JOURNAL OF PSYCHOLOGICAL SCIENCE
Year:2020 | Volume:19 | Issue:93|Papers Count:13

Background: Many research has been done on the impact of various factors including game types on executive functions, cognitive factors and as a result of mental health of ADHD students. But the main issue is, can a video game like FIFA be effective on the ADHD symptoms. Aims: The purpose of this study was to investigate the impact of FIFA game upon the hyperactivity/attention deficit symptoms in students with ADHD. Method: The research is semi-experimental. The statistical community of the present study was 76 students with ADHD with attention deficit hyperactivity disorder. For this purpose, amongst the76 children diagnosed with ADHD, 32 were randomly selected and, divided into two groups of 16 subjects, based on their age and gender, and the results of the pretest, which were performed by means of Conners (Parents)(1999) and SNAP(1980) instruments and the experimental group performed a FIFA game in groups of 4 for a period of 11 consecutive weeks and a weekly session of 60 to 90 minutes. After 11 weeks of FIFA game in the experimental group, each group was reevaluated. This review was carried out as in the first review. After two weeks, a follow-up test was carried out. Mixed ANOVA and Bonferroni test were used to analyze the data. Results: The findings of the study indicated that the playing fifa had a significant effect on the reducing the symptoms of hyperactivity/deficits of attention in ADHD students. (p≤ 0/05). Conclusions: Due to the positive effect of FIFA game on the symptoms of Attention Deficit Hyperactivity Disorder, it is suggested that FIFA game be used to reduce the symptoms of ADHD.

Background: Numerous studies have examined students' academic motivation and academic achievement motivation. However, research that has addressed the indigenous pattern of academic counseling based on the study of motivational concepts in students' experiences based on academic motivation has been neglected. Aims: The aim of the present study was to investigate the effect of the native pattern of academic counseling based on the study of motivational concept in lived experiences and its effect on students' academic motivation. Method: The research was pre-test-post-test with control group. The statistical population of Kermanshah secondary school students was in the academic year of 2018-2019, 60 students were selected as a sample by cluster sampling method and were randomly assigned to two control and experimental groups (30 people). The research tools were: Educational Motivation Questionnaire of Valerand et al. (1985) and Educational Protocol, Indigenous Model of Academic Counseling Based on the Study of Motivational Concept in the Experiences of Researcher Students (2018). Data analysis was performed using analysis of covariance. Results: The indigenous model of academic counseling based on the study of motivational concept was effective in living experiences on students' academic motivation at the level of (p< 0/01). Conclusions: Students who participated in the Indigenous Counseling Pattern training sessions based on the study of the motivational concept gained more academic motivation.

Background: Numerous studies have been conducted on the professional competencies of university faculty members. However, research that neglects the professional competencies of the faculty members of Farhangian University, which has led to the design of the competency model, has been neglected. Aims: The aim of this study was to develop and validate the model of professional competencies of faculty members of Farhangian University with an explanatory approach. Method: The research was simultaneous. The statistical population included 700 professors and faculty members of Farhangian University of Provinces (Tehran, Khorasan Razavi, Isfahan and Fars) in 2018, and 200 of these professors were selected as targeted clusters. The tools of the present study were: Questionnaire of professional competencies of the researcher made in 2018. Data analysis was performed using Friedman test, exploratory factor analysis and correlation coefficient. Results: Pattern obtained from two main factors; It consists of individual and organizational formation. The individual agent has sub-components, both personal and skill, and the organizational factor also has sub-components of membership, organizational interaction, acceptance of professional responsibility, and utilization of the organization's facilities. Conclusions: If the professional competencies of the faculty members are realized, it will have a expected role in the performance and efficiency of Farhangian University and will have positive effects for the students and teachers.

