JOURNAL OF PSYCHOLOGICAL SCIENCE
Year:2025 | Volume:23 | Issue:143|Papers Count:16

Background: Low self‐worth during adolescence predicts a range of emotional and behavioural problems. As such, identifying potential sources of influence on self‐worth in adolescence is important. Aims: The aim of this study was to construct The Relationship between Parents' Marital Satisfaction and Popularity in the Family with Sense of Self-worth and Spiritual Vitality of Children Working in Gifted Schools Methods: The research method is descriptive-correlational of structural equation modeling. The statistical population of this study is all talented students in Tehran during the academic year of 1400-1401. The sample consisted of 320 high school students in Tehran who were selected by cluster sampling and responded to Afrooz marital satisfaction scale (2016), Popularity of parent’s scale (Afrooz, 2012), Spiritual vitality scale (Afrooz, 2014) and Self-Worth Scale (Crocker and et al, 2003). To evaluate the proposed model, structural equation modeling was used using AMOS software version 24 and SPSS version 27. Results: The results of correlation coefficient showed that there was a positive and significant relationship between marital satisfaction and parental popularity with dimensions of spiritual vitality and self-worthiness (P< 0.05). Findings indicate that the proposed model fits the data appropriately. Also, 80% of the variance of self-worth is explained by marital satisfaction, parental popularity and spiritual vitality. In other words, couple's satisfaction and parental popularity directly and indirectly through spiritual vitality have a positive effect on students' self-worth. Couple's satisfaction and parental affection are associated with higher adolescents' self-worthiness. Conclusion: The data were cross-sectional, so the direction of the effects could not be confirmed, but the findings support the idea that couple's satisfaction and parental popularity in children increase adolescent's vitality and self-worthiness.

Background: It seems that the fear of missing out on meaningful relationships, especially in romantic relationships, is rooted in attachment styles, and this leads to self-sufficiency in women. Therefore, the study of the antecedents affecting women's self-silence can lead to some psychological problems in them. Aims: The purpose of this study was to design and test the structural pattern of self-silence in married women based on attachment style, emotional expression, and loneliness with the mediation of self-compassion. Methods: The research method was fundamental research and descriptive and correlational research (structural equation modeling analysis). The statistical population was married women referred to psychological and counseling services centers in Tehran in 2023. The research sample was 400 married women referred to psychological and counseling services centers in Tehran in 2023, who were selected by random sampling. Data were collected using a self-silencing scale (Jack, & Dill, 1992), Adult Attachment Style Inventory (Hazan, & Shaver, 1987), Emotional Expression Questionnaire (King, & Emmons, 1990), Emotional Loneliness Scale for Adults (DiTommaso et al, 2004), and Self-compassion Questionnaire (Neff, 2003). To analyze the data AMOS software was used. Results: The results of the data analysis showed that emotional expression has a positive and significant effect on self-compassion and a negative and significant effect on self-silence (P< 0.05). The direct effect of emotional loneliness on self-compassion was negative and significant, and on self-silence was positive and significant (P< 0.05). The direct positive effect of secure attachment styles on self-compassion was positive and significant, and on self-silence was negative and significant (P< 0.05). Also, the direct effect of avoidant and ambivalent insecure attachment styles on self-compassion was negative and self-silence was positive and significant. Also, emotional expression, emotional loneliness, and attachment styles through self-compassion had an indirect effect on self-silence. Conclusion: According to the results, it is possible to moderate an important part of loneliness and emotional self-assertion in married women by teaching self-compassion skills. Therefore, it is possible to benefit from teaching self-compassion skills to silence women in counseling and psychotherapy clinics.

Background: The research focuses on bullying as an aggressive behavior that has created significant risks in both school and society. Considering the nature of peace education, the investigation aims to explore its impact on the components of bullying in elementary school boys. The primary objective of this research is to address a notable research gap that has not been thoroughly explored until now, emphasizing the central issue of the study. Aims: The aim of the current research is to assess the effectiveness of a peace education package on verbal, physical, and social bullying among male students in the second grade of elementary school. Methods: The research employed a semi-experimental design with pre-test and post-test phases, involving an experimental group and a control group. The statistical population consisted of all male students in the second grade of elementary schools in Urmia during the academic year 2022-2023. A total of 60 students were selected using multi-stage cluster sampling, with 30 participants in each of the experimental and control groups. The data collection tool was the questionnaire of the Peer Relationship Scale for Adolescents (Parda, 2000). Following the pre-test, the experimental group underwent a 13-session, 60-minute peace education package based on UNESCO's peace components (1999). Relevant books and articles were utilized for structuring the educational sessions. Data analysis was conducted using the multivariate analysis of covariance (MANCOVA) through SPSS version 27. Results: The results indicated that the level of bullying in all three dimensions (verbal, physical, and social) significantly decreased in the experimental group compared to the control group after the implementation of the peace education intervention, with a significance level of p< 0.001. Conclusion: Given the significant impact of peace education on reducing bullying among students, educational specialists, teachers, and counselors in schools, especially in elementary education, can utilize this form of education to enhance and improve students' bullying behavior.

