E-ISSN: 3041-9026 Director-in-Charge: Dr. Nadereh Saadati Editor-in-Chief: Dr. Amelia Rizzo Associate editor: Dr. Sefa Bulut Owner: KMAN Research Institute Publisher: KMAN Publication Inc. (KMANPUB) Contact email: psychnexus@kmanpub.com / kmanpsychnexus@gmail.com Open access: YES KMAN Counseling and Psychology Nexus stands as a pioneering megajournal in the field of psychology, offering an innovative approach to scholarly publishing. It uniquely combines both open peer-review and double-blind anonymous peer-review processes, ensuring the highest standards of academic rigor and transparency. KMAN Counseling and Psychology Nexus invites researchers and practitioners to contribute to these dynamic fields. Each section is open for new submissions, welcoming innovative and impactful research that advances the understanding of various psychological disciplines. Authors are encouraged to share their insights and discoveries, contributing to the rich tapestry of knowledge in the realm of psychological science. Sections and Focus Areas: Health Psychology: This section is dedicated to manuscripts exploring the interplay between psychological factors and physical health. It emphasizes research aimed at understanding how psychological variables impact physical well-being and developing interventions to enhance health and wellness. Clinical Psychology: Focusing on the diagnosis, treatment, and prevention of mental illnesses and emotional disorders, this section encourages manuscripts that delve into the causes and mechanisms of mental illnesses and propose effective intervention strategies. Rehabilitation Counseling: Manuscripts in this section concentrate on enhancing the quality of life for individuals with disabilities. The focus is on overcoming barriers in various life aspects, including employment and education, and promoting independence and self-sufficiency. Educational Psychology and Counseling: This section invites research that aids students in achieving academic and personal success. Key areas include strategies for improving study skills, time management, and the development of social and emotional skills crucial for school success and beyond. Family and Couple Therapy: This section is divided into two sub-areas: Family Therapy: Research here aims to enhance family communication, resolve conflicts, and understand the dynamics of healthy family functioning. Couple Therapy: Manuscripts should focus on improving communication and resolving conflicts in romantic relationships, exploring the elements that contribute to healthy relationship dynamics. Occupational and Organizational Counseling: This section looks for manuscripts that address the well-being and productivity of employees, focusing on creating positive work environments, employee wellness, and the impact of work-related stress. Developmental Psychology: Dedicated to understanding the lifelong changes in individuals, this section seeks manuscripts that explore psychological, cognitive, and social development from infancy to adulthood, including influences like language acquisition, emotional and social development, and the role of cultural and societal factors. Individuals with Special Needs: This section focuses on the development of communication skills, emotional regulation, social interaction, and adaptive learning strategies. Additionally, these studies explore the impact of environmental factors, such as family dynamics and educational settings, on the psychological well-being of individuals with special needs. The goal is to develop tailored interventions that enhance the quality of life, foster independence, and support the integration of individuals with special needs into society. KMANCPN publishes two issues per year, with occasional special issues coming in addition. About the Publisher Publisher: KMAN Publication Inc. Publisher Office: Unit 5‑10825 Yonge St, Richmond Hill, Ontario, Canada, L4C 3E3 https://journals.kmanpub.com Email: kmanpu@kmanpub.com Telegram: +1 (647) 656‑4401 | WhatsApp: +1 (437) 429‑3507 Germany Office: Dratelnstrasse, Wohnung A60, 21119 Hamburg, Germany (+4915207720487)
Predicting Fear of Emotional Intimacy Based on Childhood Trauma: The Mediating Role of Interpersonal Emotion Regulation Among Student Couples
The present study aimed to predict fear of emotional intimacy based on childhood trauma, with the mediating role of interpersonal emotion regulation among student couples. In terms of purpose, this research was applied in nature. Regarding methodology, it was a quantitative, descriptive-correlational study utilizing path analysis. For this purpose, 250 student couples from branches of the Islamic Azad University in Tehran were selected through convenience random sampling. Participants completed the Childhood Trauma Questionnaire (CTQ; Bernstein et al., 2003), the Fear of Intimacy Scale (Descutner & Thelen, 1991), and the Interpersonal Emotion Regulation Questionnaire (IERQ; Hofmann et al., 2016). Data were analyzed using SPSS version 27 and AMOS through path analysis. The findings indicated that childhood trauma was a significant predictor of fear of emotional intimacy in couples’ relationships. Furthermore, interpersonal emotion regulation played a significant mediating role in the relationship between childhood trauma and fear of emotional intimacy. In other words, experiences of early-life trauma may influence individuals’ fear of emotional closeness in romantic relationships by weakening their ability to regulate emotions within interpersonal interactions. The results highlight the importance of addressing early life experiences and strengthening emotion regulation skills to improve the quality of couples’ relationships, particularly during the university years. Accordingly, counseling and therapeutic interventions focused on enhancing interpersonal emotion regulation may be effective in reducing fear of intimacy and promoting marital satisfaction.
Islamic Azad University branches in Tehran
Copyright (c) 2025 Fariba Moharrami Ghidari (Author); Maryam Asadolah Tooyserkani (Corresponding Author)
The Mediating Role of Self-Regulated Learning Strategies in the Relationship Between Academic Dishonesty and Critical Thinking Among High School Students in Hamadan
The present study aimed to examine the mediating role of self-regulated learning strategies in the relationship between academic dishonesty and critical thinking among high school students in Hamadan. The research employed a descriptive-correlational design using structural equation modeling (SEM). The statistical population consisted of high school students in Hamadan during the 2026–2027 academic year. A final sample of 324 students was selected through a multistage cluster random sampling method. Data were collected using the California Critical Thinking Skills Questionnaire (Facione & Facione, 1994), the Academic Dishonesty Questionnaire (Farnese et al., 2011), and the Self-Regulated Learning Strategies Questionnaire (Pintrich & De Groot, 1990). Data analysis was conducted using structural equation modeling. The proposed model demonstrated a satisfactory fit to the data. Furthermore, the findings indicated that academic dishonesty had a significant negative direct effect on critical thinking, whereas cognitive strategies, metacognitive strategies, and motivational beliefs had significant positive direct effects on critical thinking (p < .01). The results of the bootstrap test revealed that self-regulated learning strategies played a mediating role in the relationship between academic dishonesty and critical thinking (p < .01). Overall, the findings showed that academic dishonesty affected critical thinking among high school students in Hamadan both directly and indirectly through the mediating role of self-regulated learning strategies.
