FaraAngizesh PublicationRecent Innovations in Psychology3041-89682120241221Assessing Accident Risk: The Role of Driving Self-Efficacy and Demographic Factors in Traffic SafetyAssessing Accident Risk: The Role of Driving Self-Efficacy and Demographic Factors in Traffic Safety11219577210.22034/rip.2024.456107.1028FAAbolfazlNejati MehrPh.D. Students in Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.0000-0001-7458-633XMarzieMashayekhiMSc. in Educational Psychology, Isfahan Branch, Payam-e- Noor University, Isfahan, Iran0009-0007-5914-2977MarzieTorkamaniPh.D. Student in Psychology, University of Isfahan, Isfahan, Iran0000-0001-6531-130XJournal Article20240403The aim of the present study was to investigate the likelihood of traffic accidents based on gender, age, education, driving experience, and driving self-efficacy. In a correlational design, 200 individuals visiting one of the vehicle license plate replacement centers in Mashhad (a city in Iran) during a two-week period (January-February 2024) were selected using convenience sampling. Data were collected using the Adelaide Driving Self-Efficacy Scale (ADSES) and a demographic questionnaire. The results of logistic regression analysis indicated that a significant relationship between gender, driving experience, and driving self-efficacy with the likelihood of traffic accidents (P < 0.05). Other results revealed that the likelihood of traffic accidents is 78% higher in women compared to men. Additionally, an increase in driving experience by 19% and an increase in driving self-efficacy by 18% reduce the likelihood of traffic accidents. The findings of the present study demonstrated that gender, driving experience, and driving self-efficacy are effective in predicting the likelihood of traffic accidents.The aim of the present study was to investigate the likelihood of traffic accidents based on gender, age, education, driving experience, and driving self-efficacy. In a correlational design, 200 individuals visiting one of the vehicle license plate replacement centers in Mashhad (a city in Iran) during a two-week period (January-February 2024) were selected using convenience sampling. Data were collected using the Adelaide Driving Self-Efficacy Scale (ADSES) and a demographic questionnaire. The results of logistic regression analysis indicated that a significant relationship between gender, driving experience, and driving self-efficacy with the likelihood of traffic accidents (P < 0.05). Other results revealed that the likelihood of traffic accidents is 78% higher in women compared to men. Additionally, an increase in driving experience by 19% and an increase in driving self-efficacy by 18% reduce the likelihood of traffic accidents. The findings of the present study demonstrated that gender, driving experience, and driving self-efficacy are effective in predicting the likelihood of traffic accidents.https://www.recentpsy.com/article_195772_7f03ac4677fc8bfba2a3295b0cca733c.pdfFaraAngizesh PublicationRecent Innovations in Psychology3041-89682120241221Comparison of Anti-saccade, Inhibitory Control and Sustained Attention in College Students with Attention-Deficit/Hyperactivity Disorder and Normal PeersComparison of Anti-saccade, Inhibitory Control and Sustained Attention in College Students with Attention-Deficit/Hyperactivity Disorder and Normal Peers132521074110.22034/rip.2024.482940.1064FASiamakDadashiPh.D in Cognitive Neuroscience, University of Tabriz, Tabriz, Iran0000-0003-3459-4196EzzatollahAhmadiAssociate Professor, Department of Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran0000-0002-6622-3624MohammadMotallebzadehMSc. Student in General Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran0000-0002-7654-1490PariyaKhandaghiBSc. Student in Psychology, University College of Nabi Akram, Tabriz, Iran0009-0004-0824-6037Journal Article20241011Although the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) states that the symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) are the same in adults as they are in children, clinical observations suggest that adults have more diverse deficits than children in higher-level executive functions. This study compares anti-saccade, inhibitory control and sustained attention in college students with ADHD and normal peers. A causal-comparative design was employed, and the Adult ADHD Self-Report Scale (ASRS) was used for screening purposes. From among the students at one of Tabriz's higher education institutions, 30 students with ADHD