ORIGINAL_ARTICLE
The Effect of Positive Social-Comparative Feedback on Learning a Throwing Skill in Adolescents with ADHD
The present study was designed to investigate the effects of positive social-comparative feedback on motor learning and self-efficacy of a throwing motor skill in individuals with ADHD. The subjects were 44 adolescents with ADHD in the age range of 15 to 18 years old and were randomly and equally divided into two groups: positive social-comparative feedback and control group. Motor task consisted of throwing bean bags with the non-dominant arm at a target on the ground. The participants completed the pretest (10 trials), an acquisition phase including 6 blocks of 10 trials, and a retention test consisting of 10 trials. The participants in the positive social comparison feedback group were informed that their throws on the previous block were, on average, better than the throws of the other participants in this group. Prior to pretest, each block, and before the retention test, all participants completed the self-efficacy scale. Dependent measures were throwing accuracy scores and self-efficacy. Independent t-test and analysis of variance (ANOVA) with repeated measures were employed to analyze the data. Positive social comparison feedback group throwed the bean bags significantly better in the acquisition phase and the retention test compared to the control group. In addition, positive social comparison feedback group reported significantly higher self-efficacy scores in the acquisition phase and the retention test in comparison to the control group. Our findings indicated that enhanced expectancies benefited individuals with ADHD to enhance their performance and learn a novel motor skill
https://modernpsy.rahman.ac.ir/article_146595_acb849269f231a02f8645bd1932e12ed.pdf
2021-10-01
1
8
10.22034/jmp.2022.333917.1031
ADHD
Enhanced expectancies
Motor learning
Positive Feedback
self-efficacy
Tayebeh
Baniasadi
tayebehbaniasadi123@gmail.com
1
Visiting Scholar, Indiana University, School of Public Health, Department of Kinesiology, USA
LEAD_AUTHOR
Pouya
Biyabani
biabani.pouya@gmail.com
2
Ph.D. Candidate, Department of Physical Education, Central Tehran Branch, Islamic Azad University, Tehran, Iran
AUTHOR
Fatemeh
Karimi Asl
fatemehkarimiasl70@gmail.com
3
M.Sc., Department of Physical Education, Learning and Motor Control, University of Tabriz, Tabriz, Iran
AUTHOR
Sedigheh
Khajeaflaton Mofrad
s.khajeaflaton@ymail.com
4
Ph. D. in Psysical Education, Department of Physical Education, Farhangian University, Gorgan, Iran.
AUTHOR
Abdoshahi, M., Gholami A., Naeimikia, M. (2022). Relationships between Autonomy Support with Intrinsic Motivation, Anxiety, and Intention to Physical Activity in Children. International Journal of Pediatrics, 10(3), 15623-15629. https://ijp.mums.ac.ir/article_19651.html#:~:text=10.22038/IJP.2022.63021.4810
1
Afsanepurak, S.A., Bahram, A., Dana, A., Abdi. J. (2012). The Effect of Self-talk and Mental Imagery on Self-efficacy in Throwing Darts in Adolescents. International Research Journal of Applied and Basic Sciences. 3 (3), 594-600. https://www.researchgate.net/publication/352993269_The_Effect_of_Self-talk_and_Mental_Imagery_on_Self-efficacy_in_Throwing_Darts_in_Adolescents
2
Avila, L. T. G., Chiviacowsky, S., Wulf, G., and Lewthwaite, R. (2012). Positive social-comparative feedback enhances motor learning in children. Psychology of Sport & Exercise. 13, 849–853.
