Yusuf Ali Attari; Hossein Shokrkon; Masoud Rostami
Abstract
The aim of this study was to compare intact-couples vs divorce- seeking couples in Ahvaz in terms of the similarity of their values (abstract, artistic, religious, social, political) and attitudes toward child-rearing, education and family sustenance. The hypotheses maintained in this study were:(1) ...
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The aim of this study was to compare intact-couples vs divorce- seeking couples in Ahvaz in terms of the similarity of their values (abstract, artistic, religious, social, political) and attitudes toward child-rearing, education and family sustenance. The hypotheses maintained in this study were:(1) intact couples have more similarity (i. e. homogeneity) in their values than divorce-seeking couples; (2) intact-couples are more similar in terms of their triple attitudes. The sample of the study consisted of 100 randomly selected couples, 50 intact and 50 divorce-seeking: Allport-Vernon-Lindzey Values Scales, Child-rearing Scale, Attitude toward Family, and Attitude toward Education Scales were used. The results showed that intàctP -couples were more similar in terms of their attitudes and artistic and economic values. The significant level of a=0.05 was adopted in this research.
Parvin Kadivar
Abstract
This research was conducted to examine the role of self-efficacy, self-regulation and intelligence in school achievement of first grade high school students.• A total of 60 classes of male and female first graders were randomly selected from the sec schools in Tehran to participate in the study. ...
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This research was conducted to examine the role of self-efficacy, self-regulation and intelligence in school achievement of first grade high school students.• A total of 60 classes of male and female first graders were randomly selected from the sec schools in Tehran to participate in the study. Self-regulated learning in this study stress the importance of integrated components of the motivational as well as cognitive strategies (various cognitive and metacognitive strategies) that student use to control their learning. Analysis of the data shows that intelligence, self-efficacy beliefs and self regulation variables made independent contributions toward prediction of school achievement.
Jamal Haghighi; Naser Behroozi; Hossein Shokrkon; Mahnaz Mebrabizadeb Honarmand
Abstract
The present study intends to investigate that whether there is a difference among the nine combinational groups of intelligence and creativity from the standpoint of personality traits. To arrive at an empirical answer, tIrst, from all first grade high school students in Ahvaz, a primary sample including ...
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The present study intends to investigate that whether there is a difference among the nine combinational groups of intelligence and creativity from the standpoint of personality traits. To arrive at an empirical answer, tIrst, from all first grade high school students in Ahvaz, a primary sample including 4500 subjects was chosen randomly via a multistage random technique. Then these subjects took the creativity paper and pencil test. Also, the IQ scores of the subjects, were obtained from school archive Subsequently, the primary sample was divided into three groups of low, intermediate and high levels from the standpoint of intelligence and creativity scores. Therefore, we ended up with nine groups. Then, 1440 subjects were selected from the primary sample as the secondary sample (nine groups). Finally, the 16 PF test was administered to all the nine groups. The results revealed that with regards to the personality characteristics of abstract- concrete, sentimental- emotionally stable, expedient- conscientious, controlledundisciplined, relaxed- tense, traits, there are significant differences among the nine combinational groups of intelligence and creativity.
Gholam Hossein Ebadi; Ali Delavar; Bahman Najarian
Abstract
This study was aimed at examining the factor structure and psychometric characteristics of Cattell’s 16-PF Personality Questionnaire (version E). To this end, a Farsi translation of 16-PF(E) was administered to 513 subjects randomly selected from all personnel of government organizations and institutions ...
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This study was aimed at examining the factor structure and psychometric characteristics of Cattell’s 16-PF Personality Questionnaire (version E). To this end, a Farsi translation of 16-PF(E) was administered to 513 subjects randomly selected from all personnel of government organizations and institutions in Ahvaz. Based upon the results of a factor analysis carried out on the data, a four-factor structure was indicated, while 69 items of the 16-P(E) didn’t load on any of four extracted factors. Validity of the four factors (i.e., new sub-scales of the Farsi version of 16-PF-E) was examined by factorial validation, and their reliability coeffcients were assessed by Cronbach Alpha. On the whole, the reliability coefficients were satisfactory and validity coefficients were significant. According to these findings, the four-factor solution is more suitable than the 16- factor structure of the 16-PF(E) for use in the Iranian population. The Farsi version of the 16-PF(E) (i.e., 4-PF-E-A) appears to possess sound psychometric characteristics for use in both clinical diagnosis and research settings.
