Showing 273 results for Type of Study: Research
Pariya Sadat Meraji Saeed, Dr. Zahra Hashemi, Fateme Fooladi,
Volume 12, Issue 2 (9-2024)
Abstract
The purpose of the present study was to investigate the relationship between parenting styles and creativity, emphasizing the mediating role of executive functions among students. This research was a correlational study. The study population included all the students of Al-Zahra University (S) in the academic year 1402-1403, from which 245 students were selected using the access method. To collect data, Baumrind’s parenting styles questionnaire, Abedi’s creativity assessment test, and Najati’s cognitive abilities questionnaire were used. The collected data were analyzed using Pearson's correlation test and structural equation modeling with the help of Amos24 and spss22 software. The research findings indicated that there is a positive and significant relationship between parenting styles and creativity and executive functions (P<0.01). Also, the model of the mediating role of executive functions had a good fit in the relationship between parenting styles and creativity. As a result, it can be said that the variable of executive functions has a significant mediating role in the relationship between parenting styles and creativity. Therefore, it is necessary to help strengthen children's creativity through their executive functions by informing parents about various parenting styles.
Ghazal Golkar, Dr Khatereh Borhani, Dr Shahriar Gharibzadeh,
Volume 12, Issue 2 (9-2024)
Abstract
The purpose of this study is to investigate the effect of wearing a face mask on face perception in children with autism spectrum disorders. 18 children (13 boys, 5 girls) with high functioning autism and normal intelligence in the age range of 7 to 12 years old (Mage = 9.917, SD = 1.7342) participated in the research using an available sampling method. The participants in this research performed a face recognition and discrimination task that included familiar and unfamiliar faces for the child. During the task, the number and duration of fixations in the areas of interest (AOI) were recorded by an eye tracker. Finally, the dependent t-test method was used to analyze the collected data. The results showed that when comparing familiar and unfamiliar faces with face mask, as well as, when comparing familiar and unfamiliar faces without face mask, the number and duration of fixations in the different AOIs are not significantly different. Also, for familiar and unfamiliar faces separately, the number and duration of fixations in the eye area was not significantly different from the face mask area. The pattern of the results obtained from comparing familiar faces with and without face mask was similar to the pattern of the results obtained from the comparison of unfamiliar faces with and without face mask. Overall, the findings indicate that the face mask has a similar effect on the pattern of looking at familiar and unfamiliar faces. Furthermore, the way we look at the eye area is almost comparable to that of the face mask area.
Elahe Bagheri, Dr Kourosh Goodarzi, Dr Mehdi Roozbahani, Dr Keivan Kakabraee,
Volume 12, Issue 2 (9-2024)
Abstract
The purpose of this research is to compare the effectiveness of metacognitive therapy, solution-oriented therapy, and endurance exercises on the problem-solving styles of female students with social anxiety disorder. The design of this research is a semi-experimental pre-test-post-test type with a heterogeneous control group and a one-month follow-up. The statistical population was female students of the second level of high school in the three educational districts of Kermanshah in the academic year 1401-1402. From this population, 60 students with social anxiety were selected by screening and according to the criteria for entering the study. They were randomly assigned to 4 groups of 15 people (three experimental and one control). The research tools included social anxiety questionnaires (Kanor, 2000) and problem-solving styles (Dzurila et al., 2002). The data were analyzed with SPSS23 software and analysis of variance and Benferoni's post hoc test. The findings showed that metacognitive therapy, solution-oriented therapy, and endurance exercises increased efficient problem-solving styles and decreased ineffective problem-solving styles in people with social anxiety (P≤0.05) and among the three treatments, metacognitive therapy in efficient problem-solving styles and metacognitive and solution-oriented treatment in ineffective problem-solving styles were more effective than endurance exercises (P≤0.05). Based on these findings, it can be said that all three treatment models can be used in the Iranian clinical sample.