Background: Numerous studies have focused on how to build knowledge structure and the factors that affect it. However, research that examines the phenomenon of knowledge constructivism and the construction and validation of the "Mathematical Behavioral Behavioral Signs of Mathematical Knowledge" test has been neglected. Aims: The aim of this study was to investigate poor structural knowledge and develop and validation of the "Behavioral signs of mathematical poor structural knowledge" test in sixth grade students. Method: The research was objective in terms of purpose and exploratory (quantitative-qualitative) information in terms of data collection. In the qualitative section, with semi-structured interview and open and central coding, the behavioral symptoms of poor structural knowledge were identified and a questionnaire was developed and in the quantitative section, the psychometric features of the questionnaire were examined. The study sample in the qualitative section, using the targeted method available (the desire to cooperate), was selected by 10 people to saturate the opinions. In the quantitative section, 20 schools with 37 sixth grade classes with 1073 student were selected by clustering method. In the qualitative section, an open-ended interview and in the quantitative section, the researcher's test of "behavioral signs of knowledge dysfunction" was used. The tools of the present study are: The researcher-made questionnaire "Knowledge Behavioral Signs of Knowledge Construction" (2019). Data analysis was performed by exploratory factor analysis and confirmatory factor analysis. Results: Results showed that 26 open codes and 7 central codes obtained and seven elemens are behavioral signs of poor structural knowledge of mathematical: Lack of communication channel with teacher, Unusual classroom setting (Lack of visibility of the teacher), escape from position (lesson and question), class restlessness, disorientation and decentralization, divert the classroom process, and reactions When teaching a new topic. Also, the content validity with CVR index and structural validity of the questionnaire were confirmed by exploratory and confirmatory factor analysis, and Cronbach's alpha coefficient showed high internal reliability for the whole questionnaire and its components. Conclusions: The results showed that there is poor structural knowledge of mathematical in students and its behavioral symptoms can be identified and providing the ground for correcting.

Background: Numerous studies have been conducted on marriage and the causes of conflict in couples' relationships. But attention to the concept of Mandatory Change in marital relationships, meaning not accepting, not coming to terms with the oneness of the other party, and extreme and compelling efforts to change one's spouse, has been neglected in the research literature. Aims: The aim of the present study was to provide a conceptual model of Mandatory Change in marriage, including the emergence of this concept, the study of effective factors, intervening conditions, contexts and the process of its formation, selective strategies of the parties in the face of this communication pattern and its consequences in relationships. It was a couple. Method: Method Qualitative research method and foundation data theory were used. The statistical population includes all young couples in Tehran who lived together for a maximum of 6 years in 1998. Among the available individuals, 23 were selected by theoretical sampling method and examined by indepth interviews of their biological experience. Results: From the open coding process, 273 concepts and 22 categories were finally identified and extracted. The categories obtained from the central coding flow, in six categories, include: the central category of Mandatory Change "the requirement of change and control"; Ali's circumstances include "a superficial knowledge of himself, the other party, and the family background and the environment in which the person was raised; "Seduction and deception, poor gender awareness and lack of realism. " Interfering conditions such as "poor interpersonal mentality"; Understanding and cultural considerations, low emotional intelligence, poor expression, vague communication. The underlying conditions include "heterogeneity in individual characteristics, family characteristics and social and cultural contexts"; Strategies such as "avoidant emotional responses such as negative criticism, avoidance criticism, emotional deterrence, detachment, deviant provision, distance and reading with difficult circumstances" and consequences such as "identity threat, discrediting, psychological trauma, conflict and tension, seal Coldness and Detachment. Conclusions: By informing people about marriage and young couples about the nature and harmful aspects of this concept, as well as teaching them the skills to deal with it effectively, we can prevent the flow and stop its vicious and progressive cycle. He acted on the couple's relationship.

Background: Numerous studies have examined academic competence, parenting styles, perceived self-efficacy, and emotion regulation. But research that focuses on predicting academic achievement based on parenting styles, perceived self-efficacy, and student emotion regulation has been neglected. Aims: The aim of this study was to predict students' academic competence based on parenting styles, perceived self-efficacy and emotion regulation. Method: The research method was descriptive correlational. The statistical population of the study included all male high school students in the city of Karaj in the academic year of 1398-1399. 320 students were selected by multi-stage cluster sampling. The present research instruments were DiPerna and Elliott's (1999) Curriculum Assessment Scale, Bamrind's Childhood Styles Questionnaire (1972), Sherr's General Self-Efficacy Questionnaire (1982), and Gross & John's Emotional Regulation Questionnaire (2003). Data analysis was performed using correlation coefficient and regression simultaneously. Results: There is a significant positive relationship between authoritarian parenting style, perceived self-efficacy and emotional market marketing with academic competence (p< 0/05). There was also a significant negative relationship between authoritarian parenting style and academic competence (p< 0/05). The results of multiple regression analysis showed that the The variables of parenting style, perceived self-efficacy and emotion regulation have the ability to predict 60% of academic competence. Conclusions: Parenting styles, perceived self-efficacy, and emotion regulation were able to predict academic competence among students.