Copyright (c) 2026 Ali Ghasemi (Author); Qamar Kiani (Corresponding Author); Fatemeh Nazari, Sakineh Jafari (Author)
Comparison of the Effectiveness of Self-Compassion-Focused Therapy and Stress Inoculation Training on Perceived Stress among Parents of Children with Cancer
The present study aimed to compare the effectiveness of Self-Compassion-Focused Therapy (SCFT) and Stress Inoculation Training (SIT) on perceived stress among parents of children with cancer. This study employed a quasi-experimental design with a pretest–posttest control group and a two-month follow-up assessment. The statistical population consisted of parents of children with cancer who attended medical and psychological treatment centers in Tehran in 2026. Among them, 45 participants were selected through convenience sampling based on the study inclusion criteria and were randomly assigned to three groups of 15 participants each (two experimental groups and one control group). Data were collected using the Perceived Stress Scale (PSS) developed by Cohen et al. (1983). The therapeutic interventions included the implementation of the Self-Compassion-Focused Therapy protocol based on Gilbert’s treatment program (2012) and Stress Inoculation Training based on Meichenbaum’s psychological inoculation program (Mobini, 2007). Each intervention was administered in a group format over 10 weekly sessions for the experimental groups. The control group received no intervention during the study period. Data were analyzed using descriptive statistics and mixed-design repeated-measures analysis of variance. The results indicated that both Self-Compassion-Focused Therapy and Stress Inoculation Training significantly reduced perceived stress among parents of children with cancer, and the therapeutic effects remained stable at the follow-up assessment (p < .05). Furthermore, the comparison of the two interventions demonstrated that Stress Inoculation Training was more effective than Self-Compassion-Focused Therapy in reducing perceived stress. The findings suggest that both therapeutic approaches can be utilized as effective psychological interventions to improve the mental health of parents of children with cancer.
Copyright (c) 2026 Shadi Salehi (Author); Afsaneh Taheri (Corresponding Author); Farah Lotfi Kashani (Author)
Structural Model of Predicting Rumination in Individuals with Generalized Anxiety Disorder Based on Integrative Self-Knowledge and Mentalization: The Mediating Roles of Psychological Flexibility and Distress Tolerance
The present study aimed to develop and test a structural model for predicting rumination among individuals with Generalized Anxiety Disorder (GAD) based on integrative self-knowledge and mentalization, considering the mediating roles of psychological flexibility and distress tolerance. This applied, descriptive-correlational study was conducted among university students diagnosed with Generalized Anxiety Disorder in Qom, Iran, during 2025. A purposive sample of 270 participants was selected based on predefined inclusion criteria. Data were collected using the Integrative Self-Knowledge Scale, Mentalization Scale, Acceptance and Action Questionnaire-II, Distress Tolerance Scale, and Ruminative Responses Scale. Structural equation modeling and path analysis were performed using SPSS-23 and AMOS-23 to examine the direct and indirect relationships among the study variables and to evaluate the proposed structural model. The findings indicated that rumination was directly and negatively predicted by integrative self-knowledge (β = −0.265, p = .001), mentalization (β = −0.253, p = .001), distress tolerance (β = −0.297, p = .001), and psychological flexibility (β = −0.204, p = .001). Integrative self-knowledge positively predicted distress tolerance (β = 0.219, p = .001) and psychological flexibility (β = 0.176, p = .001). Similarly, mentalization positively predicted distress tolerance (β = 0.267, p = .001) and psychological flexibility (β = 0.378, p = .001). Significant indirect effects were observed for integrative self-knowledge (β = −0.101, p = .034) and mentalization (β = −0.156, p = .001) on rumination through the mediating variables. The results suggest that higher levels of integrative self-knowledge and mentalization contribute to lower levels of rumination among individuals with GAD both directly and indirectly through enhanced psychological flexibility and distress tolerance.
Copyright (c) 2026 Masoumeh Bakhtiarizadeh (Author); Seyed Mohammad Ebrahim Montazeri (Corresponding Author)
Comparison of the Effectiveness of Acceptance and Commitment Interventions, Positive Thinking, and Existential Therapy on Increasing Psychological Flexibility in Female Heads of Household
The present study was conducted with the aim of comparing the effectiveness of Acceptance and Commitment interventions, Positive Thinking, and Existential Therapy on increasing psychological flexibility in female heads of household. This research was a quasi-experimental study with a pretest–posttest design and a control group. The statistical population of the present study included female heads of household in District 2 of Qom. Since a sample size of 15 participants per group has been recommended for experimental studies, four groups of 15 participants each (a total of 60 participants) were selected through convenience sampling from among female heads of household. The participants were randomly assigned to four groups, including three experimental groups and one control group. The experimental groups received the intended interventions, whereas the control group received no intervention during the implementation of the study. The measurement instrument used in this study was the Hope Scale developed by Charles Richard Snyder and colleagues (1991). Data were analyzed using SPSS statistical software and multivariate analysis of covariance (MANCOVA). The results demonstrated that, regarding the variable of hope for life, there was a significant difference between Acceptance and Commitment Therapy and Positive Thinking Therapy (F = 41.42, p < .017), as well as between Positive Thinking Therapy and Existential Therapy (F = 57.21, p < .039). However, no significant difference was observed between Existential Therapy and Acceptance and Commitment Therapy (F = 82.09, p < .052). Therefore, it can be concluded that Acceptance and Commitment Therapy, Positive Thinking, and Existential Therapy can be utilized in the treatment programs of counseling centers to enhance psychological flexibility among female heads of household.
Copyright (c) 2026 Mohammad Nowzari (Author); Shokouh Navabinejad (Corresponding Author); Gholamreza Sharifirad (Author)
The Effectiveness of Cognitive Behavioral Therapy on Distress Tolerance and Psychological Hardiness in Adolescents Experiencing Parental Bereavement
The present study was conducted to determine the effectiveness of cognitive behavioral therapy on distress tolerance and psychological hardiness in adolescents experiencing parental bereavement. The research method was quasi-experimental with a pretest–posttest design and a control group. The statistical population of the present study consisted of adolescents experiencing parental bereavement who were referred to the Arsam Psychological Services and Counseling Center in the city of Tonekabon in 2026. First, the Barrett and Scott Grief Experience Questionnaire (1998) was distributed among all participants. Then, 30 individuals with moderate grief experience (scores between 68 and 102) were selected through purposive and convenience sampling methods and were randomly assigned to two groups: an experimental group of 15 participants and a control group of 15 participants. Data were collected using the Distress Tolerance Questionnaire and the Psychological Hardiness Questionnaire. Subsequently, cognitive behavioral therapy was implemented for the experimental group in 8 sessions of 90 minutes each. After the completion of the cognitive behavioral therapy sessions, posttests were administered to both the experimental and control groups. The findings indicated a significant difference between the mean pretest and posttest scores of the experimental and control groups in terms of distress tolerance and psychological hardiness. Therefore, cognitive behavioral therapy has an effect on distress tolerance and psychological hardiness in adolescents experiencing parental bereavement.
