Showing 9 results for Kouroshnia
Mrs Elham Friedony, Dr. Hosein Bagholi, Dr. Maryam Kouroshnia, Dr. Majid Barzegar,
Volume 0, Issue 0 (11-2021)
Abstract
Objective: In recent research, parental acceptance has been considered as one of the effective structures on mental health. One of the challenges in studying this structure has been measuring and evaluating this variable and its components. The aim of this study was to evaluate the validity and validity of Paper's Paternity Acceptance Questionnaire Porter (1954) on a sample of mothers with children with special learning disabilities in Shiraz.
Methods: The subjects were 308 mothers with children with learning disabilities who were selected by cluster sampling. The research tool was a 40-item parental acceptance questionnaire. Confirmatory factor analysis was used to evaluate the validity of the questionnaire.
Results: After factor analysis, the factor structure of the questionnaire was approved. The reliability coefficient of the questionnaire was 0.73 by Cronbach's alpha method.
Conclusions: In general, the results showed that the Parental Acceptance Questionnaire is suitable for mothers with children with special learning disabilities in Shiraz to measure this variable and its components and can meet the existing needs.
Alireza Ramezanpour, Dr. Maryam Kouroshnia, Dr. Amirhoushang Mehryar, Dr. Hojatalah Javidi,
Volume 1, Issue 3 (September 2019)
Abstract
Over the past two decades, academic resilience has encouraged a great deal of research. However, there is a clear shortage of suitable standard tools for assessing academic resilience in Iran. The purpose of this study was to investigate the validity and reliability of the Academic Resilience Scale (ARS-30) in Iran. For this aim, 409 high school students (202 girls and 207 boys) completed the Academic Resilience Scale and self-regulation scale. Criterion validity analysis showed that there is a correlation between academic resilience scale and academic self-regulation. The results of factor analysis of the content of the scale in terms of principal components revealed there are three factors i.e. Represents Perseverance, Reflecting and Adaptive Help-seeking, and Negative Affect and Emotional Response. Internal consistency analysis showed that items related to each factor had the most significant correlation with the total score of that factor. There was also a significant correlation between the scores for each factor and the total score. The reliability of this scale was calculated by Cronbach's alpha coefficient and test-retest method. Generally, the results showed that the academic resiliency scale has good psychometric properties and can be used as a valid and reliable tool for Iranian students.
Rahim Farzin, Dr. Nadereh Sohrabi Shekofti, Dr. Maryam Kouroshnia,
Volume 3, Issue 2 (June 2021)
Abstract
The aim of this study was to explain the group membership model using discriminant analysis for high school students with high risk behaviors based on individual factors. The research method was correlational because the relationship between individual variables with high-risk behaviors in students was investigated. The statistical population was all high school male and female students who were studying in schools of Shiraz in the 2019 academic year. Sampling of this research was done by accessible method. The participants included 120 students who were matched in terms of age, educational level, parents' degree and relative socio-economic status and were divided into two groups. The first group included 30 boys and 30 girls with high-risk behaviors and the second group (the control group) included 60 participants (30 males and 30 females). To collect data, the scale of Iranian adolescent risk behaviors (IARS), Zuckerman Sensation Seeking Scale, Garnfsky cognitive emotion regulation questionnaire, and Luthans psychological capital questionnaire were used. For statistical analysis, discriminant analysis method was used. The results indicated that the equation of discriminant analysis has the power to classify normal students and students with high-risk behavior based on individual variables (cognitive regulation of emotion, sensation seeking, and psychological capital). Also, the discriminant analysis equation had the power to classify normal students and students with high-risk behavior male students but in female students did not have any significant power.
Elham Friedony, Dr. Hosein Bagholi, Dr. Maryam Kouroshnia, Dr. Majid Barzegar,
Volume 3, Issue 2 (June 2021)
Abstract
The aim of this study was to investigate the effect of emotional communication skills training on emotion regulation, parental self-efficacy and child acceptance in mothers of children with special learning disabilities. The statistical population of this study consisted of all mothers of students with special learning disabilities. Sampling method was accessible in that the participants were selected from mothers of children with learning disabilities who referred to clinics under the supervision of education in Shiraz. Of the 32 selected participants, 15 were assigned to the experimental group and 17 to the control group, randomly. After the pretest, the experimental group was trained in emotional communication skills in ten sessions, while the control group did not receive any specific intervention. Then, post-test was performed for both groups. Garnefski Cognitive Emotion Regulation Questionnaire (CERQ), Dumka Parental Self Agency Measure (PSAM) and Parental Acceptance Questionnaire (PAQ) were used to collect data. The results indicated that the experimental and control groups had significant differences in the variables of cognitive emotion regulation, parental self-efficacy and parental acceptance. In general, the findings supported the effectiveness of emotional-communication regulation skills training on parental characteristics and personality of parents.
Mahtab Yousefi, Dr. Majid Barzegar, Dr. Maryam Kouroshnia, Dr. Mohammad Khayyer,
Volume 3, Issue 3 (September 2021)
Abstract
The aim of this study was to investigate the mediating role of adaptive and maladaptive strategies of cognitive emotion regulation in the relationship between metacognitive beliefs and learning anxiety. The present study was a correlational method. The statistical population was male and female high school students in Shiraz in the academic year of 2019. In this study, 253 students (131 girls and 122 boys) were selected using multistage cluster sampling, and evaluated using the Pekrun Learning Anxiety Questionnaire, Garnefski et al. Cognitive Emotion Regulation Questionnaire, and Wells et al Metacognition Questionnaire. The results of the structural equation modeling exhibited that positive metacognitive beliefs and negative metacognitive beliefs predicted the strategy of maladaptive emotion regulation. Furthermore, Negative metacognitive beliefs predicted adaptive emotion regulation and maladaptive emotion regulation strategies predicted learning anxiety. Correspondingly, the results of the structural equation analysis modeling indicated that the maladaptive emotion regulation mediated the relationship between the metacognitive beliefs and learning anxiety.
