University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 5 4 2015 01 21 Teaching Problem Solving for Parents: Effects on Resolving Family Conflicts and Parenting Style Teaching Problem Solving for Parents: Effects on Resolving Family Conflicts and Parenting Style 1 12 52753 10.22059/japr.2015.52753 FA Journal Article 2013 08 15 Frequent interaction among family members, may lead to conflict or problems. Therefore, designing intervention programs for promote interpersonal skills among family members seemed to be necessary. One of these programs is problem solving strategies teaching. This study aime to investigate the effects of teaching problem solving on parenting style and family problem solving. The sample is consisted of 29 parents selected by convenient sampling method. Two questionnaires were used: Arnold's Parenting Scale and Family Problem Solving Scale (Ahmadi and et al., 1383). The results indicated significant differences between pretest and posttest in parenting style subscales (i.e. laxness, over reactivity and verbosity). However, no significant differences between pre and post test scores were observed in family problem solving subscales. Finally, discussing the findings, limitations and suggestions for future research are presented. Frequent interaction among family members, may lead to conflict or problems. Therefore, designing intervention programs for promote interpersonal skills among family members seemed to be necessary. One of these programs is problem solving strategies teaching. This study aime to investigate the effects of teaching problem solving on parenting style and family problem solving. The sample is consisted of 29 parents selected by convenient sampling method. Two questionnaires were used: Arnold's Parenting Scale and Family Problem Solving Scale (Ahmadi and et al., 1383). The results indicated significant differences between pretest and posttest in parenting style subscales (i.e. laxness, over reactivity and verbosity). However, no significant differences between pre and post test scores were observed in family problem solving subscales. Finally, discussing the findings, limitations and suggestions for future research are presented.

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 5 4 2015 01 21 Need for Cognition: Factor Structure and Gender Differences among Students Need for Cognition: Factor Structure and Gender Differences among Students 13 28 52754 10.22059/japr.2015.52754 FA Journal Article 2013 10 06 Need for cognition scale (NCS) is an instrument for assessing individual’s interest to engage in complex thinking activities and consists both long and short forms. The short form of this scale with 18 items has been used in various researches around the world. The objective of this research was to obtain the factor structure of the Persian version of NCS (short form) and study of gender differences in need for cognition among Iranian students. Participants were 662 girls and 708 boys studied in third grade of the public high school in Tehran, who were selected by random cluster sampling.Exploratory factor analysis of the items through principle component and varimax rotation showed a two factor measurement model. On the basis of previous studies and confirmatory analysis result, three models, one factor, two factors and one factor with correlated errors were proposed as competing models. The result of confirmatory factor analyses through 8.54 lisrel software showed that among three assumed models, the one-factor structure has better fit index. Additionally the results revealed the significant difference between the need for cognition of female and male so that the girls scored higher than boys. Need for cognition scale (NCS) is an instrument for assessing individual’s interest to engage in complex thinking activities and consists both long and short forms. The short form of this scale with 18 items has been used in various researches around the world. The objective of this research was to obtain the factor structure of the Persian version of NCS (short form) and study of gender differences in need for cognition among Iranian students. Participants were 662 girls and 708 boys studied in third grade of the public high school in Tehran, who were selected by random cluster sampling.Exploratory factor analysis of the items through principle component and varimax rotation showed a two factor measurement model. On the basis of previous studies and confirmatory analysis result, three models, one factor, two factors and one factor with correlated errors were proposed as competing models. The result of confirmatory factor analyses through 8.54 lisrel software showed that among three assumed models, the one-factor structure has better fit index. Additionally the results revealed the significant difference between the need for cognition of female and male so that the girls scored higher than boys.