Dr. Sajjad Rezaei, Mrs. Seyyede Elaheh Hosseini, Dr. Azra Zebardast,
Volume 12, Issue 2 (9-2024)
Abstract
Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disturbance. Besides drug therapy's effectiveness, non-drug treatments like cognitive therapies, particularly computer-based cognitive rehabilitation (CBCR), are gaining much attention today. This study assessed the applicability and the effectiveness of the Captain's Log software on improving change blindness and response selection in children with ADHD. The design was single-group quasi-experimental with pre-test and post-test. Before and after the implementation of CBCR, the change detection and Simon effect tasks were performed through CogLab software to measure levels of change blindness and response selection, respectively. Six boys from Babol, aged 7 to 12 years old were selected through purposive sampling and received 10 sessions of CBCR twice a week with each session lasting 40 to 45 minutes. The results of the Wilcoxon test indicated that these children improved their response score in change blindness with flicker (z=-2.041,exact p<0.05); In addition, the response time to this test was significantly reduced (z=-1.782,exact p<0.05). However, the correct response score did not show significant improvement in the non-flicker condition (z=-1.732, exact p>0.05). Also, the time required for this test did not decrease significantly (z=-1.572, exact p>0.05). The response selection ability for spatial congruence condition had a significant decrease in speed (Z=-2.201, exact p<0.05); But in the case of spatial incongruence, no significant improvement was observed (z=-1.363, exact p>0.05). Results indicate relying on the brain plasticity and considering the repetition of cognitive operations that lead to increased cognitive skills, change blindness can be improved. These interventions were somewhat successful in increasing the desirable pausing behavior in response selection for ADHD children.
Ms Sana Panahipour, Dr Mahnaz Akhavan, Dr Zahra Hashemi,
Volume 12, Issue 2 (9-2024)
Abstract
The aim of the present study was to provide a structural model of academic performance based on multiple intelligences with the mediating role of executive functions (sustained attention, processing speed, planning, and working memory) in adolescents with attention deficit hyperactivity disorder. The method of correlational research was structural equation modeling. The statistical population of the research included all boys between the ages of 12 and 17 with attention deficit hyperactivity disorder and their mothers who had visited psychological centers in Tehran from 1400 to 1403. To collect data, the McKenzie’s Multiple Intelligences Questionnaire (1999) and the learning, executive, and attention function scale of Castellanos et al. (2018) were used. The data was analyzed by structural equation modeling. The findings showed that the research model has a favorable fit and sustained attention, processing speed and planning have a mediating role between mathematical intelligence and academic performance, processing speed, planning and working memory have a mediating role between visual-spatial intelligence and academic performance, sustained attention and working memory have a mediating role between musical intelligence and academic performance, also working memory have a mediating role between bodily-kinesthetic, intrapersonal, interpersonal intelligence with academic performance. The use of educational strategies of multiple intelligences in schools and educational centers is recommended to increase the executive functions of sustained attention, processing speed, planning and active memory, and as a result, the academic success of adolescent students with ADHD.
Mohsen Jalali, Amineh Khedmati Nojeh Deh Sadat, Ahmad Torabi, Maryam Naderi,
Volume 12, Issue 2 (9-2024)
Abstract
HIV is associated with extensive physical and psychological consequences, significantly affecting the quality of life of patients. Cognitive rehabilitation is a novel intervention aimed at improving cognitive and psychological functioning in these individuals. The present study aimed to evaluate the effectiveness of cognitive rehabilitation intervention on reducing depression, improving working memory, and enhancing attention in patients with immune deficiency. This quasi-experimental study utilized a pretest-posttest control group design and was conducted in Izeh, Iran, in 2023. A total of 30 patients with HIV were selected through purposive sampling and randomly assigned to experimental and control groups (15 participants per group). Instruments included the Beck Depression Inventory, Working Memory Assessment, and Continuous Performance Test to measure attention. The experimental group underwent 12 sessions of cognitive rehabilitation (60 minutes each, three times a week), while the control group received no intervention. Posttests were administered to both groups after the intervention. Data were analyzed using multivariate covariance analysis (MANCOVA) in SPSS.23. The results showed that cognitive rehabilitation significantly reduced depression and improved working memory and attention in the experimental group compared to the control group (P ≤ 0.001). These findings suggest that cognitive rehabilitation is an effective approach for enhancing cognitive and psychological outcomes in patients with immune deficiency and can be utilized in therapeutic settings.
