Search published articles


Showing 6 results for Self-Efficacy
The Effectiveness of Critical Thinking Education Based on the Powell-Elder Model on Improving Cognitive and Self-efficacy Disorders in Teens
Zahra Jafaripanji, Mahdieh Rahmanian, Hossein Zare,
Volume 6, Issue 2 (9-2018)
Abstract
Objectives: The purpose of this study was to evaluate the effectiveness of teaching critical thinking based on the Powell-Elder model on improving the cognitive and self-efficacy of teens in Tehran.
Method: The research method was an applied and experimental type (post-test pre-test with control group). The statistical population consisted of all adolescents aged 13 to 16 years old in District 2 of Tehran. Data were analyzed by using a sampling method for 40 primary school students in Spring school as a sample group. A randomized trial was performed on 20 subjects in the experimental group and 20 in the control group. The data gathering tool was a Cognitive Distortion Questionnaire (Abdollahzadeh and Salar, 2010), Self-Efficacy Questionnaire for Children and Adolescents (SEQ-C) (2001). The experimental group was placed under the teaching of Powell-Alder Critical Thinking for 9 consecutive 90-minute sessions. Data were analyzed by multivariate covariance statistical tests using SPSS software.
Results: The results showed that there was a significant (P> 0.05) critical thinking education on reduction of cognitive distortions and increasing self-efficacy in adolescents in Tehran.
Conclusion: Considering the importance of the role of critical thinking on self-efficacy and cognitive distortions, school curricula should be organized in such a way as to rethink curriculum planning and curriculum in order to find ways to develop adolescents themselves and plan to prevent cognitive impairment.
The effectiveness of mindfulness training on executive functions (working memory and attention) and self-efficacy in patients with anxiety disorders
Zahra Mohseninasab, Somaye Saket, Masoome Deilami Pooya, Samaneh Basiti, Sahel Jafari,
Volume 12, Issue 1 (6-2024)
Abstract
The purpose of this research was the effectiveness of mindfulness training on executive functions (working memory and attention) and self-efficacy in patients with anxiety disorders. The sample of this research included 30 people from the mentioned community who were selected by available sampling method. 15 people in the experimental group and 15 people in the control group were randomly divided. The research design was semi-experimental with pre-test-post-test with control and experimental groups. The measurement tools included Gioia et al.'s executive function questionnaire (2000) and Scherer's general self-efficacy. To implement, at first, a pre-test was taken from both groups. Then the experimental group underwent mindfulness intervention during 8 sessions of 90 minutes, then a post-test was taken from both groups. Data analysis was done using multivariate covariance analysis (MANCVA) and one-way covariance analysis (ANCVA). The results of the research showed that mindfulness training has a significant effect on executive functions (working memory and attention) and self-efficacy of patients with anxiety disorders.

Comparing of the Effectiveness of Metacognitive Therapy and Time Perspective Therapy on Self-Efficacy Self-efficacy in Substance-Dependent Individuals
Miss Hadis Valizadeh, Dr Shahram Mami, Dr Homeira Soleimannejad, Dr Zeinab Mihandoost,
Volume 12, Issue 4 (3-2025)
Abstract
The present study aimed to compare the effectiveness of Metacognitive Therapy (MCT) and Time Perspective Therapy (TPT) self-Efficacy of quitting in individuals with substance dependence. This quasi-experimental research employed a pre-test, post-test, and two-month follow-up design. The statistical population included all individuals with substance dependence who referred to addiction treatment centers in Kermanshah in 2024. Based on inclusion and exclusion criteria, 60 eligible participants were selected through convenience sampling and randomly assigned to three groups (two experimental and one control), each consisting of 20 individuals. The Self-Efficacy of Quitting Scale (Bramson, 1999) was administered during the pre-test, post-test, and follow-up phases. Data were analyzed using repeated measures and Bonferroni post-hoc tests at a significance level of 0.05 via SPSS-26. The findings revealed a significant difference between the control group and both treatment groups regarding self-Efficacy of quitting. Both metacognitive therapy and time perspective therapy significantly increased self-Efficacy of quitting, and these effects remained stable during the follow-up phase. Furthermore, metacognitive therapy proved to be more effective than time perspective therapy in enhancing self-Efficacy of quitting. Based on these results, although both treatments can be used to improve self-Efficacy of quitting in individuals with substance dependence, metacognitive therapy may offer greater practical implications for psychologists and psychiatrists due to its superior effectiveness.

