University of Mohaghegh ArdabiliJournal of School Psychology2252082112120230421The role of loneliness, need for popularity, and behavioral problems in amount of using virtual networks in adolescentsThe role of loneliness, need for popularity, and behavioral problems in amount of using virtual networks in adolescents619221910.22098/jsp.2023.2219FAFereshtehPourmohseni-KolouriAssociate Professor, Department of Psychology, Payme Noor University, Tehran, Iran.ShahnazNezami-RashidM.A in Psychology, Education Organization of Ardabil province, Ardebil, IranEasaJafariAssociate Professor, Department of Psychology, Payme Noor University, Tehran, IranSanazEyniAssistant professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, IranJournal Article20230508<strong>Objective</strong>: The purpose of this study was to investigate the role of loneliness, need for popularity and behavioral problems in adolescents' use of virtual networks.<br /><strong>Methods</strong>: The research method was descriptive and correlational. The statistical population of this study consisted of all male and female high school students of Ardebil city in the academic year of 2018-2019, among which 200 were selected through multistage cluster sampling. Data collection tools included virtual network questionnaires, Russell's sense of loneliness, Achenbach's behavioral problems of adolescent reporting, and need for popularity. Data were analyzed using Pearson correlation test and multiple regression analysis.<br /><strong>Result</strong>: The results showed that loneliness, need for popularity and behavioral problems were significantly correlated with the use of virtual networks in adolescents (P <0.01). The results of regression analysis also showed that the only variable need for popularity have a significant share in predicting students' use of virtual networks (P <0.01). Loneliness, internalizing syndrome, and externalizing syndrome did not play a significant role in use of virtual networks (P <0.01).<br /><strong>Conclusion</strong>: According to the results recommended that the role of need for popularity in adolescence in adolescent behaviors should be considered.<strong>Objective</strong>: The purpose of this study was to investigate the role of loneliness, need for popularity and behavioral problems in adolescents' use of virtual networks.<br /><strong>Methods</strong>: The research method was descriptive and correlational. The statistical population of this study consisted of all male and female high school students of Ardebil city in the academic year of 2018-2019, among which 200 were selected through multistage cluster sampling. Data collection tools included virtual network questionnaires, Russell's sense of loneliness, Achenbach's behavioral problems of adolescent reporting, and need for popularity. Data were analyzed using Pearson correlation test and multiple regression analysis.<br /><strong>Result</strong>: The results showed that loneliness, need for popularity and behavioral problems were significantly correlated with the use of virtual networks in adolescents (P <0.01). The results of regression analysis also showed that the only variable need for popularity have a significant share in predicting students' use of virtual networks (P <0.01). Loneliness, internalizing syndrome, and externalizing syndrome did not play a significant role in use of virtual networks (P <0.01).<br /><strong>Conclusion</strong>: According to the results recommended that the role of need for popularity in adolescence in adolescent behaviors should be considered.https://jsp.uma.ac.ir/article_2219_02b57eebb27e7c3128cbe6a7b0d832e0.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082112120230421The Role of Parental Communication Patterns and Attribution Styles in Prediction School phobia and Test Anxiety StudentThe Role of Parental Communication Patterns and Attribution Styles in Prediction School phobia and Test Anxiety Student2033224810.22098/jsp.2023.2248FAHassanJafarzadeh DashbolaghPhD student in educational psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.BabakHemmatiPhD student of psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.NahidMerajiM.A of Personality Psychology, Karaj Branch, Islamic Azad University , Karaj, IranNaderFakherezakeriM.A of Exceptional Child Psychology and Education, Payame Noor University, Ardabil Branch, Ardabil, IranJournal Article20230526<strong>Objective: </strong>The aim of this study was to determine the role of parental communication patterns and attribution styles in prediction school phobia and test anxiety student.<br /><strong>Methods: </strong>This is a descriptive correlational study. From all high school students and their parents who resided in Ardebil in 2019, 100 parents and 100 students were selected by convenience sampling. Test anxiety questionnaire, documented style and revised family communication patterns scale were used for data collection. Data were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS22 software.<br /><strong>Result: </strong>The results showed that there is a significant negative relationship between positive attribution style and communication pattern of dialogue with school phobia and test anxiety and there is a significant positive relationship between negative attribution style and coping style with school phobia and test anxiety (p<0.01). The results of regression analysis showed that 39.14% of school phobia and 33.1% of students 'test anxiety were explained by parents' communication patterns and attribution styles (p<0.01).