Journal of

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This study aimed at investigating the role of demographic variables and coping styles in predicting the quality of life in teachers of Tehran. Research participants included 500 teachers of Tehran schools with an average age of 41.1 and a standard deviation of 7.3, who were selected through random cluster sampling. World Health Organization quality of life questionnaire, coping with stressful situations scale and demographic questionnaire were used for collecting the data. The results showed that there was a significant difference between the male and female teachers in terms of the quality of life female teachers were more satisfied with their quality of life there was no significant relationship between the teachers’ age and the quality of life. Furthermore, the results revealed that the income level and emotion-oriented, problem-oriented, avoidant coping style and educational level of teachers were respectively the strongest predictors of the quality of life. Overall, these variables explained 21% of the variance of quality of life in teachers. These findings showed that the quality of life is a subjective concept which depended on the individual’s appraisal of life and expectations .Therefore, a set of Demographic, social, economic, and psychological factors are related with the quality of life

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This research aimed at studying the relationship between the perceived teacher autonomy support, basic psychological needs (autonomy, competence and communication), intrinsic motivation and effort in Structural equation modeling method. 287 freshmen of Babol’s boys high schools were selected through stage cluster sampling method. These subjects answered to the Learning Climate Questionnaire (Black & Deci, 2000), Basic Need Psychological Scale (La Guardia et al. 2000), Intrinsic Motivation Scale (1989) and Effort Scale (Dupeyrat & Marine, 2005).Results of the study revealed that teacher autonomy support exerted a direct and significant influence upon the psychological needs satisfaction, and this would have an indirect influence upon the students’ intrinsic motivation. In addition, autonomy and competence had a positive and direct influence upon the intrinsic motivation, while the effect of communication on the intrinsic motivation was not significant. Intrinsic motivation exerted a direct and significant influence upon students’ effort. In general based on the results of the study it can be concluded that teacher autonomy support can meet the students’ basic psychological needs which can in turn influence their intrinsic motivation

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This research has conducted to search life satisfaction with quality of life, subjective well being in Tehranteachers.500 teachers through clustering sampling completed three questionnaires (Quality of Life Inventory ,Subjective Well Being scales)and a SES questionnaire. Results showed that the life satisfaction is predicted by subjective well being and quality of life. Although the life satisfaction is predicted by sub scales of quality of life such as life equipments, physical health, interpersonal behavior, and meaning of life, but also it is not a strong relationship. For having a strong relationship, variables such as subjective well being must be added to this relationship. In this research, quality of life, subjective well being predicted 41 percent of variance of life satisfaction.

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The purpose of this study was to evaluate the direct and indirect effect of perceived self- efficacy on academic stress through cognitive coping strategies. Data were collected from 435 medical science students of Shiraz University, from seven educational groups in 2009 which were selected via cluster sampling. In this study two questionnaires were used: Cognitive Emotion Regulation Questionnaire (Garnefski, 2001) and self- efficacy and stress Questionnaire (Zajacova, 2005). Data were analyzed using principal component analysis, confirmatory factor analysis and structural equation modeling. Measured model enjoyed adequate fit indexes. On the basis of the results, self – efficacy latent variable directly and indirectly affects academic stress through maladaptive and adaptive cognitive coping strategies. People with high perceived self- efficacy tend to use adaptive coping strategies and experience lower academic stress.

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The Purpose of current article is to report a study on group, and individual cognative-behavioural psychotherapy in decreasing prisoners' psychological symptoms based on their religious knowledge.
By using systematic sampling technique 45 male prisoners in Rajaei Shahr Prison was selected randomly and allocated into three groups : a) 15 participants was allocated in individual cognitive-behavioral psychotherapy alongside group cognitive-behavioral one based on participants' religious knowledge(combined therapy group) b) 15 participants took part in individual cognitive-behavioral psychotherapy, based on participants' religious knowledge (individual  therapy group)and c)15 participant was placed on the waiting list for obtaining individual therapy(control group).
By using GHQ and SCL-90 tests, as well as a diagnostic interview done by a psychiatrist based on DSM-IV-TR criteria in pre and post period of recruiting interventions, participants' psychological status was measured.
The data was analyzed by using Multiple Analysis of Variance. The findings indicated that although both of combined therapy approach and individual therapy one had immense influence on decreasing prisoners' psychological symptoms, the amount of effectiveness of combined therapy approach was higher than individual therapy was.
One of the factors that have a remarkable impact on a successful cognitive therapy based on religious knowledge is the similarity of principles related to health psychology in cognitive-behavioural approach, and religious knowledge. Beck believes that a fruitful therapy happens when a patient approaches to realties. That point refers to aims, and consequences of saying prayers in Islam. Since Islam has an influential role in Iran culture, any kind of cognitive-behavioural intervention based on religious coulter have a considerable role in enhancing social-psycho adjustment for Iranian population. 

