masoumeh nazari; majid yousefi afrashteh; zekrollah morovati
Abstract
The present study examined the Effect of brief mindfulness training on recall of emotional words in Individuals with and without alexithymia. This research method was interventional (quasi-experimental) with factorial design. Statistical population of this research was included all girl students of secondary ...
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The present study examined the Effect of brief mindfulness training on recall of emotional words in Individuals with and without alexithymia. This research method was interventional (quasi-experimental) with factorial design. Statistical population of this research was included all girl students of secondary school in aged 15 to 16 years old In the academic year of 2018-19 In the tenth grade in high schools in the city of Zanjan that have studied in. the Toronto Alexithymia Scale (TAS-20) was distributed -through convenience sampling- among 150 students for screening. In the next step, randomly selected 40 students (20 with alexithymia) and (20 without alexithymia) and placed by peers in the two control and experimental groups. After performing a pretest emotional word’s for both groups, the experimental group 4 sessions 45 minutes were trained in brief mindfulness and then, posttest emotional word’s was performed for both groups. Data were analyzed by spss software version 22. To answer research questions was used multivariate analysis of variance and One-variable Analysis of Covariance. the results showed that the most significant difference was related to recall of negative word’s in the group that received the brief mindfulness training, which is among this group too given the interactive effect Individuals with alexithymia most significant difference was related Individuals without alexithymia . Received the brief mindfulness training on recall of positive and neutral word’s there was no significant difference. .
zekrollah morovati; rohollah yadegari
Abstract
Comparison of loneliness and coping self-efficacy in cell phone addicted and normal female college studentsAbstract:The purpose of this study was to compare loneliness and coping self-efficacy in cell phone addicted and normal female college students, and design of ex post facto. The statistical population ...
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Comparison of loneliness and coping self-efficacy in cell phone addicted and normal female college studentsAbstract:The purpose of this study was to compare loneliness and coping self-efficacy in cell phone addicted and normal female college students, and design of ex post facto. The statistical population of this research included all female college students in University of Zanjan during the academic year of 1396-1397. The participants of this study were 70 students (35 in cell phone addicted and 35 normal group), who were selected by multi stage randomly. The instruments used in this study were koo hy cell phone addictive Scale, UCLA loneliness scale of russel and chesney coping self-efficacy scale. The index of F in loneliness equal to 18/45 and in self-efficacy equal to 31/64 The results of Multivariate Analysis of Variance (MANOVA) showed that there were significant differences (P<0/01) between loneliness and coping self-efficacy in cell phone addicted and normal female college students.Keywords: loneliness, coping self-efficacy, student with cell phone addicted
G. Kiany; G. H. Maktabi; N. Behroozi; Z. Morovati
Abstract
The purpose of this Study was to investigate the effectiveness of emotional intelligence training on social competence, performance on theory of mind tasks and help seeking improvement in students with learning disabilities. The participants, who participated in this experimental study, included 40 male ...
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The purpose of this Study was to investigate the effectiveness of emotional intelligence training on social competence, performance on theory of mind tasks and help seeking improvement in students with learning disabilities. The participants, who participated in this experimental study, included 40 male fifth and sixth graders in Ahvaz, selected through multi stage random sampling. The instruments of the study were the Felner Social Competence Scale, the Stemman Theory of Mind Test and Pintrich and Ryan’s help seeking scale. The subjects in this study were divided in two groups (1 experimental and 1 control group). The experimental group was subject to Emotional intelligence training while the control group didn't receive any treatment. Both the experimental and control groups participated in a pre-test and post-test. The results were analyzed using descriptive statistics and the Multivariate test. The results showed that there was a meaningful difference between the performances of two groups. The performance of the experimental group regarding social competence, the theory of mind test and help seeking had been improved in the post-test. Results suggest the importance of the application of emotional intelligence training in improving social performances in children with learning disorders.
N. Moradi; A.R. Hajiyakhchali; Z. Morovati
Abstract
The aim of the present study was to investigate the causal relationships between time management and perceived social support, and psychological well-being and academic performance, mediated by academic stress and academic self-efficacy in female university students. The sample consisted of 300 students ...
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The aim of the present study was to investigate the causal relationships between time management and perceived social support, and psychological well-being and academic performance, mediated by academic stress and academic self-efficacy in female university students. The sample consisted of 300 students who were selected by a multistage random sampling method. The implemented research instruments were the time management inventory and the Ryff Scales of Psychological Well-Being, the inventory of academic self-efficacy and academic stress and perceived social support. The analysis technic used was structural equation modeling. The bootstrap method was used for the examination of indirect relations. The results showed the significance of the indirect path of perceived social support and time management with academic performance through academic self- efficacy, while perceived social support and time management were significant with academic performance through academic stress. A better fit was obtained by omitting nonsignificant paths, academic stress with psychological well-being and time with psychological well- being.
F. Fathi; A. Hajiyakhchali; Z. Morovati
Volume 21, Issue 1 , June 2014, , Pages 55-78
Abstract
The aim of this study was to examine the casual relationship between Personality characteristics and, beliefs about intelligence and academic self-efficacy and the performance academic with regards the mediating role of goals achievement in female high school students in Khorramabad. The participants ...
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The aim of this study was to examine the casual relationship between Personality characteristics and, beliefs about intelligence and academic self-efficacy and the performance academic with regards the mediating role of goals achievement in female high school students in Khorramabad. The participants of the study were 280 female Khorramabadi students, who were selected randomly through multi-stage random sampling method. The instruments used in this study were the Neo-Five Factor Inventory (NEO-FFI), the Implicit Theory of Intelligence Scale (IT IS), the Achievement Goal Orientation Scale and the Self-efficacy Academic Scale .The fitness of the proposed model was examined through using path analysis. The indirect effects were tested through the bootstrap method (AMOS-20 software) was used. The results showed that indirect effect entity intelligence belief through performance approach goal orientation on academic performance and effect indirect incremental intelligence belief through, mastery approach goal orientation on academic performance was significant. In addition effect indirect conscientiousness through mastery approach goal on academic performance was significant. But effect indirect openness to experience through mastery approach goal orientation with academic performance was not significant. Better fit was obtained by omitting non-significant paths entity intelligence belief and mastery approach goal orientation, openness to experience and mastery approach goal orientation, agreeableness and mastery approach goal orientation, openness to experience and self-efficacy academic, agreeableness and academic performance and openness to experience and academic performance.
