S. Rajabi; M. Narimani; A. Abolghasemi
Abstract
The main purpose of this study was investigating the efficacy of neurofeedback on intellectual functioning and attention of children with dyslexia. The study population included all male dyslexia students, referred to a learning disability center in Ardebil in 1389. From these, 31 person agreed to participate ...
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The main purpose of this study was investigating the efficacy of neurofeedback on intellectual functioning and attention of children with dyslexia. The study population included all male dyslexia students, referred to a learning disability center in Ardebil in 1389. From these, 31 person agreed to participate in this study. Tools used in this study were neurofeedback System (NFT), Vanderbilt ADHD Rating Scale (parent form), Continuous Performance Test (CPT), Impaired Reading Test, Wechsler Intelligence Scale for Children, Revised, and a researcher-made questionnaire. Multivariate analysis of variance showed a significant improvement in the Wechsler post-test, and the two-month follow-up, in real neurofeedback group, compared to mock neurofeedback group. The results also indicated a significant improvement in post-test and follow-up of Continuous Performance Test (i.e. correct responses, error elimination and error present). The results of this study suggested that neurofeedback is an effective and sustainable method to reduce attention problems and increase intelligence of students with dyslexia, compared to the placebo group.
H. Zare; R. Mohammadzadeh Edmollaii; A. Alipuor; M. Tarkhan
Abstract
The present study aimed to investigate the effects of training in safety riding program on motorcycle rider risk perception and concerns. The research method was quasi-experimental, pretest-posttest and follow-up, with control group. The sample included all motorcycle drivers of city of Babel. Using ...
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The present study aimed to investigate the effects of training in safety riding program on motorcycle rider risk perception and concerns. The research method was quasi-experimental, pretest-posttest and follow-up, with control group. The sample included all motorcycle drivers of city of Babel. Using simple random sampling, 60 randomly selected riders were assigned to experimental and control groups (30 each). Participants completed the Risk Perception Questionnaire. Safety riding training program was administered to experimental group for eight weeks, 16 sessions and 32 hours, but the control group received no training. The analysis of variance with repeated measures was used to analyze the data. The results showed that there are significant differences in risk perception and concern scores of motorcycle riders at post-test and follow-up of experimental group (p<0/0001). This difference was not observed in the control group scores. The results show that, safety riding training program increase the risk perception of the motorcycle riders.
A. Taghvaei Neya; M. Shehni Yailagh; A. Neissi
Abstract
The purpose of the present study was to examine the causal relationship between perceived academic stress and subjective well-being, with mediating roles of perceived social support and academic self-efficacy beliefs among undergraduate students of Shahid Chamran University, and comparing the model in ...
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The purpose of the present study was to examine the causal relationship between perceived academic stress and subjective well-being, with mediating roles of perceived social support and academic self-efficacy beliefs among undergraduate students of Shahid Chamran University, and comparing the model in male and female students. The population of this study was all of the students who were studying in 1389-90 academic year. Among these, 600 students were selected, using multi-stage random sampling method. The research instruments were Academic Stress Questionnaire (ASQ), Multiple Scale Perceived Social Support (MSPSS), Academic Self-Efficacy Beliefs Questionnaire (ASEBQ), Positive Affect and Negative Affect Schedule (PANAS), and Satisfaction with Life Scale (SWLS). The proposed model was tested using structural equation modeling. The results indicated the fitness of data to the proposed model. Other results revealed that the direct paths from perceived academic stress to subjective well-being, through perceived social support and academic self-efficacy beliefs were significant. The results of multiple mediator analysis showed that, in combination, the perceived social support and academic self-efficacy beliefs were significant mediators, but the indirect path from perceived academic stress to subjective well-being, through academic self-efficacy beliefs was not meaningful. The comparison of the model for male and female students indicated the moderating role of sex in the model.
F. Kalantari; I. Davoodi; S. Bassaknejad; M. Mehrabizadeh Honarmand; M. Karandish
Abstract
This study aimed at investigating the effect of rational-emotive behavior therapy method on body mass index, weight self-efficacy, and body image among 14-18 year-old overweight teenage girls in Ahvaz. For this purpose, through public announcement and using available sampling method, 36 overweight ...
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This study aimed at investigating the effect of rational-emotive behavior therapy method on body mass index, weight self-efficacy, and body image among 14-18 year-old overweight teenage girls in Ahvaz. For this purpose, through public announcement and using available sampling method, 36 overweight persons were selected and randomly assigned to 3 groups, namely, the experiment, placebo, and waiting list. Subjects of the experiment group participated in twelve sessions (90 minutes each). Beside a diet and weekly weighting, they received psychological intervention. In placebo group, subjects also took part in twelve separate sessions. In addition to a dietary program and weekly weighing, they delivered their monitoring report forms weekly. The waiting list subjects received neither monitoring nor intervention. Data analysis, using covariance analysis, regarding body mass index, showed that there were meaningful differences in waiting list and experimental groups compared to placebo group. However, in post-test stage, the difference between experimental and placebo groups was not meaningful, but at the follow-up stage, the difference was significant. In other words, the two groups lost weight at the post-test stage, but, ten weeks later the placebo group re-gained weight, while the experimental group did not change. The results also showed that this therapeutic method resulted in an increase in weight self-efficacy and a decrease in dissatisfaction of body image in experiment group, at both the post-test and follow-up stages.