Background: Previous studies have examined the effectiveness of spiritual intelligence on psychological well-being. But there is a research gap between comparing the effectiveness of spiritual intelligence education based on Qur'anic teachings and spiritual intelligence education based on Bowell's view of students' psychological well-being. Aims: The purpose of the present study was to compare the effectiveness of spiritual intelligence training based on Quranic teachings and spiritual intelligence training based on Bowell's view on psychological well-being of Isfahan students. Method: The research was quasi-experimental with pretest, posttest, followup with control group (unequal groups). The statistical population included all students of the University of Isfahan (15171 people) in the academic year 2017-2018. Fifty-five of these students were randomly selected as random samples and 40 randomly assigned to experimental groups (20 in the group based on Quranic teachings and 20 in the Bawl perspective group) and 15 in the control group. Were replaced. The tools of the present study are: sessions of teaching spiritual intelligence based on Quranic teachings (2020), teaching spiritual intelligence based on Bowl's point of view (2004) and Riff's psychological well-being questionnaire (1989). Data analysis was performed using covariance analysis method. Results: Both spiritual intelligence trainings based on Quranic teachings and based on Bowl's view had a significant effect on students' psychological well-being (P< 0/05). There was no significant difference between the two views in terms of the effect on psychological well-being (P< 0/05). Conclusions: Students who participated in the teaching of spiritual intelligence based on Quranic teachings and the teaching of spiritual intelligence based on Bowl's view gained higher psychological well-being.

Background: Numerous researches have been done on the effect of two exposure and response prevention and acceptance and commitment-based treatment on depression and quality of life in patients with obsessive-compulsive disorder but compared the effect of these two treatments on reducing the severity of symptoms. Obsessive-Compulsive Disorder There is a research gap. Aims: The aim of this study was to compare the efficacy of exposure therapy and prevention of response and group acceptance and commitment therapy in reducing the severity of specific symptoms in patients with obsessive-compulsive disorder. Method: This was a quasi-experimental study with pre-test and post-test design with control group. Statistical population included all patients with obsessive-compulsive disorder referring to counseling centers in Shiraz in 2018. Sixty subjects were selected by purposive sampling method and were randomly divided into three groups (20 persons), two experimental groups and one control group. Research instruments include: Obsessive-Compulsive Disability Test: Hodgson & Rachman (1977), Commitment and Acceptance Therapy Sessions (Narimani et al., 2016), and Exposure and Response Prevention Therapy Sessions (Narimani et al., 2016). The data were analyzed using analysis of covariance. Results: There was a significant difference between the two groups in the posttest in all specific symptoms (infection, examination, suspicion and impulse control). Both groups showed a significant decrease compared to the control group. However, exposure therapy and response prevention group had a significant and significant decrease compared to the intervention (P< 0/001). Conclusions: Two treatments, exposure and response prevention and treatment based on acceptance and commitment, reduced the symptoms of patients with obsessivecompulsive disorder.

Background: Organizational culture plays a role in human behavior and is one of the most important concepts in behavioral sciences. But so far it has not been fully evaluated. Aims: To present a model of organizational culture of primary schools in Alborz province. Method: The research was a qualitative one. The statistical population consisted of education experts and professors of Alborz province. Thirty people were selected by purposeful sampling method. Research tools include: reviewing national and international documents related to the subject and semi-structured exploratory interviews. Data analysis was done using the data base and coding method (open, axial and selective). Results: The factors affecting the organizational culture of elementary schools are: organizational structure, organizational goals, human capital, leadership, strategy, social capital, organizational environment, organizational technology and psychological capital. Conclusions: Dimensions of organizational structure, organizational goals, human capital, leadership, strategy, social capital, organizational environment, organizational technology, and psychological capital influence the organizational culture of primary schools.

Background: Divorce is a phenomenon that is increasing rapidly in today's societies and has profound economic, social, psychological effects on divorced men and women. But the main point is that the qualitative study of formulating a model of divorce in the cultural and social context of Tehran has so far been neglected. Aims: To develop a model of divorce in the cultural and social conditions of Tehran. Method: The research was a qualitative one based on the data base method. The statistical population of this study included all divorced men and women who referred to welfare in district 10 of Tehran. A sample of 15 divorced individuals was selected through available sampling and semi-structured interviews. The tools are: Semi-structured interview. For data analysis, Strauss and Corbin (1998) method was used. Results: 620 codes were extracted out of which 553 were post-marriage and 67 were pre-marriage. After marriage, socioeconomic, economic, psychological and premarriage dimensions of psychological factors were considered. Conclusions: Indicators in each of the components of the above categories can be chained, together with other categories, can lead to formal divorce, causation or intervention.