Background: The mother-child relationship is considered one of the important factors in a child’s development. So far, various training methods have been implemented to improve the mother-child relationship, but no study has compared two commonly used approaches in this area that could lead to practical strategies for improving mother-child relationships and promoting children's mental health. Aims: The present study aimed to compare the efficacy of mentalization-based parenting training on improving the mother-child relationship. Methods: The research method was a quasi-experimental design with pre-test and post-test. The statistical population included all mothers and children with behavioral problems who visited Aghaah, Afarinesh, and Nimrokh clinics in Shiraz in 2022. The research sample consisted of 40 mothers and children who were purposefully selected based on inclusion and exclusion criteria and randomly assigned to two experimental groups (positive parenting and mentalization-based parenting). After sample attrition, 15 mothers remained in the positive parenting group and 18 in the mentalization-based parenting group. Participants completed the Parent-Child Relationship Questionnaire (Pianta, 1992) before and after the training. The research findings were analyzed using multivariate covariance analysis in SPSS 23 software. Results: The results of multivariate covariance analysis showed that both positive parenting and mentalization-based parenting training were effective in improving the mother-child relationship (P< 0.001). The results of the Scheffé post hoc test indicated that mentalization-based parenting training had a greater impact on improving the mother-child relationship compared to positive parenting training (P< 0.001). Conclusion: These findings can help parents and psychology professionals choose better methods for nurturing and supporting children and fostering healthier family relationships. Based on the findings, it can be concluded that practitioners may opt for mentalization-based parenting training over positive parenting training for more effective improvement in the mother-child relationship.

Background: The Social Security Organization requires a model to enhance performance to succeed in the complex global economy and survive the competitive business environment. On one hand, traditional methods commonly used for performance evaluation in this organization need to be revisited and aligned with the demands of the current era. A specialized study aiming to model the antecedents and consequences of performance evaluation based on psychological concepts within this organization was not identified in the literature review. Aims: The present research was conducted with the objective of modeling the antecedents and consequences of performance evaluation based on psychological concepts in the Social Security Organization. Methods: The design of the present research is exploratory mixed-methods (qualitative-quantitative). Sampling was done using a purposive method. The qualitative research field included expert professors in psychology, human resource management, and senior performance managers of the Social Security Organization, with 26 of them being interviewed selectively. The quantitative section’s population included the employees of the Social Security Organization. The sample size was calculated as 384 individuals using Cochran’s formula and sampling was done through simple random selection. Theme analysis and the software Maxqda version 12 were used for identifying the antecedents and consequences of performance evaluation within the Social Security Organization in the qualitative part. For model validation in the quantitative section, the Partial Least Squares method with Smart PLS software was employed. Results: In the open coding stage, 408 codes were identified. Eventually, through axial coding, 2 overarching themes, 12 organizing themes, and 60 basic themes were developed. The findings suggest that by maintaining psychological hygiene, accurate performance evaluation in this organization is attainable. Ergonomics compliance aids in preserving the health of the employees. Conclusion: Analysis and understanding of the findings of this study can help managers to have a clear picture of the factors that affect performance evaluation methods and subsequently define optimal strategies for improving organizational performance and employee welfare. These findings can also lay the foundation for specialized training programs to enhance assessment and performance management skills and increase staff awareness of organizational expectations in the overall success of the organization.