Copyright (c) 2026 Aida Mahmodi , Maryam Hasanpor Abri , Santik Vakili (Author); Eshagh SamKhaniani (Corresponding Author); Ghazal Moradi Vajargah (Author)
Design and Validation of a Trauma-Informed Curriculum Model for Enhancing Resilience and Mental Health among Students in Post-Crisis Conditions
The present study aimed to design and validate a trauma-informed curriculum model for enhancing resilience and mental health among students in post-crisis educational conditions. The study was conducted using a mixed-methods exploratory sequential design in Tehran during the 2025–2026 academic year. In the qualitative phase, semi-structured interviews were conducted with 18 experts in curriculum planning, educational psychology, counseling, and crisis intervention selected through purposeful sampling until theoretical saturation was achieved. The qualitative data were analyzed using thematic analysis to identify the dimensions and components of the trauma-informed curriculum model. In the quantitative phase, the proposed model was validated among 312 educational professionals, including teachers, counselors, school administrators, and curriculum specialists selected through multistage cluster sampling. Data collection instruments included the Connor–Davidson Resilience Scale, the General Health Questionnaire, and a researcher-developed Trauma-Informed Curriculum Questionnaire derived from the qualitative findings. Descriptive statistics, exploratory factor analysis, confirmatory factor analysis, and structural equation modeling were conducted using IBM SPSS Statistics and AMOS software. The findings demonstrated that the proposed trauma-informed curriculum model possessed acceptable construct validity and strong structural fit indices (χ²/df = 2.14, RMSEA = 0.059, CFI = 0.95, GFI = 0.93). Exploratory factor analysis extracted seven dimensions including emotional safety, supportive teacher–student relationships, flexible instructional practices, crisis-sensitive evaluation, psychosocial support systems, resilience-building educational activities, and school climate responsiveness, explaining 68.47% of the total variance. Structural equation modeling revealed that psychosocial support (β = 0.45), emotional safety (β = 0.41), and supportive relationships (β = 0.37) significantly predicted student resilience. In addition, school climate responsiveness (β = 0.39), flexible instruction (β = 0.31), and crisis-sensitive evaluation (β = 0.28) significantly predicted mental health outcomes. The overall model explained 57% of the variance in resilience and 52% of the variance in mental health among students in post-crisis conditions. The findings indicate that trauma-informed curriculum design can function as an effective educational and psychosocial framework for strengthening resilience and promoting mental health among students exposed to crises and traumatic experiences. The integration of emotionally supportive environments, psychosocial services, flexible pedagogical practices, and responsive school climates into curriculum structures may significantly improve students’ psychological adaptation and educational functioning during post-crisis recovery. The study highlights the necessity of incorporating trauma-informed principles into educational policy, curriculum development, teacher training, and school support systems to enhance the long-term well-being of students in increasingly crisis-prone societies.
Copyright (c) 2026 Mehdi Akbarzadeh Sagay , Fatemeh Kangari, Saeedeh Allahabady, Fatemeh Riazi (Author); Nasrin Mohaddes (Corresponding Author)
Structural Modeling of the Relationships Between Academic Perfectionism and the Psychosocial Structure of the Classroom on Feelings of Academic Incompetence with the Mediating Role of Academic Self-Handicapping in Secondary School Students
The present study aimed to investigate the structural relationships between academic perfectionism and psychosocial classroom structure with feelings of academic incompetence through the mediating role of academic self-handicapping among upper secondary school students. This study employed a correlational design using structural equation modeling {SEM}. The statistical population consisted of all male and female upper secondary school students in Gorgan during the 2025–2026 academic year. Based on structural modeling criteria and the number of observed variables, a sample of 405 students was selected through multistage cluster sampling. Data were collected using the Academic Perfectionism Questionnaire, Psychosocial Classroom Structure Questionnaire, Academic Self-Handicapping Questionnaire, and the researcher-made Feelings of Academic Incompetence Questionnaire. Data analysis was performed using descriptive statistics, Shapiro–Wilk test, Durbin–Watson test, confirmatory factor analysis, structural equation modeling, and bootstrap analysis in SPSS and AMOS software. The findings indicated that academic perfectionism had a significant direct effect on feelings of academic incompetence {β = -0.230, p < 0.01}. Psychosocial classroom structure also significantly predicted feelings of academic incompetence {β = -0.295, p < 0.001}. However, the direct effect of academic self-handicapping on feelings of academic incompetence was not significant {β = 0.015, p > 0.05}. In addition, the indirect effects of academic perfectionism and psychosocial classroom structure on feelings of academic incompetence through academic self-handicapping were not statistically significant. The results further demonstrated that although several direct structural paths were significant, the overall fit indices of the structural model did not reach acceptable thresholds. The findings suggest that both academic perfectionism and psychosocial classroom structure play important roles in shaping students’ feelings of academic incompetence.
Copyright (c) 2026 Mohammad Enayat Sani (Author); Shaban Haydari (Corresponding Author); Mohammad Kazem Fakhri (Author)
Comparing the Effectiveness of Emotion-Focused Cognitive Therapy and Acceptance and Commitment Therapy on Interpersonal Forgiveness in Women Affected by Marital Infidelity
The present study aimed to compare the effectiveness of emotion-focused cognitive therapy and acceptance and commitment therapy on interpersonal forgiveness in women affected by marital infidelity. This applied semi-experimental study employed a pretest–posttest design with a three-month follow-up and a control group. The statistical population consisted of all women affected by marital infidelity who referred to specialized family counseling centers in Chalous, Iran, during 2025. Forty-five participants were selected through purposive sampling and randomly assigned into three groups: emotion-focused cognitive therapy (n=15), acceptance and commitment therapy (n=15), and control group (n=15). The first experimental group received ten 90-minute sessions of emotion-focused cognitive therapy based on Power’s protocol, while the second experimental group participated in ten 90-minute sessions of acceptance and commitment therapy based on the McKay and Lev protocol. The control group received no intervention. Data were collected using the Family Forgiveness Scale developed by Pollard et al. (1998). Inferential statistics included multivariate analysis of covariance and repeated-measures analysis of variance using SPSS-22 software. The findings demonstrated that both emotion-focused cognitive therapy and acceptance and commitment therapy significantly increased interpersonal forgiveness in comparison with the control group (p<0.01). The results of multivariate covariance analysis indicated a significant group effect on posttest interpersonal forgiveness scores with a large effect size. Bonferroni post hoc comparisons revealed that the mean scores of interpersonal forgiveness in both intervention groups were significantly higher than those of the control group at posttest and follow-up stages. Furthermore, emotion-focused cognitive therapy showed greater effectiveness than acceptance and commitment therapy in improving interpersonal forgiveness among women affected by marital infidelity. The stability of treatment effects during the follow-up stage confirmed the persistence of therapeutic outcomes over time. The results suggest that both emotion-focused cognitive therapy and acceptance and commitment therapy are effective interventions for improving interpersonal forgiveness in women affected by marital infidelity. However, emotion-focused cognitive therapy demonstrated superior effectiveness, likely due to its deeper emphasis on emotional processing, emotional awareness, and restructuring maladaptive emotional experiences. Therefore, therapists and family counselors may benefit from incorporating these approaches, particularly emotion-focused cognitive therapy, into psychological interventions designed for women experiencing emotional distress following marital infidelity.
Copyright (c) 2026 Zahra Ahangarian (Author); Taher Tizdast (Corresponding Author); Jafar Pouyamanesh (Author)
Design and Effectiveness of a Choice Theory Educational Package on Academic Integration among Male High School Students in District Two of Kerman City
This study was conducted to design and examine the effectiveness of a Choice Theory educational package on the academic integration of male students in the second cycle of secondary education in District Two of Kerman City. The study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of all male students in the second cycle of secondary education in District Two of Kerman City (N = 450). A multistage cluster random sampling method was used, and the sample included 60 students who were randomly assigned to an experimental group (30 participants) and a control group (30 participants). Data were collected using the Academic Integration Questionnaire developed by Terenzini and Pascarella (1980). Participants in the experimental group received the Choice Theory educational package over eight sessions, whereas the control group received no intervention. Data were analyzed using repeated-measures analysis of variance with SPSS software. The results indicated that the educational package developed based on Choice Theory had a significant effect on academic integration and its components at the posttest stage, and the continuity of this effect was also observed at the follow-up stage (p < .01). Therefore, the educational package developed based on Choice Theory can be considered an effective method for increasing students’ academic integration.
