Psychological Achievements

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 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.

Abstract This paper reports a study aimed at constructing and validating a scale bifactor analysis for the measurement of personality and behavioral patterns of type A. 149 female and 179 mail undergraduate students at Ahvaz Islamic open University and Shahid chamran University took part in this study. In the first phase of the study, based upon the characteristics of type A reported in the literature, 84 items were
Written, 60 of which were later excluded after statistical analysis of the data. The results of factor analysis indicated a two-factor structure, with 16 and 8 items, loading, respectively, on factors 1 (TA1) and 2 (TA2), yielding a 24-item scale for type A labelled as type A questionnaire (or TAQ). The Cronbach Alpha and test-retest coefficients of both TA1 and TA2 subscales found to be statistically significant at p=.001. to access the validity of TAQ, four other questionnaires (i. e., MMPI, EPQ, TABQ, and TAVS) were also given to different groups of subjects. Data analysis after validity data strongly suggests that TA1 is mostly concerned with pathological or "taxi dimensions" of Type A (e. g. Aggression, impatience, anxiety, depression and low self-esteem). In contrast, TA2 seems to be entirely related to non-pathological  or "non-toxic" dimensions of type A (e.g., achievement orientation, striving for achievement, and hard-working).
 

Abstract The conditions of 9 quantitative items in public libraries are compared to test the validity of rating, a specified for public libraries by the ministry of culture and Islamic guidance. it was found that the rating is not sound statistically.
The correlations between the 9 items in each group of libraries they were also tested. It was found that unballanced inputs are prevailing in different groups of libraries.
A set of quantitative standards, based on the realities of public libraries, are suggested to be used for short and long range planning, and for evaluating the performance of librarians in increasing the resources and services.
Public libraries located in Khuzestan have been used as an example for all the cases mentioned about.

Abstract Guidance and counselling is a program which plays a significant role in both preventing and solving client's different problems. Since the main thrust of this process is to help clients make their own appropriate decisions, it's major focus is to help people know themselves and the world around them better.
Despite it's crucial significance, this program was discontinued in in 1980, but fortunately, was resumed in 1990-91, in the Iranian educational system. This article tries to: (1) review the short history of this program in the Iranian educational system, pinpointing some of its shortcomings and (2) give some guidelines and directions for future activities with a view to the Iranian educational and societal needs.

Abstract Locus of control is a personality characteristic, indicating that every individual has a set of beliefs regarding people and things that control reinforcements and punishments in his or her life. Some people have internal orientation: believing that skill, diligent behaviour and responsibility will result in positive outcomes. are there individuals have external orientation assuming that events are are determined by chance. Powerful others and factors unknown and uncontrollable. The letter group believe outcomes are beyond their control.
the aim of this research was to investigate the relationship between locus of control and academic performance. The sample consisted of 217 male and female 3rd grade guidance- School students of the city of Dezful, selected by multi-stage random sampling method. The general hypothesis after study was that there is a positive correlation between locus of control and academic performance. The results of the present study show that the correlation coefficient for females are 0.20 to 0.40, for males 0.24 0.67 and for the whole sample are 0.22 to 0.46. All the coefficients are significant at p < 0.05.
 

Abstract The AAMD adaptive behavior scale, consisting of two parts, was a standardized on American public schools in 1974. Only part tool was selected and evaluated for administration in Ahvaz. The primary phase in the standardization effort determined how the scale performed on a public school population. The split-half reliability and the concurrent validity of the scale where also determined for all of the items and for those of different domains of the scale. The standardization phase included a sample of 1474 first-to fifth-grade pupils assigned to regular classrooms and several sets of norms in percentile distributions by sex, socio-economic status and class placement were provided. The results of the standardization provide a valid and useful assessment of elementary school children's adaptive behaviour.
 
 

Abstract The principle of the classical test theory (CCT) have long been used by test developers to construct educational and psychological tests and scales. In recent years, however, it has been found that the CTT is not capable of offering solution for certain problems that the test developer is facing with. For example, it is said that the CCT is unable to provide a clear indication of the relationship between test items and the examinee's ability that test items are to measure.
In other words, classical item analyses statistics don't provide information about how examinees at different ability levels on the trait have performed on the item. Having discovered the limitations of the CCT, psychometricians have tried to introduce new test theory.
This article will briefly discuss the basic assumptions of the CCT on which most of the educational and psychological tests and scales are built. Next the test reliability, one of the most powerful and they're lying concepts in the CCT, which was first introduced by the British psychologist, Spearman, in early 20th century, will be reviewed. Finally, the limitations of CCT will be pointed out and the common views of the critics regarding the shortcomings of the CCT will be discussed. Proponents of the new theory believe that any psychological and educational test or scale should provide a clear indication of the true estimation of what is intended to be measured. Therefore the need for new test theories has to be satisfied.

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