Bahare Mohammadi, Seyed Amirhossein Mousavi, Sara Shah Mir, Fateme Baba Ahmadi,
Volume 12, Issue 2 (9-2024)
Abstract
This study aimed to determine the structural model of cognitive depression based on early maladaptive schemas with the mediation of cognitive processing of personality traits in students. The research method was correlational and based on structural equation modeling. A sample of 300 students from Tehran universities was selected using a multistage cluster sampling method. Participants completed the Beck Depression Inventory (BDI, 1961), Young’s Early Maladaptive Schemas Questionnaire (1998), Cognitive Processing Questionnaire, and the NEO Five-Factor Inventory (NEO-FFI). Data were analyzed using descriptive statistics and structural equation modeling in SPSS version 25 and AMOS version 22. The results showed that the proposed model did not exhibit an adequate fit. Direct effect analysis indicated that early maladaptive schemas had a significant positive impact on cognitive depression and personality traits. However, the examination of indirect effects revealed that early maladaptive schemas did not mediate cognitive depression through the cognitive processing of personality traits. Overall, the findings suggested that early maladaptive schema components can directly influence students' cognitive depression, but this effect is not significant through the mediation of cognitive processing of personality traits.
Maeede Teymori, Mohammadreza Shaeeri, Hojjatollah Farahni,
Volume 12, Issue 3 (12-2024)
Abstract
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Cognitive-emotional internalizing and externalizing problems are among the most significant psychological challenges of childhood, potentially affecting children's mental and social well-being in the future. Maternal depression has been identified as a key factor contributing to these problems; however, the underlying mechanisms of this association remain unclear. The present study aimed to investigate the mediating role of mindful parenting in the relationship between maternal depression and children's cognitive-emotional internalizing and externalizing problems.
This applied research employed a correlational design using structural equation modeling. The statistical population included all mothers of elementary school children in Tehran during the 2023-2024 academic year, from whom 385 participants were selected through multistage cluster sampling. Data were collected using the Depression, Anxiety, and Stress Scale (DASS-21; Antony et al., 1998), the Mindful Parenting Questionnaire (MIPQ; McCaffrey, Reitman, & Black, 2015), and the Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2001), completed by mothers. Data analysis was conducted using SPSS23 and LISREL 8.
The results of structural equation modeling indicated that the proposed model had a good fit. Findings showed a significant positive relationship between maternal depression and children's cognitive-emotional internalizing and externalizing problems (p < 0.01). Furthermore, the "being in the present moment with the child" component (a subdimension of mindful parenting) significantly mediated this relationship. Specifically, maternal depression, by reducing the mother's mindful presence in interactions with the child, led to an increase in children's cognitive-emotional problems.
These findings highlight the importance of training parents in mindfulness skills, particularly the ability to be present with their children, as an effective strategy for mitigating the negative impact of maternal depression on children's cognitive-emotional well-being. Consequently, intervention programs in child and family mental health should emphasize the enhancement of mindful parenting among parents.
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Zeinab Fathian, Samira Vakili, Keyvan Mollanorozy, Mahdi Arabzadeh,
Volume 12, Issue 3 (12-2024)
Abstract
This study was conducted with the aim of comparing the effectiveness of sensory-motor games and neurofeedback on the working memory of children with attention deficit and hyperactivity disorder. This research is one of the types of semi-experimental studies in which subjects were selected from all 8-12-year-old children in Tehran with hyperactivity and were randomly assigned to experimental and control groups. 40 subjects were placed in three groups of sensory-motor games, neurofeedback, a combined group, and a control group, and before and after the interventions, the revised Wechsler intelligence scale for children -4th version WISC-R- was used to measure working memory. The findings obtained from covariance analysis after meeting the defaults showed that the amount of working memory in sensori-motor, neurofeedback and combined games in the group and the control are significantly different after removing the effect of the pre-test. This result means that according to the mentioned results, the intervention of sensory-motor, neurofeedback and combined games has a significant effect on the amount of active memory. Also, based on the findings, the combined approach of sensory-motor games and neurofeedback on children's working memory is more effective than the two approaches of sensory-motor games and neurofeedback, and there is a significant difference between the two approaches of sensory-motor games and neurofeedback in their effectiveness on active memory. does not have.
