دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 15 1 2025 08 23 The Effectiveness of Parental Efficacy on the Academic Engagement and Performance of Migrant Students with Specific Learning Disorders اثربخشی کارایی والدین بر اشتیاق و عملکرد تحصیلی دانش‌آموزان مهاجر با اختلال یادگیری خاص 1 22 29277 10.22108/cbs.2025.142603.1928 FA عبدالقاهر حامد دانشجوی دکتری روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روان‌شناسی،. دانشگاه اصفهان. اصفهان، ایران. سالار فرامرزی استاد روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روان‌شناسی. دانشگاه اصفهان.اصفهان، ایران. احمد عابدی استاد روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روان‌شناسی. دانشگاه اصفهان.اصفهان، ایران. Journal Article 2024 10 22 The study aimed to investigate the effectiveness of parental efficacy training on the academic engagement and performance of Afghan immigrant students with specific learning disorders living in Isfahan. The research method was quasi-experimental, utilizing a pre-test-post-test design with a control group. For this purpose, 30 students with specific learning disorders and their parents in Isfahan, studying in elementary school during the 2023-2024 academic year, were selected using a purposive method based on the inclusion criteria. They were randomly assigned to two groups: an experimental group (15 participants) and a control group (15 participants). The instruments used included the Academic Engagement and Academic Performance Scale, and interventions related to parental efficacy training following Gordon's (2000) approach were implemented for the experimental group over two months in eight 90-minute sessions. A post-test was administered upon completion of the training program. Data were analyzed using analysis of covariance (ANCOVA). Results indicated a significant difference (p<0.01) between the experimental and control groups in the variables of academic engagement and academic performance in the post-test phase. This suggests that parental efficacy training effectively improves students' academic engagement and academic performance supporting its inclusion in educational programs. The training program is recommended for therapists, educators, psychologists, and counselors. Introduction A specific learning disorder is a neurodevelopmental condition characterized by persistent difficulties in one of the three key areas of learning skills: reading, writing, and mathematics, which are essential for the learning process (Scaria et al., 2023). This disorder affects a significant percentage of school-aged children, with estimates suggesting that 5 to 15 percent of children in different languages and cultures have a specific learning disorder (Chieffo et al., 2023). One influencing factor that leads to educational progress for students with learning disorders is "academic engagement," which is considered an important harbinger of learning (Zyngier, 2008). Students with high levels of engagement tend to show great perseverance and effort in all areas, especially in academics (Nejatifar et al., 2023). Academic performance is another variable examined in children with learning disorders, serving as a fundamental criterion for evaluating students' educational achievements (Werang et al., 2024). Therefore, academic performance has always been important for teachers, students, parents, and educational researchers (Palardy et al., 2015). Research evidence suggests that academic engagement and performance are influenced by various factors, including parental involvement (Kushwaha & Ahmad, 2024). Therefore, it appears that parental efficacy training helps improve the academic performance of students. However, no research has been conducted in Iran to examine the impact of parental efficacy training on Afghan immigrant students with specific learning disorders. Based on this, the present research question is whether parental efficacy training affects the academic engagement and performance of Afghan immigrant students with specific learning disorders residing in Isfahan. Method This research used a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all Afghan immigrant students with specific learning disorders in Isfahan and their parents during the 2023-2024 academic year. Schools specifically for these students were identified for sampling. Using a diagnostic checklist (2022), Raven's Progressive Matrices test (1981), and clinical interviews, 30 students from third, fifth, and sixth grades were purposefully selected and randomly assigned to two groups: experimental and control (15 participants each). The Academic Engagement Scale and descriptive report cards were used to assess academic performance in both the pre-test and post-test phases. Parental efficacy training, based on Gordon's (2000) approach, was conducted over two months in eight 90-minute sessions for the experimental group. The data were analyzed using statistical indicators such as percentage, mean, standard deviation, and the analysis of covariance (ANCOVA). Results The following table shows the mean scores and standard deviations of the experimental and control groups in the pre-test and post-test phases for the variables of academic engagement and academic performance. In the following sections, the mean scores and standard deviations of the experimental and control groups in the pre-test and post-test phases for the variables of academic engagement and academic performance are presented. Table: The mean standard deviation of the experimental and control groups Scales Experimental Control Mean Std. Dev Mean Std. Dev Academic Engagement Pre-test 32.46 6.34 33.60 6.98 Post-test 47.80 5.64 36.20 5.77 Academic Performance Pre-test 6.00 1.88 5.60 1.72 Post-test 10.80 1.14 5.80 1.47 The results of Table 1 indicated that the mean scores of academic engagement and performance in the experimental group increased in the post-test compared to the pre-test. This difference was significant both when compared to the pre-test and when compared to the control group. This means that the parental efficacy training successfully enhanced the students' academic engagement and performance in the post-test phase. Discussion As observed, the results of this study showed that parental efficacy training increased academic engagement scores in the post-test phase and that there was a significant difference between the groups in all dimensions of academic engagement (behavioral, emotional, and cognitive). Additionally, the results for the academic performance variable showed that the mean academic performance scores of the experimental group increased in the post-test compared to the pre-test, and this difference was significant in comparison with the pre-test and the control group. Therefore, it appears that parental efficacy training, by altering learning methods between parents and children, correcting incorrect parental behaviors, teaching proper parenting techniques, problem-solving, increasing flexibility and acceptance, empathetic listening, and using more encouraging feedback, has led to an increase in academic engagement and improvement in the academic performance of the students. Although the research was conducted exclusively in special schools for immigrants in Isfahan, which limits the generalizability of the results, these findings can be useful for educators and education policymakers, especially the staff and teachers in special schools for immigrants, to make macro-educational decisions and plans. این پژوهش با هدف بررسی اثربخشی آموزش کارایی والدین بر اشتیاق و عملکرد تحصیلی دانش‌آموزان با اختلال یادگیری خاص مهاجر افغانستانی مقیم اصفهان انجام شد. روش پژوهش نیمه‌آزمایشی بود و از طرح پیش‌آزمون ـ پس‌آزمون با گروه کنترل استفاده شد. به این منظور، از میان دانش‌آموزان با اختلالات یادگیری خاص مهاجر افغانستانی شهر اصفهان و والدین آن‌ها که در سال تحصیلی 1403- 1402 در دورۀ ابتدایی مشغول به تحصیل بودند به روش هدفمند، 30 نفر با توجه به ملاک های ورود به پژوهش انتخاب و به طور تصادفی در دو گروه آزمایش (15 نفر) و کنترل (15 نفر) جای‌دهی شدند. ابزارهای استفاده‌شده مقیاس اشتیاق تحصیلی و عملکرد تحصیلی بودند و مداخلات مربوط به آموزش کارایی والدین با رویکرد گوردن (2000)، به مدت دو ماه و طی 8 جلسۀ 90دقیقه‌ای بر روی گروه آزمایش انجام شد. داده‌ها با استفاده از روش‌ آماری تحلیل کواریانس تجزیه‌و‌تحلیل شد. نتایج نشان داد بین عملکرد دو گروه آزمایش و گواه در متغیرهای اشتیاق تحصیلی و عملکرد تحصیلی در مرحلۀ پس‌آزمون تفاوتی معناداری (01/0p<) و جود دارد و می‌توان نتیجه گرفت آموزش کارایی والدین بر بهبود اشتیاق تحصیلی و عملکرد تحصیلی دانش‌آموزان مؤثر است و این برنامۀ آموزشی را می‌توان در برنامه‌های آموزشی دانش‌آموزان قرار داد و استفاده از آن را به درمانگران، مربیان، روان‌شناسان و مشاوران پیشنهاد کرد.