<br /><strong>Conclusion: </strong>The results emphasize the need for more attention to parent-child relationships in children with school phobia and anxiety.<strong>Objective: </strong>The aim of this study was to determine the role of parental communication patterns and attribution styles in prediction school phobia and test anxiety student.<br /><strong>Methods: </strong>This is a descriptive correlational study. From all high school students and their parents who resided in Ardebil in 2019, 100 parents and 100 students were selected by convenience sampling. Test anxiety questionnaire, documented style and revised family communication patterns scale were used for data collection. Data were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS22 software.<br /><strong>Result: </strong>The results showed that there is a significant negative relationship between positive attribution style and communication pattern of dialogue with school phobia and test anxiety and there is a significant positive relationship between negative attribution style and coping style with school phobia and test anxiety (p<0.01). The results of regression analysis showed that 39.14% of school phobia and 33.1% of students 'test anxiety were explained by parents' communication patterns and attribution styles (p<0.01).<br /><strong>Conclusion: </strong>The results emphasize the need for more attention to parent-child relationships in children with school phobia and anxiety.https://jsp.uma.ac.ir/article_2248_69a3bd3aaac6e00c0a30f948c1b4b209.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082112120230421Development and validation of conduct disorder questionnaire in children and adolescentsDevelopment and validation of conduct disorder questionnaire in children and adolescents3445246710.22098/jsp.2023.6839.4087FAAliRezaei SharifAssociate Professor, Department of Counseling, University of Mohaghegh Ardabili, Ardabil, Iran.ZahraSohrabiPh.D. in Psychology, Department of psychology, University of Mohaghegh Ardabili, Ardabil, IranZahraKhademi AstanehM.A. in School Counseling, Lecturer at Farhangian University, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil-Iran.JavadJahediM.A. in Family Counseling, Department of counseling, University of Shahid Beheshti, Tehran, Iran.MahmudMohamadiraziM.A. in School Counseling, Department of Counseling, University of Mohaghegh Ardabili, Ardabil, IranFatemehRezaeisharifM.A. in Psychology, Faculty of Humanities, Ardabil Branch, Islamic Azad University, Ardabil, IranElnazJavanbakhtM.A. in Clinical Psychology, Faculty of Humanities, Ardabil Branch, Islamic Azad University, Ardabil, Iran.Journal Article20200112<strong>Objective</strong>: The aim of this study was investigating construction and validation of conduct disorder questionnaire in children and adolescents. <strong> </strong>
<strong>Methods</strong>: The method of this research was mixed method (qualitative, quantitative). The population of this study consisted of individuals covered by the Ardabil Province Family Welfare Office. The sampling method was purposive in the qualitative section, which continued until it reached the saturation level and selecting 40 individuals (20 girls and 20 boys). In the quantitative section, 120 people participated in the study by conducting a factor analysis and developing a behavioral problems questionnaire. The research tool was a semi-structured interview in the qualitative part and a researcher made questionnaire in the quantitative part.
<strong>Results:</strong> Data analysis was performed in qualitative section using coding. So that after selecting the most important terms and themes, the main themes were selected and identified, including aggressive behavior, law-breaking behavior, and social problems. The quantitative data were also analyzed using exploratory factor analysis.
<strong>Conclusion:</strong> The results showed that the questionnaire was able to detect the frequency of aggressive behavior, law-breaking behavior and social problems in children and adolescents covered by the Family Welfare Office and had high validity and reliability.<strong>Objective</strong>: The aim of this study was investigating construction and validation of conduct disorder questionnaire in children and adolescents. <strong> </strong>
<strong>Methods</strong>: The method of this research was mixed method (qualitative, quantitative). The population of this study consisted of individuals covered by the Ardabil Province Family Welfare Office. The sampling method was purposive in the qualitative section, which continued until it reached the saturation level and selecting 40 individuals (20 girls and 20 boys). In the quantitative section, 120 people participated in the study by conducting a factor analysis and developing a behavioral problems questionnaire. The research tool was a semi-structured interview in the qualitative part and a researcher made questionnaire in the quantitative part.
<strong>Results:</strong> Data analysis was performed in qualitative section using coding. So that after selecting the most important terms and themes, the main themes were selected and identified, including aggressive behavior, law-breaking behavior, and social problems. The quantitative data were also analyzed using exploratory factor analysis.
