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Showing 286 results for Type of Study: Research
Comparing the effectiveness of short-term cognitive intervention and acceptance and mindfulness-based intervention on cognitive flexibility and inhibitory control in patients with generalized anxiety disorder
Dr Neda Barati Kalhor, Parvaneh Sarkeshikzadeh, Mehri Azandriani, Fatemeh Ghasempour, ,
Volume 13, Issue 3 (12-2025)
Abstract
The aim of the present study was to investigate and compare the effectiveness of two psychological interventions on cognitive flexibility and inhibitory control in patients with generalized anxiety disorder. The study was applied in terms of purpose and quasi-experimental in terms of design with pre-test, post-test, and control group. The statistical population included patients with generalized anxiety disorder referring to counseling and psychiatric centers in Tehran in 1404, and the research sample included 45 people who were selected using convenience sampling. Data were collected using the cognitive flexibility questionnaire and inhibitory control test, and analyses were performed with SPSS software version 27 at two descriptive and inferential levels using analysis of covariance. The results showed that both interventions significantly improved cognitive flexibility and inhibitory control, but the effect of the acceptance and mindfulness-based intervention on both variables was stronger and more prominent. The present findings can be a guide to selecting targeted and optimal interventions in the treatment of patients with generalized anxiety disorde

Predicting Rumination Based on Cognitive and Cognitive-Emotional Processes: The Role of Cognitive Flexibility, Emotional Schemas, and Emotion Regulation Self-Efficacy among Female University Students
Mojtaba Pooragha, Samereh Asadi Majareh,
Volume 13, Issue 4 (3-2026)
Abstract

The present study aimed to predict rumination based on cognitive and cognitive-emotional processes, with particular emphasis on the roles of cognitive flexibility, emotional schemas, and emotional self-efficacy among female university students. This descriptive-correlational study employed a predictive research design. The statistical population consisted of all female students at the Rasht Branch of Islamic Azad University during the second semester of the 2024–2025 academic year, from whom 400 participants were selected through convenience sampling. Data were collected using the Leahy Emotional Schema Scale (LESS), the Cognitive Flexibility Inventory (CFI) developed by Dennis and Vander Wal, the Emotional Self-Efficacy Scale developed by Hosseinchari et al., and the Ruminative Responses Scale (RRS) developed by Nolen-Hoeksema and Morrow. Data analysis was conducted using Pearson's correlation coefficient and stepwise multiple regression analysis. The findings indicated a significant positive relationship between emotional schemas and rumination, whereas cognitive flexibility and emotional self-efficacy were significantly and negatively associated with rumination . Furthermore, the results of the stepwise regression analysis revealed that the components of control, guilt, perception of alternative options, simplification of emotions, blaming others, and lack of control jointly explained 61% of the variance in rumination. Among these variables, the control component, as a dimension of cognitive flexibility, emerged as the strongest predictor of rumination. Overall, the findings suggest that cognitive and cognitive-emotional processes play a fundamental role in explaining rumination, and that variables related to cognitive control, emotional processing, and emotional self-efficacy are among its most important predictors. Accordingly, enhancing cognitive flexibility, modifying maladaptive emotional schemas, and strengthening emotional self-efficacy may serve as key targets for cognitive and cognitive-behavioral interventions aimed at reducing rumination and promoting the mental health of university students.


The Mediating Role of Alexithymia in the Relationship between Metacognitive Beliefs and Social Anxiety in Female University Students
Ms Afagh Jafari, Dr Ruhollah Haddadi, Saeedeh Zomorodi,
Volume 13, Issue 4 (3-2026)
Abstract
Social anxiety is one of the most prevalent psychological problems during young adulthood, particularly among university students, and may adversely affect academic performance, interpersonal relationships, and mental health. The present study aimed to investigate the mediating role of alexithymia in the relationship between metacognitive beliefs and social anxiety among female university students. This descriptive correlational study was conducted on 384 female students enrolled at the Tehran West Branch of Islamic Azad University during the spring semester of 2025, who were selected using convenience sampling. Data were collected using the Short Form of the Metacognitions Questionnaire (MCQ-30), the Toronto Alexithymia Scale (TAS-20), and the Social Phobia Inventory (SPIN). Data were analyzed using Pearson’s correlation coefficient and structural equation modeling (SEM). The findings indicated that metacognitive beliefs were positively and significantly associated with both alexithymia and social anxiety. Furthermore, alexithymia was positively associated with social anxiety. The indirect effect of metacognitive beliefs on social anxiety through alexithymia was also significant, indicating the partial mediating role of alexithymia in this relationship. Overall, the findings suggest that maladaptive metacognitive beliefs contribute to increased social anxiety both directly and indirectly through greater difficulties in identifying and describing emotions. These results highlight the importance of addressing metacognitive beliefs and emotional processing deficits in the development of preventive and therapeutic interventions aimed at reducing social anxiety among female university students.