Manijah Shehni Yeilagh; Gholamreza Rajabi; Hossein Shokrkon; Jamal Haghighi
Abstract
This research was conducted to investigate the comparison of mathematics self- efficacy beliefs of male and female students of math- physics, experimental science and human science fields of study, and its relationship with gender, academic fields of study, prior math achievement and goal setting. 400 ...
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This research was conducted to investigate the comparison of mathematics self- efficacy beliefs of male and female students of math- physics, experimental science and human science fields of study, and its relationship with gender, academic fields of study, prior math achievement and goal setting. 400 male and female sophomore students, from three fields of study (math-physics, experimental science and human science), were selected randomly from Ahvaz high school. The Mathematics Self-efficacy and Goal Setting scales were administered to the subjects. The reliability coefficients (ronbach Mph and Split-Half) and validity of the scales were satisfactory. The results of factorial analysis of variance showed that there were significant differences between male and female, and between the three fields of study, in the mathematics self-efficacy beliefs. Also the results of simple correlations showed that mathematics self- efficacy was related to gender, goal setting, academic fields of study and prior math achievement. Finally, multiple regression coefficients, using step.wise method, showed that all of the above mentioned variables predicted mathematics self- efficacy beliefs.
Mahnaz Aliakbari Dehkordi; Bahman Najarian
Abstract
The aim of this study was to construct and validate a scale for the measurement of various psychological stressors of undergraduate students studying at Ahvaz Payame Nour University (APNU). An elementary scale consisting of 68 items tapping a wide range of psychological stressors was adminstered to 500 ...
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The aim of this study was to construct and validate a scale for the measurement of various psychological stressors of undergraduate students studying at Ahvaz Payame Nour University (APNU). An elementary scale consisting of 68 items tapping a wide range of psychological stressors was adminstered to 500 subjects randomly selected from APNU students. Factor analysis of the data yielded formation of a 28-item scale entitled Ahvaz Payame Nour Students Stressors Inventory (APN-SSI) comprising two factors. The first factor with 17items was entitled academic stressors while the second factor consisted of 11-items related to non-academic stressors. The internal consistenly (as measured by Cronbach Alpha) and test-retest reliability coefficients of APN-SSI were found to be satisfactory. To examine the validity of APN-SSI, it was administered to 110 Subjects concurrently with two other widely used standardized scales, the results of which indicated that APN-SSI is a highly valid scale to be used in future studies.
Iman Farjaleh Chaabi; Mahnaz Mehrabizade Honarmand; Naser Amini
Abstract
Aim: The aim of this study was to examine the effectiveness of schema therapy in experiential avoidance and anxiety sensitivity of students with academic procrastination at Ahvaz Jundishapur University of Medical Sciences.Methods: It was a quasi-experimental study with a pretest-posttest design with ...
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Aim: The aim of this study was to examine the effectiveness of schema therapy in experiential avoidance and anxiety sensitivity of students with academic procrastination at Ahvaz Jundishapur University of Medical Sciences.Methods: It was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population included students with academic procrastination studying at Ahvaz Jundishapur University of Medical Sciences in the academic year 2021-2022. The first sample of the research consisted of 500 students who were selected by the multi-stage cluster sampling method. These people answered the academic procrastination questionnaire of Solomon and Roth Bloom (1984), and 152 of them who got at least one score higher than the standard deviation score were separated from Among them, 42 people who met the criteria for entering the research were selected and placed in two groups of 21 people (experimental and control group). The experimental group received schema therapy; however, the control group did not receive any intervention. Other tools of this research include. Reiss et al. (1986) Anxiety Sensitivity questionnaire, and Gamez et al.’s (1988) Multidimensional Experiential Avoidance questionnaire. the research hypotheses were tested through multivariate analysis of covariance (MANCOVA) through SPSS software (version 25).Results: The results showed that there was a significant difference between the experimental and the control groups in the post-test phase in terms of experiential avoidance (p <0.0001, F = 42.81) and anxiety sensitivity (p <0.037, F = 4.67). This difference was also observed in the follow-up phase.Conclusion: Therefore, according to the findings of this study, schema therapy can be used to reduce experiential avoidance and the anxiety sensitivity of students with academic procrastination.
