Journal of Applied Psychological Research
Year:2017 | Volume:8 | Issue:2 |Papers Count:7

The purpose of current research was to compare the effectiveness of Marlatt cognitive behavioral model and logo-therapy on craving and relapse prevention in females with substance dependency. In a semi-experimental study, 45 women with diagnosis of substance dependency who were successfully detoxified in Tehran therapeutic community of women Center were divided in two experimental groups (each including 15 people) and one control group (including 15 people). They were selected by convenience sampling method. The experimental groups received specific trainings and treatments (Marlatt cognitive behavioral method 12 sessions in 12 weeks, logothrapy 10 sessions in 10 weeks), while the control group did not receive any training at the same time. All subjects were assessed through Gorsci (1989) relapse prevention scale and Franken and colleagues (2002) craving reduction scale and urine test. Results of multivariate and univariate covariance analysis showed that there is a significant difference between experimental and control groups in relapse prevention and craving in post-tests, while logo-therapy was not permanent in follow-ups. The results of chi square tests showed that there is a significant difference between the two groups regarding relapse. The results indicated that Marlatt cognitive- behavioral training and logo-therapy were effective in relapse prevention and craving reduction in females with substance dependency.

The aim of present research was presenting the causal model of student’s academic achievement based on achievement goals and achievement emotions. The statistical population consists of all students’ second grade high school in Neyshabour. The sample was 416 students (198girls and 218boys) that were selected through multi-stage sampling method. The data collected by Achievement Emotions Questionnaire (Pekrun et al, 2005), Patterns of Adaptive Learning Scale (Midgley et al, 2000) and student’s grade-point average. The Path Analysis method indicated a good fitness for the model and indicated that mastery and performance-approach goals have Indirect significant effects on academic achievement by the mediation of positive emotions and the performance-avoidance goals have indirect negative and significant effects on achievement only through negative emotions. On the whole, it seems that mastery-oriented students experience less anxiety and negative emotions in challenging situations that has positive effect on academic performance.

The aim of this research was to evaluate the rate of engagement and academic achievement of high school students in English course by using flipped classroom instruction. Descriptive and experimental methods (pre-test and post-test) were used to apply the research. 56 students of second grade in a high school located in Tehran were randomly chosen and divided into control and experiment groups. One was taught by the traditional method and the other was taught using the flipped classroom model for 20 weeks (each session, 2 hours). The Reeves' questionnaire (2013) was used to measure the students' engagement rates in flipped classroom. For comparing the academic achievement between flipped and control groups the reliability of Reeves' questionnaire according to Cronbach Alpha was recognized (0. 95), and a researcher-made-test with reliability of 0/90 was used to measure academic achievement of both groups. The findings show that the rate of students' engagement in flipped classroom in each four aspects behavioral, cognitive, emotional, and factor engagement is higher than average. Also, there is meaningful difference in students' academic achievement between experimental and control group. According to the results of this research, flipped classroom model promotes students' academic achievement by increasing their engagement rate.

The various studies have reported inconsistent results about the relationship between perfectionism and academic performance. However, the perfectionism can influence academic performance through effecting on believes of academic ability and also self- regulated learning strategies. The present research was conducted to investigate mediating role of the self-regulation and academic self-efficacy in the relationship between students' perfectionism and the academic performance. The statistical population included all of the students of university of Bojnord that sample of 351 students was selected by cluster sampling method. Instruments of the study included Ahvazʼs perfectionism questionnaire (1999), Boufard’s self -regulation questionnaire (1995) and academic self-efficacy of McIlroy and Bunting (2002) and the average grades of students were for measurement of the academic performance. The collected data was analyzed by Structural Equation Modeling using the partial least squares method (PLS). Results showed that the perfectionism indirectly through academic self-efficacy and self-regulation variables affected significantly on the academic performance. The proposed model had good fitness indexes. Psychological interventions on the perfectionism can have a positive influence on the academic performance.

Theory of mind is the ability to attribute mental states—belief, intent, desire, pretending, knowledge, etc.—to oneself and others and to understand that others have mental states that are different from one's own and also reality. Regarding the considerable impairment of communication abilities in children with autism, the present study addresses the relationship between Theory of Mind and language, as well as those components of language that explain the abilities involved in ToM, in these children. The subjects comprised 110 children with autism, aged 4 to 16, who were evaluated using the Persian version of The Test of Language Development (Hassanzadeh & Minaei, 2002) and False Belief Tasks (Wimmer& Perner, 1983). The results of analysis of data revealed significant impact of subtests of grammatical understanding, picture vocabulary and oral vocabulary on the Theory of Mind in autistic children.

The purpose of this research was to determine the mediating role of academic emotions in the relationship between constructive learning environment and academic competence in the female students. The method of this research was descriptive- correlational and population included the female high school students in Second course in Tehran in the academic year 2015-2016.450 participants were randomly selected via cluster sampling method and completed Constructivist Learning Environment (Taylor, Dawson, & Fraser, 1995), Academic Competence (DiPerna & Elliott, 1999) and Achievement Emotions Questionnaire (Pekrun, Goetz, Titz, & Perry, 2002). Research data was analyzed using structural equation modeling. Fit indices represented fitness of model with collected data. On the whole, the positive and negative academic emotion and constructive learning environment were able to explain 54% of the variance of academic competence. Also the results showed that the direct effect of constructive learning environment on academic competence is positive and significant (p<0.01). The direct effect of negative academic emotion on academic competence is negative and the direct effect of positive academic emotion on academic competence is positive and significant (p<0.01). The indirect effect of constructive learning environment on academic competence with the mediation role of both negative and positive of academic emotion is significant (p<0.01).

Working Memory Questionnaire (WMQ) (2012) is a measure for evaluating daily problems in relation with working memory deficits in patients with brain damages. This memory is our ability for recalling and managing data. People take note of the information they need to remember on their minds. So working memory (WM) is one of the effective factors on quality of life. On the other hand, there is a need for reliable and valid memory tool. The main aim of this research was to study psychometric properties of working memory questionnaire (WMQ) in a case from the Iranian society. Instruments of this research were Working Memory Questionnaire (WMQ) and Cornoldi Working Memory Questionnaire that were conducted on 300 (150 male, 150 female) residents in Kashmar city. They participated voluntarily in the research. To determine the validity of the questionnaire, factor discovering analysis and first type confirmation were used. To study convergent validity, researchers used Cornoldi Working Memory Questionnaire and Cronbach Alpha to determine the reliability. Factor analysis results showed that with the exception of items 6 and 29, other items have appropriate factor load. Cronbach Alpha coefficient was 0/894. Also, components of WMQ had statistically significant and positive relationships with Cornoldi Questionnaire scores. Based on the obtained results, WMQ is a reliable and valid instrument for assessing working memory in the Iranian society.