https://cbs.ui.ac.ir/article_29277_37181b4e174563d758034237289058b7.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 15 1 2025 08 23 The Role of Feeling of Inferiority and Distress Tolerance in Predicting the Tendency to Addiction According to the Mediator Role of Experiential Avoidance in College Students نقش احساس کهتری و تحمل پریشانی در پیش‌بینی تمایل به اعتیاد با توجه به نقش میانجیگر اجتناب تجربهای در دانشجویان 23 44 29617 10.22108/cbs.2025.142218.1916 FA مسعود قربانعلیپور استادیار، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد خوی، خوی، ایران. شهلا علیلو کارشناسی ارشد روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران. آمنه زردی نهر کارشناسی ارشد روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران. Journal Article 2024 07 22 The present study aimed to determine the role of inferiority complex and distress tolerance in predicting addiction tendencies with respect to the mediating role of experiential avoidance in students. The present study design was correlational using structural equation modeling. The study isbasic research in terms of its purpose. In this cross-sectional study, 250 students at Khoy Azad University participated and completed addiction tendencies, inferiority complex, acceptance and action, and distress tolerance questionnaire. Statistical analysis of the data was performed using SPSS and Amos software. The results of the statistical analysis indicated that both inferiority complex and distress tolerance variables directly and indirectly, through the mediation of experiential avoidance, significantly predict students' addiction tendencies. Distress tolerance, experiential avoidance, and inferiority complex variables predicted 28%, 17%, and 14% of the variance of addiction tendencies as the criterion variable, respectively. Therefore, it can be concluded that in order to take measures to reduce the tendency towards addiction in students, one should focus on improving feelings of inferiority and distress tolerance. Besides, they should consider improving experiential avoidance. Introduction Drug addiction is a serious public health issue that significantly impacts individual, family, and societal well-being (Iswardani et al., 2022). The global consumption of illicit substances has increased, and a large portion of the population requires treatment for substance-related disorders (Ho, 2022). Several theoretical approaches explain the tendency toward addiction, including the access to substances, social disorganization, and individual psychological traits (Grasman et al., 2016). Among psychological factors, feelings of inferiority and distress tolerance have received growing attention. Feelings of inferiority are associated with low self-esteem, life dissatisfaction, and mental health problems, all of which may facilitate substance use (Zhao et al., 2020). Similarly, low distress tolerance is linked to higher substance use and poor emotional regulation (Simons & Gaher, 2005). In this context, experiential avoidance is considered a key mediating variable between feelings of inferiority and distress tolerance on the one hand, and addiction tendency on the other. While experiential avoidance may temporarily reduce emotional discomfort, rigid or excessive use of this strategy can be harmful and is often associated with anxiety, depression, and increased substance use (Fonseca et al., 2018). Given the high prevalence of drug use among the youth, especially those aged 18 to 25, identifying the psychological predictors of addiction is essential. This study aims to investigate whether experiential avoidance mediates the relationship between feelings of inferiority and distress tolerance with addiction tendency among university students. Methods The study population comprised all students of Islamic Azad University, Khoy Branch, during the 2024-2025 academic year, from which 250 individuals were selected as the sample using a non-random convenience sampling method. This sample size exceeded the recommended minimum for structural equation modeling studies (approximately 200 participants) to account for potential dropouts and invalid responses. Inclusion criteria included voluntary participation and the absence of physical illnesses or psychological disorders, assessed by an experienced specialist. Exclusion criteria were withdrawal from completing questionnaires or providing invalid responses. The instruments used included the Addiction Tendency Questionnaire(1992), the Comparative Feelings of Inferiority Questionnaire(1990), the Acceptance and Action Questionnaire (AAQ-II)(2011), and the Distress Tolerance Scale(2005), all of which demonstrated acceptable validity and reliability, with Cronbach’s alpha coefficients ranging from 0.78 to 0.90 in the current study. Data were analyzed using SPSS and Amos software, with the proposed model evaluated based on statistical assumptions such as normality of distribution, absence of multicollinearity, and error independence. Findings The results of the structural equation modeling analysis indicated that both feelings of inferiority and distress tolerance directly and indirectly, through the mediation of experiential avoidance, significantly predicted addiction tendencies among students. Distress tolerance, with a standardized path coefficient of 0.42 (p<0.01), experiential avoidance with a path coefficient of -0.31 (p<0.05), and feelings of inferiority with a path coefficient of 0.27 (p<0.05) significantly predicted addiction tendencies. These variables accounted for 28%, 17%, and 14% of the variance in addiction tendency, respectively. Indirect effects via experiential avoidance were also significant (p<0.05), as assessed using the bootstrapping method. Model fit indices demonstrated a good fit: The chi-square to degrees of freedom ratio (χ²/df) was 2.3. The Comparative Fit Index (CFI), 0.94. The Tucker-Lewis Index (TLI), 0.92, and the Root Mean Square Error of Approximation (RMSEA) was 0.06. These findings suggest that distress tolerance had the greatest impact on predicting addiction tendency, while experiential avoidance exerted a reverse and reductive effect. Discussion and Conclusion The present study aimed to examine the role of feelings of inferiority and distress tolerance in predicting addiction tendency among students, considering the mediating role of experiential avoidance. Statistical analysis indicated that both feelings of inferiority and distress tolerance significantly predict students’ tendency toward addiction through the mediating effect of experiential avoidance. Previous research has shown that individuals may turn to substance use to escape negative emotions associated with low self-worth and poor emotional regulation. However, distress tolerance and inferiority have been less frequently studied as predictors of addiction. The current findings align with those of Tayibi (2021), who emphasized multiple factors contributing to addiction, such as poor coping skills, high stress, lack of emotional control, and maladaptive beliefs about drugs. Feelings of inferiority, a core concept in psychology, refers to an individual's perception of being less capable or valuable than others (Schultz, 2011). This feeling often arises from adverse life experiences or unrealistic social comparisons. It may lead to anxiety, low self-esteem, social withdrawal, and eventually to compensatory risky behaviors like substance abuse (Hasper, 2013). Distress tolerance refers to a person's ability to manage negative emotions and stressful situations without resorting to maladaptive behaviors (Simons & Gaher, 2005). Individuals with low distress tolerance are more likely to use drugs as a coping mechanism (Bernstein et al., 2009). Experiential avoidance, the tendency to avoid unpleasant internal experiences, may provide temporary relief but often leads to long-term psychological issues (Bond et al., 2011). It is considered the opposite of psychological flexibility and may mediate the relationship between inferiority, distress tolerance, and addiction tendency. In sum, the variables studied—inferiority feelings, distress tolerance, and experiential avoidance—play a significant role in addiction tendency. Identifying these factors can inform the development of targeted interventions and preventive programs, particularly for university students. The study was limited to students from the Islamic Azad University of Khoy, reducing the generalizability of the findings. Also, contextual factors such as family environment and interpersonal relationships were not controlled. Future research is encouraged to use tools like interviews for deeper insight. University counseling centers can use these results to design preventive educational workshops and seminars, focusing on enhancing emotional resilience and addressing maladaptive coping strategies. پژوهش حاضر با هدف تعیین نقش احساس کهتری و تحمل پریشانی در پیش‌بینی تمایل به اعتیاد با توجه به نقش میانجیگر اجتناب تجربی در دانشجویان انجام شد. طرح پژوهش حاضر از نوع پژوهش‌های همبستگی به روش مدل‌یابی معادلات ساختاری است و از لحاظ هدف، در زمرۀ پژوهش‌های بنیادی قرار دارد. در این پژوهش مقطعی، 250 نفر دانشجوی دانشگاه آزاد خوی شرکت و پرسشنامههای گرایش به اعتیاد، احساس کهتری، پذیرش و عمل و مقیاس تحمل پریشانی را تکمیل کردند. تحلیل آماری داده‌ها به کمک نرم‌افزارهای SPSS و Amos انجام‌ شد. نتایج تجزیه و تحلیل آماری حاکی از آن بود که هر دو متغیر احساس کهتری و تحمل پریشانی به طور مستقیم و نیز به طور غیرمستقیم و با میانجی‌گری اجتناب تجربی، به طور معنادار پیش‌بینی‌کنندۀ گرایش دانشجویان به اعتیاد هستند. متغیرهای تحمل پریشانی، اجتناب تجربی و احساس کهتری به‌ترتیب 28، 17 و 14 درصد از واریانس متغیر گرایش به اعتیاد را به عنوان متغیر ملاک پیش‌بینی کردند؛ از این رو، میتوان نتیجهگیری کرد به منظور اتخاذ تمهیداتی برای کاهش گرایش به اعتیاد در دانشجویان باید بر بهبود احساس کهتری و تحمل پریشانی تمرکز داشت و بهبود اجتناب تجربی را مدنظر قرار داد.

https://cbs.ui.ac.ir/article_29617_701d12cec5bdc8389bd07e3b9f080771.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 15 1 2025 08 23 The Effectiveness of Schema Mode Therapy on Kind of Schema Process (in Mate-Selection) and Marriage Expectations in Girls In The Pre-marital Stage in Isfahan City اثربخشی طرحواره‌درمانی ذهنیت‌مدار بر نوع فرایند طرحواره‌ای (در همسرگزینی) و انتظار از ازدواج دختران در مرحلۀ پیش از ازدواج شهر اصفهان 45 76 29478 10.22108/cbs.2025.141886.1919 FA مائده سرشوقی کارشناس ارشد مشاوره خانواده، گروه مشاوره، دانشکدۀ علوم‌تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران. مریم فاتحی‌زاده استاد، گروه مشاوره، دانشکدۀ علوم‌تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران. سمیه جابری استادیار، گروه مشاوره، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران. 0000-0003-3440-8357 Journal Article 2024 08 03 The present study aimed to evaluate the effectiveness of schema mode therapy on the kind of schema process (in mate selection) and marriage expectations among girls in the pre-marital stage in Isfahan. The research design was a semi-experimental pre-test and post-test type with a control group. The statistical population included all girls in the pre-marital stage in Isfahan in 2023. The sampling method was voluntary, and 30 participants were selected based on the inclusion criteria. They were randomly assigned to the control (15 participants) and experimental (15 participants) groups. To measure the research variables, Awli's mate selection (2007) and Jones and Nelson's Marriage Expectation Questionnaire (1996) were administered before (pre-test) and after (post-test) the intervention. The experimental group underwent schema mode therapy, while the control group received no intervention. Univariate and multivariate analyses of covariance were used to analyze the data. The results showed that schema mode therapy significantly influenced components