Copyright (c) 2026 Mohsen Bonyadi (Author); Alireza Manzari Tavakoli (Corresponding Author); Zahra Zeinaddiny Meymand , Amanallah Soltani (Author)
The Impact of AI-Enabled Prompt Engineering Intervention on Sixth-Grade Students’ Academic Achievement, Motivation, and Engagement
The present study aimed to investigate the effectiveness of an AI-enabled prompt engineering intervention on sixth-grade students’ academic achievement, academic motivation, and multidimensional engagement in science learning. This study employed a quasi-experimental pretest–posttest design with a non-equivalent control group. The sample consisted of 30 sixth-grade female students who were assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group participated in an eight-session AI-supported science learning program in which prompt engineering techniques were used to position the AI system as a Socratic and facilitative tutor rather than a direct provider of answers. Data collection instruments included the Academic Motivation Scale (AMS), a multidimensional engagement questionnaire based on Reeve’s model, and a researcher-developed science achievement test. The intervention was implemented over four weeks with two 45-minute sessions per week. Data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA) in SPSS at a significance level of 0.05. The ANCOVA findings demonstrated a statistically significant effect of the AI-based intervention on all dependent variables (p < .001). The intervention explained 67% of the variance in academic achievement (Partial η² = .67), 61% of the variance in academic motivation (Partial η² = .61), and 64% of the variance in total academic engagement (Partial η² = .64). The experimental group showed significantly higher posttest scores compared with the control group across all dimensions of engagement. The strongest effect was observed in agentic engagement, where students demonstrated greater proactive participation, questioning behavior, and instructional agency. Significant improvements were also observed in affective, cognitive, and behavioral engagement dimensions, indicating that AI-assisted instruction enhanced students’ emotional involvement, strategic thinking, and persistence in learning activities. The findings provide strong empirical evidence that AI-enabled prompt engineering interventions can substantially improve academic achievement, motivation, and engagement among primary school students.
Copyright (c) 2026 Aynaz Javadzadeh (Corresponding Author); Sadegh Farahmande amin, Yalda Mardaneh, Meysam Abdollahi (Author)
Comparison of the Effectiveness of Gestalt-Based Play Therapy and Parent-Centered Play Therapy on Academic Self-Efficacy among Female Students in the Second Cycle of Elementary School
The present study aimed to compare the effectiveness of Gestalt-based play therapy and parent-centered play therapy on academic self-efficacy among female students in the second cycle of elementary school. The research method was quasi-experimental, using a pretest–posttest design with a control group and a two-month follow-up. The statistical population included female students in the second cycle of elementary school, aged 9 to 11 years, who were studying in public elementary schools in District 8 of Tehran during the 2024–2025 academic year. A total of 45 students were selected for two experimental groups and one control group, with 15 participants in each group, using convenience sampling, and responded to the Academic Self-Efficacy Questionnaire developed by Morgan and Jinks (1998). The results of repeated-measures analysis of variance and the Bonferroni post hoc test showed that Gestalt-based play therapy and parent-centered play therapy effectively improved academic self-efficacy among female students in the second cycle of elementary school (p ≤ .001). Gestalt-based play therapy showed a greater effect on increasing academic self-efficacy. Based on the findings, both approaches play valuable roles in supporting children’s psychological and academic development and have distinct strengths that can provide interventions tailored to specific therapeutic goals.
Copyright (c) 2026 Mahdieh Darvish (Author); Simindokht Rezakhani (Corresponding Author); Farideh Dokaneifard (Author)
The Mediating Role of Marital Burnout in the Relationship Between Attachment Needs and Couples’ Tendency Toward Divorce
The present study aimed to investigate the mediating role of marital burnout in the relationship between attachment needs and couples’ tendency toward divorce in the city of Shiraz. This applied study was conducted using a correlational design based on structural equation modeling. The statistical population included all married couples in Shiraz in 2025, from whom 200 participants were selected through convenience sampling. The research instruments included the Divorce Tendency Questionnaire developed by Rosebelt, Johnson, and Morrow, the Marital Burnout Questionnaire by Pines, and the Attachment Needs Questionnaire developed by Samani et al. Data were analyzed using SPSS version 21 and AMOS software. In the descriptive section, mean and standard deviation were used, while Pearson correlation coefficient and structural equation modeling were employed in the inferential section. The results indicated that attachment needs had a significant negative relationship with marital burnout (r = -0.524, p < 0.001) and tendency toward divorce (r = -0.474, p < 0.001). In addition, marital burnout showed a significant positive relationship with tendency toward divorce (r = 0.417, p < 0.001). The findings of the structural equation model demonstrated that the path from attachment needs to marital burnout (β = -0.748), the path from attachment needs to tendency toward divorce (β = -0.415), and the path from marital burnout to tendency toward divorce (β = 0.162) were all significant (p < 0.001). Furthermore, the indirect effect of attachment needs on tendency toward divorce through marital burnout was equal to 0.132, confirming the significant mediating role of marital burnout. The findings of the study indicated that unmet attachment needs can increase couples’ tendency toward divorce through heightened marital burnout. Therefore, paying attention to couples’ emotional and affective needs and designing interventions based on attachment-oriented and emotion-focused approaches may play an effective role in reducing marital burnout and preventing divorce.
Copyright (c) 2026 Elaheh Khorshidi (Author); Siamak Samani (Corresponding Author)
The Effectiveness of Islamic Spirituality Training on Academic Well-Being, Achievement Motivation, and Academic Affect
The present study aimed to investigate the effectiveness of Islamic spirituality training on academic well-being, achievement motivation, and academic affect among high school students in Tehran. This study employed a quasi-experimental design with pretest, posttest, and follow-up stages using a control group. The statistical population consisted of high school students in Tehran during the 2025–2026 academic year. A total of 48 students were selected through purposive sampling and randomly assigned into an experimental group (n = 24) and a control group (n = 24). The experimental group participated in eight weekly sessions of Islamic spirituality training, each lasting 90 minutes, while the control group received no intervention. Data collection instruments included the Academic Well-Being Questionnaire, the Hermans Achievement Motivation Questionnaire, and the Academic Affect Scale. Data were analyzed using repeated-measures analysis of variance and Bonferroni post-hoc tests in SPSS-27 software. The results of repeated-measures analysis of variance indicated that Islamic spirituality training had a significant effect on academic well-being (F = 60.41, p = 0.001, η² = 0.57), achievement motivation (F = 55.92, p = 0.001, η² = 0.55), and academic affect (F = 65.12, p = 0.001, η² = 0.60). Bonferroni post-hoc comparisons demonstrated significant differences between pretest and posttest scores as well as between pretest and follow-up scores in the experimental group across all variables (p = 0.001). The findings showed that students who participated in the Islamic spirituality training program experienced increased academic well-being, stronger achievement motivation, and more positive academic affect compared to the control group, and these improvements remained relatively stable during the follow-up stage. The findings suggest that Islamic spirituality training is an effective educational and psychological intervention for improving students’ academic well-being, achievement motivation, and academic affect.
