پژوهش‌های کاربردی روانشناختی دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی فصل‌نامه پژوهش‌های کاربردی روانشناختی 2251-8126 دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی 115 10.22059/japr.2017.63704 مقاله پژوهشی مقایسه اثربخشی مدل شناختی- رفتاری مارلات و معنادرمانی بر کاهش ولع و پیشگیری از بازگشت زنان وابسته به مواد نیکنام ماندانا استادیار گروه مشاوره دانشگاه خاتم مداحی محمدابراهیم استادیار گروه روانشناسی. دانشکده علوم انسانی دانشگاه شاهد شفیع آبادی عبداله استاد گروه مشاوره. دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبایی 23 08 2017 8 2 1 15 05 05 2017 06 08 2017 Copyright © 2017, دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی. 2017 https://japr.ut.ac.ir/article_63704.html

هدف از پژوهش حاضر مقایسه تاثیر درمان شناختی- رفتاری مارلات و معنادرمانی بر پیشگیری از بازگشت و کاهش ولع زنان وابسته به مواد بود. در یک پژوهش نیمه آزمایشی 45 زن مصرف کننده مواد که دوره سم­زدایی را با موفقیت در مرکز درمان اجتماع­مدار بانوان تهران به پایان رسانده بودند، با روش نمونه­گیری در دسترس انتخاب شدند و در دو گروه آزمایشی (15 نفر در هر گروه) و یک گواه (15 نفر) تقسیم شدند. گروه آزمایشی شناختی رفتاری به مدت 12 هفته و گروه آزمایشی معنادرمانی به مدت 10 هفته تحت درمان قرار گرفتند. گروه گواه در طول این مدت درمانی دریافت نکردند. آزمودنی­ها توسط مقیاس پیشگیری از بازگشت گورسکی (1989) و مقیاس کاهش ولع فرانکن و همکاران (2002) و نیز آزمایش ادرار ارزیابی شدند. نتایج تجزیه و تحلیل کواریانس تک­متغیری و چند­متغیری نشان دادکه تفاوت معناداری بین دو گروه آزمایش در ولع مصرف و بازگشت به مواد در مرحله پس آزمون وجود دارد، ولی در مرحله پیگیری اثربخشی معنا­درمانی ماندگار نبود. همچنین نتایج آزمون خی دو نشان داد که تفاوت معناداری در فراوانی بازگشت وجود دارد. نتایج نشان داد که درمان شناختی­-­­ رفتاری مارلات و معنادرمانی در کاهش ولع مصرف و پیشگیری از بازگشت زنان معتاد موثر است.

 مدل شناختی‌- رفتاری مارلات معنادرمانی پیشگیری از بازگشت ولع مصرف وابستگی به مواد Asadi, A (2003). The efectivness of attending in narcotics anonymous (NA) groups on relaps prevention in self introducing sustancedependants in Behzistidependant camps in Esfahan. MA thesis, Khorasganazad University. (Persian). Blodgett, J., Maisel, N.,Fuh, I.,Wilbourne, P.,& Finney, J. (2014) How effective is continuing care for substance use disorders? A Meta - analytic review. Journal of Substance Abuse Treatment, 46(2): 87–97. Breitbart, W., Gibson, C. H., Poppito, S. N., & Berg, A. (2004).Psychotherapeuticinterventions at the end of life, Journal of Personality and SocialPsychology.34(4),p.122-130. Cho, S. (2008). Effects of logo-autobiography program on meaning in life and mental health in the wives of alcoholics. Asian nursing research, 2(2).129-139. Eskandari, H.,Sohrabi, F.,Delavar, Ali.,&Heshmati, R. (2012). Effectiveness of coping skills training in relapse prevention and resiliency enhancement in people with substance dependency. Procedia - Social and Behavioral Sciences, 5, 1376–1380. Esmaily, E., Tabatabaee, M. &Afrooz, GH. (2015). Effectiveness of mindfulness-based cognitive-behavioral therapy on cognitive - emotion regulation and attentional control among addicted individuals. Applied Psychological Research, (6)1, 211-241. FarshadBahari, (2009). Addiction: counselling and treatment (guide for behaviour change among addicts, Tehran: danjeh Press. (Persian). Fife, B.L. (1995). The measurement of meaning in illness. Social Science & Medicine, 40(8), 1021-1028. Franken, I. H., Hendricks, V.M. Van den Brink, W. (2002). Initial validation of two opiate craving questionnaires the Obsessive Compulsives Drug Use Scale and Desires for Drug Questionnaire. Addiction Behaviors, 27, 675- 685. Ghorbani, M. (2008). Relapse Prevention: An Overview of Marlatts Cognitive- Behavioral Model. Research on Addiction, 7(2), 91-114. (Persian). Gorski, T. T., (1989). Passages through Recovery. Center City, MN: Hazelden Press. Grow J.C., Collins S.E., Harrop E.N., &Marlatt G.A. (2015). Enactment of home practice following mindfulness-based relapse prevention and its association with substance-use outcomes. Addictive Behaviors, 40: 16–20 Harris A.H. (2015). A qualitative study on the introduction of mindfulness based relapse prevention (MBRP) into a therapeutic community for substance abusers. Therapeutic Communities: The International, Journal of Therapeutic Communities, 36(2):111 – 123. Hides, L., Carroll, S., Catania, L., Cotton, S.M., Baker, A., Scaffidi, A., &Lubman, D.I., (2010). Outcomes of an integrated cognitive behaviour therapy (CBT) treatment program for co-occurring depression and substance misuse in young people. Journal of Affective Disorders. 121, 169–174. Hossenian, S. Niknam, M. (2011). The effect of cognitive behavioral training (CBT) on perfectionism in a non-clinical Population. Applied Psychological Research. 1(2), 13-28. Jacobsen, B. (2008). Intervention to existential psychology: A psychology for the uniquehuman being and itsapplication in therapy. England: wiely. Kaldavi, A., Borjali, A. Falsafinejad, M.R. &Sohrabi, F. (2012). The effectiveness of "Mindfulness Based Relapse Prevention (MBRP)" Model in relapse prevention and motivation in subjects with opiate substance dependency, Journal of clinical Psychology, 4 (12). 69-79. (Persian). KhodayariFard, M., Hejazi, E. &Hoseininezhad, N. (2015). The effectiveness of Acceptance and commitment consultation (ACT) on self-efficacy and marital satisfaction substance using married women with children. Applied Psychological Research. 6(2),61-75 Krentzman, A.R., Pagano, M.E., Bradley, J.C, Battle, D., Andrade, F.H., Delva, J., & Robinson, E.A.R. (2012). "The Role of Religiousness on Substance-Use Disorder Treatment Outcomes: A Comparison between Black and White Adolescents. Journal of the Society for Social Work and Research3, 104-128 Lee. C.H. (2006). Effects of Logotherapy with exercise onMeaning of life, ego integrity and ADL in the elderly. TeahankanhoHakhoe chi. Vol 36, No 5. 701 – 709. Marlatt, G. A., Gordon, J. R. (1985). Relapse prevention: Maintenance strategies in the treatment of addictive behaviors. New York: Guilford. Martin, Rosemarie A. MacKinnon, Selene. Johnson, Jennifer. Rohsenow, Damaris J.(2011). Purpose in life predicts reatment outcome among adult cocaine abusers intreatment. Journal of Substance Abuse Treatment, 40(2), 183-188. Mascaro, Nathan. Rosen, David H. Morey, Leslie C. (2004). The development, construct validity, and clinical utility of the spiritual meaning scale. Personality and Individual Differences .37(4).845-860. McGovern, M.P., Lambert-Harris, C., Acquilano, S., Xie, H., Alterman, A.I., & Weiss, R.D., (2009)” A cognitive behavioral therapy for co-occurring substance use and posttraumatic stress disorders” Addictive Behaviors. 34, 892–897 McHugh, R.K., Hearon, B.A., & Otto, M.W. (2010). Cognitive-Behavioral Therapy for Substance Use Disorders. The Psychiatric Clinics of North America. 33(3): 511. Mohammadi, f (2010). Event related potentials (ERPs) in heroin dependants confronting infusing pictures of craving before and after psychological coping skills training. MA thesis, Tehran University Nagata, K. (2003). A study of Logotherapy for clinic low backpain patient. Psychiatry. Vol 105. Parhami, I., Davtian, M., Collard, M., Lopez, J., & Fong, T.W., (2013). A Preliminary 6-Month Prospective Study Examining Selfreported Religious Preference, Religiosity/Spirituality, and Retention at a Jewish Residential Treatment Center for substance-related disorders. Journal of Behavioral Health Service and Research. 41(3): 390-401 pourebrahim, T. Rasoli. R. (2008). Effects of Group Logotherapy on decreasing Depression and Increasing Meaning in life on older adult’s resident in Sanatorium. Journal of Applied Psychology, 4(8), 673-685. (Persian). Puffer, E.S., Skalski, L.M., & Meade, C.S. (2012). Changes in Religious Coping and Relapse to Drug Use among Opioid-Dependent Patients Following Inpatient Detoxification. Journal of Religious Health. 51(4): 1226–1238. Raesian, A. S., Golzari, M., &Borjali , A. Effectiveness of Hope Therapy on Reducing Depressive Symptoms and Preventing of Relapse in Cure-Seeker Women with Dependency to Narcotic Drugs. (2011). Research on Addiction, (5)17, 21-40. (Persian). Ramo, D.E., Myers, M.G., Brown, S.A. (2007). Relapse Prevention for Adolescent Substance Abuse: Overview and Case Examples. In K. Witkiewitz and G. Alan Marlatt (Eds.), Therapist’s Guide to Evidence-Based Relapse Prevention, (pg. 293-311). RezapourMirsaleh, Y. (2015). The Relationship between Belief in Manifestation of God in Marital Life and Marital Satisfaction: Investigate the Role of Religious Coping as a Mediator. Applied Psychological Research, 6(1), 173-192. Roozen, H.G. Waart, R.D. Windt, D., Brink, W., Yong, C. A. &Kerkbof, A. F. M. (2006). A systematic review of the effectiveness of nalterexone in the maintenance treatment of opioid and alcohol dependence. European Neuropsychopharmacology. 16, 311-323. Schulenberg, S.E., Hutzell, R.R., Nassif, C. &Rogina, J.M. (2008). Logotherapy for clinical practice psychotherapy. Theory/ Research/ Practice/ Training, 45(4), 447-463. ShafieeFard, Y., Besharat, M.A., BahramiEhsan, H. &Taheri, A. (2016). Effectiveness of Group Cognitive – Behavioral Therapy on Quality of Life, Depression, Anxiety and Stress among Patients with chronic pain. Applied Psychological Research. Sohrabi, F., Aazami, Y. &Dostian, Y. (2014). Comparison of Early Maladaptive Schemas and Dysfunctional Attitudes in Normal and Drug-Dependent Individuals. Applied Psychological Research. 5(1), 59-72. 6(5),107-122. Sulmasy, D. (2002). A Biopsychosocial-Spiritual Model for the Care of Patients at the End of Life. The Gerontologist 42 (3): 24-33. Walach, H., Nord, E., Dietz-Waschkowski, B., &Kersig, S. (2007). Mindfulness based stress reduction as a method for personnel development: A pilot evaluation. International Journal of Stress Management, 14(2), 188-198. Witkiewitz KA, Bowen SW, Donovan DM. (2011). Moderating effects of a craving intervention on the relation between negative mood and heavy drinking following treatment for alcohol dependence. J Consult Clinical Psychol, 79(1):54-63. Witkiewitz, K., Bowen, S., Douglas, H., & Hsu, S. (2013). Mindfulness-based relapse prevention for substance craving. Addictive Behaviors, 38(2):1563–1571 Witkiewitz, K., Greenfield, B.,, & Bowen, S. (2013). Mindfulness-based relapse prevention with racial and ethnic minority women. Addictive Behaviors, 38(12): 2821–2824.  _||_
پژوهش‌های کاربردی روانشناختی دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی فصل‌نامه پژوهش‌های کاربردی روانشناختی 2251-8126 دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی 115 10.22059/japr.2017.63705 مقاله پژوهشی مدل یابی علی پیشرفت تحصیلی دانش آموزان بر اساس اهداف پیشرفت و هیجان های تحصیلی صمدیه هادی کارشناس ارشد روانشناسی تربیتی.دانشکده روانشناسی و علوم تربیتی دانشگاه تهران لواسانی مسعود غلامعلی دانشیار دانشکده روانشناسی و علوم تربیتی. دانشگاه تهران خامسان احمد دانشیار دانشکده روانشناسی و علوم تربیتی. دانشگاه بیرجند 23 08 2017 8 2 17 34 01 11 2017 01 11 2017 Copyright © 2017, دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی. 2017 https://japr.ut.ac.ir/article_63705.html

هدف پژوهش حاضر ارائه مدل علی پیشرفت تحصیلی بر حسب اهداف پیشرفت و هیجان­های تحصیلی بود. جامعه آماری شامل تمامی دانش­آموزان پایه دوم دبیرستان شهر نیشابور بود.   نمونه­ای به حجم 416 نفر (198 دختر و 218 پسر)، با روش نمونه­گیری جند مرحله­ای انتخاب شدند. اطلاعات با استفاده از پرسشنامه هیجان­های تحصیلی (پکران و همکاران، 2005)، مقیاس الگوهای یادگیری سازگار (میگلی و همکاران، 2000) و میانگین نمرات دانش­آموزان، گردآوری شد. روش تحلیل مسیر حاکی از برازش خوب مدل بود و نشان داد که اهداف تبحری و اهداف رویکرد-عملکرد با واسطه­گری هیجان­های مثبت اثرات غیر مستقیم معنادار بر پیشرفت تحصیلی دارد و اهداف اجتناب-عملکرد تنها از طریق هیجان­های منفی اثرات غیر مستقیم منفی و معنادار بر پیشرفت دارد. به‌طورکلی به نظر می­رسد که افراد با اهداف تبحری، اضطراب و هیجان­های منفی کمتری در موقعیت­های چالش­برانگیز تجربه می­کنند که این بر عملکرد تحصیلی نیز تأثیرات مثبتی دارد.

