sirous allipour
Abstract
The aim of this study was to test a model consisting of Causal relationship between religiosity and spirituality with psychological adjustment with mediating role of attachment to god. 144 students of Jundishapur University (82 female and 62 male) were selected by simple random sampling. The instruments ...
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The aim of this study was to test a model consisting of Causal relationship between religiosity and spirituality with psychological adjustment with mediating role of attachment to god. 144 students of Jundishapur University (82 female and 62 male) were selected by simple random sampling. The instruments used in this study were The Daily Spiritual Experience Scale (2002), The Age Universal I-E Scale-12 (1990), The Short Depression-Happiness Scale (2004), Attachment to God Scale (2003), Attachment to God Inventory (2004) and Satisfaction With Life Scale (1985). The fitness of the proposed model was examined through structural equation modeling. The indirect effects were tested by using bootstrap procedure. The findings indicated that the relationship of religiosity and spirituality with psychological adjustment was known by means of the intermediary variable of attachment to god. The proposed model enjoys good features and psychological adjustment was predicted and explained by religiosity, spirituality and attachment to god (GFI=0.93) and (RSMEA=0.02).
Marzeh Arghavani; Ghasem Ahi; Mohamad hasan Qanifar; Fatemeh Shahabizadeh; Reza Dastgerdi
Abstract
IntroductionThe present research was conducted with the aim of investigating the teacher-student and teacher-parent relationships on academic outcomes by mediating the role of metacognitive awareness. The interaction of teacher-student relationships and cognitive and metacognitive strategies plays an ...
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IntroductionThe present research was conducted with the aim of investigating the teacher-student and teacher-parent relationships on academic outcomes by mediating the role of metacognitive awareness. The interaction of teacher-student relationships and cognitive and metacognitive strategies plays an important role in increasing the quality of the educational environment and improving learning and performance of learners. Another factor is the significant effect of teacher-parent relationships and parental involvement on students' learning and developmental and academic processes. Utilizing cognitive and metacognitive strategies is one of the individual characteristics that are strongly affected by the learning and classroom environment and affects a person's performance and academic success, and according to Martin's model of motivation and involvement, it can act as a mediator between teacher-student and teacher-parent relationship along with educational consequences. MethodThe current research was a descriptive-correlation type. The statistical population included all the students of the second secondary level of Birjand city and one of their parents in the academic year in 1398-99. The studied sample included 392 students (254 girls, 138 boys) and one of their parents, who were selected by random multi-stage cluster sampling. Data using tools, teacher-student relationship Murray & Zvoch, teacher-parent relationship Vickers & Minke, metacognitive awareness Schraw & Dennison, academic vitality Dehghanizadeh & Chari, perceived learning subscale Alavi, and Marks, planning for graduation subscale of the National Questionnaire of Student Engagement (NSSE), readiness to enter university student subscale Sokol, and happiness subscale and behavior in the classroom of the National Educational Progress Assessment Questionnaire Blazar & Kraft. For collected and analyzed the data using structural equation modeling and path analysis. ResultsThe findings showed that the direct effect of the teacher-student and teacher-parent relationship on metacognitive awareness is positive and significant and on academic consequences is positive and non-significant. Metacognitive awareness directly, positively, and significantly affects on academic consequences. Also, the indirect effect of teacher-student and teacher-parent relationships on academic consequences through metacognitive awareness is positive and significant. The overall effects of the teacher-student and teacher-parent relationship on academic consequences through metacognitive awareness are positive and significant ConclusionThe findings of this study, influenced by the ecological theory and the teacher's interpersonal behavior model along with a metacognitive orientation based on the social constructivist perspective showed that students' academic consequences are affected by both mesosystem and exosystem level variables, also the important role of teacher-student, teacher-parents, and metacognitive awareness as a mediator in these relationships in improving the educational consequences. Based on these findings, teachers and parents are recommended to pay attention to the elements of metacognitive awareness in the development of student's academic skills to help them become metacognitive experts who are aware of their thinking processes and self-regulated learning skills.
M. Mehrabizadeh Honarmand; N. Rezaei; E. Hashemi Sheykhshabani; M. Rezaeimanesh
Volume 17, Issue 2 , December 2010, , Pages 81-98
Abstract
The purpose of this research was to examine the relationship between life stressor events, sleep qualitity and job satisfaction with chronic fatigue in personnel of an industrial company. The sample consisted of 225 personnel selected by stratified random sampling. Chalder of Fatigue Scale, Life Events ...