and 30 normal students were selected through purposive sampling. The data were collected using the Anti-Saccade Task (AST) and the Continuous Performance Test- 2<sup>nd</sup> edition (CPT-II). The results of the multivariate analysis of variance demonstrated a statistically significant difference in antisaccade, inhibitory control, and sustained attention between the adult ADHD group and the normal group (P < 0.001). The findings indicate that students with ADHD exhibit deficiencies in anti-saccade, inhibitory control, and sustained attention, which can result in diminished academic and occupational performance.Although the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) states that the symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) are the same in adults as they are in children, clinical observations suggest that adults have more diverse deficits than children in higher-level executive functions. This study compares anti-saccade, inhibitory control and sustained attention in college students with ADHD and normal peers. A causal-comparative design was employed, and the Adult ADHD Self-Report Scale (ASRS) was used for screening purposes. From among the students at one of Tabriz's higher education institutions, 30 students with ADHD and 30 normal students were selected through purposive sampling. The data were collected using the Anti-Saccade Task (AST) and the Continuous Performance Test- 2<sup>nd</sup> edition (CPT-II). The results of the multivariate analysis of variance demonstrated a statistically significant difference in antisaccade, inhibitory control, and sustained attention between the adult ADHD group and the normal group (P < 0.001). The findings indicate that students with ADHD exhibit deficiencies in anti-saccade, inhibitory control, and sustained attention, which can result in diminished academic and occupational performance.https://www.recentpsy.com/article_210741_1e8ad1367ac575ac09312f09833d2880.pdfFaraAngizesh PublicationRecent Innovations in Psychology3041-89682120241221Examining and Describing the Victim Mentality in People with Borderline Personality DisorderExamining and Describing the Victim Mentality in People with Borderline Personality Disorder263221035510.22034/rip.2024.459160.1035FAPeymanDoustiAssistant Professor, Department of Psychology, South Tehran Branch, Islamic Azad University, Tehran, Iran.0000-0003-0942-9121NargesHosseininiaPh.D. in Health Psychology, Department of Health Psychology, Kish International Branch, Islamic Azad University, Kish Island, Iran0000-0001-9504-9509Journal Article20240524Borderline Personality Disorder (BPD) is a prevalent psychological disorder in clinical and community settings. A significant portion of people with BPD seem to carry a victim mentality with them throughout their life years. Therefore, this qualitative study aimed to examine and describe the victim mentality in individuals with BPD using content analysis. The sample consisted of 134 psychological records of individuals diagnosed with BPD who attended a psychological clinic in Tehran between 2021 and 2023. Data saturation was reached after analyzing 33 records. The information obtained from the psychological records was organized, and then the collected data was classified. The findings revealed that the victim mentality in individuals with BPD manifests in five categories, characterized by 12 states and 30 indicators. These categories include: (1) Abandonment of Responsibility, (2) Belief in Being Defeated in Life, (3) Blaming Others and Inducing Guilt, (4) Chronic Feelings of Loneliness, and (5) Feeling Chronically Abused. The findings suggest that the victim mentality in BPD is not merely a role-playing strategy but a deeply ingrained schema about I am a victim.Borderline Personality Disorder (BPD) is a prevalent psychological disorder in clinical and community settings. A significant portion of people with BPD seem to carry a victim mentality with them throughout their life years. Therefore, this qualitative study aimed to examine and describe the victim mentality in individuals with BPD using content analysis. The sample consisted of 134 psychological records of individuals diagnosed with BPD who attended a psychological clinic in Tehran between 2021 and 2023. Data saturation was reached after analyzing 33 records. The information obtained from the psychological records was organized, and then the collected data was classified. The findings revealed that the victim mentality in individuals with BPD