Showing 3 results for Self-Efficacy
Zahra Jafaripanji, Mahdieh Rahmanian, Hossein Zare,
Volume 6, Issue 2 (9-2018)
Abstract
Objectives: The purpose of this study was to evaluate the effectiveness of teaching critical thinking based on the Powell-Elder model on improving the cognitive and self-efficacy of teens in Tehran.
Method: The research method was an applied and experimental type (post-test pre-test with control group). The statistical population consisted of all adolescents aged 13 to 16 years old in District 2 of Tehran. Data were analyzed by using a sampling method for 40 primary school students in Spring school as a sample group. A randomized trial was performed on 20 subjects in the experimental group and 20 in the control group. The data gathering tool was a Cognitive Distortion Questionnaire (Abdollahzadeh and Salar, 2010), Self-Efficacy Questionnaire for Children and Adolescents (SEQ-C) (2001). The experimental group was placed under the teaching of Powell-Alder Critical Thinking for 9 consecutive 90-minute sessions. Data were analyzed by multivariate covariance statistical tests using SPSS software.
Results: The results showed that there was a significant (P> 0.05) critical thinking education on reduction of cognitive distortions and increasing self-efficacy in adolescents in Tehran.
Conclusion: Considering the importance of the role of critical thinking on self-efficacy and cognitive distortions, school curricula should be organized in such a way as to rethink curriculum planning and curriculum in order to find ways to develop adolescents themselves and plan to prevent cognitive impairment.
Zahra Mohseninasab, Somaye Saket, Masoome Deilami Pooya, Samaneh Basiti, Sahel Jafari,
Volume 12, Issue 1 (6-2024)
Abstract
The purpose of this research was the effectiveness of mindfulness training on executive functions (working memory and attention) and self-efficacy in patients with anxiety disorders. The sample of this research included 30 people from the mentioned community who were selected by available sampling method. 15 people in the experimental group and 15 people in the control group were randomly divided. The research design was semi-experimental with pre-test-post-test with control and experimental groups. The measurement tools included Gioia et al.'s executive function questionnaire (2000) and Scherer's general self-efficacy. To implement, at first, a pre-test was taken from both groups. Then the experimental group underwent mindfulness intervention during 8 sessions of 90 minutes, then a post-test was taken from both groups. Data analysis was done using multivariate covariance analysis (MANCVA) and one-way covariance analysis (ANCVA). The results of the research showed that mindfulness training has a significant effect on executive functions (working memory and attention) and self-efficacy of patients with anxiety disorders.
Miss Hadis Valizadeh, Dr Shahram Mami, Dr Homeira Soleimannejad, Dr Zeinab Mihandoost,
Volume 12, Issue 4 (3-2026)
Abstract
The present study aimed to compare the effectiveness of metacognitive therapy and time perspective therapy on self-efficacy for abstinence in individuals with substance dependence. The research method was quasi-experimental, including a pre-test, post-test, and a two-month follow-up. The statistical population of the study comprised all substance-dependent individuals attending addiction treatment centers in Kermanshah in 2024. Based on the inclusion and exclusion criteria, 60 eligible participants were selected through convenience sampling and randomly assigned to three groups of 20 (two experimental groups and one control group). The participants were assessed using the Substance Use Self-Efficacy Questionnaire (Bramson, 1999) at the pre-test, post-test, and follow-up stages. The data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests at a significance level of 0.05 with the help of SPSS-26 software. The results indicated that there were significant differences in self-efficacy for abstinence between the control group and both metacognitive therapy and time perspective therapy among substance-dependent individuals. Both metacognitive therapy and time perspective therapy led to increased self-efficacy for abstinence, and these positive effects remained stable during the follow-up period. Furthermore, metacognitive therapy is more effective than time perspective therapy in increasing self-efficacy for abstinence. Based on the results, it seems that although both therapies can be utilized to enhance self-efficacy for abstinence in these individuals, metacognitive therapy, due to its greater effectiveness, may have more practical implications for psychologists and psychiatrists.