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 5 4 2015 01 21 Predicting Obsessive-Compulsive Disorder Symptoms on the Basis of Difficulties in Emotion Regulation, Impulsivity and Anger Predicting Obsessive-Compulsive Disorder Symptoms on the Basis of Difficulties in Emotion Regulation, Impulsivity and Anger 29 49 52755 10.22059/japr.2015.52755 FA Journal Article 2013 08 20 Obsessive-compulsive disorder is characterized by the presence of recurrent and persistent thoughts, urges, or images as well as repetitive behaviors or mental acts. According to the existing evidence, it can be predicted that difficulties in emotion regulation, impulsivity, and anger are related to obsessive-compulsive disorder in one way or another. The aim of the present study was to predict obsessive-compulsive symptoms on the basis of difficulties in emotion regulation, impulsivity, and anger. A total of 171 individuals from Tehran general population (71 men, 100 women) participated in this study as volunteers. Participant completed the Difficulties in Emotion Regulation Scale (DERS), Barratt Impulsiveness Scale (BIS), Multidimensional Anger Inventory (MAI), and The Obsessive-Compulsive Inventory-Revised (OCI-R). The results indicated that obsessive-compulsive symptoms could be predicted by non-acceptance of negative emotions, limited access to effective emotion regulation strategies, cognitive impulsivity, motor impulsivity, and anger-in. According to the results of the present study, it can be concluded that psychopathology, prevention, and treatment of obsessive-compulsive disorder recall precise attention to risk factors of difficulties in emotion regulation, impulsivity, and anger. Obsessive-compulsive disorder is characterized by the presence of recurrent and persistent thoughts, urges, or images as well as repetitive behaviors or mental acts. According to the existing evidence, it can be predicted that difficulties in emotion regulation, impulsivity, and anger are related to obsessive-compulsive disorder in one way or another. The aim of the present study was to predict obsessive-compulsive symptoms on the basis of difficulties in emotion regulation, impulsivity, and anger. A total of 171 individuals from Tehran general population (71 men, 100 women) participated in this study as volunteers. Participant completed the Difficulties in Emotion Regulation Scale (DERS), Barratt Impulsiveness Scale (BIS), Multidimensional Anger Inventory (MAI), and The Obsessive-Compulsive Inventory-Revised (OCI-R). The results indicated that obsessive-compulsive symptoms could be predicted by non-acceptance of negative emotions, limited access to effective emotion regulation strategies, cognitive impulsivity, motor impulsivity, and anger-in. According to the results of the present study, it can be concluded that psychopathology, prevention, and treatment of obsessive-compulsive disorder recall precise attention to risk factors of difficulties in emotion regulation, impulsivity, and anger.

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 5 4 2015 01 21 The Relationship between Metacognitive and Self-Efficacy of Teachers and their Professional Qualifications The Relationship between Metacognitive and Self-Efficacy of Teachers and their Professional Qualifications 51 68 52756 10.22059/japr.2015.52756 FA Journal Article 2013 08 20 This study aimed to investigate the relationship between metacognitive beliefs and self-efficacy in elementary school teachers and their professional skills of Orumieh city. The population of this study was all 984 elementary school teachers of second region of Orumieh ,so 276 of them were chosen according to Kocran formula. Three metacognitive beliefs, professional competence and Sherer’s Self-efficacy scale questionnaire were used for this research. The reliability of these questioners were calculated according to Cronbach’s alpha test. Pearson correlation and multiple regression and independent t were used for statistical analyze. Findings indicated that there is a meaningful relationship between professional qualifications and self-efficacy and metacognitive beliefs. It also indicated that there is a relationship between teachers’ metacognitive and self-efficacy and there isn’t any relationship between these subscales and gender. Also there was a difference between metacognitive beliefs and teachers experiences but there wasn’t any relationship between professional qualification and self-efficacy and teachers experiences. Marital status showed a meaningful difference between teachers in this research. This study aimed to investigate the relationship between metacognitive beliefs and self-efficacy in elementary school teachers and their professional skills of Orumieh city. The population of this study was all 984 elementary school teachers of second region of Orumieh ,so 276 of them were chosen according to Kocran formula. Three metacognitive beliefs, professional competence and Sherer’s Self-efficacy scale questionnaire were used for this research. The reliability of these questioners were calculated according to Cronbach’s alpha test. Pearson correlation and multiple regression and independent t were used for statistical analyze. Findings indicated that there is a meaningful relationship between professional qualifications and self-efficacy and metacognitive beliefs. It also indicated that there is a relationship between teachers’ metacognitive and self-efficacy and there isn’t any relationship between these subscales and gender. Also there was a difference between metacognitive beliefs and teachers experiences but there wasn’t any relationship between professional qualification and self-efficacy and teachers experiences. Marital status showed a meaningful difference between teachers in this research.

