Showing 291 results for Type of Study: Research
Mis Saeedeh Moradi, Dr Hadi Parhoon,
Volume 13, Issue 3 (12-2025)
Abstract
Abstract
The present study was conducted to examine the mediating role of self-efficacy in the relationship between inhibitory control, cognitive flexibility, and perceived organizational support and teachers’ job burnout.. Within the framework of the post-positivist paradigm, a quantitative approach was employed using a correlational design based on structural equation modeling.
A total of 370 teachers working in schools in Kermanshah during the 1403–1404 academic year were selected through convenience sampling. The following instruments were used for data collection: the Executive Functioning Scale (Holst & Thorell, 2018), the Cognitive Flexibility Scale (Dennis & Vander Wal, 2010), the Perceived Organizational Support Questionnaire (Eisenberger et al., 1986), the Teacher Self-Efficacy Scale (Schannen-Moran & Woolfolk Hoy, 2001), and the Teacher Burnout Scale (Chang et al., 2020).Data were analyzed using SPSS 27 and SmartPLS 4 within the framework of structural equation modeling. The results indicated that the research model had a good fit with the data.
The findings revealed that inhibition control had a direct and significant effect on teacher burnout (β = -0.377, t = 3.264, p = 0.001) and on self-efficacy (β = 0.271, t = 3.750, p < 0.001). Cognitive flexibility influenced teacher burnout (β = -0.200, t = 3.064, p < 0.002) and self-efficacy (β = 0.244, t = 3.264, p < 0.001). Perceived organizational support affected teacher burnout (β = -0.273, t = 2.339, p = 0.020) and self-efficacy (β = 0.215, t = 2.887, p < 0.001). Self-efficacy had a direct effect on teacher burnout (β = -0.64, t = 4.96, p < 0.001; β = 0.616, t = 6.015, p < 0.001).
These results suggest that part of the predictive effect of inhibition control, cognitive flexibility, and perceived organizational support on teacher burnout can be explained by self-efficacy. Furthermore, the study variables collectively accounted for 63% of the variance in teacher burnout.
Mojtaba Pooragha, Samereh Asadi Majareh,
Volume 13, Issue 4 (3-2026)
Abstract
The present study was conducted to investigate the role of emotional schemas, emotional regulation self-efficacy, and cognitive flexibility in predicting rumination. This study was applied in terms of purpose and descriptive-correlational in terms of method and based on stepwise regression analysis. The statistical population of the study consisted of all female students of Islamic Azad University, Rasht Branch, in the second semester of the academic year 2024-2025, from whom 400 people were selected using the convenience sampling method. Data were collected using the Emotional Schemas Scale, Emotional Regulation Self-Efficacy Scale, Cognitive Flexibility Scale, and Rumination Scale and analyzed using Pearson's correlation coefficient and stepwise regression. The results showed that there is a positive and significant relationship between emotional schemas and rumination, and a negative and significant relationship between cognitive flexibility, emotional regulation self-efficacy, and rumination. Also, the results of stepwise regression showed that the variables of control, guilt, alternatives, emotional simplification, blaming others, and lack of control significantly predicted rumination. In the final model, control had the strongest inverse relationship with rumination; while guilt, emotional simplification, blaming others, and lack of control showed a direct relationship with rumination, and alternatives showed an inverse relationship with it. These variables explained a total of 61% of the variance in rumination. The research findings show that the components of emotional schemas, emotional regulation self-efficacy, and cognitive flexibility play an important role in explaining and predicting rumination. Therefore, paying attention to correcting dysfunctional emotional schemas, strengthening emotion regulation skills, and increasing cognitive flexibility can be effective in designing psychological interventions to reduce rumination.
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.
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.
Mis Maryam Mougouee, Dr Maryam Shahandeh,
Volume 13, Issue 4 (3-2026)
Abstract
Aim of the study was to develop a model of the relationship between wellbeing, cognitive fusion, and cognitive flexibility, with selfcontrol as a mediating variable. Research was correlational type, included 383 students selected through a multistage cluster sampling method. questionnaires were the Mindfulness Questionnaire, cognitive fusion, psychological flexibility, selfcontrol. The data were analyzed by Pearson correlation& structural equation modeling
The findings indicated relationship between mental wellbeing and its dimensions, cognitive flexibility, mediated by selfcontrol. Mental wellbeing through selfcontrol is related to cognitive fusion, and selfcontrol acts as a full mediator. Emotional wellbeing has relationship with cognitive fusion, and selfcontrol plays a full mediating role between social wellbeing, psychological well-being, and cognitive fusion
In conclusion, selfcontrol plays an important role in mental wellbeing, cognitive fusion, and cognitive flexibility among adolescents. Therefore, it is possible to support adolescents’ wellbeing, cognitive fusion, and cognitive flexibility through their selfcontrol
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.