Dr. Morteza Omidian, Khadije Kheneyfar, Dr. Gholamhossein Maktabi, Dr. Manije Sheheni Yeylagh,
Volume 12, Issue 3 (12-2024)
Abstract
Considering the claims of bilingualism theories and their effect on executive functions, this research was conducted with the meta-analysis method in order to investigate the effect of bilingualism on executive functions. The purpose of this research was to combine the researches done in the field of executive functions. In this research, meta-analysis was used as a tool to determine, collect, combine and summarize research findings related to the effect of bilingualism on executive functions. For this purpose, articles published between 2000 and 2023 were reviewed and 436 researches were found, of which 30 researches were included in the meta-analysis based on the research criteria (causal-comparative research method, having a experimental and control group, and descriptive statistics). The number of subjects in the whole research was 1412 people. The findings of the research showed that the overall effect size of the studied research was 0.633 (p<0.001) for the fixed effects model and 0.771 (p<0.001) for the random effects model, which is significant for both and it shows that bilingualism has an effect on executive functions.
Fatemeh Yaghoobi Siahgoorabi, Sajjad Rezaei, Azra Zebardast,
Volume 12, Issue 3 (12-2024)
Abstract
The present study aimed to investigate the accuracy, bias, and severity of gender-related facial emotion recognition among normal adolescent girls. The research design was an analytical cross-sectional study. The statistical population of the present study was adolescent girls from the high schools of Lahijan city in the academic year 1402-1403, and the sample size was 243 people who were selected from public school students using the available sampling method and based on the inclusion and exclusion criteria. The research tool was the emotion recognition/perception test designed using the NimStim Set of Facial Expressions (2009). The data were analyzed using the student's t-test, Pearson's chi-square, and chi-square goodness of fit tests. The results showed that adolescent girls had greater accuracy in recognizing women's facial emotions and showed more errors when recognizing men's emotions. In addition, happiness and disgust were recognized more accurately (with less errors) in men, same as sadness, fear, and anger in women. Adolescent girls also showed bias when recognizing facial emotions in men and women. This bias was associated with a greater selection of disgust in men's faces and a more selection of surprise and fear in women's faces. Finally, adolescent girls perceived facial emotions in women more intensely than in men. In addition, adolescent girls perceived happiness, sadness, and disgust in men more intensely, and fear and anger in women more intensely. Therefore, the gender of the emotion expressers affects the perception and recognition of facial emotions in adolescent girls.
Hojjatollah Mohammadzadeh, Alireza Aghayousfi, Emad Yousefi,
Volume 12, Issue 3 (12-2024)
Abstract
This study examined the prediction of addiction tendency based on differentiation of self, self-construal, and coping styles. The primary aim was to identify the psychological factors significantly predicting addiction tendency and to analyze the relationships among these variables. The statistical population included all undergraduate students at Payame Noor University of Qom in 2021. Using simple random sampling, 285 students from various faculties were selected as the sample. Data were collected using standardized questionnaires, including the Addiction Tendency Scale, Differentiation of Self Inventory, Self-Construal Scale, and Coping Styles Inventory. Pearson correlation and multiple regression analysis were applied to analyze the data.The results indicated that differentiation of self, self-construal, and coping styles significantly predicted addiction tendency. Among these variables, coping styles had the highest predictive coefficient (β = 0.50), followed by differentiation of self (β = 0.45) and self-construal (β = 0.32). The findings revealed that individuals with lower differentiation of self and less effective coping styles are more likely to exhibit addiction tendencies.This study highlights the crucial role of psychological factors in understanding addiction tendencies and has significant implications for designing preventive and therapeutic interventions. The findings can serve as a scientific basis for promoting mental health and reducing high-risk behaviors, including addiction.
