University of TehranJournal of Applied Psychological Research2251-81267120160420Explore the impact of choice theory and reality therapy interventions
on couples` marital satisfactionExplore the impact of choice theory and reality therapy interventions
on couples` marital satisfaction1235775610.22059/japr.2016.57756FAJournal Article20130614The aim of this study is to explore the impact of choice theory and reality therapy interventions on couples` marital satisfaction. This study applied the single - subject method with AB design. The participants of the study were two couples who were selected as a purposeful sample to participate at the intervention program of 8 sessions of training of choice theory and reality therapy. In order to assess marital satisfaction, “Enrich Couple Scale” (Olson, 1989) was used in this study. The data was analyzed with effect size and visual analysis. The result shows the significant impact of choice theory training and reality therapy on marital satisfaction and its domains during sessions and follow-up sessions. Finding indicates that the change was increasingly developed in both men and women, but the process effect is observed in satisfaction more for men compared to their spouses.The aim of this study is to explore the impact of choice theory and reality therapy interventions on couples` marital satisfaction. This study applied the single - subject method with AB design. The participants of the study were two couples who were selected as a purposeful sample to participate at the intervention program of 8 sessions of training of choice theory and reality therapy. In order to assess marital satisfaction, “Enrich Couple Scale” (Olson, 1989) was used in this study. The data was analyzed with effect size and visual analysis. The result shows the significant impact of choice theory training and reality therapy on marital satisfaction and its domains during sessions and follow-up sessions. Finding indicates that the change was increasingly developed in both men and women, but the process effect is observed in satisfaction more for men compared to their spouses.https://japr.ut.ac.ir/article_57756_7aa218a196b0af23bfd41cc67d8bfeb0.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420Psychometric Properties of the Short Form Competitive State Anxiety Inventory (CSAI-2R)Psychometric Properties of the Short Form Competitive State Anxiety Inventory (CSAI-2R)25405775710.22059/japr.2016.57757FAJournal Article20150215Valid objective measure that can be easily carrying for assessment of competitive anxiety is not available in Iran. Competitive State Anxiety Inventory-2R (CSAI-2R) is introduced as a quick and easy diagnostic tool for competitive anxiety. The aim of this study was to determine the psychometric properties of CSAI-2R in the part of Iranian society. The study population included all volleyball, handball and basketball athlete of Tabriz city in 2012. From this population, 184 students (69 volleyball players, 61 basketball players, and 54 handball players) were randomly selected. The reliability results showed that the reliability of three aspects of CSAI-2R with Cronbach's alpha method were 0.79 to 0.84. Convergent and construct validities were confirmed validity of the CSAI-2R. The results of factorial analysis as main form the CSAI-2R, were revealed the three separate but correlated factors for Competitive State Anxiety Inventory-2R: cognitive anxiety, somatic anxiety, and self-confidence. Based on these results, we can say that the CSAI-2R is reliable and valid instrument for measuring competitive anxiety in Iranian culture. Considering the short revised form of CSAI-2R and lack of long-scale problems in that scale, its use is recommended for future researchValid objective measure that can be easily carrying for assessment of competitive anxiety is not available in Iran. Competitive State Anxiety Inventory-2R (CSAI-2R) is introduced as a quick and easy diagnostic tool for competitive anxiety. The aim of this study was to determine the psychometric properties of CSAI-2R in the part of Iranian society. The study population included all volleyball, handball and basketball athlete of Tabriz city in 2012. From this population, 184 students (69 volleyball players, 61 basketball players, and 54 handball players) were randomly selected. The reliability results showed that the reliability of three aspects of CSAI-2R with Cronbach's alpha method were 0.79 to 0.84. Convergent and construct validities were confirmed validity of the CSAI-2R. The results of factorial analysis as main form the CSAI-2R, were revealed the three separate but correlated factors for Competitive State Anxiety Inventory-2R: cognitive anxiety, somatic anxiety, and self-confidence. Based on these results, we can say that the CSAI-2R is reliable and valid instrument for measuring competitive anxiety in Iranian culture. Considering the short revised form of CSAI-2R and lack of long-scale problems in that scale, its use is recommended for future researchhttps://japr.ut.ac.ir/article_57757_624e50d2bca9c6314160403c2f83bc0c.