Showing 8 results for Ranjbar
Ghavam Moltafet, Zohreh Ranjbar,
Volume 14, Issue 53 (5-2015)
Abstract
Procrastination refers to the practice of carrying out less urgent tasks or doing pleasurable things in place of more urgent ones, thus putting off impending tasks to a later time. Many studies have addressed the effects of contextual factors and personality traits on procrastination. The purpose of this study was to predict procrastination based on personality traits with mediating role of self-regulation learning strategies. To do this, 320 students (170 males and 150 females) were selected randomly through multistage cluster sampling among tehran university. The data collection was done through 3 different scales: Solomon & Rathblom procrastination assessment scale-student (PASS), Goldberg Personality scale, and self-regulation learning strategies. These instruments showed appropriate reliability and validity. Path analysis was the major statistical operation run in the study.
The results by path analysis technique showed that the relationship between Personality and procrastination was influenced by self-regulation learning strategies. Neuroticism and extraversion had positive direct and indirect effects on procrastination. In addition, conscientiousness and openness to experience had negative direct and indirect effects on procrastination. Cognitive strategies and meta cognitive strategies had negative effects on procrastination.
In summary, the results showed that self-regulation learning strategies could have a mediator role in the relationship between personality traits and procrastination. This model provides a good pattern for explaining academic procrastination, which parents, teachers and counselors could use for decreasing academic procrastination.
Tohid Ranjbari, Abbas Rahiminezhad,
Volume 15, Issue 59 (11-2016)
Abstract
Major depression is one of the most prevalent disorders. In previous studies, cognitive, emotional, and metacognitive variables have been studied separately. The main problem of the present study is a comprehensive investigation of the differences between cognitive, emotional, and metacognitive variables in patients suffering from depression and normal peoples. The current study aimed to compare dysfunctional beliefs, emotional schemas and metacognitive beliefs in patients suffering from major depression and normal peoples. The sample (20 normal peoples and 20 patients) was selected conveniently from the statistical population which consisted of all the normal peoples and the major depressive patients attending private psychotherapy clinics of the city of Urmia.The data were collected using Dysfunctional Attitudes Scale (DAS), Leahy Emotional Schema Scale (LESS) and Metacognitions Questionnaire (MCQ). The results indicated that there was a significant difference (P=0/001) between the two groups in terms of the three variables of the study. The findings highlight the importance of paying more attention to these variables in psychotherapy process of the major depressive patients.
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.
Mohammad Ali Besharat, Farzaneh Ranjbar Shirazi, Fateme Dehghani Arani,
Volume 17, Issue 72 (3-2019)
Abstract
Background: Attachment styles, early maladaptive schemas and defense mechanisms are the major determinants of psychological problems. Discovering the relationships of these variables has theoretical and clinical importance. Aims: The aim of the present study was to investigate the mediating role of early maladaptive schemas on the relationship between attachment styles and defense mechanisms. Method: Method of the present descriptive study was correlational. A total of 400 students (184 females, 216 males) from University of Tehran participated in this study. Participants were asked to complete the Adult Attachment Inventory (AAI; Besharat, 2005, 2011), Defense Styles Questionnaire (DSQ; Andrews, Singh, & Bond, 1993), and Young Schema Questionnaire-Short form (YSQ-SF; Young & Brown, 1999). Reults: The results demonstrated that secure attachment style had a significant positive association with mature defense style and significant negative association with neurotic and immature defense styles (p<0/001). Insecure attachment styles had significant negative association with mature defense style and significant positive association with neurotic and immature defense styles (p<0/001). There was a negative association between secure attachment style and early maladaptive schemas and positive association between insecure attachment styles and early maladaptive schemas (p<0/001). There was a significant negative association between early maladaptive schemas and mature defense style and significant positive association between early maladaptive schemas and neurotic and immature defense styles (p<0/01). Results also showed that early maladaptive schemas did not play a mediating role on the relationship between attachment styles and defense mechanisms. Conclusions: According to the results of the present study, it can be concluded that attachment styles and early maladaptive schemas can predict defense styles.
Farzaneh Hasanzadeh Namin, Javid Peymani, Tahereh Ranjbaripoor, Khadijeh Abolmaali Alhoseini,
Volume 18, Issue 77 (8-2019)
Abstract
Background: Psychological well-being has been widely defined as the feeling of happiness and lack of stress in life, and numerous studies have been conducted regarding predictive models of psychological well-being based on resilience, but the mediating role of perceived stress on this process has not been examined. Aims: The present study aimed to determine the fit of predictive model of psychological well-being based on resilience considering the mediating role of perceived stress in university students. Method: The research method was descriptive-correlational and of structural equation modeling type. The statistical population was all undergraduate students who were studying at Tehran universities during the academic year 2017-2018. A total of 382 university students were selected using multistage random sampling. The research instruments included the Conor-Davidson Resilience Questionnaire (2003), Reif's Psychological Well-being Questionnaire (1989), and Cohen's Perceived Stress Questionnaire (1983). For data analysis, structural equation modeling was used. Results: The results showed that the fit indices of the research model were acceptable. Conclusions: The resilience variable had both direct and indirect effects on psychological well-being (through perceived stress) (p<0/05).