Background: It seems that considering the role of emotions in distress tolerance and cognitive flexibility as two important dimensions of social anxiety disorder, which is one of the most debilitating anxiety disorders, using treatments that target emotions can be helpful. Aims: The aim of the present study was to investigate the effectiveness of emotion-focused therapy on cognitive flexibility and distress tolerance married women with social anxiety disorder. Methods: The research method was a semi-experimental pretest-posttest design with a 45-day follow-up strage by control group. The study population included all married women with social anxiety disorder referred to psychological counseling centers in the 18th district of Tehran in 2023 which among those 34 cases were selected through available sampling and according to the inclusion criteria and they were randomly divided into experimental and control groups. The Experimental group received emotion-focused therapy (Johnsano, 2008) sessions for nine 90-minutes sessions. All participants were assessed by the questionnaires of cognitive flexibility Inventory (Dennis & Vander Wal, 2010) and distress tolerance (Simons & Gaher, 2005). Data were analyzed by SPSS-24 software and MANOVA with repeated measure test. Results: The results indicated the effectiveness of emotion-focused therapy on improving cognitive flexibility and distress tolerance (p< 0.01) and maintaining its effectiveness in the follow-up stage (p< 0.01). Conclusion: Considering to the effectiveness of emotion-focused therapy it is suggested to focus on this therapy as one of the auxiliary, supportive and rehabilitation therapy along with drug treatment in reducing the consequences of difficulties in distress tolerance and cognitive flexibility.

Background: The importance of moral education in schools is undeniable. Various models have been proposed for moral education in schools, one of which is the Baro Model of Moral Education based on Baro's theory. Some studies have shown that teachers generally support this model. However, some teachers have also expressed concerns about how to implement this model in the classroom. Despite the potential benefits of this model, there have been few studies on teachers' views of it. Aims: The aim of this research was to analyze teachers' views on the Baro Model of Moral Education and to adapt it to the psychosocial needs of the Iranian education system. Methods: The research method was qualitative and phenomenological. The statistical population included all teachers working in the city of Garmsar in the academic year 1402-1401 (2023-2024). 20 of them were selected purposefully and interviewed based on the entry criteria. Data were collected through semi-structured interviews and analyzed using Maxqda2022 software. Results: The findings showed that the five primary principles of Baro's theory, namely happiness with 7 sub-themes, truth with 5 sub-themes, freedom with 2 sub-themes, respect with 1 sub-theme, and fairness with 3 sub-themes, were approved and accepted by the participants. However, for each of the five principles, additional secondary principles were proposed by the participants in accordance with the educational context and conditions prevailing in the Iranian education system. Conclusion: In general, the results of this study can be inferred that all the primary and secondary principles in the Baro Model of Moral Education are approved by the participating teachers. Therefore, it is proposed that the stakeholders of the education system prepare the ground for the implementation of the Baro Model of Moral Education and the proposed modifications suggested by the participants. In this way, specialized seminars can be held to explain the principles of this moral model.

Background: Today, education seeks to develop the quality of teaching-learning, educational spaces, facilitating the all-round development of personality and individual empowerment of students with the aim of preparing them as an efficient class and future builders of societies; Therefore, it is very important to identify the factors that lead to the improvement of students' academic progress. Aims: The purpose of the present study was to evaluate the effectiveness of mindfulness training based on stress reduction and time management skills on academic emotions and academic enthusiasm. Methods: The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population consisted of all female students of the first year of high school in Ray city in the academic year 2018-2019. 45 students were selected and placed in two experimental groups and one control group (15 people) in a simple random way by screening the results of the pre-test. The first experimental group received mindfulness intervention based on stress reduction taken from Kabat Zain's book The Troubled Life (2005) for 8 sessions, and the second experimental group received Tracy and Brian's (2008) time management skills training for 10 sessions. To collect data, the questionnaires of academic emotions of Pakran et al. (2005) and academic enthusiasm of Scoufili et al. (2002) were used. Data analysis was statistically analyzed using multivariate covariance analysis. Results: The results showed that mindfulness training based on stress reduction and time management skills was effective on students' academic emotions and enthusiasm at a significant level of P˂ 0.001. Also, the results showed that mindfulness is more effective on the components of hope, anger, and anxiety, and the component of being attracted to education and time management, and the components of pleasure and fatigue, and the components of academic enthusiasm and dedication to education at a significant level of P˂ 0.001. have been. Conclusion: It can be concluded that the use of educational interventions in educational processes will be the basis for regulating emotions and increasing students' academic enthusiasm.

