University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 2 2025 06 22 Living experiences of female adolescents from Non-Suicidal Self-Injury Behaviors (a qualitative study) Living experiences of female adolescents from Non-Suicidal Self-Injury Behaviors (a qualitative study) 1 11 4085 10.22098/jsp.2025.11099.5330 FA Farnaz Azadbakht MSc, in Family Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran Ahmad Amani Associate Professor, Department of Consulting, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran Somayh Ramezani MSc in Family Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran Journal Article 2022 07 08 Introduction: Adolescents and their health is a significantly crucial issue. Thus, devoting attention to adolescents’ mental health, especially girls’, takes on an immense importance. The present study aims at describing teenage girls’ experiences with non-suicidal self-injury behaviors . Methodology: The population under study comprises of all teenage girls aged between 13 to 16 years old who went to psychological and counseling services clinics in Sanandaj in the first six months of 1396. Participants were chosen purposefully and were studied by employing the phenomenological approach. The purposeful sampling was continued to the point of data saturation. The interview was carried out with nine qualified participants. A semi-structured deep interview was used for data collection, and the transcendental phenomenological model (Moustaks, 1994) was adopted to analyze the collected data. Raw data was analyzed by the application of Colaizzi method. Findings: Diverse factors lead to non-suicidal self-injury (NSSI) in teenage girls; they can be categorized into three groups of main components: cognitive factors, relationship factors and family factors; of subcomponents: experience of mental trauma, self-punishment, cognitive errors, lack of emotional control, despair and desperation, emotional empathy, adaptive assertiveness, positive admission in virtual world, the emotional vacuum of family and parental criticism. Conclusions: Findings revealed that three groups of factors, namely psychological, family and relationship, are influential in teenage girls’ proclivity towards NSSI. By controlling these factors and improving the teenagers’ psychological, relationship and family status, clinicians can use appropriate intervention strategies in order to reduce teenage girls’ attempt at NSSI. Introduction: Adolescents and their health is a significantly crucial issue. Thus, devoting attention to adolescents’ mental health, especially girls’, takes on an immense importance. The present study aims at describing teenage girls’ experiences with non-suicidal self-injury behaviors . Methodology: The population under study comprises of all teenage girls aged between 13 to 16 years old who went to psychological and counseling services clinics in Sanandaj in the first six months of 1396. Participants were chosen purposefully and were studied by employing the phenomenological approach. The purposeful sampling was continued to the point of data saturation. The interview was carried out with nine qualified participants. A semi-structured deep interview was used for data collection, and the transcendental phenomenological model (Moustaks, 1994) was adopted to analyze the collected data. Raw data was analyzed by the application of Colaizzi method. Findings: Diverse factors lead to non-suicidal self-injury (NSSI) in teenage girls; they can be categorized into three groups of main components: cognitive factors, relationship factors and family factors; of subcomponents: experience of mental trauma, self-punishment, cognitive errors, lack of emotional control, despair and desperation, emotional empathy, adaptive assertiveness, positive admission in virtual world, the emotional vacuum of family and parental criticism. Conclusions: Findings revealed that three groups of factors, namely psychological, family and relationship, are influential in teenage girls’ proclivity towards NSSI. By controlling these factors and improving the teenagers’ psychological, relationship and family status, clinicians can use appropriate intervention strategies in order to reduce teenage girls’ attempt at NSSI.