<strong>Conclusion:</strong> The results showed that the questionnaire was able to detect the frequency of aggressive behavior, law-breaking behavior and social problems in children and adolescents covered by the Family Welfare Office and had high validity and reliability.https://jsp.uma.ac.ir/article_2467_1765aa48082cd00beda093ced4155995.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082112120230421Investigating the effectiveness of cognitive therapy based on mindfulness on academic enthusiasm and social adjustment of students with social anxietyInvestigating the effectiveness of cognitive therapy based on mindfulness on academic enthusiasm and social adjustment of students with social anxiety4661246810.22098/jsp.2023.11287.5362FAAliSalmaniM.A. in Clinical Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.HamidehRoshani KhiaviEducation in Lahrud region, Meshginshahr, Ardabil, IranZahraEsmaeiliB.A. in Psychology, Faculty of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran.Journal Article20220809Objective: The present study was to investigate the effectiveness of cognitive therapy based on mindfulness on academic enthusiasm and social adjustment of students with social anxiety. <br />Methods: The method of the current research was a pre-test-post-test experiment with a control group. The statistical population of this research included all female students of the second secondary level with social anxiety in the academic year of 2021-2022 in Ardabil city. For this purpose, 28 students with social anxiety were selected according to the criteria for entering the research and randomly replaced in two experimental and control groups (14 people in each group). After conducting the pre-test with the help of Fredricks, Blumenfeld & Paris academic motivation questionnaires and California Clark et all social adjustment questionnaires, the experimental group received 8 sessions (two sessions per week) of 75 minutes of mindfulness-based cognitive therapy training program. while the control group did not receive any intervention program. The obtained data were analyzed using multivariate covariance analysis.<br />Results: The results showed that cognitive therapy training based on mindfulness caused a significant difference between academic enthusiasm and social adjustment in students with social anxiety (P<0.01).<br />Conclusion: Cognitive therapy training based on mindfulness has a positive effect on academic enthusiasm and social adjustment of students with social anxiety. Therefore, it can be said that this program can be used to help students with social anxiety.Objective: The present study was to investigate the effectiveness of cognitive therapy based on mindfulness on academic enthusiasm and social adjustment of students with social anxiety. <br />Methods: The method of the current research was a pre-test-post-test experiment with a control group. The statistical population of this research included all female students of the second secondary level with social anxiety in the academic year of 2021-2022 in Ardabil city. For this purpose, 28 students with social anxiety were selected according to the criteria for entering the research and randomly replaced in two experimental and control groups (14 people in each group). After conducting the pre-test with the help of Fredricks, Blumenfeld & Paris academic motivation questionnaires and California Clark et all social adjustment questionnaires, the experimental group received 8 sessions (two sessions per week) of 75 minutes of mindfulness-based cognitive therapy training program. while the control group did not receive any intervention program. The obtained data were analyzed using multivariate covariance analysis.<br />Results: The results showed that cognitive therapy training based on mindfulness caused a significant difference between academic enthusiasm and social adjustment in students with social anxiety (P<0.01).<br />Conclusion: Cognitive therapy training based on mindfulness has a positive effect on academic enthusiasm and social adjustment of students with social anxiety. Therefore, it can be said that this program can be used to help students with social anxiety.https://jsp.uma.ac.ir/article_2468_54b174963e2d89623c5cfb39b5400992.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082112120230421Analysis of the Role of Advertising , Social Media and Social Capital on Students' Lifestyles and AttitudesAnalysis of the Role of Advertising , Social Media and Social Capital on Students' Lifestyles and Attitudes6962222810.22098/jsp.2023.2228FANaserSeifollahiAssociate Professor , Department of Management,, Faculty of Social Sciences, University of Mohaghegh Ardabili, Ardabil, IranMajedYahyaviMaster of Management University of Mohaghegh Ardabili, Ardabil, Iran0009-0008-0994-8507Journal Article20230516<strong>Objective</strong>: The present research was conducted with the aim of analyzing the role of advertisements, social media and social capital on students' lifestyles and attitudes.<br /><strong>Methods</strong>: The type of research is applied in terms of purpose and descriptive-correlation in terms of the nature of the method of doing the work. The statistical population of the research was male and female high school students of Ardabil city. Data analysis was done by structural equation modeling method using SPSS and Lisrel software.