DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)
Year:2021 | Volume: | Issue: |Papers Count:11

The purpose of this study was to investigate the development of inhibitory control in a sample of Iranian children. In this study participants were ninety boys who studied in elementary school that they were selected by convenience sampling. In this study one-way ANOVA and Tukey's post hoc tests were used to evaluate the results of these children's performance in Flanker task (Eriksen & Eriksen, 1974) and Go/ No go task (first applied by Gordon and Caramazza). The results of this study showed that as age increases, inhibitory control in several directions developed, ie response speed in the presence of congruent stimuli, inhibitory rate of incongruent stimuli, accuracy of execution stage (go) and speed of execution stage (go). But at age six up to nine, in this study the results showed reduction in accuracy of inhibition (no go). It generally seems with age, inhibitory control grows and develops in different ways.

this study aimed to investigate the effectiveness of real-life ethical dilemmas training on moral identity in adolescent. The study method was quasi-experimental design (pre-test, post-test, follow-up) with experimental and control groups. Participants comprised 60 students (30 female and 30 male) from tenth grade in 2018-2019 academic year, selected by purposive sampling method using Identity Styles Inventory (Bennion & Adams, 1986). Students who were successful in identity style inventory, completed Moral Identity Questionnaire (Aquino & Reed, 2002) and they randomly divided into experimental and control groups. Then experimental group was trained for eight sessions (each session was 70 minutes) by Real Life Ethical Dilemmas (Green, 2011). Then both groups participated in the post-test and follow-up test after eight weeks. Results showed that the mean of moral identity and its dimensions scores increased after training, but the difference between the two groups in the follow-up stage was not significant. Also, the effect of real-life dilemmas training in symbolizations dimension was more significant in boys' group than the girls' group in the post-test. Thus, moral identity can be changed based on training,however, ongoing and continuous training and moral environment are the prerequisites of attaining reliable effects from training.

this study aimed to determine the effectiveness of a positive psychotherapy program on increasing students’,psychological capital and well-being. The research method was a quasi-experimental with pretest-posttest design and follow up for two months, 27 female students in the experimental group and 25 girl students in the control group before and after positive psychotherapy training program, responded to the Psychological Capital Questionnaire (Luthans, Avolio, Avey & Norman, 2007) and Positive Psychotherapy Inventory (Rashid & Seligman, 2013). The experimental group received 7 sessions of positive psychotherapy training package (2 hour a session). The results of simple mixed ANOVA indicated that in the short and long term, the psycho-educational package was effective in increasing the dimensions of psychological capital including hope, resiliency, optimism and self-efficacy and dimensions of PERMA well-being model including emotions, engagement, accomplishment, purpose and relationship. The results of this study consistent with the results of other studies in field of positive education showed that psycho-educational positive psychotherapy intervention by strengthening learners' coping resources and equipping their psychological capital was effective in creating skills based on well-being, happiness and character strengths of learners along with other traditional academic skills in them.

this study aimed to determine the mediating role of self-esteem in the relationship between parent-child relationship and empathy. Participants comprised 295 secondary school students from Tehran, District 6 in the academic year of 1397-1389, selected by cluster sampling method. The participants completed the Adolescent Measure of Empathy and Sympathy (Vossen, Piotrowski, & Valkenburg, 2015), Self-Esteem Inventory (Coopersmith, 1990), and Parent-Child Relationship Questionnaire (Fine, Moreland & Schwebel, 1983). The results of the correlation test and path analysis showed that self-esteem has a positive relationship with empathy, and the parent-child relationship has a positive relationship with empathy and self-esteem in adolescents. Therefore Self-esteem plays a mediating role in the relationship between parent-child relationship and empathy. In general, findings show that the parent-child relationship forms and affects self-esteem. Due to its sanctity, the parent-child relationship is also related to empathy.

this study aimed to compare the effectiveness of General Aggression Model and Dialectical Behavior Therapy on aggression and anger rumination in students. The research method was experimental with pre-test and post-test design and control group. The statistical population of the study was consisted of male first high school students of Shiraz in the academic year of 99-98, and forty-five students with high to high aggression scores were selected by random cluster sampling method and randomly assigned. General Aggression Model and Dialectical Behavior Therapy protocols were used to perform the interventions, and Aggression Scale (Buss and Warren, 2000), and Anger rumination scale (Sukhodolsky Golub & Cromwell, 20001) were used for data collection. MANOVA test was used to analyze the data and Findings showed that both General Aggression Model and Dialectical Behavior Therapy interventions had a significant effect on reducing aggression and anger rumination. There was also a significant difference between the effect of General Aggression Model and Dialectical Behavior Therapy in reducing aggression, but no significant difference was found in reducing anger rumination. According to the research findings, General Aggression Model can be used as a desirable method to reduce aggression and anger rumination.

this study aimed to determine fitness of the structural model of the relationship between self-efficacy in romantic relationship and marital satisfaction with regard to the mediating role of relationship maintenance behaviors. The research design was correlational study-structural equation modeling. 200 married-female teachers among elementary schools were selected using multi-stage random sampling method from regions 1 and 3 of Ahvaz city, and responded to the Self-efficacy in Romantic Relationships Scale (Riggio, Weiser, Valenzuela, Lui, Montes, & Heuer, 2011) Relational Maintenance Strategy Measure (Canary, & Stafford, 1992), and Marital Satisfaction Scale (Rajabi, 2010). The data were analyzed using structural equations modeling. The results showed that all of the model fitness indices were appropriate. The path coefficients of self-efficacy in romantic relationship to relationship maintenance strategies and the relationship maintenance strategies to marital satisfaction were significant. But the path of self-efficacy in romantic relationship to marital satisfaction was not significant. Also, relationship maintenance strategies had a mediation role in the relationship between self-efficacy in romantic relationship and marital satisfaction. Based on the findings of this study, it seems that people who have high self-efficacy in romantic relationship due to the use of relationship maintenance strategies experience more marital satisfaction.

this study aimed to investigate the movement inclinations in children age 6 to 9 with secure and insecure attachment styles. The research method was descriptive used a causal-comparative design. Participants comprised 24 male and female children aged 6 to 9 years old (including 8 children with secure attachment, 8 children with anxious insecure attachment, and 8 children with avoidant insecure attachment) selected by convenience sampling using Middle Childhood Attachment Scale (Ronaghi, Delavar & Mazaheri, 2012). Further, Considering the inclusion and exclusion criteria, the movement behavior of each child during his/her activities was videotaped and scored under the supervision of a movement expert using the researcher-made observational checklist of movement qualities and observational checklist of movement dimensions (Asaseh, 2014). Data were analyzed by Chi-squared test and multivariate analysis of variance. The results showed significant differences between the movement qualities among these three groups. Furthermore, they had differences in using the spatial dimensions,anxious children are more shaped in the horizontal dimensions and avoidant children in the vertical dimensions. These findings indicated that the observed individual differences in movement patterns were significantly related to different attachment orientations.