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
Saeed Ariapooran; Elham Rastgoo; Mahdi Abdolahzadeh Rafi
Abstract
Introduction
Mothers who are caregivers of children with severe and profound intellectual disabilities may experience psychological problems during the COVID-19 outbreak. These mothers report more stress and psychological problems than mothers of normal children. One of the major problems ...
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Introduction
Mothers who are caregivers of children with severe and profound intellectual disabilities may experience psychological problems during the COVID-19 outbreak. These mothers report more stress and psychological problems than mothers of normal children. One of the major problems these caregivers face is depression. Emotional training is an effective way to help mothers of children with intellectual disabilities deal with depression. However, no research has been done on the effectiveness of emotion regulation training on depression in caregiver mothers of children with intellectual disabilities during the COVID-19 pandemic. This study aimed to explore the effectiveness of emotion regulation training on depression symptoms in caregiver mothers of children with intellectual disabilities during the COVID-19 outbreak.
Method
The study used a quasi-experimental method with experimental and control groups. The study population consisted of all caregiver mothers of children with severe and profound intellectual disabilities in Razan City, Iran. The study randomly selected 22 mothers with severe depression symptoms for the experimental and control groups. The experimental group received emotional regulation training in 8 weekly sessions (90 hours), while the control group did not receive any training during the sessions. The data was collected using a short form of the depression inventory, and analysis of covariance with repeated measures was used to analyze the data.
Results
The results showed that 42.86% of mothers had symptoms of severe depression. The study found that emotional regulation training was effective in reducing depression in caregiver mothers of children with severe and profound mental disabilities (p <0.05).
Discussion
Based on the study, it is recommended that parents of children with ADHD be educated about the negative consequences of screen time (SB). Parents should be encouraged to engage in physical activities with their children, especially during the COVID-19 pandemic. Strengthening home sports activities can be beneficial for both parents and children with ADHD. Workshops on managing screen time can be held online or face-to-face for mothers. Psychological strategies to reduce caregiver distress can also be effective in managing the screen time of children with ADHD. Mothers who are caregivers of children with severe and profound intellectual disabilities may experience psychological problems during the COVID-19 outbreak. These mothers report more stress and psychological problems than mothers of normal children. One of the major problems these caregivers face is depression. Emotional training is an effective way to help mothers of children with intellectual disabilities deal with depression. However, no research has been done on the effectiveness of emotion regulation training on depression in caregiver mothers of children with intellectual disabilities during the COVID-19 pandemic. This study aimed to explore the effectiveness of emotion regulation training on depression symptoms in caregiver mothers of children with intellectual disabilities during the COVID-19 outbreak.
H. Shokrkon; M.A. Ahankoob Nezhad; M. Shelini Yeylagh
Abstract
In the present study, academic performance of students using ‘grade-skipping’ means for accelerating their education (i.e. ‘GS’ students as the experimental group) was compared with those who have never used such accelerating approaches (i.e., ‘Non-GS’ students as ...
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In the present study, academic performance of students using ‘grade-skipping’ means for accelerating their education (i.e. ‘GS’ students as the experimental group) was compared with those who have never used such accelerating approaches (i.e., ‘Non-GS’ students as the control group). The sample included 60 GS and 90 Non-GS students randomly selected from all male and female Ahvaz primary school students. According to the main hypothesis of this study, a significant difference was expected to be found between academic performance of the two groups. GPAs for the academic year prior to and the one following ‘grade-skipping’ were used as indices of students’ academic performance. Data analysis uncovered no significant difference between the two groups regarding their academic performance. This finding continued to persist even two years folowing the grade-skipping year, both for male and female subjects.
M. Shehni Yeylagh
Abstract
The objectives of this article are to investigate about the introduction of school bullying, prevalence of this phenomenon in Ahvaz, and answering the question of: Can information about personality, parental child-rearing practices and some school variables discriminate bullies, victims and normal students ...