Mrs Sahar Khoshsorour, Dr Mohammad Narimani, Dr Sajjad Basharpour,
Volume 12, Issue 4 (3-2025)
Abstract
High autistic traits in adolescents are associated with a wide range of destructive educational and social consequences. Therefore, it is important to identify the influencing factors. The present study was conducted with the aim of investigating the role of social information processing in the autism spectrum symptoms by moderating working memory, cognitive flexibility and mentalizing.
This research was descriptive and correlational type and was done by structural equation modeling method. The statistical population of the research included all 12th grade students of public schools for boys and girls in Tehran in the academic year 2023-2024, 260 of whom were selected using a multi-stage sampling method. The research tools included the Social Information Processing - Attribution and Emotional Response Questionnaire (SIP-AEQ), the Autism-Spectrum Quotient (AQ), the Reflective Functioning Questionnaire (RFQ), computerized version of the Daneman and Carpenter's Working Memory Task, and the Wisconsin Card Sorting Test. Data analysis was done using Smart PLS 3 software.
The results of structural equation modeling showed that Hostile Attribution Bias (t=2/534 ،β=0/322) and Negative Emotional Responses (t=2/001، β=0/275) have a direct, positive and significant effect on the subclinical symptoms of autism. Mentalizing has a moderating effect on the relationship between hostile attributional bias (t=2/549، β=-0/507) and negative emotional responses (t=3/164، β=-0/632) with subclinical symptoms of autism. Also, the moderating role of working memory in the relationship between hostile attributional bias and subclinical symptoms of autism was confirmed (t=4/389، β=-0/394).
According to the results of the research, the use of Mentalization-Based Treatment (MBT), Working Memory Training and Social Information-Processing Skills Training is suggested to the therapists.
Raziyeh Khorramabadi, Maryam Afraze, Mahdi Karvandi Renani, Reza Niknam,
Volume 12, Issue 4 (3-2025)
Abstract
In the information age, the excessive accumulation of digital data has become a significant challenge. This research aimed to investigate the psychological factors influencing digital hoarding, particularly among university students. Using structural equation modeling on data from 413 students at Persian Gulf and Allameh Tabatabaei Universities, the relationship between saving cognitions, emotion regulation difficulties, and digital hoarding was examined. A convenience sampling method was employed, and data was collected using the Digital Hoarding Scale (Neave et al., 2019), Saving Cognitions Scale (Steketee et al., 2003), and the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004). The results revealed that hoarding cognitions play a pivotal role in predicting digital hoarding (Β=0.623, P<0.001). Students who held inaccurate beliefs about the value of digital information and experienced difficulty discarding it were more likely to excessively accumulate data. Moreover, a complex interaction between saving cognitions and emotion regulation difficulties was observed. Although emotion regulation difficulties did not have a direct impact on digital hoarding (Β=-0.011, P<0.848), it served as a moderating role when interacting with saving cognitions (Β=-0.147, P=0.022); This means that as the difficulty in emotion regulation increased, the impact of hoarding cognitions on digital hoarding intensified, such that individuals who had both strong hoarding cognitions and difficulties in emotion regulation were more prone to digital hoarding. This research indicates that to address the growing problem of digital hoarding, it is necessary to simultaneously focus on changing maladaptive beliefs and improving emotion regulation skills. The findings of this study contribute to a deeper understanding of the underlying psychological mechanisms of digital hoarding and can be useful in designing effective therapeutic interventions for this disorder.
Seyed Mohammad Saeid Sahaf,
Volume 12, Issue 4 (3-2025)
Abstract
Problem-solving is a goal-directed cognitive process that involves evaluating a problem and generating solutions to achieve desired outcomes. This skill is influenced by optimal timing regulation and self-control. The present study aimed to examine the role of total time, delay time, task difficulty, reaction time, and self-control in the speed-accuracy trade-off.
The sample consisted of 54 female students aged 10 to 11 years, with no history of illness, who were selected through convenience sampling from non-profit schools in Mashhad during the 2022–2023 academic year. The Tower of London task was used to assess accuracy in problem-solving, delay time, total time, and task difficulty, while the Flanker task was employed to measure self-control and reaction time. Multiple regression and mediation analyses were conducted in SPSS-26 to predict the influence of these variables on problem-solving accuracy.