<br /><strong>Results</strong>: Based on the findings of this research, advertisements, social media and social capital have a positive and meaningful effect on lifestyle and attitude. Therefore, school administrators are advised to consider advertising, social media, and social capital as important in schools, and have detailed plans for using social media to create positive changes in the lifestyle and attitude of students in accordance with Adopt religious and cultural teachings for academic progress.<br /><strong>Conclusion</strong>: to improve lifestyle and attitude, it is recommended to use social media, advertising and social capital for the target community.<strong>Objective</strong>: The present research was conducted with the aim of analyzing the role of advertisements, social media and social capital on students' lifestyles and attitudes.<br /><strong>Methods</strong>: The type of research is applied in terms of purpose and descriptive-correlation in terms of the nature of the method of doing the work. The statistical population of the research was male and female high school students of Ardabil city. Data analysis was done by structural equation modeling method using SPSS and Lisrel software.<br /><strong>Results</strong>: Based on the findings of this research, advertisements, social media and social capital have a positive and meaningful effect on lifestyle and attitude. Therefore, school administrators are advised to consider advertising, social media, and social capital as important in schools, and have detailed plans for using social media to create positive changes in the lifestyle and attitude of students in accordance with Adopt religious and cultural teachings for academic progress.<br /><strong>Conclusion</strong>: to improve lifestyle and attitude, it is recommended to use social media, advertising and social capital for the target community.https://jsp.uma.ac.ir/article_2228_dbe0cd8fddc4a837b898417629d92738.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082112120230421Comparison of the effectiveness of mindfulness-based cognitive therapy and cognitive emotion regulation training on psychological well-being of mothers with aggressive studentsComparison of the effectiveness of mindfulness-based cognitive therapy and cognitive emotion regulation training on psychological well-being of mothers with aggressive students8370223210.22098/jsp.2023.2232FAAfsanehShokriPh.D. Student of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran orcidRezaKazemiAssistant Professor, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, IranMohammadNarimaniProfessor, Department of Psychology, University of Mohaghegh Ardabili, Ardabil, IranSomayehTaklaviAssistant Professor, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran0000-0001-7025-8363Journal Article20230518<strong>Objective</strong>: The purpose of this study was to compare the effectiveness of Mindfulness-based Cognitive therapy and Cognitive emotion regulation training on psychological well-being of mothers with aggressive students.<br /> <strong>Methods:</strong> The research method was an experimental study with pre/post-test design and a control group. The population included all female students in primary school in 2018 in Namin,Iran(N=540), With their mothers. From this population of students, 79 students who scored high on the aggression scale, were selected as aggressive students and a sample of 60 mothers of these students were selected by Considering inclusion criteria and were assigned by multistage clustering randomly sampling in three groups of 20. The experimental groups mindfulness-based cognitive therapy and cognitive emotion regulation training were executed at 8 sessions, whereas the control group had no intervention. For data collection, were used of Shahim's Aggression Scale and psychological well-being inventory. Data were analyzed by multivariate covariance analysis.<br /><strong> Results:</strong> The findings showed that mindfulness-based cognitive therapy was more effective than cognitive emotion regulation training on psychological well-being.<br /><strong>Conclusion:</strong> According to these results, the training of this program on mothers can play a significant role in improving the mental health of this group of people and reducing the behavioral problems of students.<strong>Objective</strong>: The purpose of this study was to compare the effectiveness of Mindfulness-based Cognitive therapy and Cognitive emotion regulation training on psychological well-being of mothers with aggressive students.<br /> <strong>Methods:</strong> The research method was an experimental study with pre/post-test design and a control group. The population included all female students in primary school in 2018 in Namin,Iran(N=540), With their mothers. From this population of students, 79 students who scored high on the aggression scale, were selected as aggressive students and a sample of 60 mothers of these students were selected by Considering inclusion criteria and were assigned by multistage clustering randomly sampling in three groups of 20. The experimental groups mindfulness-based cognitive therapy and cognitive emotion regulation training were executed at 8 sessions, whereas the control group had no intervention. For data collection, were used of Shahim's Aggression Scale and psychological well-being inventory. Data were analyzed by multivariate covariance analysis.