of marriage expectations (realistic and idealistic) and the process of schema compensation (in mate selection) in the experimental group at the post-test stage (P<0.05). However, the therapy did not significantly affect pessimistic expectations and the process of schema perpetuation (in mate selection). Based on the findings, it can be concluded that schema mode therapy may help modify certain components of marriage expectations and the schema compensation process (in mate selection) among girls in the pre-marital stage. Introduction One of the most important interpersonal relationships that adults typically experience is marriage. The role of marriage in the performance of the family is important given the provision of a context for meeting individuals' mental and emotional needs (Kral, 2020). One of the most important factors in choosing a spouse is the early maladaptive schemas. These schemas are long-standing cognitive-era patterns that are rooted in early life experiences and form one's attitudes and behavior (Young et al., 2003). Within this context, expectations of marriage are an important cognitive concept that refers to one's mental perspective on co-living (Osei-tutu et al., 2020) and idealistic, realistic or pessimistic expectations of marriage (Nilfrushan et al., 2011). Distortions or maladaptation in these expectations can significantly disrupt marital functioning and satisfaction (Vannier & O’Sullivan, 2017). An effective approach in this regard is schema mode therapy (Young, 1990; Young et al., 2003). One of the most critical factors influencing marital success or failure is individuals’ attitudes, expectations, and schemas regarding marriage and partner selection (Arntz & Jacob, 2017), as well as the schema modes derived from these schemas (Young et al., 2003). In this regard, the study that pointed to the key role of schemas in the choice of spouse has been monitored. For example, Paknejad et al. (2020) also concluded by implementing a schema -based counseling model that it could reform the attitudes of marriage and reduce their fear of marriage. Mokhtari and colleagues (2021) also reported pre -marriage education with a scheme -based approach to the fear of marriage and the coping modes of single girls. Also, Mokhtari et al. (2022) stated in another study that premarital schema-based education has a significant effect on the tendency to marry and maladaptive schemas of single girls. Therefore, one of the most important factors that can cause the success or failure of marriage is the attitudes, expectations, and schemas of individuals about marriage and choosing a spouse (Arntz & Jacob, 2017) and the schema mode resulting from these schemas (Young et al., 2003). Therefore, considering the importance of the role of the type of schema process and marriage expectations in the process of choosing a spouse, the main goal of the present study is to investigate the effectiveness of schema mode therapy on the type of schema process (in mate selection) and marriage expectations of girls in the premarital stage. Method The research design was a semi-experimental pre-test and post-test type with a control group. The statistical population included all girls in the pre-marital stage in Isfahan in 2023. The sampling method was voluntary, and 30 participants were selected based on the inclusion criteria. The instruments used included the Awli's mate selection (2007) and Jones and Nelson's Marriage Expectation Questionnaire (1996). Therapeutic intervention with a schema mode therapy approach was implemented on the experimental group for 11 sessions, two days a week, each session lasting two hours, but the control group did not undergo any intervention. The collected data were analyzed through multivariate and univariate analysis of covariance using SPSS version 25 statistical software. Findings The results of univariate analysis of variance showed that the effectiveness of schema mode therapy on realistic expectations and idealistic expectations was significant. In addition, the results indicate that the schema mode therapy was not significant on pessimistic expectations (Table 1). Also, the results of the univariate analysis of covariance indicated that the schema mode therapy significantly reduced the mean scores of the compensation process of schemas (in mate selection). Other results indicated that the schema mode therapy had no effect on the perpetuation process of schemas (in mate selection (Table 2). Table 1. Results of univariate analysis of variance in Mancova text on the components of marriage expectation Variable Sum of Squares df Mean Square F Sig. Eta Squared Power Realistic Expectations 300.83 1 300.83 5.45 0.027 0.16 0.61 Idealistic Expectations 218.7 1 218.7 5.18 0.031 0.15 0.59 Pessimistic Expectations 1.2 1 1.2 0.227 0.638 0.008 0.075 Table 2: The results of univariate analysis of covariance (ANCOVA) of schema mode therapy on the compensation and perpetuation process of schemas (in mate selection) Source Sum of Squares df Mean Square F Sig. Eta Squared Power Pre-test 18.52 1 18.52 5.45 0.027 0.16 0.61 Schema Compensation (Group) 26.397 1 26.397 7.76 0.01 0.22 0.76 Error 91.76 27 3.39 Total 9366.93 30 Pre-test 6.07 1 6.07 0.435 0.515 0.016 0.098 Schema perpetuation (Group) 16.01 1 16.01 1.147 0.294 0.041 0.178 Error 376.95 27 31.96 Total 2752.64 30 Discussion and Conclusion The findings of the present study indicated that schema mode therapy had a significant effect on the compensation process of schemas (in mate selection), but not on the perpetuation process of schemas (in mate selection). These findings are partially consistent with the results of the study by Mardani et al. (2019). Additionally, the current study demonstrated the significant effect of schema mode therapy on the components of idealistic expectations and realistic expectations, while it had no significant effect on pessimistic expectations, which is relatively consistent with the findings of Mokhtari et al. (2022). To explain the findings, it can be stated that schema mode therapy, by focusing on activating and strengthening the Healthy Adult mode and utilizing various techniques, enhanced the flexibility of the overcompensating coping style and thereby reduced the compensation process in mate selection. Due to the link between the perpetuation process and the Submissive Surrender mode, as well as passive behaviors and schema-driven attraction in partner selection, this component appeared resistant to treatment and likely requires more prolonged interventions. Schema mode therapy, through increasing awareness of schemas and modes and employing cognitive, experiential, and behavioral techniques, moderated maladaptive modes and strengthened the Healthy Adult mode, which in turn led to an enhancement of realistic expectations and a reduction in idealistic expectations (arising from the Demanding Parent mode) (Sarshoghi, 2023). On the other hand, due to the deep-rooted nature of schemas in the disconnection and rejection domain and the prevailing cultural pessimism among girls toward their in-laws, this approach had no significant effect on pessimistic expectations, and such schemas were more resistant to change (Khoshnevis et al., 2017; Rafiei et al., 2015; Sarshoghi, 2023). One limitation of the study was the non-random sampling method, which may affect the generalizability of the results. It is recommended that future researchers conduct similar studies on boys in the premarital stage and in different cities and cultures using random sampling methods. In conclusion, schema mode therapy can be considered an effective intervention in modifying certain components of marital expectations and the compensation process of schemas in girls in the premarital stage and can be incorporated into premarital counseling programs. هدف از پژوهش حاضر بررسی اثر‌‌بخشی طرحوارهدرمانی ذهنیتمدار بر نوع فرایند طرحوارهای (در همسرگزینی) و انتظار از ازدواج دختران در مرحلۀ پیش از ازدواج شهر اصفهان بود. طرح پژوهش نیمهآزمایشی از نوع پیشآزمون-پسآزمون با گروه کنترل بود. جامعۀ آماری شامل کلیۀ دختران در مرحلۀ پیش از ازدواج شهر اصفهان در سال ۱۴۰۲ بود. ۳۰ نفر از داوطلبان شرکت‌کننده در پژوهش بر اساس روش نمونه‌گیری داوطلبانه مبتنی بر ملاکهای ورود به پژوهش انتخاب و به‌ طور تصادفی در دو گروه کنترل (۱۵ نفر) و آزمایش (۱۵ نفر) گمارده شدند. به منظور سنجش متغیرهای پژوهش، پیش از شروع مداخله (پیشآزمون) و در انتهای مداخله (پسآزمون) از پرسشنامههای انتظار از ازدواج جونز و نلسون (1996) و همسر‌گزینی عالی (1386) ستفاده شد. اعضای گروه آزمایش تحت مداخلۀ طرحوارهدرمانی ذهنیتمدار قرار گرفتند، در حالی‌ که گروه گواه مداخله‌ای دریافت نکردند. به منظور تحلیل دادههای پژوهش از تحلیل کوواریانس استفاده شد. یافتهها نشان داد طرحوارهدرمانی ذهنیت مدار بر مؤلفههای انتظار از ازدواج (واقعگرایانه و ایدهآلگرایانه) و بر فرایند جبران طرحوارهها (در همسر‌گزینی) در گروه آزمایش در مرحلۀ پسآزمون تأثیر داشته است و این تغییرات از نظر آماری معنادار بودند (05/0p<). همچنین، یافتهها حاکی از عدم ‌اثر‌‌بخشی طرحوارهدرمانی ذهنیتمدار بر انتظارات بدبینانه و فرایند تداوم طرحوارهها (در همسر‌گزینی) بود. با توجه به یافتههای بهدست‌آمده در این پژوهش، نتیجه‌گیری میشود از طرحوارهدرمانی ذهنیتمدار میتوان برای تعدیل برخی از مؤلفههای انتظار از ازدواج و فرایند جبران طرحوارهها (در همسرگزینی) در دختران در مرحلۀ پیش از ازدواج استفاده کرد.

https://cbs.ui.ac.ir/article_29478_de67c151b08884d4ef0848d8d09146cc.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 15 1 2025 08 23 The structural model of academic buoyancy based on academic engagement and achievement motivation with the mediating role of academic vitality مدل ساختاری پایستگی تحصیلی بر اساس اشتیاق تحصیلی و انگیزۀ پیشرفت با نقش میانجی سرزندگی تحصیلی 77 102 29779 10.22108/cbs.2025.144871.2006 FA انور دست باز استادیار گروه مشاوره، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران. سنا اصلانی کارشناسی ارشد، گروه مشاوره، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران. Journal Article 2025 04 14 The purpose of this research was to investigate the fit of the structural model of academic buoyancy based on academic engagement and achievement motivation with the mediating role of academic vitality in the students of the second secondary level of Sanandaj city. This research was a descriptive, correlational research, and in terms of its implementation method, it was based on structural equations. The statistical population of the present study was high school students in Sanandaj in the 2023-2024 academic year. For this purpose, 343 people were selected using the available method based on statistical assumptions in the G-Power software. To collect data, the academic buoyancy questionnaire, academic engagement questionnaire, achievement motivation questionnaire, and academic vitality questionnaire were used in person and online. To analyze the data, Spss-26 and Amos-26 software were used. The results of data analysis showed that the research model had a good fit. The direct effect of achievement motivation (p <0.001 and β=0.337), academic engagement (p <0.01 and β=0.331), and academic vitality (p <0.05 and β=0.246) on academic buoyancy was positive and significant. The indirect results of academic engagement (p <0.05 and β=0.159) on academic buoyancy as mediator of academic vitality were positive and significant. Also, the indirect effect of achievement motivation (p <0.05 and β=0.070) on academic buoyancy with the mediating role of academic vitality was positive and significant. Therefore, increasing academic engagement and achievement motivation increases academic vitality and academic retention. Introduction One of the significant concerns of the educational system of societies is the students’ academic success (Putwain et al., 2020). Academic buoyancy is one of the structures that influence students' educational path and helps them in solving