Journal of Adolescent and Youth Psychological Studies (JAYPS)

The Effect of Acceptance and Commitment Therapy on Cognitive Fusion in Anxious Students

Allahnazar Alisofi *

; Habib Kaikha

, Khaled Badpa

Objective: This study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on cognitive fusion in anxious students.

Methods and Materials: The present research is a quasi-experimental study with a pretest, posttest, and follow-up design, along with a control group. The statistical population consisted of all female student-teachers at Resalat Campus of Farhangian University in Zahedan. To conduct the study, participants were initially screened based on inclusion and exclusion criteria. Then, 30 students with severe anxiety, identified using Beck's Anxiety Inventory, were selected and randomly assigned to two groups: experimental and control, with 15 participants in each group. Participants in both groups completed the Cognitive Fusion Questionnaire developed by Gillanders et al. (2014). The experimental group received eight 90-minute sessions of Acceptance and Commitment Therapy (Qamian & Shairi, 2014), while the control group did not receive any treatment. Data were analyzed using one-way ANCOVA with SPSS statistical software.

Findings: The results indicated a significant difference between the two groups in terms of cognitive fusion (P < 0.05). Acceptance and Commitment Therapy led to improvements in cognitive fusion in the experimental group (P < 0.05). These results were sustained during the follow-up phase.

Conclusion: Based on the findings of this study, psychologists and university counselors can utilize Acceptance and Commitment Therapy for health-related interventions, particularly for improving cognitive fusion in students.

Effectiveness of Schema Therapy on Anxiety and Social Adaptation in Delinquent Adolescents

Bahareh GhodsiKhorasani *

; Tina Jouhari

, Shabnam Moghtaderi

, Parasto Sabeti

https://doi.org/10.61838/

Objective: This study aimed to determine the effectiveness of schema therapy on anxiety and social adaptation in delinquent adolescents in the beautiful city area of Tehran.

Methods and Materials: Our research method was a quasi-experimental design with a pre-test and post-test along with a control group and a follow-up phase. The statistical population of this study included all delinquent adolescents registered at the Juvenile Correction and Training Center in the beautiful city area of Tehran in 2021. The sample of this study consisted of 32 male adolescents aged 14 to 18 years, who were selected through purposive sampling. They were then divided into two groups of 16, comprising one experimental group and one control group. The experimental group received 12 sessions of schema therapy. Data were collected using the Social Anxiety Scale for Adolescents (SASA) and the Pike and Wiseman Social Adjustment Questionnaire (1999) and analyzed using repeated measures ANOVA in SPSS22 software.

Findings: The results of this study showed that there was a significant difference in social anxiety and social adaptation in the treatment group compared to the pre-test (P < 0.05). Also, a significant difference was observed in the follow-up phase compared to the pre-test (P < 0.01). However, no significant difference was observed in the follow-up phase compared to the post-test (P > 0.05).

Conclusion: The results indicate that schema therapy can be effective in reducing anxiety and improving social adaptation in delinquent adolescents.

Effectiveness of Metacognitive Therapy in Distress Tolerance and Drug Use Desire in Delinquent Teenagers

Faraz Ghoorchian *

; Neda Merrikhi

, Sepideh Haghdost

, Sheida Pouryousefi

https://doi.org/10.61838/

Objective: This study aimed to determine the effectiveness of metacognitive therapy in improving distress tolerance and reducing the desire for drug use among delinquent teenagers in Shahriar.

Methods and Materials: Our research method was a quasi-experimental design with pre-test, post-test, a control group, and a follow-up phase. The statistical population of this study included all delinquent teenagers registered at the Shahriar Juvenile Correction and Training Center in 2022. The sample consisted of 30 male teenagers aged 16 to 18 years, selected through purposeful sampling. They were then divided into two groups of 15: an experimental group and a control group. The experimental group received 12 sessions of metacognitive therapy. Data were collected using the Metacognitive Therapy Scale and analyzed using repeated measures ANOVA in SPSS22.