The results indicated that total time (β = -0.769), delay time (β = 0.574), task difficulty (β = 0.388), and reaction time (β = -0.160) significantly predicted problem-solving accuracy. Specifically, an increase in total time led to decreased accuracy, whereas a longer delay before initiating problem-solving improved accuracy. Although the moderating role of self-control in the relationship between delay time, total time, and accuracy was not significant (p > 0.05), stepwise regression revealed that self-control was a significant predictor of accuracy (β = 0.157).
Thus, timing plays a crucial role in problem-solving accuracy. Allocating sufficient time for cognitive processing before responding can enhance performance, whereas prolonged problem-solving may reduce accuracy due to increased cognitive load or inefficient strategies. However, task difficulty and the nature of the task are also key factors in this relationship. The non-significant moderating effect of self-control may be attributed to its broader connections with other cognitive dimensions in participants.
Bahare Mohammadi, Yasaman Hashemi, Fateme Jahangirian, Atefeh Batwani,
Volume 12, Issue 4 (3-2025)
Abstract
The present study aimed to compare cognitive subscales—fluid reasoning, working memory, and visual-spatial processing—among students with reading and mathematics learning disabilities, with an emphasis on a cognitive perspective. This causal-comparative study initially involved a sample of 90 students (30 with reading disability, 30 with mathematics disability, and 30 typically developing students as the control group), selected through convenience sampling from counseling centers and psychological clinics in Tehran. After excluding 12 cases with incomplete data, the final analysis was conducted on 78 students. To assess cognitive components, the Stanford–Binet Intelligence Scales, Fifth Edition (SB5) was used. Data were analyzed using multivariate analysis of variance (MANOVA) and Tukey’s post hoc tests. The findings revealed that students with learning disabilities performed significantly lower than the control group in the subscales of fluid reasoning, working memory, and visual-spatial processing (p < 0.05), while no significant differences were found between the reading and math disability groups. These results suggest that deficits in the assessed cognitive subscales are present in both types of learning disabilities and may contribute to academic underachievement. Overall, the findings highlight the importance of SB5 cognitive subscales in explaining learning difficulties and underscore the need for cognitive-based interventions aimed at strengthening these components to improve academic performance and reduce symptoms in students with reading and math learning disabilities.
Leila Fatehi Khoshknabk, Dr Majid Mahmood Alilo, Dr Ali Asgharzadeh, Dr Amir Panahali, Dr Akbar Rezaei,
Volume 12, Issue 4 (3-2025)
Abstract
The present study aimed to compare recognition memory and memory confidence among individuals with obsessive-compulsive disorder (OCD) subtypes—washing and checking—and generalized anxiety disorder (GAD) using an experimental post-event design. The sample consisted of 45 patients referred to Razi Hospital Clinic in Tabriz in 2023, divided into three groups of 15 each: washing-type OCD, checking-type OCD, and GAD. Participants were aged 20 to 45 years, had at least a high school diploma, and included both genders. Memory was assessed using two computerized word lists, comprising recognition and recall tasks. Data were analyzed through multivariate analysis. Findings indicated significant differences among groups in recognition memory and memory confidence (p < 0.05), with the checking-type OCD group demonstrating poorer performance compared to the other groups. These results highlight the differential impact of emotional disorders on cognitive memory components and emphasize the need for targeted cognitive and psychotherapeutic interventions to improve memory functioning in OCD and anxiety patients.