manifests in five categories, characterized by 12 states and 30 indicators. These categories include: (1) Abandonment of Responsibility, (2) Belief in Being Defeated in Life, (3) Blaming Others and Inducing Guilt, (4) Chronic Feelings of Loneliness, and (5) Feeling Chronically Abused. The findings suggest that the victim mentality in BPD is not merely a role-playing strategy but a deeply ingrained schema about I am a victim.https://www.recentpsy.com/article_210355_02443b4a61e3acaf2a395d19cf73d69d.pdfFaraAngizesh PublicationRecent Innovations in Psychology3041-89682120241221The Relationship Between Integrated Self-knowledge, Emotional Distress Tolerance, and Critical Thinking in Students with Love Trauma SyndromeThe Relationship Between Integrated Self-knowledge, Emotional Distress Tolerance, and Critical Thinking in Students with Love Trauma Syndrome334620957210.22034/rip.2024.472037.1053FAAbbasNajafipour TabestanaghMSc. in General Psychology, University of Zanjan, Zanjan, Iran0000-0002-3749-6279MaryamSaghafiPh.D. Student in General Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran0009-0004-5623-8621Seyede TayebeEftekhariMSc. in General Psychology, Roudehen Branch, Islamic Azad University , Roudehen, Iran0009-0002-9878-1097FaranakSaeidi MoghadamMSc. in General Psychology, ZarinShahr Branch,
Payam-e Noor University , ZarinShahr, Iran0009-0002-7762-7074MohammadrezaZaeri BehrozMSc. Student in General Psychology, ,Eslamabad-e-Gharb Branch, Islamic Azad University,, Eslamabad-e-Gharb, Iran0009-0001-5159-123xJournal Article20240806The objective of this study was to examine the interrelationship between integrated self-knowledge, emotional distress tolerance, and critical thinking in students who have experienced love trauma syndrome. The study employed a descriptive correlation methodology. The study population comprised all students at Kharazmi University (Iran) diagnosed with love trauma syndrome during the 2023-2024 academic year. A statistical sample comprising 112 individuals with a score above 20 on the love trauma inventory (LTI), and within the age range of 18 to 38 years was selected. The data were collected using the Integrative Self-Knowledge Scale (ISS), the Distress Tolerance Scale (DTS), and the Critical Thinking Disposition (EMI). The analysis was conducted using partial least squares structural equation modelling (PLS-SEM). The findings indicated that there is a significant correlation between integrative self-knowledge and the emotional distress tolerance (R2=0.53) and to engage in critical thinking (R2=0.68). Therefore, holding psychological workshops based on integrative self-knowledge is necessary. This approach is essential for fostering greater tolerance of emotional distress and critical thinking in students who have experienced love trauma syndrome.The objective of this study was to examine the interrelationship between integrated self-knowledge, emotional distress tolerance, and critical thinking in students who have experienced love trauma syndrome. The study employed a descriptive correlation methodology. The study population comprised all students at Kharazmi University (Iran) diagnosed with love trauma syndrome during the 2023-2024 academic year. A statistical sample comprising 112 individuals with a score above 20 on the love trauma inventory (LTI), and within the age range of 18 to 38 years was selected. The data were collected using the Integrative Self-Knowledge Scale (ISS), the Distress Tolerance Scale (DTS), and the Critical Thinking Disposition (EMI). The analysis was conducted using partial least squares structural equation modelling (PLS-SEM). The findings indicated that there is a significant correlation between integrative self-knowledge and the emotional distress tolerance (R2=0.53) and to engage in critical thinking (R2=0.68). Therefore, holding psychological workshops based on integrative self-knowledge is necessary. This approach is essential for fostering greater tolerance of emotional distress and critical thinking in students who have experienced love trauma syndrome.https://www.recentpsy.com/article_209572_1d1930162a7eda16afbe8bcc93951338.pdfFaraAngizesh PublicationRecent Innovations in Psychology3041-89682120241221Prediction of Marital Satisfaction and Life Expectancy Based on Psychological Hardiness and Tendency to ForgivePrediction of Marital Satisfaction and Life Expectancy Based on Psychological Hardiness and Tendency to Forgive476019756810.22034/rip.2024.451423.1018FAVahidAbdolmanafiMSc. in