The Mediating Role of Cognitive Self-Efficacy in the Relationship Between Early Maladaptive Schemas and Psychological Vitality Among Individuals With Major Anxiety
Maliheh Pazooki, Elahe Jafarpoor, Zahra Hajati, Sara Malakmohammadi,
Volume 12, Issue 4 (3-2025)
Abstract

The present study aimed to investigate the mediating role of cognitive self-efficacy in the relationship between early maladaptive schemas and psychological vitality in individuals with generalized anxiety disorder. The statistical population consisted of all clinical medical students at Golestan University in 2024, from which a sample of 120 students was selected through non-random convenience sampling. The research instruments included the Young Schema Questionnaire – Short Form (1998), the Cognitive Self-Efficacy Scale by Sherer et al. (1982), and the Psychological Vitality Scale developed by Kahn and Crawford (2003). Data were analyzed using structural equation modeling (SEM). The results indicated that early maladaptive schemas had a significant negative relationship with psychological vitality, and this relationship was mediated by reduced cognitive self-efficacy. In other words, early maladaptive schemas lead to decreased psychological vitality in individuals with generalized anxiety disorder by weakening cognitive self-efficacy. These findings highlight the importance of addressing early maladaptive schemas and enhancing cognitive self-efficacy as therapeutic strategies to improve psychological vitality and overall mental well-being in individuals suffering from anxiety. Accordingly, it is recommended that psychological interventions simultaneously target schema modification and self-efficacy enhancement.
 


The Relationship between Inhibitory Control, Cognitive Flexibility, and Perceived Organizational Support with Teachers’ Job Burnout: The Mediating Role of Self-Efficacy
Mis Saeedeh Moradi, Dr Hadi Parhoon,
Volume 13, Issue 3 (12-2025)
Abstract
Abstract
The present study was conducted to examine the mediating role of self-efficacy in the relationship between inhibitory control, cognitive flexibility, and perceived organizational support and teachers’ job burnout.. Within the framework of the post-positivist paradigm, a quantitative approach was employed using a correlational design based on structural equation modeling.
A total of 370 teachers working in schools in Kermanshah during the 1403–1404 academic year were selected through convenience sampling. The following instruments were used for data collection: the Executive Functioning Scale (Holst & Thorell, 2018), the Cognitive Flexibility Scale (Dennis & Vander Wal, 2010), the Perceived Organizational Support Questionnaire (Eisenberger et al., 1986), the Teacher Self-Efficacy Scale (Schannen-Moran & Woolfolk Hoy, 2001), and the Teacher Burnout Scale (Chang et al., 2020).Data were analyzed using SPSS 27 and SmartPLS 4 within the framework of structural equation modeling. The results indicated that the research model had a good fit with the data.
The findings revealed that inhibition control had a direct and significant effect on teacher burnout (β = -0.377, t = 3.264, p = 0.001) and on self-efficacy (β = 0.271, t = 3.750, p < 0.001). Cognitive flexibility influenced teacher burnout (β = -0.200, t = 3.064, p < 0.002) and self-efficacy (β = 0.244, t = 3.264, p < 0.001). Perceived organizational support affected teacher burnout (β = -0.273, t = 2.339, p = 0.020) and self-efficacy (β = 0.215, t = 2.887, p < 0.001). Self-efficacy had a direct effect on teacher burnout (β = -0.64, t = 4.96, p < 0.001; β = 0.616, t = 6.015, p < 0.001).
These results suggest that part of the predictive effect of inhibition control, cognitive flexibility, and perceived organizational support on teacher burnout can be explained by self-efficacy. Furthermore, the study variables collectively accounted for 63% of the variance in teacher burnout.



 
Predicting Rumination Based on Cognitive and Cognitive-Emotional Processes: The Role of Cognitive Flexibility, Emotional Schemas, and Emotion Regulation Self-Efficacy among Female University Students
Mojtaba Pooragha, Samereh Asadi Majareh,
Volume 13, Issue 4 (3-2026)
Abstract

The present study aimed to predict rumination based on cognitive and cognitive-emotional processes, with particular emphasis on the roles of cognitive flexibility, emotional schemas, and emotional self-efficacy among female university students. This descriptive-correlational study employed a predictive research design. The statistical population consisted of all female students at the Rasht Branch of Islamic Azad University during the second semester of the 2024–2025 academic year, from whom 400 participants were selected through convenience sampling. Data were collected using the Leahy Emotional Schema Scale (LESS), the Cognitive Flexibility Inventory (CFI) developed by Dennis and Vander Wal, the Emotional Self-Efficacy Scale developed by Hosseinchari et al., and the Ruminative Responses Scale (RRS) developed by Nolen-Hoeksema and Morrow. Data analysis was conducted using Pearson's correlation coefficient and stepwise multiple regression analysis. The findings indicated a significant positive relationship between emotional schemas and rumination, whereas cognitive flexibility and emotional self-efficacy were significantly and negatively associated with rumination . Furthermore, the results of the stepwise regression analysis revealed that the components of control, guilt, perception of alternative options, simplification of emotions, blaming others, and lack of control jointly explained 61% of the variance in rumination. Among these variables, the control component, as a dimension of cognitive flexibility, emerged as the strongest predictor of rumination. Overall, the findings suggest that cognitive and cognitive-emotional processes play a fundamental role in explaining rumination, and that variables related to cognitive control, emotional processing, and emotional self-efficacy are among its most important predictors. Accordingly, enhancing cognitive flexibility, modifying maladaptive emotional schemas, and strengthening emotional self-efficacy may serve as key targets for cognitive and cognitive-behavioral interventions aimed at reducing rumination and promoting the mental health of university students.


Page 1 from 1     

© 2026 CC BY-NC 4.0 | فصلنامه روانشناسی شناختی

Designed & Developed by : Yektaweb