<br /><strong> Results:</strong> The findings showed that mindfulness-based cognitive therapy was more effective than cognitive emotion regulation training on psychological well-being.<br /><strong>Conclusion:</strong> According to these results, the training of this program on mothers can play a significant role in improving the mental health of this group of people and reducing the behavioral problems of students.https://jsp.uma.ac.ir/article_2232_9e56556689c12c0446bc314aedf6f8fa.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082112120230421The mediating role of belongingness in the relationship between family psychological adjustment and psychological status (depression, Defeat and Entrapment) of adolescent girls during the outbreak of Covid-19 virusThe mediating role of belongingness in the relationship between family psychological adjustment and psychological status (depression, Defeat and Entrapment) of adolescent girls during the outbreak of Covid-19 virus8497246910.22098/jsp.2023.10217.5175FAAhmadrezaKianiAssociate Professor, department of Counselling, Faculty of education and psychology, University of Mohaghegh ardabili, Ardabil, IranYasamanJamshidian NaeiniPh.D student, department of Counselling, Faculty of education and psychology, University of Mohaghegh ardabili, Ardabil, Iran.MasoudAsadiAssistant Professor, Department of Psychology and Educational Sciences, faculty of Humanities, Arak University, Arak, Iran.0000-0001-5872-7673RaminAjdariMaster of Human Resource Management, Rasht Branch, Islamic Azad University, Rasht, IranJournal Article20220124Objective: The aim of the present study was to investigate the mediating role of the belongingness in the relationship between family psychological adjustment and psychological status (depression, Defeat and Entrapment) of adolescent girls during the outbreak of Covid-19 virus.
Materials and Methods: The method of the present study was correlation using a structural model. The statistical population of this study consisted of all girl high school students in Ardabil in 1400, of which 700 students were randomly selected as a sample and completed questionnaires. The research instruments included the Interpersonal Needs Questionnaire, the short defeat and Entrapment Scale, the Patient Health Questionnaire and the Family Psychological Adjustment Questionnaire. For descriptive analyzes, used frequency, percentage, mean and standard deviation and for inferential analyzes while examining the assumption of normality using Kolmogorov test in SPSS-25 software, we used path analysis method in SMARTPLS software.
Results: Findings showed that the direct effects of family psychological status on belonging, depression, Defeat and Entrapment are significant (p <0.01). The mediating role of belongingness in the relationship between family psychological status and depression, Defeat and Entrapment was also confirmed (p <0.01). The total effect of psychological status on depression, Defeat and Entrapment was confirmed (p <0.01). The goodness indicators of the data fit indicate the proper fit of the model.
Conclusion: It is concluded from these findings that psychological adjustment of the family has a very significant role in the mental health of adolescent girls and this role becomes more prominent through mediation of belongingness .Objective: The aim of the present study was to investigate the mediating role of the belongingness in the relationship between family psychological adjustment and psychological status (depression, Defeat and Entrapment) of adolescent girls during the outbreak of Covid-19 virus.
Materials and Methods: The method of the present study was correlation using a structural model. The statistical population of this study consisted of all girl high school students in Ardabil in 1400, of which 700 students were randomly selected as a sample and completed questionnaires. The research instruments included the Interpersonal Needs Questionnaire, the short defeat and Entrapment Scale, the Patient Health Questionnaire and the Family Psychological Adjustment Questionnaire. For descriptive analyzes, used frequency, percentage, mean and standard deviation and for inferential analyzes while examining the assumption of normality using Kolmogorov test in SPSS-25 software, we used path analysis method in SMARTPLS software.
Results: Findings showed that the direct effects of family psychological status on belonging, depression, Defeat and Entrapment are significant (p <0.01). The mediating role of belongingness in the relationship between family psychological status and depression, Defeat and Entrapment was also confirmed (p <0.01). The total effect of psychological status on depression, Defeat and Entrapment was confirmed (p <0.01). The goodness indicators of the data fit indicate the proper fit of the model.