https://jsp.uma.ac.ir/article_4085_ed6e9c11e1131502f6b52fab0316fddd.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 2 2025 06 22 The Effectiveness of Moral Intelligence Training on Social Competence, Emotional Dysregulation and Peer Relationships in Bullying Students The Effectiveness of Moral Intelligence Training on Social Competence, Emotional Dysregulation and Peer Relationships in Bullying Students 12 26 2216 10.22098/jsp.2023.10349.5209 FA Behroz Jahandideh Department of Psychology, Ardabil branch, Islamic Azad University, Ardabil, Iran Azra Ghafari Nouran Department of Psychology, Ardabil branch, Islamic Azad University, Ardabil, Iran Asghar Nakhostin Goldoost Assistant Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran Azar Kiamarsi Department Psychology Journal Article 2022 02 14 Objective: The purpose of this Research was to evaluate the effectiveness of moral intelligence training on social competence, emotional dysregulation and peer relationships in bullying students. Methods: The research method was quasi-experimental with a pretest-posttest design with an experimental and control group. The statistical population of the study included all 12th grade male students of Sarab city school in the academic year 2020-2021, of which a sample of 30 people was available by sampling method and after obtaining the inclusion criteria, in two experimental groups and Controls were replaced. The instruments used in this study were the Olweus Bully/Victim Questionnaire Revised (OB/VQ-R), the Flanner Social Competence Questionnaire, Diffiiculties in Emotion Regulation Scale (DERS), and the Hudson Peer Relationship Index (IPR). Results: The results of multivariate analysis of covariance showed that moral intelligence training has a positive effect on improving social competence and relationships with peers and reducing emotional dysregulation of bullying students (P <0.01). Conclusion: According to the results, it is clear that the use of moral intelligence training is effective on bullying students and its implementation can have beneficial effects in the social, emotional and communication fields for bullying students. Objective: The purpose of this Research was to evaluate the effectiveness of moral intelligence training on social competence, emotional dysregulation and peer relationships in bullying students. Methods: The research method was quasi-experimental with a pretest-posttest design with an experimental and control group. The statistical population of the study included all 12th grade male students of Sarab city school in the academic year 2020-2021, of which a sample of 30 people was available by sampling method and after obtaining the inclusion criteria, in two experimental groups and Controls were replaced. The instruments used in this study were the Olweus Bully/Victim Questionnaire Revised (OB/VQ-R), the Flanner Social Competence Questionnaire, Diffiiculties in Emotion Regulation Scale (DERS), and the Hudson Peer Relationship Index (IPR). Results: The results of multivariate analysis of covariance showed that moral intelligence training has a positive effect on improving social competence and relationships with peers and reducing emotional dysregulation of bullying students (P <0.01). Conclusion: According to the results, it is clear that the use of moral intelligence training is effective on bullying students and its implementation can have beneficial effects in the social, emotional and communication fields for bullying students.

https://jsp.uma.ac.ir/article_2216_fe54f5f9afdac2ead440f32a925d0e82.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 2 2025 06 22 A comparative study of parental communication, participation, and support for schools in three countries: Türkiye, South Korea, and Iran A comparative study of parental communication, participation, and support for schools in three countries: Türkiye, South Korea, and Iran 27 44 4084 10.22098/jsp.2025.17128.6117 FA Mahmud Khorushy  Ph.D. Student in Curriculum Planning, Department of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran Hamdullah Habibi  Associate Professor of Educational Administration, Department of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran Journal Article 2025 04 06 Objective: Understanding the differences and similarities between countries in the role of parents in school can help policymaker’s model successful experiences. This research is a comparative-analytical study with the aim of the comparative study of the way parents communicate, participate and support schools in three countries: Turkiye, South Korea and Iran. Methods: A qualitative comparative study method was used, utilizing the four-stage Brody approach, namely description, interpretation, juxtaposition, and comparison. Among all the countries in the world, South Korea and Turkiye were selected by researchers as examples for comparison with Iran due to their cultural affinity, relatively high ranking in educational indicators, and greater access to information. The method and tools of data collection are documents and information available in the official databases of these governments, books and publications related to the research topic. The criteria for inclusion in the review were documents that were preferably up-to-date and relevant to the information. Documents published between 2018 and 2023 were selected. To determine internal validity, the accuracy of the documents was evaluated, and to determine external validity, the degree of importance of the documents was evaluated. Results: The results show that in Turkiye and South Korea, in general, they give more importance to the education system and schools, and for this reason, schools in these countries are also more in touch with parents. In Iran, while schools play an important role in academic growth and education, their communication with parents is less and, as a result, the benefit of parents' abilities in improving the education system is less. Comparative analysis shows that in Iran, the pattern of communication with parent’s lacks institutional and policy coherence and requires redesigning the communication and partnership structure between home and school. Conclusion: In general, developing interaction between parents and schools and educational institutions requires the development of cultural programs, the development of parent participation programs, the development of interactions with schools, the development of programs to benefit from parents' abilities, and the development of effective parent-school communication. Ultimately, strengthening the role of parents in schools can be an effective step in improving the quality of education, increasing the school's social capital, and developing the country's educational system. Objective: Understanding the differences and similarities between countries in the role of parents in school can help policymaker’s model successful experiences. This research is a comparative-analytical study with the aim of the comparative study of the way parents communicate, participate and support schools in three countries: Turkiye, South Korea and Iran. Methods: A qualitative comparative study method was used, utilizing the four-stage Brody approach, namely description, interpretation, juxtaposition, and comparison. Among all the countries in the world, South Korea and Turkiye were selected by researchers as examples for comparison with Iran due to their cultural affinity, relatively high ranking in educational indicators, and greater access to information. The method and tools of data collection are documents and information available in the official databases of these governments, books and publications related to the research topic. The criteria for inclusion in the review were documents that were preferably up-to-date and relevant to the information. Documents published between 2018 and 2023 were selected. To determine internal validity, the accuracy of the documents was evaluated, and to determine external validity, the degree of importance of the documents was evaluated. Results: The results show that in Turkiye and South Korea, in general, they give more importance to the education system and schools, and for this reason, schools in these countries are also more in touch with parents. In Iran, while schools play an important role in academic growth and education, their communication with parents is less and, as a result, the benefit of parents' abilities in improving the education system is less. Comparative analysis shows that in Iran, the pattern of communication with parent’s lacks institutional and policy coherence and requires redesigning the communication and partnership structure between home and school. Conclusion: In general, developing interaction between parents and schools and educational institutions requires the development of cultural programs, the development of parent participation programs, the development of interactions with schools, the development of programs to benefit from parents' abilities, and the development of effective parent-school communication. Ultimately, strengthening the role of parents in schools can be an effective step in improving the quality of education, increasing the school's social capital, and developing the country's educational system.

https://jsp.uma.ac.ir/article_4084_53b4df10ea9bbf784b703b4e4f849780.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 2 2025 06 22 Comparison of Perfectionism, Auditory Metacognitive Awareness and Emotion Regulation in Language Learners with and Without Learning Anxiety Comparison of Perfectionism, Auditory Metacognitive Awareness and Emotion Regulation in Language Learners with and Without Learning Anxiety 45 56 4000 10.22098/jsp.2025.15737.5935 FA Zeid Shaker PhD student in psychology, Department of Psychology, Urmia University, Urmia, Iran Esmaiel Soliemani Professor, Department of Psychology, Urmia University, Urmia, Iran Abolghasem Yaghoobi Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran. Journal Article 2024 08 28 Objective: Anxiety is one of the most important factors affecting learning and achieving success in a second language. The aim of this study was to compare perfectionism, auditory metacognitive awareness and emotion regulation in language learners with and without learning anxiety. Method: The research method was a cross-sectional causal-comparative study. The statistical population included all language learners of English language teaching centers in Babol city in 2024, and a sample of 200 people was selected from among the statistical population through available sampling method. To collect data, were used Harwitz et al.'s language learning anxiety questionnaire (1986), Vandergrift et al.'s metacognitive awareness (2006), Rasouli and Bahrami's academic perfectionism (2015) and Hoffman and Kashden's emotional self-regulation (2010). Findings: The results of multivariate variance analysis showed that there is a significant difference between language learners with and without learning anxiety in academic perfectionism, metacognitive awareness and emotion regulation. So that the main of the group with language learning anxiety in academic perfectionism is significantly higher than the group without language learning anxiety, and in contrast, is significantly lower the main of metacognitive awareness and emotional regulation. Conclusion: It can be concluded that there is a difference between perfectionism, metacognitive awareness and emotional regulation of language learners with and without learning anxiety and it is suggested to the relevant officials to improve the level of language learners quantitatively and qualitatively, should take place along with other measures, on these variables Educational and psychological intervention. Objective: Anxiety is one of the most important factors affecting learning and achieving success in a second language. The aim of this study was to compare perfectionism, auditory metacognitive awareness and emotion regulation in language learners with and without learning anxiety. Method: The research method was a cross-sectional causal-comparative study. The statistical population included all language learners of English language teaching centers in Babol city in 2024, and a sample of 200 people was selected from among the statistical population through available sampling method. To collect data, were used Harwitz et al.'s language learning anxiety questionnaire (1986), Vandergrift et al.'s metacognitive awareness (2006), Rasouli and Bahrami's academic perfectionism (2015) and Hoffman and Kashden's emotional self-regulation (2010). Findings: The results of multivariate variance analysis showed that there is a significant difference between language learners with and without learning anxiety in academic perfectionism, metacognitive awareness and emotion regulation. So that the main of the group with language learning anxiety in academic perfectionism is significantly higher than the group without language learning anxiety, and in contrast, is significantly lower the main of metacognitive awareness and emotional regulation. Conclusion: It can be concluded that there is a difference between perfectionism, metacognitive awareness and emotional regulation of language learners with and without learning anxiety and it is suggested to the relevant officials to improve the level of language learners quantitatively and qualitatively, should take place along with other measures, on these variables Educational and psychological intervention.

