M. Shehni Yailagh; S. M. Golestaneh; J. Haghighi; A. Neisi; F. Kianpoor Ghahfarokhi
Volume 17, Issue 1 , June 2010, Pages 1-32
Abstract
The purpose of the present study was to investigate the effect of academic motivation training on cognitive-adaptive/maladaptive, and behavioral-adaptive/maladaptive motivational dimensions and academic performance of second grade male high school students. Academic motivation training (during 16 instructional ...
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The purpose of the present study was to investigate the effect of academic motivation training on cognitive-adaptive/maladaptive, and behavioral-adaptive/maladaptive motivational dimensions and academic performance of second grade male high school students. Academic motivation training (during 16 instructional sessions) was independent variable and cognitive-adaptive motivational dimension (self efficacy, valuing and mastery orientation), behavioral-adaptive motivational dimension (persistence, planning and task management), cognitive-maladaptive motivational dimension (failure avoidance, uncertain control and anxiety), behavioral-maladaptive motivational dimension (disengagement and self handicapping) and academic performance were dependent variables. The present study was an experimental design with pretest-posttest and control group. The instruments of this study include the Motivation and Engagement Scale - High School (MES-HS) of Martin, Self-Regulated Learning Strategies (SLRS) of Zimmerman and Martinez-Pons, and Motivated Strategies for Learning Questionnaire (MSLQ) of Eccles. The sample consisted of 60 second grade male high school students (2008-2009), who were selected randomly by multi-stage sampling method. The results of MANCOVA showed that academic motivation training caused significant improvement in students' self efficacy, valuing, mastery orientation, persistent, task management and academic performance. Also, the results indicatd that academic motivation training caused significant decrease in students' anxiety, failure avoidance and uncertain control. But, there was no significant improvement in students' planning, self handicapping and disengagement.
S. Hashemi Sheykhshabani; F. Amini; S. Bassaknejad
Volume 17, Issue 1 , June 2010, Pages 52-33
Abstract
The purpose of the present study was to examine the relationship between forgiveness and psychological wellbeing with mediating role of positive and negative affects in Shahid Chamran University students. The population in this study was all of the students who were studing in 1388-89 academic year. ...
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The purpose of the present study was to examine the relationship between forgiveness and psychological wellbeing with mediating role of positive and negative affects in Shahid Chamran University students. The population in this study was all of the students who were studing in 1388-89 academic year. Among these 352 students were selected using multi-stage random sampling method. The research instruments were Heartland Forgiveness Scale (HFS), Positive Affect and Negative Affect Schedule (PANAS), and Psychological Well-Being Scale (PWBS). The proposed model of the relationships between variables was tested using structural equation modeling. The fit indices indicated that the proposed model was fit with data. Other results revealed that forgiveness had relationship with psychological well-being directly, and indirectly through positive affect. There was no indirect relationship between forgiveness and psychological well-being through negative affect.
R. Khojasteh-Mehr; M. Movahedi; G. Rajabi
Volume 17, Issue 1 , June 2010, Pages 53-68
Abstract
The purpose of this study was to investigate the effect of intimacy training on relationship-intimacy in married employees of Ahvaz Oil Company. Participants were 36 couples who were selected randomly from among those employees who agreed to take part in the study. They were then randomly assigned to ...
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The purpose of this study was to investigate the effect of intimacy training on relationship-intimacy in married employees of Ahvaz Oil Company. Participants were 36 couples who were selected randomly from among those employees who agreed to take part in the study. They were then randomly assigned to experimental and control groups. The design of the study was a pretest-posttest control group type. The Intimacy Needs Survey scale was used in order to investigate different aspects of intimacy. MANOVA and ANOVA were used to analyse the data. The results showed that emotional intimacy, psychological intimacy, intellectual intimacy, sexual intimacy, physical intimacy, spiritual intimacy, aesthetic intimacy and social-recreational intimacy were enhanced by the intimacy training project.
K. Beshlideh; A. Neisi; M. Chach
Volume 17, Issue 1 , June 2010, Pages 69-88
Abstract
The present study examined personality traits and organizational variables as predictors of accident-involvement in bus drivers. The population of this research was from a company in Tehran. The sample consisted of 150 subjects from accident-involved bus drivers and another equal number from accident-free ...