Conclusion: It is concluded from these findings that psychological adjustment of the family has a very significant role in the mental health of adolescent girls and this role becomes more prominent through mediation of belongingness .https://jsp.uma.ac.ir/article_2469_3438ab07ed3178d9fe381e366448706f.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082112120230421The effectiveness of Hypoventilation Therapy on Emotional inhabitation and Attention Bias in Students with GADThe effectiveness of Hypoventilation Therapy on Emotional inhabitation and Attention Bias in Students with GAD98108247010.22098/jsp.2023.7741.4418FARahimMohammadiMAs clinical psychology, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, IranBehzadTaghipuorPh.d Psychology, Faculty of Education and psychology, University of Mohaghegh Ardabil, Ardabil, Iran.RoqayeBarzegaranMaster's student in clinical psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.NahidJaliliCounseling expert, Faculty of Educational Sciences and Psychology, Abhar Branch, Islamic Azad University, Abhar, Iran.NasrinAlmasiradMaster of Clinical Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran.HanyeSolhjoMaster of Counseling, Faculty of Educational Sciences and Psychology, Al-Zahra University, Tehran, Iran.Journal Article20200915Objective :The purpose of this study was to examine the effectiveness of Emotion Regulation on Rumination and Perception of anxiety control in girl students with social anxiety Disorder.<br />Methods: This semi-experimental study was conducted using pre-test and post-test with control group. The statistical population of this study was compromised the whole student GAD patients visited in Ardabil Comprehensive Health clinic in of 2019. Thirty patients were selected through convenience sampling method and were randomly assigned to two equal experimental and control groups. Experimental group were received the 4 weeks of hypoventilation therapy, while control group was not received any. Dot-Prob and intervention Emotional inhabitation questionnaires were used in pre-test, post-test for gathering data. Data were analyzed via descriptive indices and multivariate analysis of covariance. <br />Result: The result of comparing post-test of scores in two group showed that there were significant difference in symptoms of Attention Bias and Emotional inhabitation scores between experimental and control group (p<0.01).<br />Conclusion: These results reveal that the hypoventilation therapy psychotherapy can reduce the symptoms of Attention bias and Emotional inhabitation in students with GAD.Objective :The purpose of this study was to examine the effectiveness of Emotion Regulation on Rumination and Perception of anxiety control in girl students with social anxiety Disorder.<br />Methods: This semi-experimental study was conducted using pre-test and post-test with control group. The statistical population of this study was compromised the whole student GAD patients visited in Ardabil Comprehensive Health clinic in of 2019. Thirty patients were selected through convenience sampling method and were randomly assigned to two equal experimental and control groups. Experimental group were received the 4 weeks of hypoventilation therapy, while control group was not received any. Dot-Prob and intervention Emotional inhabitation questionnaires were used in pre-test, post-test for gathering data. Data were analyzed via descriptive indices and multivariate analysis of covariance. <br />Result: The result of comparing post-test of scores in two group showed that there were significant difference in symptoms of Attention Bias and Emotional inhabitation scores between experimental and control group (p<0.01).<br />Conclusion: These results reveal that the hypoventilation therapy psychotherapy can reduce the symptoms of Attention bias and Emotional inhabitation in students with GAD.https://jsp.uma.ac.ir/article_2470_d14d9aa8f474fd205ec51b4c2cbfc0a8.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082112120230421Predicting the anxiety of preschool children based on Parents abnormal dimensions of personality and adaptive strategies of cognitive emotion regulationPredicting the anxiety of preschool children based on Parents abnormal dimensions of personality and adaptive strategies of cognitive emotion regulation109124247110.22098/jsp.2023.7725.4410FAMahsaMosalmanPh.D. student of Psychology, Faculty of Educational Sciences, University of Mohaghegh Ardabili, Ardabil, IranMohammadNarimaniProfessor of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, IranJournal Article20200910Objective: This study aims to Predicting the anxiety of preschool children based on Parents abnormal dimensions of personality and adaptive strategies of cognitive emotion regulation.<br />Methods: . The present study was descriptive-correlational. The statistical population of this study was all mothers of pre-school children in public schools of Amol city in the academic year of 1969-98. Among them, 165 parents (mother) were selected by random sampling method. and responded to the pre-school children's anxiety scale, a short version of the DSM-5 Personality questionnaire (PID-5), and an cognitive emotion regulation questionnaire.<br />Results: The results of Pearson's correlation coefficient showed that there was a significant positive relationship between preschool children's anxiety with abnormal dimensions of personality and a significant negative relationship with adaptive cognitive emotion regulation strategies. The results of multiple regression showed that the variables abnormal dimensions of personality and adaptive strategies of cognitive emotion regulation; significantly predicted Variables Criteria for Preschool Children Anxiety.