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The purpose of this research was to examine the relationship between life stressor events, sleep qualitity and job satisfaction with chronic fatigue in personnel of an industrial company. The sample consisted of 225 personnel selected by stratified random sampling. Chalder of Fatigue Scale, Life Events Scale, Pittsburg Sleep Quality Index and Job In General Scale were used for collecting data. The data were analyzed by using Pearson correlation and multivariate regression. The results of this research showed that there was significant relationship between life stressor events, sleep qualitity and job satisfaction with chronic fatigue. Also, results showed that sleep qualitity is the best predictor of chronic fatigue in personnel.
Y. Yarahmadi; N. Yosefi; N. Shirbgi
Volume 19, Issue 1 , June 2012, , Pages 81-98
Abstract
The purpose of this study was to develop and test a motivational model based on self-determination theory to determine the situations under which the first grade guidance school and the third grade junior high school students in rural regions decide to keep on their studying or leave it. The final approved ...
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The purpose of this study was to develop and test a motivational model based on self-determination theory to determine the situations under which the first grade guidance school and the third grade junior high school students in rural regions decide to keep on their studying or leave it. The final approved model showed that motivational variables play an essential role in deciding to continue or quit school by students. Also, it is proved that motivational variables can be either reinforced in the classroom by autonomy-supportive teachers and highly perceived educational values or exasperated by controlling teachers and low perceived values of education. Collected data from 365 guidance and high school students, were analyzed using LISREL. Results showed that the perceived value of education predicted personal motivation to education. The results also showed that there is a negative relationship between perceptions of teacher support and perceived competence. The perceived competence had a positive relationship with the dependent variable in deciding to continue or quit school. The motivational sources not only had an effect on the decision to continue or quit school, but also on educational performance.
A. Nazari Chegani; N. Behroozi; S. E. Hashemi Sheykh Shabani; M. Mehrabizadeh Honarmand
Volume 19, Issue 2 , December 2012, , Pages 81-100
Abstract
The present study investigated the relationship of secure and insecure avoidant attachment styles with depression and life satisfaction with mediating role of optimism and social support among female undergraduate students of Shahid Chamran University of Ahvaz. The sample consisted of 300 employees who ...
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The present study investigated the relationship of secure and insecure avoidant attachment styles with depression and life satisfaction with mediating role of optimism and social support among female undergraduate students of Shahid Chamran University of Ahvaz. The sample consisted of 300 employees who were selected randomly by multi-stage sampling method. In order to investigate Attachment Styles Inventory (AAI; Simpson, 1990), optimism (LOT-R; Scheier, Carver & Bridge, 1994), Social Support (PSSI; Phlips, 1986), Beck Depression Inventory (BDI; Beck, 1974) and Satisfaction with Life Scale (SWLS; Ryff, Lee, Essex & Schmutte, 1994). Results showed that secure attachment life style with satisfaction and depression has respectively significant negative relationship and positive relationship, and there is respectively significant positive relationship and negative relationship between insecure avoidant attachment style and life satisfaction and depression. There are significant positive relationships between secure attachment style and social support and optimism. Research also confirmed the mediating role of optimism and social support variables.
maryam nasri; maryam nasri
Abstract
Transdiagnostic treatment is one of the new therapies that the effect of it on many psychological variables has been established. The purpose of the current study was to examine the effectiveness of Transdiagnostic treatment on cognitive flexibility, emotion regulation and hb factor in patients with ...
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Transdiagnostic treatment is one of the new therapies that the effect of it on many psychological variables has been established. The purpose of the current study was to examine the effectiveness of Transdiagnostic treatment on cognitive flexibility, emotion regulation and hb factor in patients with type 2 diabetes. The research method was experimental (pretest, posttest with control group). In this research, 32 patients with type 2 diabetes randomly assigned to experimental (8 males and 8 female) and control (8 males and 8 female) groups. The Cognitive Flexibility (Dennis & Vander Wal, 2010) and Emotion Regulation Scales (Gross & John, 2003) were used for collecting the data. The ELISA method was used for assessing the Hb factor. Transdiagnostic treatment was administered to experimental group, in 12 one-hour sessions. The data were analyzed using analysis of covariance (ANCOVA). The results indicated that the Transdiagnostic treatment is effective in increasing the cognitive flexibility and emotion reappraisal and decreasing the emotion control (p < 0.01), but, had no effect on hb factor. According to the results, Transdiagnostic treatment was suggested for improving the cognitive flexibility and emotion regulation in patients with type 2 diabetes.
