Social Pathology
Ali Pakizeh; sadegh hekmatiyan fard; Sara KheirAndish
Abstract
Prediction of suicidal thoughts based on the indicators of personality transcendence and emotional regulation in college studentsIntroductionSuicide as a psychological-social trauma threatens different strata of the society specifically vulnerable groups such as young adolescent and the young. Besides, ...
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Prediction of suicidal thoughts based on the indicators of personality transcendence and emotional regulation in college studentsIntroductionSuicide as a psychological-social trauma threatens different strata of the society specifically vulnerable groups such as young adolescent and the young. Besides, university students as the young group of the society are not safe from this trauma due to the environmental factors including educational problems and failure, unemployment and financial problems, failure in emotional relationships, the inappropriate physical spaces of dormitories, and the vague occupational future. In addition to the environmental factors, some personal factors including psychological characteristics could have a harmful or protective role in relation to the social traumas such as suicide. The present study examined the predictable role of personality transcendence and its dimensions besides the expertness of emotion regulation in suicidal thoughts of university students.MethodPersian Gulf University. The participants were all the students of Persian Gulf University in the years 1399-1400. The subjects included 200 students (119 male, 81 female) which were selected based on multistage cluster sampling. The applied measurement in this study included Pakizeh Personality Transcendence questionnaire and Gross Emotion Regulation Difficulty questionnaire. Data were analyzed using descriptive and inferential statistics. ResultsThe results of the statistical analysis indicated that personality transcendence is the reverse predictor of suicidal thoughts and the emotion regulation problems are the direct predictor of suicidal thoughts in university students. In addition, the results of the investigation suggested that the dimensions.DiscussionConsidering the preventive role of personality transcendence dimensions and the facilitating role of emotion regulation problems in students' tendency to commit suicide, the implementation of educational programs in order to improve students' character excellence and training skills in order to apply adaptive strategies of emotion regulation and solve regulation problems emotional, can play an effective role in reducing mental and physical injuries and the unfortunate consequences of suicide in the university environment
Ali Sepahvand; Monirpour Nader; Majid Zargham Hajebi
Abstract
Introduction
In the last two decades, the academic conflict has attracted the attention of researchers and educators because of its comprehensiveness in describing students 'motivation and learning, as well as a strong predictor of students' performance, progress, and success in school. There are many ...
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Introduction
In the last two decades, the academic conflict has attracted the attention of researchers and educators because of its comprehensiveness in describing students 'motivation and learning, as well as a strong predictor of students' performance, progress, and success in school. There are many different definitions of academic conflict, with some researchers considering conflict as a process while others have conceptualized it as an outcome. The framework of student achievement blueprints includes several identified personality and psychological elements that potentially influence student achievement; In this regard, we can refer to psychological capital and self-determination. The aim of the present study was a model of academic engagement based on psychological capital mediated by self-determination.
Method
This research is applied in terms of purpose and correlational in terms of the descriptive method. The study population consists of all twelfth-grade female students in Tehran province in the academic year 2009-2010. The sample consisted of 305 twelfth-grade female students in Robat Karim and Parand who were selected by multi-stage sampling. Students answered the questionnaires on academic engagement (Rio, 2013), psychological capital (Lutans et al., 2007), and self-determination (Ryan and Desi, 2000). After collecting the data, they were analyzed using Spss-24 and Amos-21 software and Pearson correlation coefficient and structural equations.
Results
The assumed model was fitting in the research community. The results of the analysis showed that the mediating role of self-determination in the relationship between psychological capital and academic conflict is positive and significant and the proposed model explains 33% of the variance of students' academic conflict. The research findings showed that psychological capital and self-determination, directly and indirectly, predict 33% of the variance of academic engagement. Therefore, it can be concluded that psychological capital and academic engagement have a mutual effect, and in other words, a causality and circular relationship can be considered between psychological capital and academic engagement.