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The present study examined personality traits and organizational variables as predictors of accident-involvement in bus drivers. The population of this research was from a company in Tehran. The sample consisted of 150 subjects from accident-involved bus drivers and another equal number from accident-free drivers who were selected by the use of simple random sampling. The hypothesis, concerning the predictive roles of personality traits and organizational variables (as job satisfaction, organizational justice and interpersonal conflict at work) in distinguishing accident-involved drivers from accident-free ones, was tested. In order to analyze the data, both discriminant analysis and descriptive statistics were used. Findings revealed the fact that accident-involvement can be predicted from the two sets of research variables. The results of the study and the model was discussed in the paper.
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.
M. Narimani; A. Abolgasemi; A. Soleymany
Volume 17, Issue 1 , June 2010, Pages 103-118
Abstract
The main objective of this study was to compare the emotional intelligence components of blind and normal students. The statistical population of the present research was the students who were studying in guidance and high schools in 1378-88 school year. The number of blind and normal students were 60 ...
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The main objective of this study was to compare the emotional intelligence components of blind and normal students. The statistical population of the present research was the students who were studying in guidance and high schools in 1378-88 school year. The number of blind and normal students were 60 (30 boys and 30 girls) each. Bar-On Emotional Intelligence Questionnaire was also used. Meanwhile, the method was casual-comparative and the data was analyzed by MANOVA. The results showed that there was a significant difference between blind and normal students in components of sympathy, self-esteem, impulse control, stress tolerance, optimism, happiness, self-expression, reality testing, plasticity, responsibility, self-actualization and independence. But in components of problem solving, emotional self-awareness and interpersonal relations there wereno significant differences between blind and normal students.
A. Motamedi; M. Y. Seifi; S. Kalantari Meibodi
Volume 17, Issue 1 , June 2010, Pages 119-140
Abstract
Each learner in a learning environment has some characteristics that are prerequisites of his/her learning. These attributes, are called the input behaviors. One of the factors that the individual brings to learning situation is learning style. According to Patterson and his colleagues (2009) learning ...
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Each learner in a learning environment has some characteristics that are prerequisites of his/her learning. These attributes, are called the input behaviors. One of the factors that the individual brings to learning situation is learning style. According to Patterson and his colleagues (2009) learning styles are psychological processes and preferred strategies for learning. This study followed the impact of parenting typology (combined mother and father parenting style) on learning styles of children. For this a sample of 400 secondary-school students in Isfahan were selected. Then they completed the Kolb Learning Styles Inventory and modified Scheffer's Parenting Styles Inventory. The results of one-way analysis of variance method, and Scheffe's post-hoc test showed that adolescents with family parenting typology, that contain two authoritative parents, have higher scores in concrete experience learning style; adolescents with two authoritarian parents, indifferent mother/indulgent father and indifferent mother/indifferent father, showed higher scores in abstract conceptualization learning style. Eventually, parenting types including two authoritative parents, indulgent mother/authoritative father and indulgent mother/indulgent father, have higher scores in active- examination learning style.
M. Raghib; A. Siadat; B. Hakiminya; J. Ahmadi
Volume 17, Issue 1 , June 2010, Pages 141-164
Abstract
The purpose of this research was the validation of King’s Spiritual Intelligence Scale (SISRI-24) among students at university of Isfahan. Statistical population of the study was all students in academic year of 2008-2009, out of which 250 students were selected randomly. The research method was ...
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The purpose of this research was the validation of King’s Spiritual Intelligence Scale (SISRI-24) among students at university of Isfahan. Statistical population of the study was all students in academic year of 2008-2009, out of which 250 students were selected randomly. The research method was descriptive. The Data was analyzed by SPSS-15 & AMOS softwares, and its reliability of Chronbach's alpha was 0.88. Content and face validity of the scale were confirmed by the experts in psychology. For estimating concurrent validity, Gobari's Spiritual Experience Questionnaire was used and the alpha was 0.66. Exploratory factor analysis and first-order confirmatory factor analysis were used to assess construct validity. This study confirmed the three-factor of 24-item structure of SISRI. Findings showed that SISRI-24 is a valid scale for measuring spiritual intelligence. Regarding to its proper validity and reliability, this scale can be used in academic settings.