Findings: The results of this study showed that there was a significant difference in distress tolerance and the desire for drug use in the treatment group in the post-test compared to the pre-test (P<0.01). A significant difference was also observed in the follow-up compared to the pre-test (P<0.05), but no significant difference was found in the follow-up compared to the post-test (P>0.05).

Conclusion: The results indicate that metacognitive therapy can be beneficial in increasing distress tolerance and reducing the desire for drug use among delinquent teenagers. Metacognitive therapy has proven effective in improving distress tolerance and reducing the desire for drug use.

Comparison of the Effectiveness of Cognitive-Behavioral Therapy and Acceptance and Commitment Therapy on Quality of Life in Asthma Patients

Seyed Soroush Ghaffari

; Mohammad Taqi Badeleh Shamooshaki *

; Leila Sadat Azizi Ziabari

, Javanshir Asadi

https://doi.org/10.61838/

Objective: The aim of the present study was to compare the effectiveness of Cognitive-Behavioral Therapy (CBT) and Acceptance and Commitment Therapy (ACT) on the quality of life in asthma patients.

Methods and Materials: The research design was experimental with a pretest-posttest and control group. The statistical population consisted of all asthma patients who visited treatment centers in Tehran between April and July 2024 for the management and treatment of their condition. A total of 90 individuals were selected through convenience sampling and randomly assigned to three groups: CBT group (30 individuals), ACT group (30 individuals), and a control group (30 individuals). The data collection tool was the World Health Organization Quality of Life Questionnaire. The intervention treatments were administered in 8 weekly sessions, each lasting 90 minutes, while the control group did not receive any specific treatment during this period. The data were analyzed using Multivariate Analysis of Covariance (MANCOVA).

Findings: The results indicated that both CBT and ACT were effective in improving the quality of life of asthma patients (P < 0.05), and there was no significant difference between the effectiveness of these two therapeutic approaches (P > 0.05).

Conclusion: The findings potentially provide important practical implications for professionals and therapists regarding the effectiveness of the therapeutic methods used in improving asthma outcomes.

New Insights into Writing Anxiety of EFL Learners: A Context-Specific Qualitative Study

Marziyeh Firouzi

; Masoud Zoghi *

; Nader Assadi Aidinloo

https://doi.org/10.61838/

Objective: The objective of this study was to explore how Iranian EFL learners conceptualize writing anxiety and to identify the contributing factors and manifestations of this anxiety within the specific cultural and educational context of Iran.

Methods and Materials: The study employed a qualitative research design using semi-structured interviews to collect data from 38 Iranian EFL learners of varying ages and proficiency levels. The grounded theory approach was used to analyze the data, following the stages of open coding, axial coding, and selective coding to identify key themes and sub-themes related to writing anxiety.

Findings: The analysis revealed one core category, "EFL Writing Anxiety," under which three main themes were identified: "Physiological Arousal," "Dysfunctional Thoughts," and "Maladaptive Behaviors." The findings indicate that Iranian EFL learners experience significant writing anxiety, influenced by fear of negative evaluation, GPA concerns, cultural emphasis on academic success, and traditional grammar-focused teaching methods. The study also found that cognitive anxiety, driven by high expectations and fear of failure, was the most severe form of anxiety experienced during writing.

Conclusion: The study concludes that writing anxiety among Iranian EFL learners is a complex and multifaceted phenomenon influenced by cultural, educational, and psychological factors. Addressing writing anxiety is essential for effective language instruction, and the findings provide valuable insights for educators, researchers, and policymakers to develop strategies to mitigate writing anxiety and improve writing performance in EFL learners.

The Role of Information Literacy on Cognitive Skills and Individual Factors (Self-Efficacy and Motivation) in the Curriculum of Secondary School Students

Masoumeh Najafi

; Soodabeh Azodolmolky *

; Ashraf Sadat Hosseini Mir Safi

https://doi.org/10.61838/

Objective: This study aims to investigate the role of information literacy on cognitive skills and individual factors (self-efficacy and motivation) in the curriculum of secondary school students.