3
Baniasadi, T., Namazizadeh, M., Sheikh, M. (2018). Attentional focus can affect sway in postural and supra-postural tasks in community-welling older adults. Annals of Applied Sport Science, 6(3), 31-37. https://10.29252/aassjournal.6.3.31
4
Baniasadi, T., Namazi Zadeh, M., Sheikh, M. (2019). The effects of balance training and focus of attention on sway in postural and supra-postural tasks in the elderly population. Motor Behavior, 11(36), 89-104. https://mbj.ssrc.ac.ir/article_1506.html?lang=en
5
Baniasadi, T., Soltan Ahmadi, T., Khajeaflaton Mofrad, S., ShafaeianFard, F. (2022). The Effect of Observing Video and Point-Light Models on Learning a Basketball Shot in Adolescents with Autism. Journal of Humanities Insights, 6(1), 42-46. http://www.jhumanities.net/article_144283_efb7c32f3ba6a560608258a696f06c9f.pdf
6
Baniasadi, T., Soltan Ahmadi, T., Khajeaflaton Mofrad, S., ShafaeianFard, F. (2022). The Effect of Instructional and Motivational Self-Talk on Learning a Basketball Shot in Adolescents with Autism. Journal of Humanities Insights, 06(01), 47-51. http://www.jhumanities.net/article_144284.html
7
Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78, 40-47. https://10.1080/02701367.2007.10599402
8
Chiviacowsky, S., Wulf, G., Wally, R., & Borges, T. (2009). KR after good trials enhances learning in older adults. Research Quarterly for Exercise and Sport, 80, 663-668. https://www.tandfonline.com/doi/abs/10.1080/02701367.2009.10599606?journalCode=urqe20
9
Eskandarnejad, M., Mobayen, F., Dana, A. (2015). The effect of basketball training on ADHD children's learning skills. Research Journal of Sport Sciences, 3(6), 163-167. https://www.researchgate.net/profile/Amir-Dana-3/publication/352995852_The_Effect_of_Virtual_Reality_Exercises_on_Dynamic_Balance_of_Children_with_Developmental_Coordination_Disorder/links/60e31677a6fdccb745075d0c/The-Effect-of-Virtual-Reality-Exercises-on-Dynamic-Balance-of-Children-with-Developmental-Coordination-Disorder.pdf
10
Dana, A., Hamzeh Sabzi, A., and Gozalzadeh, A. (2017). The Structural Relationships of Coaching Efficacy, Players' Self-Efficacy, and Collective Efficacy in Female Professional Basketball Teams. Journal of Sport Psychology Studies, 5(18), 111-128. https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=605114
11
Dana, A., Rafiee, S., Soltan Ahmadi, T., Sabzi, A. (2018). The Effect of Education Based on the Developmental Physical Education on Students’ Attention-Deficit/Hyperactivity Disorder. Motor Behavior, 10(32), 17-34. https://dx.doi.org/10.22089/mbj.2018.3682.1446
12
Farhangnia, S., Hassanzadeh, R., Ghorbani, S. (2020). Handwriting Performance of Children with Attention Deficit Hyperactivity Disorder: The Role of Visual-Motor Integration. International Journal of Pediatrics, 8(11), 12317-12326. https://10.22038/ijp.2020.47633.3857
13
Ghorbani, S., & Bund, A. (2014). Acquisition a Baseball-pitch by observation: Which information is extracted? American Journal of Sport Science & Medicine, 2(6A), 18-21. http://pubs.sciepub.com/ajssm/2/6A/5/index.html
14
Ghorbani, S., & Bund, A. (2020). Motivational effects of enhanced expectancies for motor learning in individuals with high and low self-efficacy. Perceptual & Motor Skills, 127(1), 263-274. https://doi.org/10.1177%2F0031512519892390
15
Ghorbani, S., Dana, A., & Christodoulides, E. (2020). Effects of external focus of attention on learning static balance among girls with ADHD. Biomedical Human Kinetics, 12(1), 69-74. https://doi.org/10.2478/bhk-2020-0009
16
Ghorbani, S., Ghanati, P., Dana, A., Salehian, M. (2020). The Effects of Autonomy Support on Observational Motor Learning. Iranian Journal of Learning & Memory, 3(11), 77-87. https://dx.doi.org/10.22034/iepa.2021.242953.1195
17
Kordi, H., Sohrabi, M., Saberi Kakhki, A., Attarzadeh, H., S. Gholami, A.(2017) The Effect of Frequency of Verbal Feedback on Motor Performance and Learning in Children with Developmental Coordination Disorder, The Scientific Journal of Rehabilitation Medicine,7, 69.