 اهداف پیشرفت پیشرفت تحصیلی هیجان های تحصیلی Akin ‚A. (2012).Achievement goal orientations and math attitudes. Studia Psychologica‚54‚237- 249. Anderman, E. M. &Wolters, C. A. (2006). Goals, values, and affect: Influences on student motivation. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed. pp. 369–389).Mahwah, NJ: Erlbaum. Emamjome, M. (2007). Relationship of emotional intelligence with academic self-efficacy and goal orientation in students of Tehran University. Master thesis. Tehran University. (Persian) Baneshi, A. Samadieh. Ejei, J. (2014). Causal modeling of student's academic achievement based on goal orientations and achievement emotions. Journal of psychology. Tehran University, (4) 18,381-392. Barron, K. E. & Harackiewicz, J. M. (2001).Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706–722. Bodmann, S. (2009). Achievement goal systems: Implications for research and educational policy. Unpublished dissertation of the University of Wisconsin. Boekaerts, M. (1993). Anger in relation to school learning. Learning and Instruction, 3, 269–280. Braten‚ I. & Stromso‚ H.I. (2004).Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology‚29‚371- 388. Chen, G. Gully, S. M. Whiteman, J. & Kilcullen, R. N. (2000). Examination of relationships among trait like individual differences, state-like individual differences, performance. The Journal­of Applied Psychology, 85, 835–847. Church, M. A., Elliot, A. J., & Gable, S. L. (2001).Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54... Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008).Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608. Dupeyrat‚ C. & Marine‚ C. (2005).Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology‚30‚43- 59. Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press. Dweck, C. S.‚ & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. Elliot‚ A. & Church‚ M.A. (1997). A hierarchical model of approach and avoidance motivation. Journal of Personality and Social Psychology‚1‚218- 232. Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–12. Elliot‚ A. & Harackiewicz (1996). Approach and avoidance achievement goal and intrinsic motivation: A mediational analysis. Journal of personality and social psychology‚3‚461- 475. Elliot, A. J., & McGregor, H. A. (2001). A 2 _ 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. Elliot, A. J., & Pekrun, R. (2011). A 3 _ 2 Achievement Goal Model. Journal of Educational Psychology‚103‚ 632-648. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226. Frenzel, A. C., Thrash, T. M., Pekrun, R., & Goetz, T. (2007). Achievement emotions in Germany and China: A cross-cultural validation of the Academic Emotions Questionnaire–Mathematics (AEQ-M). Journal of Cross-Cultural Psychology, 38,302–309. Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lűdtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99,715–733. Greene‚ B.A.‚ Miller‚ R.B.‚ Crowson‚ H.M.‚ Duke‚ B.L.‚ & Akey‚K.L (2004). Predicting high school students_ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology’ 29’ 462–482. Gule‚ F. & Shehzad‚ Sh. (2012). Relationship between metacognition, goal orientation and academic achievement. Social and Behavioral Sciences’47’1864- 1868. Hejazi, E., Tabatabaei, M., Lavasani, M., Moradi, A. (2014). The Teachers-Student Relationship and School Engagement: Mediating Role of Basic Psychological Needs. Applied Psychological Research Quarterly,5(1),19-40. Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284–1295. Harackiewicz, J., Barron, K., & Elliot, A. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33,1–21. Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision ofachievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645. Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316–330. Huang‚ Ch. (2011). Achievement Goals and Achievement Emotions: A Meta-analysis. Educational Psychology Review ‚23‚359- 388. Kadivar, P., Farzad, V., Kavosian, J, Nikdel, F. (2010).Validation of Pekrun achievement emotional questionnaire. Innovation in education.32 (8), 7- 38.(Persian). Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141–184. Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: Does level of Perceived academic competence make a difference? Contemporary Educational Psychology, 22, 415–435. Keys, T., Conley, A., Duncan, G.&, Domina, T. (2012). The role of goal orientations for adolescent mathematics achievement. Contemporary Educational Psychology, 37, 47-54 Klein, H. J., Noe, R. A., & Wang, C. (2006). Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers. Personnel Psychology, 59,665–702. Lane, A. M., Whyte, G. P., Terry, P. C., & Neville, A. M. (2005). Mood, self-set goals and examination performance: The moderating effect of depressed mood. Personality and Individual Differences, 39, 143–153. Lavasani, M., Hejazi, E., Ahmadian, M. (2014). The Relationship between Cultural Contexts, Thinking Styles & Achievement Motivation with Academic Achievement. Applied Psychological Research Quarterly, 5(2), 101-116. Lichtenfeld‚ S.‚ Pekrun‚ R.‚ Stupnisky.‚ R.H.‚ Reiss.‚ K.‚ & Murayama‚ K. (2012).Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES).Learning and Individual Differences‚ 22‚190-201. Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students’ motivation and learning. Journal of Educational Psychology, 97, 197–213. Linnenbrink, E. A. (2007). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107–124). San Diego, CA: Academic Press. Mahmoodi, H., Issazadegan, A., Amani, J., Ketabi, A. (2013). The relationship between achievement goals and academic performance: the mediating role of thinking styles. Journal of behavioral and cognitional sciences, 3, 49- 68. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E.,&Urdan, T. (2000).Manual for the Patterns of Adaptive Learning Scales (PALS).Ann Arbor, MI7 University of Michigan. Naghsh, Z., Khavak, Z. (2016). The study student‘s academic burnout according to predictors core self-evaluation and Achievement goal orientation. Applied Psychological Research Quarterly, 6 (4), 145-158. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice and performance. Psychological Review, 91, 328-346. Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J.Heckhausen (Ed.), Motivational psychology of human development: Developing motivation and motivating development (pp. 143–163).New York, NY: Elsevier Science. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. Pekrun, R. (1992a). Expectancy-value theory of anxiety: Overview and implications. In D. G. Forgays, T. Sosnowski, & K. Wrzesniewski (Eds.), Anxiety: Recent developments in self-appraisal, psychophysiological and health research (pp. 23–41). Washington, DC: Hemisphere. Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions        testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115–135. Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98,583–597. Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102,531–549. Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011).Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ).Contemporary Educational Psychology, 36, 36–48. Pekrun, R., Goetz, T., Titz, W., & Perry, R.P. (2002a). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106. Pekrun, R., Götz, T., Titz, W., & Perry, R. P. (2002, b). A social cognitive, control-value theory of achievement emotions: Social antecedents and achievement effects of students’ domain-related emotions. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Pekrun, R., Goetz, T., & Perry, R. P. (2005).Achievement Emotions Questionnaire (AEQ). User’s manual. Munich, Germany: Department of Psychology, University of Munich. Pekrun‚ R.‚ Lichtenfeld‚ S.‚ Stupnisky‚ R. H.‚ Reiss‚ K.‚ & Murayama‚ K. (2012). Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning and IndividualDifferences‚22‚190-21. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92,544–555. Porath, C. L., & Bateman, T. S. (2006). Self-regulation: From goal orientation to job performance. Journal of Applied Psychology, 91,185–192. Rostami‚ M.‚Hejazi‚ E.‚ & Lavasani‚ M. Gh. (2011).The relationship between gender, perception of classroom structure, achievement goals, perceived instrumentality and academic achievement in English course third grade middle school students (English as second language). Social and Behavioral Sciences‚29‚703-712. Ryan‚ A. M.‚ & Pintrich‚ P.R. (1997). Should I ask for help? The role of motivation and attitudes in adolescent’s help seeking math class. Journal of EducationalPsychology‚2‚329- 341. Scherer, K. R., Schorr, A., & Johnstone, T. (Eds.). (2001). Appraisal processes in emotion. Oxford, UK: Oxford University Press. Seifert, T. (1995). Academic goals and emotions: A test of two models. Journal of Psychology, 129,543–552. Seligman, E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.AmericanPsychologist, 55, 5-14. Sideridis, G. D. (2005). Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. Journal of Educational Psychology, 97, 366–375. Turner, J. E., & Schallert, D. L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93, 320–329. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573. Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 6,211–238. Urdan, T., Pajares, F., & Lapin, A. Z. (1997). Achievement goals, motivation, and performance: A closer look. ED412268. Utman, C. H. (1997). Performance effects of motivational state: A meta-analysis. Personality and Social Psychology Review, 1, 170–182. Zeidner, M. (1998). Test anxiety. The state of the art. New York: Plenum._||_
پژوهش‌های کاربردی روانشناختی دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی فصل‌نامه پژوهش‌های کاربردی روانشناختی 2251-8126 دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی 115 10.22059/japr.2017.63706 مقاله پژوهشی بررسی میزان مشارکت و پیشرفت تحصیلی دانش‌آموزان دبیرستانی با استفاده از روش آموزش کلاس معکوس بهمنی مصطفی دانشجوی دکتری برنامهریزی درسی. دانشکده روانشناسی و علوم تربیتی دانشگاه تهران جوادی پور محمد دانشیار گروه روشها و برنامههای آموزشی و درسی. دانشکده روانشناسی و علوم تربیتی دانشگاه تهران حکیم زاده رضوان دانشیار گروه روشها و برنامه های آموزشی و درسی. دانشکده روانشناسی و علوم تربیتی دانشگاه تهران صالحی کیوان استادیار گروه روشها و برنامه های آموزشی و درسی. دانشکده روانشناسی و علوم تربیتی دانشگاه تهران علوی مقدم سیدبهنام دانشیار گروه زبان انگلیسی. سازمان پژوهش و برنامه ریزی آموزشی 23 08 2017 8 2 35 49 18 08 2016 10 03 2017 Copyright © 2017, دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی. 2017 https://japr.ut.ac.ir/article_63706.html

هدف این تحقیق بررسی میزان مشارکت و پیشرفت تحصیلی دانش‌آموزان دبیرستانی در درس زبان انگلیسی با روش آموزشی کلاس معکوس بوده است. برای انجام تحقیق از روش‌های توصیفی و شبه آزمایشی پیش­آزمون-پس­آزمون استفاده شده است. 56 دانش‌آموز دوم دبیرستان از  مدرسه­ای در شهر تهران به صورت تصادفی در دو گروه آزمایشی و کنترل قرار داده شدند و به مدت 20 هفته (هر هفته 2ساعت) آموزش زبان انگلیسی به صورت معکوس و سنتی به ترتیب برای گروه­های آزمایش و کنترل ارائه شد. برای بدست آوردن میزان مشارکت دانش‌آموزان در کلاس معکوس از پرسشنامه مشارکت ریو (2013) و برای اندازه‌گیری پیشرفت تحصیلی دانش‌آموزان از آزمون محقق‌ساخته استفاده شده است. پایایی پرسشنامه ریو، 95/ و پایایی آزمون محقق ساخته از طریق آزمون مجدد، 90/ محاسبه شده است. یافته‌های پژوهش نشان می­دهد که میزان مشارکت دانش‌آموزان در کلاس درس معکوس در هر چهار مؤلفه مشارکت رفتاری، شناختی، عاطفی و عاملی بالاتر از میانگین است. همچنین تفاوت معناداری در میزان پیشرفت تحصیلی دانش‌آموزان بین دو گروه آزمایش و کنترل وجود دارد. بر اساس نتایج این پژوهش، کلاس درس به شیوه معکوس با افزایش میزان مشارکت دانش‌آموز موجب بهبود عملکرد تحصیلی آنان می‌شود.

 یادگیری معکوس آموزش زبان انگلیسی مشارکت پیشرفت تحصیلی Alifar, F. & Kamyab, Sh.(2013). The impact of new technology on English language training in top level of the bloom's cognitive domain, The first National Conference on English language teaching, Literature and translation, Shiraz. Ash, K. (2012, August 29). Educators evaluate 'flipped classrooms'; Benefits and drawbacks seen in replacing lectures with on-demand video. Education Week, 32(02), s6. Bae, Y. G., & Kwon, O. N. (2013). Practice of inquiry oriented learning activities in the flipped classroom for multivariable calculus. Paper presented at the 2013 Joint Conference on Mathematical Education, Seoul, Korea. Behroozi, M., Amoozegar, A., & Alipour, Y.(2014). Pathology of curriculum English language teaching from the perspective of secondary school teachers and students, Scientific-research quarterly of New strategy in educational management, Marvdasht Azad university. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington DC: International Society for Technology in Education. Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. Washington DC: International Society for Technology in Education. Birjandi, D.(1995),evaluation of English book in third grade of high school, English language learning. Roshd Magazine, 45,page 11(In Persian) . Bretzmann, J. (2013). Flipping 2.0: Practical strategies for flipping your class. New Berlin, WI: The Bretzmann Group LLC. Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson-Longman. Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. New York, NY: Springer Science. doi:10.1007/978-1-4614-2018-7. Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. The Journal of Educators Online, 12(1), 91-114. Cockrum, T. (2014). Flipping your English class to reach all learners: Strategies and lesson plans. New York: Routledge. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. Demski, J. (2013). Expert tips for flipping the classroom. Campus Technology, 25(5), 32-37. Flipped Learning Network. (2014). the four pillars of F-L-I-P. http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf Fredricks, J. A., Blumenfeld, P. C., & Paris A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. doi: 10.3102/00346543074001059 Fulton, K. P. (2013). Byron’s flipped classrooms. Education Digest, 79(1), 22. Gaughan, J. E. (2014). The flipped classroom in world history. History Teacher, 47(2), 221-244. Hamdan, N., McKnight, P., McKnight, K., Arfstrom, K. M. (2014). A review of flipped learning. Retrieved May 30, 2014, from the World Wide Web: VA01923112/Centricity/ Domain/41/ LitReview_FlippedLearning.pdf Jamali,D. (2008). Students and their disability in speaking English, English language teaching Roshd Magazine, 60, (In Persian). Jarvis, W., Halvorson, W., Sadeque, S., & Johnston, S. (2014). A large class engagement (LCE) model based on service-dominant logic (SDL) and flipped classrooms. Education Research and Perspectives, 41(1), 1-24. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 K-12 edition. Austin, Texas: The New Media Consortium. Khan Academy (2011, March 09). Salman Khan talk at TED 2011 (from ted.com). Retrieved from https://www.youtube.com/watch?v=gM95HHI4gLk ]Kim, E. (2008). Status quo of CLT-based English curricular reform: A teacher’s voice from the classroom. English Teaching, 63(2), 43-69. Lee, M. (2014). Signification of flipped classroom by sociology of classroom: Focusing on the experience of teachers. Korean Journal of Sociology of Education, 24(2), 181-207 McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A, Glatt, D.M. Roth, M.T., Gharkholonarehe, N., & Mumper, R. J. (2013). Pharmacy student engagement, performance,and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education: 77(9), 196. doi: 10.5688/ajpe779196 Murphree, D. S. (2014). "Writing wasn't really stressed, accurate historical analysis was stressed": Student Perceptions of In-Class Writing in the Inverted, General Education, University History Survey Course. History Teacher, 47(2), 209-219. Park, K. (2014). Exploration of the possibility of flipped learning in social studies. Social Studies Education, 53(3), 107-120. Pearson Education, Inc. (2013). Flipped learning model dramatically improves pass rate for at risk students [case study]. Retrieved from http://assets.pearsonschool.com/asset_mgr/current/201317/Clintondale_casestudy.pdf Pintrich, P. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595. doi: 10.1037/a0032690 Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities.Contemporary Educational Psychology, 36, 257-267. Rowe, M., Frantz, J., & Bozalek, V. (2013). Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy. BMC Medical Education, 13(1), 51. Ryan, R., & Deci, E. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493–525. doi:10.1177/0013164408323233 Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171. doi:10.1007/s10984-012-9108-4 Thoms, C. L. (2013, June 12-14). Maximizing the blended learning curriculum by using the “flipped classroom” approach in the workplace. Paper presented at The International Conference on E-Learning in the Workplace, New York, NY. Torkelson,V.(2012). The Flipped Classroom, Putting Learning Back into the Hands of Students, Unpublished Master Thesis, Saint Mary's College of California, USA. Tune, J.D., Sturek, M., & Basile, D. P. (2013, December). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advan in Physiol Edu. 37 :( 4) 316-320. doi:10.1152/advan.00091.2013 Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41(1), 25-41. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16, 1–12. doi:10.1016/j.lindif.2005.06.004  _||_
پژوهش‌های کاربردی روانشناختی دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی فصل‌نامه پژوهش‌های کاربردی روانشناختی 2251-8126 دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی 115 10.22059/japr.2017.63707 مقاله پژوهشی بررسی رابطه کمال گرایی و عملکرد تحصیلی: نقش میانجی خودنظم بخشی و خودکارآمدی تحصیلی امانی ملاحت استادیار گروه روانشناسی. دانشکده علوم انسانی دانشگاه بجنورد کیانی عارفه کارشناسی ارشد مشاوره شغلی. دانشکده روانشناسی و علوم تربیتی دانشگاه محقق اردبیلی 23 08 2017 8 2 51 68 30 04 2017 01 11 2017 Copyright © 2017, دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی. 2017 https://japr.ut.ac.ir/article_63707.html

مطالعات مختلف درباره ارتباط کمال­گرایی و عملکرد تحصیلی نتایج ناهماهنگی را گزارش کرده­اند. با این‌ وجود، کمال­گرایی می­تواند از طریق تأثیرگذاری بر باورهای توانمندی تحصیلی و نیز راهبردهای یادگیری خودنظم‌بخشی بر عملکرد تحصیلی تأثیر بگذارد. مطالعه حاضر با هدف بررسی نقش میانجی خودنظم­بخشی و خودکارآمدی تحصیلی در رابطه بین کمال­گرایی و عملکرد تحصیلی دانشجویان انجام شد. جامعه آماری پژوهش حاضر کلیه دانشجویان دانشگاه بجنورد بود که با روش نمونه­گیری خوشه­ای، نمونه‌ای به حجم 351 نفر انتخاب گردید. ابزارهای پژوهش شامل پرسشنامه­ کمال­گرایی اهواز (1378)، پرسشنامه خودنظم‌بخشی بوفارد (1995)، پرسشنامه خودکارآمدی تحصیلی مک ایلروی و بانتینگ (2002) بود و برای اندازه­گیری عملکرد تحصیلی از معدل دانشجویان استفاده شد. داده­های جمع‌آوری‌ شده از طریق الگویابی معادلات ساختاری و با استفاده از روش حداقل مجذورات جزئی (PLS-SEM) تحلیل شد. نتایج نشان داد که کمال‌گرایی به­طور غیرمستقیم و از طریق متغیرهای خودکارآمدی تحصیلی و خودنظم‌بخشی بر عملکرد تحصیلی اثر معنی­داری داشت. مدل پیشنهادی دارای شاخص­های برازش مناسبی بود. مداخلات روان‌شناختی بر کمال­گرایی می­تواند تأثیرات مثبتی بر عملکرد تحصیلی داشته باشد.

