants to think have been investigated. Based on what has been stated, the study has pursued three goals: (1) examining the relationship between the "acceptability level" of an ethical act and the "pleasantness level" as representatives of the participant's inner sense in time-limited conditions, (2) examining the effect of the principles "personal contact" and "double effect" on the level of "pleasantness" and "acceptability" in participants in time-limited conditions, and (3) examining the participants' awareness of the underlying principles of their answers. Research method The current study was a mixed-methods design type, the responses of the participants were analyzed in quantitative and qualitative ways. The research method used three scenarios adapted from Cushman et al. (2006) and Hauser et al. (2007) and were presented to participants along with the picture related to each scenario. The participants had to describe the acceptability and the pleasantness of the event in the scenario in a 10-point scale, and provide the reasons for their answers without time limit. The population included the students of Tehran universities active on Instagram page of the mentioned universities. The sample included 129 subjects, selected by the convenience sampling method. Variance test analysis, Tukey's post hoc test, and Pearson's correlation coefficient were utilized for statistical analysis. Findings Based on the results, the degree of acceptability as well as the pleasantness in all three scenarios under the influences of "double effect principle" and "personal contact principle" were significantly (p<0.001) different from each other. The results of the correlation between the degree of acceptability and pleasantness also showed that there was a positive and significant correlation (p<0.01) between the two variables of "acceptability" and "pleasantness" in all three scenarios. Besides, participants were significantly (p<0.001) not aware of the logical foundation and principles influencing their decisions. In addition, nearly half of the participants experienced the phenomenon of "Moral Dumbfounding". Discussion In the current study, in line with the results of Arutyunova & Hauser (2013), Cushman et al. (2006), Hauser et al. (2007), and Aghababaie and Hatami (2011), it has been determined that "foreseen harm" is more acceptable than "intended harm", and "no personal contact" is more acceptable than "personal contact". In this way, the influence of the principles of "double effect" and "personal contact" on the moral judgment of the participants were confirmed. It was also found that the principles of "personal contact" and "double effect" have a cumulative effect on moral judgment. In explaining this finding, assuming that the psychological mechanisms affected by the two principles of "personal contact" and "double effect" are the result of the history of human evolution, it can be hypothesized that the mentioned mechanisms have a social function and have been naturally selected for this purpose. Also, in examining the relationship between levels of "acceptability" and "pleasantness" for the participants regarding the actions taken in the scenarios, the results showed a positive and significant correlation between the two mentioned variables in all three scenarios. Thus, as Cushman et al. (2006), Greene et al. (2004), Haidt (2001), and Hauser et al. (2007) claim, individuals’ immediate moral decisions appear to be affected by some kind of inner intuition or perceived emotion in the moment of facing a moral dilemma, based on which people make their decision. In this process, individuals’ conscious reasoning does not have a prominent role. In explaining this phenomenon and from an evolutionary perspective, it is possible to hypothesize that individuals’ decisions in critical moments are somehow affected by a computing system the person is not aware of. In that way, decisions are made based only on their momentary feeling. This mechanism which is naturally selected, must probably have been useful for human survival. Also, the participants were not significantly aware of the principle of "personal contact" and "double effect" while they responded to the scenarios based on the two aforementioned principles. At the same time, 46.09% of the participants had experienced "moral Dumbfounding " in justifying their answers. In explaining this phenomenon according to Greene et al. (2004), it seems that there are two moral systems, one is responsible for immediate, automatic and unconscious decisions, and the other is responsible for conscious and reasoned decisions. The application of the present study as a fundamental one was to increase the knowledge of the mechanisms of ethical decision making. Among the limitations of the research, the method of data collection can be mentioned, which was done using convenience sampling and through virtual networks. It is suggested that physical and random selection be used in future studies. هدف پژوهش حاضر، بررسی سازوکارهای ذهنی تصمیم‌گیری در دوراهی‌های اخلاقی بوده است. اهداف موردنظر در پژوهش عبارت بودند از: 1. تأثیر دو اصل اخلاقی اثر دوگانه و تماس شخصی بر تصمیم‌گیری شرکت‌کننده‌ها؛ 2. رابطۀ هیجان فوری با تصمیم‌گیری اخلاقی و ۳. بررسی میزان آگاهی افراد از اصول زیربنایی تصمیم‌گیری‌های اخلاقی‌ خود در شرایط محدودیت زمانی. این پژوهش ازجمله طرح‌های ترکیبی بوده است. ابزار پژوهش شامل سه سناریو بود که از پژوهش‌های مشابه اقتباس شد. جامعۀ آماری شامل دانشجویان فعال در شبکه‌های مجازی مربوط به دانشگاه‌های سراسری شهر تهران بود. حجم نمونه 129 نفر بود و ازطریق روش دردسترس نمونه‌گیری انجام شد. برای تجزیه‌وتحلیل آماری نیز از آزمون تحلیل واریانس، آزمون تعقیبی توکی و ضریب همبستگی پیرسون استفاده شد. براساس نتایج پژوهش، تأثیر هر دو اصل مذکور بر تصمیم‌گیری اخلاقی آزمودنی‌ها به‌طور معنی‌داری (001/0 p ) تأیید شد. همچنین، مشخص شد که آزمودنی‌ها از اصول مذکور آگاهی ندارند. همچنین، میان میزان پذیرفتنی‌بودن به‌لحاظ اخلاقی و هیجان خوشایندی دربارۀ واقعۀ اخلاقی رخ داده، در سناریوها در شرایط محدودیت زمانی همبستگی مثبت (01/0 p ) وجود داشته است. از یافته‌های پژوهش می‌توان نتیجه گرفت که تصمیم‌گیری اخلاقی تابع سیستمی دوگانه است که عبارت‌اند از: 1. سیستمی شهودی، خودکار، فوری، جهان‌شمول و مبتنی بر هیجان که تابع سازوکارهای ذهنی بنیادین و حاصل فرایند انتخاب طبیعی است و فرد نسبت به آنها آگاهی چندانی ندارد و 2. سیستم منطقی که حاصل تقکر آگاهانه است و مسبب ارائۀ توجیهاتی برای تصمیم‌گیری‌های اخلاقی فوری می‌شود.

https://cbs.ui.ac.ir/article_27527_a1c6c6eda53218f4df24432125ceba8a.pdf