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420Comparison of implicit learning and academic achievement in multiple grade classes in primary schoolsComparison of implicit learning and academic achievement in multiple grade classes in primary schools41565819010.22059/japr.2016.58190FAJournal Article20150812According to interactions in multiple grade classes, the present study aims to compare different class compositions in three different groups of fourth-grade multiple grade students in implicit learning and academic achievement. Statistical population consists of all fourth grade public elementary school students in Piranshahr. 3 groups of students including 8 girls and 8 boys were randomly selected. This research used a Causal Comparative method. Four researcher made questionnaires in mathematics and science courses for fourth and fifth grades were used to collect data. Data were analyzed using descriptive statistics; analysis of variance and Sheffe's test. Findings showed that there weren’t significant differences in academic achievements between multi grade students. Other findings showed that there was significant difference in implicit learning among three groups and this difference was beneficent for fourth and fifth grade students. Also there wasn’t a significant difference in academic achievement due to implicit learning between boys and girls.According to interactions in multiple grade classes, the present study aims to compare different class compositions in three different groups of fourth-grade multiple grade students in implicit learning and academic achievement. Statistical population consists of all fourth grade public elementary school students in Piranshahr. 3 groups of students including 8 girls and 8 boys were randomly selected. This research used a Causal Comparative method. Four researcher made questionnaires in mathematics and science courses for fourth and fifth grades were used to collect data. Data were analyzed using descriptive statistics; analysis of variance and Sheffe's test. Findings showed that there weren’t significant differences in academic achievements between multi grade students. Other findings showed that there was significant difference in implicit learning among three groups and this difference was beneficent for fourth and fifth grade students. Also there wasn’t a significant difference in academic achievement due to implicit learning between boys and girls.https://japr.ut.ac.ir/article_58190_bc2a2e583418fdfdff18b7451654cd73.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420The Comparison of Self-Talking-Based Cognitive Therapy Considering the Iranian-Islamic Models with Common Self-Talking-Based Cognitive Therapy on Marital Conflicts of WomenThe Comparison of Self-Talking-Based Cognitive Therapy Considering the Iranian-Islamic Models with Common Self-Talking-Based Cognitive Therapy on Marital Conflicts of Women57695775910.22059/japr.2016.57759FAJournal Article20150203The main purpose of present study was to comparison of self-talking-based cognitive therapy considering the Iranian-Islamic models with common self-talking-based cognitive therapy on marital conflicts of married women. This study was a semi-experimental research with post and pretest with control group. 42 women who referred to a counseling center in Meybod city were selected by available sampling and then randomly assigned in 2 experiment and 1 control groups (2 participant cannot finished the study). The first experimental group received self-talking-based cognitive therapy considering the Iranian-Islamic models, and second experimental group received common self-talking-based cognitive therapy (both of them have 7 sessions). The control group didn't receive any intervention. Before and after the experiment, all groups answer to marital conflict questionnaire. Finally, data analyzed by one-way ANOVA. The results show that both of interventions in experimental groups significantly decrease marital conflicts of participants, but intervention based on Iranian-Islamic models than intervention based on self-talking-based cognitive therapy have greater effect on improving of the marital conflicts (p < .01). Therefore, we can conclude that in self-talking-based cognitive therapy, common models should be replaced by teachings witch roots in Islamic and Iranian Models.The main purpose of present study was to comparison of self-talking-based cognitive therapy considering the Iranian-Islamic models with common self-talking-based cognitive therapy on marital conflicts of married women. This study was a semi-experimental research with post and pretest with control group. 42 women who referred to a counseling center in Meybod city were selected by available sampling and then randomly assigned in 2 experiment and 1 control groups (2 participant cannot finished the study). The first experimental group received self-talking-based cognitive therapy considering the Iranian-Islamic models, and second experimental group received common self-talking-based cognitive therapy (both of them have 7 sessions). The control group didn't receive any intervention. Before and after the experiment, all groups answer to marital conflict questionnaire. Finally, data analyzed by one-way ANOVA. The results show that both of interventions in experimental groups significantly decrease marital conflicts of participants, but intervention based on Iranian-Islamic models than intervention based on self-talking-based cognitive therapy have greater effect on improving of the marital conflicts (p < .01). Therefore, we can conclude that in self-talking-based cognitive therapy, common models should be replaced by teachings witch roots in Islamic and Iranian Models.https://japr.ut.ac.ir/article_57759_e2e661ee1dcc89bfb2a4e44e5eaa5321.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420Relationship between Marital Satisfaction & Thinking Style