 کمال گرایی خودنظم بخشی خودکارآمدی تحصیلی عملکرد تحصیلی Abar, B., Carter, K.L &Winsler, A (2009). The effects of maternal parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students. Journal of Adolescence, 32(2), 259-73. Adams, C.M., Forsyth, P.B., Dollarhide, E., Miskell, R & Ware, J (2015). Self-Regulatory Climate: A Social Resource for Student Regulation and Achievement. Teachers College Record, 117(2), 233-55. Atarodi, M., &Kareshki, H.(2013). Role of Components of Perfectionism and Goal Orientations in the prediction of Self-Regulation in Students. Knowledge and Research in Applied Psychology, 14 (52),100-108. (in Persian) Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Becker, D. R., Miao, A., Duncan, R.,& McClelland, M. M.(2014).Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29, 411–424. Blankstein, K. R., Dunkley, D. M., & Wilson, J. (2008). Evaluative concerns and personal standards perfectionism: Self-esteem as a mediator and moderator of relations with personal and academic needs and estimated GPA. Current Psychology, 27, 29-61. Blankstein, K. R., &Winkworth, G. R. (2004). Dimensions of perfectionism and levels of attributions for grades: Relations with dysphoria and academic performance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 22, 267-295. Bodovski, K., &Youn, M. (2011). The long-term effects of early acquired skills and behaviors on young children’s achievement in literacy and mathematics. Journal of Early Childhood Research, 9, 4–19. Bong, M., Hwang, A., Noh, A., & Kim, S. (2014). Perfectionism and motivation of adolescents in academic contexts. Journal of EducationalPsychology, 106, 711–729. Burnam, A., Komarraju, M., Hamel, R.,& Nadler, D. R.(2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learning and Individual Differences 36, 165–172. Burns, D. D. (1980) The perfectionist’s script for self-defeat.Psychology Today, 14, 34-52 Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11, 333-346. Chang, E., Lee, A., Byeon, E.,& Lee, S.M.(2015) Role of motivation in the relation between perfectionism and academic burnout in Korean students. Personality and Individual Differences 82, 221–226. Chang, E., Lee, A., Byeon, E., Seong, H.,& Lee, S.M.(2016).The mediating effect of motivational types in the relationship between perfectionism and academic burnout. Personality and Individual Differences 89,202–210. Damian, L.E., Stoeber, J., Negru-Subtirica, O., &Baban, A.(2016) On the Development of Perfectionism: The Longitudinal Role of Academic Achievement and Academic Efficacy. Journal of Personality, ARTICLE IN PRESS. Danesh, E., Mohammadi, Sh., Saliminia, A.,&Tankamani, N.(2013). The relationship between Emotional Intelligence, Irrational beliefs and Academic Achievement. Applied Psychological Research Quarterly, 3(4), 45-58. (in Persian). Dijkstra, T. K., & Henseler, J. (2015).Consistent and Asymptotically Normal PLS Estimators for Linear Structural Equations, Computational Statistics & Data Analysis, 81(1), 10-23. Diseth, A. (2011). Self-efficacy goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Journal of Learning and Individual Differences, 21, 191-195. Dunkley, D.M., Zuroff, D.C., &Blankstein, K.R. (2006). Specific perfectionism components versus self-criticism in predicting maladjustment. Personality and Individual Differences, 40, 665-676. Ellis, A. (2002). The role of irrational beliefs in perfectionism. In G. L. Flett, & P. L. Hewitt (Eds.), Perfectionism: Theory, research, and treatment (pp. 217-229). Washington, DC: American Psychological Association. Flett, G. L., Blankstein, K. R., & Hewitt, P. L. (2009). Perfectionism, performance, and state positive affect and negative affect after a classroom test. Canadian Journal of School Psychology, 24, 4-18. ForoutanBagha, P., Nezami, M., Soltaninejad, A., Eskandari, H.,&ManzariTavakoli, V.(2015). The effectiveness of life skills training on self-esteem and academic self-efficacy of the students. Applied Psychological Research Quarterly, 6(3), 61-72.(in Persian). GolamaliLavasan, M., Ejei, J.,&Afshari, M.(2009).The Relationship between Academic Self Efficacy & Academic Engagement with Academic Achievement. journal of psychology,13(3), 289-305.(in Persian) GolamaliLavasan, M., Hejazi, E.,&Ahmadiannasab M.(2014). The Relationship between Cultural Context, Thinking Styles & Achievement Motivation with Academic Achievement. Applied Psychological Research Quarterly, 5(2), 101-116.(in Persian). Hair, J.F., Hult, G.T., Ringle, C.M., Sarstedt, M.(2014). A primer on partial least squares structural equation modeling(PLS-SEM), (pp: 14-178) SAGE publications Ltd. Hejazi, E.,&Naghsh, Z.(2016). Efficacious Factors related to procrastination: A cluster analytic approach. Applied Psychological Research Quarterly, 7(3), 19-38. (in Persian). Henseler, J., Dijkstra, T. K., Sarstedt, M., Ringle, C.M., Diamantopoulos, A., Straub, D. W., Ketchen, D. J., Hair, J. F., Hult, G. T. M., &Calantone, R. J. (2014). Common beliefs and reality about partial least squares: comments on Rönkkö&Evermann (2013). Organizational Research Methods, 17(2), 182–209. Hu, L., Bentler, P.M., 1999. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct. Equ. Model. A Multidiscip. J. 6 (1), 1-55. Kline, R.B., 2011. Principles and Practice of Structural Equation Modeling, third ed. Guilford Press, New York, NY. Jalalvand, M., SehniYailagh, M., Kianpoor, F.,&Allipour, S.(2015). The relationships between perfectionism and academic performance with mediating role of achievement goals and academic motivation in undergraduate students of ShahidChamran University International Journal of Psychology and Behavioral Research. Vol., 4(2), 209-228. Kadivar, P. (2001). Studying the contribution of self-efficacy beliefs, self-regulation, and intelligence of students in order to provide a model for optimal learning, Tehran: Institute of Education.(in Persian). Khamesan, A.,&Shirzadi, N.(2010).The Relationship between Academic Procrastination and Classroom Structure: The Role of Motivational Beliefs and Learning Strategies of Self-Regulation. Applied Psychological Research Quarterly, 1(1), 41-56. (in Persian). Lacobucci, D. (2010). Structural equations modeling: Fit indices, sample size, and advanced topics. Journal of Consumer Psychology, 20(1), 90-98. Leenaars, L., & Lester, D. (2006). Perfectionism, depression, and academic performance. Psychological Reports, 99, 941-942. LoCicero, K. A., & Ashby, J. S. (2000). Multidimensional perfectionism in middle school age gifted students: A comparison to peers from the general cohort. Roeper Review, 22, 182–185. Mard Ali, L., &Koushki, Sh.(2008).the relationship between academic achievement and self-regulation.  AndishehvaRaftar (Applied Psychology), 2(7), 69-78.(in Persian). McIlroy, D. & Bunting, B. (2002). Personality, behavior, and academic achievement: Principles for educators to inculcate and students to model. Journal Contemporary Educational Psychology, 27, 226-237. Najarian, B., Attari, Y.,&Zargar, Y. (1999). Construction and validation of a scale to measure perfectionism. Journal of Education and Psychology, ShahidChamran University of Ahvaz, 5(3, 4), 43-58. (in Persian). Nakano, K.(2009). Perfectionism, self-efficacy, and depression preliminary analysis of the Japanese version of the almost perfect scale-revised.Psychological Reports, 104, 896-908. Nounopoulos, A., Ashby, J. S., & Gilman, R. (2006). Coping resources, perfectionism, and academic performance among adolescents. Psychology in the Schools, 43, 613-622. Paeizi, M., Sahraray, M.,&Safaie, P.(2008).The Effectiveness of assertiveness training on Happiness and Academic Achievement of Secondary School Students in Tehran Secondary School of Experimental Sciences, Quarterly Journal of Psychological Studies, 3(4),25-43. (in Persian). Pasha, G.,&Bozorgian, R. (2011). the relationship between metacognition, perfectionism, and self-efficacy, with perceived stress in the students of Azad Ahvaz niversity. Journal of Social Psychology (New Findings in Psychology), 6(18), 91-102. (in Persian). PashSharifi, H., Sharifi, N.,&Tangestani, Y.(2013). Prediction of Educational Improvement Based on Self-Efficacy, Self-Regulation, and Creativity of Students in Islamic Azad University, Roudehen Branch. Journal of Educational Administration Research Quarterly, 4(16), 157-178. (in Persian). Pintrich, P., &DeGroot, E. (1990).Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. Purrezaian, H., Golzari, M.,&Borjali, A.(2015).General health and personality characteristics: the criteria to determine compatibility and incompatibility of the perfectionism’s type. Applied Psychological Research Quarterly, 6(2), 15-37. (in Persian). Radovan, M. 2011. The relation between distance students' motivation, their use of learning strategies, and academic success. The Turkish Online Journal of Educational Technology, 10(1):217-222. Randhawam B. S., Beamer, J. E. & Lundberg, I. (1993). Role of mathematics self-efficacy in structural model of mathematics achievement. Journal of Educational Psychology, 8510, 41- 48. Rice, K. G., & Ashby, J. S. (2007). An efficient method for classifying perfectionists. Journal of Counseling Psychology, 54, 72-85. Roohafza, H., Afshar, H., Sadeghi, M., Soleymani, B., Saadaty, A., Matinpour, M.,&Asadollahi, G.(2010). The Relationship between Perfectionism and Academic Achievement, Depression and Anxiety. Iranian Journal of Psychiatry and Behavioral Sciences (IJPBS), Volume 4, Number 2,31-36. Samadi, M.(2007).the effect of training methods and educational self-regulation on academic achievement. Advances in Cognitive Science, 9(1), 40-47. (in Persian). Sevlever, M., & Rice, K. G. (2010). Perfectionism, depression, anxiety and academic performance in premedical students. Canadian Medical Education Journal, 1, e96-e104. Stoeber, J. (2012). Perfectionism and performance. In S. M. Murphy (Ed.), Oxford handbook of sport and performance psychology (pp. 294-306). New York: Oxford University Press. Stoeber, J., &Eismann, U. (2007). Perfectionism in young musicians: Relations with motivation, effort, achievement, and distress. Personality and Individual Differences, 43, 2182-2192. Stoeber, J., & Otto, K. (2006). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and Social Psychology Review, 10, 295-319. Stoeber, J., &Rambow, A. (2007). Perfectionism in adolescent school students: Relations with motivation, achievement, and well-being. Personality and Individual Differences, 42, 1379-1389. Stoeber, J., Hutchfield, J., & Wood, K. V. (2008). Perfectionism, self-efficacy, and aspiration level: Differential effects of perfectionistic striving and self-criticism after success and failure. Personality and Individual Differences, 45, 323–327. Stornelli, D., Flett, G. L., & Hewitt, P. L. (2009). Perfectionism, achievement, and affect in children: A comparison of students from gifted, arts, and regular programs. Canadian Journal of School Psychology, 24, 267–283. Terry-Short L, Owens R, Slade P, Dewey M. Positive and negative perfectionism.PersIndividDif 1995; 18: 663-8. VahidaniAsadi, M. (2012). Screening psychopathology of Student in Normal and Special Schools, Research Plan approved by the Research Council of the Education Office of North Khorasan Province.(in Persian). Van Yperen, N. W., &Hagedorn, M. (2008). Living up to high standards and psychological distress. European Journal of Personality, 22, 337-346. Verner-Filion, J., &Gaudreau, P. (2010). From perfectionism to academic adjustment: The mediating role of achievement goals. Personality and Individual Differences, 49, 181-186. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching(pp. 315-327). New York: Macmillan. Xu, M., Benson, S.N.K., Mudrey-Camino, R. & Steiner, R.P. (2010). The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: A path analysis using the ECLS-K database. Social Psychology of Education, 13:237-269. Yao, M.(2009) An Exploration of Multidimensional Perfectionism, Academic Self-Efficacy, Procrastination Frequency, and Asian American Cultural Values In Asian American University Students. Dissertation, Degree Doctor of Philosophy.The Ohio State University Yao, M. P. (2005). An investigation of academic self-efficacy, procrastination frequency, and reasons for procrastination among groups of adaptive perfectionists, maladaptive perfectionists, and non-perfectionists. Unpublished master’s thesis.The Ohio State University. Zimmerman, B. J., & Bandura, A. (1994). Impact of self- regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 846- 862. Zimmerman, B. J. & Martins– pons, M (1986). Development of structured interview for assessing students use of self- regulated learning strategies, American education research journal, 23(4), 614- 628.  _||_
پژوهش‌های کاربردی روانشناختی دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی فصل‌نامه پژوهش‌های کاربردی روانشناختی 2251-8126 دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی 115 10.22059/japr.2017.63708 مقاله پژوهشی قابلیت تبیین زبان در نظریه ذهن کودکان با اختلال طیف اتیسم تقی خان کیانا کارشناسی ارشد روانشناسی و آموزش کودکان استثنایی، دانشگاه تهران حسن زاده سعید دانشیار گروه روان شناسی و آموزش کودکان استثنایی خداوردیان سهیلا استادیار دانشگاه آزاد اسلامی 23 08 2017 8 2 69 77 01 11 2017 01 11 2017 Copyright © 2017, دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی. 2017 https://japr.ut.ac.ir/article_63708.html

توانایی نسبت دادن ادراکات ذهنی ­ای همچون باور، نیت، میل، وانمود کردن، دانش و از این قبیل به خود و دیگران و فهم این موضوع که ادراکات ذهنی‌ دیگران می­ تواند با  ادراکات ما و حتی با واقعیت متفاوت باشد، نظریه ذهن نامیده می‌شود. با توجه به ناتوانی شدید کودکان اتیستیک در رشد مهارت‌های ارتباطی، پژوهش حاضر با هدف بررسی این فرضیه مطرح شد که آیا بین نظریه ذهن و زبان در این کودکان ارتباطی وجود دارد و اگر چنین ارتباطی وجود دارد، کدام یک از مؤلفه‌های زبانی قابلیت تبیین توانمندی در نظریه ذهن را دارند. به این منظور، 110 کودک اتیستیک 4 الی 16 ساله با استفاده از نسخه فارسی آزمون رشد زبان (حسن­ زاده و مینایی، 1380) و تکالیف باور کاذب (ویمر و ورنر، 1983) مورد بررسی قرار گرفتند. نتایج به‌دست ‌آمده  نشان دادند که بین توانمندی در درک دستوری، واژگان تصویری و واژگان شفاهی با توانایی در نظریه ذهن ارتباط وجود دارد.

