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Developing a causal model of communication patterns and perfectionism on test anxiety with the mediating role of learning styles
Mr Mohamad Reza Sarvehoveida, Dr Mokhtar Arefi, Dr Mahmoud Goudarzi, Dr Omid Moradi,
Volume 16, Issue 50 (3-2025)
Abstract
Introduction: The present study aimed to investigate the development of a causal model of communication patterns and perfectionism on test anxiety with the mediating role of learning styles among students.
Methods: The descriptive correlational research method was structural equation modeling. The statistical population included all male first-year high school students in Kermanshah in the academic year 2022-2023 (6578 people), of which 338 were selected using multi-stage cluster sampling. The research tools included the questionnaires of Koerner and Fitner Patrick's family communication patterns (1990), Najarian et al.'s perfectionism (1378), Abolghasemi et al.'s test anxiety (1375), and Kolb's learning styles (2005). Data analysis was performed using Pearson correlation method, structural modeling, partial least squares (PLS) algorithm and software (SPSS) and was analyzed at a significance level of 0.05.
Findings: The findings showed that family communication patterns have a positive and significant effect (p<0.001; β=0.310) and perfectionism has a negative and significant effect (p<0.001; β=-0.257) on learning style. Also, family communication patterns have a negative and significant effect on test anxiety (p<0.001; β=-0.198), perfectionism on test anxiety (p<0.001; β=0.682), and learning style on test anxiety (p<0.001; β=-0.229). Also, the results showed that the indirect effect of the variable of family communication patterns on test anxiety through learning style was equal to (p<0.001; β=0.211) and the indirect effect of perfectionism on test anxiety through learning style was equal to (p<0.001; β=0.215).
Conclusion: Based on the research findings, it can be said that communication patterns, perfectionism, and learning styles play a key role in predicting students' test anxiety, and it seems necessary for counseling and psychotherapy centers to pay more attention to these variables in predicting students' test anxiety.
 

Comparing the effectiveness of group training based on schema therapy and imago therapy on improving attachment styles and emotional styles of couples
Dr Samad Eslamimehr, Dr Keyanoosh Zahrakar, Farshad Mohsenzadeh,
Volume 18, Issue 52 (3-2026)
Abstract
The present study is an applied and semi-experimental study conducted to compare the effectiveness of group training based on schema therapy and imago therapy on improving attachment styles and emotional styles of couples. The statistical population includes couples who had referred to Razi Counseling Center in Karaj in the winter of 2018. The sampling was available and purposeful and included 45 women and men who met the necessary conditions to enter the sessions. Then, 15 people were randomly assigned to experimental group 1 (schema therapy), 15 people to experimental group 2 (imago therapy), and another 15 people to the control group. Hazen and Shaver (1978), Hoffman and Kashdan (2010) questionnaires were used to collect information. The results showed that there is a difference between the effectiveness of group training based on schema therapy and imago therapy on attachment styles of couples, so schema therapy has a greater effect on attachment styles. There is also a difference between the effectiveness of group training based on schema therapy and imago therapy on couples' attachment styles, so imago therapy has a greater effect on emotional styles.
 
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