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The objectives of this article are to investigate about the introduction of school bullying, prevalence of this phenomenon in Ahvaz, and answering the question of: Can information about personality, parental child-rearing practices and some school variables discriminate bullies, victims and normal students and predict them? In the first phase of sampling 32 girls’ and 32 boys’ guidance schools were randomly selected from all guidance schools in Ahvaz. In the second phase, for analyzing data, 69 bullies, 63 victims and 152 normal boys and girls were randomly selected. The Children’s Depression Scale, Anxiety Questionnaire, Coopersrnith’s Self-Esteem scale, and Winterbottom’s ChildRearing scale were used to measure the variables. The results indicate that from 13072 students 726 (5/6%)boys and 1359 (11/34%) girls were bullies. Also 614 (4/7%) boys and 1140 (9/5%) girls were victims. The discrirninant analysis results show two discrirninant functions, only one of which was significant. This first tunction discriminates between groups of bullies, victims and normal students. In the first function, the maximum variance was explained by grade-point average, in discriminating among groups. In the second function, Caring (a domain in Child- Rearing scale) explained the most variance, in discriminating between groups. The group centroids show that, in the first function, bullies and normal students were at the two extremes, and victims were in the middle. The bullies were twice more than the normal students discriminated. In short, the three groups were separated by the first tunction. whereas the second function hardly separates them.
j. ع haghighi; Gh-R Rajabi
Abstract
The aim of this study was to investigate the relationship of age and sex with conservation of number, mass and volume. It was hypothesized that: (1) the older pupils are more able than younger ones regarding the conversation concepts; (2) that children develop conversation of number, mass and volume ...
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The aim of this study was to investigate the relationship of age and sex with conservation of number, mass and volume. It was hypothesized that: (1) the older pupils are more able than younger ones regarding the conversation concepts; (2) that children develop conversation of number, mass and volume successively; and (3) there is no significant difference between boy and girl subjects regarding the three conversation concepts. The sample consisted of 180 first. Third and fifth grade a school pupils of the city of Ahvaz who were selected randomly and equally from 6.5 and 10.5 year old populations. Analysis of variance was used as the the statistical method to test the hypotheses. The results supported the first two hypotheses, but the third hypothesis was rejected. It was found that boy subjects preformed significantly better than girls with respect to conservation concepts.
H. Shokrkon; M.A. Pirnia
Abstract
This investigation intended to examine the effect of teacher expectations on their appraisals of the science performance and their predictions of the future sexes of male and female second-grade guidance school students in Ahvaz, in the academy year of 1993-94. Performance was measured by a free-response ...
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This investigation intended to examine the effect of teacher expectations on their appraisals of the science performance and their predictions of the future sexes of male and female second-grade guidance school students in Ahvaz, in the academy year of 1993-94. Performance was measured by a free-response exam and a multiple-choice one, and future success by a likert-type scale. The sample consisted of 120 randomly selected guidance school teachers of the three districts of Ahvaz office of education. Each teacher corrected the exams of 40 students in two separate batches. While, in fact, the exams were divided randomly into two batches, the teachers very informed that one batch belonged to highly intelligent students 2, and the other to ordinary pupils. A three-way, 2×2×factorial ANOVA was used to analyze the relevant data. The three factors were teacher's sex, student's sex, and it's students intelligence in two levels. Turkey follow-up method was also employed to compare the means of various pairs of groups. The findings confirmed the hypotheses of this research. The results indicated that teachers give higher scores to students believed to be highly intelligent with regard to free-response exam but not multiple- choice ones. Teachers predictions of the future success of "highly intelligent" students were also higher.
M. Shehni Yailagh; G Maktabi; H Shokrkon; J Haghighi; F Kianpour Ghahfarokhi
Abstract
The present study examined the effects of emotional intelligence training on social anxiety, social adjustment and emotional intelligence of Shahid Chamran University students. In this study experimental-control, with pretest-posttest and follow-up design, was used. The related population consists of ...