Copyright (c) 2026 Moslem Bamari , Zeynab Rashidizadeh (Author); Mohammad Elahi (Corresponding Author)
Comparison of the Effectiveness of Relational Imagery Therapy and Acceptance and Commitment Therapy on We-Ness Experience in Women Exposed to Marital Infidelity
The aim of the present study was to examine the effectiveness of relational imagery therapy and acceptance and commitment therapy on we-ness experience in women exposed to marital infidelity. This study was conducted using a quasi-experimental method with a three-stage pretest, posttest, and three-month follow-up design, including a control group. The statistical population included all women aged 25 to 45 years who referred to Sina Counseling Center in Nowshahr and had experienced marital infidelity. Among them, 45 participants were selected purposively based on the inclusion criteria and were then randomly assigned to three groups of 15 participants each: relational imagery therapy, acceptance and commitment therapy, and control group. The data collection instrument was the We-Ness in Couple Relationships Questionnaire (Cruz et al., 2023). Each experimental group received its respective intervention in eight 90-minute sessions, held twice a week. The posttest was administered immediately after the intervention, and the follow-up phase was conducted three months later. The data were analyzed using multivariate mixed analysis of variance. The results showed that relational imagery therapy was more effective than acceptance and commitment therapy in enhancing we-ness experience (p < .05). These findings, while explaining the importance of relational imagery-based therapeutic interventions in improving the emotional and functional indicators of women harmed by marital infidelity, emphasize the necessity of applying this approach in couple counseling services.
Copyright (c) 2025 Kiana Ghasemnejhad (Author); Seyedeh Zahra Sadati (Corresponding Author)
The Effectiveness of Acceptance and Commitment Therapy on Psychological Symptoms and Dysfunctional Attitudes in Maladjusted Couples Referred to Counseling and Psychological Services Centers
The present study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on psychological symptoms and dysfunctional attitudes among maladjusted couples referred to counseling and psychological services centers. The present study employed a quasi-experimental design with a pretest-posttest control group. The statistical population consisted of maladjusted couples referred to counseling centers in Tehran in 2026. A total of 32 participants were selected through convenience sampling and randomly assigned to an experimental group (n = 16) and a control group (n = 16). Data were collected using the Depression, Anxiety, and Stress Scale (DASS-21) developed by Lovibond and Lovibond and the Dysfunctional Attitudes Questionnaire developed by Weissman and Beck. The experimental group received Acceptance and Commitment Therapy over 8 weeks in the form of weekly 90-minute sessions, while the control group received no intervention. Data were analyzed using descriptive statistics and analysis of covariance (ANCOVA) in IBM SPSS Statistics version 27. The results of covariance analysis demonstrated that, after controlling for pretest scores, Acceptance and Commitment Therapy had a statistically significant effect on psychological symptoms among maladjusted couples (F = 21.678, p < 0.001, η² = 0.512). The findings also indicated that ACT significantly reduced dysfunctional attitudes in the experimental group compared to the control group (F = 26.378, p < 0.001, η² = 0.522). The posttest mean scores of psychological symptoms and dysfunctional attitudes in the experimental group were significantly lower than the corresponding pretest scores, whereas no significant changes were observed in the control group. The findings of the present study suggest that Acceptance and Commitment Therapy is an effective intervention for reducing psychological symptoms and dysfunctional attitudes among maladjusted couples.
Copyright (c) 2026 Fatemeh Sanaei Moghadam , Fatemeh Zahra Mohammadzadeh Saraei , Mobina Arab (Author); Parastoo Ahmadi portesiyeh (Corresponding Author); Mahsa Esmaeili Esfandani (Author)
The Effectiveness of Acceptance and Commitment Therapy on Difficulties in Emotion Regulation and Distress Tolerance in Students with High Academic Stress
The present study was conducted to determine the effectiveness of Acceptance and Commitment Therapy (ACT) on difficulties in emotion regulation and distress tolerance among students with high academic stress. This was a quasi-experimental study with a pretest–posttest design and a two-month follow-up with a control group. The statistical population consisted of students at Islamic Azad University, Tonekabon Branch during the 2024–2025 academic year. After administering the Gadzella Student-Life Stress Inventory, students who obtained scores of 188 and above were identified as individuals with high academic stress. Subsequently, 30 eligible students were selected through purposive sampling and randomly assigned to two groups: an experimental group and a control group, with 15 participants in each group. The experimental group received Acceptance and Commitment Therapy during 10 sessions of 90 minutes each, whereas the control group received no intervention during this period. Data were collected using the Difficulties in Emotion Regulation Scale and the Distress Tolerance Scale. Data analysis was performed using the independent samples t-test, Fisher’s exact test, and two-way repeated measures analysis of variance in IBM SPSS Statistics version 26. The results indicated that the experimental and control groups did not differ significantly in terms of demographic characteristics. Furthermore, the results of the two-way repeated measures analysis of variance demonstrated that the interaction effect of group and time on difficulties in emotion regulation and distress tolerance was significant. Based on mean comparisons, scores for difficulties in emotion regulation decreased from pretest to posttest in the experimental group, while distress tolerance scores increased. These changes remained largely stable at the two-month follow-up stage, whereas no substantial changes were observed in the control group. Based on the findings of the study, Acceptance and Commitment Therapy can reduce difficulties in emotion regulation and increase distress tolerance in students with high academic stress. Therefore, the use of this approach in university counseling centers may be beneficial in helping students manage negative emotions and enhance their ability to tolerate stressful academic situations.
Copyright (c) 2026 Roghayeh Mahmoud Soltani (Corresponding Author); Nahid Foroozeshfar , Fariborz Samirigi (Author)
Predicting the Quality of Life of Mothers of Children with Special Needs Based on Stress-Coping Strategies and Level of Acceptance
The aim of the present study was to predict the quality of life of mothers of children with special needs based on stress-coping strategies and parental acceptance. This study was descriptive-correlational and was conducted using a cross-sectional method. The statistical population included all mothers of children with special needs, among whom 270 individuals were accessible, and 159 were selected as the research sample. The instruments used included the Quality of Life Questionnaire for Families of Children with Intellectual Disabilities, the Coping Strategies Questionnaire by Lazarus and Folkman (1988), and the Parental Acceptance Questionnaire (2002). Data were analyzed using descriptive statistics, Pearson correlation coefficient, and multivariate regression analysis. The results showed that problem-focused coping strategies and parental acceptance had a positive and significant relationship with quality of life, whereas emotion-focused coping strategies had a negative and significant relationship with quality of life. The results of the regression analysis also indicated that parental acceptance, problem-focused coping strategies, and emotion-focused coping strategies significantly predicted mothers’ quality of life, with parental acceptance being the strongest predictor of quality of life. Based on the findings, it can be concluded that strengthening psychological acceptance and teaching adaptive coping strategies can play an important role in improving the quality of life of mothers of children with special needs. Therefore, designing and implementing educational programs and psychological interventions aimed at increasing acceptance and enhancing coping skills can contribute to improving the mental health and quality of life of these mothers.