academic problems (Colmar et al., 2019). However, this construct is influenced by behavioral-emotional engagement (Thomas & Allen, 2021). Academic engagement refers to the willingness of students to spend appropriate time and energy on academic activities. The results of the study (Perkmann et al., 2021) indicate that academic engagement is one of the necessary prerequisites for academic retention. Also, a review of the research by Azadian Boroujerdi et al. (2022) and Jafari and Abdi Zarrin (2022) showed that academic engagement has a significant effect on academic retention and can be a suitable predictor of it. In addition to academic engagement, achievement motivation has been mentioned as an influential variable related to academic buoyancy (Datu & Yang, 2021) and has been defined as the internal desire and willingness to complete a task and assignment successfully to achieve a degree of competence in work and education (Kalaja et al., 2009). A review of the past research indicated that academic engagement and achievement motivation, in addition to affecting academic buoyancy (Datu & Yang, 2021), are also effective on academic vitality (Martin & Marsh, 2020). Academic vitality is defined as the mood of learners to solve and resolve academic problems and refers to the responses and ways in which students deal with academic problems and challenges (Yaqubi et al., 2022). A review of research has shown that academic engagement and achievement motivation affect students' academic vitality (Granziera et al., 2024); and academic vitality also affects academic buoyancy (Putwain & Wood, 2023). Therefore, according to the aforementioned statements, it seems that academic vitality can play a mediating and intermediary role in the effect of academic engagement and achievement motivation on learners' academic buoyancy. Given that students are exposed to the overwhelming stresses of their education and their mental and physical health may be at risk, academic buoyancy is of particular importance. A review of the research background indicated that no study has examined these important and influential variables on academic buoyancy in the form of a comprehensive model by considering their mediating relationships in students. Therefore, there is a significant research gap in this field, especially in domestic sources; therefore, this study was conducted with the aim of structural modeling of academic buoyancy based on academic engagement and achievement motivation with the mediating role of academic vitality in students. Figure 1 presents the conceptual model of the present study. Figure 1: Conceptual model of the research Method This research is a quantitative, descriptive-correlational study. The statistical population of the present study included all second-year high school students in Sanandaj in the academic year 2023-2024. The statistical sample size was determined using G-POWER software, considering alpha of 0.01, test power of 0.99, effect size of 0.10, with 2 predictor variables and 5% dropout rate. Accordingly, 334 people were determined using the method. So that one-third of the questionnaires were distributed online and the rest were distributed in person. In this study, all ethical principles, including informed consent, and confidentiality of participant information were observed. Descriptive statistics, Pearson correlation test, and structural equation modeling with SPSS-26 and Amos-26 software were used to analyze the data in the present study. The instruments of this research included the Martin and Marsh (2008) academic buoyancy questionnaire, Hermans' achievement motivation (1970), Fredericks et al.'s (2004) academic engagement, and Martin and Marsh's (2006) academic vitality questionnaires distributed among the research sample. Results The proposed structural model demonstrated a good fit with the observed data, indicating that the model is acceptable. In Table 1, the parameters of standard coefficients, T value, standard error and significance level for each of the causal paths were also examined. Based on these results, achievement motivation (p < 0.001 and β = 0.337), academic engagement (p < 0.01 and β = 0.331), academic vitality (p < 0.05 and β = 0.246) have a positive and significant effect on academic retention. Achievement motivation (p < 0.001 and β = 0.283) and academic engagement (p < 0.001 and β = 0.648) have a positive and significant effect on academic vitality. Table 1: Direct effects between the variables of the research Variables S.R. W C.R. S.E. P achievement motivation academic buoyancy 0.337 4.26 0.025 0.000 ** academic engagement academic buoyancy 0.331 3.04 0.023 0.002 ** academic vitality academic buoyancy 0.246 2.21 0.122 0.027 * achievement motivation academic vitality 0.283 3.70 0.022 0.000 ** academic engagement academic vitality 0.468 7.55 0.016 0.000 ** * p < 0.5 ** p < 0.01 In addition to examining direct effects, Table 2 also examines indirect and mediating effects using bootstrap tests. Based on these results, the indirect effect of achievement motivation (p < 0.05 and β = 0.070) on academic retention with the mediating role of academic vitality is significant. Also, the indirect effect of academic engagement (p < 0.05 and β = 0.159) on academic retention with the mediating role of academic vitality is significant. Table 2: Coefficients and significance of the effects of research variables indirectly Predictor variable Mediating variable Dependent variable Type of effect standardized Indirect effect S.E. Lower Bounds Upper Bounds P achievement motivation academic vitality academic buoyancy Indirect 0.070 0.017 0.015 0.140 0.022 * academic engagement academic vitality academic buoyancy Indirect 0.159 0.020 0.053 0.293 0.017 * * p < 0.5 ** p < 0.01 Discussion The findings of this study indicated that the structural modeling of academic buoyancy based on the research variables had a favorable fit. In this context, the results of this study are indirectly consistent with the results of the research of Jafari and Abdi Zarrin (2022), Martin and Marsh (2020), Putwain et al. ( 2020). In the theoretical explanation of this finding, it can be noted that academic buoyancy specifically refers to having perseverance in the face of difficulties and obstacles in the educational field. This important construct in the educational field is affected by academic engagement and motivation for progress, so that by strengthening the engagement of students, their acceptance of difficulties and perseverance in difficult situations will increase. As a result of this process, the level of student retention will also improve. One of the research results indicated a positive and significant effect of academic engagement on students’ retention. The results of this part of the study were consistent with the results of Wang and Hofkens (2020). Enthusiastic students tend to spend more time and effort on their studies, which increases their ability to overcome challenges. Therefore, academic engagement is considered a key predictor of academic retention. Another finding of this study indicated a positive and significant effect of achievement motivation on student retention. In this regard, the results of this study are consistent with the results of Datu and Yang (2021). Achievement motivation, defined as the driving force for achieving success, plays an important role in students' academic path (Datu & Yang, 2021). Students who are highly motivated to achieve success tend to set specific goals and use self-regulatory strategies that help them. Therefore, achievement motivation can help strengthen academic buoyancy. Another finding of this study was the positive and significant effect of academic vitality on students' academic buoyancy. Academic vitality refers to the level of interest and involvement students show towards their educational efforts and includes emotional and motivational aspects. On the other hand, academic buoyancy involves a learner's commitment to continue their educational path despite challenges and obstacles. Therefore, the current findings help gather evidence in line with the importance of cultivating academic vitality to promote buoyancy in upper secondary school students. Other results of this study indicated the significant role of academic vitality as a mediating variable between academic engagement and buoyancy. In explaining this finding, it can be mentioned that academic engagement is a multidimensional construct that motivates students to participate in their educational activities. However, simply having engagement is not enough to ensure retention. The role of academic vitality as a mediating factor between engagement and retention is important in this context. Finally, this finding emphasizes the complex relationships between academic engagement, retention, and vitality among upper secondary school students. Another finding of the present study indicated a significant effect of achievement motivation on academic retention with the mediating role of academic vitality in students. The multifaceted nature of motivation plays an important role in determining how students approach their studies and their buoyancy in the face of challenges. Moreover, academic vitality, which is defined as the energy and engagement that students bring to their academic efforts, acts as a vital link between motivation and retention. Overall, this study elucidated a model of academic retention that pointed to the role of academic engagement and achievement motivation, and identified academic vitality as a mediating variable. Among the limitations of the present study, it can be noted that the wide age range of the subjects (16-19) might have affected the results of the study; therefore, it is suggested that future studies conduct the study in older age groups and compare its results with this study. The lack of gender separation in this study may limit the generalizability of the findings. In this regard, it is suggested that the relationship between the research variables be examined based on the gender factor. In addition, it is necessary to examine the role of parental participation in fostering academic engagement and retention in students and to examine the effect of extracurricular activities on academic vitality and general motivation for student success. It is also suggested that training programs for teachers be developed that focus on strategies for promoting academic engagement and retention in classroom. هدف از پژوهش حاضر بررسی برازش مدل ساختاری پایستگی تحصیلی بر اساس اشتیاق تحصیلی و انگیزۀ ‌پیشرفت با نقش میانجی سرزندگی تحصیلی در دانش‌آموزان مقطع متوسطۀ دوم شهر سنندج بود. این پژوهش جزو پژوهش‌های توصیفی، از نوع همبستگی و از لحاظ شیوۀ اجرا بر اساس مدلیابی معادلات ساختاری بود. جامعۀ آماری پژوهش حاضر دانش‌آموزان مقطع متوسطۀ دوم شهر سنندج در سال تحصیلی 1402-1403 بودند. برای این منظور، بر اساس پیش‌فرض‌های آماری در نرم‌افزار G- Power، 343 نفر به روش در دسترس انتخاب شدند. برای جمع‌آوری دادهها، پرسشنامه‌های پایستگی تحصیلی، اشتیاق تحصیلی، انگیزۀ پیشرفت و سرزندگی تحصیلی به صورت حضوری و آنلاین توزیع شدند. برای تجزیهوتحلیل دادهها از نرم‌افزارهای Spss-26 و Amos-26 استفاده شد. نتایج نشان داد مدل کلی پژوهش دارای برازش مطلوب بود. اثر مستقیم انگیزۀ پیشرفت (001/0>p و 337/0=β)، اشتیاق تحصیلی (01/0>p و 331/0=β) و سرزندگی تحصیلی (05/0>p و 246/0=β) بر پایستگی تحصیلی مثبت و معنادار بود. اثر غیرمستقیم اشتیاق تحصیلی (05/0>p و 159/0=β) بر پایستگی تحصیلی از طریق سرزندگی تحصیلی مثبت و معنادار بود. همچنین، اثر غیرمستقیم انگیزۀ پیشرفت (05/0>p و 070/0=β) بر پایستگی تحصیلی با نقش میانجی سرزندگی تحصیلی مثبت و معنادار بود. بنابراین، می‌توان نتیجه گرفت تقویت و بهبود اشتیاق تحصیلی و انگیزۀ پیشرفت زمینه را برای افزایش سرزندگی تحصیلی ایجاد میکند و مجموعۀ اینها به بهبود پایستگی تحصیلی دانش‌آموزان کمک خواهد کرد.