Comparison of the effectiveness of schema therapy and transdiagnostic therapy on cognitive emotion regulation in adolescent boys with obsessive-compulsive disorder
Miss Elham Asvadi, Dr Afsaneh Khajevand Khoshli, Dr Samaneh Farnia, Elnaz Poorahmadi,
Volume 13, Issue 4 (3-2026)
Abstract
The present study aimed to compare the effectiveness of Schema Therapy and Transdiagnostic Treatment on cognitive emotion regulation among adolescent boys with Obsessive-Compulsive Disorder (OCD). This study employed a quasi-experimental design with a pretest–posttest, control group, and three-month follow-up. The statistical population consisted of 14- to 16-year-old adolescent boys diagnosed with OCD who were referred to psychological counseling centers and clinics (Rasta and Bavar) in Sari, Iran, during 2024–2025. From this population, 45 participants were selected using purposive sampling and were randomly assigned to three groups of 15 participants each. Data were collected using the Cognitive Emotion Regulation Questionnaire (CERQ) developed by Garnefski et al. (2006) and the Yale–Brown Obsessive-Compulsive Scale (Y-BOCS) developed by Goodman et al. (1989). The first experimental group received Young’s Schema Therapy protocol (2006), whereas the second experimental group underwent Barlow et al.’s Unified Transdiagnostic Treatment protocol (2011). Data were analyzed using repeated-measures analysis of variance (RM-ANOVA). The findings indicated a significant difference between the Schema Therapy and Transdiagnostic Treatment groups in cognitive emotion regulation scores (p < .05), with Schema Therapy producing greater improvements in cognitive emotion regulation. Furthermore, the absence of significant differences between the posttest and follow-up assessments demonstrated the stability and maintenance of the treatment effects over time. Overall, the findings suggest that although both therapeutic approaches are effective in improving the psychological functioning of adolescent boys with OCD, Schema Therapy yields substantially greater improvements in cognitive emotion regulation than Transdiagnostic Treatment.

The Effectiveness of Future Event Specificity Training on Reducing Hopelessness and Suicidal Ideation in Adolescents with Depressive Disorder
Mrs Elahe Bigham Lalabadi,, Dr Niloofar Mikaeili, Dr Akbar Atadokht, Dr Sajad Basharpoor, Dr Parviz Molavi,
Volume 13, Issue 4 (3-2026)
Abstract
The present study aimed to examine the effectiveness of Future Event Specificity Training (FEST) in reducing hopelessness and suicidal ideation among adolescents with depressive disorder. This quasi‑experimental study employed a pretest–posttest design with a control group and a two‑month follow‑up. The statistical population consisted of middle and high school students in Kermanshah, Iran, during the 2023–2024 academic year who exhibited symptoms of depression and suicidal ideation. Following screening procedures and clinical interviews, 40 eligible participants were selected and randomly assigned to an experimental group (n = 20) and a control group (n = 20). The experimental group received six 90‑minute sessions of Future Event Specificity Training, while the control group received no intervention. Research instruments included the Hopelessness Scale for Children (HSC) and the Beck Scale for Suicidal Ideation (BSSI). Data were analyzed using mixed‑design repeated‑measures analysis of variance (ANOVA). The results indicated that Future Event Specificity Training significantly reduced hopelessness and suicidal ideation in the experimental group compared with the control group, and these effects remained stable at the two‑month follow‑up. The findings suggest that this brief cognitive intervention may be useful in therapeutic and preventive programs within psychological and educational settings.
 
The Effectiveness of Mindfulness Training on Perspective and Time Metaphorical Perception and Internet Addiction in University Students
Mrs Zahra Gholizadegan, Dr Maryam Tehranizadeh, Dr Fatteme Raiisi,
Volume 13, Issue 4 (3-2026)
Abstract
The aim of this study was to investigate the effectiveness of mindfulness training on time perspective, time metaphorical perception, and Internet addiction. The study used a quasi-experimental pretest-posttest design with a control group. The statistical population included all students of Payam Noor University- Alborz Province (Karaj branch), in 2025. In this study, 50 students from Karaj branch, were selected through convenience sampling, and randomly assigned to two experimental groups (25 people) and control group (25 people). Research tools included Zimbardo and Boyd's Time Perspective Inventory, Raiisi and the Moghadasins' Time Metaphorical Perception Questionnaire, and Young's Internet Addiction Questionnaire. The mindfulness training protocol was implemented on the experimental group in eight 90-minute sessions, and the control group did not receive any intervention. The results of mixed analysis of variance showed that mindfulness training had effects on the means of time perspective, time metaphorical perception, and Internet addiction in the experimental group during the time (P<0.01). It seems that the use of mindfulness-based educational interventions can be an effective solution for managing and viewing time and solving Internet addiction problems in university students.

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