Background: Studies have shown that individuals who experience divorce often face challenges in adjusting to their new circumstances and may encounter difficulties in managing emotions, coping with stress, and maintaining healthy relationships. Online interventions have emerged as a novel approach to supporting individuals in the post-divorce period. These interventions typically provide interactive resources and tools through digital platforms, offering guidance, support, and skill-building exercises to assist individuals in navigating the challenges of divorce and enhancing their psychological well-being. However, there is a gap in the existing research regarding the design and validation of online intervention protocols, particularly tailored to post-divorce adjustment. Aims: The aim of the present study was to design and validate an online intervention protocol for post-divorce adjustment. Methods: This research was conducted using a qualitative method (thematic analysis) through semi-structured interviews, with the target population consisting of all family experts in Khuzestan province. The research sample was selected using purposive sampling method. The criteria for selecting individuals included holding a doctoral degree in counseling or psychology and having a minimum of 5 years of therapeutic experience with couples and families. The interview data were analyzed in three stages: open coding, axial coding, and selective coding, using MAXQDA software. Results: In the developed protocol, interventions were categorized into three sections: self, children, and emotions and stress. The self-section comprised five topics: stress and anxiety management, anger management, resilience, communication with the ex-spouse, and remarriage. The children section included five topics: investing in children's future, interactions regarding parenting, interactions with families, remarriage, and interactions with children during holidays and celebrations. The emotions and stress section encompassed two topics: forgiving the ex-spouse and accepting divorce and reality. Conclusion: Considering the positive validation results of the designed protocol, its utilization for post-divorce adjustment during contagious diseases that require non-face-to-face services will aid in the adjustment of these individuals. It is recommended that mental health professionals take steps to expand its implementation in the field of mental health.

Background: Cognitive assessment is a process that measures mental ability and cognitive performance, and with its help, it is possible to identify strengths and weaknesses, evaluate progress, identify students with special needs, and provide feedback to students. The short Persian computer version is one of the most important reasons for conducting this research. Aims: The purpose of this research is to develop and examine the psychometric features of a short computerized cognitive assessment scale for students. Methods: The current research was done with a descriptive-survey method and using a validation test. The community consisted of first year high school students in Tehran. The research sample was 300 first grade high school students who were randomly selected in a cluster. The methods of linear factor analysis, internal consistency, criterion validity and Pearson correlation were used. SPSS-26 software was also used for data analysis. Results: The findings obtained from the nonlinear factor analysis with NOHARM software showed that cognitive components consist of five factors: knowledge, fluid reasoning, working memory, visuospatial processing, and quantitative memory. The results of KR20 confirmed the overall homogeneity in the three age groups of 13 to 15. In order to check the validity of the test, the criterion validity method was used simultaneously using the Pearson correlation coefficient, which showed a high correlation coefficient of 0.58 in each age category (P<0.01). In order to check the validity of the test, the content validity method was used using experts' opinions, and the value was 0.79. The reliability coefficient of the whole test in all three age groups was between 0.73 and 0.80. Conclusion: According to the findings, the researcher's tool for cognitive assessment among the students of the first secondary level has acceptable psychometric properties and can be used for the students of this course.

Background: The escalating importance of physical attractiveness, concerns regarding body image, and fear of bodily appearance can significantly influence the decision to undergo cosmetic surgery. While the efficacy of various interventions on variables such as body shame and signs of body dysmorphic disorder has been examined, the effectiveness of schema therapy has not received sufficient attention from researchers. Therefore, it is imperative to investigate the impact of this intervention on improving the psychological status of individuals seeking cosmetic surgery. Aims: The aim of the present study was to investigate the effectiveness of schema therapy on perfectionism, body shame and symptoms of body dysmorphic disorder in women seeking cosmetic surgery. Methods: This study employed a semi-experimental pretest-posttest design with a two-month follow-up period. The statistical population included all women seeking cosmetic surgery at the Fatemeh Zahra Beauty Clinic in Tehran during the first 9 months of 2021. Among them, 30 participants were selected based on the study's inclusion criteria and randomly assigned to either the experimental or control group. The experimental group received schema therapy sessions (Yang et al., 2006) for ten 90-minute sessions. All participants were evaluated using multidimensional measures of perfectionism (Hewitt & Flett, 1991), body image shame (Davard et al., 2014), and fear of physical deformity (Littleton et al., 2005). Data were analyzed using SPSS-24 software and multivariate analysis of variance with repeated measures. Results: The results indicated the effectiveness of schema therapy on reducing perfectionism, body shame and symptoms of body dysmorphic disorder (p< 0.05). Also, the results related to the interaction effect between time and group show that this effect is significant in all variables (p< 0.05). Therefore, there is interaction between different levels of time and groups. Conclusion: Considering to the effectiveness of schema therapy it is suggested to focus on this therapy as one of the auxiliary, supportive and rehabilitation therapy along with drug treatment in reducing the consequences of perfectionism, body shame and the symptoms of dysmorphic disorder.