 اتیسم نظریه ذهن رشد زبان American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. Astington, J .W., & Jenkins JM. (1999). A longitudinal study of a relation between language and theory of mind development. Developmental Psychology, 35(5), 1311-1320. Baron-Cohen, S.,Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”?. Cognition, 21(1), 37-46. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. 2nd ed. New Jersey. Lawrence Erlbaum; 1988. De Villiers, J.G. and De Villiers, p.A. (2003). Language and thoughts: Coming to understand false beliefs. In D Genter & S. Goldin Meadow, (eds) Language in mind: Advances in the study of language and cognition. Cambridge, M.A: MIT Press. Gillot, A., Furniss, F., & Walter, A. (2004). Theory of mind ability in children with specific language impairment. Children language, 20(1). 1-11. Hassanzadeh, S., Mohseni, N., Afrooz, Gh.A., and Hejazi, E.(2007). Cognition Development in Deaf Children based on Theory of Mind, Research on Exceptional Children,7(1),19-44, [In Persian]. ]Hassanzadeh,s. and Minaei, A.(2002). Test of language Development Primary, Adaptation and Standardization to Persian Language, Research on Exceptional children,1(2);119-134,[ In Persian]. Lind, S. E., & Bowler D. M., (2009). Language and theory of mind in autism spectrum disorder: the relationship between complement syntax and false belief task performance. Journal developmental disorder. 39(6). 929-937. Mahdizadeh,M., Falahi, M.H., and Vahab,M.(2015). The Study of Different Aspects of Language Ability in 5-8-year-old Autistic children Compared to their Normal Peers. Quarterly journal of languagr research.7(15),131-150,[ In Persian]. Milligan, K., Astington, J. W., & Dack, L. A., (2007). Language and theory of mind: meta-analysis of relation between language ability and false belief understanding. Child developmental. 78(2), 622- 646. Moore, C., Pure, K., & Furrow, D. (1990). Children’s understanding of the modal expressions of speaker certainty and uncertainty and it’s relation to the development of a representational theory of mind. Child development, 61, 722-730. Newcomer,P.L.,& Hammill,D.D.(1988). Test of Language development-2: primary. Austin, TX: Pro-ed. Oberman, M.L., Ramachandran, S. V., Pineda, J. A., Hubbarda, E., Cleery, M. C., Altschulera, E (2005). EEG evidence for mirror neuron dysfunction in autism spectrum disorders. Cognitive brain research, 24, 190-198. Olson, D.R. (1988). On the origins of beliefs and other intentional states in children. Developing theories of mind (pp. 414-426). New York: Cambridge University Press. Peterson, C., Siegal, M. (2000). Insights into Theory of Mid from Deafness and Autism. Mind and Language, 15, 1, 123-145. Premack, D. and Woodruff, G (1978). Does the chimpanzee have a theory of mind? Journal of the behavioral and brain sciences, 4,515-526. Segal, G. (1998). Representing representations. In P. Carruthers & J Boucher (Eds.), Language and thought: interdisciplinary themes (pp. 146-161). Cambridge, England: Cambridge University Press. Sobhani rad, D., Moghimi,A., Ghanaei ch.A., Maroofi, p.(2013). The investigation and comparison of language characteristics in autistic children, Research in Clinical Psychology and Counselings, 3(1), 119-128,[ In Persian]. Tager-Flusberg, H. (2000). Language and understanding minds: connections in autism. (pp: 124-149). Oxford, Oxford university press. Tager-Flusberg, H (2001). Understanding the language and communicative Impairments in Autism. International Review of Research in Mental Retardation. 23. pp. 183 – 205. Wimmer, H.; Perner, J. (1983). "Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception". Cognition. 13 (1): 103–128.  _||_
پژوهش‌های کاربردی روانشناختی دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی فصل‌نامه پژوهش‌های کاربردی روانشناختی 2251-8126 دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی 115 10.22059/japr.2017.63709 مقاله پژوهشی نقش میانجی گر هیجان های تحصیلی در رابطه بین محیط یادگیری سازنده‌گرا و شایستگی تحصیلی در دختران دوره دوم متوسطه شهر تهران موسوی سیده شایسته دانشجوی دکتری گروه روانشناسی. واحدرودهن، دانشگاه آزاد اسلامی، رودهن، ایران ابوالمعالی الحسینی خدیجه دانشیار گروه روانشناسی. واحدرودهن، دانشگاه آزاد اسلامی. رودهن، ایران میرهاشمی مالک دانشیار گروه روانشناسی. واحدرودهن، دانشگاه آزاد اسلامی. رودهن، ایران 23 08 2017 8 2 79 95 22 04 2017 17 08 2017 Copyright © 2017, دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی. 2017 https://japr.ut.ac.ir/article_63709.html

هدف این پژوهش تعیین نقش میانجی­گر هیجان‌های تحصیلی در رابطه بین محیط یادگیری سازاگرا و شایستگی تحصیلی در دانش­آموزان دختر بود. روش پژوهش توصیفی- همبستگی و جامعه شامل دانش­آموزان دختر دبیرستانی شهر تهران در سال تحصیلی 1396-1395 بود. 450 دانش­آموز دختر به روش تصادفی خوشه­ای  انتخاب و نظرسنج محیط یادگیری سازاگرای تیلور و همکاران (1995)، مقیاس ارزیابی شایستگی تحصیلی دیپرنا و الیوت (1999) و پرسشنامه هیجان­های تحصیلی پکران، گوئتز و فرینزل (2005) را تکمیل کردند. داده­ها با روش مدل­یابی معادله­های ساختاری تحلیل شدند. شاخص­های برازش، برازندگی مطلوب مدل با داده­های گردآوری شده را نشان­ دادند. در مجموع هیجان تحصیلی مثبت و منفی و محیط یادگیری سازاگرا توانستند 54 درصد از واریانس شایستگی تحصیلی را تبیین کنند. همچنین یافته­ها نشان دادند که اثر مستقیم محیط یادگیری سازاگرا بر شایستگی تحصیلی مثبت و معنادار (01/0P<) و اثر مستقیم هیجان تحصیلیِ منفی بر شایستگی تحصیلی منفی معنادار و اثر مستقیم هیجان تحصیلی مثبت بر شایستگی تحصیلی مثبت و معنادار است (01/0P<). همچنین نتایج نشان داد که اثر غیرمستقیم محیط یادگیری سازاگرا بر شایستگی تحصیلی با میانجی­گری هر دو  بعد منفی و مثبت هیجان تحصیلی معنادار است (01/0P<).

 شایستگی تحصیلی هیجان تحصیلی محیط یادگیری سازنده گرا Abdi, B. (2010). Gender differences in social skills, problem behaviors and academic competence of Iranian kindergarten children based on their parent and teacher ratings. Procedia - Social and Behavioral Sciences, 5, 1175-1179. Abolghasemi, A., Rezaee, H., Narimani, M., & Zahed Babolan, A. (2011). A comparison of social competence and its components in students with learning disability and students with low, average and high academic achievement. Journal of Learning Disabilities, 1 (1), 6-23 (in Persian) Barzegar Bafrooei, K., Sheykholeslami, A. (2014). Psychometric characteristics of constructivist learning environment questionnaire, Journal of school psychology, 2 (4), 6-24 (in Persian) Chen, K. C., & Jong, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26, 741-752. Chih-ling H., (2015). "The Relationships Between Autonomous Motivation and Academic Emotion on Vocational High School Students." International Business conference in New York City. http://ir.dyu.edu.tw/handle/987654321/30143 Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Impact of Psychological Factors on Education (pp. 61-87). San Diego: Academic Press. DiPerna, J. C., & Elliott, S. N. (1999). The development and validation of the Academic Competence Evaluation Scale. Journal of Psychoeducational Assessment, 17, 207-225. ]Ekhlasi, L., Sepehrikia, S. (2016). The impact of constructivist learning environment on critical thinking and academic achievement in students of Chamran University. Fourth National Conference on Sustainable Development in Education and Psychology, Social and Cultural Studies (in Persian) Glaser-Zikuda, M., & FUB, S. (2008). Impact of teacher competencies on student emotion: A multi-method approach. International Journal of Educational Research, 47, 136-147. Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions from a social-cognitive perspective: antecedents and domain specificity of students' affect in the context of Latin instruction. The British journal of educational psychology, 76(Pt 2), 289-308. Gwyne, W (2013).  Social-Emotional Context and Academic Competence: the mediating effect of self-efficacy.   A thesis submitted to the Graduate School-New Brunswick Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Master of Science, New Brunswick, New Jersey. Haghayeghi, M., Kareshki, H. (2015). Construct and validate a questionnaire for student’s perception of social constructivist learning environment. Journal of Educational Measurement & Evaluation Studies, 5(11), 91-118 (in Persian) Hajhosseini, M., Kousheh, T., Lavasani, M G., & Morseli, M. (2017). The effect of cooperative learning anxiety and academic achievement in math. Applied Psychological research Quarterly, 7 (4), 117-132 (in Persian) Hassani, M. Asghari. M. Kazemzadehbeytali, M., & Abdoli Soltanahmadi, J. (2016). The role of social support in life satisfaction of students:Examining the mediating role of school satisfaction, academic competency and self-efficacy, Journal of school psychology, 5 (4), 31-51 (in Persian) Hejazi, E., Ghazi Tabatabaei, M., Lavasani, M G., & Moradi, A. (2015). The Teachers-Student Relationship and School Engagement: Mediating Role of Basic Psychological Needs. Applied Psychological research quarterly, 5(1), 19-40(in Persian) Hooshmandinezhad, M., Rasooli, F., Salehi, K. (2016). Phenomenological analysis of Anxiety in Mathematics from perspective of students. Applied Psychological research Quarterly, 6 (5), 119-171 (in Persian) Hosseini, FS., Khaier, M. (2011). The role of cognitive assessment in explaining the relationship between parenting with academic emotions and emotion regulation. Studies Teaching and Learning, 3 (1), 46-17 (in Persian) Jenkins,LN.(2015);Demaray,MK.Psychology in the schools,V52n4P379-389 Jonassen, D. H. (1999). Toward a design theory of problem solving. Educational Technology. Research & Development, 48(4), 63-85. Kadivar, P., Farzad, W., Kavousian, J., & Nikdel, F. (2009). Validation of Pekruns' academic questionnaire.  Journal of Educational Innovations, 32, 38-7 (in Persian) Karagiorgi Y., & Symeou, L. (2005). Translating Constructivism into Instructional design, potential and limitations. Educational Technology Society, 8(1), 16-22. Karami, M. (2015). Design and assessment of the effect of constructivist learning environments on satisfaction, attitudes and learning in higher education (teaching about human relations in educational organizations). Journal of Higher Education, 6 (1), 44-19 (in Persian) kavousian J, kadivar P, farzad V. Relationship of environmental, Educational factors with school well-being: role of Psychological needs, motivational self-regulation and academic emotions. rpf, 6 (1): 10-25 (in Persian) Lavasani, GM, Hejazi, E, Ahmadian, M. (2014).The Relationship between Cultural Context, Thinking Styles & Achievement Motivation with Academic Achievement, Applied Psychological research Quarterly, 5(2), 101-116 (in Persian) Leung, C., Lo, S. K., & Leung, S. S. (2012). Validation of a questionnaire on behavior academic competence among Chinese preschool children. Research in developmental disabilities, 33(5), 1581-93. Lin, S. H. (2003). The relationships between student perception of constructivist learning environment, self-directed learning, readiness, problem-solving skills, and teamwork skills. Retrospective Theses and Dissertations. Liu, E. S. C., Ye, C. J., & Yeung, D. Y. (2015). Effects of approach to learning and self-perceived overall competence on academic performance of university students. Learning and Individual Differences, 39, 199-204. Madani, Y., Hashemi Golpayegani., F., Lavasani, MG. (2017). Proposing an integrated model of emotional focused approach and Gottman model and its effectiveness on quality of marital relationship in married women, Applied Psychological research Quarterly, 7 (4), 73-88 (in Persian) Maltais, C., Duchesne, S., Ratelle, C. F., & Feng, B. (2017). Learning climate, academic competence, and anxiety during the transition to middle school: Parental attachment as a protective factor. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology. [In Press, Corrected Proof] Mardomi, K., & Delshad, M. (2010). Flexible learning environment (the world's openness child, the system of changeable learning environment). Journal of Iranian Society of Architecture and Urban Development, 1, 118-109 (in Persian) Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Applied multivariate research, design and interpretation. London: Sage publication. Moosavi, SS. (2017). A prediction model academic competency based on constructive learning environment and school's identity through the mediation of academic emotion. PhD thesis in Educational Psychology, Islamic Azad University – Roudehen Branch (in Persian) Morovati, Z., Shehni Yeylagh., M., Mehrabizadeh Honarmand, M., & Kianpour Ghahfarokhi, F. (2013) The causal relationship between constructivist learning environment perception and mathematical performance with mediation of internal goal orientation, task value, attitude toward math and math self-efficacy in high school students in Ahwaz. Psychological achievements, 4 (1), 122-91 (in Persian) Nikdel, F., Kadivar, P., Farzad, V., Aziz-Zadeh, M., &Kavousian, J. (2012). The relationship between academic self-concept, positive and negative academic emotions with self-regulated learning. Applied Psychology, 6 (1), 119-103 (in Persian) Pekrun, R, Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106. Pekrun, R. (2006). The control -value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child development. [Epub ahead of print Putwain, D. W., Sander, P., & Larkin, D. (2013). Using the 2×2 framework of achievement goals to predict achievement emotions and academic performance. Learning and Individual Differences, 25, 80-84. Rahmani, F., Seyedfatemi, N., Baradaran Rezaei, M., & Sedaghat, K. (2006). Relationship between parenting style with adolescent students' academic competency in schools of Tabriz, in 1382.The Quarterly Journal of Fundamentals of Mental Health, 8 (29, 30), 11-16 (in Persian) Rastegar, A., Seif, H A., Abedini, Y. (2017). Presenting a causal model of relationship between psychological capital and teaching emotions: the mediating role of emotional exhaustion, Applied Psychological research Quarterly, 7(4), 51-71 (in Persian) Ryan, R. M., Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American psychologist, 55, 68-78. SabzehAra Langaroudi, M., Mohammadi, M., Mehri, Y., & Talei, A. (2014). The Components of Mental Health and Test Anxiety in Talented and Normal Schools Students. Applied Psychological research Quarterly, 5(3), 1-17 (in Persian) Schwarzer, R., & Warner, L. M. (2013). Perceived Self-Efficacy and its Relationship to Resilience. In S. Prince-Embury and D. H. Saklofske (eds.), Resilience in Children, Adolescents, and Adults. New York. Sepahrian Azar, F, Eghbali, A. (2015). The Relationship between Kolbb's Learning Styles and Negative and Positive academic emotion with Learning. Journal of Studies of schools and virtual Learning, 2 (8), 17-30. Siyez, D. M., & Savi, F. (2010). Empathy and self-efficacy, and resiliency: an exploratory study of counseling students in Turkey. Procedia Social and Behavioral Sciences, 5, 459-463. Taylor, P., Dawson, V. & Fraser, B. (1995). A constructivist perspective on monitoring classroom learning environments under transformation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. Tu, K. M., Erath, S. A., & Flanagan, K. S. (2012). Can socially adept friends protect peer-victimized early adolescents against lower academic competence? Journal of Applied Developmental Psychology, 33(1), 24-33. Tunca, N. (2015). The regression level of constructivist learning environment characteristics on classroom environment characteristics supporting critical thinking. Eurasian Journal of Educational Research, 60, 181- 200. Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of Children’s Academic Competence from Their Effortful Control, Relationships, and Classroom Participation. Journal of Educational Psychology, 100(1), 67-77. Weeks, M., Ploubidis, G. B., Cairney, J., Wild, T. C., Naicker, K., & Colman, I. (2016). Developmental pathways linking childhood and adolescent internalizing, externalizing, academic competence, and adolescent depression. Journal of Adolescence, 51, 30-40. White , G. W. , (2013) . Social- Emotional Context and Academic Competence: The Mediating Effect of Self- Efficasy. For the degree of Master of Science, New Brunwick , New Jersey._||_
پژوهش‌های کاربردی روانشناختی دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی فصل‌نامه پژوهش‌های کاربردی روانشناختی 2251-8126 دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی 115 10.22059/japr.2017.63710 مقاله پژوهشی ویژگی های روانسنجی نسخة فارسی پرسشنامة حافظه فعال بزرگسالان ارجمندنیا علی اکبر دانشیار گروه روانشناسی و آموزش کودکان استثنایی. دانشکده روانشناسی و علوم تربیتی دانشگاه تهران غلامعلی لواسانی مسعود دانشیار دانشکده روانشناسی و علوم تربیتی. دانشگاه تهران حاجیان زهرا کارشناس ارشد روانشناسی. دانشگاه تهران ملکی سمانه کارشناس ارشد روانشناسی و آموزش کودکان استثنایی. دانشگاه تهران 23 08 2017 8 2 97 112 19 09 2016 09 05 2017 Copyright © 2017, دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی. 2017 https://japr.ut.ac.ir/article_63710.html