among Married Women Teachers in TehranRelationship between Marital Satisfaction & Thinking Style
among Married Women Teachers in Tehran71885776010.22059/japr.2016.57760FAJournal Article20141215Marital satisfaction is one of the most important components of healthy function in the family. The current study was aimed to review the relationship between marital satisfaction & thinking style among married women teachers in Tehran. For this purpose, a sample of 200 married female teachers of secondary schools in Tehran were selected. It was a multi stage random sampling method. Research tools were Afrooz marital satisfaction scale (110 questions) and Thinking Styles of Strenberg Wagner scale (104 items). Statistical data were gathered from 169 questionnaires. The results of this study through correlation analysis showed that there is direct and meaningful relationship in confidence level of 99 percent p= (0/01) between general marital satisfaction and some components of thinking style such as: legislator, judicial, hierarchical, global, liberal thinking styles, and also with executive, individual-based, extrovert thinking style in confidence level of 95 percent (p=0/05). Also there was not meaningful relationship between general marital satisfaction with local & internal thinking styles. Also there was direct and meaningful relationship between most components marital satisfaction and thinking style in confidence level of 99 & 95 percent and there was no relation between the rests.Marital satisfaction is one of the most important components of healthy function in the family. The current study was aimed to review the relationship between marital satisfaction & thinking style among married women teachers in Tehran. For this purpose, a sample of 200 married female teachers of secondary schools in Tehran were selected. It was a multi stage random sampling method. Research tools were Afrooz marital satisfaction scale (110 questions) and Thinking Styles of Strenberg Wagner scale (104 items). Statistical data were gathered from 169 questionnaires. The results of this study through correlation analysis showed that there is direct and meaningful relationship in confidence level of 99 percent p= (0/01) between general marital satisfaction and some components of thinking style such as: legislator, judicial, hierarchical, global, liberal thinking styles, and also with executive, individual-based, extrovert thinking style in confidence level of 95 percent (p=0/05). Also there was not meaningful relationship between general marital satisfaction with local & internal thinking styles. Also there was direct and meaningful relationship between most components marital satisfaction and thinking style in confidence level of 99 & 95 percent and there was no relation between the rests.https://japr.ut.ac.ir/article_57760_df1913f2b19b4b3cc1181f0f3327515c.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420اثربخشی بازپروری شناختی ......... خواندناثربخشی بازپروری شناختی ......... خواندناثربخشی بازپروری شناختی ......... خواندناثربخشی بازپروری شناختی ......... خواندن8910057761FAJournal Article20151004اثربخشی بازپروری شناختی ......... خواندناثربخشی بازپروری شناختی ......... خواندنhttps://japr.ut.ac.ir/article_57761_452af3bb54807719c781915e21b85361.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420Effects of psycho-social skills training on vocational and psychological stress in bus driversEffects of psycho-social skills training on vocational and psychological stress in bus drivers1011145795710.22059/japr.2016.57957FAJournal Article20150815The present research was done to examine the efficacy of psychosocial skills training on psychological and job stress management of bus drivers. Accessible sampling method was utilized and the sample consisted of 157 bus drivers in the city of Tehran. The research method is quasi- experimental with pretest-posttest. Job Stress Inventory and Stress Response Inventory were administered before and after the training. Experimental group was trained in nine sessions of 1 1/2 hours duration per week. Psychosocial skills training emphasized on cognitive behavior therapy. Gathered data were analyzed by Multivariate analysis of variance method. Result suggested that psychosocial skills training lead to decrease occupational and psychological stress of bus drivers.The present research was done to examine the efficacy of psychosocial skills training on psychological and job stress management of bus drivers. Accessible sampling method was utilized and the sample consisted of 157 bus drivers in the city of Tehran. The research method is quasi- experimental with pretest-posttest. Job Stress Inventory and Stress Response Inventory were administered before and after the training. Experimental group was trained in nine sessions of 1 1/2 hours duration per week. Psychosocial skills training emphasized on cognitive behavior therapy. Gathered data were analyzed by Multivariate analysis of variance method. Result suggested that psychosocial skills training lead to decrease occupational and psychological stress of bus drivers.https://japr.ut.ac.ir/article_57957_3fd7d338bed9d331284813efc8c1a11f.