18
Lewthwaite, R., and Wulf, G. (2010). Social-comparative feedback affects motor skill learning. The Quarterly Journal of Experimental Psychology. 63, 738–749. https://doi.org/10.1080%2F17470210903111839
19
Mokhtari, P., Shojaei, M., & Dana, A. (2007). The effect of observational practice on the Badminton volley service learning: The role of self-efficacy. Harakat, 32, 117-131. https://journals.ut.ac.ir/pdf_18673_a98a18c429db44e8a46099e00009f9f6.html
20
Seyedi Asl, S. T., Bakhtiari, M., Raufi, A., Yousefi, V., Poursalman, M., & Ahmadi, S. M. (2013). Happiness and related factors in infertile women. International Journal of Advanced Studies in Humanities and Social Science, 1(3), 177-185. http://www.ijashss.com/article_83366.html
21
Wulf, G., Chiviacowsky, S., & Cardozo, P. (2014). Additive benefits of autonomy support and enhanced expectancies for motor learning. Human Movement Science, 37, 12-20. https://10.1016/j.humov.2014.06.004
22
Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: the OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23, 1382-1414. https://doi.org/10.3758/s13423-015-0999-9
23
Wulf, G., Lewthwaite, R., Cardozo, P., & Chiviacowsky, S. (2017). Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning. Quarterly Journal of Experimental Psychology, 71, 824-834. https://doi.org/10.1080/17470218.2016.1276204
24
ORIGINAL_ARTICLE
Socio-political Perfectionism: A Cross-cultural Study
The present study, as an interdisciplinary research between sociology and psychology, aimed to construct a scale for socio-political perfectionism and compare perfectionism among the 18 to 35-year-old Iranian students living in Iran (155 persons) and those residing Germany and Canada (105 persons). Regarding this, the sample (360 persons) was selected through convenience sampling and data were collected online using Google Drive. Additionally, positive and negative perfectionism scale and attitude measurement question about the severity of social issues, as well as the scale of socio-political perfectionism, were used as the instruments. The scale related to socio-political perfectionism was obtained by using the factor analysis having a 12-item factor, and applied in the present study for the first time. The validity and reliability of the scale were determined as optimum. The results were explained by psychological and sociological researches and theories by representing the effectiveness of cultural differences in the socio-political perfectionism.
https://modernpsy.rahman.ac.ir/article_148659_9144388e1356ae8af94749810df85ca0.pdf
2021-10-01
9
21
10.22034/jmp.2022.324954.1026
Intercultural Study
Positive and negative perfectionism
Socio-political perfectionism
Yadola
Zargar
y.zargar@hmu.ac.ir
1
Associate Professor, Department of Counseling, School of Humanities, Hazrat-e Masoumeh University, Qom, Iran
LEAD_AUTHOR
Fatemeh
Sarami
fa.sarami@gmail.com
2
Sociologist, PNU lecturer
AUTHOR
Allison, H. (2004). Kant’s transcendental Idialism: an interpretation and defense (second). Yale university.
1
Arneson, R. J. (2000). Perfectionism and politics. Ethics, 111(1), 37–63. https://doi.org/10.1086/233418
2
Besharat, M. . (2005). An Investigation of the Relationship Between Perfectionism and Self - Esteem in Pre-College Students. , Developmental Pscychology, 1(1), 20-30. http://jip.azad.ac.ir/article_512459.html?lang=en
3
Besharat, M. A. (2019). Development and validation of Spiritual/Religious Perfectionism Scale: A preliminary Study. Frooyesh, 7(12), 399–415. http://ensani.ir/file/download/article/1557899693-9974-97-202.pdf
4
Coser, L. & Rosenberg, B. (1969). Sociological theory: A book of readings. Macmillan.
5
Craiovan, P. M. (2014). Correlations between Perfectionism, Stress, Psychopathological Symptoms and Burnout in the Medical Field. Procedia - Social and Behavioral Sciences, 127, 529–533. https://doi.org/10.1016/j.sbspro.2014.03.304
6
Curran, T. & Hill, A. P. (2017). Perfectionism is increasing overtime: A meta-analysis of birth cohort differnces from 1989 to 2016. Pychological Bulletin, 1–21.
