RESEARCH IN PSYCHOLOGICAL HEALTH
Year:2012 | Volume:6 | Issue:3|Papers Count:12

The present study examined the relationship between Self-Compassion, Self-esteem, Shame-Proneness and Guilt-Proneness with experiencing shame and guilt after reminding the experience of fault and transgression. To do so, in a quasi-experimental design, 80 students (26 males and 54 females) of the University of Tehran filled Self-Compassion and Self- Esteem Scales and Shame-Proneness and Guilt- Proneness subscales of the Test of Self- Conscious Affect-3. After shame and guilt induction by reminding and writing about an experience of fault and transgression, Participants reported their unpleasant emotions by the adjective-checklist of shame and guilt based on Tangney`s theory and the scale of unpleasant emotions. The Results revealed that shame-proneness was positively and self-compassion was negatively associated with the unpleasant emotions. Self-esteem was correlated negatively with the shame only and guilt-proneness showed no significant relationship with the unpleasant emotions. As hypothesized, selfcompassion predicted unpleasant emotions that are beyond the shame-proneness and guilt proneness, while self-esteem wasn’t the predictor of the unpleasant emotions. The results were explained based on the different nature of self-compassion and self-esteem constructs.

This study was conducted to examine the relationship between meta cognitive beliefs and female students’ test anxiety coping styles by considering the role of ambivalent attachment. In a correlative study, 202 female students in the third grade of Yazd’s middle school were selected by random cluster sampling and then completed the Spielberger Anxiety questionnaire, Meta cognitive Beliefs Questionnaire and Collins and Raid attachment questionnaire. Pearson's correlation test and regression analysis were used to analyze the data. The present study showed that there was a positive relationship between test anxiety and cognitive beliefs, avoidant coping style, emotional-based coping style and ambivalent attachment. Also there was direct and significant relationship between meta cognitive beliefs and avoidant coping style, issue-oriented copying style, emotional-based coping style and ambivalent attachment. Emotional coping styles were also positively and significantly oriented with ambivalent attachment. Results of the step by step regression analysis showed that meta cognitive beliefs explained 27% of the variance the test anxiety by themselves, while the coping style along with meta cognitive beliefs explained approximately 32% of the variance of test anxiety and if ambivalent attachment added to meta cognitive beliefs and coping style, 34% of the variance of test anxiety can be explained approximately. Due to the effectiveness of the proper use of coping styles in dealing with the test anxiety, the necessary trainings in this area can prevent the students from being challenged by the test anxiety which could have many negative effects on their performance. Also parents as those having a role in the formation of their children’s attachment should undergo necessary training.

The present study investigated the relationship between cognitive emotion regulation strategies and depression, anxiety and stress in students through using descriptive correlational research method. To do so, through random cluster sampling, 235 students (102 boys and 133 girls) of Payame Noor University with the average age of 23.31 and a standard deviation of 2.53 were selected and then completed cognitive emotion regulation questionnaire (CERQ) and depression, anxiety and stress scale (DASS-21). Data was analyzed by using multivariate analysis of variance and correlation matrix. Results indicated a negative relationship between depression and positive refocusing, between planning and positive reappraisal.Moreover, there was a positive relationship between depression, anxiety, stress and all of the maladaptive cognitive emotion regulation strategies (other blame, self-blame, rumination, catastrophizing and acceptance). Among the components of cognitive emotion regulation strategies, there was no significant difference between male and female students, except rumination. There was also no difference between male and female students in depression, anxiety and stress.Considering the above mentioned results, it seems that cognitive emotion regulation training focused on positive refocusing, planning and positive reappraisal is very essential to enhance the physical, mental and social health of students.

