Journal of

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This study attempts to investigate the effect of emotional experiences on cardiovascular reactions and facial electromyogram (EMG) among the subjects classified as type D personality. To do so, in the first stage, according to the extreme scores in DS14 questionnaire, two groups including high type D personality and low type D personality participants (each with 15Ss) were selected among 405 female students of the Islamic Azad University. In the second stage, electrodes were put on the selected participants’ faces and hands and then the baseline measures of the variables of EMG, PULSE and BVP were first recorded and then the measures of these variables were recorded during two negative and positive emotional states caused by sad and happy music, for 150 seconds. The findings showed that the participants with high type D personality had a higher activity in the corrugator muscle in the negative emotional state and the participants with low type D personality had a higher activity in the zeugmatic muscle in the positive emotional state. There were also no significant differences between the cardiovascular reactivity in these two groups with different states. Based on the findings of this study, it can be concluded that type D personality is an important risk factor that increases the experience of negative emotions. Furthermore, inhibition of the negative emotional expression may lead to adverse health outcomes. So, considering type D personality as a risk factor for the physical health is recommended.

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The purpose of the present study was to investigate the effectiveness of coping cat protocol on the coping strategies of children, aged 9 to 11 years old, afflicted with internalized disorder. This study was a true experimental research including pretest, posttest and a control group. The population of the study was all the children afflicted with internalized disorder in Tehran, Iran, and the sample of the study consisted of 80 children (40 children in the experimental group and 40 children in the control group) who were randomly selected based on the parents and teacher’s reports and interviews and the subjects received 16 sessions of coping cat program. Child  Behavior check list(CBCL) , Teacher Report Form(TRF) of Achenbach system of Empirically Based Assessment(Achenbach & Rescorla, 2001), clinical  Diagnosis Interview and Frydenberg & Luise’s(1992) coping strategies Questionnaire were  used to evaluate the two groups before and after receiving treatment protocol. The factorial analysis of covariance revealed that there was significant difference between experimental and control groups in terms of adjusted, unadjusted and solicitous coping strategies after posttest stage and gender factor did not moderate the outcomes.

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Recently, the study of cognitive processes in impulsive individuals has attracted the researchers’ attention. Considering impulsivity as a multidimensional construct, this study was performed to compare cognitive processing speed in 80 female college students who, on the basis of their scores on UPPS Impulsivity Scale (Whiteside & Lynam, 2001), were divided into four groups (n=20 for each) which were dominant in one of the impulsivity components (i.e. Urgency, Lack of Premeditation, Lack of Perseverance, Sensation seeking). Reaction time task was administered on all participants in two positive and negative mood contexts (which was induced by music). Results revealed a significant difference between the functioning of Urgency group and two other groups (Lack of Premeditation & Lack of Perseverance) in negative mood context. There were no significant differences between four groups’ functioning in positive mood context. The role of impulsivity dimensions and mood context on cognitive processing speed was discussed. In general the findings of present research emphasize the multidimensional concept of impulsivity & provide new guides to study lateralized cognitive processes according to personality constructs.

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This study investigated the degree of cortical arousal of the forehead during working memory performance in personality dimension of anxiety. Based on Gray’s definition of personality dimension of anxiety, in a pseudo-empirical study a sample of female students (n=793) aged from 18 to 28 years old completed Eysenck Personality Questionnaire and Carver and White’s Approach/Avoidance scale. 15 subjects whose scores were simultaneously in the upper distribution of Neuroticism and lower distribution of Extraversion (N+E-) were selected as high trait anxiety group (Anx+), and low trait anxiety group (Anx-) consisted of 15 subjects with higher scores of Extraversion and lower scores of Neuroticism (N-E+). Then their EEG was taken in baseline mode and while performing working memory task. Total scores in 1-back working memory task were taken as the indicator of working memory performance and EEG alpha oscillation during 1-back task was taken as cortical arousal index. Data were analyzed using T-test for independent samples. Results revealed that high trait anxious subjects showed more arousability in their right and left cortex of forehead during working memory performance, while their performance in working memory tasks was impaired in comparison with low trait anxious group. These Results supported Processing Efficiency Theory, which means although high trait anxious individuals employed higher mental effort during executive functions, their processing efficiency was impaired.

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This
study was conducted to examine the relationship between meta cognitive beliefs
and female students’ test anxiety coping styles by considering the role of ambivalent attachment. In a correlative study, 202 female students in the third grade of Yazd’s
middle school were selected by random cluster sampling and then completed the
Spielberger Anxiety questionnaire, Meta cognitive Beliefs
Questionnaire and Collins and Raid attachment questionnaire. Pearson's correlation test and regression
analysis were used to analyze the data. The present study showed that there was a positive relationship between
test anxiety and cognitive beliefs, avoidant coping style, emotional-based coping style and ambivalent attachment. Also there was direct and significant relationship between meta cognitive beliefs and
avoidant coping style, issue-oriented
copying style, emotional-based coping style and ambivalent
attachment. Emotional coping styles were also
positively and significantly oriented with ambivalent attachment. Results of the step by step regression analysis
showed that meta cognitive beliefs explained   27% of the variance the test anxiety by
themselves, while the coping style along with meta cognitive
beliefs explained approximately 32% of the variance of test anxiety and if
ambivalent attachment added to meta cognitive beliefs and
coping style, 34% of the variance of test anxiety can be explained
approximately. Due to the effectiveness of the proper use of coping styles in dealing with the test anxiety, the
necessary trainings in this area can prevent
the students from being challenged by the test anxiety which could have many
negative effects on their performance. Also parents as
those having a role in the formation of their children’s attachment should
undergo necessary training.