Background: Academic vitality, academic self-regulation and Academic engagement are variables which can play a dramatic role in academic achievement of the students; however, does schema therapy help the improvement of academic vitality, academic self-regulation and Academic engagement of the students? Aims: The present study was conducted aiming to investigate the effectiveness of schema therapy on academic vitality, academic self-regulation and Academic engagement of the students. Method: The present study was quasi-experimental with pretest, posttest, control group and two-month follow-up stage design. The statistical population of the present study included the students at the state universities in Tehran in academic year 2017-18. 30 students were selected through purposive sampling method and they were randomly replaced into experimental and control groups (each group of 15). The experimental group received schema therapy intervention during 8 sessions of 90 minutes during two months. Academic vitality questionnaire (Martin and March, 2008), academic self-regulation questionnaire (Savari, Arabzadeh, 2012) and Academic engagement questionnaire (Fredericks, Blumenfeld, Paris, 2004) were used. The data from the study were analyzed through MANCOVA. Results: The results showed that schema therapy has significantly influenced academic vitality, academic self-regulation and Academic engagement of the students (p< 0/001). Conclusions: According to the findings of the present study it can be concluded that through employing techniques such as training coping styles, making communication between present problems and schemata, prioritization and specifying most problematic academic behaviors and offering appropriate behavioral methods, schema therapy can be applied as an efficient method to improve academic vitality, academic self-regulation and Academic engagement of the students.

Background: Nowadays, educational management deals with many issues such as the future and its prospects, organizational changes and emerging businesses that require serious attention from management scholars and experts. Paying attention to the element of futures and futurism in educational management studies, in today's business world and its rapid changes, will greatly contribute to the dynamics and development of educational management that has been overlooked so far. Aims: The future of educational management studies was modeled by scenario modeling and global business networking model. Method: The research was qualitative. The statistical population of the study consisted of educational management thinkers and experts who simultaneously had expertise and experience in future research studies and scenario modeling. The research tool in this study was semi-structured interviews to prioritize effective proponents of future educational management studies. Data analysis was performed using Friedman test and hierarchical analysis. Results: The future of educational management studies were influenced by two main proponents of "mass media" and "cultural identity" (p= 0/027). Conclusions: Interaction of mass media and cultural identity constituted the four "evolutionary", "media", "cultural" and "alienation" scenarios, each of which represented a specific situation of the future of educational management studies.

Background: Having a child suffering from Cerebral Paralysis (CP) brings about frequent psychological and emotional damages for the mothers that applying appropriate psychological therapies to decrease these damages is a requirement. But does training selfcompassion help decreasing social stigma and improvement of distress tolerance in the mothers of the children with CP? Aims: therefore the present study was conducted aiming to investigate the effectiveness of training self-compassion on decreasing social stigma and the improvement of distress tolerance in the mothers of the children with CP. Method: the present research was quasi-experimental with pretest, posttest, control group design and two-month follow-up period. The statistical population of the present study included mothers of the children with CP in the town of Shahrekord in the first quarter of this solar year. 30 mothers of the children with CP were selected through voluntary non-random sampling method and randomly replaced into experimental and control groups (15 mothers in the experimental and 15 in the control group). The experimental group received 01 ninety-minute sessions of training self-compassion during two months. The applied questionnaires in the study included questionnaire of social stigma (Mac and Wook, 2010) and questionnaire of distress tolerance (Simons and Goher, 2005). The data from the study were analyzed through repeated measurement ANOVA. Results: the results showed that training self-compassion significantly influences social stigma and distress tolerance in the mothers of the children with CP (p˂ 0/001). This treatment can reduce the social stigma and improve the distress tolerance of mothers. Conclusions: findings of the present study implied that training self-compassion employing techniques such as training being aware of positive and negative experiences, creating positive experiences through mental visualization training compassion expression and behavior modification through environmental reinforces can be used as an efficient therapy to decrease social stigma and improve distress tolerance in the mothers of the children with CP.