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 5 4 2015 01 21 To Construction and Validation of the Social Procrastination Scale in Tehran City`s Males To Construction and Validation of the Social Procrastination Scale in Tehran City`s Males 69 79 67567 10.22059/japr.2015.67567 FA Journal Article 2013 12 05

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 5 4 2015 01 21 The Effectiveness of Cognitive-Behavior Trainings in Decreasing Students, Procrastination The Effectiveness of Cognitive-Behavior Trainings in Decreasing Students, Procrastination 81 88 52757 10.22059/japr.2015.52757 FA Journal Article 2014 03 17 Procrastination is one of the effective variablesin students' educational performance, therefore making it necessary to study it thoroughly. This study aims to investigate the effectiveness of cognitive-behavioral trainings in decreasing high school students'. This research employed a semi-experimental design with pre-test, post-test and control group. To fulfill 34 first year high school students were selected through cluster sampling method and were randomly placed in experimental and control groups in a way that one of the two regions was randomly selected and one school was also selected among the schools of that region. The experimental group received Cognitive-Behavior Training in 8 sessions, whereas the control group received no training. The research measurement instruments were consisted of Solomon and Rathblum (1984).The gathered data were analyzed through ANCOVA. The findings proved the hypothesis that the cognitive-behavioral training was effective in reducing procrastination .Results of the research also will help counselors to reduce students, procrastination via trainings based on cognitive-behavioral theories. Procrastination is one of the effective variablesin students' educational performance, therefore making it necessary to study it thoroughly. This study aims to investigate the effectiveness of cognitive-behavioral trainings in decreasing high school students'. This research employed a semi-experimental design with pre-test, post-test and control group. To fulfill 34 first year high school students were selected through cluster sampling method and were randomly placed in experimental and control groups in a way that one of the two regions was randomly selected and one school was also selected among the schools of that region. The experimental group received Cognitive-Behavior Training in 8 sessions, whereas the control group received no training. The research measurement instruments were consisted of Solomon and Rathblum (1984).The gathered data were analyzed through ANCOVA. The findings proved the hypothesis that the cognitive-behavioral training was effective in reducing procrastination .Results of the research also will help counselors to reduce students, procrastination via trainings based on cognitive-behavioral theories.

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 5 4 2015 01 21 The Analysis Psychology of Trees Role in the Urban Mall Environments (Case Study: Mashhad Metropolis) The Analysis Psychology of Trees Role in the Urban Mall Environments (Case Study: Mashhad Metropolis) 89 102 67568 10.22059/japr.2015.67568 FA Journal Article 2013 10 16

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 5 4 2015 01 21 Iranian Positive Thinking Scale (IPTS): Development and Standardization Iranian Positive Thinking Scale (IPTS): Development and Standardization 103 130 55054 10.22059/japr.2015.55054 FA Journal Article 2015 10 03

