J Haghighi; E. Zarei,; H. Shokrkon; M. Shehni Yeylagh
Abstract
The aim of this study was to compare artists in the fields of literature, theater acting music, and visual arts (Painting, etc) with non-artists regarding personality traits on NEO-PI. The samples consisted of 320 artists and 80 non-artists. Subjects were selected by stratified sampling random method ...
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The aim of this study was to compare artists in the fields of literature, theater acting music, and visual arts (Painting, etc) with non-artists regarding personality traits on NEO-PI. The samples consisted of 320 artists and 80 non-artists. Subjects were selected by stratified sampling random method for this project. The main hypothesis was that artists and non-artists, in general, differ regarding their personality traits. The data were analyzed by using MANOVA. The (F) ratioes obtained for Pillais, Hotellings and Wilks were 7.44, 7.98 and 7.77, respectively, which indicate significant differences. Furthermore, this study involved five sub-hypotheses for neuroticism, extraversion, openness, agreeableness and conscientiousness scales. The data were analyzed through one way analysis of variance to test these sub-hypotheses. All test, except that for neuroticism, showed significant differences among artists and non-artists subjects. Since human responses to different situations depend on inner preparation called traits the confirmation of hypotheses were explained. Findings were discussed according to Cattell’s view
A. Neissi; M. Shehni Yeylagh
Abstract
This study examined the effects of assertive training on self-esteem, mental health, assertiveness, and social anxiety of anxious high school boys in Abvaz. The original sample was 400 students who were randomly selected from Abvaz high schools. From this group, 90 students were diagnosed as anxious ...
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This study examined the effects of assertive training on self-esteem, mental health, assertiveness, and social anxiety of anxious high school boys in Abvaz. The original sample was 400 students who were randomly selected from Abvaz high schools. From this group, 90 students were diagnosed as anxious and were randomly assigned to the following three groups: experimental, placebo, and control. The scales used for this study were Assertiveness Scale for Adolescents, Coopersmith Self-esteem, Social Anxiety Scale, and SCL-90. The design was a pre-post test with control groups. Both experimental and control groups were pre- and post-tested. but only the experimental group received the treatment. The results showed that teaching assertiveness increased self-esteem, mental health and assertion, and decreased social anxiety.
M. Hormozi nezhad; M. M. Shehni Yeylagh; B. Najarian
Abstract
This paper investigates the relationship between self-esteem, social anxiety, perfectionism and assertiveness in students of Shahied Chamran University in Ahvaz, Iran. In this study 320 students (160 females and 160 males) were randomly selected. Subjects completed the Assertiveness Self-Report Inventory ...
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This paper investigates the relationship between self-esteem, social anxiety, perfectionism and assertiveness in students of Shahied Chamran University in Ahvaz, Iran. In this study 320 students (160 females and 160 males) were randomly selected. Subjects completed the Assertiveness Self-Report Inventory (ASRI), Eysenck Self-Esteem Test, Social Anxiety Scale (SAS), and Ahvaz Perfectionism Scale (APS). The results showed that (for all the male and female students) the correlation between self-esteem and assertiveness was positive; while the correlation of social anxiety with assertiveness was negative and (for all the male and female students) perfectionism and assertiveness had a negative correlation. In female subjects, a significant correlation coefficient was not observed between perfectionism and assertiveness. The results of regression analysis indicated that the addition of social anxiety to self-esteem significantly increases the relationship with assertiveness (for all students). In male subjects, social anxiety was a good predictor of assertiveness, but in females self-esteem was the best predictor.
F. Saabetie; M. Shehni Yeylagh
Abstract
The research is an exprimental study conducted to determine the effect of social skills training on treatment of psychosocial maladjustment in elementary school boys, in. Ahwaz. The original sample was 950 students who were selected randomly from elementary school boys, in 4 areas of Ahwaz education ...
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The research is an exprimental study conducted to determine the effect of social skills training on treatment of psychosocial maladjustment in elementary school boys, in. Ahwaz. The original sample was 950 students who were selected randomly from elementary school boys, in 4 areas of Ahwaz education office. From this group, 134 students (pervalence 14.1%) were diagnosed as maladjusted, and 60 of them were selected randomly (20 from each grade), for this research. The scales used for this sutdy were as follows: 1 (Rutter B Scale, 2), Sociometric Questionnaire for diagnosting maladjusted students, and 3, Adaptive Behavior Scale (ABS), for measuring adaptive behavior, in exprimental and control groups.
Research design was a pre-test - post-test exprimental and control groups. Both exprimental and control groups were pretested by ABS, then the exprimental group participated in 8 session of social skills training, which included the following topics: Listening, making friends, conflict resolution, assertion and co-operation. Control group received no training. After that, groups were post tested. The results of repeated measure ANOVA showed that the adaptive behavior of the two groups were different, the, groups acted differently on different domains, and the interaction of groups and domains were significantly different (p=0.OO1). Finally, this study suggests that social skills training produced postive effect, and the maladjustment of the exprimental group decreased markedly.
