V. A. Attari; J. Haghighi; Z. Khanehkashi
Abstract
This study was conducted to examine the relationship between the range of emotional instability, prosocial behaviour and aggression with academic performance in third grade guidance school students of Ahvaz. The seven major hypotheses of this study were: 1) there is a relationship between the ...
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This study was conducted to examine the relationship between the range of emotional instability, prosocial behaviour and aggression with academic performance in third grade guidance school students of Ahvaz. The seven major hypotheses of this study were: 1) there is a relationship between the range of students’ emotional instability and academic performance; 2) there is a relationship between the student’s prosocial behaviour and academic performance; 3) there is a relation between the students’ aggression and academic performance; 4) there is a correlation between the emotional instability and aggression; 5) there is a correlation between the emotional instability and prosocial behaviour; 6) there is a correlation between the prnsocial behaviour and aggression; 7) multiple correlation coefficient of variables exceeds the mild correlation coefficient of each variable compared to academic performance. The sample of The research consisted of 400 boys and girls selected randomly from four Educational Districts Qf Ahvaz. The results indicate that emotional instability and aggression have negative correlation with academic performance, (r=-0.18) and (r= -0.18) respectively; whereas prosocial behavior is positively correlated with academic performance. The multiple regression of this study showed that Prosocial Behvaiour and Emotional Instability were the best predicting variables for Academic Performance.
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.”
S. Nasri; B. Najarian; M. Mehrabizadeh Honarmand; H. Shokrkon
Abstract
This study was aimed at comparing the effectiveness of cognitivebehavioral therapy (CBT) and progressive muscular relaxation technique (PMRT) in the symptom improvement of nurses diagnosed, as suffering from Chronic Fatigue Syndrome (CFS). All female nurses working in Tehran Medical Sciences University ...
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This study was aimed at comparing the effectiveness of cognitivebehavioral therapy (CBT) and progressive muscular relaxation technique (PMRT) in the symptom improvement of nurses diagnosed, as suffering from Chronic Fatigue Syndrome (CFS). All female nurses working in Tehran Medical Sciences University Hospitals were considered as the population under study, 1088 of whom were selected through a stratified random sampling method for CFS screening. From those diagnosed with CFS, 72 subjects were randomly assigned to three experimental groups (24 subjects in each group), and then 24 “healthy nurses” (i.e., CFS nonsufferers) working in the same hospitals were also randbmly selected and assigned to the control group. Therefore, four groups were formed: CBT group, PMRT group, CFS control group, and a “normal group”. The recovery indices (i.e. dependent variables) employed were subjects fatigue, emotional distress, and dysfunctions, which were measured twice (i.e., before and after interventions) by Chalder’s Fatigue Scale. Results indicate that CBT was more effective than PMRT in the reduction of fatigue and dysfunctions, while PMRT was more effective than CBT in the improvement of subjects’ emotional distress. Both CBT and PMRT were found to be more effective than no treatment condition regarding all three dependent measures.
P. Najarian; M. J. Pakseresht; M. Safaie Moghaddani
Abstract
Postmodernisrn is a new approach toward social reality which in the past two decades has impacted various fields of scientific endeavor, literature, art, and, naturally, education. What has paved the way for the emergence of this• approach is believed, primarily, to be the failure of modernism in ...
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Postmodernisrn is a new approach toward social reality which in the past two decades has impacted various fields of scientific endeavor, literature, art, and, naturally, education. What has paved the way for the emergence of this• approach is believed, primarily, to be the failure of modernism in fulfilling its pledges such as maintaining democracy, peace, social justice etc through science, technology and rationality. The postmoderns believe that the modern society is suffering from a crisis; thus they feel called upon to seek solution to modernism’s crisis and problems through critical review of its alleged themes. According to the postmoderns this crisis has also influenced education, which should be scrutinized and dealt with.
J. Kavoosian; P. Kadivar; H.R. Oreizi
Abstract
Solving verbal problems is embedded in the teaching of algebra. Reed (2000) has cempared equivalent and similar algebra problems classified as work, combination and dstance problems. A question of interest has been whether presenting students with samples of solved algehra verbal problems will enable ...
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Solving verbal problems is embedded in the teaching of algebra. Reed (2000) has cempared equivalent and similar algebra problems classified as work, combination and dstance problems. A question of interest has been whether presenting students with samples of solved algehra verbal problems will enable them to solve equivalent and similar ones. To provide an answer to this question, a research project was designed and carried out in two stages on third grade students in the field of physics - math. The first experiment consisted of selecting 44 third grade physics- math students randomly, and assigning them randonly to an experimental and a control groups. In the exercise phase irrelevant problems were presented to the control group, but the experimental group was presented with relevant problems. Then both groups were presented with equivalent and similar problems as those given to the experimental group during the exercise phase. Analysis of the data indicated that there was not a statisticaly significant difference between the two groups in solving equivalent or similar problems. During the second experiment, 48 third grade physics-math students were selected and assigned to a problem- solving group and an experimental group, randomly. Both groups were presented with relevant problems during the exercise phase of the second experiment. However, during the main phase of the experiment, the problem-solving group could return to the previously taught problems, while the experimental group could not do so. Results showed that the problem-solving group had a higher performane in solving the equivalent problems than the experimental group and the difference in their means was statistically significant. However, no significant difference was found in their means of the similar algebra verbal problems.
H. Mehrafrouz; M. Shahraray
Abstract
This study investigated the relationship between mother’s attitude towards child-rearing practices (e.g., authoritarian and permissive approaches) and locus of control with academic achievement of primary schools fourth grade male students. Using cluster sampling method, 398 fourth grade male students ...
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This study investigated the relationship between mother’s attitude towards child-rearing practices (e.g., authoritarian and permissive approaches) and locus of control with academic achievement of primary schools fourth grade male students. Using cluster sampling method, 398 fourth grade male students and their literate mothers were selected from all 17 educational districts in Theran during the academic year of 1997-1998. Data were analyzed using descriptive statistics and multiple regression methods. Relationship between mother’s attitude towards ‘authoritarian’ chi]d-rearing practice (ACRP) and academic achievement (i.e, grade point average or GPA and science grades) was pisitive. There was a negative relationship between mother’s attitude towards ACRP and academic achievement (GPA and science grades). There was no relationship between mother’s attitudes towards child-rearing practices (authoritative, authoritarian, permissive and academic achievement (math grads). Also, no significant relationship was found between mother’s attitude towards ‘permissive child-rearing practice and academic achievement (GPA, math and science grades). There was no relationship between mother’s attitudes towards child-rearing practices (authoritative, authoritarian, and permissive) and child’s locus of control. The relationships between locus of control and academic achievement (GPA and science grades) were negative, and no significant relationship was found between student’s locus of control and academic achievement (math grades). Results are discussed within a theoretical framework.
M. Kookabi