This study investigated the effectiveness of group cognitive behavioral therapy, group logo therapy and the combination of these methods in the increase of social adjustment in maladjustment students. The sample of the study included 60 maladjustment male students in the 2nd district of Rey city who were recognized maladjustment by adjustment inventory of high school students (AISS).Then, they were randomly divided into four groups. All the students completed the social adjustment scale, developed in the University of California, in the pre-test step. The first group underwent group cognitive behavioral therapy, the second group underwent group logo therapy, the third group underwent both group CBT and group logo therapy, and the fourth group (control group) received no intervention. Then, in the post-test step, California’s social adjustment scale was administered in four groups. Changes occurred in the four groups were compared through analysis of variance and post-hoc test. Results of the analysis of variance showed that social adjustment scores increased significantly in the post-test (P<0.001). Results of Tukey’s test indicated that the three treatment methods had an effect in increasing the students’ social adjustment, but the combination of group cognitive behavioral therapy and group logo therapy had better effect than the two separate treatment methods. As a whole, results of this study showed that the combination treatment could increase the social adjustment significantly.

This study investigated the effectiveness of group cognitive behavioral therapy, group logo therapy and the combination of these methods in the increase of social adjustment in maladjustment students. The sample of the study included 60 maladjustment male students in the 2nd district of Rey city who were recognized maladjustment by adjustment inventory of high school students (AISS).Then, they were randomly divided into four groups. All the students completed the social adjustment scale, developed in the University of California, in the pre-test step. The first group underwent group cognitive behavioral therapy, the second group underwent group logo therapy, the third group underwent both group CBT and group logo therapy, and the fourth group (control group) received no intervention. Then, in the post-test step, California’s social adjustment scale was administered in four groups. Changes occurred in the four groups were compared through analysis of variance and post-hoc test. Results of the analysis of variance showed that social adjustment scores increased significantly in the post-test (P<0.001). Results of Tukey’s test indicated that the three treatment methods had an effect in increasing the students’ social adjustment, but the combination of group cognitive behavioral therapy and group logo therapy had better effect than the two separate treatment methods. As a whole, results of this study showed that the combination treatment could increase the social adjustment significantly.

The aim of the current research was to investigate the relationship between the emotional exhaustion and organizational citizenship behavior by considering organizational citizenship behavior directed at individual (OCBI) as a moderator variable. Population of the current research included personnel of Karoon Oil & Gas Production Company and of this population, 144 persons were selected through random stratified sampling method.Measurement tools of the study were organizational citizenship behavior questionnaire developed by Podsakoff et al (1990), Maslash Burnout Inventory (1981). Data was analyzed through hierarchical regression analysis. Findings indicated that there was significant negative relationship between the emotional exhaustion and organizational citizenship behavior. OCBI moderated relationship between the emotional exhaustion and organizational citizenship behavior (OCB).Namely, in high OCBI there was significant negative relationship between the emotional exhaustion and organizational citizenship behavior, but in low OCBI this relationship disappeared. Confronting the emotional exhaustion, the managers should support personnel, so that more resources could be invested on the performances by the personnel.

The aim of the present study was to develop a Persian version of Jackson’s five factor questionnaire and to assess its reliability and validity in the Iranian society.Following the preparation of the Persian version of Jackson’s five factor questionnaire through using double translation technique, it was administrated on 308 subjects (174 males and 134 females). The reliability of questionnaire was assessed via internal consistency, item-rest correlations and test-retest methods. In addition, the validity of the scale was investigated using factor analysis, correlations between subscales and criterion validity methods. Cronbach’s alphas range (0.72 to 0.88), test-retest coefficients (0.64 to 0.78)) and test-retest correlations (0.28 to 0.68) suggested good reliability of the Persian version of Jackson’s five factor questionnaire. Confirmatory and explanatory factor analysis supported the original five factor model of questionnaire. The internal relations between the subscales were appropriate (0.11 to 0.53).Finally, existence of special correlation patterns between subscales of the questionnaire and positive affect, negative affect, behavior inhibition/activation systems scale, Eysenck’s personality dimensions and Barrett’s impulsivity dimensions indicated good validity of the scale. The results of this research showed that the Persian version of Jackson’s five factor questionnaire had suitable factor structure, reliability and validity in the Iranian society.