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The present study examined the effects of emotional intelligence training on social anxiety, social adjustment and emotional intelligence of Shahid Chamran University students. In this study experimental-control, with pretest-posttest and follow-up design, was used. The related population consists of all Shahid Chamran University undergraduate students. The sample includes 120 students who were selected randomly, according to a multistage sampling method. The instruments employed in this research were self-rated Emotional Intelligence Scale, by Brackett, Social Anxiety Scale, by Mattick and Clarke, and Social Adjustment, by Mazahari. The results of ANOVA and MANOVA showed that emotional intelligence training significantly reduced social anxiety and increased social adjustment and emotional intelligence; but there was no significant difference between girls and boys. In addition, the effects of emotional intelligence training intervention lasted for eight weeks.
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.
H. Shokrkon; A. Neisi
parsa javanmard; Farnaz Farshbaf
Abstract
Aim: Background: Oppositional defiant disorder (ODD) is a condition in which children display a pattern of uncooperative, defiant, and angry behavior toward people in authority. Objectives: The present study aimed to determine the predictors of ODD among male teenagers in the city of Urmia, Iran. Methods: ...
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Aim: Background: Oppositional defiant disorder (ODD) is a condition in which children display a pattern of uncooperative, defiant, and angry behavior toward people in authority. Objectives: The present study aimed to determine the predictors of ODD among male teenagers in the city of Urmia, Iran. Methods: For this descriptive-analytical study, 384 male students between the ages of 13-16 were selected through cluster sampling. The instruments used comprised Hill Burns’ (1964) Affective Family Climate, Garnefski's Emotion Self-Regulation (2006), Cloninger’s (1994) Temperament and Character Inventory, and Achenbach’s (1991) Youth Self-Report questionnaires. Data were analyzed in SPSS v.19 using descriptive statistics, Pearson’s comparison, and regression at a significance level of p≤0.05 Results: The results showed a direct and significant correlation between emotion regulation and symptoms of ODD (0.19, p<0.01). A direct and significant relationship was also found between temperament and ODD symptoms (-0.20, p<0.01). Pearson’s correlation analyses revealed a meaningful relation between the family's emotional atmosphere and symptoms of ODD (-0.53, p<0.01). Furthermore, multiple linear regression models indicated that 39.9% of the variance of ODD is predicted by emotion regulation, family emotional atmosphere, and temperament. Conclusion: Based on the results of this study, it seems likely that ODD is influenced by emotion regulation, temperament, and affective family climate; to prevent the formation of this disorder, it is recommended that these three variables be addressed.
A. R. Kiamanesh
Volume 3, Issue 2 , December 1996, , Pages 13-37
Abstract
The Third International Mathematics and Science Study (TIMSS) is the largest and the most important comparative survey carried out internationally by the International Association for the Evaluation of Educational Achievement (TEA). The study was carried out among samples of 9-,13-, and 17-year-old ...
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The Third International Mathematics and Science Study (TIMSS) is the largest and the most important comparative survey carried out internationally by the International Association for the Evaluation of Educational Achievement (TEA). The study was carried out among samples of 9-,13-, and 17-year-old students using paper and pencil tests and performance tasks in math and science. The results obtained from the science tests taken by 13-yesr-old Iranian subjects in 192 guidance schools are presentcd here in terms of content and expected performance. It should be noted that in each school one class of second graders and one class of third graders took the tests. In general, the performance of girls was lower than that of boys. That is, the mean correct responses for the third grade girls and boys on the total science test and its subtests were 45% and 49.3%, respectively. Moreover, for the 2nd graders, these percentages were 40% and 43.3%, respectively. It should be noted that increasing the difficulty level of expected performance resulted in the average correct responses. The average scores for third graders on the total science test and its tour subcategories were lower than those of the counterpart samples in other participant countries. Further, the students who were studying in one grade lower in other countries outperformed the Iranian third graders. Regarding the performance of the second graders, it should be stated their performance on the whole science test and also its four subtests was similar to that of the third graders. Only in chemistry subtest, the Iranian 3rd and 2nd graders scored higher than other participants. The improvement in science was 5.5% for the Iranian students after two years of schooling, compared with 6% for other countries. In general, third graders attained 47.4% of the intended curriculum in the science exam and 50% of the intended curriculim in the Iranian textbooks. The same statistics for the 2nd graders are 41.9% and 45%, respectively. In fact, the average performance of second and third graders was lower than the international and national standards, i. e., 50% correct resopnse from the intended curriculum
M. Naaeli
Abstract
During recent decades, the nation has witnessed first expansion of its educational system. However, the effectiveness of the school remains an unsolved problem. The improvement of the quality of the education demands a serious discussion in our intellectual community. As far as the problem is concerned, ...
