SOCIAL COGNITION
Year:2017 | Volume:6 | Issue:1 (11)|Papers Count:10

Introduction: The present study was fulfilled with the aim of presenting a causal model of the relationship between need for cognition and cognitive engagement regarding the mediating role of achievement goals and academic emotions among virtual students of Shiraz University by path analysis.Method: For so doing, 231 (301 male and 109 female) virtual students were selected via stratified ratio sampling and then answered to a questionnaire consisted of need for cognition scale (Cacciopo & Petti, 1984), achievement goals scale (Middleton & Midgley, 1997), academic emotions scale (Pekrun et al.2005), and cognitive engagement scale (Pintrich, 1991). The scales’reliability was achieved based on Chronbach alpha coefficient. The study method was descriptive with co relational design.Findings: Generally, the results showed that need for cognition indirectly and negatively affect shallow cognitive strategies through the mediation of performance-avoidance goals, performance-approach goals, mastery goals, and negative emotions. Moreover, need for cognition indirectly and positively affect deep cognitive strategies through the mediation of mastery goals, performance-avoidance goals, and positive emotions.Conclusion: The fit indices of the model showed that the proposed model in the study have a relatively good fit with the data gathered from virtual students.

Introduction: The present study was aimed to investigate the effectiveness of Luthans intervention program on Academic and Organizational Procrastination.Method: the research was quasiexperimental with pretest-posttest design. The population consisted of PNU students of Natanz in the academic year 1395 who were studying and working full time. Out of the 300 students, 50 were randomly selected and put into two groups of 25, one for academic and another one for organizational procrastination. The instruments were two questionnaires of Academic Procrastination (Solomon & Rothblum) and Organizational Procrastination (Safary Nia & Amirkhani Razilighy). After the implementation of the questionnaires, Luthans Intervention Program was applied to the experimental group. Then, Post-test and follow-up were implemented for both groups in two phases. Multivariate analysis of covariance was used to analyze the data.Findings: The results showed that compared with the control group, both of the dependent variables in the experimental group were reduced significantly.The results of the Post-test and follow-up reflected the effectiveness and stability of the intervention.Conclusion: It can be stated that psychological Capital Intervention Model has been effective on decreasing Academic and organizational procrastination. Therefore, it can be an appropriate strategy to reduce Academic and organizational procrastination.

Introduction: The aim of this study was investigating the fitness of causal-structural relationship of parental coercion and blame attributions with delinquency by mediating of self-control and cognitive and affective empathy in clients of correction centers.Method: using a retrospective descriptive-correlational design, 258 clients chosen by convenience sampling method took part in the study. They completed Alabama Parenting Questionnaire-child form (APQ), Baron-Cohen empathy quotient scale (EQ), Gudjonsson blame attribution inventory (GBAI) and crime violence inventory (CVS). The gathered data was analyzed by Structural Equation Modeling with AMOS Graphic software.Findings: The results confirmed the fitness of proposed model after reforming. Investigation of direct paths showed that the direct path of parental coercion positively; and blame attribution and affective empathy negatively associated with delinquency. However, the path between cognitive empathy and delinquency was not significant. For investigation of indirect effects, bootstrapping method was used and results showed that affective empathy has partial mediating role between parental coercion and delinquency. Nevertheless, it does not have mediating role between blame attribution and delinquency. Finally, cognitive empathy had mediating role between parental coercion and delinquency, but it did not have mediating role between blame attribution and delinquency.Conclusion: The results of the current study can be used by criminal psychologists, criminologists and other relevant specialists, and they can play a role in crime prevention.

Introduction: The purpose of this research was to study the comparison of temperament and character dimensions and cognitive emotion regulation in anxious and normal students.Method: The study was a causal-comparative study and 87 anxious individuals and 87 normal individuals were selected from the students of Payame Noor University of rasht city as the sample of the study. The groups matched in demographic features and completed the Cognitive Emotion Regulation Questionnaire and Temperament and Character Inventory.Results: Results revealed that there were significant differences between anxious and normal students in all factors of cognitive emotion regulation and temperament and character dimensions (Harm avoidance, self-directiveness, co-operativeness and selftransendence).Conclusion: The results show that cognitive emotion regulation and temperament and character dimensions determine the anxiety intensity in anxious people.

Introduction: Parenting styles have important roles in children' s physical and psychological health. This study was conducted to determine the effectiveness of mothers' combined parenting education (biological-social) on perceived self–efficacy of overweight children.Method: The method was quasiexperimental. The study population included all overweight elementary male students of Region Two and Five in Tehran with their mothers. Overall 50 mothers with their children were selected through available sampling. Finally, due to the dropout of 2 students, 48 people remained in the study and were randomly assigned into two experimental and control groups each consisting of 24 subjects. For 10 weeks, the experimental group received 90 minutes sessions of training weekly and the control group received no intervention. Prior to and after the training, all participant completed demographic information questionnaire, and the children completed Perceived Self-Efficacy questionnaire and their BMI were measured.Findings: Data analysis with ANCOVA and MANCOVA showed that Parenting education improved the perceived self-efficacy scores in the experimental group compared with the control group (P<0.05).Conclusion: The results of this study showed that Combined Parenting Education (Biological-Social) leads to improvement in overweight children's perceived self- efficacy. Also, it seems that by modifying the mothers' parenting style and improving self-efficacy, children's BMI will decrease.