<br />Conclusion: the results obtained showed that abnormal dimensions of personality of parents have a significant effect on the anxiety of preschool children; therefore essential in the education process and mental health of children should be paid particular attention to abnormal dimensions of personality and parental cognitive emotion regulation components.Objective: This study aims to Predicting the anxiety of preschool children based on Parents abnormal dimensions of personality and adaptive strategies of cognitive emotion regulation.<br />Methods: . The present study was descriptive-correlational. The statistical population of this study was all mothers of pre-school children in public schools of Amol city in the academic year of 1969-98. Among them, 165 parents (mother) were selected by random sampling method. and responded to the pre-school children's anxiety scale, a short version of the DSM-5 Personality questionnaire (PID-5), and an cognitive emotion regulation questionnaire.<br />Results: The results of Pearson's correlation coefficient showed that there was a significant positive relationship between preschool children's anxiety with abnormal dimensions of personality and a significant negative relationship with adaptive cognitive emotion regulation strategies. The results of multiple regression showed that the variables abnormal dimensions of personality and adaptive strategies of cognitive emotion regulation; significantly predicted Variables Criteria for Preschool Children Anxiety.<br />Conclusion: the results obtained showed that abnormal dimensions of personality of parents have a significant effect on the anxiety of preschool children; therefore essential in the education process and mental health of children should be paid particular attention to abnormal dimensions of personality and parental cognitive emotion regulation components.https://jsp.uma.ac.ir/article_2471_0050b83e7df1bace2dbaea98455f088c.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology2252082112120230421Investigating The Relationship Between Moral disengagement, Moral Identity, and Honesty-Humility with Academic DishonestyInvestigating The Relationship Between Moral disengagement, Moral Identity, and Honesty-Humility with Academic Dishonesty125139247210.22098/jsp.2023.7112.4193FAMahdiShirzadehM.A. in Educational Psychology, Urmia University, Urmia, IranFarzanehMichaeli ManeeAssociate Professor, Department of Educational Psychology. Faculty of Literature and Humanities. Urmia University, Urmia, IranJournal Article20200403<br />Objective: The purpose of this study was to study the relationship between moral disengagement, moral identity, and honesty-humility with academic dishonesty in high school students.<br />Methods: The research method was descriptive and the research design was correlational. The statistical population consisted of all high school students of Urmia Secondary School in the academic year 2019-2020, including 388 students (203 boys and 185 girls) selected by multistage cluster random sampling method. To collect data, questionnaires of moral disengagement, moral identity, hexaco and academic dishonesty were used. Data were analyzed using Pearson correlation coefficient and stepwise multiple regression analysis.<br />Results: The findings showed that there was a significant positive relationship between moral disengagement and its components (except diffusion of responsibility & attribution of blame) with academic dishonesty. There is a significant negative relationship between moral identity and its Internalization component with academic dishonesty. There was also a significant negative relationship between honesty-humility with academic dishonesty. The results of regression analysis showed that moral disengagement, moral identity and honesty-humility were able to predict percent 38 of the variance of academic dishonesty.<br />Conclusion: Therefore, it can be concluded that moral disengagement, moral identity and honesty- humility play an important role in students' academic dishonesty.<br />Objective: The purpose of this study was to study the relationship between moral disengagement, moral identity, and honesty-humility with academic dishonesty in high school students.<br />Methods: The research method was descriptive and the research design was correlational. The statistical population consisted of all high school students of Urmia Secondary School in the academic year 2019-2020, including 388 students (203 boys and 185 girls) selected by multistage cluster random sampling method. To collect data, questionnaires of moral disengagement, moral identity, hexaco and academic dishonesty were used. Data were analyzed using Pearson correlation coefficient and stepwise multiple regression analysis.<br />Results: The findings showed that there was a significant positive relationship between moral disengagement and its components (except diffusion of responsibility & attribution of blame) with academic dishonesty. There is a significant negative relationship between moral identity and its Internalization component with academic dishonesty. There was also a significant negative relationship between honesty-humility with academic dishonesty. The results of regression analysis showed that moral disengagement, moral identity and honesty-humility were able to predict percent 38 of the variance of academic dishonesty.<br />Conclusion: Therefore, it can be concluded that moral disengagement, moral identity and honesty- humility play an important role in students' academic dishonesty.https://jsp.uma.ac.ir/article_2472_81cf7127854a34fc2ae50890c3d18c78.pdf