Naeemeh Sayafan; Alireza Hajiyakhchali; Manijeh Shehniyailagh
Abstract
Introduction
Attention can be described as the choice of a thing or thought from several thoughts or several things by the mind so clearly that it seems to have happened at the same time. The ability to pay attention allows a person to control the entry of different stimuli into the consciousness stage ...
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Introduction
Attention can be described as the choice of a thing or thought from several thoughts or several things by the mind so clearly that it seems to have happened at the same time. The ability to pay attention allows a person to control the entry of different stimuli into the consciousness stage of the mind and choose only a limited number of them from different stimuli. Research shows that attention deficit disorder is one of the main educational problems.
Method
The statistical population was all the children with attention deficit disorder who were referred to a counseling center, in Shiraz in 2019. The statistical sample consisted of 36 children between 8 to 11 years old, who were selected from the counseling center using a targeted sampling method. Then they were assigned into three groups of control (12 persons) and an experimental group (12 samples). In the experimental group, the anode electrode was placed on the FP1 region, and the cathode electrode was placed on the right shoulder blade and fastened to the head with a clamp. In each session, transcranial direct current stimulation was applied at an intensity of 1 mA for 30 minutes for each subject. Research tools were the Demographic Characteristics Questionnaire, Stroop Effect Test, and Electroencephalograph recorder. 10 transcranial Direct Current Stimulation sessions for each subject in the experimental group were done over three weeks. During the interventions, the control group was under the passage of time. In the post-test, both groups were compared in terms of attention and Electroencephalographic patterns. The statistical data analysis was performed using the analysis of covariance at p < 0.05. SPSS software was used for data analysis.
Results
The results of the pre-test and post-test comparison showed that the effect of transcranial Direct Current Stimulation (tDCS) was significant in the experimental group. Therefore, it seems that transcranial Direct Current Stimulation affects the attention and electroencephalographic pattern of children with attention deficit disorder. As a result, transcranial Direct Current Stimulation can be used to treat children with attention deficit disorder. Since the level of students' attention to the subject of the lesson is one of the main factors of education and learning, therefore, according to the results of the mentioned studies and the present research, it can be concluded that Transcranial Direct Current Stimulation increases the excitability of the children's brain.
Conclusion
Transcranial Direct Current Stimulation is effective in improving selective attention and reducing the theta/beta ratio in the CZ region of children with attention deficit disorder. Therefore, it is suggested that extracranial Transcranial Direct Current Stimulation in the fp1 region be used as an adjunct to accelerate the treatment of children with ADD
M. Rabeie; I. Baghban; M. Abedi; S. Hashemi Sheykhshabani
Volume 18, Issue 2 , December 2011, , Pages 87-112
Abstract
The purpose of the present study was to investigate the structure of vocational interests of Shahrekord teachers, based on the Tracey's Spherical Model. The population includes the whole teachers of primary, middle and high schools of Shahrekord from which 633 were selected through the stratified random ...
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The purpose of the present study was to investigate the structure of vocational interests of Shahrekord teachers, based on the Tracey's Spherical Model. The population includes the whole teachers of primary, middle and high schools of Shahrekord from which 633 were selected through the stratified random sampling. The research instruments was Tracey's Personal Globe Inventory. Data analysis, using CI statistical index, revealed that the teachers' interests fitted the data significantly according to the spherical, 8-type and 6-type models and their interests were in accord with a global model. Teachers mostly have helping, artistic and investigative interests and tend to prestigious ideas, people and prestigious occupations. Also the results of analysis of variance showed that there were differences between the teachers' interests, and demographic properties.
K. Sevari; K. Beshlideh
Volume 17, Issue 1 , June 2010, , Pages 89-102
Abstract
The purpose of the present study was to investigate the relationship of personality characteristics with academic burnout of secondary school students in Ahvaz. The sample consisted of 200 male and female students who were selected by multi-stage random sampling method. All these students responded to ...
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The purpose of the present study was to investigate the relationship of personality characteristics with academic burnout of secondary school students in Ahvaz. The sample consisted of 200 male and female students who were selected by multi-stage random sampling method. All these students responded to Burnout Scale and Personality Questionnaire. The data was analyzed using Pearson correlation and multi-regression methods. The results indicated that there were significant and positive relationships between neurosis and agreeableness, and academic burnout. Also, there were negative correlations between extraversion and openness, and academic burnout. The findings of this research confirmed the importance of positive and negative effects of personality on academic burnout.