Miss Hadis Valizadeh, Dr Shahram Mami, Dr Homeira Soleimannejad, Dr Zeinab Mihandoost,
Volume 12, Issue 4 (3-2025)
Abstract
The present study aimed to compare the effectiveness of Metacognitive Therapy (MCT) and Time Perspective Therapy (TPT) self-Efficacy of quitting in individuals with substance dependence. This quasi-experimental research employed a pre-test, post-test, and two-month follow-up design. The statistical population included all individuals with substance dependence who referred to addiction treatment centers in Kermanshah in 2024. Based on inclusion and exclusion criteria, 60 eligible participants were selected through convenience sampling and randomly assigned to three groups (two experimental and one control), each consisting of 20 individuals. The Self-Efficacy of Quitting Scale (Bramson, 1999) was administered during the pre-test, post-test, and follow-up phases. Data were analyzed using repeated measures and Bonferroni post-hoc tests at a significance level of 0.05 via SPSS-26. The findings revealed a significant difference between the control group and both treatment groups regarding self-Efficacy of quitting. Both metacognitive therapy and time perspective therapy significantly increased self-Efficacy of quitting, and these effects remained stable during the follow-up phase. Furthermore, metacognitive therapy proved to be more effective than time perspective therapy in enhancing self-Efficacy of quitting. Based on these results, although both treatments can be used to improve self-Efficacy of quitting in individuals with substance dependence, metacognitive therapy may offer greater practical implications for psychologists and psychiatrists due to its superior effectiveness.
Maliheh Pazooki, Elahe Jafarpoor, Zahra Hajati, Sara Malakmohammadi,
Volume 12, Issue 4 (3-2025)
Abstract
The present study aimed to investigate the mediating role of cognitive self-efficacy in the relationship between early maladaptive schemas and psychological vitality in individuals with generalized anxiety disorder. The statistical population consisted of all clinical medical students at Golestan University in 2024, from which a sample of 120 students was selected through non-random convenience sampling. The research instruments included the Young Schema Questionnaire – Short Form (1998), the Cognitive Self-Efficacy Scale by Sherer et al. (1982), and the Psychological Vitality Scale developed by Kahn and Crawford (2003). Data were analyzed using structural equation modeling (SEM). The results indicated that early maladaptive schemas had a significant negative relationship with psychological vitality, and this relationship was mediated by reduced cognitive self-efficacy. In other words, early maladaptive schemas lead to decreased psychological vitality in individuals with generalized anxiety disorder by weakening cognitive self-efficacy. These findings highlight the importance of addressing early maladaptive schemas and enhancing cognitive self-efficacy as therapeutic strategies to improve psychological vitality and overall mental well-being in individuals suffering from anxiety. Accordingly, it is recommended that psychological interventions simultaneously target schema modification and self-efficacy enhancement.
Mahdiyar Mokhlespour Esfahani, Alireza Moradi, Mehrdad Dadgostar, Nooshin Pourbaghi, Mostafa Khanzadi,
Volume 13, Issue 1 (6-2025)
Abstract
Adhering to ethical principles in construction projects is one of the most fundamental elements for achieving project goals. This research aimed to assess civil engineers' moral development level using Kohlberg's moral dilemmas while simultaneously recording brain data. Thirty right-handed male engineers with at least three years of practical experience participated in the study. Their hemodynamic brain activity was monitored using near-infrared spectroscopy (NIRS) in the ventromedial prefrontal cortex (VMPFC), the ventrolateral prefrontal cortex (VLPFC), and the dorsolateral prefrontal cortex (DLPFC) during three phases: reading the stories, answering questions, and prioritizing. The results were analyzed using a non-parametric Mann-Whitney statistical test, revealing a significant difference in the levels of HbO2 in the right DLPFC and the left VLPFC while reading the stories, between engineers with better and poorer moral judgment (p = 0.047 and p = 0.026, respectively). This activity in the mentioned regions was greater for engineers with better scores. Also, it was found that in the prioritization phase, the level of Hb in the right VLPFC was significantly higher in the group with low-ethics scores (p = 0.015). The findings indicate the key role of the prefrontal cortex (PFC) in processing conflicts and moral judgments, which aligns with previous research. Despite the numerous advantages of NIRS, this method has limitations in measuring the depth of brain activity. It is suggested that future research include female engineers, left-handed individuals, and additional brain regions. Therefore, this study represents a novel step in predicting the moral level of engineers using hemodynamic brain data, providing biological evidence consistent with the results of the moral dilemma questionnaires and enabling the prediction of the moral development level of civil engineers using artificial intelligence.