Maryam Hazrati, , , ,
Volume 13, Issue 4 (3-2026)
Abstract
Multiple sclerosis (MS) is a chronic inflammatory disease of the central nervous system, the symptoms of which include a wide range of clinical symptoms, including cognitive impairment. In the present study, the effectiveness of the Rehacom rehabilitation training program based on the comprehensive model of cognitive impairment (based on the comprehensive model developed by Hazratty et al. 1403, which refers to four cognitive variables that are impaired in MS, namely: attention deficit, working memory, information processing, and fatigue, based on a systematic review) on improving cognitive impairments in people with MS was investigated. Method: This is a quantitative and applied research, and in terms of the design, it is an experimental research of the pre-test-post-test type with a control group and a follow-up after one month of the experimental group. After coordination with the Alborz MS Association, 30 people with MS were enrolled.The patients with relapsing-remitting type S were selected by convenience sampling method and randomly assigned to two experimental and control groups (15 people in each group). Then, using research tools, a pre-test (PASAT, SDMT and FSS tests) was administered to both experimental and control groups, and the Rehacom training program protocol was set up in 8 sessions. These sessions were held weekly (two sessions per week) and each session lasted 40 to 60 minutes. During the sessions, training was given through Rehacom computer cognitive tasks to improve cognitive variables. Findings: The results of the study showed that the Rehacom rehabilitation training program was effective and it seems that these training sessions were effective in improving attention deficit, working memory, information processing and fatigue.And this improvement in post-test scores and then follow-up test results in the experimental group was stable after one month. Conclusion: Given the wide range of cognitive disorders and deficiencies caused by MS, a cognitive rehabilitation training program that can include the cognitive deficiency variables of the comprehensive model and improve these cognitive variables will greatly help MS patients. The Rehacom rehabilitation program was able to improve these deficiencies well during the training sessions and its results remained stable. The results of this study can attract the attention of researchers to planning cognitive treatments
Ms Hadise Mirzaei, Mr Keyvan Salehi, Mr Ebrahim Khodaie, Mr Ali Moghadamzadeh, Mr Javad Hatami,
Volume 14, Issue 1 (6-2026)
Abstract
The present study aimed to systematically review research investigating the relationship between diminished motivation and impaired capacity for pleasure (anhedonia) and the cognitive biases that exacerbate it. A systematic documentary review methodology was employed. Data were collected from 29 selected studies published between 2000 and December 2024, retrieved through searches in Scopus, PubMed, PsycINFO, and Google Scholar using relevant keywords, including anhedonia, cognitive biases, affective cognitive biases, and depressive disorder. Study quality was appraised using the Critical Appraisal Skills Programme (CASP) checklist, and data were analyzed via deductive thematic analysis. Findings indicated that anhedonia is primarily associated with deficits in pleasure anticipation and is directly linked to attentional, interpretative, memory, and self-referential biases. Consequently, even when individuals retain the capacity to experience pleasure, the presence of these biases disrupts decision-making processes and the effort required to pursue rewards. Furthermore, examining interaction between cognitive biases and anhedonia may inform the development of more precise cognitive–behavioral interventions and the design of evidence-based assessment tools and targeted treatments.
Mehri Rahmani, Mojtaba Vahedian,
Volume 14, Issue 1 (6-2026)
Abstract
Purpose: The aim of the present study was to evaluate the effectiveness of cognitive rehabilitation on improving selective attention and working memory in elderly women with mild Alzheimer's disease. It was a quasi-experimental study with randomized allocation study with pre-test and post- test and two months' follow up with control group. The population in this study was all women with mild Alzheimer's in Association of Protection of Alzheimer's patients in Arak in 2023-2024. The group was comprised of 36 patients with mild Alzheimer were selected by available sampling. They were randomly divided into experimental, control and Placebo groups (12 patients in each group.The experimental group was trained by computer-based cognitive rehabilitation; the Placebo group received physical rehabilitation intervention, and the control group received no intervention. All participants were evaluated in the first and the last sessions by the STROOP and PASAT Tests. The investigation was done during 21 sessions (5 months) in Arak' Association of Protection of Alzheimer's patients. Data was analyzed by repeated measures and multivariate analysis with SPSS-24 software. Results showed that the main effect of time (pretest, post-test, follow up) is significant on working memory (nη2 =0.583) and Selected Attention scores (nη2=0.720). Also the effect of time interaction in a group is significant on working memory scores (nη2=0.443) and selected attention (nη2=0.604). Conclusion: cognitive rehabilitation is effective on improvement of working memory and selected attention of women with mild Alzheimer's cognitive deficits. Therefore, it is recommended to use this therapeutic intervention in clinical centers in conjunction with other methods.
Mrs Elahe Bigham Lalabadi,, Dr Niloofar Mikaeili, Dr Akbar Atadokht, Dr Sajad Basharpoor, Dr Parviz Molavi,
Volume 14, Issue 1 (6-2026)
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.
Mr Mohammadreza Rasoulitabar, Mr Keivan Kakabraee, Mr Karim Afsharnia,
Volume 14, Issue 1 (6-2026)
Abstract
The aim of the present study was to compare the effectiveness of mentalization, positive thinking, and interpersonal problem-solving therapies on social problem solving in adolescents at risk of anxiety. This study was conducted with a quasi-experimental design and a pre-test, post-test, and two-month follow-up with a control group. The statistical population included all adolescents at risk of anxiety who referred to counseling and psychotherapy centers in Kermanshah in 1403. The study sample included 80 eligible volunteers (based on inclusion and exclusion criteria) who were selected by convenience sampling and randomly assigned to four groups: mentalization therapy (20 people), positive thinking therapy (20 people), interpersonal problem-solving therapy (20 people), and control group (20 people). The research instruments included the Beck Anxiety Inventory (1988) and the Social Problem-Solving Inventory by D'Zurilla et al. (2002). The data were analyzed using repeated-measures analysis of variance in SPSS version 26. The findings showed that there was a significant difference between the three therapeutic interventions in terms of their effects on social problem solving in adolescents at risk of anxiety. Also, interpersonal problem-solving therapy was more effective in improving social problem solving compared to mentalization and positive therapies. Based on the results, interpersonal problem-solving therapy can be used as an effective intervention to improve the social problem-solving ability of adolescents at risk of anxiety and help improve the mental health of this group by increasing psychological adjustment and improving the way they deal with life challenges. Therefore, it is recommended to consider using this therapeutic approach in preventive programs and mental health interventions for adolescents.