7
Curran, T., & Hill, A. P. (2019). Perfectionism is increasing over time: A meta-analysis of birth cohort differences from 1989 to 2016. Psychological Bulletin, 145(4), 410–429. https://doi.org/10.1037/bul0000138
8
Dunn, J. G., Dunn, J. C., Gotwals, J. K., Vallance, J. K., Craft, J. M., & Syrotuik, D. G. (2006). Establishing construct validity evidence for the Sport Multidimensional Perfectionism Scale. Psychology of Sport and Exercise, 7(1), 57-79. https://doi.org/10.1016/j.psychsport.2005.04.003
9
Faizollahi, A., Moiedfar, S. and Danesh, P. (2018). Application of institutional Anomie Theory in Iran. Cultural-Social Development Study, 6(3), 163–188. http://journals.sabz.ac.ir/scds/article-1-627-en.html
10
Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449–468. https://psycnet.apa.org/doi/10.1007/BF01172967
11
Malik, S., & Ghayas, S. (2016). Construction and validation of Academic Perfectionism Scale: Its psychometric properties. Pakistan Journal of Psychological Research, 31(1), 293–310. https://psycnet.apa.org/record/2017-03286-015
12
Harris M. & Creek, W. (1999). Theories of culture in postmodern times. Altamira.
13
Hewitt, Paul L., Flett, Gl. & Mikail, S. F. (2017). Perfectionism: A relational approach to conceptualization, assessment and treatment. Guilford.
14
Hewitt, P. L., & Flett, G. L. (1991). Multidimensional Perfectionism Scale. PsycTESTS. https://doi.org/10.1037/t04592-000; Sample; Full text; 999904592_sample_001.pdf
15
Hill, A. P., Appleton, P. R., & Mallinson, S. H. (2016). Development and Initial Validation of the Performance Perfectionism Scale for Sport (PPS-S). Journal of Psychoeducational Assessment, 34(7), 653–669. https://doi.org/10.1177/0734282916651354
16
Livazović, G. & Kuzmanović, K (2022). Predicting adolescent perfectionism: The role of socio-demographic traits, personal relationships, and media. World Journal of Clinical Cases,10(1): 189–204. https://dx.doi.org/10.12998%2Fwjcc.v10.i1.189
17
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion and motivation. Psychological Review, 98(2), 224–253. https://psycnet.apa.org/doi/10.1037/0033-295X.98.2.224
18
Markus, H. R., & Kitayama, S. (2010). Cultures and selves: A cycle of mutual constitution. Perspectives on Psychological Science, 5(4), 420–430. https://doi.org/10.1177/1745691610375557
19
Merton, R. K. (1968). Social theory and social structure. New York:The Free press.
20
Moloodi, R., Pourshahbaz, A., Mohammadkhani, P. , Fata, L. & Ghaderi, A. (2021). Two-factor higher-order model of perfectionism in Iranian general and clinical samples. BMC Psychology, 9(1), 30. https://doi.org/10.1186/s40359-021-00529-2
21
Popper, K. (1963). Plato as enemy of the open society, plato: Totalitarian or democrat? (L. & T. Thomas (ed.)). prentic hall.
22
Rafipoor, F. (2008). Modernization and conflict: An attepmt toward the analysis. Tehran: Entesharco. press.
23
Seeman, M. (1959). On the meaning of alienation. American Sociological Review, 24(6), 783–701. http://dx.doi.org/10.2307/2088565
24
Sherry, Simon B. , Mackinnon, S. P. & Gautreau, C. G. (2015). Perfectionism, health and well-being. Springer US.
25
Shweder, R. A & Bourne, E. J. (1984). Does the concept of the person vary cross-culturally? Cambridge: Cambridge university.
26
Shweder, R. A. (2003). Why do men barbecue?: Recipes for cultural psychology. Cambridge, Mass: Harvard university.