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During recent decades, the nation has witnessed first expansion of its educational system. However, the effectiveness of the school remains an unsolved problem. The improvement of the quality of the education demands a serious discussion in our intellectual community. As far as the problem is concerned, the auther argues that creative, high quality leadership and professional administration or essential for the reform and restructuring of Iranian educational system, as the schools strive to meet the needs and challenges of our society.
Shima Salehi; Ahmad Barjaali; Ali Zadeh Mohammadi
Abstract
IntroductionOne of the serious harms that threaten developing societies, including Iran, is the growing number of labor children who, for various reasons, spend part or all of their time on the streets, which is an unsafe and stressful environment for children. There are many children who are forced ...
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IntroductionOne of the serious harms that threaten developing societies, including Iran, is the growing number of labor children who, for various reasons, spend part or all of their time on the streets, which is an unsafe and stressful environment for children. There are many children who are forced to work in inappropriate environments due to not having a good caregiver or having bad caregiver (Hosseini, 2005; Fatima, 2017). During development, children and adolescents experience a wide range of anxieties (Ghorban Shiroodi, 2014), and as labor children live in unhealthy environments, they are exposed to many mental and physical disorders (Ahmadi Tabar, Jafari, & Shafiei, 2020). Anxiety is a cause of disability in children and not only causes chronic fatigue and other physical discomforts but also disturb their relationships with peers and family (Kidwell, Nelson, & Van Dyk, 2015). Although in recent years, various methods have been used to treat anxiety in children, art therapy is accepted today as one of the most effective methods of treatment. One of these art programs is play (Holmwood, 2017). Drama therapy is group therapy and active and experiential therapy (Berger, 2019) that uses a combination of various theatrical techniques such as role-play, pantomime, puppetry, improvisation, and other methods (Leather & Kewley, 2019).
Mahnaz Aliakbari; Aliakbari Aliakbari; Marziye Zolfagharinezhad; Monirosadat Hosseini; Mahshad Balali
Abstract
Aim: This study aimed to investigate the role of cognitive emotion regulation strategies and behavioral activator-inhibitor systems in depression.Methods: The research method was descriptive correlational with 240 female undergraduate and graduate students of Shahrekord University (Western province of ...
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Aim: This study aimed to investigate the role of cognitive emotion regulation strategies and behavioral activator-inhibitor systems in depression.Methods: The research method was descriptive correlational with 240 female undergraduate and graduate students of Shahrekord University (Western province of Iran) selected through a random sampling method. They answered Beck Depression Inventory, Granovsky’s Cognitive Emotion Regulation Questionnaire, and Carver and White’s Brain Systems Scale. The data were analyzed using SPSS 22. Results: The mean and standard deviation of each variable were calculated as descriptive statistics, and Pearson correlation was employed to evaluate the relationships of variables. The results showed a significant negative correlation between behavioral activator systems and depression, and a significant positive correlation between behavioral inhibitor systems and depression. In general, the behavioral activator-inhibitor systems predicted 33% of depression variance. In addition, there was a significant positive relationship between maladaptive strategies of cognitive emotion regulation and depression and a significant negative relationship between adaptive strategies of cognitive emotion regulation and depression.Conclusion: The results showed that among the maladaptive strategies of cognitive emotion regulation, the catastrophic component predicted about 29% of depression variance, and among the adaptive strategies of cognitive emotion regulation, the acceptance component predicted about 39% of depression variance. In general, the results of this study indicated that brain-behavioral systems and emotional cognitive regulation strategies had chief roles in predicting depression. Relying on the findings of this study, we can present a practical framework to explain the symptoms of depression and its treatment.