https://cbs.ui.ac.ir/article_29779_8b9246c414497b31962c34fed9379dae.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 15 1 2025 08 23 The Mediating Role of Self-Control in the Relationship Between Parental Psychological Control and Smartphone Addiction نقش میانجی‌ خودکنترلی در رابطۀ بین کنترل روان‌شناختی والدین و اعتیاد به گوشی‌ هوشمند 103 122 29979 10.22108/cbs.2025.145920.2043 FA عرفان بهرامی دانشجوی دکتری، گروه روان‌شناسی، دانشکدۀ ادبیات و علوم انسانی ، دانشگاه لرستان، خرم‌آباد، ایران. عزت‌اله قدم‌پور استاد، گروه روانشناسی، دانشکدۀ ادبیات و علوم انسان، دانشگاه لرستان، خرم‌آباد، ایران. مسعود جعفری دانشجوی دکتری، گروه روان‌شناسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران. Journal Article 2025 07 11 The present study aimed to investigate the mediating role of self-control in the relationship between parental psychological control and smartphone addiction. This research employed a descriptive-correlational design using structural equation modeling. The statistical population included all high school students in Khorramabad during the 2024–2025 academic year. A total of 400 students were selected through convenience sampling. The data collection instruments included the Parental Psychological Control Scale ,the short form of the Smartphone Addiction Questionnaire , and the Brief Self-Control Scale . Descriptive statistics (mean and standard deviation) were used to summarize the findings, while Pearson correlation and structural equation modeling were used for data analysis through SPSS and AMOS software. The results revealed a significant positive relationship between parental psychological control and smartphone addiction (p< 0.01). Additionally, a significant negative relationship was found between self-control and smartphone addiction (p< 0.01). The structural model analysis indicated that self-control significantly mediates the relationship between parental psychological control and smartphone addiction (p< 0.01). Excessive psychological control by parents undermines adolescents’ self-control skills, thereby paving the way for unhealthy dependence on smartphones. Based on this, it can be concluded that in order to take measures to reduce smartphone addiction among teenagers, the focus should be on decreasing parents' psychological control and increasing self-control in adolescents. Introduction Nowadays, smartphones have become an essential part of our lives, bringing us convenience and enjoyment (Liu et al., 2023). However, a serious issue that has emerged is the phenomenon of smartphone addiction, which may have specific negative impacts on daily life (Billieux et al., 2015). Given the potentially significant adverse effects of smartphone addiction, it is crucial for researchers to examine the underlying psychological mechanisms and antecedents that may put individuals at risk for this addictive behavior. One variable that may influence smartphone addiction is parental psychological control (Li & Liu, 2025; Chen et al., 2025). Parental psychological control hinders the fulfillment of basic psychological needs such as autonomy, competence, and relatedness. In turn, this increases the likelihood of negative behaviors, such as problematic smartphone use. Ultimately, it can be said that parental psychological control is one of the precursors of smartphone addiction. Therefore, identifying the mediating variables through which parental psychological control affects students’ smartphone use is essential. Self-control is a fundamental component of an individual's personality system and refers to a person's ability to regulate and manage behavior, emotions, cognitive activities, and more, based on social standards or personal will (Cai et al., 2021). In fact, self-control is one of the most important manifestations of adolescent socialization and a key factor in resisting stress, negative emotions, and even high-risk external behavioral problems during adolescence. Research has shown that self-control plays a mediating role between various dimensions of parenting and externalizing behaviors (Muftić & Updegrove, 2018). Studies have also shown that psychological control impedes the development of self-control in adolescents, which in turn can lead to problematic internet and smartphone use (Qian et al., 2022). Based on the above, it can be concluded that parental psychological control may influence students’ smartphone usage by affecting their self-control. Therefore, the present study aims to examine the mediating role of self-control in the relationship between parental psychological control and smartphone addiction. Method The present study employed a descriptive-correlational research design using structural equation modeling (SEM). The statistical population consisted of all high school students (second level of secondary education) in Khorramabad during the 2024–2025 academic year. From this population, a sample of 400 students was selected using convenience sampling. The data collection instruments included the Parental Psychological Control Scale (Soenens et al., 2010), the short form of the Smartphone Addiction Questionnaire (Lin et al., 2017), and the Brief Self-Control Scale (Tangney et al., 2004). Descriptive statistics such as mean and standard deviation were used to describe the data, and Pearson correlation tests as well as structural equation modeling (SEM) were conducted using SPSS-26 and AMOS-24 software. Results In structural equation modeling, various fit indices are used to evaluate the model. The results of examining some of them have shown that these indices are within the normal range; (X2/df=2.09, GFI=0.95, IFI=0.98, CFI=0.98, RMSEA=0.08) therefore, the conceptual model of this study has a good fit. Table (1) presents the significance of the direct path coefficients in the model, all of which were found to be statistically significant. Table 1. Coefficients of the direct paths of the model P Sobel test t SE standard coefficients Direct effect 0.001 - 6.473 0.047 0.187 Parent's psychological control on smartphone addiction 0.001 - -4.937 0.138 -0.648 Parents' psychological control on self-control 0.001 - -4.268 0.106 -0.692 Self-control on smartphone addiction 0.001 3.812 - 0.162 0.448 Parental Psychological Control on Smartphone Addiction Through Self-Control 0.001 - - 0.209 0.635 Total Effect Table (1) shows that the direct effect of parental psychological control on smartphone addiction is positive and significant (p<0.01), and its direct effect on self-control is negative and significant (p<0.01). The direct effect of self-control on smartphone addiction is also negative and significant (p<0.01). An examination of the significance of indirect effects revealed that parental psychological control can indirectly and positively influence students' smartphone addiction through self-control in a significant way (p<0.01). Discussion This study aimed to examine the mediating role of self-control in the relationship between parental psychological control and smartphone addiction. The results showed that the conceptual model had a good fit and that parental psychological control influenced adolescent smartphone addiction both directly and indirectly (through the mediation of self-control). To explain these findings, we can argue that parental psychological control requires children to obey the views and conform to the expectations of adults. Since this approach conflicts with adolescents' psychological need for independent development (Chen et al., 2025), such control can lead to depression, feelings of inadequacy, or intentional defiance of parental demands. To escape these negative emotions, adolescents may turn to excessive smartphone use. Furthermore, parental psychological control may hinder the development of adolescent autonomy, leading to insufficient self-regulation when facing temptation and pressure, which in turn results in reduced self-control (Lin & Li, 2024). In other words, parental psychological control may negatively affect adolescents' self-control through intrusive involvement in their lives. This low self-control then causes adolescents to resort to excessive smartphone use to regulate their emotions or escape unpleasant feelings, leaving them with less ability to resist the temptation to use their phones. پژوهش حاضر با هدف بررسی نقش میانجی خودکنترلی در رابطۀ بین کنترل روان‌شناختی والدین و اعتیاد به گوشی‌های هوشمند انجام شد. روش پژوهش حاضر توصیفی-همبستگی از نوع مدل معادلات ساختاری بود. جامعۀ آماری در این پژوهش همۀ دانش‌آموزان دورۀ متوسطۀ دوم شهر خرم‌آباد در سال تحصیلی 1403-1404 بودند که از میان آنها، 400 نفر به ‌صورت نمونه‌گیری در دسترس انتخاب شدند. ابزارهای گردآوری داده‌ها شامل مقیاس کنترل روان‌شناختی والدین فرم کوتاه پرسشنامۀ اعتیاد به گوشی‌های هوشمند و مقیاس کوتاه خودکنترلی بودند. برای توصیف یافته‌ها از میانگین و انحراف معیار و برای تحلیل داده‌ها از آزمون همبستگی پیرسون و مدل‌های معادلات ساختاری با استفاده از نرم‌افزارهای SPSS و AMOS استفاده شد. یافته‌ها نشان داد بین کنترل روان‌شناختی والدین و اعتیاد به گوشی‌های هوشمند رابطه‌ای مثبت و معنادار وجود دارد (01/0>p). همچنین، بین خودکنترلی و اعتیاد به گوشی‌های هوشمند رابطۀ منفی معناداری وجود دارد (01/0>p). نتایج بررسی مدل نشان داد خودکنترلی می‌تواند به طرزی معنادار در رابطۀ بین کنترل روان‌شناختی والدین و اعتیاد به گوشی‌های هوشمند نقش میانجی را ایفا کند (01/0>p). کنترل بیش از حد روانشناختی والدین از طریق تضعیف توانایی نوجوانان در مهارت‌های خودکنترلی، راه را برای وابستگی ناسالم به گوشی هوشمند هموار می‌کند؛ بنابراین، می‌توان نتیجه گیری کرد که به منظور اتخاذ تدابیری برای کاهش اعتیاد نوجوانان به گوشی‌های هوشمند، باید بر کاهش کنترل روان‌شناختی والدین و افزایش خودکنترلی در نوجوانان تمرکز داشت.

