abdollah rashidzade; abdollah rashidzade; abdollah rashidzade; Touraj Hashemi
Abstract
Introduction: The present study was conducted with the aim at determining the interactive effecttiveness of selfregulated-metacognitive strategies and academic self-concept on educational resilience and positive academic emotions of secondary school students. Method: The design of this semi-experimental ...
Read More
Introduction: The present study was conducted with the aim at determining the interactive effecttiveness of selfregulated-metacognitive strategies and academic self-concept on educational resilience and positive academic emotions of secondary school students. Method: The design of this semi-experimental research was pre-test and post-test with control group. The population of this study was Tabriz secondary school students. The statistical sample of this study was 60 students who were selected through a pilot study and a multi-stage cluster sampling.They then were assigned into two experimental and control groups by using a targeted substitution method. The experimental group participated in the training sessions for selfregulated-metacognitive strategies for 12 sessions and the control group did not receive any interventions. Results: the training of metacognitive self-directed strategies led to significant improvement in the experimental group compared to control group in academic resilence and positive emotion, and also the interactive effect of teaching selfregulated-metacognitive strategies and self-concept on all components of academic resilience and positive emotional were significant. Conclusion: academic resilience and positive emotions can be increased by training metacognitive selfregulation strategies, as well as paying attention to the interactive and moderating role of self-concept. This research has implications for managers, teachers and school advisers who can use their results to improve student progress.
Mansoor Beirami; Touraj Hashemi; Mirmahmood Mirnasab; Leila Kolyaei
Volume 7, Issue 1 , August 2018, , Pages 53-74
Abstract
Introduction: Because of The deficit in social competence in students victim of bullying One of the factors to aggravation and continuing victimization of those people, On the other hand, studies have shown the impact of learning problem solving on promoting social competence, The purpose of this research ...
Read More
Introduction: Because of The deficit in social competence in students victim of bullying One of the factors to aggravation and continuing victimization of those people, On the other hand, studies have shown the impact of learning problem solving on promoting social competence, The purpose of this research was determining of effectiveness social problem solving training program on the components of social competence inStudents victim of bullying. Methods This study was a quasi-experimental design with pretest-posttest with thecontrol group. The population studied included all the first period high school female students in Tabriz in the academic year 96-95. The research sample consisted of 30 students was a victim of bullying through multi-stage random cluster sampling of the selected and randomly assigned to experimental and control groups. The experimental group in 8 sessions were trained in social problem-solving program. For data collection used the social competence scale and victim of bullying California scale. The collected data were analyzed applying SPSS-16 software via ANCOVA method. Results: The finding of the present study demonstrated a significant positive impact of developed social problem solving training on all components of social competence students victim of bullying, (PConclusion: The results indicate the effectiveness of developed program to promote social competence on students victim of bullying. It is suggested that social problem solving training program as part of training courses for all Trustees involved with students to promote coping skills students victims of bullying.
Mansor Bayrami; touraj hashemi; Hamid Poursharifi; Morteza Andalib
Volume 6, Issue 1 , August 2017, , Pages 43-66
Abstract
Introduction: The aim of this study was investigating the fitness of causal-structural relationship of parental coercion and blame attributions with delinquency by mediating of self-control and cognitive and affective empathy in clients of correction centers. Method: using a retrospective descriptive-correlational ...
Read More
Introduction: The aim of this study was investigating the fitness of causal-structural relationship of parental coercion and blame attributions with delinquency by mediating of self-control and cognitive and affective empathy in clients of correction centers. Method: using a retrospective descriptive-correlational design, 258 clients chosen by convenience sampling method took part in the study. They completed Alabama Parenting Questionnaire-child form (APQ), Baron-Cohen empathy quotient scale (EQ), Gudjonsson blame attribution inventory (GBAI) and crime violence inventory (CVS). The gathered data was analyzed by Structural Equation Modeling with AMOS-Graphic software. Findings: The results confirmed the fitness of proposed model after reforming. Investigation of direct paths showed that the direct path of parental coercion positively; and blame attribution and affective empathy negatively associated with delinquency. However, the path between cognitive empathy and delinquency was not significant. For investigation of indirect effects, bootstrapping method was used and results showed that affective empathy has partial mediating role between parental coercion and delinquency. Nevertheless, it does not have mediating role between blame attribution and delinquency. Finally, cognitive empathy had mediating role between parental coercion and delinquency, but it did not have mediating role between blame attribution and delinquency. Conclusion: The results of the current study can be used by criminal psychologists, criminologists and other relevant specialists, and they can play a role in crime prevention.
Touraj Hashemi; Elnaz Arianpour; Naeemeh Mashinchi Abbasi
Volume 3, Issue 1 , July 2014, , Pages 30-44
Abstract
Introduction: The present study aimed to investigate the role of social orientation on moral behavior, regarding the mediating role of spirituality. Method: Using a random multi-stage cluster method, 407 students were selected from among Tabriz University students. Data were gathered by Lussier Moral ...
Read More
Introduction: The present study aimed to investigate the role of social orientation on moral behavior, regarding the mediating role of spirituality. Method: Using a random multi-stage cluster method, 407 students were selected from among Tabriz University students. Data were gathered by Lussier Moral Behavior Inventory, Harrison social orientation questionnaire, and a researcher-made questionnaire on spirituality, which was based on the Malekian theory of spirituality. Results: The results showed that by increasing the social orientation as well as spirituality, moral behavior is enhanced. On the other hand, as social orientation rises, spirituality is increased. Besides, findings of path analysis revealed that social orientation could have a direct effect on moral behavior or it could indirectly influence it through the mediating role of spirituality. In addition, results obtained by multiple regression method suggested that both spirituality and social orientation could predict part of the changes observed in moral behavior in a compound manner. Conclusion: The results suggest that various factors such as social orientation and spirituality contribute in developing moral behavior. Consequently, morality is developed in social context and individual spiritual experiences through interpersonal interactions result in the manifestation of behavior based on moral features.
Touraj Hashemi; Saiedeh Khalilzad Behrouzian; Naiemeh Mashinchi Abbasi
Volume 1, Issue 2 , June 2013, , Pages 6-13
Abstract
Aims: Several studies have had different results about Alexithymia and the Theory of Mind in males and females. The aim of this study was to compare the rate of Alexithymia and Theory of Mind in under-graduate students. Method: In this comparative research, using convenience method, 284 undergraduate ...
Read More
Aims: Several studies have had different results about Alexithymia and the Theory of Mind in males and females. The aim of this study was to compare the rate of Alexithymia and Theory of Mind in under-graduate students. Method: In this comparative research, using convenience method, 284 undergraduate students (123 male and 161 female) from different fields of study such as Humanities, Engineering, and Basic Science were selected. They were assessed through completed Toronto Alexithymia Scale (TAS-20) as well as appraisal and computerized version of revised reading the mind in the eyes test. Data were analyzed using Multivariate Analysis of Variance (MANOVA). Results: The results revealed that there was a significant difference between both groups in Theory of mind and "external oriented thinking (EOT)" subscale of Alexithymia. Findings demonstrated that scores of male students were lower than the female students in TOM but in EOT subscale were higher than females. Conclusion: It can be concluded that female students are better in Theory of Mind and are less alexithymic than male students.