S. Shahim
Abstract
The purpose of this paper was to study the Validity - Reliabiability of social skill rating scale in Iran. This scale have developed by Gersham and Algot and have three specific sub-scales: for parents, teachers and pupils. The research sample were 304 boys & girls between 6-12 years old. Children ...
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The purpose of this paper was to study the Validity - Reliabiability of social skill rating scale in Iran. This scale have developed by Gersham and Algot and have three specific sub-scales: for parents, teachers and pupils. The research sample were 304 boys & girls between 6-12 years old. Children social skill in school and home situation is changing. The Alpha Reliability Coeficent was indicated that pupils had less consisteny than their parents and teachers. The results showed that Valibily -Reliability of the Scale is applicable in Iran. The main cultural differçnce between Iran’s scale and original scale was related to the lack of differences between boys and girls in social skill.
F. Kianpour Ghahfarokhi; J. Haghighi; H. Shokrkon; B. Najarian
Abstract
The present research reports the relationship between the first seven stages of Erikson’s psychosocial stage development and the eighth stage ttego integrity v s. despair” of the old women and men living in the various towns of Khuzestan. Three samples consisting of 690 subjects were randomly ...
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The present research reports the relationship between the first seven stages of Erikson’s psychosocial stage development and the eighth stage ttego integrity v s. despair” of the old women and men living in the various towns of Khuzestan. Three samples consisting of 690 subjects were randomly selected for this research project: 469 subjects (237 women and 232 men) for testing the hypotheses. 171 subjects for the scale validation, and 50 suebjects for the pilot study. The hypotheses of the study maintained simple and multiple relationships between the first seven stages of Erikson’s psychosocial stage development and the eighth stage. The scale used for this study was the “Modified Erikson Psychosocial stage Inventory.” The results, Confirming The hypotheses, indicated that there are significant relationships between the first seven stages of Erikson’s psychosocial development and the eighth stage “ego integrity vs. despair.”
M. Shehni Yailagh; A. Movahed; H. . Shokrkon
Abstract
This study was conducted to investigate the fitness of structural model of the relationship between religious attitudes and optimism with mental and physical health. The sample consisited of 402 Shahid Chamran University students, studying in the academic year of 2001-2002. The sample was selected randomly. ...
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This study was conducted to investigate the fitness of structural model of the relationship between religious attitudes and optimism with mental and physical health. The sample consisited of 402 Shahid Chamran University students, studying in the academic year of 2001-2002. The sample was selected randomly. The measurements were Arian Religiousness Scale, Attributional Style Questionnaire (ASQ), Symptoms Checklist- 25 Scale and Physical Health Scale. The results of this research indicate that religious attitudes predict optimism, optimism predicts mental health and mental health predicts physical health. Also, religious attitudes predict mental and physical health indirectly and optimism predicts physical health indirectly. This study was conducted to investigate the fitness of structural model of the relationship between religious attitudes and optimism with mental and physical health. The sample consisited of 402 Shahid Chamran University students, studying in the academic year of 2001-2002. The sample was selected randomly. The measurements were Arian Religiousness Scale, Attributional Style Questionnaire (ASQ), Symptoms Checklist- 25 Scale and Physical Health Scale. The results of this research indicate that religious attitudes predict optimism, optimism predicts mental health and mental health predicts physical health. Also, religious attitudes predict mental and physical health indirectly and optimism predicts physical health indirectly.
F. Osareh.
Abstract
This article aims to compare the developing countries according to their scientific publications indexed in Science Citation Index(SCI) during 1985-1989, using country-by-COUfltIY citation analysis technique. The top countries in scientific fields were identified, and compared to their populations and ...
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This article aims to compare the developing countries according to their scientific publications indexed in Science Citation Index(SCI) during 1985-1989, using country-by-COUfltIY citation analysis technique. The top countries in scientific fields were identified, and compared to their populations and Gross National Products (GNP). This study found that, 4 Latin American countries: Brazil, Mexico. Argentina and Chile ranked from 1 to 4 in the most scientific fields, although, none of them had the largest population or the highest GNP during the period producing the studied documents.