Clinical Psychology,Shahid Beheshti University, Tehran, Iran0000-0001-5898-7416ErfanOghbaei BonabMSc. in Clinical Psychology, University of Tabriz, Tabriz, Iran0000-0002-5192-8592ElnazZeydabadinejadMSc. in Clinical Psychology, Shahid Beheshti University, Tehran, Iran0009-0001-8765-3121AhmadEsmaliAssociate Professor, Department of Psychology, Maraghe University, Maraghe, IranSirwanShamiMSc. in Psychology, Maragheh University, Maragheh, Iran0000-0001-6785-7138Journal Article20240407The present study aimed to predict marital satisfaction and life expectancy based on psychological hardiness and forgiveness tendencies. In a correlational design, 100 couples were selected through multi-stage cluster sampling from married individuals in Tehran. Data were collected using the Enrich Marital Satisfaction Scale (EMS), Snyder Hope Scale (SHS), Ahvaz Hardiness Inventory (AHI), and Heartland Forgiveness Scale(HFS). Data analysis was conducted using descriptive statistics, Pearson’s correlation coefficient, and multiple regression. The results revealed a significant positive relationship between psychological hardiness and forgiveness with life expectancy (P < 0.01). However, the relationship between psychological hardiness and marital satisfaction was not significant (P > 0.05). Regression analysis indicated that marital satisfaction was predictable only based on forgiveness (β = 0.39), while life expectancy was predictable based on psychological hardiness (β = 0.31) and forgiveness (β = 0.30). It appears that couples' levels of commitment, control, and challenge-seeking, along with their tendency to forgive themselves and others, can significantly enhance life expectancy and marital satisfaction. The findings of this study can be utilized by couples therapists.The present study aimed to predict marital satisfaction and life expectancy based on psychological hardiness and forgiveness tendencies. In a correlational design, 100 couples were selected through multi-stage cluster sampling from married individuals in Tehran. Data were collected using the Enrich Marital Satisfaction Scale (EMS), Snyder Hope Scale (SHS), Ahvaz Hardiness Inventory (AHI), and Heartland Forgiveness Scale(HFS). Data analysis was conducted using descriptive statistics, Pearson’s correlation coefficient, and multiple regression. The results revealed a significant positive relationship between psychological hardiness and forgiveness with life expectancy (P < 0.01). However, the relationship between psychological hardiness and marital satisfaction was not significant (P > 0.05). Regression analysis indicated that marital satisfaction was predictable only based on forgiveness (β = 0.39), while life expectancy was predictable based on psychological hardiness (β = 0.31) and forgiveness (β = 0.30). It appears that couples' levels of commitment, control, and challenge-seeking, along with their tendency to forgive themselves and others, can significantly enhance life expectancy and marital satisfaction. The findings of this study can be utilized by couples therapists.https://www.recentpsy.com/article_197568_e191095425a571dd79d48941351b1ae7.pdfFaraAngizesh PublicationRecent Innovations in Psychology3041-89682120241221The Relationship Between Basic Psychological Needs and Goal Orientation with Pupils' Academic BuoyancyThe Relationship Between Basic Psychological Needs and Goal Orientation with Pupils' Academic Buoyancy617421055410.22034/rip.2024.464404.1040FAFarzanehKhodashahiMSc. in Educational Psychology, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran0009-0004-1260-7085Journal Article20240623The aim of the present study was to investigate the relationship between basic psychological needs and goal orientation with academic buoyancy among students. This research was a descriptive correlational study. A total of 322 first-grade high school students from the Joghatai (a city in Iran) were selected as the study sample using a multi-stage cluster sampling method. The instruments used in this study included the Academic Buoyancy Scale (ABS), the Basic Needs Satisfaction in General Scale (BNSG-S), and the Achievement Goal Questionnaire- Revised (AGQ-R). Pearson correlation coefficient and multiple regression analysis were used to analyze the data. The results indicated that basic psychological needs and goal orientation had a significant positive correlation with academic buoyancy (P < 0.05). Regression analysis also revealed that the need for relatedness and mastery-avoidance goal orientation