https://cbs.ui.ac.ir/article_29979_4192ac2c2545c40be365c23c13588828.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 15 1 2025 08 23 The Effectiveness of Acceptance and Commitment Therapy (ACT) on Rumination and Cognitive Confusion in Injured Athletes اثربخشی درمان پذیرش و تعهد ACT بر نشخوار فکری و آشفتگی شناختی ورزشکاران آسیب‌دیده 123 142 30050 10.22108/cbs.2025.145706.2035 FA فرشته ایزدخواه استادیار،گروه رفتار حرکتی و روانشناسی ورزشی، دانشکده علوم ورزشی، دانشگاه شهید چمران اهواز، اهواز، ایران پیمان هنرمند دکتری روانشناسی ورزش، گروه روانشناسی ورزش، دانشکده علوم ورزشی، دانشگاه تهران، تهران، ایران. حسین احمدی نیا دانشجوی کارشناسی تربیت‌بدنی و علوم ورزشی، دانشکده علوم ورزشی، دانشگاه شهید چمران اهواز، اهواز، ایران. مصطفی جلیلی دانشجوی کارشناسی تربیت‌بدنی و علوم ورزشی، دانشکده علوم ورزشی، دانشگاه شهید چمران اهواز، اهواز، ایران. Journal Article 2025 06 17 Rumination and cognitive confusion are common challenges among injured athletes. This study aimed to examine the effectiveness of Acceptance and Commitment Therapy (ACT) on rumination and cognitive confusion in injured athletes. In this semi-experimental study, 40 injured athletes were randomly assigned to two groups: an experimental group and a control group. The experimental group received ACT for 8 weeks, with two 90-minute sessions per week, while the control group received no intervention. Both groups were assessed at three stages: pre-test (one day before the intervention), post-test (one day after the intervention), and follow-up (two weeks after the post-test). Data were collected using the Ruminative Responses Scale (RRS) and the Mason Cognitive Confusion Questionnaire (MCQ) and analyzed using mixed-design repeated measures ANOVA in SPSS version 23, with a significance level of 0.05. Results indicated that ACT significantly reduced rumination (F = 7.973, p = 0.001, η² = 0.296) and cognitive confusion (F = 46.278, p = 0.001, η² = 0.709) in the experimental group, and these positive effects were maintained during the follow-up period. ACT is suggested as an effective therapeutic approach to reduce rumination and cognitive confusion in injured athletes. By helping athletes accept unpleasant thoughts and feelings and enhancing psychological flexibility, this therapy can contribute to improving their quality of life. Introduction Sports are not only a platform for physical development and skill improvement but also an important environment for shaping personal identity, boosting self-confidence, and experiencing positive emotions. However, athletic injuries are an unavoidable part of sports and often lead to significant physical and mental effects. After an injury, many athletes face not just physical limitations but also notable psychological pressures, including rumination and cognitive confusion (Borders, 2020). Rumination, as a maladaptive cognitive style, involves repetitive and persistent focus on negative thoughts and unpleasant past experiences (Borders, 2020). This pattern of thinking not only diminishes athletes’ concentration and psychological energy but also disrupts their adaptation to injury and return to sports activities (Lundgren et al., 2021). On the other hand, cognitive confusion, characterized by difficulties in processing information, organizing thoughts, and making decisions, may intensify during periods of injury and significantly impair athletes’ psychological functioning (White et al., 2023). The interaction between these two variables threatens athletes’ mental health and has negative effects on rehabilitation quality, motivation, and self-confidence (Van Vugt et al., 2018). In this regard, Acceptance and Commitment Therapy (ACT), as one of the third-wave behavioral and cognitive-behavioral therapies, has received considerable attention (Borders, 2020). ACT emphasizes acceptance of internal experiences instead of avoidance, and prioritizes living in accordance with personal values rather than merely reducing symptoms (Lundgren et al., 2021). By focusing on processes such as acceptance, mindfulness, cognitive confusion, and committed action, ACT helps individuals establish a healthier relationship with their thoughts and emotions. Therefore, ACT can play a crucial role in reducing rumination and alleviating the adverse effects of cognitive confusion in injured athletes (Amouzadeh & Bahrami., 2024). Research in the fields of clinical and sport psychology has demonstrated that ACT-based interventions can effectively improve psychological well-being, enhance quality of life, and reduce symptoms of anxiety and depression (Amouzadeh & Bahrami, 2024; Borders, 2020; Lundgren et al., 2021; White et al., 2023). Nevertheless, only a limited number of studies have specifically examined the effectiveness of ACT on rumination and cognitive confusion in populations of injured athletes (Amouzadeh & Bahrami, 2024). Given that athletic injuries represent a highly challenging condition both physically and psychologically, implementing effective psychological interventions may facilitate the rehabilitation process, increase motivation, and promote a successful return to sports participation (Lundgren et al., 2021). Accordingly, the present study aims to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) in reducing rumination and cognitive confusion among injured athletes. The findings of this study are expected to enrich the existing body of knowledge, provide practical guidelines for sport psychologists, coaches, and rehabilitation specialists, and underscore the importance of integrating psychological interventions with medical and physiotherapeutic treatments. Materials and Methods This semi-experimental study was conducted to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on rumination and cognitive confusion in injured athletes. A total of 40 injured athletes were recruited and randomly assigned to two groups: an experimental group and a control group, each consisting of 20 participants. The random assignment ensured that baseline characteristics were balanced across the two groups, minimizing potential selection bias. The experimental group underwent an ACT-based intervention program lasting eight weeks, with two 90-minute sessions per week. These sessions were structured according to established ACT protocols, emphasizing core processes such as acceptance, cognitive confusion, mindfulness, values clarification, and committed action. The control group did not receive any psychological intervention during the study period, allowing for a clear comparison of the treatment effects. Data were collected at three time points: pre-test (one day before the intervention), post-test (one day after the completion of the intervention), and follow-up (two weeks after the post-test). To assess the key variables, the study employed two standardized questionnaires: the Ruminative Response Scale (RRS), designed to evaluate repetitive and reflective thinking patterns, and the Mason Cognitive Confusion Questionnaire (MCQ), measuring levels of cognitive confusion and difficulty in processing information. Both instruments have demonstrated adequate reliability and validity in prior Iranian studies, ensuring the appropriateness of their use in this context. The collected data were analyzed using mixed-design analysis of variance (ANOVA) with repeated measures in SPSS version 23. This statistical approach allowed for examination of within-group changes over time as well as between-group differences, providing a comprehensive understanding of the intervention’s effectiveness. The significance level was set at 0.05 for all statistical tests. Effect sizes were also calculated to estimate the magnitude of ACT’s impact on rumination and cognitive confusion, enhancing the interpretability and practical relevance of the findings. This methodological design, combining a randomized control framework, standardized measurement tools, and repeated assessments, aimed to rigorously evaluate the causal effects of ACT while accounting for temporal changes in psychological outcomes. Results The findings indicated that Acceptance and Commitment Therapy (ACT) had a significant effect on reducing rumination and cognitive confusion in injured athletes. Mixed-design ANOVA showed a significant difference between the experimental and control groups in rumination (F = 7.973, η² = 0.296, p < 0.001), with the experimental group exhibiting a substantial decrease in rumination after the intervention. Similarly, the analysis for cognitive confusion revealed a significant effect of ACT; the experimental group showed a significant reduction compared to the control group (F = 46.278, η² = 0.709, p < 0.001). This reduction was maintained during the follow-up period, indicating the persistence of the intervention effects shortly after the completion of the therapy sessions. Overall, the findings emphasize that ACT can be an effective intervention for reducing rumination and cognitive confusion in injured athletes, with its effects remaining stable at least two weeks after the intervention. Conclusion In summary, this study demonstrated that Acceptance and Commitment Therapy (ACT) effectively reduces rumination and cognitive confusion in injured athletes. The structured eight-week ACT intervention produced significant improvements in participants’ psychological and cognitive outcomes, and these effects were maintained during the follow-up period, indicating short-term stability of the intervention effects. Considering the importance of mental health and cognitive functioning in injured athletes, and the limitations of pharmacological interventions, ACT-based psychotherapy provides a practical and accessible approach to support psychological and cognitive well-being in this population. Implementing these programs in sports centers, psychological clinics, or even individually can complement existing support methods. Future research should explore the underlying mechanisms of ACT, optimize session duration and frequency, and evaluate the long-term effects on other cognitive functions and daily performance of athletes. Ethical Considerations Compliance with ethical guidelines This study was approved by the Ethics Committee of Shahid Chamran University of Ahvaz with the ethical code IR.SCU.REC.1403.122. Funding There is no funding support. Authors’ Contribution The first author was responsible for implementing the study procedures, data collection, data analysis and interpretation, and manuscript writing. The second author contributed to study design, data analysis and interpretation, as well as revisions and approval of the final version. The third author was responsible for revisions and approval of the final version. The fourth author also contributed to revisions and approval of the final version Conflict of Interest Authors declared no conflict of interest. Acknowledgments We are grateful to all the athletes who participated in this study. نشخوار فکری و آشفتگی شناختی از چالش‌های شایع در ورزشکاران آسیب‌دیده محسوب می‌شوند. این مطالعه با هدف بررسی اثربخشی درمان پذیرش و تعهد (ACT) بر نشخوار فکری و آشفتگی شناختی ورزشکاران آسیب‌دیده انجام‌ شده است. در این پژوهش نیمه‌آزمایشی، 40 ورزشکار آسیب‌دیده به‌ صورت تصادفی در دو گروه (یک گروه آزمایش و یک گروه کنترل) قرار گرفتند. گروه‌ آزمایش به مدت 8 هفته، هر هفته دو جلسۀ 90دقیقه‌ای، درمان ACT دریافت کردند. گروه کنترل هیچ مداخله‌ای دریافت نکرد. هر دو گروه در سه مرحلۀ پیش‏آزمون (یک روز قبل از مداخله)، پس‌آزمون (یک روز بعد از مداخله) و پیگیری (دو هفته بعد از پس‌آزمون) بررسی شدند. داده‌ها با استفاده از پرسشنامه‌های نشخوار فکری (RRS) و آشفتگی شناختی ماسون (MCQ) جمع‌آوری شدند. داده‌ها با استفاده از تحلیل واریانس آمیخته با اندازه‌گیری‌های مکرر در نرم‌افزار SPSS نسخۀ 23 تحلیل شدند و سطح معنا‌داری ۰٫۰۵ در نظر گرفته شد. نتایج نشان داد درمان ACT به طرزی معنادار باعث کاهش نشخوار فکری (296/0= η2، 001/0=sig، 973/7=F) و آشفتگی شناختی (709/0=η2، 001/0=sig، 278/46=F) در گروه آزمایش شد و این اثر مثبت در طول دورۀ پیگیری نیز حفظ‌ شده است. درمان ACT به ‌عنوان یک رویکرد درمانی مؤثر برای کاهش نشخوار فکری و آشفتگی شناختی در ورزشکاران آسیب‌دیده پیشنهاد می‌شود. این درمان با کمک به ورزشکاران در پذیرش افکار و احساسات ناخوشایند و افزایش انعطاف‌پذیری روان‌شناختی، می‌تواند به بهبود کیفیت زندگی آنها کمک کند.

