en P118: The Comparison of Early Maladaptive Schema in People with Different Levels of Trait Anxiety in Two Ethnic Groups of Iranian Students روانشناسی Psycology پژوهشي Research --- Open Access, CC-BY-NC <p align="center">لطفاً به لینک انگلیسی مراجعه شود. </p> Anxiety affects the culture of society so that content of each culture has permanent effects on behavior, feeling and psychological features of people. The purpose of this research was the comparison of early maladaptive schemas between two ethnic groups (i.e. Kurds and the Persians students) with high and low levels of trait anxiety. The research design was descriptive and ex post facto type. 159 female students (78 Kurds and 81 Persians) were selected by multistage cluster sampling method. The research tools were including Young's schemas questionnaire (the short form) and Spielberger's trait anxiety questionnaire. The data were analyzed by MANOVA test. The results showed that there are significant differences between Kurd and Persian students with high level of trait anxiety in unrelenting standards/hyperilicolness schema. In addition, when the students with high and low levels of anxiety were compared with each other in each ethnic group, the results showed that they have significant difference in their early maladaptive schema and only in Persian students did not found significant difference in two subscales (self-sacrifice schema and unrelenting standards/ hyperilicolness schemas). According to results of this research it can be said that variants of between and within ethnic groups in early maladaptive schemas indicated the influence of culture on appearance of mental disorders. Early Maladaptive Schemas, Trait Anxiety, Ethnic Groups (Kurd and Persian) 142 142 http://shefayekhatam.ir/browse.php?a_code=A-10-24-171&slc_lang=en&sid=1 Atefeh Farhadian Atefeh Farhadian Atefe_farhadian@yahoo.com 10031947532846002611 10031947532846002611 Yes Department of Clinical Psychology, Psychology and Educational Science Faculty, Shiraz University, International Division, Shiraz, Iran. Department of Clinical Psychology, Psychology and Educational Science Faculty, Shiraz University, International Division, Shiraz, Iran. Mohammad Ali Goodarzi Mohammad Ali Goodarzi 10031947532846002612 10031947532846002612 No Department of Clinical Psychology, Psychology and Educational Science Faculty, Shiraz University, International Division, Shiraz, Iran. Department of Clinical Psychology, Psychology and Educational Science Faculty, Shiraz University, International Division, Shiraz, Iran. Mohammad Reza Taghavi Mohammad Reza Taghavi 10031947532846002613 10031947532846002613 No Department of Clinical Psychology, Psychology and Educational Science Faculty, Shiraz University, International Division, Shiraz, Iran. Department of Clinical Psychology, Psychology and Educational Science Faculty, Shiraz University, International Division, Shiraz, Iran. Ali Elahi Far Ali Elahi Far 10031947532846002614 10031947532846002614 No Department of Clinical Psychology, Science and Research Branch, Islamic Azad University, Semnan, Iran. Department of Clinical Psychology, Science and Research Branch, Islamic Azad University, Semnan, Iran. Mahmoud Miremadi Mahmoud Miremadi 10031947532846002615 10031947532846002615 No Department of Clinical Psychology, Science and Research Branch, Islamic Azad University, Semnan, Iran. Department of Clinical Psychology, Science and Research Branch, Islamic Azad University, Semnan, Iran.