I. Davoudi; A. Safikhani; M. Mehrabizadeh Honarmand
Volume 16, Issue 2 , December 2009, , Pages 87-112
Abstract
This study was carried out to investigate brain/behavioral system as predictors of personality Type A, C & D in Shahid Chamran University postgraduate students. The sample consisted of 273 students who were selected by stratified random sampling method. Thereafter Gary-Wilson Personality Questionnaire ...
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This study was carried out to investigate brain/behavioral system as predictors of personality Type A, C & D in Shahid Chamran University postgraduate students. The sample consisted of 273 students who were selected by stratified random sampling method. Thereafter Gary-Wilson Personality Questionnaire (GWPQ), Type A Questionnaire (TAQ), Type C Personality Inventory (TCPI) and Type D Scale‑14 (DS14) were administered to all subjects. To analyze the data in this study, canonical correlation analysis was used. The result of this study, showed that composite of criterion variables is predictable with linear composite of brain/behavioral systems. According to the first canonical function of this study, types D, C and A respectively are predictable with BIS and FFS. The results of this study showed brain/behavioral systems (Activation system, Inhibition system, Fight and Flight system) can predict Type A, C and D. Therefore these types of personality are distinctive from this reason.
yousefali Attari; Kobra Mohammadi; Mhnaz Mehrabizadeh Honarmand
Abstract
The present research was conducted to investigate the effects of Solution–Focused therapy on marital adjustment and marital communication in couples referred to Ahvaz Counsel Centers for problem disclosure. The population included all couples referred to this counsel. The sample consisted of 30 ...
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The present research was conducted to investigate the effects of Solution–Focused therapy on marital adjustment and marital communication in couples referred to Ahvaz Counsel Centers for problem disclosure. The population included all couples referred to this counsel. The sample consisted of 30 couples (from 43 couples) who were selected randomly for this study. The instrument used in this study was Marital Adjustment Spanier Scale. The design of this study was pretest–post test with control group. For pretest, all subjects completed the scale, and then the experimental group received intervention (solution–focused training). At the post-test stage the two groups completed the scale again. The results of this study showed that Solution–Focused Training increased marital adjustment in experimental group, in comparison to control group.
Rajab Ali Mohammadzadeh Admolaie; Manijah Shehni Yailagh; Mahnaz Mehrabizadeh Honarmand
Abstract
The purpose of the present research was to compare four groups of Shahid Chamran University’s male students with different learning styles in terms of personality traits, achievement motivation and academic performance. To this end, 300 students were selected by multi-stage random sampling method, ...
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The purpose of the present research was to compare four groups of Shahid Chamran University’s male students with different learning styles in terms of personality traits, achievement motivation and academic performance. To this end, 300 students were selected by multi-stage random sampling method, and the research questionnaires were completed by them. The results indicate that four groups of students with different learning styles were different, regarding to personality traits, achievement motivation and academic performance. Other findings showed that there were significant differences between four groups of students with different learning styles in terms of extraversion, openness to experience, agreeableness and conscientiousness, but in terms of neuroticism there was no difference between the different groups of students. In addition, students with accommodative learning style were more extraverted and open to experience than students with convergent learning style. Also, students with divergent learning style were higher in openness to experience, than students with convergent learning style, but also lower in assimilative learning style. Students with assimilative learning style were higher in agreeableness and conscientiousness than the convergent and divergent groups. More findings revealed that students with convergent learning style were higher in achievement motivation and academic performance than accommodative and divergent groups.