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The purpose of the present research was to investigate the efficacy of stress inoculation training, in comparison with group social skills training, on psychological well-being of veterans’ daughters suffering from post-traumatic stress disorder. The sample of the study included 45 veterans’ daughters  with post-traumatic stress disorder, who were selected through cluster random sampling from among the girls aged 14 to 18. The subjects were also randomly assigned to two experimental, groups undergoing group social skills training and stress inoculation training, and control groups, 15 adolescent girls in each group. This study was a comparative experimental one and pretest post-posttest, control group design was used. Following the two experimental groups underwent the intervention, Burumand Psychological Well-being Questionnaire, Ryff's Psychological well-being scale and researcher-made Demographical Information Questionnaires were used to collect the data. Then the data were analyzed by multivariate ANOVA. Results of the study indicated that stress inoculation training and group social skills training had a significant effect on psychological well-being of veterans’ daughters suffering from post-traumatic stress disorder. Furthermore, the results showed that stress inoculation training is more effective and influential than social skills group training.

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This study has been conducted to investigate the effectiveness of group cognitive behavioral therapy for severity of pain and mental health in individuals with back pain. This is a quasi-experimental research and posttest-pretest, control group design is used. Of women with chronic back pain who came to Imam Khomeni Hospital and who consulted a physician in his surgery in 2011,30 women, having average age of 33 years and seven months, were selected randomly and were also put randomly into two groups of fifteen. All participants completed General Health Questionnaire(GHQ) and Quebec Back Pain Disability Scale  before and after intervention. After 12 sessions of cognitive behavioral therapy, t The results indicated that the back pain significantly decreased and mental health improved significantly, too. According to the findings of the study, it can be said that group cognitive behavioral therapy would lead to the improvement of bio- psychological components through affecting mechanisms involved in Melzack’s neuromatrix and changing psychological structures, as a mediator of pain. Therefore, group cognitive behavioral therapy is a useful intervention for reducing severity of pain, as well as increasing mental health

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Recently, the study of cognitive processes in impulsive individuals has attracted the researchers’ attention. Considering impulsivity as a multidimensional construct, this study was performed to compare cognitive processing speed in 80 female college students who, on the basis of their scores on UPPS Impulsivity Scale (Whiteside & Lynam, 2001), were divided into four groups (n=20 for each) which were dominant in one of the impulsivity components (i.e. Urgency, Lack of Premeditation, Lack of Perseverance, Sensation seeking). Reaction time task was administered on all participants in two positive and negative mood contexts (which was induced by music). Results revealed a significant difference between the functioning of Urgency group and two other groups (Lack of Premeditation & Lack of Perseverance) in negative mood context. There were no significant differences between four groups’ functioning in positive mood context. The role of impulsivity dimensions and mood context on cognitive processing speed was discussed. In general the findings of present research emphasize the multidimensional concept of impulsivity & provide new guides to study lateralized cognitive processes according to personality constructs.

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Pathological Internet use, or internet addiction, is an emerging phenomenon that has got substantial attention by the researchers in the recent years. This study investigated the mediating role of metacognitive beliefs in the relationship between the negative emotions and internet addiction among the university students. A sample of 220 university students completed Hospital Anxiety and Depression Scale, Metacognitive beliefs Questionnaire, and Internet Addiction Test. When it came to analyzing the data, the hypothesized mediating model was analyzed by the structural equation modeling. All dimensions of metacognitive beliefs were found to be positively and significantly correlated with the Pathological Internet use. Further, Positive and significant correlations were also observed between Pathological Internet use and negative emotions. The results of the structural equation modeling supported the hypothesis that the relationship between negative emotions and Pathological Internet use was mediated by metacognitive beliefs. Results of this study supported the effectiveness of metacognitive theory in Pathological Internet use ,and they could provide better understanding of the Pathological Internet use.