https://jsp.uma.ac.ir/article_4000_92c889cc895d9f4b59a85eb8c4bd73f6.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 2 2025 06 22 Structural Equation Model of the Academic Boredom based on Cognitive Emotion Regulation and Academic Self-Efficacy with Mediating Role of Academic Self-Handicapping Structural Equation Model of the Academic Boredom based on Cognitive Emotion Regulation and Academic Self-Efficacy with Mediating Role of Academic Self-Handicapping 57 72 4082 10.22098/jsp.2025.16079.5971 FA Maryam Shokri M.A Student in Educatiol Psychology, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran. Mohammad Reza Tamannaeifar Associate Professor, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran. Journal Article 2024 10 24 Objective: The purpose of the present study was to investigate structural equation model of the academic boredom based on cognitive emotion regulation and academic self-efficacy with mediating role of academic self-handicapping. Methods: This was descriptive-correlation research. The statistical population of the study was all students f University of Kashan in spring of year 2024. The sample size was selected based on Klein's model (2023) and with convenience sampling (online method) of 396 students. Data collection tools include the academic boredom questionnaire (ABQ) of Bieleke and et al (2021), cognitive emotion regulation questionnaire (CERQ) of Garnefski and Kraaij (2006), college academic self-efficacy scale (CASES) of Owen and Froman (1998) and academic self-handicapping Scale (ASHS) of Schwinger and Stiensmeier-Pelster (2011).Data were analyzed using Pearson correlation and structural equations modeling. Results: The results showed direct effect of maladaptive cognitive emotion regulation (β=0.46 and sig=0.001), adaptive cognitive emotion regulation (β= -0.30 and sig=0.041) and academic self-efficacy (β=- 0.45 and sig=0.002) were significant on academic boredom. Also, the results showed that academic self-handicapping had a mediating role in relationship between maladaptive cognitive emotion regulation (β=0.52 and sig=0.001), adaptive cognitive emotion regulation (β= -0.60 and sig=0.001) and academic self-efficacy (β=- 0.47 and sig=0.001) with academic boredom. Also, the final research model had a good fit (RMSEA=0.071, p<0.05). Conclusions: According to the findings of this research and the importance of the role of cognitive emotion regulation strategies and academic self-efficacy in academic boredom students', it is suggested that student counseling centers use emotion regulation and academic self-efficacy training, taking into account the mediating role of academic self-handicapping to improve academic boredom in students. Objective: The purpose of the present study was to investigate structural equation model of the academic boredom based on cognitive emotion regulation and academic self-efficacy with mediating role of academic self-handicapping. Methods: This was descriptive-correlation research. The statistical population of the study was all students f University of Kashan in spring of year 2024. The sample size was selected based on Klein's model (2023) and with convenience sampling (online method) of 396 students. Data collection tools include the academic boredom questionnaire (ABQ) of Bieleke and et al (2021), cognitive emotion regulation questionnaire (CERQ) of Garnefski and Kraaij (2006), college academic self-efficacy scale (CASES) of Owen and Froman (1998) and academic self-handicapping Scale (ASHS) of Schwinger and Stiensmeier-Pelster (2011).Data were analyzed using Pearson correlation and structural equations modeling. Results: The results showed direct effect of maladaptive cognitive emotion regulation (β=0.46 and sig=0.001), adaptive cognitive emotion regulation (β= -0.30 and sig=0.041) and academic self-efficacy (β=- 0.45 and sig=0.002) were significant on academic boredom. Also, the results showed that academic self-handicapping had a mediating role in relationship between maladaptive cognitive emotion regulation (β=0.52 and sig=0.001), adaptive cognitive emotion regulation (β= -0.60 and sig=0.001) and academic self-efficacy (β=- 0.47 and sig=0.001) with academic boredom. Also, the final research model had a good fit (RMSEA=0.071, p<0.05). Conclusions: According to the findings of this research and the importance of the role of cognitive emotion regulation strategies and academic self-efficacy in academic boredom students', it is suggested that student counseling centers use emotion regulation and academic self-efficacy training, taking into account the mediating role of academic self-handicapping to improve academic boredom in students.

