Showing 4 results for Aghajani
Mitra Asgari Germi, Biyok Tajeri, Tahmores Aghajani,
Volume 19, Issue 92 (10-2020)
Abstract
Background: Numerous studies have been conducted on the psychological problems and communication skills of people with pets, but research that compares happiness, mental health, and communication skills in people with and without pets has been neglected. Aims: The purpose of this study was to compare happiness, mental health and communication skills in individuals with and without pets. Method: The study was descriptive and causal-comparative. From the statistical population of all the pet and non-pet individuals in Tehran, 180 individuals were selected through available sampling. Research questionnaires including Argyle & Martin Happiness Questionnaire (1989), Goldberg General Mental Health Questionnaire (1972) and Bartone Communication Skills (1999) were distributed among the study samples and data were analyzed using independent t-test and analysis of variance Were analyzed. Results: Significant differences were observed between the pet group and the pet group in the variables of happiness, mental health, and communication skills. (p≤ 0/001). Conclusions: People who live without a pet have better happiness, mental health, and communication skills than people living with a pet.
Fariborz Dortaj, Farnoush Aghajani, Ali Delavar, Shokuh Navabi Nezhad, Mozhgan Mardani Rad,
Volume 19, Issue 95 (10-2020)
Abstract
Background: Numerous studies have examined the effect of group education on reciprocal behavior analysis and acceptance and commitment to self-criticism, but research that has developed a group educational therapy program based on interactional behavior analysis and acceptance and commitment method and its effectiveness on girls' self-criticism components has failed. Emotional pay has been neglected. Aims: The purpose of this study was to develop a group educational therapy program based on the analysis of reciprocal behavior and acceptance and commitment and its effectiveness on self-critical components of girls with emotional failure. Method: The present study was applied in terms of purpose and combined in terms of method (qualitative and quantitative), the qualitative part was the development of a treatment program and the quantitative part was semi-experimental. The study population consisted of all students with emotional breakdown in Islamic Azad University of Tehran during the years 2019-2020. 30 people were available selected as a sample and randomly assigned to two experimental and control groups (15 people). The instruments of the present study were: Thompson and Zarov Self-Critical Questionnaire (2004) and Summary of Mutual Behavior Analysis Sessions and Acceptance and Commitment Methods (a combination of Bern Behavioral Training Meetings, 1950 and Admission and Commitment Therapy Sessions by Hayes et al., 2012). ). Data analysis was performed by multivariate analysis of covariance. Results: The developed group treatment program had a significant effect on the analysis of mutual relations and acceptance and commitment to girls' self-criticism with emotional failure (p< 0/01). Conclusions: Girls who participated in group therapy therapy sessions based on interactional behavior and acceptance and commitment methods were less self-critical.
Seyedeh Tahereh Zargarnataj, Tahmores Aghajani, Mohsen Jadidi,
Volume 22, Issue 127 (10-2023)
Abstract
Background: Academic procrastination as an educational problem affects all aspects of the educational system. students with procrastination experience problems in other psychoanalytical aspects. Although the literature of the current research has addressed academic procrastination, influential variables such as academic anxiety and social responsibility have been neglected.
Aims: The aim of this study was to evaluate the structural equation model of explaining academic procrastination based on the perception of the learning environment and social responsibility with the mediating role of academic anxiety.
Method: The method of the present research was applied in terms of purpose and in terms of method, structural equation modeling (path analysis). The statistical population of the research included all the students of Babol Noshirvani University of Technology in the academic year of 2021-2022, Among them, 350 people were selected by random cluster sampling, and they completed the questionnaires of academic procrastination (Solomon & Rothblum, 1984), academic achievement anxiety (Alpert & Haber, 1960), perception of the learning environment (Roff et al., 2001) and responsibility (Kordlow, 2014). Data analysis was done using Pearson correlation methods, structural equation modeling and with the help of SPSS-19 and AMOS-20 software.
Results: The results showed that the variables of perception of the learning environment (-0.35 and -0.21), and responsibility (0.22 and -0.13) had direct and significant effects on academic procrastination and academic anxiety, respectively (P<0.05). Also, academic anxiety (0.27) had a direct and significant effect on academic procrastination (P<0.01). The results also showed that the two variables of perception of the learning environment (-0.13) and responsibility (-0.12) had an indirect and significant effect on academic procrastination.
Conclusion: Based on the results of this study, all three variables of academic anxiety, perception of learning environment, and responsibility had significant direct and indirect effects on academic procrastination. This model showed that it can be a suitable model for reducing academic procrastination and academic anxiety and strengthening the learning environment and responsibility of students. Also, conductiing the more studies with larger sample size could be helpful.
Mohsen Bayat, Sajjad Basharpoor, Seifollah Aghajani, Niloofar Mikaeili,
Volume 24, Issue 150 (8-2025)
Abstract
Background: Distress tolerance and emotion regulation are common challenges in depression and can exacerbate mood disorders.
Objective: The present study aimed to compare the effectiveness of emotional schema therapy and acceptance and commitment therapy on distress tolerance and emotion regulation difficulties in individuals with major depressive disorder.
Method: This research was a quasi-experimental study with a pre-test and post-test design. The statistical population included all patients with major depressive disorder in Zanjan city in 2023. Among them, 45 eligible volunteers with major depressive disorder were selected through convenience sampling and randomly assigned to two experimental groups (15 participants each) and one control group (15 participants). The data collection tools included the Beck Depression Inventory (1961), the Distress Tolerance Scale (Simons & Gaher, 2005), and the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004). The first experimental group underwent 9 sessions of emotional schema therapy, while the second experimental group received 8 sessions of acceptance and commitment therapy, with each session lasting ninety minutes and held weekly. Data analysis was conducted using univariate analysis of covariance, multivariate analysis of covariance, and Bonferroni post hoc tests at a significance level of 0.05, using SPSS version 26.
Findings: The results indicated that both treatments were effective in improving distress tolerance and emotion regulation (p < 0.05). However, the Bonferroni post hoc test results showed that neither treatment was superior to the other in terms of their impact on distress tolerance and emotion regulation, as both were equally effective.
Conclusion: Based on the findings of the present study, it can be stated that emotional schema therapy and acceptance and commitment therapy can serve as beneficial and promising interventions for increasing distress tolerance and reducing difficulties in emotion regulation in depressed individuals.