Copyright (c) 2026 Fatemeh Torabi Talatapeh (Corresponding Author)
Effectiveness of Sociodrama Intervention on Specific Phobic Fear and Involuntary Reactions in Children with a Secure Psychological Safe Haven
The present study aimed to determine the effectiveness of sociodrama intervention on specific phobic fear and involuntary reactions in children with a secure psychological safe haven. This study employed a quasi-experimental method with a two-group pretest–posttest design. The statistical population consisted of all children with a secure psychological safe haven in Tehran who had referred to the Andisheh Kian Talent Identification Institute in 2025. In the present study, 24 children with a secure psychological safe haven were selected using a purposive non-random sampling method and were then randomly assigned into an experimental group (n = 12) and a control group (n = 12). The experimental group participated in ten 120-minute sociodrama intervention sessions, and ultimately, after attrition, 11 participants successfully completed the treatment process. In contrast, the control group received no intervention. It should be noted that, in order to maintain equivalence between the experimental and control groups, a number of participants equal to the attrition rate in the experimental group were randomly removed from the control group as well. In this study, the revised version of the Screen for Child Anxiety Related Emotional Disorders (SCARED) and the Children’s Anxiety Scale were used. The collected data were analyzed using multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANCOVA). The findings indicated that there was a significant difference between the posttest mean scores of the experimental and control groups, and that the sociodrama intervention significantly improved specific phobic fear and involuntary reactions. Therefore, sociodrama intervention was effective in improving specific phobic fear and involuntary reactions in children with a secure psychological safe haven.
children with a secure psychological safe haven
Copyright (c) 2026 Mahsa Marzban (Author); Mehryar Anasseri (Corresponding Author)
Predicting Marital Conflict Based on Mindfulness, Communication Patterns, and Emotional Intelligence in Married Students
The present study aimed to predict marital conflict based on mindfulness, communication patterns, and emotional intelligence among married students. Methods and Materials: The present study employed an applied descriptive-correlational design. The statistical population consisted of all married students at Islamic Azad University during the 2024–2025 academic year. Using convenience sampling, 195 participants were initially selected, and after excluding incomplete questionnaires, data from 180 participants were analyzed. Data collection instruments included the Marital Conflicts Questionnaire developed by Barati and Sanaei (1996), the short form of the Freiburg Mindfulness Inventory (2006), the Communication Patterns Questionnaire developed by Christensen and Sullaway (1984), and the Schering Emotional Intelligence Questionnaire (1995). Data were analyzed using Pearson’s correlation coefficient and multivariate regression analysis in SPSS. The results indicated that mindfulness (r = -0.278, p < .001), constructive mutual communication patterns (r = -0.216, p < .01), and emotional intelligence (r = -0.162, p < .05) were significantly and negatively associated with marital conflict. In contrast, demand/withdraw communication patterns (r = 0.151, p < .05) and mutual avoidance communication patterns (r = 0.155, p < .05) showed significant positive relationships with marital conflict. Furthermore, the regression analysis demonstrated that mindfulness (β = -0.166, p < .05), demand/withdraw communication pattern (β = 0.154, p < .05), constructive mutual communication pattern (β = -0.166, p < .05), mutual avoidance communication pattern (β = 0.386, p < .001), and emotional intelligence (β = -0.338, p < .001) significantly predicted marital conflict. The overall regression model was statistically significant (F = 9.925, p < .001) and explained 20% of the variance in marital conflict among married students (Adjusted R² = 0.200). The findings suggest that mindfulness, emotional intelligence, and constructive communication patterns function as protective factors against marital conflict among married students, whereas maladaptive communication patterns such as demand/withdraw interactions and mutual avoidance increase the likelihood of relational tension.
Copyright (c) 2026 Jafar Kardan (Corresponding Author); Fakher Biglaryan, Roghayeh Mohammadi Achacheloi (Author)
Comparison of the Effectiveness of Cognitive-Behavioral Couple Therapy and Emotionally Focused Couple Therapy on Emotional Expressiveness in Couples with Conflict
The present study was conducted to compare the effectiveness of emotionally focused couple therapy and cognitive-behavioral couple therapy on emotional expressiveness in couples experiencing conflict. The research method was a quasi-experimental design with a pretest-posttest control group and a three-month follow-up phase. The statistical population consisted of all couples who referred to counseling centers in Districts 21 and 22 of Tehran in 2025. Using G*Power software, 45 couples were selected through purposive non-random sampling. They were then randomly assigned by lottery into three groups: 15 couples in the control group, 15 couples in the first experimental group, and 15 couples in the second experimental group. Data were collected using the Emotional Expressiveness Questionnaire developed by King and Emmons (1990) and the Marital Conflict Questionnaire developed by Sanaei and Barati (1999). The intervention sessions for the experimental groups were conducted based on theoretical principles using Johnson’s (2012) emotionally focused couple therapy package in 9 sessions of 90 minutes and Dattilio’s (2009) cognitive-behavioral couple therapy package in 10 sessions of 90 minutes at Fadak Psychology Clinic. No intervention was administered to the control group. A pretest was administered to all three groups before the intervention sessions, and a posttest was conducted after completion of the sessions. Data analysis was performed using mixed repeated-measures analysis of variance in SPSS-18 software. The findings indicated that both cognitive-behavioral couple therapy and emotionally focused couple therapy were effective in improving emotional expressiveness among couples with conflict. Emotionally focused couple therapy was found to be more effective than cognitive-behavioral couple therapy in enhancing emotional expressiveness. The findings of this study may provide practical implications for counselors and psychologists regarding the improvement of marital relationships among couples experiencing marital conflict.
Copyright (c) 2025 Davoud Zamani Khormandichali (Author); Asghar Noruzi (Corresponding Author); Kolsoum Akbarnataj Bisheh (Author)
Relationship Between Nomophobia, Depression, and Anxiety in Adolescents
The aim of the present study was to investigate the relationship between nomophobia, depression, and anxiety among male adolescents aged 12 to 18 years in high schools of Sabzevar County. In terms of purpose, this study was fundamental research, and in terms of methodology, it employed a descriptive-correlational design. The statistical population included male adolescents aged 12 to 18 years attending high schools in Sabzevar County during the 2023–2024 academic year. According to statistics provided by the Ministry of Education of this city, the population consisted of 1,031 students. A total of 278 participants were selected through non-probability convenience sampling based on the Morgan table. The research instruments included the Nomophobia Questionnaire developed by Yildirim and Correia (2015), the Aaron T. Beck Depression Inventory (1978), and the Aaron T. Beck Anxiety Inventory (1988). Data were analyzed using Pearson correlation coefficient and simultaneous regression analysis. The results indicated that students’ depression and anxiety were predicted by the nomophobia variable (p < .001). Based on the findings, it can be concluded that depression and anxiety may result from changes in the nomophobia variable among male adolescents aged 12 to 18 years in high schools of Sabzevar County.