https://cbs.ui.ac.ir/article_30050_dc241f4083f1fc896601ae60b0cae2e8.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 15 1 2025 08 23 Optimizing Telephone Psychotherapy Service Quality Based on Therapists' Experiences: A Qualitative Study بهینه‌سازی کیفیت خدمات روان‌درمانی تلفنی بر پایۀ تجربیات درمانگران: یک مطالعۀ کیفی 143 166 30221 10.22108/cbs.2026.147389.2110 FA فهیمه باهنر استادیار گروه مشاوره، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران. محیا صنیعی منش دانشجوی دکتری رشته مشاوره، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران Journal Article 2025 11 12 Given the increasing expansion of psychotherapy services delivered via telephone and the importance of ensuring the quality of these services, attention to the factors affecting their effectiveness is essential.This research aimed to explore and deeply interpret therapists' experiences in order to extract practical insights for optimizing the quality of telephone psychotherapy services. The present research employed an applied methodology using an interpretive phenomenological qualitative design. The study population consisted of active therapists in Tehran during the years 2024-2025. Purposeful criterion-based sampling was used and continued until data saturation was reached, ultimately selecting 15 therapists. Participants underwent semi-structured interviews. Data analysis was performed using Colaizzi's seven-step method, with MAXQDA.20 software utilized for coding. Data analysis resulted in the identification of 80 initial concepts, 11 sub-themes, and 4 main themes. To examine the validity and accuracy of the research data, four measurement criteria were used, including credibility, transferability, dependability, and confirmability. The main themes included: Therapists' Personal Competencies (Basic counseling skills, Psychological capacities of therapists, Therapists' mental health management, Objective indicators of effectiveness), Effective Contexts in Telephone Counseling Services (Infrastructural and Psychosocial), Individual Therapist Strategies (Physical self-care and Psychological-spiritual self-care), Macro-level Strategies (Operational support, Psychological support, and Professional development). The identification of the "need for organizational psychological support" for therapists is highlighted as a novel achievement of this research. The present findings represent a significant step toward improving remote psychological services, and given the expansion of such services, they call for the attention and planning of policymakers and center managers, particularly in the area of systematic support for therapists. Introduction Teletherapy, which involves the use of text-based or audio/video tools to connect clients and counselors remotely, has been recognized as a legitimate means of conducting psychotherapy (Calkins, 2021). This approach, characterized by its accessibility and rapid responsiveness, has gained particular popularity among certain groups (Paul et al., 2016). Overall, the topic of telephone-based psychological services — including their advantages, disadvantages, and potential improvements — has long been of interest to researchers (Haas, 1996). Moreover, given the professional role of psychotherapists in society and the occupational challenges they commonly face, the need for strategies aimed at improving their working conditions is evident. Although the body of research on online therapy continues to expand (Khan et al., 2021), there remains a notable lack of qualitative studies that explore how to enhance or more effectively utilize the potential of this method—particularly in Iran, where distinct cultural characteristics may influence its application. Therefore, the researchers in this study sought to address the following question: How can the quality of telephone-based psychotherapy services be optimized from the perspective of professionals active in this field? Method This study employed a qualitative approach using the interpretative phenomenological analysis (IPA). The study population consisted of counselors and therapists practicing in Tehran Province during the years 2024–2025. Accordingly, participants were selected using purposive sampling. Participants were recruited through public announcements on social media and direct researcher presence at telephone counseling centers officially registered with the Iranian Psychological and Counseling Organization. Data were collected using a semi-structured, researcher-designed interview whose main focus was to explore therapists’ perspectives on factors contributing to success. For data analysis, the Colaizzi’s Method was applied, and MAXQDA 20 software was used. Findings The average age of the participants was 33.35 years. About 80% held a Master’s degree, one participant held a Ph.D., and the rest were Ph.D. candidates. About 73.33% worked in the public sector, whereas 26.66% were employed in private telephone counseling centers. The average years of experience in telephone counseling was 4.5. Most participants worked in the fields of family counseling or clinical psychology. Table 1. Main Themes, Sub-Themes, and Initial Concepts of Participants’ Experiences Main Themes Sub-Themes Number of participants expressing this theme Initial Concepts Therapists’ Personal Competencies Basic Counseling Skills 14 keeping knowledge up to date; continuous learning; active listening ability; clear expression; calm tone; verbal fluency; empathy; appropriate reflection; work experience; time management; unconditional acceptance; managing transference and countertransference; observing professional ethics Therapist’s Psychological Capacities 10 patience; acceptance of diverse clients; awareness of own emotions; awareness of own beliefs; behavior management; resilience; use of emotional intelligence Therapist’s Mental Health Management 9 having a personal therapist; consulting with colleagues; taking leaves or breaks; sharing emotions; reducing mental preoccupation; closing client cases after completion of counseling Objective indicators of improvement 11 client satisfaction level; providing continuity of treatment; reduction in complaints; improvement of clients’ symptoms; accurate diagnosis Effective Contexts in Telephone Counseling Services Infrastructural 13 eliminating geographical limitations; saving time; clients’ comfort in expressing problems; broad population coverage Psychosocial 7p Reducing social stigma; Increasing honesty; Psychological safety; Compatibility with modern lifestyles Therapists’ Individual Strategies Physical Self-care 10 exercise; attention to sleep and nutrition; practicing muscle relaxation; focusing on proper breathing Psychological-Spiritual Self-care 15 learning from experienced professionals; reading/studying; traveling; resting ; listening to instrumental music; maintaining friendships; timely service to clients; mindfulness; gratitude; meaning reconstruction Macro-level Strategies (Organizational and Counseling Center) Operational Support 13 holding necessary workshops for therapists and specific internships in telephone counseling; receiving supervision; promoting telephone counseling culture; reducing prank or nuisance calls; managing call volume; allocating sufficient time for counseling; financial support for therapists; providing supervisor feedback; continuous monitoring; ensuring transparency of the counseling process for clients Psychological Support 12 motivating therapists; addressing job burnout; professional incentives; considering occupational acceptance and suitability Professional Development and Improvement 13 obtaining professional telephone counseling certifications; creating personalized client portals; forming a specialized telephone counseling committee; developing a comprehensive telephone counseling protocol; establishing a client feedback rating system on counseling quality; establishing a therapist feedback rating system on service quality; creating secure digital platforms; implementing client follow-up systems; enabling audio and video communication systems; developing performance evaluation systems; improving workplace environments; providing dedicated physical spaces for counselors Discussion The aim of the present study was to examine ways to optimize the quality of telephone psychotherapy services based on therapists’ lived experiences. The first main theme identified was therapists’ personal competencies. This theme indicates that a therapist’s competence is not solely based on theoretical knowledge; rather, it involves an interconnection of skill, capacity, and well-being, which together make it possible to optimize therapy in the context of telephone-based psychotherapy. The two concepts of basic counseling skills and objective indicators of effectiveness are consistent with the findings of Khan et al. (2021). The second main theme, unlike the first—which was at the micro level—was identified as effective contexts in telephone counseling services. This theme aligns with many previous studies. Convenience and ease due to the absence of geographical and temporal restrictions (Bird et al., 2019), as well as continuous accessibility (Zainudin et al., 2021), are among the capacities of this therapeutic modality that have contributed to its increasing use. Moreover, comfort and anonymity, reduction of stigma and labeling (Nagarajan & S, 2021), flexibility of the therapeutic process (Khan et al., 2021), and the creation of a safe therapeutic environment (Cipolletta & Mocellin, 2021) are additional characteristics that have expanded the application of online services, particularly telephone psychotherapy. The third main theme consisted of individual strategies that, according to therapists, could enhance the success and optimization of telephone psychotherapy if implemented. Emphasis on self-care—both physical and psycho-spiritual—as a factor that can improve this therapeutic process has not been explicitly mentioned in previous research within the Iranian cultural context, making it a novel contribution of the present study. This is significant because self-care also has a cultural dimension: In some cultures, mental health professionals are encouraged toward excessive self-sacrifice, which can be detrimental (Ko & Min Lee, 2021). Finally, the fourth main theme concerned macro-level strategies (organizational and counseling center). This theme emphasizes the necessity for institutions to evolve from being service-oriented organizations to learning organizations, where support is multidimensional and continuous. It underscores that quality improvement interventions must simultaneously target all three levels. Counseling centers and organizations can enhance therapeutic service quality by supporting therapists through the triad of operational strategies, psychological support, and professional development initiatives. با توجه به گسترش روزافزون ارائۀ خدمات روان‌درمانی از طریق بستر تلفن و اهمیت تضمین کیفیت این خدمات، توجه به عوامل مؤثر بر اثربخشی آن ضروری است. این پژوهش با هدف کشف و تفسیر عمیق تجربیات درمانگران به منظور استخراج بینش‌های کاربردی برای بهینه‌سازی کیفیت خدمات روان‌درمانی تلفنی انجام شد. روش پژوهش حاضر کاربردی و از نوع کیفی پدیدارشناسی تفسیری است. جامعۀ آماری این پژوهش شامل درمانگران فعال شهر تهران در سال 1403-1404 بود. نمونهگیری به صورت هدفمند از نوع ملاکی بود و تا مرز اشباع دادهها و در نهایت، انتخاب 15 درمانگر ادامه یافت. با شرکتکنندگان به مدت 7 ماه مصاحبههای نیمه‌ساختاریافته انجام شد. به منظور تحلیل داده‌ها، از روش هفت‌مرحله‌ای کلایزی و نرم‌افزار MAXQDA.20 برای کدگذاری استفاده شد. تحلیل داده‌ها به شناسایی 80 مفهوم اولیه، 11 مضمون فرعی و 4 مضمون اصلی منجر شد. برای بررسی اعتبار و صحت داده‌های پژوهش، از چهار معیار سنجش شامل اعتبار، انتقال‌پذیری، اطمینان‌پذیری و تأییدپذیری استفاده شد. مضامین اصلی شامل شایستگی‌های شخصی درمانگران (مهارت‌های پایه‌ای مشاوره، ظرفیت‌های روان‌شناختی درمانگر، مدیریت سلامت روان درمانگر و شاخص‌های عینی بهبود)، بسترهای مؤثر در خدمات مشاورۀ تلفنی (زیرساختی و روانی-اجتماعی)، راهکارهای فردی درمانگران (خودمراقبتی جسمانی و خودمراقبتی روانی-معنوی) و راهکارهای کلان (حمایت‌های عملیاتی، حمایت‌های روان‌شناختی و به‌سازی حرفه‌ای) بودند. شناسایی «نیاز به حمایت روان‌شناختی سازمانی» برای درمانگران به ‌عنوان یک دستاورد نوین این پژوهش برجسته بود. یافته‌های حاضر گامی مهم در راستای ارتقای خدمات روان‌شناختی از راه دور است و با توجه به گسترش این نوع خدمات، توجه و برنامه‌ریزی سیاست‌گذاران و مدیران مراکز را به ‌ویژه در زمینۀ پشتیبانی نظام‌مند از درمانگران طلب می‌کند.

