فصلنامه روانشناسی شناختی

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This study examined the mediating effect of positive and negative achievement emotions on the relationship between causal attributions and academic self-regulation among university students. On a sample consisting of 270 students (93 male 177 female) were administrated the achievement emotion questionnaire (Pekrun, Goetz & Perry, 2005).), attributin style questionnaire (Peterson, Semel, Beayer, Abramson, Metalsky & Seligman, 1982) and academic self-regulation scale (Ryan & Connell, 1989). Structural equation modeling was used to assess the mediating effects model of achievement emotions on the relationship between causal attributions and academic self-regulation. results showed that there is a positive significant correlation between adaptive attribution style with positive achievement emotions and a positive significant correlation between nonadaptive attribution style with negative achievement emotions and positive significant correlation between positive achievement emotions with self-regulation and negative correlation between negative emotions and academic self-regulation. Results also indicated that the relationship between adaptive and non-adaptive attribution styles and academic self-regulation by positive and negative achievement emotions is mediated. All of the regression weights in the both models were statistically significant and in the the mediating model of positive and negative achievement emotions, models' predictors accounted for 25% and 21% of the variance in academic self-regulation, respectively. In sum, the results emphysising on the mediating role of achievement emotions, provide further support for the attribution theory. 

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This study examined the moderating effect of cultural and sex differences on the relationship between appraisal processes with academic stress among male and female Iranian and Swedish university students. On a sample consisting of 212 students [112 Iranian (male 32 and female 78) 100 Swedish (male 29 and female 71)] were administrated the primary and secondary appraisal processes and Academic Stress Questionnaire. The results of multiple regression model showed significant positive relationship between primary appraisal and academic stress among Iranian students and nonsignificant positive relationship between primary appraisal and academic stress among Swedish students. Results also indicated that there was a significant negative correlation between secondary appraisal and academic stress among Iranian and Swedish students. Results also showed that there was a nonsignificant positive relationship between primary appraisal and academic stress and a significant negative relationship between secondary appraisal and academic stress among both sexes. Therefore, the relationship between primary and secondary appraisals and academic stress by sex was not moderated. In sum, these findings emphasize that for the purpose of prediction of academic stress the functional properties of primary appraisal were dissimilar and the functional properties of secondary appraisal were similar in two cultural contexts and the functional properties primary and secondary appraisals were similar in tow sex groups.

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The purpose of this study is to determine the quality of individual economic decision making under risk and uncertainty. The research method is a quasi-experiment with single group and a post-test. The total population of the students of Shahid Beheshti University in 97 was 8.700 and due to non-normal distribution, we should use non-parametric Wilcoxon test, with sample of 180. The tool used to investigate the role of cognitive biases that prospect theory in economic decision-making was predicted was a multi-dimensional task we built which measured 31 problems in 5 sections that through phenomena such as risk aversion, loss aversion, ambiguity aversion, reference dependency, probability weighting and so on in shows irrationality in economic decision–making. Higher score means more irrational according to neoclassical economics. The median of scores was 25 out of 31 scores. In other words, more than 80% of participants received grades above 50% (or 15.5 points) (p <0.05). These findings fully supported the prospect theory that first two cognitive psychologists proposed as a correction to the expected utility theory. The prospect theory can explain, and can predicts, and intends to dissolve the gap between economy and psychology. The present research is an initial step in showing the significant role of psychology and cognition in economic decision-making and emphasize the importance of psychology in explaining economic tendencies and findings especially in our country, as the founders of the economy have expressed many centuries ago.

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Abstract
Cognitive and neuropsychological problems play a special role in the course, prognosis, and treatment of obesity. The present study was conducted with the aim of designing and validating the Cognitive rehabilitation program and its effect on cognitive control and Problem-solving in women with obesity. The present study was conducted in the form of an experimental design with a pretest-posttest with a control group and follow-up. Participants in this study included 40 female obese patients living in Urmia who were randomly assigned to two groups cognitive rehabilitation (n = 20) and control (n = 20). The experimental group received cognitive rehabilitation intervention in 16 sessions and the BRIEF-A, cognitive flexibility test, and London tower in the pre-test, post-test, and follow-up stages for both groups were used and the findings were analyzed using a mixed analysis of variance test. Took. Also, after completing the course, the control group received cognitive rehabilitation intervention. The results showed better performance of the experimental group in cognitive control variables (inhibition, working memory, and cognitive flexibility) and problem-solving sub-components in the post-test and follow-up stage than the control group. This means that the experimental group that received the cognitive rehabilitation intervention performed better in the proposed components in the post-test and follow-up phase. Taken from the findings, it can be concluded that cognitive rehabilitation intervention as an effective and efficient treatment option can have positive effects and significant cognitive-educational consequences for patients with obesity. Therefore, specialists, researchers, and therapists in this field can use this intervention as an effective treatment option to improve the cognitive functions and psychological neuropathy of obese and overweight patients and consequently improve the mental health and quality of life of these patients.