Copyright (c) 2026 Mina Behjatipour (Author); Hassan Abdi (Corresponding Author); Abulqasem Pyadeh-Kohsar (Author)
Design of an Emotion-Focused Painting Training Program and Evaluation of Its Effectiveness on Autism Symptoms in Children with High-Functioning Autism
The present study aimed to design an emotion-focused painting training program and evaluate its effectiveness on autism symptoms in children with high-functioning autism. The research method was quasi-experimental, employing a pretest–posttest design with a control group and a two-month follow-up period. The statistical population consisted of children diagnosed with high-functioning autism, aged 10 to 18 years, in Karaj in 2025. From this population, 30 participants were selected through purposive sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The training program was implemented for the experimental group in 10 sessions, each lasting 45 to 60 minutes (two sessions per week). The research instrument included the Gilliam Autism Rating Scale (GARS-3). Data were analyzed using repeated measures analysis of variance with SPSS version 26. The results indicated that the mean scores of autism symptoms in the experimental group significantly decreased compared to the control group at both posttest and follow-up stages (p < .001). Based on the findings, it can be concluded that the emotion-focused painting training program, emphasizing the identification, expression, and regulation of emotions through painting, was effective in reducing autism symptoms in children with high-functioning autism, and this effect remained stable over time. The use of this program as a complementary intervention in rehabilitation centers and special education schools is recommended.
Copyright (c) 2026 Farzaneh Khaki Seddigh (Author); Leila Kashani Vahid (Corresponding Author); Samira Vakili, Elham Hakimiraad (Author)
Development of a Native Educational Package for Marital Life Enrichment Based on the Lived Experiences of Successful Couples
The present study aimed to develop a culturally grounded educational package for marital life enrichment based on the lived experiences of successful couples. This study was conducted using a qualitative research design grounded in a phenomenological approach integrated with constructivist grounded theory. The research population included successful couples residing in Shahrekord in 2023, from whom 15 couples were selected through purposive sampling based on theoretical saturation. Data were collected using semi-structured, in-depth interviews, each lasting between 40 and 120 minutes, and transcribed verbatim for analysis. The analytical process followed Charmaz’s grounded theory approach, including open, axial, and selective coding, with constant comparative analysis guiding the development of categories and themes. To ensure rigor and trustworthiness, strategies such as member checking, peer debriefing, and external auditing by six experts were employed. Inter-coder reliability was also assessed using independent coders. Following the qualitative phase, the extracted categories were used to design an educational package, which was subsequently evaluated by 13 experts in family counseling using the Content Validity Index (CVI), with a minimum agreement threshold of 0.80 considered acceptable. The findings resulted in the identification of nine core domains of marital life enrichment, including ethical orientation, emotional security, communication and conflict management, intimacy and affection, individual and relational growth, family role functioning, shared identity, spiritual transcendence, and resilience. These domains were systematically organized into a structured nine-session educational protocol. The expert evaluation demonstrated high content validity across all components, with CVI values ranging from 0.83 to 0.91 and an overall CVI of 0.87, indicating strong agreement regarding the relevance, structure, and adequacy of the developed package. The study provides a comprehensive and culturally grounded framework for marital life enrichment, demonstrating that successful marital relationships are shaped by a dynamic integration of ethical, emotional, communicative, structural, and spiritual factors, and suggesting that the developed educational package is a valid and applicable tool for enhancing marital quality.
Copyright (c) 2026 Soheila Bagheri (Author); Nazanin Honarparvaran (Corresponding Author); Yahya Yarahmadi (Author)
Development of a Dialectical Behavior Therapy Intervention Package for Patients with Obesity
The present study aimed to develop a dialectical behavior therapy (DBT) intervention package for patients with obesity. This study was qualitative in nature and employed a meta-synthesis strategy with a synthesis research approach to extract the components of the therapeutic package from valid sources. To determine the sample, two sampling frameworks were considered: (1) studies accessible through computerized databases, including the Noor Specialized Journals Database, the Iranian Journals Database, the Academic Center for Education, Culture and Research (ACECR) Scientific Database, and Google Scholar; and (2) student theses available in the Iranian Research Institute for Information Science and Technology (IRANDOC). Subsequently, findings related to the selected documents within the relevant research domain were analyzed, coded, and categorized with the aim of developing a DBT intervention package for patients with obesity as a novel product, and the main themes of the therapeutic package were extracted. After validation using the Content Validity Index (CVI) and the Content Validity Ratio (CVR) by a panel of 15 experts, the intervention package was finalized. Based on the obtained data and prior studies, DBT was coded and categorized into eight therapeutic themes: conceptualization, distress tolerance and flexibility, states of mind, emotion regulation, nutrition and body-related considerations, chain analysis of events influencing overeating, management of maladaptive behaviors and cognitive patterns, and mindfulness. These findings can be utilized in psychological intervention programs for patients with obesity.
Copyright (c) 2026 Sahar Saeidiasl (Author); Mahtab Moraveji (Corresponding Author); Masoumeh Moallem , Mohamad Bagher Hobbi , Vahid Manzari Tavakoli (Author)
The Relationship Between Gender Schema and Dysfunctional Sexual Beliefs with the Mediating Role of Psychological Hardiness in Women
The present study aimed to examine the relationship between gender schema and dysfunctional sexual beliefs with the mediating role of psychological hardiness in married women. This study employed a descriptive-correlational design using structural equation modeling (SEM). The statistical population consisted of all married women aged 30 to 40 years working in official and governmental bank branches in Bushehr in 2025. A sample of 266 participants was selected through convenience sampling based on Cochran’s formula. Data were collected using the Dysfunctional Sexual Beliefs Questionnaire (SDBQ), the Bem Sex Role Inventory (BSRI), and the Ahvaz Psychological Hardiness Inventory (APHI). Data analysis was conducted using SPSS version 28 for descriptive statistics and correlation and regression analyses, and AMOS software for testing the structural model and mediating effects. The results indicated that masculinity (β = 0.22, p = 0.017) and femininity (β = 0.26, p = 0.010) had positive and significant effects on dysfunctional sexual beliefs, while the effect of neutral gender schema was not significant (β = -0.09, p = 0.212). Masculinity (β = -0.34, p = 0.010) and femininity (β = -0.28, p = 0.010) had significant negative effects on psychological hardiness, whereas neutral traits showed no significant effect (β = 0.08, p = 0.432). Psychological hardiness had a significant negative effect on dysfunctional sexual beliefs (β = -0.39, p = 0.010). Additionally, the indirect effects of masculinity (β = 0.13, p = 0.050) and femininity (β = 0.11, p = 0.050) on dysfunctional sexual beliefs through psychological hardiness were significant, while the indirect effect of neutral traits was not significant (β = -0.03, p = 0.268). The findings highlight the significant role of gender schema dimensions and psychological hardiness in shaping dysfunctional sexual beliefs, emphasizing that psychological hardiness partially mediates the relationships between masculinity and femininity with dysfunctional sexual beliefs, and suggesting that enhancing resilience and promoting flexible gender schemas may reduce maladaptive sexual beliefs in women.