F. Afzali; A. Delavar; M.R. Falsafinezhad; N.A. Farrokhi; A. Borjali
Volume 21, Issue 2 , December 2014, , Pages 89-104
Abstract
Surveying the reasons and nature of the differences between male and female student performance in learning mathematics has been researched by many researchers in education, but most of them have surveyed mathematics as a total factor. In this study, efficiencies of CDM models were used to survey difference ...
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Surveying the reasons and nature of the differences between male and female student performance in learning mathematics has been researched by many researchers in education, but most of them have surveyed mathematics as a total factor. In this study, efficiencies of CDM models were used to survey difference in fundamental mathematics skills. Cognitive diagnostic assessment was administered based on eight main characters, consisting of 32 questions on a sample of 509 students from Tehran. The DINA model showed no differences in the guess, slip, IDI and RMSEA parameters among the two groups. Also, male and female students had equal performances regarding the average mastery of mathematics skills, but female students were more predominant than boys in the mastery of mathematics concepts while male students showed a meaningful predominance in mathematics middle operations skills and applying what they had learned to real life situations.
Hossein Vaez; Yadollah Zargar; Abdolzahra Naami; Taghi Doostgharin; Mahnaz Mehrabizadeh Honarmand
Abstract
The purpose of this study was to determine the effectiveness of Family and Schools Together program on reducing the behavioral problems of primary school students in Ahvaz. This research was experimental with pre-test, post-test and follow up with control group. First, 80 primary school students (40 ...
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The purpose of this study was to determine the effectiveness of Family and Schools Together program on reducing the behavioral problems of primary school students in Ahvaz. This research was experimental with pre-test, post-test and follow up with control group. First, 80 primary school students (40 girls and 40 boys) were selected by multi-stage cluster sampling and were randomly assigned to experimental and control groups. Students, along with family members, participated in Family and Schools Together program for 8 sessions of 150 minutes for two months. In this study, a demographic and Goodman Children's Problems questionnaires were used. The experimental design was run for two months and two months after the post-test, a follow-up test was carried out. The results of the data analysis indicated that Family and Schools Together program has been effective in reducing student behavioral problems. Also, reducing the behavioral problems of children in the follow up phase has continued.
Abstract
This study examined the effectiveness of cognitive-behavioral therapy on social anxiety and blood sugar control in children with type I diabetes Mellitus. For this purpose, 38 children affected by diabetes Mellitus type 1, living in Tehran, were selected randomly and were divided into the experiment ...
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This study examined the effectiveness of cognitive-behavioral therapy on social anxiety and blood sugar control in children with type I diabetes Mellitus. For this purpose, 38 children affected by diabetes Mellitus type 1, living in Tehran, were selected randomly and were divided into the experiment group (n = 19) and control group (n = 19). In this investigation, clinical trial method of pre-test and post-test types with control group was used. The measuring tools included the Children Symptom Inventory, Parent Form (CSI-4) and HbA1C test, which were used before and after the treatment. Then, in order to investigate the experimental group, 12 sessions of 45 minutes cognitive-behavioral therapy were conducted. For analyzing the data, a univariate and a multivariate covariance analysis were used. The results showed a significant difference between the experiment group and control group in terms of the effectiveness of cognitive–behavioral therapy on the variables under study. As such, cognitive–behavioral therapy reduced the social anxiety and improved the blood glycemic control in the group which received cognitive–behavioral therapy, relative to the control group. The results of the investigation also showed that, along with other available treatments, the cognitive-behavioral therapy can be considered as one of the new effective remedial intervention, especially in children affected by diabetes.
Ebadollah Toyari; Saeed Bakhtiarpour; Reza Pasha; mohammadReza Borna
Abstract
The aim of this study was to design and test the pattern of the effect of mental-spirtual transformation and social support on marital happiness considering the mediating role of emotional regulation in parents of exceptional children. In this descriptive-correlational study, all the parents of exceptional ...
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The aim of this study was to design and test the pattern of the effect of mental-spirtual transformation and social support on marital happiness considering the mediating role of emotional regulation in parents of exceptional children. In this descriptive-correlational study, all the parents of exceptional children of Khuzestan privince in year 2019 constituted the research population. From this population, 234 people were selected through convenience sampling method. In this study, mental-spirtual transformation, social support, marital happiness and emotional regulation were used for data collection in this study. The proposed model was evaluated using a path analysis method. Bootstrap test was used to test the indirect relationships. The results of this study showed that all direct paths social support with marital happiness were significant. Indirect pathways were also significant through emotional regulation with marital happiness. The proposed model had an acceptable fitness to the result and an important step in recognizing the effective factors in the marital happiness of parents of exceptional children and can be useful as a model for designing and stress management programs and increased marital happiness for this parents.