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The purpose of the present study is to investigate the metacognitive processes regard to the dimensions of anxiety and impulsivity. First, the sample of the study, 600 female students of Tarbiat Modares University, completed the Revised Eysenck Personality Questionnaire. Then, based on the subjects’ score in lie scale and their extreme scores in extraversion and neuroticism dimensions, 4 groups (15 subjects in each group) consisting of high anxiety (Anx⁺), low anxiety (Anx^-), high impulsivity (Imp⁺) and low impulsivity (Imp^-) subjects were selected, and completed Stroop and Wisconsin tests. The results indicated that the quality of metacognitive process and the executive functions similar to it were better in Anx^- group in comparison to Anx⁺ group and in Imp^- group in comparison to Imp⁺ group. Generally speaking, the results of this study highlight the effect of anxiety and impulsivity on metacognitive processes.

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components of Metacognitive beliefs. In a retrospective, cross-sectional, descriptive design, 224 college students, 116 female and 108 male students, in Semnan University were selected through simple random sampling, and completed the Demographical Information Questionnaire, Mental Health Inventory (MHI-38), and Metacognitions Questionnaire(MCQ-30). The data were analyzed through correlation coefficient and stepwise multiple regression. Results showed that there was a significant negative relationship between positive beliefs about worry, beliefs about Uncontrollability and danger of thoughts, beliefs about the need in controlling the Thoughts, cognitive self-consciousness and psychological well-being. Furthermore, there was a significant positive relationship between the above mentioned variables and psychological distress. Beliefs about the need in controlling the thoughts, beliefs about Uncontrollability and danger of thoughts, and cognitive self-consciousness are capable of predicting psychological well-being in college students they, in total, account for 32% of psychological well-being. Cognitive self-consciousness, beliefs about Uncontrollability and danger of thoughts, and positive beliefs about worry are capable of predicting psychological distress in college students they, in total, account for 36% of psychological distress. Based on the results of this study, it can be concluded that positive beliefs about worry, beliefs about Uncontrollability and danger of thoughts, beliefs about the need in controlling the thoughts, and cognitive self-consciousness are important factors in decreasing psychological well-being and in increasing psychological distress in college students.

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The current study investigates the mediating role of basic psychological needs (autonomy competence and relatedness), motivational self-regulation (intrinsic motivation, extrinsic motivation and academic demotivation) and academic excitement (class enjoyment and learning hopelessness) in the relationship between environmental factors supporting student's academic autonomy and school well-being. Through multi stage cluster sampling, 520 male and female students were selected from Karaj’s high schools. The tools used in this study included teacher’s supporting student’s autonomy scale, parents’ supporting student’s autonomy scale, the scale of relationship with classmates, basic psychological needs scale, academic motivation scale, school well-being scale, and academic emotions questionnaire. Data were analyzed by confirmatory factor analysis, cronbach alpha and structural equation modeling. Findings of the study demonstrated that teacher’s supporting student’s autonomy parents’ supporting student’s autonomy and the relationships with the classmates had a significant and direct effect on the basic psychological needs. Furthermore, teacher’s supporting student’s autonomy through mediatory variables of the study didn’t have direct and significant effect on school well-being. However the indirect effect of parents’ supporting student’s autonomy was significant. Autonomy, relatedness, academic demotivation and class enjoyment had significant direct effect on school well-being. In addition, autonomy, competence, relatedness, academic intrinsic and extrinsic motivation had an indirect, significant effect on school well-being .Therefore, it can be concluded that basic psychological needs, motivational self-regulation and academic emotions played a mediating role between the environmental variables supporting student’s autonomy and school well-being.