Conclusion
Based on the research findings, it was found that the effect of psychological capital is more indirect and self-determining than direct. As a result, students' self-determination and academic engagement increase with increasing psychological capital. Psychological capital facilitates the processes of being required to pay attention, interpret, and maintain positive and constructive emotions in interaction and participation with educational environments due to positive cognitive evaluation of events, which can lead to more involvement with materials. The lesson is to act at the optimal level and increase performance. In fact, people with higher self-efficacy use study and learning strategies more effectively to achieve the desired result, these people use cognitive and metacognitive strategies more, and in educational activities with planning Purposeful and comprehensive effort, overcome academic problems and challenges.
Ali Pakizeh; Sadegh Hekmatiyan fard; Sara Mansourizadeh; Adel Heydari; Hossein Rahiminejad
Abstract
Aim: The aim of this research was to investigate the effect of cognitive load on reaction to the other's trust, with the moderating role of personality traits.
Methods: Using available sampling method 85 at Persian Gulf University were selected and were asked to complete the HEXACO personality inventory. ...
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Aim: The aim of this research was to investigate the effect of cognitive load on reaction to the other's trust, with the moderating role of personality traits.
Methods: Using available sampling method 85 at Persian Gulf University were selected and were asked to complete the HEXACO personality inventory. Then, using random assignment method, they were divided into four groups (four levels of cognitive load from no cognitive load to high cognitive load. Finally, participants were asked to complete a scenario that examined reaction to other's trust, under a variety of degrees of cognitive loads, mentioned above. The data were analyzed using hierarchical regression analysis (utilizing Baron and Keaney's method for assessing moderating effect).
Results: The results indicated that cognitive load causes a decrease in reaction to other's trust (R=0.683) and that each personality trait could moderate the effect of cognitive load on reaction to other’s trust.
Conclusion: Considering the ever-increasing cognitive load caused by the explosion of information in the modern age, it is necessary to identify and strengthen the personality traits underlying trusting interpersonal relationships
Shahab Maleki; Tayebeh sharifi; Ahmad Ghzanfari; Reza Ahmadi
Abstract
IntroductionThe advancement of science and the expansion of the range of different sciences make the necessity of obtaining more and more lasting information in a shorter time inevitable. Therefore, one of the tasks of education specialists is to identify appropriate methods for faster and better learning ...
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IntroductionThe advancement of science and the expansion of the range of different sciences make the necessity of obtaining more and more lasting information in a shorter time inevitable. Therefore, one of the tasks of education specialists is to identify appropriate methods for faster and better learning of students and optimal use of learners' limited teaching time. Education specialists also have to identify the factors influencing students' academic success. Naturally, the role of parents in this field is very influential and important. The more capable parents are in communicating with each other and their children, the better they will be able to identify and resolve issues and problems in their children's education. MethodThe research method was quasi-experimental: pre-test, post-test, and follow-up with two experimental and control groups. The statistical population included all parents of male first-year high school students in Farsan who were available by sampling method (20 people in the group of positive parenting education, 20 people in the group of effective communication skills with spouse, 20 people in the control group) were chosen The two experimental groups were presented with positive parenting training and effective communication skills training in 8 sessions. Measurement tools included the Solomon and Roth Bloom (1984) Academic Procrastination Questionnaire and the Harter (1981) Academic Motivation Questionnaire. To analyze the data, statistical methods of repeated measures analysis of variance were used. ResultsThe results showed that there was a significant difference between the effectiveness of positive parenting group training and effective communication skills with spouse on the average grades of academic procrastination and academic self-efficacy of male students in two stages of post-test and follow-up test. Therefore, it can be said that the effect of positive parenting group training and effective communication skills with the spouse on academic procrastination and students' academic motivation was the same and there was no statistically significant difference between the two educational methods. Content that uses positive parenting education and effective communication skills with the spouse is used by the researcher due to many similarities such as effective verbal and non-verbal communication, positive relationships with spouse and children, love, empathy, and empathy between family members. Family ties should be abolished, and children should be more motivated to study. Therefore, no significant difference was observed between the effectiveness of the two educational methods. ConclusionThe advancement of science and the expansion of the range of different sciences make the necessity of obtaining more and more lasting information in a shorter time inevitable. Therefore, one of the tasks of education specialists is to identify appropriate methods for faster and better learning of students and optimal use of learners' limited teaching time. Education specialists also have to identify the factors influencing students' academic success.
zahra ghasemi; Ilnaz Sajadian; mohammadali nadi; shahab addin zofaghari
Abstract
IntroductionEnjoying mental health can improve the students’ educational performance as one of the basic factors in their success. Therefore, the present study was conducted to investigate the effectiveness of Iranian Islamic positive treatment on the psychological wellbeing and psychological distress ...