M. Ghiasi; M. Molavi; H. Neshatdost; M. Salavati
Volume 18, Issue 1 , June 2011, , Pages 93-118
Abstract
This research was performed in order to investigate the factor structure of Young Schema Questionnaire-S3 (YSQ-S3) in two groups of clinical and non-clinical samples. The participants consisted of 470 individuals (165 male and 305 female) who were not referred to clinics offering psychological and psychiatry ...
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This research was performed in order to investigate the factor structure of Young Schema Questionnaire-S3 (YSQ-S3) in two groups of clinical and non-clinical samples. The participants consisted of 470 individuals (165 male and 305 female) who were not referred to clinics offering psychological and psychiatry services, and also 82 individuals (37 male and 45 female) who were referred to clinics for psychological and psychiatry services, but have not received any psychotherapy since last two years, who were selected accessible sampling. All subjects completed Young Schema Questionnaire (YSQ- S3) and Dysfunctional Attitude Scale (DAS). The data was analyzed by confirmatory factor analysis, discriminate analysis, and Pearson correlation coefficient test. By performing factor analysis in non-clinical group, 12 factors were found, of which three factors corresponded fully with Young's 18 factors. For extracted factors, Cronbach's alpha was 0.94, specificity was from 0.57- 0.73 and the sensitivity was from 51.20 to 64.60. The concurrent validity coefficient was 0.64 between Dysfunctional Attitude Scale and extracted factors of YSQ-S3. The cut-off points were determined for screening too.
E. Abbasi; A. Sadr; M. Rest; S. Mohamed Khan Kermanshahi
Volume 20, Issue 2 , December 2013, , Pages 93-116
Abstract
This study aimed to examine the knowledge, attitude and practice of female high school students in Ilam province in relation to personal hygiene (hygiene during menstruation). In this study, a survey method was used in which a researcher-made questionnaire with 46 questions on the range of 2 to 6 option ...
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This study aimed to examine the knowledge, attitude and practice of female high school students in Ilam province in relation to personal hygiene (hygiene during menstruation). In this study, a survey method was used in which a researcher-made questionnaire with 46 questions on the range of 2 to 6 option was administered to the subjects. In order to analyze the obtained data, descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (t-Test, chi-square) were used. The entire population in this study includes all 14026 female high school students studying theoretical branches in Ilam province. In this study, a multi-stage cluster sampling technique was used and 375 subjects were selected based on Morgan table. T-test results showed that the students' knowledge in relation to menstrual hygiene is favorable. However, their attitude in relation to menstrual hygiene was not favorable. Besides, the t-test results showed that the performance of students in practice domain during menstruation is relatively favorable. Finally, as this study was carried out in Ilam, the results are limited and care should be taken not to over-generalize the findings.
MohammadReza Mottaghinia
Abstract
This study was carried out to design a model forteacher personalefficacy from school climate and teacher collective efficacy - socialvariables.In this study, 255 teachers from elementary schoolsin Bajestan city were selected with multistage random sampling method.Instruments of the study were Teacher ...
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This study was carried out to design a model forteacher personalefficacy from school climate and teacher collective efficacy - socialvariables.In this study, 255 teachers from elementary schoolsin Bajestan city were selected with multistage random sampling method.Instruments of the study were Teacher Sense of Efficacy Scale (Short form),School Climate Index and Collective Teacher Belief Scale. Results of the studyshowed that all absolute, comparative and parsimonious fit indices weresuitable for the supposed model. According to this model, indirect path fromschool climate towards teacher personal efficacy, via collective teacherefficacy, was positive and significant. Also direct path from collectiveteacher efficacy towards teacher personal efficacy and direct path from schoolclimate towards teacher collective efficacy were positive and significant, too.Results of current study showed the importance of mediation of collectiveteacher efficacy in relationship between school climate and personal teacherefficacy, indicating the neccessity of group activites among school teachers.
M. R. Abedi; A. Sadeghi; M. Rabiei
Abstract
The purpose of this study was to prepare norm tables for the Wechsler Intelligence Scale for Children - IV (WISC-IV) in the students (6-16 years) of the province of Chahar Mahal Va Bakhteyri. 872 students were selected through stratified random sampling method and were assessed using WISC-IV (Farsi form). ...