Methods and Materials: This research utilized a descriptive-correlational design with a sample of 382 secondary school students (191 males and 191 females) selected through cluster random sampling. Data were collected using validated questionnaires assessing information literacy, cognitive skills, self-efficacy, and academic motivation. The normality of data was confirmed using the Kolmogorov-Smirnov test, and multiple regression analysis was applied to examine the relationships between variables.

Findings: The results indicated a positive and significant relationship between the information literacy in the curriculum of secondary school students and their cognitive skills and individual factors.

Conclusion: Therefore, identifying the factors affecting self-efficacy and motivation can have a substantial impact on academic success and the advancement of the educational system.

Development of an Academic Well-being Model for Gifted Students: A Grounded Theory Study

Paria Sarami

; Sara Nejatifar *

; Ali Aghaziarati

https://doi.org/10.61838/

Objective: This study aimed to identify the factors influencing the academic well-being of gifted students to develop a model.

Methods and Materials: The research method used in this study was qualitative, utilizing a grounded theory approach. Data were collected through semi-structured interviews. The data were examined and analyzed based on Strauss and Corbin's (1998) grounded theory methodology. The study population consisted of all male and female gifted sixth-grade students in the city of Isfahan in 2022. The research sample was selected through purposive sampling, and after conducting interviews with 23 students, the factors influencing academic well-being were identified. It should be noted that data analysis was conducted using three stages of open, axial, and selective coding.

Findings: Based on the results of the study, open codes were organized around 57 concepts, axial codes included 8 concepts, and selective codes were identified and extracted into 4 concepts under the titles of school context, family context, social context, and individual resources.

Conclusion: The findings of the research suggest that by recognizing and understanding the factors influencing academic well-being, it is possible to create conditions that enhance the academic well-being of gifted students.

Investigating the Mathematical Performance of Undergraduate Students in the Flipped Learning Method Grouped by the DISC Personality Test Along with the Lecturer’s Scaffolding

Elham Azadegan

; Mohsen Rostamy-Malkhalifeh *

; Mohammad Hasan Behzadi

, Abolfazl Tehranian

https://doi.org/10.61838/

Objective: This study aims to leverage psychological aspects within the Flipped Learning method by presenting a novel technique and examining the mathematical performance of undergraduate students.

Methods and Materials: This descriptive-analytical study was conducted in the 2022-2023 academic year with 89 undergraduate students from the Computer Science field at the Islamic Azad University, Science and Research Branch. Students were divided into three General Mathematics II classes and grouped based on the DISC Personality Test. A sample size of 75 was selected using stratified random sampling. The Flipped Learning method involved ten 120-minute sessions, with instructional scaffolding provided through the iGap Iranian application. Pretest and posttest scores, along with various performance metrics, were analyzed using SPSS version 27. Statistical tests, including Paired-Samples T-Test and Independent-Samples T-Test, were conducted to evaluate the hypotheses.

Findings: The results indicated significant improvement in students' mathematical performance post-intervention, confirming the positive effect of the Flipped Learning method. No significant differences were found between female and male students' academic progress, suggesting equal benefits across genders. Extroverted students showed greater academic progress than introverted students, with extroverted females and males outperforming their introverted counterparts. Lecturer scaffolding significantly enhanced students' Mathematical Mind Processing (MMP), with introverted students showing more substantial MMP improvements compared to extroverts. No significant differences were found in companionship between introverts and extroverts or between female and male students.

Conclusion: The study concludes that the Flipped Learning method, when combined with the DISC Personality Test and lecturer scaffolding, significantly enhances undergraduate students' mathematical performance. This approach benefits both genders equally and supports greater academic progress for extroverted students. Scaffolding plays a crucial role in improving cognitive processing, particularly for introverted students. These findings highlight the importance of personalized and interactive teaching methodologies in higher education.

About the Journal

E-ISSN: 2981-2526
Director-in-Charge: Dr. Nadereh Saadati
Editor-in-Chief: Dr. Ahmad Abedi
Owner: KMAN Research Institute
Publisher: KMAN Publication Inc. (KMANPUB)
Contact email: jayps@kmanpub.com / aypsjournal@Gmail.com
Open access: YES

Journal of Adolescent and Youth Psychological Studies is a scientific open access peer-reviewed journal publishing original articles, reviews, short communications and scientific reports of a high scientific and ethical standard in psychology, counseling and related academic disciplines. This journal is published in the English language by the KMAN Publication Inc.. It covers all the scientific subjects including family, educational, occupational, rehabilitation counseling and psychotherapy and other areas related to youth psychology and counseling.