پرسشنامة حافظه فعال (2012)، شاخصی برای ارزیابی مشکلات روزمرة زندگی در ارتباط با مشکلات حافظه فعال در بیماران آسیب‌دیده مغزی است. این حافظه، توانایی ما برای به‌ خاطر آوردن و مدیریت اطلاعات است، افراد از اطلاعاتی که لازم است به خاطر آورند، یادداشت ذهنی درست می­کنند؛ بنابراین حافظه فعال یکی از عوامل تأثیرگذار بر کیفیت زندگی افراد است. از طرف دیگر، نیاز به یک ابزار روا و پایا در این حوزه احساس می‌شود. هدف اصلی پژوهش بررسی ویژگی­های روانسنجی پرسشنامة حافظه فعال در یک نمونه از جامعة­ ایرانی است. ابزارهای این پژوهش، پرسشنامة حافظه فعال (WMQ) و پرسشنامه حافظه فعال کورنولدی بودند که بر روی سیصد نفر (150 زن، 150 مرد) داوطلب از ساکنان شهرستان کاشمر اجرا شد. به ‌منظور تعیین روایی پرسشنامه از تحلیل عاملی اکتشافی و تأییدی نوع اول، برای بررسی روایی همگرایی از آزمون کورنولدی و از آلفای کرونباخ برای تعیین پایایی استفاده شد. نتایج تحلیل عاملی نشان داد که به ‌غیر از گویه­های 6 و 29 سایر گویه‌ها از بار عاملی مناسبی برخوردار بودند. ضرایب آلفای کرونباخ -894/0- بود. ضمناً مولفه‌های پرسشنامة حافظه فعال با نمرة کل آزمون کورنولدی ضریب همبستگی مثبت و معنا‌داری داشت. با توجه به یافته­های به ‌دست‌ آمده پرسشنامه حافظه فعال، ابزاری پایا و روا برای سنجش حافظه فعال جامعة ایرانی است.

 پرسشنامه حافظه فعال ویژگی های روانسنجی بزرگسالان تحلیل عاملی ارجمندنیا، علی اکبر(1394). حافظه فعال، از سنجش تا درمان در محیط های آموزشی و بالینی. تهران: رشد فرهنگ پاشا شریفی، حسن و شریفی، نسترن (1391). اصول روان‌سنجی و روان‌آزمایی. تهران: نشر رشد. کُرمی نوری، رضا (1393). روان‌شناسی حافظه و یادگیری: با رویکردی شناختی. تهران: نشر سمت، چاپ ششم Baddeley, A. (1992). Working memory. Science, 255(5044 556-559. Baddeley, A. (2007). Working memory, thought, and action. Oxford University Press. Baddeley, A. (2010). Working memory. Current Biology, 20, R136–R140. Baddeley, A. D. (1986).Working memory. New York: Oxford University Press. Baddeley, A. D. (1990). Human memory: Theory and practice. Hove, UK: Lawrence Erlbaum. Associates Ltd. Baddeley, A. (1996). The fractionation of working memory. Journal of Proceedings of the National Academy of Sciences of U.S.A. 93(24 68-72. Baddeley, A. D., & Hitch, G. J. (1974). Working memory. The psychology of learning and motivation, 8, 47-89. Barch, D. M. (2005). The cognitive neuroscience of schizophrenia. Annual. Review. Clin. Psychol., 1, 321-353. Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological bulletin,121(1), 65-94. Barkley, R. A., Fischer, M., Smallish, L., & Fletcher, K. (2002). The persistence of attention-deficit/hyperactivity disorder into young adulthood as a function of reporting source and definition of disorder. Journal of abnormal psychology, 111(2), 279. Beck, S. J., Hanson, C. A., Puffenberger, S. S., Benninger, K. L., & Benninger, W. B. (2010). A controlled trial of working memory training for children and adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology,39(6), 825-836. Berryhill, M. E., & Jones, K. T. (2012). tDCS selectively improves working memory in older adults with more education. Neuroscience letters, 521(2), 148-151. Berryman, C., Stanton, T. R., Bowering, K. J., Tabor, A., McFarlane, A., & Moseley, G. L. (2013). Evidence for working memory deficits in chronic pain: a systematic review and meta-analysis. Pain, 154(8), 1181-1196. Bowen, L., Wallace, C. J., Glynn, S. M., Nuechterlein, K. H., Lutzker, J. R., & Kuehnel, T. G. (1994). Schizophrenic individuals' cognitive functioning and performance in interpersonal interactions and skills training procedures. Journal of psychiatric research, 28(3), 289-301. Brown, G. G., Lohr, J., Notestine, R., Turner, T., Gamst, A., & Eyler, L. T. (2007). Performance of schizophrenia and bipolar patients on verbal and figural working memory tasks. Journal of abnormal psychology, 116(4), 741-753. Brown, T. E. (2000). Attention-deficit disorders and comorbidities in children, adolescents, and adults. American Psychiatric Publishing, Inc.. Caine, E. D. (1981). Pseudodementia: current concepts and future directions.Archives of General Psychiatry, 38(12), 1359-1364. Conway, A. R., Jarrold, C. E., Kane, M. J., Miyake, A., & Towse, J. N. (2007).Variation in working memory. Oxford University Press. Cowan, N., Elliott, E. M., Saults, J. S., Morey, C. C., Mattox, S., Hismjatullina, A., & Conway, A. R. (2005). On the capacity of attention: Its estimation and its role in working memory and cognitive aptitudes. Cognitive psychology, 51(1), 42-100. Dick, B., Eccleston, C., & Crombez, G. (2002). Attentional functioning in fibromyalgia, rheumatoid arthritis, and musculoskeletal pain patients. Arthritis Care & Research, 47(6), 639-644. Doris, A., Ebmeier, K., & Shajahan, P. (1999). Depressive illness. The Lancet, 354(9187), 1369-1375. Dovis, S., Van der Oord, S., Wiers, R. W., & Prins, P. J. (2013). What part of working memory is not working in ADHD? Short-term memory, the central executive and effects of reinforcement. Journal of abnormal child psychology,41(6), 901-917. Eysenck, M. W. (1992). Anxiety: the cognitive perspective. Hove, UK: Lawrence Erlbaum. Fontenelle, L. F., Mendlowicz, M. V., Mattos, P., & Versiani, M. (2006). Neuropsychological findings in obsessive-compulsive disorder and its potential implications for treatment. Current Psychiatry Reviews, 2(1), 11-26. Friedman, N. P., & Miyake, A. (2000). Differential roles for visuospatial and verbal working memory in situation model construction. Journal of Experimental Psychology: General, 129(1), 61-81. Gathercole, S. E., Alloway, T. P., Willis, C., Adams, A. M. (2006).Working memory in children with reading disabilities. Journal of Experimental Child Psychology. 93(3):265-281 Hertzog, C., Dixon, R. A., Hultsch, D. F., & MacDonald, S. W. (2003). Latent change models of adult cognition: are changes in processing speed and working memory associated with changes in episodic memory?. Psychology and aging, 18(4), 755-769. Jaafari, N., Frasca, M., Rigalleau, F., Rachid, F., Gil, R., Olié, J. P., ... & Insight Study Group. (2013). Forgetting what you have checked: A link between working memory impairment and checking behaviors in obsessive-compulsive disorder. European Psychiatry, 28(2), 87-93. Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: individual differences in working memory. Psychological review, 99(1), 122. Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: individual differences in working memory. Psychological review, 99(1), 122-149. Kail, R. V. (2007). Longitudinal evidence that increases in processing speed and working memory enhance children's reasoning. Psychological Science,18(4), 312-313. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge university press. Klingberg, T. (2010). Training and plasticity of working memory. Trends in cognitive sciences, 14(7), 317-324. Lee, J., & Park, S. (2005). Working memory impairments in schizophrenia: a meta-analysis. Journal of abnormal psychology, 114(4), 599. Lewandowsky, S., Oberauer, K., Yang, L. X., & Ecker, U. K. (2010). A working memory test battery for MATLAB. Behavior Research Methods, 42(2), 571-585. Manglam, M. K., Ram, D., Praharaj, S. K., & Sarkhel, S. (2010). Working memory in schizophrenia. Age, 16, 6-34. Martinussen, R., Hayden, J., Hogg-Johnson, S., & Tannock, R. (2005). A meta-analysis of working memory impairments in children with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 44(4), 377-384. McInnes, A., Humphries, T., Hogg-Johnson, S., & Tannock, R. (2003). Listening comprehension and working memory are impaired in attention-deficit hyperactivity disorder irrespective of language impairment. Journal of abnormal child psychology, 31(4), 427-443. Miyake, A., & Shah, P. (1999). Toward unified theories of working memory: Emerging general consensus, unresolved theoretical issues, and future research directions. Models of working memory: Mechanisms of active maintenance and executive control, 442-481. Moriarty, O., McGuire, B. E., & Finn, D. P. (2011). The effect of pain on cognitive function: a review of clinical and preclinical research. Progress in neurobiology, 93(3), 385-404. Muller, J., & Roberts, J. E. (2005). Memory and attention in obsessive–compulsive disorder: a review. Journal of anxiety disorders, 19(1, 1-28. Palladino, P., Cornoldi, C., De Beni, R., & Pazzaglia, F. (2001). Working memory and updating processes in reading comprehension. Memory & cognition, 29(2), 344-354. Patten, S. B. (2003). International differences in major depression prevalence: what do they mean?. Journal of clinical epidemiology, 56(8), 711-716. Perry, W., Heaton, R. K., Potterat, E., Roebuck, T., Minassian, A., & Braff, D. L. (2001). Working memory in schizophrenia: Transient" online" storage versus executive functioning. Schizophrenia Bulletin, 27(1), 157. Piskulic, D., Olver, J. S., Norman, T. R., & Maruff, P. (2007). Behavioural studies of spatial working memory dysfunction in schizophrenia: a quantitative literature review. Psychiatry research, 150(2), 111-121. Postle, B. R. (2006). Working memory as an emergent property of the mind and brain. Neuroscience, 139(1), 23-38. Raiker, J. S., Rapport, M. D., Kofler, M. J., & Sarver, D. E. (2012). Objectively-measured impulsivity and attention-deficit/hyperactivity disorder (ADHD): testing competing predictions from the working memory and behavioral inhibition models of ADHD. Journal of abnormal child psychology, 40(5), 699-713. Rapport, M. D., Bolden, J., Kofler, M. J., Sarver, D. E., Raiker, J. S., & Alderson, R. M. (2009). Hyperactivity in boys with attention-deficit/hyperactivity disorder (ADHD): a ubiquitous core symptom or manifestation of working memory deficits?. Journal of Abnormal Child Psychology, 37(4), 521-534. Rochon, E., Waters, G. S., & Caplan, D. (2000). The relationship between measures of working memory and sentence comprehension in patients with Alzheimer's disease. Journal of Speech, Language, and Hearing Research,43(2), 395-413. Rose, E. J., & Ebmeier, K. P. (2006). Pattern of impaired working memory during major depression. Journal of affective disorders, 90(2), 149-161. Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96(3), 471. Swanson, H. L., & Sáez, L. (2003). Memory difficulties in children and adults with learning disabilities. Handbook of learning disabilities, 182-198. Tillman, C., Eninger, L., Forssman, L., & Bohlin, G. (2011). The relation between working memory components and ADHD symptoms from a developmental perspective. Developmental neuropsychology, 36(2), 181-198. Vallat-Azouvi, C., Pradat-Diehl, P., & Azouvi, P. (2012). The Working Memory Questionnaire: A scale to assess everyday life problems related to deficits of working memory in brain injured patients. Neuropsychological rehabilitation,22(4), 634-649. Van der Oord, S., Ponsioen, A. J. G. B., Geurts, H. M., Ten Brink, E. L., & Prins, P. J. M. (2012). A pilot study of the efficacy of a computerized executive functioning remediation training with game elements for children with ADHD in an outpatient setting: outcome on parent-and teacher-rated executive functioning and ADHD behavior. Journal of attention disorders, 1087054712453167. Weingartner, H., & Silberman, E. (1982). Models of cognitive impairment: cognitive changes in depression. Psychopharmacology Bulletin, 18(2), 27-42. Wilhelm, S., McNally, R. J., Baer, L., & Florin, I. (1997). Autobiographical memory in obsessive‐compulsive disorder. British Journal of Clinical Psychology, 36(1), 21-31. Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: a meta-analytic review. Biological psychiatry, 57(11), 1336-1346. Woolfolk, A. E. (2001). Educational psychology. (8th ED.). Boston: Allyn and Bacon. Zielinski, C. M., Taylor, M. A., & Juzwin, K. R. (1991). Neuropsychological deficits in obsessive-compulsive disorder. Cognitive and Behavioral Neurology, 4(2), 110-126_||_
پژوهش‌های کاربردی روانشناختی دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی فصل‌نامه پژوهش‌های کاربردی روانشناختی 2251-8126 دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی 115 10.22059/japr.2018.70941 مقاله پژوهشی رابطه هوش هیجانی با منبع کنترل در بین دانشجویان دانشگاه تهران 23 08 2018 8 2 113 130 11 05 2018 11 05 2018 Copyright © 2018, دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی. 2018 https://japr.ut.ac.ir/article_70941.html

هدف پژوهش حاضر تعیین رابطه‏ هوش هیجانی با منبع کنترل در دانشجویان دانشگاه تهران بود. 412 دانشجو (212 پسر و 200 دختر) کارشناسی و کارشناسی ارشد دانشگاه تهران، با استفاده از روش نمونه ‏گیری تصادفی خوشه ‏ای انتخاب شدند. آزمودنی ‏ها پرسشنامه ‏های هوش هیجانی و منبع کنترل را  تکمیل نمودند. داده ‏ها به کمک ضریب همبستگی پیرسون، رگرسیون روش لجستیک و تحلیل واریانس مورد تجزیه و تحلیل قرار گرفت. نتایج پژوهش نشان داد بین هوش هیجانی و مؤلفه‏ های آن با منبع کنترل رابطه معناداری در سطح (P< 0/01) وجود دارد. همچنین بین مؤلفه ‏های هوش هیجانی، بهترین پیش‏بینی کننده منبع کنترل، خودکنترلی می باشد. می‏توان نتیجه‏ گیری کرد افرادی که از هوش هیجانی بالایی برخوردار هستند، دارای منبع کنترل درونی بوده و بهتر می ‏توانند بر رویدادهای زندگی خود تسلط داشته باشند و پیشرفت‏ ها و شکست ‏ها را به خود نسبت دهند و تحت تأثیر عوامل محیطی قرار نمی‏ گیرند.