27
Smith, M. M., Saklofske, D. H., Stoeber, J., & Sherry, S. B. (2016). The Big Three Perfectionism Scale: A New Measure of Perfectionism. Journal of Psychoeducational Assessment, 34(7), 670–687. https://doi.org/10.1177/0734282916651539
28
Terry-Short, L.A., Owens, R.G., Slade, P.D. & Dewey, M. E. (1995). Positive and negative perfectionism. Personality and Individual Differences, 18(5), 663–668. https://psycnet.apa.org/doi/10.1016/0191-8869(94)00192-U
29
Uebersax. (2013). What is materialism? What is idealism? California:caledreform.
30
Wall, S. (1998). Liberalism, perfectionism and restraint. Cambridge university.
31
Wu, D., Yu, L., Yang, T., Cottrell, R., Peng, S., Guo, W., & Jiang, S. (2020). The Impacts of Uncertainty Stress on Mental Disorders of Chinese College Students: Evidence From a Nationwide Study. Frontiers in Psychology, 11, 1–9. https://doi.org/10.3389/fpsyg.2020.00243
32
Yang, H., & Stoeber, J. (2012). The physical appearance perfectionism scale: Development and preliminary validation. Journal of Psychopathology and Behavioral Assessment, 34(1), 69–83. https://doi.org/10.1007/s10862-011-9260-7
33
ORIGINAL_ARTICLE
Comparison of Mental Health in Students with Problematic Use of Mobile Phones and Normal Students
The mobile phone by its entering to human’ life, has caused extensive changes, but sometimes cause problems as well. It seems that people who use the mobile phone in a problematic way are vulnerable to psychological damage. According to existing research, the purpose of this study was to compare the general health of students with problematic use of mobile phones and normal users. In this cross-sectional study, the study population was all students of Ardebil universities in 2013, out of which 116 were recruited using convenience sampling method. For collecting data, the Cell-Phone Over-Use Scale (COS) and General Health Questionnaire (GHQ) were used. Data were analyzed using SPSS16 software.There was a positive and significant relationship between problematic use of mobile phones and general health (p<0.01). Also, there was a significant difference between two groups of problematic users and normal users of mobile phones in terms of general health (p<0.01). According to the results, students with problematic use of mobile phones have a lower general health level. Therefore, interventions to improve their health and reduce their problematic use of mobile phones should be considered.
https://modernpsy.rahman.ac.ir/article_146615_0bc92356e8fe122aed11788198236c71.pdf
2021-10-01
22
29
10.22034/jmp.2022.333922.1033
General health
Mobile Phone
Problematic use of mobile phones
Tayebeh
Khayatan
t.khayatan@gmail.com
1
M. A. in Rehabilitation Counseling, Department of Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
AUTHOR
SeyedTeymur
SeyediAsl
seyedteymurseyediasl147@gmail.com
2
Ph.D. in Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
AUTHOR
Amir
Nazari Anamagh
amirnazarianamagh@gmail.com
3
M. A., Islamic Azad University, Tabriz Branch, Tabriz, Iran
AUTHOR
Hossein
Sadeghi Mollamahaleh
hossein.torar@gmail.com
4
M. A. in Clinical Psychology, 22 Bahman Hospital, Qazvin University of Medical Sciences, Qazvin, Iran
AUTHOR
Hamed
Minaee
hamedminaee50@yahoo.com
5
M. A. in Educational Management, Department of Department of Educational Sciences, Faculty of Human Sciences, Urmia University, Iran
AUTHOR
Alireza
Nazari Anamagh
alirizanezeri@gmail.com
6
Ph.D. in Counceling, Department of Counseling, School of Psychology & Training Sciences, Allameh Tabatabai University, Tehran, Iran.