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The current study investigated the causal relationship between the sense of coherence (SOC) and psychological hardiness, coping strategies and mental health. 405 women from Ahvaz City, with ages ranged between 25-55 years participated in the study. Flensborg-Madsen et al.'s sense of coherence scale, Najarian et al.'s hardiness scale, Moss and Billings stress coping strategies, and Godberg's mental health scale were administered. The results of path analysis indicated that the proposed model which linked sense of coherence, psychological hardiness, coping strategies and mental health fitted the data. Direct and non-direct path coefficients of the sense of coherence and mental health were also significant. Furthermore, path coefficients of the direct effect of hardiness on emotion-centered coping strategies, SOC on emotion-centered coping strategies and emotion-centered coping strategies on mental health were also significant. Findings indicated that the SOC and psychological hardiness had a determining role in mental health. Also, causal modeling path analysis demonstrated that some variables made their relationship complicated

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The main purpose of the article is to determine the effectiveness of cognitive- behavioral therapy in the treatment of high school girls afflicted with obesity. This study, as a type of multiple baseline design, was carried out in two phases (losing weight and keeping weight) on four female high school students afflicted with obesity. Before the treatment sessions started, special tools such as evolutionary checking list and eating disorder questionnaire were used. At the beginning of each treatment session, sick people were weighed and their data were shown through data visual analysis, charting and calculation of the recovery rate. The results showed that cognitive - behavioral therapy of obesity was effective in losing and keeping the weight of the obese adolescents.

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This
study was conducted to examine the relationship between meta cognitive beliefs
and female students’ test anxiety coping styles by considering the role of ambivalent attachment. In a correlative study, 202 female students in the third grade of Yazd’s
middle school were selected by random cluster sampling and then completed the
Spielberger Anxiety questionnaire, Meta cognitive Beliefs
Questionnaire and Collins and Raid attachment questionnaire. Pearson's correlation test and regression
analysis were used to analyze the data. The present study showed that there was a positive relationship between
test anxiety and cognitive beliefs, avoidant coping style, emotional-based coping style and ambivalent attachment. Also there was direct and significant relationship between meta cognitive beliefs and
avoidant coping style, issue-oriented
copying style, emotional-based coping style and ambivalent
attachment. Emotional coping styles were also
positively and significantly oriented with ambivalent attachment. Results of the step by step regression analysis
showed that meta cognitive beliefs explained   27% of the variance the test anxiety by
themselves, while the coping style along with meta cognitive
beliefs explained approximately 32% of the variance of test anxiety and if
ambivalent attachment added to meta cognitive beliefs and
coping style, 34% of the variance of test anxiety can be explained
approximately. Due to the effectiveness of the proper use of coping styles in dealing with the test anxiety, the
necessary trainings in this area can prevent
the students from being challenged by the test anxiety which could have many
negative effects on their performance. Also parents as
those having a role in the formation of their children’s attachment should
undergo necessary training.

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The present study investigated the relationship between cognitive emotion regulation strategies and depression, anxiety and stress in students through using descriptive correlational research method. To do so , throughrandom cluster sampling, 235 students(102 boys and 133 girls) of Payame Noor University with the average age of 23/31 and a standard deviation of  2/53 were selected and then completed cognitive emotion regulation questionnaire (CERQ) and depression, anxiety and stress scale (DASS-21). Data was analyzed by using multivariate analysis of variance and correlation matrix. Results indicated a negative relationship between depression and positive refocusing, between planning and positive reappraisal. Moreover, there was a positive relationship between depression, anxiety, stress and all of the maladaptive cognitive emotion regulation strategies (other blame, self-blame, rumination, catastrophizing and acceptance). Among the components of cognitive emotion regulation strategies, there was no significant difference between male and female students, except rumination. There was also no difference between male and female students in depression, anxiety and stress. Considering the above mentioned results, it seems that cognitive emotion regulation training focused on positive refocusing, planning and positive reappraisal is very essential to enhance the physical, mental and social health of students