 هوش هیجانی منبع کنترل دانشجویان
پژوهش‌های کاربردی روانشناختی دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی فصل‌نامه پژوهش‌های کاربردی روانشناختی 2251-8126 دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی 115 10.22059/japr.2017.68337 مقاله پژوهشی اثربخشی طرحواره درمانی بر وسواس فکری- عملی و رضایت زناشویی زنان متاهل بنی ادم لیلا دانشجوی دکتری روانشناسی عمومی، واحد سمنان، دانشگاه ازاد اسلامی، سمنان، ایران مکوندحسینی شاهرخ دانشیار دانشکده علوم انسانی، دانشگاه سمنان، سمنان، ایران صداقت مستوره استادیار دانشکده علوم انسانی، دانشگاه ازاد اسلامی، سمنان، ایران 23 08 2017 8 2 131 143 12 12 2016 07 04 2017 Copyright © 2017, دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی. 2017 https://japr.ut.ac.ir/article_68337.html

طرحواره ­درمانی به عنوان شیوه­ای درمانی برای دستیابی به نیازهای روانی و جسمانی افراد شناخته شده است. هدف از این پژوهش بررسی تاثیر طرحواره درمانی بر علائم وسواس فکری- عملی و رضایت زناشویی بود. جامعه آماری شامل کلیه زنان متاهل 45-25 ساله شهر تهران در سال 1395 بود. با بهره­گیری از یک طرح آزمایشی کنترل شده تصادفی نمونه­ای مشتمل بر 60 نفر از زنان متاهل شهر تهران با روش نمونه­گیری در دسترس انتخاب، و به­گونه تصادفی به دو گروه 30 نفره گروه کنترل و گروه آزمایش تقسیم شدند. ابزار تحقیق شامل پرسشنامه­های رضایت زناشویی انریچ و وسواس فکری- عملی مادسلی (MOCI) بود. کلیه آزمودنی­ها ابتدا پرسشنامه وسواس فکری- عملی مادسلی (MOCI) را تکمیل کردند. گروه آزمایش در دوره­های طرحواره درمانی شرکت کردند، اما گروه کنترل ملاقات­های ساده با درمانگر داشتند. داده­ها از پرسشنامه­ها استخراج، و با آزمون تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفت. نتایج آزمون کوواریانس نشان داد که طرحواره درمانی موجب کاهش علائم وسواس فکری- عملی و افزایش رضایت زناشویی در مقایسه با گروه کنترل شده است. همچنین طرحواره درمانی بر افزایش رضایت زناشویی اثربخش بوده است و مولفه رابطه جنسی بیشترین افزایش را داشته و حل تعارض کمترین افزایش را داشته است و به­طور معنادار باعث افزایش دو مولفه مدیریت مالی و جهت­گیری مذهبی نشده است.نتایج به دست آمده در این پژوهش حاکی از آن است که طرحواره درمانی می­تواند روش درمانی مؤثری برای کاهش علائم وسواس فکری- عملی و افزایش رضایت زناشویی باشد.

 طرحواره درمانی وسواس فکری- عملی رضایت زناشویی Amani M, Abolghasemi A, Ahadi B, Narimani M, (2015). The Relationship of Obsessive-Compulsive Subgroups, Inferential Confusion and Emotion Regulation Strategies with Obsessive Beliefs in Women, Applied Psychological Research Quarterly, 6(1), 137-150 [In Persian]. Anthony D, Mancini, Beyza Sinan1and, George A. Bonanno (2015), Predictors of Prolonged Grief, Resilience, and Recovery Among Bereaved Spouses, Journal of Clinical Psychology, Volume 71, Issue 12, pages 1245–1258. Aksaray, G., Yelken, B., Kaptanoǧlu, C., Oflu, S., Özaltin, M, Sexuality (2010). in women with obsessive compulsive disorder, Journal of Sex and Marital Therapy, Volume 27, Issue 3, Pages273-277. Abelson, J. L., Gartis, G. C., Sagner, T., Albucher, R. C., Harrigen, M Taylor, S. F., Maltis, B., & Giardan, B. (2014). Deep Brain Stimulatin for Refractory OCD. Abolghasemi A, Narimani M. Psychological tests. Ardebil: Razvand Garden Publishing, )2005(. Darini M, Shfiabadi A, Navabinejad SH, Delavar (2013).A The Effect of Schema Therapy on Increasing Women's Sexual Satisfaction, Educational management research,; 4(3). 33-42. (Text in Persian( Esmaeli A, (2011), )Comparison of the effectiveness of schema therapy and cognitive-behaviorSal therapy on the recovery of patients with obsessive-compulsive disorder with depression. Allame tabatabaei University.)Text in Persian( Guttman JM, A theory of marital dissolution and stability. J Fam Psychol 1993; 7: 57-75. Ghassemzadeh, H., & Mojtabai, R (2005). Psychometric Properties of a Persian Language Version of Bdi- II. Depression & Anxiety, 21, 185-192. Grabe HJ, Ruhrmann S, Ettelt S, Buhtz F, Hochrein A, Schulze-Rauschenbach S, et al. (2006). Familiarity of obsessive-compulsive disorder in nonclinical and clinical subjects. Am J Psychiatry; 163: 1986-92. Holbert, J. M (2011). The relationship of involvement in a support group. Communication patterns. And marital satisfaction in couples with a genetic mutation for breast and ovarian cancer (BRCA). This sertation of doctor of philosophy. The university of akron Hoover CF, Insel TR (1984). Families of origin in obsessive-compulsive disorder. The Journal of nervous and mental disease; 172(4):207- 15 Karno M, Golding JM, Sorenson SB, Burnam M, Audrey M (1998). The epidemiology of obsessivecompulsive disorder in five US communities. Arch Gen Psychiatry; 45: 1094-9 Clark, D. A., Purdon, C., & Byers, E. S. (2000). Appraisal and control of sexual and non-sexual intrusive thoughts in university students. Behaviour research & therapy, 38 (5), 439-455. Monfared M, Study of the dimensions of self-concept and marital satisfaction and informed education, PhD thesis, Allame Tabatabai University (Text in Persian). Maremmani I, Pani PP, Pacini M, Perugi G (2007). Substance use and quality of life over 12 months among buprenorphine maintenance-treated and methadone maintenance-treated heroin-addicted patients. J Subst Abus Treat; 33(1): 91 Olson, D.H (1989). ENRICH Marital Inventory: Discriminant Validity and Cross-Validity Assessment. Journal of Marital and Family Therapy.Vol. 15, No. 1, 65-79 Pinto-Gouveia J, Castilho P, Galhardo A, Cunha M(2010). Early maladaptive schemas and social phobia. Cogn Ther Res; 30: 571-84. Rachman, S. (1998). A cognitive theory of obsessions: Elaborations. Behaviour Research and Therapy, 36, 385–401. Rachman, S (2003). The treatment of obsessions. Part of series of cognitive behaviour therapy: science and practice. Oxford: Oxford University Press. Tellefsen, A; Launes,G (2011). The role of early maladaptive schemas in predicting exposure and response prevention outcome for. Article in Behaviour Research and Therapy · September.DOI: .1016/j.brat. 08.007 · Source: PubMed Thiel, Nicola. Jacob, Gitta A .Brunna Tuschen-Caffier. Herbst, Nirmal. Katrin, Külz, Anne. Hertenstein, Elisabeth. Nissen, Christoph. Voderholzer, Ulrich. Schema therapy augmented exposure and response prevention in patients with obsessive – compulsive disorder: Feasibility and efficacy of a pilot study. Journal of Behavior Therapy and Experimental Psychiatry, Volume 52, September 2016, Pages 59-67. Wilhelm, Sabine .C. Berman, Noah. Keshaviah, Aparna. Schwartz, Rachel A (2015). Steketee, Gail. Mechanisms of change in cognitive therapy for obsessive compulsive disorder: Role of maladaptive beliefs and schemas Weissman, M (1987). Advances in psychiatric epidemiology: Rates and risks for major depression. American Journal of Public Health. 77, 445– 451. Weertman A, Arntz A (2007) effectiveness of treatment of childhood memories incognitive therapy for personality disorders: A controlled study ontrasting methods focusing on the present and methods focusing on childhood memories. Behave res ther; (45): 2133-2143. Young J, Closko J, Vishar M (2010). Schema Therapy: A Practical Guide for Clinical Specialists, Translator : Hamidpoor H, Andooz Z. First print, Tehran: Arjomand Publications ) .Text in Persian( Young, J (2012). Schema Therapy: Conceptual Model. Avalable in: www. Therapist.training.com.au/young. Yoosefi N, Etemadi O, Bahrami F, Ahmadi A, Fatehezadeh M (2009). [An nvestigation on early maladaptive schema in marital relationship as predicators of divorce]. Journal of reimaging and divorce; (Acceptance letters for published). )Text in Persian( Zachary S, Sapienzaa, Narayanan Iyerb & Aaron S. Veenstra (2015). Reading Lasswell's Model of Communication Backward: Three Scholarly Misconceptions, Publishing models and article dates explained, pages 599-622_||_
پژوهش‌های کاربردی روانشناختی دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی فصل‌نامه پژوهش‌های کاربردی روانشناختی 2251-8126 دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی 115 10.22059/japr.2017.67916 مقاله پژوهشی طراحی مدل کاهش ضایعات برنامه درسی در آموزش های فنی و حرفه ای طرخان رضاعلی دانشجوی دکتری برنامه ریزی درسی دانشگاه تهران حکیم زاده رضوان دانشیار گروه گروه روش ها و برنامه های آموزشی و درسی دانشکده روانشناسی و علوم تربیتی دانشگاه تهران ، تهران ، ایران دهقانی مرضیه استادیار گروه گروه روش ها و برنامه های آموزشی و درسی دانشکده روانشناسی و علوم تربیتی دانشگاه تهران ، تهران ، ایران صالحی کیوان ااستادیار گروه گروه روش ها و برنامه های آموزشی و درسی دانشکده روانشناسی و علوم تربیتی دانشگاه تهران ، تهران ، ایران 23 08 2017 8 2 145 165 16 08 2016 10 08 2017 Copyright © 2017, دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی. 2017 https://japr.ut.ac.ir/article_67916.html

برنامه درسی نامطلوب، زمینه پرورش افراد با صلاحیت‌های پایین را فراهم می‌آورد. این نتیجه را می‌توان در قالب مفهوم ضایعات برنامه درسی تبیین نمود. به عبارتی ضایعات برنامه درسی را می­ توان نتیجه اجرای نامطلوب یکی از مراحل طراحی، اجرا و ارزشیابی در برنامه درسی دانست که منجر به هدررفت سرمایه آموزش می­ شود. پژوهش حاضر با هدف ارائه مدل کاهش ضایعات برنامه درسی در آموزش ­های فنی و حرفه‌ای انجام شده است. بدین‌منظور مبتنی بر رویکرد پژوهش‌ کیفی و روش پدیدارشناسی توصیفی، داده‌های مورد نیاز گردآوری گردید. میدان پژوهش شامل تمامی متخصصان و خبرگان حوزه آموزش‌های فنی و حرفه‌ای و متخصصان حوزه برنامه‌ریزی درسی بود که به روش نمونه‌گیری هدفمند از نوع ملاکی، انتخاب شدند. داده‌ها با استفاده از مصاحبه‌ نیمه‌ساختارمند گردآوری گردید. گردآوری داده‌ها در بیست ‌و ‌یکمین مصاحبه به اشباع نظری داده‌ها منتج، و در همین مرحله مصاحبه‌ها متوقف گردید. تحلیل داده‌ها بر اساس دیدگاه آترائید و استرلینگ (2001) به روش تحلیل مضمون انجام شد. نتایج به شناسایی 147 مضمون پایه، 19 مضمون سازمان ­دهنده و 6 مضمون فراگیر شامل ماهیت غیرمنعطف، نیازسنجی معیوب، انقباض در روش، هزینه‌های بازگشت، نیروی انسانی ناکارآمد و محیط نامناسب یادگیری، منتج گردید.

 ضایعات برنامه درسی آموزش های فنی و حرفه ای نیازسنجی معیوب نیروی انسانی ناکارآمد محیط نامناسب یادگیری Ackfeldt, A. L., Malhotra, N. (2010). Do Managerial strategies? Influence Service Behaviours Insights from a Qualitative study. International Journal of Customer Relationship Marketing and Management, 1(3), 43-55. Alan-Silver, John, William M. Alexander, Arthur J. Lewis, (2009) Curriculum; Translator Gholamreza Khoye Nejad- Publisher: Astan Quds Razavi. Mashhad 13 Azad, Ibrahim (2006) "Success factors in vocational and vocational education systems". Development of vocational education, Volume 2, Number 1, Autumn 2006, 31 Burke L. A., Hutchins H. M. (2008) "Training transfer: An integrative literature review", Human resources development review, 6(3): 263-296. Document - The Twenty Years Perspective of the Islamic Republic of Iran (2005) Entezari, Ardeshir, Maleki, Hassan (2015), Teaching Method for Social Education, Volume I, Compilation, Printing and Publishing of Textbooks Faezeh, Heidari, Ahmadi, Gholamali (2013) Identification of problems in the process of evaluating curriculum and presenting ways to solve it; Research in Curriculum Development of the tenth year, Volume 2, Number 9 Fathi Vajargah, Cyrus (2011) Principles of Curriculum Development, Iran Earth Publishing. Fathi and the lodge, Kuroushi. (2011) Speech by Head of the Department of Higher Education Curriculum Studies. Hsiu Fen, Lin(2014),“An empirical investigation of mobile banking adoption: The effect of innovation attributes and knowledge- based trust” international journal of information management, 31,pp. 252-260 Jafari Ghoushchi, Behzad (2002) Improvement of efficiency, Journal of Tadbir No 126, October Jarvis, Peter (2002), Adult Education and Continuing Education, translated by Dr. Gholamali Sarmed Publication. Tehran, 2002 Jr, Estep, Riley, James. (2012) Where ypu go, There you are: The need for Educational Maps in the Church. Handbook of Mapping Out Curriculum in Your Church.pp 1-20. United States of America: Published by B&H Publishing Group Nashville, Tennessee. Estes Hakimzadeh Rezvand, Torkan Reza Ali, Bahmani Mostafa (2013) The need for change in the curriculum of technical and vocational schools based on the comparative study of Germany; The first conference on changes in curriculum; Birjand University Hosseini Lagrange, Saydeh Maryam (2015), Conceptualization of curriculum in higher education system; Doctoral dissertation, Faculty of Psychology and Educational Sciences, Shahid Beheshti University. Karami, Mortaza, Fatahi, Hoda (1392) Change in curriculum of Higher Education: (Case: Master's Program Curriculum for Educational Planning) Higher Education Curriculum Studies Spring & Summer 2013 King, K. (2015) Moving the needle how skill Soft learning infacts performance of individuals Labor Law of the Islamic Republic of Iran (2015) Mattox, John R. (2011) Scrap Learning and Manager Engagment. April 2011. Www.clomedia.com. Mattox, John R. (2010) Manager Engagment: Reducing Scrap Learning. A Training Industry, Inc, ezine, www.trainingindustry.com Mehrmohammadi, Mahmoud (2016) Theories of curriculum: views, approaches and perspectives. Tehran: Organization for the Study and Compilation of the Human Resources of Universities (Samt) Mohammad Ali, Mahboubeh (2011), Technical and professional training and ways to improve it, Journal of Growth of Technical and Vocational Training, Volume 7, Number 1, Autumn Moslem, Nahid, Mousavi, Ali (2014) Evaluation of the quality of curriculum planning from the viewpoint of the training providers of the organization of technical and vocational training in the country; Skills: Winter 2014, Volume 4, Issue 14 National Curriculum of the Islamic Republic of Iran (2012) Pascale, Cindy. (2012). Competency Development Best Practice: Learn the Five Best Practice to Ponte, E. B., Carvajal-Trujillo, E. & Escobar-Rodríguez, T. (2016). Influence of trust and perceived value on the intention to purchase travel Online: Integrating the effects of assurance on trust antecedents, Tourism Management, 47(1): 286- 302. Razak, N. S. A, (2016). Trust and repurchase intention on Online tourism services among Malaysian consumers, Procedia-Social and Behavioral Sciences, 130(1): 577- 582. Sa'adat, Esfandiar (2011), Human Resources Management, Tehran: Publication. Safaei Movahed, Saied. Tarkhan, Rezaali(2017) What causes disadvantages of curriculum in technical and vocational education?. Conference on Technical and Vocational Training in South Korea(2017) Saif, Ali Akbar (2013) Psychology of Reproduction, Aqa Publication Schreier, M., Fuchs, C. & Dahl, D. W. (2016). The innovation effect of user design: Exploring consumer's innovation perceptions of firms selling products designed by users, Journal of Marketing, 76(5): 18- 32. Statute of the Technical and Vocational School (2015) Stirling, J. Attride (2001) Networks Thematic Research Qualitative ,"Research"  An Analytic Tool for Qualitative Stenstrom, Marja-Leena (editor) (2009). Towards Interfation of Work and Learning: Strategies for Connectivity and Transformation, Springer Scinece and Business Media B.V.پ Tappin, Sue (Senior International advisor of British Council), (2002). The UK Vocational Education and Training System. Professional and Competence, Brazil. The Global Competitiveness Report. Commited To Improving The State Of The world 2015–2016 The Official Website of the Organization for Technical and Vocational Training, www.irantvto.ir Vencatesh, Xia,  Davise Xianfeng, Qin (2015),“ Online Trust Forming Mechanism: Approaches And An Integrated Model”, ICEC, 05, PP, 201- 209  _||_
پژوهش‌های کاربردی روانشناختی دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی فصل‌نامه پژوهش‌های کاربردی روانشناختی 2251-8126 دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی 115 10.22059/japr.2017.69697 unavailable ساخت و اعتباریابی مقیاس ایرانی چالش های میانسالی روزبهانی عباس دانشجوی دکتری روانشناسی. گروه روانشناسی مرکز تحصیلات تکمیلی دانشگاه پیام نور. تهران علی اکبری دهکردی مهناز استاد گروه روانشناسی. دانشکده روانشناسی دانشگاه پیام نور. تهران 23 08 2017 8 2 167 180 03 02 2019 03 02 2019 Copyright © 2017, دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی. 2017 https://japr.ut.ac.ir/article_69697.html