Mrs Maryam Rakhshandeh Abarghoee, Dr Mohammad Khayyer, Dr Azarmidokht Rezaei, Dr Maryam Kouroshnia,
Volume 4, Issue 2 (June 2022)
Abstract
This study aimed to examine the relationships between attachment styles and academic resilience dimensions in students mediated by identity styles. The statistical population of this study was all high school students in Marvdasht (Iran) in 2020. Multi-stage cluster random sampling method was used to select the sample. In this way, 3 girls and 3 boys schools were selected from Marvdasht high schools and then 3 classes were randomly selected from each school. All students in the selected classes (356) completed the questionnaires. The Samuels Academic Resilience Inventory (ARI), Collins Revised Adult Attachment Scale, and Berzonsky Identity Style Inventory were used to collect data. Structural equation modeling was used to test the research hypotheses. According to the results, the tested model had good fit indices. Also, results indicated that attachment styles are related to academic resilience both directly and through identity styles. Overall, the results confirm the role of attachment styles and identity styles in dealing with academic and emotional challenges in school and provide the insight needed to create academic resilience in learners for school counselors.
Najme Nasiri, Dr. Majid Barzegar, Dr. Maryam Kouroshnia, Dr. Nadere Sohrabi,
Volume 4, Issue 2 (June 2022)
Abstract
The aim of this study was to investigate the mediating role of adaptability in relation to personality traits (conscientiousness) and implicit beliefs of intelligence with academic outcomes. The research was a descriptive correlational study that model of study was analyzed by structural equation modeling. The research population included all high school students in Shiraz in 2020. 315 high school students (170 girls) and (145 boys) were selected by accessible sampling method. To collect data, the Rhodewalt and Jones Self Handicapping Questionnaire (1982), Student sense of connectedness with school scale (Brew et al., 2004), Adaptability Scale (Martin et al., 2012), Implicit Beliefs Intelligence Scale (Abdolfattah & Yates, 2005), Neo Personality Inventory (Costa and McCurry, 1985) were used. The grade point average of the academic scores was obtained from the participants as a self-report. The results exhibited that conscientiousness have a significant direct effect on academic outcomes (B = .67). Also, the incremental belief (B = .41), entity belief (B = .42) and adaptability (B = .24) have a significant direct effect on academic outcomes. In addition, conscientiousness indirectly affect academic outcomes through adaptability (B = .11). In addition, it was shown that the incremental belief (B = .09) and entity belief (B = .05) have an indirect effect on academic outcomes through adaptability. According to the findings, the model fit indices indicated that the model presented in this study was optimal. In general, when special attention is paid to personality traits and implicit beliefs of intelligence in educational institutions, people's adaptation increases and prepares them for success in educational fields.
Mrs Sima Molaie, Dr. Maryam Kouroshnia, Dr. Amirhoshang Mehryar, Dr. Maryam Zarnaghash,
Volume 6, Issue 4 (December 2024)
Abstract
Objective: The aim of the current study was to examine the validity and reliability metrics of the Revised Family Communication Patterns (RFCP) Instrument among the student populations of Kerman and Shiraz universities in 2022.
Methods: A total of 388 students (comprising 167 males and 221 females) were selected utilizing a multi-stage cluster random sampling technique. The instruments employed in this research included the Revised Family Communication Patterns (RFCP) Instrument developed by Ritchie and Fitzpatrick, along with the Psychological Resilience Scale formulated by Freiburg et al. The validity of the questionnaire was assessed through an analysis of its construct validity via confirmatory factor analysis, as well as through the determination of criterion validity in conjunction with the Psychological Resilience Scale.
Results: Following the execution of confirmatory factor analysis, the factorial configuration of the questionnaire was validated across two dimensions: conversation orientation and conformity orientation. The analysis of criterion validity revealed that conversation orientation exhibits a positive correlation with psychological resilience, whereas conformity orientation demonstrates a negative correlation with psychological resilience. To evaluate the reliability of the questionnaire, both Cronbach's alpha and the halving method were employed, the outcomes of which supported the reliability of this instrument for the student demographic.
Conclusions: Overall, the findings of this study indicated that the Revised Family Communication Patterns Instrument is appropriate for assessing this variable and its respective components among students.
Mrs Somaye Zarinkolah, Dr. Azarmeidokht Rezaei, Dr. Nadereh Sohrabi Shegefti, Dr. Maryam Kouroshnia,
Volume 7, Issue 1 (March 2025)
Abstract
Objective: The overarching objective of the current empirical investigation was to comprehensively forecast the levels of parental self-efficacy, taking into account the dynamics of parent-child interactions as well as the metacognitive beliefs held by mothers specifically raising children who are diagnosed with particular learning disabilities.
Methods: The methodological approach employed in this research was correlational descriptive in nature. The statistical sample for this inquiry comprised 320 mothers of children with learning disabilities residing in Shiraz city during the academic year 2023, who were selected through purposive sampling techniques. The instruments utilized for data collection encompassed Parenting Self-Agency Measure(PSAM), Child-Parent Relationship Scale (CPRS), and Metacognitions Questionnaire (MCQ). The data underwent analysis utilizing the SPSS-24 statistical software.
Results: The findings of the regression analysis indicated that both parent-child interactions and the metacognitive beliefs of mothers serve as significant direct predictors of their levels of parental self-efficacy.
Conclusions: The results predominantly endorse the significance of cognitive and emotional frameworks within parents as determinants of parental self-efficacy.