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The purpose of this study was to prepare norm tables for the Wechsler Intelligence Scale for Children - IV (WISC-IV) in the students (6-16 years) of the province of Chahar Mahal Va Bakhteyri. 872 students were selected through stratified random sampling method and were assessed using WISC-IV (Farsi form). Results were presented using descriptive statistics. All scores were changed to percentile ranks and Z and T scores. Standard and percentile norm tables were developed for the students (6 to 16 gears) thereafter. The results indicated that WISC-IV is reliable and valid and the norm tables are suitable for assessing intelligence of children in the province of Chahar Mahal Va Bakhteyri. It is suggested that such norm tables be prepared for all Iranian students.
H. Hgharabaghi; M. Garooci
Volume 16, Issue 2 , December 2009, , Pages 113-128
Abstract
Job satisfaction as cognitive, internal and evaluative reactions of persons in relation to their jobs is influenced by the amount of salary, physical conditions of work environment, type of relations governing the work environment and other factors. Nevertheless, the role of personality factors in job ...
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Job satisfaction as cognitive, internal and evaluative reactions of persons in relation to their jobs is influenced by the amount of salary, physical conditions of work environment, type of relations governing the work environment and other factors. Nevertheless, the role of personality factors in job satisfaction is a chief factor in which little research has been done in our country. Therefore, this study is aimed at investigating the relationship between the five-factor model of personality and job satisfaction. To this end, 370 employees of Tabriz Tractor manufacturing were randomly selected from a pool of twelve job units as sample for this study, using stratified random selection, and NEO-FFI; and JDI questionnaires were administered for personality and job satisfaction evaluation respectively. The results of the study showed a positive relationship between Conscientiousness, Extraversion, Agreeableness and job satisfaction. There was a significant negative correlation between Neuroticism and job satisfaction, but there was no significant correlation between Openness and job satisfaction. The results of multiple linear regression analysis proved that Conscientiousness (R2adj=0.09), Neuroticism (R2adj=0.02) and Openness (R2adj= 0.01) were respectively the most important predictors of job satisfaction. In this research, 12.3% of variance of job satisfactionwas, therefore, explained by personality factors.
eghbal zarei; maryam mobbasser; shiringol karimpour
Abstract
The present study was conducted to investigate the effectiveness of training anger management according to cognitive approach on the impulsivity in bully male students’. it was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population ...
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The present study was conducted to investigate the effectiveness of training anger management according to cognitive approach on the impulsivity in bully male students’. it was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population included first high school bully male students in the city of Bandar Abbas in academic year 2-19-20. 30 bully male students were selected through purposive sampling method and they were randomly accommodated into experimental and control groups (each group of 15 students). The experimental group received eight seventy-five-minute intervention sessions of training anger management according to cognitive approach (Shokouhi Yekta, Kakabaraei, 2017) during a month. 2 students from the experimental group and 3 from the control group went out of the study. The applied questionnaires in this study included Illinois Bullying Scale (IBS), and Barratt Impulsivity scale (BIS). The data from the study were analyzed through Mixed ANOVA via SPSS23 software. the results showed that training anger management according to cognitive approach has significant effect on the impulsivity in bully male students’ (p<0.001). according to the findings of the present study it can be concluded that training anger management according to cognitive-behavioral approach can be applied as an efficient method to decrease impulsivity in bully male students’ through focusing on anger management skills, practical techniques of anger management and cognitive self-teaching.
C. Rahimi; Z. Rasaie; N. Mohamadi
Volume 21, Issue 1 , June 2014, , Pages 79-100
Abstract
The aim of this research was to study the ability of the continuous performance test (CPT) in the differential diagnosis of patients with psychiatric disorders and normal subjects. The research was causal-comparative. Using the convenient sampling method, 27 schizophrenic, 28 major depressive, 29 obsessive-compulsive ...
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The aim of this research was to study the ability of the continuous performance test (CPT) in the differential diagnosis of patients with psychiatric disorders and normal subjects. The research was causal-comparative. Using the convenient sampling method, 27 schizophrenic, 28 major depressive, 29 obsessive-compulsive patients and 29 normal individuals were selected and then matched based on age, gender, educational background and marital status. The Participants’ cognitive performance was assessed using CPT. Data were analyzed using the MANOVAs and the Scheffe post hoc test. Results suggested that, compared to normal subjects, patients with schizophrenia and obsessive-compulsive disorders had a significantly lower performance in three components of the CPT (i.e., omission error, correct response, reaction time). Likewise, depressive patients manifested significantly poor performance in two components of test (i.e., commission error, reaction time). The CPT was accordingly capable of differentiating patients with schizophrenia, major depression and obsessive-compulsive disorders from normal individuals, but could not differentiate patient groups.
