Mohammadali Besharat, Elahe Hafezi, Farzaneh Ranjbar Shirazi, Tohid Ranjbari,
Volume 17, Issue 66 (9-2018)
Abstract
Individuals with emotional problems experience uncontrollable and intensive negative affect. They do not have the ability to manage and regulate their acute emotional experiences. The main aim of the present study was to compare alexithymia and defense mechanisms among patients with Major Depression Disorder (MDD), Generalized Anxiety Disorder (GAD), Obsessive-Compulsive Disorder (OCD) and normal individuals. A total of 160 participants (40 patients with MDD, 40 patients with GAD, 40 patients with OCD, and 40 normal individuals) participated in this study. Following a psychiatric diagnosis of the disorders, participants were asked to complete the Farsi version of the Toronto Alexithymia scale-20 (FTAS-20) and Defense Styles Questionnaire (DSQ-40). The normal group also completed the Depression Anxiety Stress Scale (DASS-21) and were selected based on Structured Clinical Interview (SCID-I). The results demonstrated that there are significant differences between clinical and normal groups in terms of alexithymia and defense mechanisms (p<0.001). Significant differences among clinical groups were also found (p<0.001). The results of the present study could be used in diagnosis and differentiate among these three high prevalent comorbid disorders. The findings could be used in preventive and therapeutical programs for emotional problems.
Khadijeh Hafezi, Nabiolah Akbarnataj, Jamal Sadeghi, Rajabali Mohammadzade,
Volume 23, Issue 141 (11-2024)
Abstract
Background: Academic anxiety in adolescents has been the subject of numerous research studies, and the effectiveness of various interventions and treatments has been examined so far. However, there has been no study to date that has specifically investigated the comparative effectiveness of enhancing executive functions and providing emotion regulation skills training in reducing academic anxiety among adolescent girls.
Aims: The aim of the current research is to compare the effectiveness of training in enhancing executive functions and providing emotion regulation skills in reducing academic anxiety among adolescents seeking counseling at the Bonyad Shahid and Isar'at Foundation in Shahr-e Babol.
Methods: The research employed a quasi-experimental design of pre-test and post-test with a non-equivalent control group. The statistical population for this study consisted of all 15 to 16-year-old female adolescents seeking counseling at the Bonyad Shahid and Isar'at Foundation in Shahr-e Babol during the academic year 2022-2023. A total of 45 individuals were selected based on availability and entry criteria, with 15 randomly assigned to the experimental group receiving executive functions enhancement training, 15 to the experimental group receiving emotion regulation skills training, and 15 to the control group. Data were collected using the Academic Anxiety Questionnaire (Albert & Haher, 1960). The executive functions enhancement training, adapted from Barkley (1997), comprised 10 sessions lasting 60 minutes each, while the emotion regulation skills training, based on Gross (2007), consisted of 10 sessions lasting 90 minutes each.
Results: The results indicated that both executive functions enhancement training and emotion regulation skills training had a significant impact on academic anxiety. However, executive functions enhancement training was found to be more effective in reducing academic anxiety compared to emotion regulation skills training (p< 0.05).
Conclusion: The study concludes that executive functions enhancement training, implemented through consistent and targeted exercises over time, can assist adolescents in strengthening their academic anxiety coping skills, thereby enhancing their academic success and daily life functioning.
Mina Ghanbarian, Farzaneh Hooman, Fariba Hafezi, Marzieh Mashalpourfard,
Volume 24, Issue 155 (1-2026)
Abstract
Background: Attitudes toward extramarital relationships influence not only the stability of marital relationships but also have broad psychological and social consequences. Therefore, examining the psychological constructs that affect attitudes toward extramarital relationships is essential for strengthening the foundation of the family.
Aims: The present study aimed to investigate how marital commitment mediates the relationship between basic psychological needs and self-differentiation in relation to attitudes toward extramarital relationships among university students.
Methods: The present study utilized a descriptive-correlational design featuring path analysis. The statistical population comprised all married female students at Islamic Azad University, Ahvaz Branch, during the 2023-2024 academic year, from which a sample of 341 individuals was selected through cluster sampling. The research instruments included the Attitudes Toward Extramarital Relationships Scale(EAAS, Whitely, 2008), Basic Psychological Needs Scale(BNSS, LaGuardia, Ryan, Couchman, & Deci, 2000), the Self-Differentiation Scale(DSI, Skowron & Friedlander, 1998), and the Marital Commitment Scale(DCI, Adams & Jones, 1997). Data analysis was performed using SPSS 26 and AMOS 26 with path analysis modeling.
Results: The results indicated that a good fit for the research model. Findings revealed that basic psychological needs, self-differentiation, and marital commitment had significant direct negative effects on attitudes toward extramarital relationships, with effect sizes of -0.231 (P=0.001), -0.196 (P= 0.004), and -0.357 (P= 0.001), respectively. Furthermore, basic psychological needs and self-differentiation positively impacted marital commitment, with effect sizes of 0.394 (P= 0.01) and 0.382 (P= 0.001), respectively. Additionally, the indirect relationships between basic psychological needs and attitudes toward extramarital relationships through marital commitment (β= -0.261, P < 0.05) and between self-differentiation and attitudes toward extramarital relationships via marital commitment (β= -0.200, P< 0.05) were statistically significant.
Conclusion: These results suggest that marital commitment plays a significant mediating role in the relationship between basic psychological needs, self-differentiation, and attitudes toward extramarital relationships among students.