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420Analysis of Cognitive themes of professors' lived experience about the quality of virtual education coursesAnalysis of Cognitive themes of professors' lived experience about the quality of virtual education courses1151366259410.22059/japr.2016.62594FAJournal Article20150711Nowadays the information and communication technologies has caused many transformations in every aspects of human life. The outbreak and development velocity of this evolution in the education systems has been outstanding; therefore the necessity of recognizing its shortcomings and improving them has risen to a much higher level. For this purpose, using an interpretative approach, an analysis and a representation of perceptions and lived experience of professors and teachers in Virtual education of University of Tehran, Efforts have been made to reassess the quality of virtual education system. Thus, by using a hemi-structured interview technique and the acquired narrative data from the interview with 11 professors and teachers and their analyses, an effort was made not only to understand the case study phenomenon from their point of views but to produce considerable results and increase the reliability of the findings. Consecutive and continuous caparison derived from the interview with professors and teachers resulted in extraction and representation of the seven main themes including ((interaction, feedback, flexibility, content, accessibility, evaluation, creativity)). Using the narratives of the participants, in this essay each of these seven main themes is analyzed and represented.Nowadays the information and communication technologies has caused many transformations in every aspects of human life. The outbreak and development velocity of this evolution in the education systems has been outstanding; therefore the necessity of recognizing its shortcomings and improving them has risen to a much higher level. For this purpose, using an interpretative approach, an analysis and a representation of perceptions and lived experience of professors and teachers in Virtual education of University of Tehran, Efforts have been made to reassess the quality of virtual education system. Thus, by using a hemi-structured interview technique and the acquired narrative data from the interview with 11 professors and teachers and their analyses, an effort was made not only to understand the case study phenomenon from their point of views but to produce considerable results and increase the reliability of the findings. Consecutive and continuous caparison derived from the interview with professors and teachers resulted in extraction and representation of the seven main themes including ((interaction, feedback, flexibility, content, accessibility, evaluation, creativity)). Using the narratives of the participants, in this essay each of these seven main themes is analyzed and represented.https://japr.ut.ac.ir/article_62594_30eeffbafe416c04ec39dbed87067199.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420The nature of knowledge in the viewpoints Schleiermacher and its psychological and educational aspectsThe nature of knowledge in the viewpoints Schleiermacher and its psychological and educational aspects1371546259510.22059/japr.2016.62595FAJournal Article20150215The purpose of this study and criticizing the viewpoints Schleiermacher about the nature of knowledge and its psychological and educational aspects. The research is used analytical method. Result of this research indicated that Schleiermacher believed that explanation of knowledge is more than anything, dependent to language and expressions understanding is due to re experienced mental use of authors text and interpretation means rebuild personal thought From interpretation point of view. Schleiermacher hermeneutics is overseeing two different ways to interpret. He called this two-way grammatical or manner method and psychological or technical method. He believes that in the same way that every word has a reciprocal relationship; similarly, in understanding the word is two dimensions. Schleiermacher in psychological interpretation focuses on the reconstruction of the text by reconstructing author thoughts. With his emphasis on understanding the educational process, allowing trainee in understanding and the trainer will be able to understand the perspective of the audience. Thus the trainer and trainee to reach a common language. He knows full restoration of historical context possible while the critics we can never fully reconstruct past events and interpretation is mediator between the events of its past. In total for the trainer and trainee understanding and mutual understanding in the education system are in need of explanation and understanding. Accordingly, by applying the principles of hermeneutics especially relying on the psychological dimension can be to overcome education problems.The purpose of this study and criticizing the viewpoints Schleiermacher about the nature of knowledge and its psychological and educational aspects. The research is used analytical method. Result of this research indicated that Schleiermacher believed that explanation of knowledge is more than anything, dependent to language and expressions understanding is due to re experienced mental use of authors text and