Y. Valinejadghanati; M. Birami; E. Fathi Azar; Sh. Vahedi; M. Mirnasab
Abstract
The purpose of this research was to study the effectiveness of strategy training using Witt's model on the improvement of working memory and math performance among third grade primary school students with low working memory levels. In this quasi-experimental design, 36 students were selected with low ...
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The purpose of this research was to study the effectiveness of strategy training using Witt's model on the improvement of working memory and math performance among third grade primary school students with low working memory levels. In this quasi-experimental design, 36 students were selected with low working memory and low academic math performance. These students were randomly assigned in three groups (one experimental, one placebo and one true control groups). The experimental group was trained based on Witt's model for 6 weeks. The placebo group were taught science using the reciprocal method, while the true control group didn't receive any treatment. To analyze the data, MANOVA, ANCOVA and the Bonferroni test were used through SPSS 20. Results showed that the intervention improved the students' performance in backward digits, counting and block recall tests, but the enhancement in forward digit recall test was not significant. Also, results indicated that the students' math performance had improved. According to the findings, the students' working memory and math performance can be improved with appropriate interventions in the working memory.
Z. Morovati; M. Shehni Yailagh; M. Mehrabizadeh Honarmand; F. Kianpoor Ghahfarokhi
Volume 20, Issue 1 , June 2013, , Pages 91-122
Abstract
The purpose of the present study was to examine the casual relationship between perceived constructive learning environment and mathematics performance with mediating role of intrinsic goal orientation, task value, attitude toward mathematics and mathematics self-efficacy of male junior high school students ...
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The purpose of the present study was to examine the casual relationship between perceived constructive learning environment and mathematics performance with mediating role of intrinsic goal orientation, task value, attitude toward mathematics and mathematics self-efficacy of male junior high school students in Ahvaz. The population in this study was all of the students who are studying in 1388-89 academic year. From this population 300 students were selected using multi-stage random sampling method. The research instruments were Constructivist Learning Environment Survey (CLES), Mathematics Self-Efficacy Survey, Attitude toward Mathematics Inventory (ATMI), and Motivated Strategies for Learning Questionnaire (MSLQ). The proposed model of the relationships between variables was tested using structural equation modeling. According to the results, the proposed model had an acceptable fitness regarding the fitness indices. Other results revealed that perceived constructive learning environment had direct relationship with mathematics performance, and was indirectly related, through intrinsic goal orientation, task value, attitude toward mathematics and mathematics self efficacy, to mathematics performance. There was no direct relationship between attitude toward mathematics and mathematics self-efficacy.
Hemmat nourali; Alireza Hajiyakhchali; Manizheh shehniyailagh; Gholamhosien Maktabi
Abstract
Introduction Teaching the skills and strategies of emotional regulation can be influential in individuals' adjustment and can function as a preventive factor in the relationship between background factors and adjustment. The present study aimed to investigate the effects of teaching the cognitive regulation ...
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Introduction Teaching the skills and strategies of emotional regulation can be influential in individuals' adjustment and can function as a preventive factor in the relationship between background factors and adjustment. The present study aimed to investigate the effects of teaching the cognitive regulation of emotion strategies on social adjustment and well being of male students in gifted junior high schools in Ahvaz. Method The study employed a quasi-experimental with a pretest-posttest design including a two-month interval follow-up. The research population included all male students from gifted junior high schools in Ahvaz, in the academic year of 2016-2017 (n = 538). Data was collected through multi-stage cluster sampling. From a list, 30 students who possessed the criterion to enter the study were selected and randomly assigned to experimental or control group. The research instruments included theSinha and Singh's Adjustment Inventory for High School Students Questionnaire, Granefski and Kraaij Emotion Regulation Questionnaire and Kaplan and Maher's School Well-Being Questionnaire. Both groups underwent a pretest, posttest and a two- month follow-up. In implementing the treatment, the experimental group received instruction on the skills of cognitive regulation of emotion for 20 hours in 10 sessions, while the control group received no instruction. Results The results of mixed ANOVA indicated that teaching the cognitive regulation of emotion strategies had affected the academic, emotional and social adjustment, as well as school wellbeing of the students from gifted junior high schools in Ahvaz. In addition, results indicated that in the posttest and the follow up, there were significant differences between the experimental and control groups in the degree of academic, emotional and social adjustments, as well as school wellbeing. Discussion Based on the findings, it can be concluded that teaching the skills of cognitive regulation of emotion can be employed as a useful intervention method to enhance adjustment (emotional, social and academic) and also school wellbeing, leading to a higher efficacy of students with adjustment and behavioral problems.