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.
Sh. Araban; N. Arshadi; A. Neisi; K. Beshlideh
Abstract
The purpose of this study was designing and testing a model of some personal (psychological capital, basic psychological needs), job related (job characteristics, job stress), and organizational variables (servant leadership, organizational ethical climate) as antecedents of organizational well-being. ...
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The purpose of this study was designing and testing a model of some personal (psychological capital, basic psychological needs), job related (job characteristics, job stress), and organizational variables (servant leadership, organizational ethical climate) as antecedents of organizational well-being. The statistical population of the present research included all employees of National Iranian South Oil Company (NISOC). 384 employees were selected by multi-stage random sampling method. Instruments used in the present study were Personally Expressive Activities Questionnaire (PEAQ), Psychological Capital Questionnaire (PCQ), Servant Leadership Survey (SLS), Organizational Ethical Climate Questionnaire (OECQ), Job Stress Questionnaire (JSQ), Basic Psychological Needs at Work Scale (BPNWS), and Job Content Questionnaire (JCQ). Structural equation modeling (SEM) through AMOS-18 software package was used for data analysis. Results showed that the proposed model fit the data properly. Moreover, direct positive relationships of the psychological capital, basic psychological needs, job characteristics, servant leadership, organizational ethical climate with organizational well-being, and direct negative relationship of job stress with organizational well-being were confirmed. Bootstrap procedure for testing indirect effect revealed that organizational ethical climate mediated the relationship between servant leadership and organizational well-being.
M. Bayrami; S. Keshavarzi
Abstract
This study examined the role of attachment style and peer relationship on university students' homesickness. The participants were 293 female university students from Tabriz University. They completed the Van Vliet’s Homesickness Scale (2001), Hazan and Shaver’s Attachment Style Questionnaire ...
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This study examined the role of attachment style and peer relationship on university students' homesickness. The participants were 293 female university students from Tabriz University. They completed the Van Vliet’s Homesickness Scale (2001), Hazan and Shaver’s Attachment Style Questionnaire (1987) and the Peer Relationship subscale of Matson Social Scale. Analysis of Multiple Regression (enter method) was used for analyzing data. Results showed that insecure avoidant and insecure ambivalent attachment styles were significant predictors of homesickness. Peer relation was not a predictor of homesickness.
K. Keramati; Y. Zargr; A. Naami; K. Beshlide; I. Davodi
Abstract
This research aimed to compare the effect of child group CBT and mother–child group CBT on childhood’s social anxiety, self-esteem and assertiveness in Ahvaz city. For this purpose 525 fifth and sixth grade students were selected randomly and administered SPAI-C for social anxiety screening. ...
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This research aimed to compare the effect of child group CBT and mother–child group CBT on childhood’s social anxiety, self-esteem and assertiveness in Ahvaz city. For this purpose 525 fifth and sixth grade students were selected randomly and administered SPAI-C for social anxiety screening. From these 36 students whose social anxiety was one standard deviation higher from the mean were assigned to three groups. Group 1 participated in child GCBT, group 2 mother-children GCBT and group 3 did not have any treatment program. The research instruments were SPAI-C, SCAS and Rosenberg Self-Esteem Scale. The results of MANOVA showed that mother–child GCBT decrease social anxiety and increase self-esteem and assertiveness, but child GCBT decrease social anxiety and increase assertiveness only. Follow up results showed that both treatment effects on social anxiety remained until two months after posttest.
K. Sevari
Abstract
In the present research, the causal relationship of educational interactions with academic satisfaction mediated by self-regulatory learning has been investigated. The population of the present research included Payam Noor University students in Ahwaz (1392), 500 of whom were selected through multi-stage ...
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In the present research, the causal relationship of educational interactions with academic satisfaction mediated by self-regulatory learning has been investigated. The population of the present research included Payam Noor University students in Ahwaz (1392), 500 of whom were selected through multi-stage random sampling method. For data collection, the Sevari Educational Interactions Questionnaire (1391), the Sevari Educational Satisfaction (1391) and the Sevari Self-Regulatory Learning Questionnaire (1391) were used. The results showed that educational interactions (student-student interaction, student–professor interaction and student–content interaction) had a positive causal relationship with educational satisfaction. The relationships of student-student interaction and student–content interaction with educational satisfaction, through self-regulatory learning was significant, but the path form student–professor interactions to educational satisfaction through self-regulatory learning was not significant. Based on the present study, it is suggested that for creating educational satisfaction, it is extremely necessary to reinforce student-student and student–content interactions.
Sh. Korai; M. Sodani; M. Mehrabizadeh Honarmand; G.H. Maktabi
Abstract
The purpose of this study was to investigate the effects of emotional intelligence training on problem solving of married students. Participants were 40 married students selected randomly from Shahid Chamran University married students who agreed to take part in the study. They were randomly assigned ...
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The purpose of this study was to investigate the effects of emotional intelligence training on problem solving of married students. Participants were 40 married students selected randomly from Shahid Chamran University married students who agreed to take part in the study. They were randomly assigned to experimental and control groups. The design of the study was a pretest-posttest with control group. Problem Solving Scale was used in order to collect the data. ANOVA and MANOVA were used to analyze the data. The results indicated that emotional intelligence training enhanced family problem solving and relationships of subjects in experimental group, in comparison to control group.