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 5 4 2015 01 21 The Study of the Direct and Indirect Effect of Relational Ethics on Depression and Sexual Dysfunction Mediation with Marital Satisfaction and Level of Communication The Study of the Direct and Indirect Effect of Relational Ethics on Depression and Sexual Dysfunction Mediation with Marital Satisfaction and Level of Communication 157 170 61784 10.22059/japr.2015.61784 FA Journal Article 2014 04 22 The purpose of this study was to examine the direct and indirect effects of relational ethics on depression and sexual dysfunction mediated by marital satisfaction and level of communication in married women employees in government offices in Ahvaz. The participants of the study were 220 married female employees who were selected by multi-stage sampling method. The instruments used in this study consisted of Relational Ethics Scale (RES), Beck Depression Inventory (BDI-13), Arizona Sexual Experiences Scale (ASEX) and Enrich Marital Satisfaction Inventory(ENRICH). Data were analyzed using structural equation analysis. In order to evaluate the proposed model, the structural model using a structural equation model (SEM) with maximum likelihood estimation (ML) was estimated, which showed that the proposed model fit the data. According to the path coefficients obtained in the horizontal model, direct and indirect paths of research were significant, but after removing one path, the vertical model had good fit indicates. The results obtained and the models presented in this study are discussed in terms of their therapeutic and educational implications The purpose of this study was to examine the direct and indirect effects of relational ethics on depression and sexual dysfunction mediated by marital satisfaction and level of communication in married women employees in government offices in Ahvaz. The participants of the study were 220 married female employees who were selected by multi-stage sampling method. The instruments used in this study consisted of Relational Ethics Scale (RES), Beck Depression Inventory (BDI-13), Arizona Sexual Experiences Scale (ASEX) and Enrich Marital Satisfaction Inventory(ENRICH). Data were analyzed using structural equation analysis. In order to evaluate the proposed model, the structural model using a structural equation model (SEM) with maximum likelihood estimation (ML) was estimated, which showed that the proposed model fit the data. According to the path coefficients obtained in the horizontal model, direct and indirect paths of research were significant, but after removing one path, the vertical model had good fit indicates. The results obtained and the models presented in this study are discussed in terms of their therapeutic and educational implications

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 5 4 2015 01 21 The Dimensional Scale of Adolescent Attachment to the Teacher and its Psychometric Properties The Dimensional Scale of Adolescent Attachment to the Teacher and its Psychometric Properties 171 182 61785 10.22059/japr.2015.61785 FA Journal Article 2014 11 21 in the field of adolescent attachment to the teacher, there is not a stand-alone scale to be introduced the three dimensional scales of adolescence to the teacher. In this study, the sample of participants were 493 students (328 female and 165 male, age range 15-18 years). Sets of information which obtained based on study of the main resources about attachment, interviews, and open question answer about attachment to the teacher after summarizing and removing duplicates were also used. The extracted propositions were approximately 33 propositions, and after statistical adjustment, 12 propositions based on Likert scale were remained. Factory Exploratory factor analysis was conducted on 12 items of the scale, and 3 factors of secure attachment, avoidant attachment, and anxious attachment were selected. The reliability result obtained. According to the obtained findings, this scale can be suggested for measuring student's attachment to the teacher. in the field of adolescent attachment to the teacher, there is not a stand-alone scale to be introduced the three dimensional scales of adolescence to the teacher. In this study, the sample of participants were 493 students (328 female and 165 male, age range 15-18 years). Sets of information which obtained based on study of the main resources about attachment, interviews, and open question answer about attachment to the teacher after summarizing and removing duplicates were also used. The extracted propositions were approximately 33 propositions, and after statistical adjustment, 12 propositions based on Likert scale were remained. Factory Exploratory factor analysis was conducted on 12 items of the scale, and 3 factors of secure attachment, avoidant attachment, and anxious attachment were selected. The reliability result obtained. According to the obtained findings, this scale can be suggested for measuring student's attachment to the teacher.

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 5 4 2015 01 21 The effectiveness of play therapy on attention and concentration of children with learning disabilities The effectiveness of play therapy on attention and concentration of children with learning disabilities 183 197 67573 10.22059/japr.2015.67573 FA Journal Article 2014 08 17