Reza Pasha; Azar Sarraj khorami
Abstract
IntoductionMajor depression and obsessive-compulsive disorders are chronic and disabling disorders that affect the ability to experience normal mood and causing impairment in all performances of the individual. To improve these patients, effective factors must be known, recognized and treated or ...
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IntoductionMajor depression and obsessive-compulsive disorders are chronic and disabling disorders that affect the ability to experience normal mood and causing impairment in all performances of the individual. To improve these patients, effective factors must be known, recognized and treated or controlled. One of the most influential factors is rumination, thinking which is involved in the onset and recurrence of these disorders. One of the most important concepts that has been taken into consideration by many experts in the formation and survival of many disorders, including depression, are dysfunctional attitudes. One of the new therapies used for these disorders is mindfulness based cognitive therapy. Mindfulness based cognitive therapy is designed to reduce the relapse of depression. For the same reason, the purpose of the present research was to determine the effectiveness of mindfulness based cognitive therapy on the use of rumination thinking and dysfunctional attitudes of people with depression and obsessive compulsive disorders. Materials and methodsThe design of research was experimental with the pre and post-test with control group. The sample included 80 patients with major depression and obsessive-compulsive disorders that according to psychiatric diagnosis and DSM-5 had been diagnosed and were divided randomly into experimental and control groups. The used instruments included Thinking Rumimination Questionnaire and Dysfanctional Attitude Scale. First, for both groups pre-test was taken. Then, experimental group, at 8 sessions, were trained with mindfulness based cognitive therapy, and after finishing sessions, both groups were taken post-test. To analys6is data, multivariate analysis of covariance (MANCOVA) was used. ResultsThe results of research showed that mindfulness based cognitive therapy caused reduction in rumination thinking in patients suffering from majar depression (F = 330/96, P < 0.05) and obsessive-compulsive disorder (F = 482/27, P < 0.05) at post-test level. Also, the treatment reduced the from dysfunctional attitudes of patients suffering majar depression (F= 167/31, P < 0.05) and obsessive-compulsive (F = 436/10, P < 0.05) at post-test level. ConclusionsFinally, it can be concluded that in mindfulness based cognitive approach, individuals feel better through new relationships that make up their thoughts. For this reason it is anticipated that this treatment can be used both exclusively and in combination with the treatment of mental and physical disorders. On the basis of research findings, it is predicted that mindfulness based cognitive therapy will play important role in treating mental disorders and prevention of the onset and relapse of these disorders.
Abstract
The aim of this study was to investigate the effectiveness and comparisons of Adler's Individual counseling with Ellis rational-emotional behavioral therapy on conduct disorder in the sixth grade elementary students of Maragheh city. In order to do this research, we selected 30 students, who’s ...
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The aim of this study was to investigate the effectiveness and comparisons of Adler's Individual counseling with Ellis rational-emotional behavioral therapy on conduct disorder in the sixth grade elementary students of Maragheh city. In order to do this research, we selected 30 students, who’s scores were more than 35, according to the available sampling in the Conduct Disorder Questionnaire (RSDCD) and they were placed randomly in three Adler, Ellis, and control groups which each group had 10 participants. The independent variable for Adler and Ellis groups was conducted in eight 35-minutes sessions during three consecutive weeks. But the control group continued their normal course of study. The research method to Control group was semi-experimental, and pre or post-test type. The results of covariance analysis showed that in both Adler and Ellis groups in comparison with the control group, the severity of symptoms Conduct Disorder has been decreased, and the results of post hoc test (LSD), showed that the rate of conduct disorder in the Ellis group was less than the Adler and cotrolgroup, and the rate of conduct disorder in the Adler’s counseling group is lower than the control group. So, we can conclude that both Adler and Elise's methods are beneficial to reduce the symptoms of conduct disorder, but the effectiveness of Ellis's rational-emotional behavioral therapy is more than Adler's Individual counseling.