interpretation means rebuild personal thought From interpretation point of view. Schleiermacher hermeneutics is overseeing two different ways to interpret. He called this two-way grammatical or manner method and psychological or technical method. He believes that in the same way that every word has a reciprocal relationship; similarly, in understanding the word is two dimensions. Schleiermacher in psychological interpretation focuses on the reconstruction of the text by reconstructing author thoughts. With his emphasis on understanding the educational process, allowing trainee in understanding and the trainer will be able to understand the perspective of the audience. Thus the trainer and trainee to reach a common language. He knows full restoration of historical context possible while the critics we can never fully reconstruct past events and interpretation is mediator between the events of its past. In total for the trainer and trainee understanding and mutual understanding in the education system are in need of explanation and understanding. Accordingly, by applying the principles of hermeneutics especially relying on the psychological dimension can be to overcome education problems.https://japr.ut.ac.ir/article_62595_269790316fc306981be4378ef6394398.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420The effect of group Cognitive-Behavioral Therapy on the Obsessive Rumination and Anxiety in patients with Multiple SclerosisThe effect of group Cognitive-Behavioral Therapy on the Obsessive Rumination and Anxiety in patients with Multiple Sclerosis1551676259610.22059/japr.2016.62596FAJournal Article20150510Aim of the study was to investigate the effectiveness of cognitive-behavioral group Therapy on the obsessive rumination and anxietyin patients with Multiple sclerosis (MS). The sample consisted of 30 (15 group control and 15 group experimental) of political sclerosis patients who were recruited for sampling and available to him. Research projects pretest- posttest control group and the management tools that include obsessive rumination questionnaire Nolen, Hocsma and Morrow (1991) and beck Anxiety inventory (BAI) responded. The date from the analysis of covariance (MANCOVA)was used. The results of data analysis showed that cognitive-behavioral group Therapy significantly reduced obsessive rumination and anxiety in patients with Multiple Sclerosis (MS) experimental group compared with the control group were stable and made of after than a month.Aim of the study was to investigate the effectiveness of cognitive-behavioral group Therapy on the obsessive rumination and anxietyin patients with Multiple sclerosis (MS). The sample consisted of 30 (15 group control and 15 group experimental) of political sclerosis patients who were recruited for sampling and available to him. Research projects pretest- posttest control group and the management tools that include obsessive rumination questionnaire Nolen, Hocsma and Morrow (1991) and beck Anxiety inventory (BAI) responded. The date from the analysis of covariance (MANCOVA)was used. The results of data analysis showed that cognitive-behavioral group Therapy significantly reduced obsessive rumination and anxiety in patients with Multiple Sclerosis (MS) experimental group compared with the control group were stable and made of after than a month.https://japr.ut.ac.ir/article_62596_24ff6e7b2817eb85a32f293c3ed208b5.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420Communication behavior skills of Muslims with non-MuslimsCommunication behavior skills of Muslims with non-Muslims1691826683710.22059/japr.2015.66837FAJournal Article20150826The principle of efinitiveness is a true and fair communication skill and behavior pattern within every field of human interaction such as economic, political, social and etc.It is based on four principal factors including honesty, frankness, mutual respect and having win-win situation in relationships as well as avoiding dominance and subordination. The study of verses and Sunnah clarifies that having good and amicable behavior with non-muslims in community life and coexistence based on tolerance was an obligatory communication behavior of muslims with non-muslims. Tolerance means admission and endurance of adverse ideas in other religions which are unacceptable in our view. The Islamic Tolerance is accompanied with pure respect, magnanimity and religious liberty.Establishing universal peace, avoiding to treat non-muslims as second class citizen and achieving the genuine truth are the most important theoretical principles of tolerance in Islam.. This study using an analytic-descriptive and psychological method investigates tolerance and its theoretical foundations with an approach towards communication behavior skills. Keywords: tolerance, charity and communication behavior skillThe principle of efinitiveness is a true and fair communication skill and behavior pattern within every field of human interaction such as economic, political, social and etc.It is based on four principal factors including honesty, frankness, mutual respect and having win-win situation in relationships as well as avoiding dominance and subordination. The study of verses and Sunnah clarifies that having good and amicable behavior with non-muslims in community life and coexistence based on tolerance was an obligatory communication behavior of muslims with non-muslims. Tolerance means admission and endurance of adverse ideas in other religions which are unacceptable in our view. The Islamic Tolerance is accompanied with pure respect, magnanimity and religious liberty.Establishing universal peace, avoiding to treat non-muslims as second class citizen and achieving the genuine truth are the most important theoretical principles of tolerance in Islam.. This study using an analytic-descriptive and psychological method investigates tolerance and its theoretical foundations with an approach towards communication behavior skills. Keywords: tolerance, charity and communication behavior skillhttps://japr.ut.ac.ir/article_66837_bcf59f9dcc3c53d713f49ad76b73d4cb.