Background: Research has demonstrated a positive correlation between higher social skills and improved performance in social interactions among students. Recently, mindfulness interventions, encompassing elements such as self-discipline and present moment awareness, have garnered attention for their potential to enhance mental processes, sensitivity, openness, and receptivity. Conversely, play therapy, characterized by enjoyable physical and mental activities, has been linked to increased social skills and creativity. However, there exists a research gap regarding play therapy based on mindfulness to enhance self-respect in the studied society. Aims: This study aims to compare the effectiveness of mindfulness-based and game-based education on the social skills and creativity of primary school students in Garmsar City. Methods: This research employed a semi-experimental design involving pre-tests, post-tests, and a one-month follow-up. The statistical population comprised all primary school students in Garmsar City (7620 individuals) during the academic year 2022-2021. Participants were divided into three groups of 15 individuals each through purposeful sampling based on specified criteria. Matson's social skill questionnaire (1983) (TTCI) and Torrance's creativity questionnaire were utilized. Two experimental groups underwent an 8-session play therapy protocol (Johnson and Parson, 2023) and a mindfulness protocol (Siegal et al., 2002), respectively. Hypothesis testing employed a Multivariate Analysis of Variance test conducted using SPSS22 statistical software. Results: The findings indicated a significant difference between the post-test results of the experimental and control groups in students' social skills and creativity after controlling for pre-test effects. This suggests that both mindfulness and play therapy interventions led to improvements in social skills and creativity among students (p< 0.001). Conclusion: This study concludes that mindfulness and play therapy can positively influence students' social skills and creativity. Future research is recommended to utilize larger samples and diverse research groups for further exploration.

Background: The implementation of self-regulated learning plays a role in reducing students' anxiety and increasing the level of deeper information processing in them. Among the applications of education based on self-regulation is its role in increasing students' self-efficacy, which has received less attention from researchers so far. There is a research gap regarding the effectiveness of integrated education based on self-regulation on students' self-efficacy. Aims: This research was conducted with the aim of comparing the efficacy of the integrated and face-to-face education program based on self-regulation on the self-efficacy of sixth grade elementary School female students. Methods: The method of the current research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all sixth grade elementary School female students of Qaenat city in the academic year of 2022-2023. 54 students were selected from among the students of the statistical community using convenience sampling method, And they were randomly assigned in two experimental groups (18 people in the integrated training group based on self-regulation, 18 people in the face-to-face training group based on self-regulation) and a control group (18 people). The data collection tool in this research was the self-efficacy questionnaire (Sherer et al., 1982). Integrated training sessions (researcher-made) were held in 8 weeks for the first experimental group, and face-to-face training group sessions were held in 7 weeks for the second experimental group. Analysis of the research data was done using covariance analysis method and using SPSS-24 software. Results: The results showed that there is a significant difference between the effectiveness of two methods of integrated and face-to-face education based on self-regulation on students' self-efficacy, And integrated training is more effective than face-to-face training in increasing self-efficacy (P< 0.01). In addition, the average of both integrated and face-to-face education groups was more effective on students' self-efficacy than the control group (P< 0.01). Conclusion: According to the findings of the present research on the greater effectiveness of integrated education based on self-regulation on the self-efficacy of elementary school students, The use of this educational method is suggested to educational psychologists, school counselors and all officials in the field of education.