LEAD_AUTHOR
Abaspour, P., Ahmadi, S., Ahmadi, S. M., & Seyedi, A. S. T. (2014). The Role Of Attachment Styles And Perfectionism In Predicting Of Students'mental Health. Journal Of Clinical Research In Paramedical Sciences, 3(3), 160-168. https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=497976
1
Agarwal, A., Deepinder, F., Sharma, R. K., Ranga, G., & Li, J. (2008). Effect of cell phone usage on semen analysis in men attending infertility clinic: an observational study. Fertility and sterility, 89(1), 124-128. https://doi.org/10.1016/j.fertnstert.2007.01.166
2
Babran, S., & Akhavan Tabatabaee, M. S. (2011). Study The Role And Impacts Of Using Cell Phones On High Schoolgirls. Communication Culture, 1(1), 95-118. https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=220305
3
Bakhsipoor, M. (2017). Total mobile phone statistics in the country and its penetration rate. Retrieved from https://www.mehrnews.com
4
Beranuy, M., Oberst, U., Carbonell, X., & Chamarro, A. (2009). Problematic Internet and mobile phone use and clinical symptoms in college students: The role of emotional intelligence. Computers in human behavior, 25(5), 1182-1187. https://doi.org/10.1016/j.chb.2009.03.001
5
Ebrahimi, A. E., Moulavi, H., Mousavi, S. G., Bornamanesh, A., & Yaghoubi, M. (2007). Psychometric Properties And Factor Structure Of General Health Questionnaire 28 (Ghq-28) In Iranian Psychiatric Patients. Journal of Research in Behavioral Sciences, 5(1), 5-12. https://www.sid.ir/en/journal/ViewPaper.aspx?id=137525
6
Golmohammadian, M., & Yassimnejad, P. (2011). Standardization, validity and reliability of the COS mobile phone usage scale in students. New findings in psychology, 6(19), 37-52. https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=246084
7
Ha, J. H., Chin, B., Park, D.-H., Ryu, S.-H., & Yu, J. (2008). Characteristics of excessive cellular phone use in Korean adolescents. CyberPsychology & Behavior, 11(6), 783-784. https://doi.org/10.1089/cpb.2008.0096
8
Hardell, L., Carlberg, M., & Mild, K. H. (2006). Pooled analysis of two case–control studies on use of cellular and cordless telephones and the risk for malignant brain tumours diagnosed in 1997–2003. International archives of occupational and environmental health, 79(8), 630-639. https://doi.org/10.1007/s00420-006-0088-5
9
Jenaro, C., Flores, N., Gómez-Vela, M., González-Gil, F., & Caballo, C. (2007). Problematic internet and cell-phone use: Psychological, behavioral, and health correlates. Addiction research & theory, 15(3), 309-320. https://doi.org/10.1080/16066350701350247
10
Khurana, V. G., Teo, C., Kundi, M., Hardell, L., & Carlberg, M. (2009). Cell phones and brain tumors: a review including the long-term epidemiologic data. Surgical neurology, 72(3), 205-214. https://doi.org/10.1016/j.surneu.2009.01.019
11
Molina, J., Andrade-Rosa, C., González-Parra, S., Blasco-Fontecilla, H., Real, M., & Pintor, C. (2006). The factor structure of the General Health Questionnaire (GHQ): a scaled version for general practice in Spain. European Psychiatry, 21(7), 478-486. https://doi.org/10.1016/j.eurpsy.2006.03.002
12
Morahan-Martin, J., & Schumacher, P. (2003). Loneliness and social uses of the Internet. Computers in human behavior, 19(6), 659-671. https://doi.org/10.1016/S0747-5632(03)00040-2
13
Naderi, F., & Haghshenas, F. (2009). The relationship between impulsivity, loneliness and the mobile phone usage rate in male and female students of Ahvaz Islamic Azad University. New findings in psychology, 4(12), 111-121. https://www.sid.ir/en/journal/ViewPaper.aspx?id=194066
14
Noobakhsh, M., Hashem Nejad, F., & Zadishpour, V. (2009). Investigating the Internet and Mobile Effects on Identity Change of Young People 15-29 Years Old in Mazandaran Province. Sociology of Youth Studies, 1(1), 145-170. https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=184147
15
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2003). Synopsis of psychiatry: behavioral sciences. Clinical psychiatry, 9, 632.