هدف از مطالعه حاضر ساخت­ ابزاری مناسب برای پژوهش در حوزه­ی تحول میانسالی است که می­تواند کمکی در راه­اندازی تحقیقات مختلف در این زمینه باشد. به همین منظور، پس از بررسی تئوری­های گوناگون مربوط به تحول میانسالی 12 حوزه از چالش­های تحولی شناسایی و بر اساس آنها تعداد 66 سوال (به طور متوسط برای هر حوزه 5.5 سوال) طراحی شدند. سوالات در ابتدا توسط 4 نفر از متخصصین در حوزه­ی روانشناسی تحولی از نظر محتوایی بررسی شدند و پس از تغییراتی در جمله­بندی برخی سوالات، روی 398 نفر (204 زن و 194 مرد) از ساکنین مناطق 22 گانه­ی شهر تهران بین سنین 40 تا 65 سال اجرا شد. یافته­های پژوهش نشان داد که پرسشنامه دارای 6 عامل که به ترتیب شامل: رضایت از شغل، بی لذتی اوقات فراغت، نگرانی­ها، نارضایتی از تأهل، تعامل با نسل بعدی و مسئولیت­پذیری اجتماعی است. بررسی ثبات درونی پرسشنامه نشان داد که همه­ی خرده مقیاس­ها از اعتبار مطلوبی برخوردارند. در نتیجه پرسشنامه برای انجام تحقیقات در زمینه­ی چالش­های تحول میانسالی مناسب است.

 مقیاس ایرانی چالش‌های میانسالی تحول میانسالی روانشناسی تحولی تحلیل عاملی Alavi, K., Asghari Moghadam, M, A., Rahiminezhad, A., Farahani, H., Shams, G. (2017). Psychometric properties of personal need for structure scale. Applied Psychological research quarterly. 7(4), 133-150 (in Persian Bertrand. R. M., & Luchman. M. E. (2003). Personality development in adulthood and old age. In Learner. R. M., asterbrookes. M. A. &Mistry. J (Ed). Handbook of psychology, Developmental psychology (p. 468). John Wily & sons. New Jersey Brim. O. G. (1992). Ambition: How we manage success and failure throw ought our lives. New York: Basic Books. Carstensen. L. L., & Turk-Charles. S. (1994). The salience of emotion across the adult life span. Psychology and Aging, 9, 259-264. Comrey, L.A. & Lee, H.B. (1992). A first course in factor analysis (2nd ed.). Hillside, NJ: Lawrence Erlbaum Associates. Eysenk.M. W. (2000). Psychology: A student handbook. Taylor &Francies.P (479. Freund.A.M., Ritter.J.O.(2009). Midlife crises: A debate, Gerontology Behavioral Science Section, Vol 55: 582-591. Ghamarani, A., Salehi, H., Golkar, T., Arab Baferani, H, R. (2017). Investigate the psychometric features of work related flow inventory. Applied Psychological research quarterly, 7 (2), 48-33 (in Persian. Hermans.H.J.M., & Oles.P.K. (1999). Midlife crisis in men: Affective organization of personal meanings.Human Relations, Vol 52(11). Huyck.M.H. (1999). Gender roles and gender identity in midlife. In S.L.Wills&J.D.Reid (Ed). Life in the midlife: Psychological and social issues in middle age (pp.209-232). Sa,nDiego,CA: Academic Press. Jung.C.G.(1933). Modern man in search of a soul.New York: Harcourt, Barce& World. Khodayarifard, M., Gobaribonab, B., Zardkhaneh, A, S., Zamanpour, A., Derakhshan, M., Musavi, S, A. (2015). Iranian Positive Thinking Scale (IPTS): Development and Standardization. Applied Psychological research quarterly. 5 (4), 130-103 (in Persian. Levinson.D. J. (1986). A Conception of Adult Development. American Psychologist.Vol. 41, No. 1, 3-13 Levinson.D. J.,Darow. C. N., Klein. E. B., Levinson. M. H., & McKee. B. (1978). The seasons of man’s life.New York: KNOPF. Louw. A. D. (1998). Human development, Kagiso Tertiary, P (508-509). Luchman.M.E, (2001).Handbook of midlife development. John Wiley & Sons, New York. Luchman.M.E. (2004). Development in midlife.Annu. Rev. Psychol. 2004. 55:305–31. McCrea. R., & Costa. P. T. (2005). Personality in adulthood: A five factor theory perspective. The Guilford Press, New York. Menon.U. (2001). Midlife adulthood in cultural perspective: The imagined and the experienced in three cultures, In. Luchman. M.E, (Ed). Handbook of midlife development. Wiley e book. Merriam.S., & Mullins.L. (1981). Havighurst’s adult development tasks: a study of their importance relative to income, age and sex.Adult Education, Vol 31 (3). PP 123-141. Perun. P. J., & Bielby. D. D. V. (1979). Midlife a discussion of competing models. Research on Aging. Vol 1 (3), 275-300.##[23]Roberts. P., & Newton. P. M. (1987). Levinson studies of woman's adult development. Psychology and aging. P (154-163). Shek. D. T. L. (1996). Midlife in Chinese man and woman, Journal of Psychology, 130, 109-119. Studinger.U.M., & Bluck. S. (2001). A view on midlife development from lifespan theory, In Luchman.M.E, (Ed).Handbook of midlife development.( pp 3-39), New York, NY: Wiley e book. Tamir. L. M. (1982). Men at Middle Age: Developmental Transitions, ANNALS, AAPSS.464 (pp 47-56). Turner. J. S. (2002). Families in America: Reference handbook. ABC-CLIO California. P (145( Whitborn.S.K., & Whitborn.S.B.(2011). Adult development and aging: Biological perspective, 4th ed. John Wiley & Sons, P 185.  _||_
پژوهش‌های کاربردی روانشناختی دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی فصل‌نامه پژوهش‌های کاربردی روانشناختی 2251-8126 دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی 115 10.22059/japr.2014.67577 مقاله پژوهشی پیش‌بینی کننده‌های بالینی پاسخ به درمان تحریک مکرر مغناطیسی فراجمجمه ای (rTMS) در بیماران مبتلا به اختلال افسردگی رستمی رضا گروه آموزشی روانشناسی سلامت، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران 23 08 2017 8 2 181 200 06 11 2012 04 08 2013 Copyright © 2017, دانشگاه تهران-دانشکده روان شناسی و علوم تربیتی- موسسه روانشناسی و علوم تربیتی. 2017 https://japr.ut.ac.ir/article_67577.html

تحریک مکرر مغناطیسی فراجمجمهای بر روی قشر پیش پیشانی رویکردی جدید در درمان بیماران مبتلا به افسردگی است. پاسخ به درمان rTMS در بیماران مبتلا به افسردگی متفاوت است. شناخت پیش بینی کننده های پاسخ به درمان، نقش مهمی در درمان بیماران مبتلا به افسردگی به وسیله rTMS دارد. هدف این مطالعه بررسی پیش بینی کنندههای جمعیت شناختی و بالینی پاسخ به درمان rTMS در بین بیماران مبتلا به افسردگی است. در یک مطالعه طبیعی گذشته نگر اطلاعات 092 نفر از بیماران مبتلا به اختلال افسردگی که در خرداد ماه 1141 الی دی ماه 1141 در مرکز علوم اعصاب بالینی آتیه جهت درمان افسردگی تحت تحریک مکرر مغناطیسی فراجمجمها ی قرار گرفتند، جمع آوری شد. از سه پروتکل رایج rTMS  تحریک با فرکانس بالا، تحریک با فرکانس پایین و تحریک دوطرفه بر روی قشر پیش پیشانی پشتی جانبی برای درمان بیماران استفاده شده بود. همه بیماران 12 جلسه rTMS را سه روز در هفته به مدت یک ماه دریافت کرده بودند. پاسخ به درمان توسط مقیاس افسردگی ب BDI-II و کاهش 52 درصدی نمرات نسبت به خط پایه تعریف گردید. در تحلیل دادهها از روش رگرسیون لوجستیک استفاده شد. از 092 نفر، 112 نفر 9 درصد به درمان rTMS پاسخ دادند که از 42 نفر مبتلا به افسردگی تکقطبی 52 نفر 51 درصدو از 190 نفر مبتلا به افسردگی دوقطبی 62 نفر ) 90 درصد به درمان پاسخ دادند. در کل بیماران سن، بدبینی، احساس شکست، بیقراری، بیعلاقگی، بلاتصمیمی، تحریکپذیری و اشتغال ذهنی متغیرهای پیشبین پاسخ به درمان بودند. در بیماران تکقطبی بیعلاقگی، اشتغال ذهنی با نشانهها، فقدان انرژی و بیارزشی و در بیماران دوقطبی غمگینی، احساس شکست، خودانتقادی، بیقراری، بیعلاقگی، تغییر الگوی خواب و اشتغال ذهنی با نشانه های جسمی متغیرهای پیشبین پاسخ به درمان بودند. از پیشبینی کننده جمعیت شناختی سن و از پیشبینی کنندههای بالینی میتوان برای پیش بینی پاسخ به درمان rTMS استفاده کرد.

