Showing 4 results for Kavousian
Javad Kavousian, Parvin Kadivar, Valiolah Farzad,
Volume 6, Issue 1 (12-2012)
Abstract
The current study investigates the mediating role of basic psychological needs (autonomy competence and relatedness), motivational self-regulation (intrinsic motivation, extrinsic motivation and academic demotivation) and academic excitement (class enjoyment and learning hopelessness) in the relationship between environmental factors supporting student's academic autonomy and school well-being. Through multi stage cluster sampling, 520 male and female students were selected from Karaj’s high schools. The tools used in this study included teacher’s supporting student’s autonomy scale, parents’ supporting student’s autonomy scale, the scale of relationship with classmates, basic psychological needs scale, academic motivation scale, school well-being scale, and academic emotions questionnaire. Data were analyzed by confirmatory factor analysis, cronbach alpha and structural equation modeling. Findings of the study demonstrated that teacher’s supporting student’s autonomy parents’ supporting student’s autonomy and the relationships with the classmates had a significant and direct effect on the basic psychological needs. Furthermore, teacher’s supporting student’s autonomy through mediatory variables of the study didn’t have direct and significant effect on school well-being. However the indirect effect of parents’ supporting student’s autonomy was significant. Autonomy, relatedness, academic demotivation and class enjoyment had significant direct effect on school well-being. In addition, autonomy, competence, relatedness, academic intrinsic and extrinsic motivation had an indirect, significant effect on school well-being .Therefore, it can be concluded that basic psychological needs, motivational self-regulation and academic emotions played a mediating role between the environmental variables supporting student’s autonomy and school well-being.
Zeynab Maleki, Phd Javad Kavousian, Phd Parvin Kadivar, Phd Mehdi Arabzadeh,
Volume 19, Issue 1 (Volume 19, Issue 1, Spring 2025)
Abstract
The present study aimed to present a structural model of academic identity, family communication patterns, and parents'perceived educational expectations with the mediating role of basic psychological needs. The research method was descriptive-correlational and structural equation modeling. The statistical population included all tenth and eleventh grade students in Yazd in the academic year 2021-2022. The statistical sample included 400 tenth and eleventh grade students who were randomly selected as clusters. To collect data, the Basic Psychological Needs Questionnaire, the Academic Identity Status Questionnaire, Family Communication Patterns Questionnaire, and the Parents' Perceived Educational Expectations Questionnaire were used. In order to examine the paths of the research model, structural equation modeling was used using PLS3 software. The results showed that parents' educational expectations, conformity pattern, and conversation pattern have a direct, positive, and significant effect on basic psychological needs. The results also showed that basic psychological needs have a direct, negative, and significant effect on the follower identity and the confused identity and a direct, positive, and significant effect on the latecomer identity and the successful identity. Finally, the results showed that basic psychological needs play a mediating role in the relationship between academic identity and family communication patterns and parents'perceived educational expectations.
Miss Parirokh Mamaghani Miandoab, Dr Javad Kavousian, Dr Mehdi Arabzadeh, Dr Balal Izanloo,
Volume 19, Issue 1 (Volume 19, Issue 1, Spring 2025)
Abstract
With the revolution in the world of computer networks and the evolution of new technologies, online games have replaced traditional physical games and video games. The present study aimed to conceptualize online game addiction in Iranian adolescents based on grounded theory through semi-structured interviews. The participants were 20 adolescent boys aged 13 to 18 years old in Tehran who were selected through theoretical purposive sampling. MAXQUDA-10 software and Strauss and Corbin's (1998) thematic analysis approach including open, axial, selective, and theoretical coding were used to analyze the data and extract themes. The results of the interview analysis showed that the categories of filling leisure time, personal, communication, fame, and wealth acquisition were the most important causes of online game addiction in adolescents. The categories of personal, work, and marketing, and perceived social support constituted important areas of online game addiction. Improving attention and concentration, controlling anger, being cheerful and relieving depression, making friends, becoming professional, and becoming famous were the positive consequences of online gaming addiction, and ultimately, lack of time for daily activities, academic and personal decline, damage to physical health, and not being understood by the family constituted the negative consequences of online gaming addiction. It can be concluded that online gaming addiction in adolescents is a complex and multidimensional phenomenon that is influenced by individual, social, and family factors.
Zahra Kavousian, Faezeh Ziaei, Parisa Pakari, Parisa Hosseinzadeh Yazdi, Zeinab Hassani Asl,
Volume 19, Issue 3 (Volume19, Issue 3 2025)
Abstract
The present study aimed to investigate the mediating role of emotional working memory in the relationship between attentional bias and depressive symptoms within the context of family interactions. Guided by contemporary cognitive–emotional models of depression, the study explored how negative attentional bias, as a core vulnerability factor, may influence depressive symptomatology through impairments in emotional working memory, and how these processes are embedded in the dynamics of family relationships. This research employed a descriptive-correlational design using structural equation modeling (SEM). The statistical population consisted of adults aged 20–40 years living in active family systems in Tehran in 2025. A total of 350 participants were selected through purposive convenient sampling following eligibility screening. Research instruments included measures of depressive symptoms, attentional bias, emotional working memory performance, and family interaction patterns. The results demonstrated that negative attentional bias significantly predicted higher levels of depressive symptoms both directly and indirectly. Emotional working memory showed a significant mediating role, indicating that deficits in maintaining, updating, and regulating emotional information constitute a key mechanism linking attentional bias to depressive experiences. Furthermore, family interactions functioned as an amplifying contextual factor: maladaptive and conflictual family environments strengthened the indirect pathway by increasing cognitive–emotional load and reducing regulatory resources. The final structural model showed acceptable fit indices and supported the hypothesized mediational relationships. Overall, the findings highlight the importance of integrating cognitive, emotional, and contextual variables in understanding depressive symptoms. They also underscore the potential value of interventions targeting attentional processing biases and emotional working memory capacities, particularly within family-based therapeutic frameworks.