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420Developing a conceptual model for improving college students' identity formation for Islamic Azad Universities in TehranDeveloping a conceptual model for improving college students' identity formation for Islamic Azad Universities in Tehran1831986899310.22059/japr.2016.68993FAJournal Article20150215The purpose of this study was to design a conceptual model for identity formation among college students. Therefore, five objectives were taken into account: identifying the dimensions and characteristics of identity formation, determining the effective factors for identity formation, comparing students’ identity status between the first and last terms in ideological dimension, comparing students’ identity status between the first and last terms in interpersonal relationship dimension and developing a model for the role of universities in improving students' identity. A mixed applied research method was chosen for this study. Utilizing archival method, 4 dimensions and 36 components of students' identity formation were identified. Using a survey method and stratified-cluster sampling, a 65-item questionnaire was administered among 613 first/Last-semester students. Data were analyzed by binominal test, independent t-test, multivariate analysis of variance and chi square test. The findings showed that the identity status of last-semester students was lower than first-semester students. A model for improving students’ identity formation was designed. The degree of fit of the final model was approved by 24 faculty members, administrators and academic experts.The purpose of this study was to design a conceptual model for identity formation among college students. Therefore, five objectives were taken into account: identifying the dimensions and characteristics of identity formation, determining the effective factors for identity formation, comparing students’ identity status between the first and last terms in ideological dimension, comparing students’ identity status between the first and last terms in interpersonal relationship dimension and developing a model for the role of universities in improving students' identity. A mixed applied research method was chosen for this study. Utilizing archival method, 4 dimensions and 36 components of students' identity formation were identified. Using a survey method and stratified-cluster sampling, a 65-item questionnaire was administered among 613 first/Last-semester students. Data were analyzed by binominal test, independent t-test, multivariate analysis of variance and chi square test. The findings showed that the identity status of last-semester students was lower than first-semester students. A model for improving students’ identity formation was designed. The degree of fit of the final model was approved by 24 faculty members, administrators and academic experts.https://japr.ut.ac.ir/article_68993_29f51f4a71f1a475003fb0e4b4369f55.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420Comparison of effectiveness of neurofeedback and mindfulness techniques on improvement of the attention and performance in free throw in nonprofessional athletesComparison of effectiveness of neurofeedback and mindfulness techniques on improvement of the attention and performance in free throw in nonprofessional athletes1992106899410.22059/japr.2016.68994FAJournal Article20150809Achieving the optimal performance of attention is the most important goals among athletes in the race. The purpose of this study was to compare the effectiveness of neurofeedback and mindfulness methods on performance in free throw shooting in nonprofessional athletes. The method was quasi – experimental and had pre- post- test as well as control and experimental groups. Thirty six nonprofessional athletes participated in this study and divided in to three groups. In the pre- test, SELECTIVE AND DIVIDED ATTENTION TEST and also basketball free throw test was performed. Neurofeedback group practice alpha/ theta and SMR/ theta protocols for ten sessions, mindfulness group also practice MSPE protocol for six sessions. then post- test was performed. Data were analyzed using two related samples tests and paired sample T Tests, K independents samples tests and ONE WAY ANOVA. The results showed that the difference in mean score of the experimental and control groups in attention and also in performance was significant (p<0.05). but there is no significant differences between the experimental groups. It is suggested to sport psychologists that use these methods for improve attention and performanceAchieving the optimal performance of attention is the most