Elham Ebrahimzadeh Rostami, Davoud Madani, Mohammad Nabi Ranjbari,
Volume 23, Issue 142 (12-2024)
Abstract
Background: Media play a crucial role as one of the primary tools in shaping beliefs and representing dominant ideologies in society. Van Dijk's Critical Model analyzes media discourses and their role in reproducing power and influencing ideologies. Alongside this, psychological concepts related to social cognition illustrate how individuals shape and reproduce their beliefs through interaction with these discourses. However, interdisciplinary studies that simultaneously analyze psychological and critical dimensions are rarely conducted.
Aims: The aim of this research was to analyze how beliefs are formed through media discourses using psychological concepts and Van Dijk's Critical Social Model.
Methods: This study employed a systematic literature review approach. The study population included all scholarly and research sources related to the psychological concepts of Van Dijk's Critical Social Model and epistemology of belief in media. These sources included scientific articles, books, research reports, and critical analyses published in reputable scientific databases and international journals. The sampling method was non-random and purposive. Data analysis was conducted using thematic analysis.
Results: The results indicate that media, through specific linguistic and discursive strategies, guide how audiences’ process and select information, leading individuals to readily accept information that aligns with their pre-existing cognitive assumptions while information that contradicts these assumptions may face resistance. Additionally, personal experiences play a significant role in interpreting and internalizing media information, with changes in beliefs and attitudes typically occurring within the context of personal experiences and existing assumptions.
Conclusion: This research demonstrates that media, through linguistic strategies, play a significant role in shaping public beliefs. Combining psychological and critical approaches in the analysis of epistemology of belief helps to achieve a deeper understanding of how media discourses influence audience cognition.
Masoumeh Ranjbar, Mohammad Ghamari, Seyedeh Monavar Yazdi,
Volume 24, Issue 147 (5-2025)
Abstract
Background: Depression is a problem that causes many problems in students, and these problems prevent the development of their talents, and depressed students are usually not interested in studying and this affects their academic performance.
Objective: The present study was conducted with the aim of comparing the effectiveness of the educational package based on the acceptance and commitment approach with meaning therapy on the academic vitality of depressed second-year high school students.
Method: The research method was semi-experimental with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population included the depressed students of girls' high schools in the second year of high school in Khomein city, who had referred to the counseling and psychological center of education management in Khomein city in the academic year of 2022-2023. 45 people, as a sample, were randomly selected in 3 groups of 15 people (two experimental and control groups) using the purposeful sampling method. The academic vitality questionnaire (Dehghanizadeh and Hosseinchari, 2013) was used to collect data. Also, the educational package based on the approach of acceptance and commitment was developed by the researcher and the meaning therapy protocol of Hotzel (2002) was used for the intervention. The data were analyzed using repeated measure analysis of variance with Spss26 software.
Results: The results showed that the educational package based on acceptance and commitment and meaning therapy could increase the scores of depressed students in academic life (p<0.01) and the effectiveness of therapy based on acceptance and commitment was more than meaning therapy.
Conclusion: It can be concluded that the educational package based on acceptance and commitment is a more effective approach in promoting academic vitality in depressed students and it is important to pay attention to this point in the treatment of depression in students.
Arefeh Ranjbar Orimi, Seyed Amir Amin Yazdi, Hossein Kareshki, Ahmad Aghayi,
Volume 24, Issue 147 (5-2025)
Abstract
Background: Schemas mean patterns, templates and basic examples that form in our minds and influence our way of thinking, feeling and behaving. This schema, which is formed in the educational environment and is influenced by student communication, is called academic schema, identifying and measuring academic schemas is essential to prevent students' academic and psychological problems. Aims: This research was conducted with the aim of constructing and validating the academic schema scale in s in high school girl studentsMethods:The method of the study was a combination of exploratory type and instrument development model. For this purpose, the foundation was first established through a qualitative study based on data theorizing, using a semi structured interview technique that was selected and interviewed with a sample of17 students.The text of the interviews was coded using three methods of open, central and selective coding. In the next stage based on the codes obtained from the qualitative part of the research, it became a tool for measuring the schema academic of high school girl students and validating them. They were studying in 2021-2022. They were selected using Purposive sampling and responded to the scale of academic schema.Result: In the results of confirmatory factor analysis, the academic schema scale containing 37 items and including 7 factors was confirmed, student status (6 items), Academic Value (4 items), career future (6 items), school regulations (7 items). , teacher's attitude and behavior (5 items), measurement and evaluation (6 items) and Student–Student relationship (4 items) and model fit indices in confirmatory factor analysis confirmed the validity of this scale.Conclusion: the results of the study provided evidence for the validity and reliability of the researcher-made questionnairescale of academic schema as a tool for measuring defective and inhibiting schemas in the path of academic success of students.