Background: Archetypal ideas originate from the collective unconscious of humans and because they are embedded in the nature and institution of humans, and in everything that is the product of human thought, taste and feeling, they appear. From the point of view of the schema, excesses in the formation of psychological needs cause the formation of schemas. Literary works, including poetry, due to the fact that it comes from the human soul, are connected with archetypal ideas and poetry is considered as a collective unconscious medium of humans. Aims: The purpose of the current research is the psychological reflection of archetypal ideas (Yang) in the poems of modernist Kurdish poets (not selected poets). Methods: In this regard, in this article written in a library method, archetypal ideas in the poems of several modernist Kurdish poets have been investigated. Results: The results of the research show that these poets have used archetypal images and images abundantly in their poetry. Of course, this has several reasons; One is that most of these poets are in conflict with the manifestations of civilization and urbanization, and they present the elements of nature and countryside as an unattainable dream in their poetry, and this directly causes the elements of nature and archetypal images to enter their poetry. The second reason is that most of these poets have a political and social orientation and themes such as freedom and homeland are considered central themes of their poems, but due to the limitations, they are forced to turn to symbolic and ambiguous language. Conclusion: These poets turn to similes and metaphors to express the themes of freedom and homeland, and this causes natural and archetypal elements to enter their poems.

Background: Family boundaries play a role in the formation of schemas, this can have significant psychological consequences for family members. Despite the theoretical links between enmeshed family boundaries and early maladaptive schemas, there is a noticeable research gap on this relationship. Aims: The present study was conducted with the aim of comparing enmeshed family boundaries in students with and without early maladaptive schemas. Methods: The method of this descriptive research was causal-comparative. The statistical population of the research included all students of Islamic Azad University of Tehran in the academic year of 2023-2024. Among the people of the statistical population, 204 people (152 women, 52 men) were selected by convenience sampling method. The data collection tools in this research included the Young Schema Questionnaire-Short Form (Young, 1998) and the Family Adaptability and Cohesion Evaluation Scale (Olson et al., 1985). Independent t-test, Benferoni test and SPSS-26 software were used to analyze and compare the data. Results: The scores of enmeshed boundaries in people with an Enmeshment/Undeveloped Self schema were significantly higher than those without an Enmeshment/Undeveloped Self schema (P< 0.05). Enmeshed family boundaries in individuals with and without Disconnection and Rejection Domain impaired schemas, Impaired Autonomy and Performance Domain impaired schemas, Entitlement/Grandiosity schema,Insufficient Self-Control/Self-discipline schema, Other Directedness Domain schemas, Over vigilance /Inhibition Domain impaired schemas, were not significantly different. (P> 0.05). Conclusion: Intertwined borders can lead to the formation of the intertwined schema itself. However, the development of other maladaptive schemas is not directly related to family entanglement. These schemas may develop through various pathways, such as traumatic experiences, peer relationships, or social influences.

Background: Psychological complexes play a significant role in an individual’s psychological distress; therefore, identifying and treating psychological complexes occupy a special position in Jungian analytical psychology. A review of the existing literature in this field indicates that no reliable tool is available for measuring psychological complexes. Aims: This research was conducted to create and determine the factor structure of a test for psychological complexes based on Jungian analytical psychology. Methods: The research method is a qualitative (qualitative-quantitative) exploratory type that in the first stage of the research was qualitative and with the thematic analysis method, and in the quantitative stage, a descriptive study of the developmental-applied type was designed and implemented. The statistical population in the qualitative section of all experts in the field of clinical psychology in Tehran was familiar with Jung's concepts and Jung works and Post-Jungians. The sample consisted of 12 clinical psychologists in Tehran who were selected by convenience sampling method until theoretical saturation was reached. To analyze the data qualitatively, theme analysis and network drawing were used MaxQDA2020 software with open and axial coding in order to match the nodes with the archetypes. The results of thematic analysis identified three main factors of travel preparation, travel and return from trip as three main themes and in 28 sub-themes. The statistical population in the quantitative section was all people referred to the health center in Tehran in 2023. The sample consisted of 320 people who referred to the neighborhoods of the health center in Tehran who were selected by convenience sampling method and answered the researcher-made test of psychological complexes and positive and negative emotions (Watson and et al., 1988). Data obtained using SPSS software. 27 and analyzed using exploratory factor analysis. Results: The results of the face and content validity of the questionnaire were confirmed qualitatively and quantitatively. Also, the results of exploratory factor analysis confirmed 28 factors in 86 questions, which explained 62% of the variance of psychological complexes. The consistency of the questionnaire using Cronbach's alpha method for each of the factors was higher than 0.7. Also, the correlation coefficient of the complex questionnaire with the list of positive and negative psychological emotions showed its desired criterion (simultaneous) validity. Conclusion: Given the obtained results, it can be said that the test for measuring psychological complexes possesses acceptable psychometric properties and can assist psychologists in gaining a deeper understanding of complexes and in establishing more effective therapeutic pathways for their clients.