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IntroductionEnjoying mental health can improve the students’ educational performance as one of the basic factors in their success. Therefore, the present study was conducted to investigate the effectiveness of Iranian Islamic positive treatment on the psychological wellbeing and psychological distress on secondary high school female students.MethodIt was a quasi-experimental study with pretest, posttest, control group and two-month follow-up stage. The statistical population of the present study included secondary high school female students in academic year 2018-19. 30 secondary high school female students were selected through non-random purposive sampling method and replaced into experimental and control groups (15 students in the experimental group and 15 students in the control group). The experimental group received Iranian Islamic positive treatment in eleven seventy-five-minute sessions during three months. However, the control group was waiting to receive the intervention and did not receive this treatment during the research process. The applied questionnaires in this study included the scale of self-examination of practical obligation to Islamic beliefs (Navidi, 1997), psychological wellbeing questionnaire (Ryff, 1989), psychological distress questionnaire (Kesler, 2003). The data from the study were analyzed through repeated measurement ANOVA via SPSS23 software.ResultThe results showed that Iranian Islamic positive treatment has significantly influenced the psychological wellbeing and psychological distress of secondary high school female students (p < 0.001) in a way that this psychological package was able to lead to the improvement of psychological wellbeing and decrease of psychological distress in secondary high school female students.
zahra mansurnejad; mokhtar malekpour; Amir ghamarani; Ahmad Yar Mohammadian
Abstract
The purpose of the present study was to examine the effectiveness of self- determination skills training on satisfaction basic psychological needs (Autonomy, Competence and Relatedness) of students with externalized behavioral problems. Research method was quasi experimental with pre and post- test and ...
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The purpose of the present study was to examine the effectiveness of self- determination skills training on satisfaction basic psychological needs (Autonomy, Competence and Relatedness) of students with externalized behavioral problems. Research method was quasi experimental with pre and post- test and control group. To achieve our goals, Thirty students who received high scores in Child Behavior Checklist (CBCL) were selected and randomly assigned to experimental group ( N=15) and control group (N=15). Students in experimental group participated in 10 sessions (1 session in a week) receiving self-determination skills intervention, and the control group did not meet any training. Basic psychological needs questionnaire by participants before and after intervention was completed. Analysis of mancova was used for data analysis. The findings showed that self- determination skills training has positive effect on need for autonomy, relatedness and competence. In general research finding supported self-determination theory and indicated that self- determination skills training has positive effect on basic psychological needs satisfaction.
A. Sadeghi
Abstract
The purpose of this study was to determine the causal relationship between family support, career self-efficacy, self-esteem and career Decision making self-efficacy on junior high school students in Isfahan.Therefore, 287 male and female secondary school students were selected through cluster random ...
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The purpose of this study was to determine the causal relationship between family support, career self-efficacy, self-esteem and career Decision making self-efficacy on junior high school students in Isfahan.Therefore, 287 male and female secondary school students were selected through cluster random sampling.The instruments were the career decision making self- efficacy questionnaire, the self-esteem scale, the self-efficacy inventory and the family support questionnaire. This research was correlational (a structural analysis).TheData was analyzed with structural equation modeling (SEM), using AMOS-18 and Spss-20. The results of the direct and indirect path analysis showed that third family support, self-efficacy and self- esteem were positively associated with career decision making self-efficacy. The results indicated that self-esteem mediated the relationship between family support, self-efficacy and career decision making self-efficacy. Moreover, there was a positive indirect effect of family support and self-efficacy on career decision self-efficacy through self-esteem. These findings support personal and social variables as being predictive of career decision making self-efficacy and provide career counselors with insight into how to design career interventions for improving high school students’ career decision making self-efficacy. Implications for career counseling and suggestions for future research are discussed.