https://cbs.ui.ac.ir/article_30221_7b0d7f8f4ac7fead4f17fa006e2e0cc1.pdf

دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 15 1 2025 08 23 The Effect of Cognitive Hypnotherapy on Mental Toughness and Cognitive Empowerment Among the Employees of Kimia Petrochemical Company تأثیر هیپنوتراپی شناختی بر استحکام روانی و توانمندسازی شناختی در کارمندان پتروشیمی کیمیا 167 188 30075 10.22108/cbs.2025.146250.2054 FA حسین زارع استاد روانشناسی، دانشگاه پیام نور، تهران، ایران. سامان بهروان کارشناس ارشد روانشناسی شخصیت، دانشگاه پیام نور، واحد بین الملل، کیش، ایران. Journal Article 2025 08 05 Employees play a crucial role in the progress and development of any society. Numerous studies have explored various methods to enhance cognitive and behavioral factors among employees, with the goal of organizational productivity and overall quality. In line with such efforts, the present study investigated the effect of cognitive hypnotherapy on mental toughness and cognitive empowerment among the employees of Kimia Petrochemical Company. This quasi-experimental research employed a pretest-posttest-follow-up design with experimental and control groups. The statistical population consisted of all male employees of Kimia Petrochemical Company in Bandar Mahshahr, aged 35 to 50 years, holding academic degrees ranging from a bachelor's to doctorate levels. Two standardized questionnaires measuring Mental toughness and cognitive empowerment were used for data collection. A total of 30 participants were randomly selected and assigned to the experimental or control group (15 in each group). The experimental group received individual cognitive hypnotherapy interventions based on Elman's (2008) therapeutic protocol, delivered in ten one-hour sessions twice a week. One month after the posttest, both groups completed the questionnaires again during a follow-up phase to assess the durability of treatment effects. Repeated measures ANOVA, conducted using SPSS version 24, revealed significant differences between the two groups in terms of mental toughness and cognitive empowerment scores (P < 0.05). Based on these findings, cognitive hypnotherapy appears to have a positive impact on both mental toughness and cognitive empowerment in employees, suggesting its potential as an effective approach to enhancing psychological and cognitive dimensions in occupational settings. Introduction Human resources are considered the most valuable asset of any organization (Farajzadeh & Keyvanlou, 2020). Employees, by applying their knowledge and skills, can make significant contributions to the growth and excellence of society (Singh & Sarkar, 2019). Cognitive empowerment is a skill that enables individuals to achieve the power of change (Hsieh, 2022). In another definition, cognitive empowerment can be regarded as a psychological state characterized mainly by a sense of control and mastery, intrinsic purposefulness, and competence (Juyumaya, 2022). Another important concept in organizational work that can significantly influence employees’ productivity and performance is mental toughness. Mental toughness acts as a defensive mechanism in response to stressors and allows individuals to actively demonstrate optimal decision-making and performance in various situations (Tian et al., 2022). On the other hand, modern approaches rooted in cognitive psychotherapy, such as cognitive hypnotherapy, have great potential to enhance these characteristics. Most psychological disorders can be regarded as a negative form of self-hypnosis. Individuals often accept their negative, critical thoughts unconsciously and without resistance (Du et al., 2021) Hypnotherapy consists of several essential techniques, including relaxation, guided imagery, systematic desensitization, cognitive restructuring, and the training of hypnotic skills (Du et al., 2021). One type of hypnotherapy, known as cognitive hypnotherapy, is a combination of concepts and techniques from hypnotherapy and cognitive-behavioral therapy, developed by Alladin (Holler et al., 2022). Method This study employed a quasi-experimental design with two groups (experimental and control), using a pretest-posttest format with follow-up. The statistical population included all employees of Kimia Petrochemical Company in Mahshahr, aged between 35 and 50 years, with educational levels ranging from bachelor’s to doctorate degrees. A total of 30 participants were selected through convenience sampling and randomly assigned to two groups of 15 (experimental and control). The cognitive hypnotherapy intervention was based on Alladin’s (2008) treatment protocol and was conducted individually for the experimental group over 10 one-hour sessions, twice a week. The follow-up stage was carried out one month after the posttest. Data analysis was performed using repeated measures analysis of variance (ANOVA) in SPSS version 24. Instruments a) Standard Cognitive Empowerment Questionnaire This questionnaire consists of 15 items designed to assess five dimensions of cognitive empowerment: autonomy, influence, meaningfulness, trust, and competence. b) MTQ-48 Mental Toughness Questionnaire The MTQ-48 includes 48 items and measures six subscales: challenge, commitment, emotional control, life control, self-confidence in abilities, and interpersonal confidence. Results To analyze the research results, data homogeneity and normality were first examined and confirmed. The results indicated that the calculated F-value for the pretest, posttest, and follow-up stages was significant at the 0.001 level. Specifically, the interaction of group and time for both Mental toughness and cognitive empowerment was significant (p < 0.001). Further analyses of the subscales of the research variables were performed separately using repeated measures ANOVA. Table 1. Repeated ANOVA of the Effect of Cognitive Hypnotherapy Intervention on Mental Toughness and Its Components Variable Source SS DF MS F Sig Effect size Challenge Time 43/622 2 21/811 45/425 0/001 0/319 Time*group 37/489 2 18/744 39/038 0/001 0/282 Commitment Time 40/689 2 20/344 47/035 0/001 0/277 Time*group 34/420 2 16/211 37/479 0/001 0/372 Emotional control Time 23/376 1/138 18/012 6/655 0/015 0/192 Time*group 18/956 1/318 14/385 5/310 0/019 0/159 Interpersonal confidence Time 83/400 2 41/700 59/911 0/001 0/381 Time*group 69/622 2 34/481 50/014 0/001 0/441 Life control Time Time*group 38/489 1/409 27/320 39/113 0/001 0/203 29/956 1/409 21/263 30/403 0/001 0/321 Mental Toughness Time Time*group 434/689 1/405 309/307 66/892 0/001 0/405 417/356 1/405 296/983 64/224 0/001 0/396 Self-confidence in abilities Time 43/800 1/242 35/244 23/686 0/001 0/458 Time*group 37/756 1/243 30/381 20/417 0/001 0/424 The findings demonstrated that cognitive hypnotherapy significantly improved emotional control, life control, commitment, self-confidence in abilities, and interpersonal confidence. The treatment effects were maintained during follow-up. Although a significant improvement in the “challenge” component was observed in the posttest, this effect decreased in the follow-up stage. Table 2. Repeated ANOVA of the Effect of Cognitive Hypnotherapy Intervention on Cognitive Empowerment and Its Components Variable Source SS DF MS F Sig Effect size Autonomy Time Time*group 25/356 2 12/678 52/374 0/001 0/242 20/422 2 10/211 42/148 0/001 0/301 Cognitive Empowerment Time Time*group 194/689 1/262 154/313 120/841 0/001 0//312 174/200 1/262 138/073 108/124 0/001 0/293 Competence Time 36/956 2 18/478 39/329 0/001 0/203 Time*group 31/267 2 15/632 33/106 0/001 0/142 Influence Time 18/422 2 9/211 38/178 0/001 0/121 Time*group 14/067 2 7/033 29/951 0/001 0/110 Meaningfulness Time 28/022 2 14/011 54/546 0/001 0/360 Time*group 25/622 2 12/811 49/975 0/001 0/241 Trust Time 25/800 2 12/900 26/690 0/001 0/248 Time*group 25/800 2 12/900 26/690 0/001 0/188 The findings indicated that all components of cognitive empowerment showed significant improvement in the posttest, and these effects remained significant in the follow-up stage. Discussion and Conclusion The findings indicated that cognitive hypnotherapy was effective in enhancing employees’ psychological hardiness and cognitive empowerment. Cognitive hypnotherapy is based on the principle that many psychological disorders, behavioral dysfunctions, and even physical problems stem from negative forms of self-hypnosis. Negative thoughts and the emotions resulting from them are often accepted by individuals unconsciously and without critique. Hypnotherapy can reduce such negative self-talk and cognitions and even replace them with positive cognitions (Ekanayake et al., 2022). Adopting this approach may lead to reduced anxiety, increased self-confidence, and improved mood among employees. هدف پژوهش حاضر بررسی تأثیر هیپنوتراپی شناختی در کارمندان و بر دو عامل استحکام روانی و توانمندسازی شناختی بود. روش پژوهش نیمه‌آزمایشی و برای دو گروه آزمایش و کنترل با پیش‌آزمون و پس‌آزمون همراه با پیگیری بود. جامعۀ آماری شامل تمامی کارمندان مرد پتروشیمی کیمیا شهرستان ماهشهر به تعداد 542 نفر، در ردۀ سنی 35 تا 50 سال و با تحصیلات کارشناسی تا دکتری است. در این پژوهش، از دو پرسشنامۀ استحکام روانی و توانمندسازی استفاده شد. تعداد 30 نفر به صورت در دسترس انتخاب شدند و به صورت تصادفی در دو گروه 15نفره، آزمایش و کنترل، گمارده شدند. مداخلۀ هیپنوتراپی شناختی از روش درمانی هیپنوتراپی الادین (2008)، به مدت 10 جلسۀ یک‌ساعته، دو بار در هفته به صورت فردی روی گروه آزمایش اجرا شد. مرحلۀ پیگیری یک ماه پس از انجام پس‌آزمون بود. نتایج آزمون آماری تحلیل واریانس با اندازه‌گیری مکرر که با نرم‌افزار SPSS نسخۀ 24 انجام شد، نشان داد تفاوتی معنادار بین میانگین نمرات در متغیرهای استحکام روانی و توانمندسازی شناختی در گروه آزمایش و کنترل وجود دارد (P<0.05). یافته‌های این پژوهش نشان داد هیپنوتراپی شناختی بر دو متغیر استحکام روانی و توانمندسازی شناختی برای کارمندان مؤثر است و می‌توان این روش را راهی برای بهبود مؤلفه‌ای روانی و شناختی افراد دانست.

https://cbs.ui.ac.ir/article_30075_16db1f5ba89c2de7507e00012001ae99.pdf