important goals among athletes in the race. The purpose of this study was to compare the effectiveness of neurofeedback and mindfulness methods on performance in free throw shooting in nonprofessional athletes. The method was quasi – experimental and had pre- post- test as well as control and experimental groups. Thirty six nonprofessional athletes participated in this study and divided in to three groups. In the pre- test, SELECTIVE AND DIVIDED ATTENTION TEST and also basketball free throw test was performed. Neurofeedback group practice alpha/ theta and SMR/ theta protocols for ten sessions, mindfulness group also practice MSPE protocol for six sessions. then post- test was performed. Data were analyzed using two related samples tests and paired sample T Tests, K independents samples tests and ONE WAY ANOVA. The results showed that the difference in mean score of the experimental and control groups in attention and also in performance was significant (p<0.05). but there is no significant differences between the experimental groups. It is suggested to sport psychologists that use these methods for improve attention and performancehttps://japr.ut.ac.ir/article_68994_da726968b57ca3354d2699ee3060ff48.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420Phenomenological analysis of Anxiety in Mathematics From the perspective
of studentsPhenomenological analysis of Anxiety in Mathematics From the perspective
of students2112316899510.22059/japr.2014.68995FAJournal Article20150516Learning math provides a suitable context to the growth of analytical thinking and problem-solving skills. In regard to the role of perceptions and beliefs of students in their academic performances, the need to explain the "live experiences" of students seems to be essential. Therefore, due to the presence of anxiety in math lesson rather than others, and as a tangible and serious obstacle in the development of education, this study was done with the objective representation and "lived experiences" of students to the concept of anxiety in mathematics. Purposing sampling was used to select 12 students (16-18 years old). Semi- structured interviews were the main data collection technique. Data were analyzed based on Colaizzi's strategy. Health and credibility findings were reviewed and approved on four criteria "real value, applicability, consistency and being based on facts". Data analysis led to the extraction of 102 primary codes, 19 subthemes and 7 main themes including "beliefs and attitudes ","ignorance and lack of knowledge", "anxiety", "judgment", "and the role of learning environment "," the role of both teachers and parents". The results could provide a clear image from the perspective of students who have experienced the phenomenon of math anxiety The student's experience of anxiety shows that their painful feelings have affected their mental processes and that they have also been prevented from operating and functioning correctly and properly. The findings show that the intensification of this phenomenon causes formation of weakness and also strengthens this feeling learned helplessness and reduces self confidence in students and endangers their health and academic achievements.Learning math provides a suitable context to the growth of analytical thinking and problem-solving skills. In regard to the role of perceptions and beliefs of students in their academic performances, the need to explain the "live experiences" of students seems to be essential. Therefore, due to the presence of anxiety in math lesson rather than others, and as a tangible and serious obstacle in the development of education, this study was done with the objective representation and "lived experiences" of students to the concept of anxiety in mathematics. Purposing sampling was used to select 12 students (16-18 years old). Semi- structured interviews were the main data collection technique. Data were analyzed based on Colaizzi's strategy. Health and credibility findings were reviewed and approved on four criteria "real value, applicability, consistency and being based on facts". Data analysis led to the extraction of 102 primary codes, 19 subthemes and 7 main themes including "beliefs and attitudes ","ignorance and lack of knowledge", "anxiety", "judgment", "and the role of learning environment "," the role of both teachers and parents". The results could provide a clear image from the perspective of students who have experienced the phenomenon of math anxiety The student's experience of anxiety shows that their painful feelings have affected their mental processes and that they have also been prevented from operating and functioning correctly and properly. The findings show that the intensification of this phenomenon causes formation of weakness and also strengthens this feeling learned helplessness and reduces self confidence in students and endangers their health and academic achievements.https://japr.ut.ac.ir/article_68995_eaf1a66017a328d8a48189145f9aabe0.pdfUniversity of TehranJournal of Applied Psychological Research2251-81267120160420A Comparison of Theory of Mind in Individuals with Anxiety Disorders and Normal ControlsA Comparison of Theory of Mind in Individuals with Anxiety Disorders and Normal Controls2372476728410.22059/japr.2016.67284FAJournal Article20151007https://japr.ut.ac.ir/article_67284_d436537e3ef5db9a6f8677746e545f7c.pdf