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Showing 2 results for Kashanian
Somayeh Mohammadi Tileh Noii, Nafiseh Babaei, Emad Imani Rad, Amine Kashanian, Gul Mehr Ahmadi,
year 12, Issue 7 (autumn 2023 2023)
Abstract
The aim of the present study was to compare the effectiveness of emotion-focused couple therapy and integrated couple therapy based on acceptance and commitment and schema therapy on couples' cognitive flexibility. The research method was semi-experimental with a pre-test-post-test design with a control group and a two-month follow-up. The statistical population of the research was the couples applying for divorce in Binesh and Hekmat counseling centers in Behshahr City in 2018. 24 couples (48 people) were selected by available sampling and randomly assigned to three groups (8 couples in each group). The research tool included the cognitive flexibility inventory (CFI-I) of Dennis and Vander Wal (2010). Each experimental group received 14 intervention sessions... Repeated measurement analysis of variance was used to analyze the data. The results showed that both the test groups in the post-test and follow-up stage had significantly higher average scores compared to the control group in the subscales of cognitive flexibility (substitute, control, and substitute for human behavior) (P<0.01). Also, the results showed that integrated couple therapy based on acceptance and commitment and schema therapy is more effective than emotion-focused couple therapy on the control subscale (P<0.05). The results of the research showed the preference for using integrated couple therapy based on acceptance and commitment and schema therapy compared to emotion-focused couple therapy to improve cognitive flexibility by psychologists and couples counseling centers.
Nafiseh Babaei, Najibeh Akbarzadeh Amirdehi, Amine Kashanian, Emad Imani Rad, Golmehr Ahmadi,
year 12, Issue 10 (winter 2023-4 2023)
Abstract
The present study was conducted to predict the emotional intelligence of secondary school students based on epistemological beliefs and perceptions of the social constructivist environment. The research method was a descriptive correlation. The statistical population included secondary school students of Babol City in the academic year 2021-2022. The sample size was 375 people who were selected by cluster random sampling method. The research tools included the Emotional Intelligence Questionnaire (EIQ) by Bradbury and Greaves (2005), the epistemological beliefs questionnaire (SEBQ) by Schommer (1990), and the perception of social constructivist environment questionnaire (PCLE) by Taylor et al. (1996). The results of the regression test showed that in addition to epistemological beliefs (P=0.003 and β=0.15), among the components of the environment of social constructivism, the components of personal communication (P=0.02 and β=0.12 ), reflective thinking (P=0.001 and β=0.36) and support (P=0.05 and β=0.10) were significant predictors of emotional intelligence, but components of classroom interaction (0.81 P = 0.01 and β = 0.01), leadership (P = 0.17 and β = 0.07) and empathy (P = 0.13 and β = 0.07) were not significant predictors for emotional intelligence. Also, the results showed that the predictor variables were able to predict 0.33 of the variance of the emotional intelligence variable. The result of the present study shows that paying attention to epistemological beliefs and perception of a social constructivist environment can help to explain emotional intelligence in students.