This journal publishes articles in the following fields:

Counseling and adolescent psychology
Youth psychology and counseling
Educational psychology and counseling (educational field)
Occupational, educational psychology and counseling of young people
Educational psychology and counseling (educational sciences)
General and psychological health of teenagers and the young population
Topics related to the training of school administrators and teachers
Counseling and psychology of marriage and family

Current Issue

Vol. 5 No. 12 (2024): Serial Number 28

Published: 2024-12-10

Articles

Examination of the Consumption Pattern of Cultural and Media Goods and the Tendency of Youth towards Drug Use and Addiction

Soleiman Sharifi

; Alireza Khodami *

; Majid Reza Karimi

1-12
- PDF
https://doi.org/10.61838/
Design and Testing of an Education Model Based on a Blended Approach for Nursing Students at Lorestan University of Medical Sciences Using Thematic Analysis Approach

Nahid Dehghankar

; Mehry Daraei *

13-21
- PDF
https://doi.org/10.61838/
Examining the Impact of Socio-Economic Status on the National Identity of Youth (Case Study: Youth Aged 18-30 in District 1 of Shiraz)

Bijan Golabian

; Alireza Khoddami *

; Majid Reza Karimi

22-30
- PDF
https://doi.org/10.61838/
Predicting Students' Academic Performance Based on Academic Self-Concept, Academic Resilience, Academic Engagement, Emotional Self-Regulation, and Self-Esteem

Haidar Dawood Salman

; Ali Mahdad *

; Rasheed Nassir Khalifa Al-Hashmy

, Gholamreza Manshaee

31-40
- PDF
https://doi.org/10.61838/
Comparison of the Effectiveness of Cognitive-Behavioral Therapy and Acceptance and Commitment Therapy on Quality of Life in Asthma Patients

Seyed Soroush Ghaffari

; Mohammad Taqi Badeleh Shamooshaki *

; Leila Sadat Azizi Ziabari

, Javanshir Asadi

41-51
- PDF
https://doi.org/10.61838/
Comparison of the Effectiveness of Moral Cognitive Education and Moral Action Education on the Responsibility of Female Students with a Positive Attitude Towards Academic Cheating

Maryam Fallahpour

; Ramezan Hassanzadeh *

; Seyedeh Olia Emadian

52-61
- PDF
https://doi.org/10.61838/
The Role of Mobile Game Usage on Mental Health, Academic Engagement, and Aggression in Adolescents

Mehdi Akbarzadeh Sgay

, Simin Zeynali

; Ayatollah Fathi *

; Sanaz Binazir

62-71
- PDF
https://doi.org/10.61838/
Pathology of Cyber Threats (Instagram) Among Adolescents

Maryam Talebdoost , Mahnaz Amirpour * , Masoud Imanian Ardabili

72-78
- PDF
https://doi.org/10.61838/
Examining the Effectiveness of Cognitive Learning in Enhancing Intrinsic Motivation for Learning Mathematics in Adolescents

Atefe Sohrabi Omabad

; Mahnaz Askarian *

; Beheshte Niusha

79-86
- PDF
https://doi.org/10.61838/
The Comparison of Stress, Anxiety, Depression, and Academic Achievement Among Orphaned and Non-Orphaned High School Girls

Moslem Pargar

; Hajar Torkan *

; Fatemeh Sadat Mohammadi Bajgirani

87-94
- PDF
https://doi.org/10.61838/
The Effect of Training Package Informed by Divorcing Mothers' Lived Experiences and on Child Vulnerability

Sepideh Ghanbarian

; Salar Faramarzi *

; Mehdi Tabrizi

95-102
- PDF
https://doi.org/10.61838/
Investigating the Mathematical Performance of Undergraduate Students in the Flipped Learning Method Grouped by the DISC Personality Test Along with the Lecturer’s Scaffolding