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This study investigated the effectiveness of group cognitive behavioral therapy, group logo therapy and the combination of these methods in the increase of social adjustment in maladjustment students. The sample of the study included 60 maladjustment male students in the 2^nd district of Rey city who were recognized maladjustment by adjustment inventory of high school students (AISS). Then, they were randomly divided into four groups. All the students completed the social adjustment scale, developed in the University of California, in the pre-test step. The first group underwent group cognitive behavioral therapy, the second group underwent group logo therapy, the third group underwent both group CBT and group logo therapy, and the fourth group (control group) received no intervention. Then, in the post-test step, California’s social adjustment scale was administered in four groups. Changes occurred in the four groups were compared through analysis of variance and post-hoc test. Results of the analysis of variance showed that social adjustment scores increased significantly in the post-test (P<0/001). Results of Tukey’s test indicated that the three treatment methods had an effect in increasing the students’ social adjustment, but the combination of group cognitive behavioral therapy and group logo therapy had better effect than the two separate treatment methods. As a whole, results of this study showed that the combination treatment could increase the social adjustment significantly.

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This research aims to investigate the effectiveness and to compare the brief behavioral activation treatment and meta-cognitive therapy in the reduction of the symptoms and in the improvement of the quality of life in the major depressed patients. Using a pre-test post-test experimental design along with control group and also conventional sampling method, 34 female subjects, being evaluated according to DSM-IV-TR by the psychiatrist, were randomly divided into two experimental groups and a control group namely group under short-term behavioral activation treatment, group under meta cognitive therapy and control group. The experimental groups were studied for two months .BDI-II, HRSD, WHOQOL-BREF were given to the subjects before and after treatment and at the 3 month follow up period. The results were analyzed using multi-variable covariance analysis, Tokay post hoc test, and T-test. The results showed that there was a significant difference between the effectiveness of the two methods of treatment. The findings not only confirmed the effectiveness of the two methods of treatment in the reduction of symptoms and improvement of the quality of life in depressed patients, but they also showed the considerable preference of the short-term behavioral activation treatment over the meta cognitive therapy at the end of the treatment and also follow-up period. Both methods of treatment were effective in the reduction of depression symptoms, and given the preference of short-term behavioral activation treatment over the meta cognitive therapy, this method (short-term behavioral activation) can be used as a selected method for depression treatment.

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Present research studied the role of anxiety sensitivity and cognitive emotion regulation in the anxiety and depression. At first, of 300 individuals who were volunteer to participate in the study, on basis of their score on the Depression Anxiety Stress Scale, 41 individuals who had one standard deviation above the mean in DASS depression component were put in the depressed group, 52 individuals who had one standard deviation above the mean in DASS anxiety component were put in the anxious group, and 60 individuals who had not high scores were casually put in the normal group. Then they completedanxiety sensitivity index andshort form ofcognitive emotion regulation questionnaire. Data were analyzed by Pearson correlation and stepwise discriminant analysis. Results showed that for the classification of the individuals in each group, anxiety sensitivity, positive reappraisal, positive refocusing, catastrophication, self-blame and others blaming had significant predicting contribution. The anxiety sensitivity was the strongest predicting variable for the membership of the individuals in the groups. In sum, 59.5% of the individuals have been placed correctly in the groups. These results showed that anxiety sensitivity and cognitive emotion regulation ,as two important factors, had important role in psychopathology of depression and anxiety and so special focus should be put on them at the time of psychotherapy.

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The aim of this study was the comparison of the effects of cognitive-behavioral stress management, optimism training and medical therapy on the UC patients’ psychological and somatic symptoms, and immunological markers. 30 female patients were selected through the availability sampling method, and were randomly put in the three groups of cognitive-behavioral stress management, optimism training and medical therapy. All patients completed Hospital Anxiety and Depression Scale and Lichtiger Colitis Activity Index in the pretest stage and blood samples were taken from them. Then, the two experimental groups participated in 9 sessions of the group intervention of cognitive-behavioral stress management and optimism training following that the three groups completed the scales again and again blood samples were taken from them and this was repeated in a 6-months follow-up. To analyze the data, analysis of covariance (ANCOVA) was used. The findings of the study indicated that the effects of the two interventions on depression, anxiety, cortisol and TNF_&alpha were significant however, these interventions had no significant effects on the somatic symptoms, IL₆ and IL₄. As a whole, it can be said that the psychological interventions including stress management and optimism training could be effective in improving the psychological symptoms, regulating the immunological performance and curing of UC patients.