DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)
Year:2016 | Volume:13 | Issue:49|Papers Count:10

The aim of the present study was to predict children’s attachment indices from parental attachment indices.Two hundred and seven students (146 females, 56 males, 5 unspecified) and their parents (207 fathers, 207 mothers) were selected from universities of Tehran using convenience sampling method. The participants completed the Adult Attachment Inventory (AAI; Besharat, 2011, 2013). The results indicated that parental attachment indices correlated significantly with children's attachment indices. The results of mixed model indicated that parental attachment indices could predicted children's attachment indices and attachment styles transmitted from parents to children intergeneration ally. All three maternal attachment styles (secure, avoidant, ambivalent) could predicted children's attachment styles (secure, avoidant, resistant). However, paternal avoidant attachment style couldn’t predict children's attachment styles. The findings suggest that the attachment characteristics have the capacity to transmit from one generation to the other, by knowing the intergenerational mechanisms the attachment characteristics of the next generation can be predicted, and the transmission of pathological features could be prevented and healthy characteristics could be improved by implementing educational interventions.

The purpose of present study was to investigate the mediating roles of self-system processes and academic emotions in the relationship between autonomy supportive environment and academic engagement. The sample consisted of 461 Shiraz University students. The research instruments included academic engagement questionnaire (Reeve, 2013), basic psychological needs scale (Gagne, 2003), autonomy supportive environment questionnaire (Assor et al, 2002 & Assor 2012), hope scale (Pekrun et al, 2002), curiosity questionnaire (Litman et al, 2010), and empathy questionnaire (Vossen et al, 2016). The findings showed that autonomy supportive environment had direct effects on self-system processes and academic engagement and an indirect effect on academic engagement by mediating of self-system processes and academic emotions. Autonomy supportive environment had an indirect effect on academic emotions by mediating of self-system processes. Self-system processes had direct effects on academic emotions and academic engagement, furthermore by mediating of academic emotions had an indirect effect on academic engagement. Academic emotions had a positive and significant effect on academic engagement. Accordingly, self-system processes and academic emotions played mediating roles in relationship between autonomy supportive environment and academic engagement.

The present study investigated a causal model of identity styles in predicting assertiveness through behavioral self- regulation. Two hundred and sixty five students (121 girls, 144 boys) were selected from high schools of Abarkuh, Yazd using multistage cluster sampling method. The participants completed the revised Berzonsky Identity Styles Inventory (White et al., 1998), the Behavioral Self - regulation Questionnaire (Brown, Miller, & Lawendowski, 1999), and the Assertiveness Questionnaire (Gambrill & Richey, 1975). The hypothetical model was tested by path analysis and the significance of the mediating effects were assessed by Bootstrap method. The results supported the mediating role of behavioral self- regulation. The results indicated that the informational style positively and significantly predicted assertiveness directly and indirectly through behavioral self-regulation. Identity commitment positively and significantly predicted assertiveness through behavioral self-regulation. Diffuse-avoidant style negatively and significantly predicted assertiveness through behavioral self-regulation. Behavioral self– regulation was a significant and positive predictor of assertiveness. The findings were discussed in terms of their applications to parents’ education and assertiveness enhancement in students.

The purpose of this study was to explain wisdom by successful intelligence and coping self-efficacy. Three hundred and twenty students (193 females, 127 males) were selected from Shiraz University in academic year 2015 using multistage cluster random sampling. The participants completed the Self-Assessed Wisdom Scale (Webster, 2003), the Successful Intelligence Scale (Sternberg & Grigorenko, 2002) and the Coping Self-Efficacy Scale (Chesney et al, 2006). The data were analyzed using the structural equation modeling approach. The results of path analysis indicated that the model had a good fitness. The successful intelligence had direct effects on wisdom and coping self-efficacy. The coping self-efficacy mediates the relation between successful intelligence and wisdom. The findings suggest that successful intelligence enhance wisdom in students by promoting their coping self-efficacy beliefs, the educational settings should emphasize successful intelligence rather than traditional intelligence, and by providing enriched educational environments wised individuals may enter labor market and society.

The present study aimed to investigate the efficacy of communication skills training to mothers of children with attention deficit/ hyperactivity disorder (ADHD) on enhancement of parent-child interaction. Twenty six mothers who had 6-12 year old children with ADHD were selected by purposeful sampling and randomly assigned into either experimental or control group. The participants completed the Pianta Parent-Child Interaction Scale (1994). The experimental group received 8 sessions of the communication skills training. The results indicated that the communication skills training had significant effect on enhancement of parent-child interaction in the experimental group. The communication skills training reduced the conflict and dependence components and increased intimacy component. Given the importance of parents education in rearing children, communication skills training to parents of children with ADHD is necessary to improve parent-child interaction in this group.

This study aimed to examine the effectiveness of group drawing on aggression reduction of boy students with Attention deficit/hyperactivity disorder (ADHD). The study design was pretest-posttest with a control group. Twenty-four hyperactive-aggressive students wereselected from primary schools of the district 3 of Kermanshah, Iran in the academic year 2014.The participants were randomly assigned into either experimental or control group. The participants completed the Connors Questionnaire for teachers (Connors, 1997) and the Relational and Overt Aggression Questionnaire for primary school children (Shahim, 2006). The intervention based on Martin protocol (2009) was implemented 9 sessions for 45 to 60 minutes twice a week. The results of covariance analysis indicated that group drawing decreased physical aggression, relational aggression, and reactive verbal-hyperactive aggression in students with ADHD. The findings suggested that group drawing can be used in reducing aggression in hyperactive-aggressive students at all levels.

This study aimed to examine the mediating role of self-esteem in the relations between big five factor personality traits and psychological well-being. The sample consisted of 327 undergraduate students (148 males, 179 females) of Shahid Chamran University located in Ahvaz. The participants were selected using multi-stage cluster sampling. The participants completed the Big Five Factor Personality Scale (FFPS; Goldberg, 1999), the Self-Esteem Scale (SES; Rosenberg, 1965) and the Psychological Well-Being Scale (PWBS; Ryff, 1989). The results indicated that the traits of extraversion, openness to experience, agreeableness (P<0.01) and conscientiousness (P<0.001) had direct and positive effects on the psychological well-being, and the trait of neuroticism (P<0.001) had direct and negative effect on the psychological well-being. The big five factor personality indirectly related to more psychological well-being through self-esteem. The findings suggest that self-esteem play a mediatory role between big five factor personality and psychological well-being. These findingss emphasize the importance of big five personality traits in promoting self-esteem which in turn increases students’ psychological well-being.

The aim of this study was to investigate the effect of emotional working memory training on execution functions in adolescent with posttraumatic stress disorders (PTSD). Based on a single case multiple-baselines design, 3 adolescents (1 male, 2 females) were selected from one of the educational child center of city of Karaj by available sampling using SCID-I and IES-R. The participants received 20 sessions of emotional working memory training. The participants were assessed during three stages (pre-training, training, and 2- month follow up) by the Wechsler Digit Span Test (direct and reverse) and the Go/No Go Task. The data were analyzed using the indices for trend changes, slope and the visual inspection of the charts. The Cohen's d, recovery percent index, and effect size were used to determine the clinical significance. The results indicated that emotional working memory training increased the participants’ working memory and inhibition abilities from pre-training stage to follow up stage. The findings suggest that emotional working memory training may be an appropriate choice for increasing the execution functions of adolescents with PTSD.