 پزشکی شخصی شده پیش‌بینی کننده تحریک مکرر مغناطیسی فراجمجمه‌ای افسردگی دابسون استفان، محمدخانی پروانه (1386).  مختصات روانسنجی پرسشنامه ی افسردگی - 2 در مبتلایان به افسردگی اساسی در دوره ی بهبودی نسبی. توانبخشی(8)8-80 . رجبی، غلامرضا؛ عطاری، یوسف علی؛ حقیقی، جمال (1380) .  تحلیل عاملی سؤالهای پرسشنامه بک بر روی دانشجویان پسر دانشگاه شهید چمران اهواز. مجله علوم تربیتی و روانشناسی دانشگاه شهید چمران اهواز. 3 (8) .66-49 Avery, D., & Silverman, J. (1984). Psychomotor retardation and agitation in depression: relationship to age, sex, and response to treatment. Journal of affective disorders, 7(1), 67-76. Barber, J. P., & Muenz, L. R. (1996). The role of avoidance and obsessiveness in matching patients to cognitive and interpersonal psychotherapy: empirical findings from the treatment for depression collaborative research program. Journal of consulting and clinical psychology, 64(5), 951. Berlim, M. T., Van den Eynde, F., & Daskalakis, Z. J. (2013). Clinically meaningful efficacy and acceptability of low-frequency repetitive transcranial magnetic stimulation (rTMS) for treating primary major depression: a meta-analysis of randomized, double-blind and sham-controlled trials. Neuropsychopharmacology, 38(4), 543-551. Bosch, N. M., Riese, H., Dietrich, A., Ormel, J., Verhulst, F. C., & Oldehinkel, A. J. (2009). Preadolescents' somatic and cognitive-affective depressive symptoms are differentially related to cardiac autonomic function and cortisol: the TRAILS study. Psychosomatic Medicine, 71(9), 944-950. Brakemeier, E. L., Luborzewski, A., Danker-Hopfe, H., Kathmann, N., & Bajbouj, M. (2007). Positive predictors for antidepressive response to prefrontal repetitive transcranial magnetic stimulation (rTMS). Journal of psychiatric research, 41(5), 395-403. Brandon, S., Cowley, P., McDonald, C., Neville, P., Palmer, R., & Wellstood-Eason, S. (1984). Electroconvulsive therapy: results in depressive illness from the Leicestershire trial. Br Med J (Clin Res Ed), 288(6410), 22-25. Carpenter, L. L., Janicak, P. G., Aaronson, S. T., Boyadjis, T., Brock, D. G., Cook, I. A.,...& Demitrack, M. A. (2012). Transcranial magnetic stimulation (TMS) for major depression: a multisite, naturalistic, observational study of acute treatment outcomes in clinical practice. Depression and anxiety, 29(7), 587-596. Cipriani, A., Furukawa, T. A., Salanti, G., Geddes, J. R., Higgins, J. P., Churchill, R.,...& Tansella, M. (2009). Comparative efficacy and acceptability of 12 new-generation antidepressants: a multiple-treatments meta-analysis. The Lancet, 373(9665), 746-758. Cohen, R. B., Brunoni, A. R., Boggio, P. S., & Fregni, F. (2010). Clinical predictors associated with duration of repetitive transcranial magnetic stimulation treatment for remission in bipolar depression: a naturalistic study. The Journal of nervous and mental disease, 198(9), 679-681. Dawson, G., Klinger, L. G., Panagiotides, H., Hill, D., & Spieker, S. (1992). Frontal lobe activity and affective behavior of infants of mothers with depressive symptoms. Child Development, 63(3), 725-737. de Jonge, P., Mangano, D., & Whooley, M. A. (2007). Differential association of cognitive and somatic depressive symptoms with heart rate variability in patients with stable coronary heart disease: findings from the Heart and Soul Study. Psychosomatic medicine, 69(8), 735. de Jonge, P., Ormel, J., van den Brink, R. H., van Melle, J. P., Spijkerman, T. A., Kuijper, A.,... & Schene, A. H. (2006). Symptom dimensions of depression following myocardial infarction and their relationship with somatic health status and cardiovascular prognosis. American Journal of Psychiatry, 163(1), 138-144. de Miranda Azevedo, R., Roest, A. M., Hoen, P. W., & de Jonge, P. (2014). Cognitive/affective and somatic/affective symptoms of depression in patients with heart disease and their association with cardiovascular prognosis: a meta-analysis. Psychological medicine, 44(13), 2689-2703. Dimidjian , S., Hollon, S. D., Dobson, K. S., Schmaling, K. B., Kohlenberg, R. J., Addis, M. E.,... & Atkins, D. C. (2006). Randomized trial of behavioral activation, cognitive therapy, and antidepressant medication in the acute treatment of adults with major depression. Journal of consulting and clinical psychology, 74(4), 658. Downar, J., & Daskalakis, Z. J. (2013). New targets for rTMS in depression: a review of convergent evidence. Brain stimulation, 6(3), 231-240. Downing, R. W., & Rickels, K. (1972). Predictors of amitriptyline response in outpatient depressives. The Journal of nervous and mental disease, 154(4), 248-263. Dunner, D. L., Aaronson, S. T., Sackeim, H. A., Janicak, P. G., Carpenter, L. L., Boyadjis, T.,... & Lanocha, K. (2014). A multisite, naturalistic, observational study of transcranial magnetic stimulation for patients with pharmacoresistant major depressive disorder: durability of benefit over a 1-year follow-up period. The Journal of clinical psychiatry, 75(12), 1394-1401.  Epstein, C. M., Figiel, G. S., McDonald, W. M., Amazon-Leece, J., & Figiel, L. (1998). Rapid rate transcranial magnetic stimulation in young and middle-aged refractory depressed patients. Psychiatric Annals, 28(1), 36-39. Erzegovesi, S., Cavallini, M. C., Cavedini, P., Diaferia, G., Locatelli, M., & Bellodi, L. (2001). Clinical predictors of drug response in obsessive-compulsive disorder. Journal of clinical psychopharmacology, 21(5), 488-492. Figiel, G. S., Epstein, C., McDonald, W. M., Amazon-Leece, J., Figiel, L., Saldivia, A., & Glover, S. (1998). The use of rapid-rate transcranial magnetic stimulation (rTMS) in refractory depressed patients. The Journal of neuropsychiatry and clinical neurosciences, 10(1), 20-25. Fitzgerald, P. B., Brown, T. L., Marston, N. A., Daskalakis, Z. J., de Castella, A., & Kulkarni, J. (2003). Transcranial magnetic stimulation in the treatment of depression: a double-blind, placebo-controlled trial. Archives of General Psychiatry, 60(10), 1002-1008. Fregni, F., Marcolin, M. A., Myczkowski, M., Amiaz, R., Hasey, G., Rumi, D. O.,...& Heaslip, J. (2006). Predictors of antidepressant response in clinical trials of transcranial magnetic stimulation. The International Journal of Neuropsychopharmacology, 9(06), 641-654. Gartlehner, G., Hansen, R. A., Morgan, L. C., Thaler, K., Lux, L., Van Noord, M.,... & Strobelberger, M. (2011). Comparative benefits and harms of second-generation antidepressants for treating major depressive disorder: an updated meta-analysis. Annals of internal medicine, 155(11), 772-785. Gross, M., Nakamura, L., Pascual‐Leone, A., & Fregni, F. (2007). Has repetitive transcranial magnetic stimulation (rTMS) treatment for depression improved? A systematic review and meta‐analysis comparing the recent vs. the earlier rTMS studies. Acta Psychiatrica Scandinavica, 116(3), 165-173. Hama, S., Yamashita, H., Shigenobu, M., Watanabe, A., Kurisu, K., Yamawaki, S., & Kitaoka, T. (2007). Post-stroke affective or apathetic depression and lesion location: left frontal lobe and bilateral basal ganglia. European archives of psychiatry and clinical neuroscience, 257(3), 149-152. Jhanwar, V. G., Bishnoi, R. J., & Jhanwar, M. R. (2011). Utility of repetitive transcranial stimulation as an augmenting treatment method in treatment-resistant depression. Indian journal of psychological medicine, 33(1), 92.  John Rush, A., Carmody, T. J., Haight, B. R., Rockett, C. B., & Zisook, S. (2005). Does pretreatment insomnia or anxiety predict acute response to bupropion SR?. Annals of Clinical Psychiatry, 17(1), 1-9. Johnstone, E., Lawler, P., Stevens, M., Deakin, J. F. W., Frith, C. D., McPherson, K., & Crow, T. J. (1980). The Northwick Park electroconvulsive therapy trial. The Lancet, 316(8208), 1317-1320. Joyce, P. R., McKENZIE, J. M., Carter, J. D., Rae, A. M., Luty, S. E., Frampton, C. M., & Mulder, R. T. (2007). Temperament, character and personality disorders as predictors of response to interpersonal psychotherapy and cognitive–behavioural therapy for depression. The British Journal of Psychiatry, 190(6), 503-508.Joyce, P. R., & Paykel, E. S. (1989). Predictors of drug response in depression. Archives of General Psychiatry, 46(1), 89-99. Kelly, M. S., Oliveira-Maia, A. J., Bernstein, M., Stern, A. P., Press, D. Z., Pascual-Leone, A., & Boes, A. D. (2016). Initial Response to Transcranial Magnetic Stimulation Treatment for Depression Predicts Subsequent Response. The Journal of Neuropsychiatry and Clinical Neurosciences, appi-neuropsych. Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters, E. E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of general psychiatry, 62(6), 593-602. Kozel, F. A., George, M. S., & Simpson, K. N. (2004). Decision analysis of the cost-effectiveness of repetitive transcranial magnetic stimulation versus electroconvulsivetherapy for treatment of nonpsychotic severe depression. CNS spectrums, 9(06), 476-482. Kozel, F. A., Nahas, Z., Debrux, C., Molloy, M., Lorberbaum, J. P., Bohning, D.,...& George, M. S. (2000). How coil-cortex distance relates to age, motor threshold, and antidepressant response to repetitive transcranial magnetic stimulation. The Journal of neuropsychiatry and clinical neurosciences, 12(3), 376-384. Labermaier, C., Masana, M., & Müller, M. B. (2013). Biomarkers predicting antidepressant treatment response: how can we advance the field?. Disease markers, 35(1), 23-31. Lam, R. W., Milev, R., Rotzinger, S., Andreazza, A. C., Blier, P., Brenner, C.,...& Farzan, F. (2016). Discovering biomarkers for antidepressant response: protocol from the Canadian biomarker integration network in depression (CAN-BIND) and clinical characteristics of the first patient cohort. BMC psychiatry, 16(1), 1. Liu, B., Zhang, Y., Zhang, L., & Li, L. (2014). Repetitive transcranial magnetic stimulation as an augmentative strategy for treatment-resistant depression, a meta-analysis of randomized, double-blind and sham-controlled study. BMC psychiatry, 14(1), 1.  Manes, F., Jorge, R., Morcuende, M., Yamada, T., Paradiso, S., & Robinson, R. G. (2001). A controlled study of repetitive transcranial magnetic stimulation as a treatment of depression in the elderly. International Psychogeriatrics, 13(02), 225-231. McBride, C., Atkinson, L., Quilty, L. C., & Bagby, R. M. (2006). Attachment as moderator of treatment outcome in major depression: a randomized control trial of interpersonal psychotherapy versus cognitive behavior therapy. Journal of consulting and clinical psychology, 74(6), 1041. McLoughlin, D. M., Mogg, A., Eranti, S., Pluck, G., Purvis, R., Edwards, D...& Philpot, M. (2007). The clinical effectiveness and cost of repetitive transcranial magnetic stimulation versus electroconvulsive therapy in severe depression: a multicentre pragmatic randomised controlled trial and economic analysis. Health technology assessment (Winchester, England), 11(24), 1-54. McNamara, B., Ray, J. L., Arthurs, O. J., & Boniface, S. (2001). Transcranial magnetic stimulation for depression and other psychiatric disorders. Psychological medicine, 31(07), 1141-1146. Mehta, R., Jain, R. K., & Badve, S. (2011). Personalized medicine: the road ahead. Clinical breast cancer, 11(1), 20-26. Mishra, B. R., Sarkar, S., Praharaj, S. K., Mehta, V. S., Diwedi, S., & Nizamie, S. H. (2011). Repetitive transcranial magnetic stimulation in psychiatry. Annals of Indian Academy of Neurology, 14(4), 245. Mosimann, U. P., Schmitt, W., Greenberg, B. D., Kosel, M., Müri, R. M., Berkhoff, M.,...& Schlaepfer, T. E. (2004). Repetitive transcranial magnetic stimulation: a putative add-on treatment for major depression in elderly patients. Psychiatry research, 126(2), 123-133. Mulder, R. T. (2002). Personality pathology and treatment outcome in major depression: a review. American Journal of Psychiatry, 159(3), 359-371. Myers, A. J., & Nemeroff, C. B. (2010). New vistas in the management of treatment-refractory psychiatric disorders: Genomics and personalized medicine. Focus, 8(4), 525-535. Nahas, Z., Li, X., Kozel, F. A., Mirzki, D., Memon, M., Miller, K.,...& Mintzer, J.(2004). Safety and benefits of distance‐adjusted prefrontal transcranial magnetic stimulation in depressed patients 55–75 years of age: A pilot study. Depression and anxiety, 19(4), 249-256. Newton-Howes, G., Tyrer, P., & Johnson, T. (2006). Personality disorder and the outcome of depression: meta-analysis of published studies. The British Journal of Psychiatry, 188(1), 13-20. Overall, J. E., Hollister, L. E., Johnson, M., & Pennington, V. (1966). Nosology of depression and differential response to drugs. JAMA, 195(11), 946-948. Ozomaro, U., Wahlestedt, C., & Nemeroff, C. B. (2013). Personalized medicine in psychiatry: problems and promises. BMC medicine, 11(1), 1. Pallanti, S., Cantisani, A., Grassi, G., Antonini, S., Cecchelli, C., Burian, J.,...& Quercioli, L. (2012). rTMS age-dependent response in treatment-resistant depressed subjects: a mini-review. CNS spectrums, 17(01), 24-30. Pochon, J. B., Levy, R., Poline, J. B., Crozier, S., Lehéricy, S., Pillon, B.,...& Dubois, B. (2001). The role of dorsolateral prefrontal cortex in the preparation of forthcoming actions: an fMRI study. Cerebral Cortex, 11(3), 260-266. Parikh, S. V., & Lam, R. W. (2001). Clinical guidelines for the treatment of depressive disorders, I. Definitions, prevalence, and health burden. Canadian journal of psychiatry. Revue canadienne de psychiatrie, 46, 13S-20S. Riedel, M., Möller, H. J., Obermeier, M., Schennach-Wolff, R., Bauer, M., Adli, M.,...& Bender, W. (2010). Response and remission criteria in major depression–a validation of current practice. Journal of psychiatric research, 44(15), 1063-1068. Robinson, D. G., Woerner, M. G., Alvir, J. M. J., Geisler, S., Koreen, A., Sheitman, B.,...& Lieberman, J. A. (1999). Predictors of treatment response from a first episode of schizophrenia or schizoaffective disorder. American Journal of Psychiatry. Rush, A. J., Trivedi, M. H., Wisniewski, S. R., Stewart, J. W., Nierenberg, A. A., Thase, M. E.,... & Shores-Wilson, K. (2006). Bupropion-SR, sertraline, or venlafaxine-XR after failure of SSRIs for depression. New England Journal of Medicine, 354(12), 1231-1242. Schüle, C., Zwanzger, P., Baghai, T., Mikhaiel, P., Thoma, H., Möller, H. J.,...& Padberg, F. (2003). Effects of antidepressant pharmacotherapy after repetitive transcranial magnetic stimulation in major depression: an open follow-up study. Journal of psychiatric research, 37(2), 145-153. Simon, G. E., & Perlis, R. H. (2010). Personalized medicine for depression: can we match patients with treatments?.American Journal of Psychiatry, 167(12), 1445-1455. Simon, G. E., Von Korff, M., Rutter, C. M., & Peterson, D. A. (2001). Treatment process and outcomes for managed care patients receiving new antidepressant prescriptions from psychiatrists and primary care physicians. Archives of General Psychiatry, 58(4), 395-401. Sotsky, S. M., Glass, D. R., Shea, M. T., Pilkonis, P. A., Collins, J. F., Elkin, I.,...& Oliveri, M. E. (1991). Patient predictors of response to psychotherapy and pharmacotherapy: findings in the NIMH Treatment of Depression Collaborative Research Program. Am J Psychiatry, 148(8), 997-1008. Strian, F., Albert, W., & Klicpera, C. (1979). Course of depressive mood and psychomotor activation in endogenous depression. Archiv für Psychiatrie und Nervenkrankheiten, 227(3), 193-206. Tarhan, N., Sayar, F. G. H., Tan, O., & Kağan, G. (2012). Efficacy of high-frequency repetitive transcranial magnetic stimulation in treatment-resistant depression. Clinical EEG and neuroscience, 43(4), 279-284. Thase, M. E., Friedman, E. S., Biggs, M. M., Wisniewski, S. R., Trivedi, M. H., Luther, J. F.,... &Niederehe, G. (2007). Cognitive therapy versus medication in augmentation and switch strategies as second-step treatments: a STAR* D report. American Journal of Psychiatry. Trivedi, M. H., Fava, M., Wisniewski, S. R., Thase, M. E., Quitkin, F., Warden, D.,...& Luther, J. F. (2006). Medication augmentation after the failure of SSRIs for depression. New England Journal of Medicine, 354(12), 1243-1252. T rivedi, M. H., Rush, A. J., Wisniewski, S. R., Nierenberg, A. A., Warden, D., Ritz, L.,... & Shores-Wilson, K. (2006). Evaluation of outcomes with citalopram for depression using measurement-based care in STAR* D: implications for clinical practice. American journal of Psychiatry, 163(1), 28-40. Umbricht, D. S., Wirshing, W. C., Wirshing, D. A., McMeniman, M., Schooler, N. R., & Kane, J. M. (2002). Clinical predictors of response to clozapine treatment in ambulatory patients with schizophrenia. The Journal of clinical psychiatry, 63(5), 420-424. Vos, T., Barber, R. M., Bell, B., Bertozzi-Villa, A., Biryukov, S., Bolliger, I.,...&Duan, L. (2015). Global, regional, and national incidence, prevalence, and years livedwith disability for 301 acute and chronic diseases and injuries in 188 countries, 1990–2013: a systematic analysis for the Global Burden of Disease Study 2013. TheLancet, 386(9995), 743-800. Walker, E. R., McGee, R. E., & Druss, B. G. (2015). Mortality in mental disordersand global disease burden implications: a systematic review and meta-analysis. JAMApsychiatry, 72(4), 334-341. World Health Organization. (1999). Figures and facts about suicide. Zhang, Y. Q., Zhu, D., Zhou, X. Y., Liu, Y. Y., Qin, B., Ren, G. P., & Xie, P. (2015).Bilateral repetitive transcranial magnetic stimulation for treatment-resistantdepression: a systematic review and meta-analysis of randomized controlledtrials. Brazilian Journal of Medical and Biological Research, 48(3), 198-206._||_