Copyright (c) 2026 Soodabeh Sarkhosh (Author); Naser Amini (Corresponding Author); Moloud Keykhosrovani (Author)
Presenting a Model of the Effect of Cognitive Bias on Mental Health and Quality of Life in Elderly Women with the Mediating Role of Mindfulness
The present study aimed to investigate the effect of cognitive bias on mental health and quality of life in elderly women, with the mediating role of mindfulness. This research is applied in purpose, quantitative in approach, and descriptive-survey in design. The statistical population consisted of Iranian elderly women aged over 60 years. Based on G*Power software calculations and using convenience and purposive sampling methods, 129 participants were selected. Data collection instruments included the Mindfulness Questionnaire by Brown et al. (2007), the Quality of Life Questionnaire by Ware and Sherbourne (1992), the Cognitive Bias Questionnaire by Woody et al. (1997), and the General Health Questionnaire by Goldberg (1972). For data analysis, in addition to descriptive statistics, Kolmogorov–Smirnov tests, structural equation modeling, and the Sobel test were employed. All analyses were conducted using SPSS version 23 and SmartPLS version 3.1.1 at a significance level of 0.05. The results indicated that the research model demonstrated a good fit. Cognitive bias had a significant negative effect on mental health (t = 4.698, p = 0.001), quality of life (t = 5.681, p = 0.001), and mindfulness (t = 11.016, p = 0.001) among elderly women. Moreover, mindfulness had a significant positive effect on mental health (t = 2.930, p = 0.004) and quality of life (t = 6.681, p = 0.001). The findings also showed that mindfulness plays a significant mediating role in reducing the effect of cognitive bias on mental health (z = −6.019, p = 0.001) and quality of life (z = −8.527, p = 0.001). Therefore, mindfulness reduces the negative impact of cognitive bias on mental health and quality of life in elderly women.
Copyright (c) 2026 Nahideh Yousefpour (Corresponding Author)
Developing a Causal Model of Marital Relationship Quality Based on Dark Personality Traits and Communication Beliefs with the Mediating Role of Emotion Regulation in Women
The primary objective of the present study was to examine marital relationship quality based on dark personality traits and communication beliefs, considering the mediating role of emotion regulation in women. The research method was correlational with a structural equation modeling approach. The statistical population consisted of all women referring to counseling centers in the city of Shiraz in 2023. A sample of 250 participants was selected using cluster random sampling. The research instruments included the Marital Relationship Quality Questionnaire by Busby et al. (1995), the Dark Personality Traits Questionnaire by Johnson and Webster (2010), the Communication Beliefs Questionnaire by Epstein and Eidelson (1990), and the Emotion Regulation Questionnaire by Gross and John (2003). Data were analyzed using SPSS version 23 and SmartPLS version 4. The results of the structural equation model indicated that emotion regulation plays a mediating role in the relationship between marital relationship quality and both dark personality traits and communication beliefs. The proposed model can be applied as an educational intervention package to enhance couple relationships in counseling clinics.
Copyright (c) 2026 Navid Enfeal (Author); Nadereh Sohrabi (Corresponding Author); Maryam Zarnaghash , Sousan Sahami (Author)
Comparison of the Effectiveness of Mode-Based Schema Therapy and Rumination-Focused Cognitive Behavioral Therapy on Psychological Capital in Women Seeking Cosmetic Surgery with Histrionic Personality Disorder Symptoms
The present study aimed to compare the effectiveness of mode-based schema therapy and rumination-focused cognitive behavioral therapy (RFCBT) on psychological capital in women seeking cosmetic surgery with symptoms of histrionic personality disorder. This study employed a quasi-experimental design with pre-test, post-test, and follow-up phases across three parallel groups. The statistical population consisted of women referred to cosmetic surgery clinics in Isfahan during 2024–2025, from whom 75 participants were selected using convenience sampling after screening for histrionic personality disorder symptoms via the MCMI. Participants were randomly assigned into three groups: schema therapy (n = 25), RFCBT (n = 25), and control (n = 25). Both intervention groups received 12 weekly 90-minute group sessions based on standardized protocols, while the control group remained on a waiting list. Data were collected using the Psychological Capital Questionnaire (PCQ) and analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-26. The results of repeated measures ANOVA revealed a significant main effect of time (p < 0.01) and a significant main effect of group (p < 0.01) on psychological capital, indicating overall changes across measurement phases and differences between groups. Moreover, the interaction effect of time × group was statistically significant (p < 0.01), demonstrating that the pattern of change differed across the three groups. Bonferroni post-hoc comparisons showed no significant difference between the schema therapy and RFCBT groups at post-test (p > 0.05) and follow-up (p > 0.05), although both interventions produced significantly greater improvements compared to the control group (p < 0.01). Both mode-based schema therapy and rumination-focused cognitive behavioral therapy are effective interventions for enhancing psychological capital in women seeking cosmetic surgery with histrionic personality disorder symptoms, with no significant difference in their effectiveness, suggesting that each approach can be appropriately utilized depending on clinical needs and treatment context.
Rumination-Focused Cognitive Behavioral Therapy
Copyright (c) 2026 Saeideh Yazdani (Author); Mahtab Moraveji (Corresponding Author); Mohammad Reza Seirafi, Elham Zarghami (Author)
Determining the Difference in the Effectiveness of Cognitive Behavioral Therapy and Schema Therapy on Emotional Inhibition in Adolescents with High-Risk Behaviors
The present study aimed to determine the difference in the effectiveness of cognitive behavioral therapy and schema therapy on emotional inhibition in adolescents with high-risk behaviors. This applied study employed a quasi-experimental design with a pretest–posttest format including a control group and a two-month follow-up period. The statistical population consisted of adolescents with high-risk behaviors referred to counseling centers affiliated with the Department of Education in Karaj in 2025. Using purposive sampling, 45 participants who met the inclusion criteria were selected and randomly assigned into three groups: cognitive behavioral therapy (n = 15), schema therapy (n = 15), and control (n = 15). The experimental groups received eight sessions of structured interventions based on standardized therapeutic protocols, while the control group remained on a waiting list. Data were collected using the Emotional Inhibition Scale (EIS). Data analysis was conducted using SPSS-26 software at both descriptive and inferential levels, including repeated measures analysis of variance (ANOVA) and Bonferroni post hoc tests after verifying statistical assumptions. The results indicated that the main effect of group on emotional inhibition was not statistically significant (F = 0.62, p = 0.544), whereas the main effect of time was significant (F = 7.27, p = 0.008), indicating changes across measurement stages. Additionally, the interaction effect between time and group was significant (F = 4.59, p = 0.042), suggesting differential changes across groups over time. Bonferroni post hoc comparisons revealed that schema therapy significantly reduced emotional inhibition compared to the control group at posttest (p = 0.016), while cognitive behavioral therapy did not show a significant difference compared to the control group (p = 0.664). Within-group comparisons demonstrated significant improvements in the schema therapy group from pretest to posttest (p = 0.022) and follow-up (p = 0.034), whereas no significant changes were observed in the cognitive behavioral therapy and control groups (p > 0.05). The findings suggest that schema therapy is more effective than cognitive behavioral therapy in reducing emotional inhibition among adolescents with high-risk behaviors, with effects that are sustained over time, highlighting the importance of targeting deep cognitive-emotional structures in therapeutic interventions.
Copyright (c) 2026 Fahimeh Ghafari Moghadam (Author); Fateme Dehghani-Arani (Corresponding Author); Elham Zarghami (Author)