16
Shayegh, S. (2009). On the relationship between internet addiction and personality traits in adolescents in Tehran. Journal of Fundamentals of Mental Health, 11(42), 149-158. https://jfmh.mums.ac.ir/article_1637.html?lang=en
17
Thomée, S., Härenstam, A., & Hagberg, M. (2011). Mobile phone use and stress, sleep disturbances, and symptoms of depression among young adults-a prospective cohort study. BMC public health, 11(1), 66. https://doi.org/10.1186/1471-2458-11-66
18
Yang, S. C., & Tung, C.-J. (2007). Comparison of Internet addicts and non-addicts in Taiwanese high school. Computers in human behavior, 23(1), 79-96. https://doi.org/10.1016/j.chb.2004.03.037
19
Yang, Y.-S., Yen, J.-Y., Ko, C.-H., Cheng, C.-P., & Yen, C.-F. (2010). The association between problematic cellular phone use and risky behaviors and low self-esteem among Taiwanese adolescents. BMC public health, 10(1), 217. https://doi.org/10.1186/1471-2458-10-217
20
Yassiminejad, P., Golmohammadian, M., & Yousefi, N. (2012). The Relationship etween Public Health and Excessive Use of Mobile Phones in Students. Knowledge and Research in Applied Psychology, 13(1), 60-73. http://jsr-p.khuisf.ac.ir/article_533817.html?lang=en
21
Yen, C.-F., Tang, T.-C., Yen, J.-Y., Lin, H.-C., Huang, C.-F., Liu, S.-C., & Ko, C.-H. (2009). Symptoms of problematic cellular phone use, functional impairment and its association with depression among adolescents in Southern Taiwan. Journal of adolescence, 32(4), 863-873. https://doi.org/10.1016/j.adolescence.2008.10.006
22
Young, K. S., & De Abreu, C. N. (2010). Internet addiction: A handbook and guide to evaluation and treatment: John Wiley & Sons. https://www.wiley.com/en-us/Internet+Addiction%3A+A+Handbook+and+Guide+to+Evaluation+and+Treatment-p-9780470551165#download-product-flyer
23
ORIGINAL_ARTICLE
Predicting self-efficacy, Creativity and Social Skills based on the Components of Online Games Addiction
The aim of this study was to investigate the relationship between online game addiction and self-efficacy, creativity and social skills. The statistical population included all female high school students in Rudsar who were studying in 2020-2021. From this community, 150 people were selected by convenience sampling method. Data collection tools included the Online Game Addiction Questionnaire, Self-Efficacy Questionnaire, the Creativity Questionnaire, and the Social Skills Questionnaire. In this study, Pearson correlation coefficient and multiple regression and SPSS-22 software were used for data analysis. The results of the analysis showed that the components of online game addiction (academic and occupational performance problems and social and mood problems) were able to achieve 48.8% of the variance of self-efficacy, 43.3% of the variance of creativity and 27.4% of the variance of skills Predict students' social (p˂0.05). Therefore, the results of this study show the importance of paying attention to online game addiction in students and its prevention can be associated with positive psychological variables.
https://modernpsy.rahman.ac.ir/article_150205_653c39ecfc29384b6a149f26accade86.pdf
2021-10-01
30
43
10.22034/jmp.2022.322677.1022
Addiction to online games
creativity
self-efficacy
social skills
Zahra
Sadeghnia Salakgani
zahar.sadeghnia56@gmail.com
1
M. A. in General Psychology, Psychology Department, Rahman Institute of Higher Education
AUTHOR
Masoume
Maleki Pirbazari
maleki.m@rahman.ac.ir
2
Assistant Professor, Psychology Department, Rahman Institute of Higher Education
LEAD_AUTHOR
Fatemeh
Ashournejad
f.ashour347@yahoo.com
3
University Lecturer, Psychology Department, Rahman Institute of Higher Education
AUTHOR
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37
ORIGINAL_ARTICLE
Comparison of the Effectiveness of Face-to-face and Internet-based Cognitive-Behavioral Therapy on Cognitive Distortions and Emotion Regulation in Adolescents with Social Anxiety Disorder