https://jsp.uma.ac.ir/article_4082_72fa94dfa82722c1d4b4a9a199be5442.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 2 2025 06 22 The role of professional qualifications, teaching self-efficacy and competence perception in predicting the job satisfaction of teachers of exceptional students The role of professional qualifications, teaching self-efficacy and competence perception in predicting the job satisfaction of teachers of exceptional students 73 82 3999 10.22098/jsp.2025.15286.5883 FA Ali Sheykholeslami Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran 0000-0002-7700-7206 Asma Heydari M.A. of Educational Psychology, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Nastaran Seyedesmaili Ghomi Assistant Professor of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Esmaeil Sadri Damirchi Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Journal Article 2024 06 18 Objective: The present study was conducted with the aim of investigating the role of professional qualifications, teaching self-efficacy and competence perception in predicting the job satisfaction of teachers of exceptional students. Method: The research method was descriptive and correlational. The statistical population of the research was formed by all the teachers of exceptional students in Ardabil city in the academic year of 2023-2024, from which 210 people (97 female teachers and 113 male teachers) were selected as a sample using stratified random sampling. To collect data, teachers' professional qualifications questionnaire, teachers' teaching self-efficacy questionnaire, teachers' professional competence questionnaire and Minnesota job satisfaction questionnaire were used. The data were analyzed by Pearson's correlation coefficient and regression coefficient. Results: The findings showed that there is a significant positive relationship between professional qualifications, teaching self-efficacy and competence perception with the job satisfaction of teachers of exceptional students. Likewise, the results of the regression analysis revealed that 55% of the job satisfaction of teachers of exceptional students can be explained by professional qualifications, teaching self-efficacy and competence perception (p<0.01). Conclusion: Therefore, it can be concluded that professional qualifications, teaching self-efficacy and competence perception play a significant role in predicting the job satisfaction of teachers of exceptional students, which require attention and planning by exceptional education officials. Objective: The present study was conducted with the aim of investigating the role of professional qualifications, teaching self-efficacy and competence perception in predicting the job satisfaction of teachers of exceptional students. Method: The research method was descriptive and correlational. The statistical population of the research was formed by all the teachers of exceptional students in Ardabil city in the academic year of 2023-2024, from which 210 people (97 female teachers and 113 male teachers) were selected as a sample using stratified random sampling. To collect data, teachers' professional qualifications questionnaire, teachers' teaching self-efficacy questionnaire, teachers' professional competence questionnaire and Minnesota job satisfaction questionnaire were used. The data were analyzed by Pearson's correlation coefficient and regression coefficient. Results: The findings showed that there is a significant positive relationship between professional qualifications, teaching self-efficacy and competence perception with the job satisfaction of teachers of exceptional students. Likewise, the results of the regression analysis revealed that 55% of the job satisfaction of teachers of exceptional students can be explained by professional qualifications, teaching self-efficacy and competence perception (p<0.01). Conclusion: Therefore, it can be concluded that professional qualifications, teaching self-efficacy and competence perception play a significant role in predicting the job satisfaction of teachers of exceptional students, which require attention and planning by exceptional education officials.

https://jsp.uma.ac.ir/article_3999_9568aa65871d7749abfa8ce7a3e92fd9.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 2 2025 06 22 Cyber stalking of students using virtual social networks (Case of study: students of Rasht District 1) Cyber stalking of students using virtual social networks (Case of study: students of Rasht District 1) 83 95 3431 10.22098/jsp.2024.15791.5940 FA Kazem Moazediali Assistant Professor, Department of Islamic Studies, Faculty of Medicine, Ardabil University of Medical Sciences, Ardabil, Iran Nader Razeghi Associate Professor of Sociology, Faculty of Humanities &amp; Social Sciences, University of Mazandaran, Babolsar, Iran. Hadi Abbasi Kalan Department of Sociology, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran Mahbobeh Mahjobi Daryakenari Department of Sociology, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran Journal Article 2024 09 07 Objective: Virtual networks as one of the newest information and communication donors are global space in various economic, social cultural and political areas. So in this research we have studied the lived experience and meaning of students using cyberspace . Methods: Grounded theory method is used in this study . The data collection method was semi - structured interviews . The data were collected through interviews with 14 students of district 1 of rasht , located in the age range of 13 - 18 and using social networks . The data of this study were analyzed by MAXQDA software and 16 codes were used as initial codes and then by using axial coding , 8 axial codes were reduced . Results: The findings of the research show that 3 categories of real social relations , false identity and cyber stalking are the consequences of virtual social networks that cyber stalking was chosen as the core category . Conclusion: The results show that all participants are exposed to cyber stalking ( hack , extortion , pornography , etc. ) . Other findings of this research are lack of supervision of parents on the lack of unconditional access and their clause can be avoided by family supervision . Objective: Virtual networks as one of the newest information and communication donors are global space in various economic, social cultural and political areas. So in this research we have studied the lived experience and meaning of students using cyberspace . Methods: Grounded theory method is used in this study . The data collection method was semi - structured interviews . The data were collected through interviews with 14 students of district 1 of rasht , located in the age range of 13 - 18 and using social networks . The data of this study were analyzed by MAXQDA software and 16 codes were used as initial codes and then by using axial coding , 8 axial codes were reduced . Results: The findings of the research show that 3 categories of real social relations , false identity and cyber stalking are the consequences of virtual social networks that cyber stalking was chosen as the core category . Conclusion: The results show that all participants are exposed to cyber stalking ( hack , extortion , pornography , etc. ) . Other findings of this research are lack of supervision of parents on the lack of unconditional access and their clause can be avoided by family supervision .

