Mrs Gita Mehrdust, Dr Mostafa Hamdie,
Volume 16, Issue 50 (3-2025)
Abstract
The present study aims to investigate the prediction of obsessive-compulsive disorder based on perfectionism and extreme responsibility in students with symptoms of obsessive-compulsive disorder. The statistical population of this research includes undergraduate students in the field of psychology at Islamic Azad University, Tehran branch. They were in the West who are studying in 2023-2024. Sampling method was available of which 150 people were selected as a sample. Questionnaires were extracted and analyzed using Kalmograf-Smirnov tests and multiple regression in SPSS software to measure the distribution of data and the desirability of variables. The results confirmed the hypotheses of the research and showed obsessive-compulsive disorder based on perfectionism and Extreme responsibility is predicted in students with symptoms of obsessive-compulsive disorder.
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.
Malahat Amani, Negin Alipour, Zahra Pirzadeh,
Volume 17, Issue 51 (10-2025)
Abstract
This study aimed to examine the psychometric properties of the Studyholism Inventory (SI-10) among university students. The research employed a descriptive and psychometric design. The statistical population included students at the University of Mohaghegh Ardabili in 2024. A total of 380 students were selected using the cluster sampling method and completed the Studyholism Inventory (SI-10; Loscalzo et al., 2018), the Big Three Perfectionism Scale – Short Form (BTPS-SF; Feher et al., 2019), and the modified Maslach Burnout Inventory (Schaufeli et al., 2002). Exploratory and confirmatory factor analyses supported a two-factor structure for the SI-10, identifying the dimensions of studyholism and study engagement, with acceptable model fit indices (RMSEA = 0.08, GFI = 0.93, CFI = 0.94). Reliability analysis showed Cronbach’s alpha values of 0.75 for the total inventory, 0.80 for studyholism, and 0.73 for study engagement. The results revealed that studyholism was positively correlated with perfectionism and academic burnout, while study engagement showed a positive correlation with perfectionism and a negative correlation with academic burnout, supporting the convergent and divergent validity of the inventory. Furthermore, students categorized as isolated or exhibiting studyholism without study engagement had higher levels of academic burnout, while those with studyholism combined with study engagement scored higher in perfectionism, indicating diagnostic validity. Overall, the Persian version of the Studyholism Inventory (SI-10) demonstrated satisfactory psychometric properties and is suitable for use among Iranian university students