Elham Azadegan

; Mohsen Rostamy-Malkhalifeh *

; Mohammad Hasan Behzadi

, Abolfazl Tehranian

103-113
- PDF
https://doi.org/10.61838/
New Insights into Writing Anxiety of EFL Learners: A Context-Specific Qualitative Study

Marziyeh Firouzi

; Masoud Zoghi *

; Nader Assadi Aidinloo

114-124
- PDF
https://doi.org/10.61838/
The Effect of Acceptance and Commitment Therapy on Cognitive Fusion in Anxious Students

Allahnazar Alisofi *

; Habib Kaikha

, Khaled Badpa

125-131
- PDF
https://doi.org/10.61838/
Comparing the Effectiveness of Social-Emotional Aspects of Learning (SEAL) and Parent Effectiveness Training (PET) on Improvement of symptoms of ADHD, in 6 to 12-Year-old Children with ADHD

Elham Iravani

; Salar Faramarzi *

; Hasan Rezaei jamaloei

132-142
- PDF
https://doi.org/10.61838/

View All Issues

Journal of Adolescent and Youth Psychological Studies (JAYPS)

The Effect of Acceptance and Commitment Therapy on Cognitive Fusion in Anxious Students

Effectiveness of Schema Therapy on Anxiety and Social Adaptation in Delinquent Adolescents

Effectiveness of Metacognitive Therapy in Distress Tolerance and Drug Use Desire in Delinquent Teenagers

Comparison of the Effectiveness of Cognitive-Behavioral Therapy and Acceptance and Commitment Therapy on Quality of Life in Asthma Patients

New Insights into Writing Anxiety of EFL Learners: A Context-Specific Qualitative Study

The Role of Information Literacy on Cognitive Skills and Individual Factors (Self-Efficacy and Motivation) in the Curriculum of Secondary School Students

Development of an Academic Well-being Model for Gifted Students: A Grounded Theory Study

Investigating the Mathematical Performance of Undergraduate Students in the Flipped Learning Method Grouped by the DISC Personality Test Along with the Lecturer’s Scaffolding

About the Journal

Current Issue

Articles

Examination of the Consumption Pattern of Cultural and Media Goods and the Tendency of Youth towards Drug Use and Addiction

Design and Testing of an Education Model Based on a Blended Approach for Nursing Students at Lorestan University of Medical Sciences Using Thematic Analysis Approach

Examining the Impact of Socio-Economic Status on the National Identity of Youth (Case Study: Youth Aged 18-30 in District 1 of Shiraz)

Predicting Students' Academic Performance Based on Academic Self-Concept, Academic Resilience, Academic Engagement, Emotional Self-Regulation, and Self-Esteem

Comparison of the Effectiveness of Cognitive-Behavioral Therapy and Acceptance and Commitment Therapy on Quality of Life in Asthma Patients

Comparison of the Effectiveness of Moral Cognitive Education and Moral Action Education on the Responsibility of Female Students with a Positive Attitude Towards Academic Cheating

The Role of Mobile Game Usage on Mental Health, Academic Engagement, and Aggression in Adolescents

Pathology of Cyber Threats (Instagram) Among Adolescents

Examining the Effectiveness of Cognitive Learning in Enhancing Intrinsic Motivation for Learning Mathematics in Adolescents

The Comparison of Stress, Anxiety, Depression, and Academic Achievement Among Orphaned and Non-Orphaned High School Girls

The Effect of Training Package Informed by Divorcing Mothers' Lived Experiences and on Child Vulnerability

Investigating the Mathematical Performance of Undergraduate Students in the Flipped Learning Method Grouped by the DISC Personality Test Along with the Lecturer’s Scaffolding

New Insights into Writing Anxiety of EFL Learners: A Context-Specific Qualitative Study

The Effect of Acceptance and Commitment Therapy on Cognitive Fusion in Anxious Students

Comparing the Effectiveness of Social-Emotional Aspects of Learning (SEAL) and Parent Effectiveness Training (PET) on Improvement of symptoms of ADHD, in 6 to 12-Year-old Children with ADHD

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