People with social anxiety face barriers to treatment under the pretext of avoiding interaction and the discomfort of self-disclosure. Using remote health services may be an alternative, but there is no research evidence on the effectiveness of Internet-based methods in social anxiety.Therefore, this study aimed to compare the effectiveness of face-to-face and Internet-based cognitive-behavioral therapy on cognitive distortions and emotion regulation in adolescents with social anxiety.The present study was a field experiment. A total of 51 adolescents with social anxiety disorder were selected by cluster sampling method and randomly assigned to three face-to-face, Internet-based, and control therapy groups. Three groups were interviewed at the beginning and end of the study and answered the social anxiety screening questionnaire (SASA) Levpušček & Videc (2008 ), cognitive distortion questionnaire (CDQ) Beck and Wismann(1978), and emotion regulation questionnaire (ERQ) Jojn and Gross(2003).The two experimental groups underwent therapeutic intervention during ten weekly sessions.The results of ANKOVA analysis showed that both forms of intervention effectively reduced cognitive distortions, improved emotion regulation, and reduced symptoms of social anxiety.Also, the results of MANKOVA analysis showed that in the components of the need to please others and repression, face-to-face intervention only was effective.None of the intervention methods significantly affected the two components of success and perfectionism. In general, in all variables, the impact of the face-to-face intervention was greater than the Internet-based intervention.These results can support the use of Internet-based cognitive-behavioral therapy for adolescents with social anxiety disorder who, due to circumstances, are unable to benefit from face-to-face treatment
https://modernpsy.rahman.ac.ir/article_150938_a3b18c5b451831bb64a451955890cbf5.pdf
2021-10-01
44
65
10.22034/jmp.2022.340848.1035
Cognitive distortions
cognitive-behavioral therapy
emotion regulation
social anxiety disorder
Hanieh
Goodarzi
haniehgoodarzi75@gmail.com
1
M. A. in Clinical Child and Adolescent Psychology, Department of Psychology, Faculty of Humanities, Institute of Higher Education Roshdiyeh, Tabriz, Iran
LEAD_AUTHOR
Sedigheh
Jafari
jafari.nazanin@yahoo.com
2
Assistant Professor, Department of Psychology, Faculty of Humanities, Institute of Higher Education Roshdiyeh, Tabriz, Iran.
AUTHOR
Tohid
Moradi Shaykhjan
tohid294m@gmail.com
3
Assistant Professor, Department of Psychology, Faculty of Humanities, Institute of Higher Education Roshdiyeh, Tabriz, Iran.
AUTHOR
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2
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3
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ORIGINAL_ARTICLE
Comparing the Effectiveness of Bowen Systematic and Solution-Focused Counseling on Reducing the Divorce Risk, Burnout and Marital Discord among Discordant Females
The purpose of this research is to study discordant females regarding the comparison of the effectiveness of Bowen systematic and solution-focused counseling on reducing the risk of divorce, burnout and marital discord. The reseach design is quasi-experimental employing multiple groups pretest-posttest. The participants consisted of all women attending in Justice Depertment of Ardabil for divorce in 2016. The participants included 45 discordant women (divorce applicants) who were selected through convenience sampling method and were assigned to three groups (two experimental groups and one control group). The marital burnout questionnaire, marital instability index (MII), and Beier-Sternberg discord questionnaire (DQ) were used for data collection. Bowen systematic counseling and solution-focused counselig were provided for experimental groups in 7 sessions of an hour and a half each. Whereas, the control group did not receive any intervention. The results of the analysis of variance and Duncan's post hoc test showed that solution-focused counseling was more effective than Bowen systematic method in reducing divorce risk, burnout, and marital discord (p < 0.05). These results can be a strong for applying the priority of solution-focused counseling method to reduce the risk of divorce, burnout and marital discord among discordant women, thereby preventing family breakdown; this method can also be used to prevent marital conflicts.
https://modernpsy.rahman.ac.ir/article_147589_50fb7ff6092da604028ebd6aa2e9b03e.pdf
2021-10-01
66
81
10.22034/jmp.2022.330457.1028
Bowen systematic counseling
Divorce risk, Marital burnout, Solution-focused counseling
Arezoo
Mojarrad
arezoomojarrad@yahoo.com
1
Ph.D Candidate in General Psychology, Department of Counseling, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
LEAD_AUTHOR
Hosein
Ghamarigivi
h_gamari@yahoo.com
2
Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
AUTHOR
Ahmadreza
Kiani
ahmadrezakianii@yahoo.com
3
Associate Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
AUTHOR
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