Psychology
Fateme Baharlou; Hossein Mahdian; Abolfazl Bakhshi Pour
Abstract
Purpose: People with social anxiety have many interpersonal problems. As a result, the aim of this study was to comparison the effectiveness of dialectical behavior therapy and transactional behavior analysis on the interpersonal problems of students with social anxiety.
Methodology: This research was ...
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Purpose: People with social anxiety have many interpersonal problems. As a result, the aim of this study was to comparison the effectiveness of dialectical behavior therapy and transactional behavior analysis on the interpersonal problems of students with social anxiety.
Methodology: This research was a semi-experimental with a pre-test, post-test and one-month follow-up design with a control group. The research population was female senior high school with social anxiety in governmental schools of Ashkhane city in the academic years of 2022-2023. In this study, 45 people were selected by purposive sampling method and randomly replaced in three equal groups. Each of the experimental groups was trained in 10 sessions of 90 minute separately and as a group with dialectical behavior therapy and transactional behavior analysis methods, and the control group remained on the waiting list for training. The research tool was Connor et al.'s social anxiety inventory (2000) and Barkham et al.'s interpersonal problems inventory (1996), and the data obtained from their implementation were analyzed by methods of analysis variance with repeated measure and Bonferroni's post hoc test in SPSS version 25 software.
Findings: The findings of this study showed that there was no significant difference between the groups in terms of reduction of interpersonal problems of students with social anxiety (P>0.05). In addition, both intervention methods of dialectical behavior therapy and transactional behavior analysis led to reduce the interpersonal problems of students with social anxiety in the post-test and follow-up phases (P<0.001).
Conclusion: According to the results of this study, therapists, counselors, and psychologists can use dialectical behavior therapy and transactional behavior analysis along with other treatment methods to reduce the interpersonal problems of students with social anxiety.
Psychology
Maryam Mahvash; Mohammad Yamini; Hossein Mahdian
Abstract
Purpose: The test anxiety has a great negative impact on other academic and non-academic variables, therefore, should look for educational and therapeutic solutions to reduce students' test anxiety. As a result, the current research was conducted with the aim of comparing the effectiveness of mental-grammatical ...
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Purpose: The test anxiety has a great negative impact on other academic and non-academic variables, therefore, should look for educational and therapeutic solutions to reduce students' test anxiety. As a result, the current research was conducted with the aim of comparing the effectiveness of mental-grammatical imagery education and uncertainty tolerance education on students' test anxiety.Methodology: This was a semi-experimental study with two experimental groups and one control group, with a pre-test, post-test and two-month follow-up plan. In this study, the research population was all 12th grade female students of governmental and non-governmental schools in Bojnourd city in the 2022-2023 academic years. The sample of the present study was 45 students who were selected by purposive sampling method and randomly replaced in three equal groups (15 people in each group). The experimental group received 12 sessions of 90-minute with the mental-grammatical imagery education method, and the second experimental group received 9 sessions of 90-minute with the uncertainty tolerance education method based on the cognitive behavioral approach, and during this time, the control group did not receive any training. The data were collected with Sarason's test anxiety questionnaire (1985) and analyzed with the methods of analysis variance with repeated measure and Bonferroni's post hoc test in SPSS-25 software.Findings: The findings showed that there was no significant difference between the groups in terms of reducing students' test anxiety (P>0.05). In addition, both methods of mental-grammatical imagery and uncertainty tolerance education significantly reduced students' test anxiety in the post-test and follow-up stages (P<0.001).Conclusion: Considering the effectiveness of both methods of mental-grammatical imagery education and uncertainty tolerance education in reducing students' test anxiety, school counselors and psychologists can use mental-grammatical imagery education and uncertainty tolerance education methods to reduce test anxiety.
Zahra Emami Khotbesara; Hossein Mahdian; Abolfazl Bakhshipoor
Abstract
Purpose: The present study was conducted with the aim of comparing the effectiveness of academic vitality training and psychological capital on the academic engagement of female students.Methodology: This research was a semi-experimental type with a pre-test and post-test design with a control group. ...
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Purpose: The present study was conducted with the aim of comparing the effectiveness of academic vitality training and psychological capital on the academic engagement of female students.Methodology: This research was a semi-experimental type with a pre-test and post-test design with a control group. The statistical population of this research included all secondary school girls of the 7th district of Mashhad in the academic year of 2020. 45 people who had a lower score in the dependent variable and were willing to participate in training sessions were selected as a sample and were randomly divided into two experimental groups and one control group (15 people in each group). One week after the pre-test for all three groups, one experimental group was exposed to the independent variable of academic vitality training and the second experimental group was exposed to psychological capital training, and the control group did not receive any training and then from all The groups were taken after the test. Rio (2013) standard academic engagement questionnaire was used to collect data. In this research, in order to investigate the differences between groups, multivariate and univariate repeated measure variance analysis was used, taking into account the intragroup (test) and intergroup (group membership) factors.Findings: The results showed that teaching academic vitality and psychological capital increases academic engagement in female students. The results showed that there is no significant difference between the effectiveness of academic vitality training and psychological capital on academic engagement.Conclusion: According to the findings, it can be concluded that academic vitality training and psychological capital are effective in increasing academic engagement and there is no difference between their effectiveness.