were able to predict academic buoyancy. Based on the findings of this study, basic psychological needs and goal orientation can be associated with students' academic buoyancy; therefore, it is essential to pay attention to these needs and adopt an appropriate goal orientation to improve students' academic buoyancy.The aim of the present study was to investigate the relationship between basic psychological needs and goal orientation with academic buoyancy among students. This research was a descriptive correlational study. A total of 322 first-grade high school students from the Joghatai (a city in Iran) were selected as the study sample using a multi-stage cluster sampling method. The instruments used in this study included the Academic Buoyancy Scale (ABS), the Basic Needs Satisfaction in General Scale (BNSG-S), and the Achievement Goal Questionnaire- Revised (AGQ-R). Pearson correlation coefficient and multiple regression analysis were used to analyze the data. The results indicated that basic psychological needs and goal orientation had a significant positive correlation with academic buoyancy (P < 0.05). Regression analysis also revealed that the need for relatedness and mastery-avoidance goal orientation were able to predict academic buoyancy. Based on the findings of this study, basic psychological needs and goal orientation can be associated with students' academic buoyancy; therefore, it is essential to pay attention to these needs and adopt an appropriate goal orientation to improve students' academic buoyancy.https://www.recentpsy.com/article_210554_9c72cc1b2392ccb5df141d0322897163.pdfFaraAngizesh PublicationRecent Innovations in Psychology3041-89682120241221The Effectiveness of Time Management Training on the Self-Determination Needs and Life Orientation of Female StudentsThe Effectiveness of Time Management Training on the Self-Determination Needs and Life Orientation of Female Students758821010610.22034/rip.2024.479373.1061FAZahraPourfarahamandMSc. in Educational Management, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran0009-0008-5275-3633SaraAbediKooshkiAssistant Professor, Department of Educational Sciences. Farhangian University,
Tehran, Iran.0000-0002-6552-7415Journal Article20240919The present study aimed to determine the effectiveness of time management training on self-determination needs and life orientation among female students. This quasi-experimental research employed a pretest-posttest design with a control group. A total of 30 fourth-grade female students from Joghatai (a city in Iran) in the academic year 2023-2024 were selected through convenience sampling and randomly assigned to either the experimental or control group. Data collection was conducted using the Basic Needs Satisfaction in General Scale (BNSG-S) and the Life Orientation Test (LOT). The experimental group received time management training over eight 90-minute sessions, while the control group received no intervention. Multivariate analysis of covariance (MANCOVA) revealed that time management training had a significant and positive effect on the self-determination needs and life orientation of female students (P < 0.05). It appears that school counselors should consider utilizing time management training to assist in fulfilling students' self-determination needs and life orientation.The present study aimed to determine the effectiveness of time management training on self-determination needs and life orientation among female students. This quasi-experimental research employed a pretest-posttest design with a control group. A total of 30 fourth-grade female students from Joghatai (a city in Iran) in the academic year 2023-2024 were selected through convenience sampling and randomly assigned to either the experimental or control group. Data collection was conducted using the Basic Needs Satisfaction in General Scale (BNSG-S) and the Life Orientation Test (LOT). The experimental group received time management training over eight 90-minute sessions, while the control group received no intervention. Multivariate analysis of covariance (MANCOVA) revealed that time management training had a significant and positive effect on the self-determination needs and life orientation of female students (P < 0.05). It appears that school counselors should consider utilizing time management training to assist in fulfilling students' self-determination needs and life orientation.https://www.recentpsy.com/article_210106_d67161c4f8f9f279965d5c07301a99ac.pdf