https://jsp.uma.ac.ir/article_3431_b900e1ba60cdf2e44d46cbf31064a13d.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 2 2025 06 22 Investigating the psychometric and epidemiology of irritability using the Persian version of the affective reactivity index in students: a further study in the field of disruptive mood dysregulation disorder Investigating the psychometric and epidemiology of irritability using the Persian version of the affective reactivity index in students: a further study in the field of disruptive mood dysregulation disorder 96 106 2744 10.22098/jsp.2024.13488.5650 FA Mohammad Narimani Distinguished Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Matineh Ebadi , Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Journal Article 2023 08 13 Objective: The present study was conducted in order to investigate the psychometric characteristics of Affective Reactivity Index (ARI) and the prevalence of irritability in adolescents. Methods: The method of this research was descriptive-correlation. For this purpose, 402 male and female first period of high school were randomly selected in a multi-stage method in the city of Ardabil, where they were studying in 1401-1402 year, as a sample group and were asked affective reactivity index, Stringer et al and anxiety, depression and stress scale Lavibond and Lavibond answered. The data were analyzed using the confirmatory factor analysis method. Findings: The results showed that content validity experts confirmed the emotional excitability scale. Convergent validity showed that this scale had a significant relationship with depression, anxiety and stress, and among them, it had the highest relationship with depression (p<0.01). Confirmatory factor analysis showed that all the items of this scale significantly loaded on one factor and all the fit indices of the model had an acceptable level (RAMSEA=0.05). Cronbach's alpha coefficient of this scale was 0.92, which indicates the appropriate reliability of this scale. Also, the findings showed that a total of 23.13% of the sample group had irritability. This rate was 25.65% in boys and 11.69% in girls. Conclusion: Overall, the findings of the research show that the emotional reactivity index, like the scale-building research, consists of one factor and has acceptable reliability and validity, as a result, it can be used to measure irritability in used destructive mood disorder. Objective: The present study was conducted in order to investigate the psychometric characteristics of Affective Reactivity Index (ARI) and the prevalence of irritability in adolescents. Methods: The method of this research was descriptive-correlation. For this purpose, 402 male and female first period of high school were randomly selected in a multi-stage method in the city of Ardabil, where they were studying in 1401-1402 year, as a sample group and were asked affective reactivity index, Stringer et al and anxiety, depression and stress scale Lavibond and Lavibond answered. The data were analyzed using the confirmatory factor analysis method. Findings: The results showed that content validity experts confirmed the emotional excitability scale. Convergent validity showed that this scale had a significant relationship with depression, anxiety and stress, and among them, it had the highest relationship with depression (p<0.01). Confirmatory factor analysis showed that all the items of this scale significantly loaded on one factor and all the fit indices of the model had an acceptable level (RAMSEA=0.05). Cronbach's alpha coefficient of this scale was 0.92, which indicates the appropriate reliability of this scale. Also, the findings showed that a total of 23.13% of the sample group had irritability. This rate was 25.65% in boys and 11.69% in girls. Conclusion: Overall, the findings of the research show that the emotional reactivity index, like the scale-building research, consists of one factor and has acceptable reliability and validity, as a result, it can be used to measure irritability in used destructive mood disorder.

https://jsp.uma.ac.ir/article_2744_a35373e1fcc64f70348464ac5db7e2e7.pdf