Introduction: Social cognition with components such as stereotypical thought and basic schemata has a critical role in social encryption and encoding. It also influences response and behavior in persons. The aim of the present study wass assessing the three components of social cognition in depressed and healthy persons.Method: By using comparative method in the statistical society of depressed students in Tehran, a sample of 60 visitors to the counseling center of the University with eligibility to participate in research was selected by using purposive sampling. Another 60 subjects were selected for the healthy group. Data was collected using Attribution Style Scale, Maladaptive Schemata, Dysfunctional Attitudes Questionnaires and Beck Depression Scale.Results: Analysis of covariance revealed significant differences in attribution style, maladaptive schemata and dysfunctional attitudes between healthy and depressed groups.Conclusion: Disrupted social cognition components are clear in depressed people; therefore, it seems necessary to consider them for therapy process.

Introduction: People's cognitive style is important in their attitudes and lives. Besides, it is associated with their personalities and experience of emotions. Therefore, the aim of this study was comparing the personality traits and acceptance/commitment among married people with Assimilator cognitive style and Explorer cognitive style.Method: The design was causal-comparative and the population of the study consisted of all adults that were living in Mazandaran city, and among them 130 married men and women (65 women and 65 men) were selected as sample through available sampling method. To collect data, the Scale of Cognitive Style, five Factor Personality Inventory (NEO-FFI) and second edition of Accepting and Action Questionnaire (AAQ-II) were used. For data analysis, multivariate analysis of variance was used.Results: The results showed that people with Explorer Cognitive Style and Assimilator Cognitive Style were significantly different in terms of personality traits of neuroticism, flexibility and conscientiousness and also were significantly different in terms of the degree of acceptance/commitment. However, there was no significant difference between two cognitive styles in terms of extraversion and openness to experience.Conclusion: Thus, the way people process information and also their Cognitive confrontation with problems can lead to tendency toward specific personality traits and differences in their acceptance or experimental avoidance.

Introduction: The purpose of this study was the efficacy of acceptance and commitment therapy (ACT) on Improving flexibility and cognitive fusion in anxious students. Method: This study was a quasi-experimental study with a pretest, posttest and follow-up. The statistical population of the study included female students of Payame Noor University of Guilan.Subjects were first screened using the inclusion and exclusion criteria. Therefore, 30 anxious students were selected and randomly divided into experimental and control groups (15 persons in each group). All of the sample groups completed flexibility and Cognitive Fusion Scales. The ACT group received 8 sessions of treatment, while the control group did not receive any treatment.Results: The results showed that there were significant differences between the two groups in terms of flexibility and cognitive fusion.Conclusion: The results indicate that ACT is an effective intervention in anxious students.

Introduction: This study aimed at investigating the effect of epistemological beliefs and learning perceptions on academic performance through academic self-efficacy.Method: The present research plan was correlation and the assessment of the proposed model was done by the use of Structural Equation Modeling. All the first year male and female students studying in 2016 at Payame Noor University of Ahwaz were the statistical community of this study and among them 210 people (166 girls and 44 boys) were selected randomly by multi cluster stages. In order to collect data, the Schommer Questionnaire (1990), the researcher made Questionnaire of Epistemological Beliefs, Learning Perceptions and Academic Self-efficacy (Sevari, 2016), and academic performance of the students were used.Results: After the correction of the proposed model, the results showed that the epistemological beliefs have positive effects on academic performance and academic self-efficacy. Furthermore, learning perceptions have positive effect on the academic performance and academic self- efficacy. However, there was no significant relationship between academic selfefficacy and academic performance.

Introduction: The aim of this study was to investigate the relationship between body language and perceived social interaction in high school students.Method: The research method was descriptive and correlational. The statistical population was all the 12871 high school students of Shiraz city the enrolled in the academic year of 1395-1396. Using Cochran Formula and cluster sampling, 290 students were chosen to take part in the study. Data collection took place using Body Language Questionnaire by Hasibani and the Glass's Perception of Social Interaction Questionnaire. Data were analyzed by SPSS version 20 and by using the Pearson correlation coefficient and multiple regression analysis.Findings: The results indicated that among the nonverbal behaviors of teachers, according to standard beta, head (b=0.28), hand (b=0.21) and eyes (b=0.16) had the mostrole and contribution in explaining the students' perceived social interaction.Conclusion: Therefore, the teachers used head, hands and eyes as non-verbal cues for more interaction with students.