M. Omidian; A. A. Sharifi; M. A. Aliakbari
Volume 21, Issue 1 , June 2014, , Pages 187-202
Abstract
The aim of this study is to determine the effectiveness of group cognitive therapy in the reduction of aggression in male high school students based on Michael Free's protocol. This study is experimental in design, utilizing an Aggression questionnaire (AGQ) to identify aggressive students, 20 students ...
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The aim of this study is to determine the effectiveness of group cognitive therapy in the reduction of aggression in male high school students based on Michael Free's protocol. This study is experimental in design, utilizing an Aggression questionnaire (AGQ) to identify aggressive students, 20 students of whom were randomly chosen and divided equally into an experimental and control group.12 sessions of group cognitive therapy using Michael Free's protocol were conducted on the experimental group. A month later, following the therapeutic intervention, both groups answered another AGQ. The results of a Multivariate analysis of variance (MANOVA) indicated that anger management training significantly reduced the students’ aggressive behaviors. Also, the effect of Training was present until the follow up. Conclusions: group cognitive therapy using Michael Free's method is efficacious in reducing aggression in male high school students.
S. AllipourBirgani
Volume 19, Issue 2 , December 2012, , Pages 213-232
Abstract
The purpose of this study was to examine the simple and multiple relationships of parenting styles (authoritative motherhood, authoritative fatherhood, authoritarian motherhood, authoritarian fatherhood, permissive motherhood and permissive fatherhood) and adjustment (social, emotional, goal involvement ...
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The purpose of this study was to examine the simple and multiple relationships of parenting styles (authoritative motherhood, authoritative fatherhood, authoritarian motherhood, authoritarian fatherhood, permissive motherhood and permissive fatherhood) and adjustment (social, emotional, goal involvement and academic) in students. The statistical population of this study included Shahid Chamran university students in Ahvaz. From this population, a total of 182 students were selected by multistage random sampling method. The Parental Authority Questionnaire (PAQ) and Student Adaptation to College Questionnaire (SACQ) were used to collect the data. The results of simple correlation analysis showed that there were positive correlations between permissive and authoritative motherhood and authoritative fatherhood, and negative correlations between authoritarian motherhood and authoritarian fatherhood with overall adjustment and academic adjustment. Authoritative motherhood, permissive motherhood and permissive fatherhood were positively related to social adjustment of students. Authoritative motherhood and authoritative fatherhood were positively related to emotional adjustment and authoritarian motherhood and authoritarian fatherhood were negatively related to emotional adjustment. There were positive correlations of authoritative motherhood, permissive motherhood authoritative fatherhood and permissive fatherhood with goal involvement and there was negative correlation between authoritarian fatherhood and goal involvement. The Multiple correlation analysis using Canonical Correlation coefficients showed that the strongest relationship of predictive variable set with the criterion variable set, was between fatherhood authoritative parenting style and academic adjustment.
M. Narimani; A. Abolgasemi; A. Soleymany
Volume 17, Issue 1 , June 2010, , Pages 103-118
Abstract
The main objective of this study was to compare the emotional intelligence components of blind and normal students. The statistical population of the present research was the students who were studying in guidance and high schools in 1378-88 school year. The number of blind and normal students were 60 ...
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The main objective of this study was to compare the emotional intelligence components of blind and normal students. The statistical population of the present research was the students who were studying in guidance and high schools in 1378-88 school year. The number of blind and normal students were 60 (30 boys and 30 girls) each. Bar-On Emotional Intelligence Questionnaire was also used. Meanwhile, the method was casual-comparative and the data was analyzed by MANOVA. The results showed that there was a significant difference between blind and normal students in components of sympathy, self-esteem, impulse control, stress tolerance, optimism, happiness, self-expression, reality testing, plasticity, responsibility, self-actualization and independence. But in components of problem solving, emotional self-awareness and interpersonal relations there wereno significant differences between blind and normal students.
