social Psychology
Javid Takjoo; Iraj Shakerinia; Seyed vali ollah Mousavi; Sajjad Rezaei
Abstract
Introduction: Dishonesty is a pervasive behavior that occurs in various contexts. Therefore, the purpose of this research is to measure the rate and motivations of dishonesty in aggregate and compare it in both genders.Method: The current research conducted using one-shot study design. The statistical ...
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Introduction: Dishonesty is a pervasive behavior that occurs in various contexts. Therefore, the purpose of this research is to measure the rate and motivations of dishonesty in aggregate and compare it in both genders.Method: The current research conducted using one-shot study design. The statistical population consists of all undergraduate students of University of Guilan. The present study includes 189 students who were selected by purposeful sampling and based on the inclusion and exclusion criteria and were divided into two groups: men (92 people) and women (97 people). The Dice-rolling method was used to measure the rate and motivations of dishonesty. The resulting data were analyzed by binomial test. The Independent t test and the Chi-square test of independence was used to compare the rate and motivations of dishonesty in both genders respectively.Finding: The results indicate that a significant proportion of men (z=4.78, df=91, p< 0.001), women (z=1.71, df=96, p<0.05), and the total participants (z=4.66, df=188, p<0.001) engaged in dishonest behavior with economical motivation. The honest-image motivation was observed in men (z =1.15, df=91, p<0.045), while a conservative approach to dishonest behavior was observed in women (z=1.71, df=96, p<0.05). Furthermore, no significant difference was found between men and women in the rate of dishonest behavior (t=1.15,df=187, p<0.175) or in the economical motivation (χ²=2.805, df=1, p<0.093). Conclusion: Based on the findings, maximizing personal gain is a motivator for dishonest behavior. Additionally, maintaining an honest self-image is more prominent in men, while a conservative approach is more evident in women
Cognitive psycholog
Farzaneh Abdollahzadeh Bina; Hassan Sabouri Moghaddam; Abbas Bakhshipour Roudsari
Abstract
Introduction: The present study was conducted to determine the effectiveness of transcranial direct current stimulation on social-informational conformity, considering the moderating role of gender. Method: Two groups (male and female), each group consisting of 24 people aged 18-30, were selected from ...
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Introduction: The present study was conducted to determine the effectiveness of transcranial direct current stimulation on social-informational conformity, considering the moderating role of gender. Method: Two groups (male and female), each group consisting of 24 people aged 18-30, were selected from Tabriz University students' society with a non-random and available sampling method. The current research design was a semi-experimental type with a pre-test and a post-test. In the pre-test stage, the social-informational conformity computerized task was implemented. Then, two sessions (each, 20 minutes) of transcranial direct current stimulation were applied. In the post-test phase, the same social-informational conformity task was performed. Finally, the findings were analyzed with repeated measures variance analysis and covariance analysis in SPSS version 24 software. Findings: The amount of social-informational conformity increased in both groups after applying transcranial direct current stimulation, and gender did not moderate the effect of this stimulation. Conclusion: Transcranial direct current stimulation has the same effect on conformity in both men and women. Also, cathodal stimulation of the ventromedial prefrontal cortex significantly increases the tendency for social-informational conformity in women and men when the participants' initial decision is different from the majority. Since cathodal stimulation reduces neuronal firing, cortical excitability, and motor-evoked potentials, it is reasoned that the reduction of vmPFC stimulation enhances the conformity behavior in people.
Cognitive psycholog
Fahime Ghadrian; Susan Alizade Fard; Khatere Borhani
Abstract
Introduction: This research was conducted with the aim of investigating the effect of uncertainty about others on conformity to prosocial behavior and the moderating role of gender and need for closure. Method: The statistical population of this study included men and women aged 20 to 40, which 120 subjects ...
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Introduction: This research was conducted with the aim of investigating the effect of uncertainty about others on conformity to prosocial behavior and the moderating role of gender and need for closure. Method: The statistical population of this study included men and women aged 20 to 40, which 120 subjects were selected through available sampling. A computer-based task in the form of a profitable game was designed using the Psychopy software to assess the prosocial behavior of the participants in different conditions of ambiguous stimulus exposure. Also, a short form of the Need for Closure Questionnaire by Reiss and Pilati (2020) was employed. The data were modeled using mixed models' methods in the R software. Results: In the modeling of the results of the research, the most favorable model showed that exposure to an ambiguous stimulus with a coefficient of 0.84 and the variable of the need to be closure with a coefficient of 0.54 led to an increase in conformity behavior in conformity of prosocial behavior. and the need to closure has a moderating role. Also, gender was not included in the optimal model and its effect was not significant. Conclusion: The results of the current study showed that exposure to ambiguous conditions causes an increase in conformity of prosocial behavior and that the need for closure has a positive role in this effect; however, gender does not play a role in this effect.
Mona Golestani Fard; Mansoore Nikoogoftar; Hasan Shams Esfandabad
Volume 5, Issue 1 , August 2016, , Pages 52-67
Abstract
Introduction: The aim of this study was to compare the executive functions (flexibility, planning, and organizing) and memory (active and passive) of monolingual and bilingual students. Method: For this purpose,120 students, including 60 male and female students who were Persian-speaking monolinguals ...
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Introduction: The aim of this study was to compare the executive functions (flexibility, planning, and organizing) and memory (active and passive) of monolingual and bilingual students. Method: For this purpose,120 students, including 60 male and female students who were Persian-speaking monolinguals and aged between 7 to 12 years (30 girls, 30 boys) and 60 Armenian-Persian bilingual students (30 girls, 30 boys) from the second to the sixth grade in district 8 of Tehran were selected by convenience sampling. Andre-ray test was used to measure executive function (planning and organization), and Wisconsin test was used to measure executive function tests (flexibility). Furthermore, 3 × 3 Matrix of Cornoldy was used to measure working memory and Matrix 5 × 5 Cornoldy was used to assess passive memory. Data were analyzed by two-way ANOVA using SPSS software. Results: The results showed that the executive functions of organizing and planning of monolingual students are different from bilingual students. However, there was not a significant difference between the two groups in the passive and working memory. In addition, significant differences were not observed between the genders, except that in monolingual students the executive function of flexibility of girls was better than boys. Conclusion: Based on the results and the advantages of bilingual students in executive functions over monolingual students, early second language education in preschools could be recommended.
Tahereh Golestani bakht; Mahnaz Shokri
Volume 2, Issue 1 , August 2014, , Pages 89-100
Abstract
Introduction: The purpose of this study was to investigate the Relationship between Academic Procrastination with meta-cognitive beliefs of high school students in the city of Amole. Method: The study’s samples were 374 high school students who were selected using the simple random sampling procedure. ...
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Introduction: The purpose of this study was to investigate the Relationship between Academic Procrastination with meta-cognitive beliefs of high school students in the city of Amole. Method: The study’s samples were 374 high school students who were selected using the simple random sampling procedure. Data were collected using scales of Solomon & Rothblum Academic Procrastination and Wells & Cartwright - HattonMeta-cognition. Cronbach's alpha coefficient was used to determine the reliability of the research instruments. Findings: Data were analyzed by t-test and stepwise regression. t-test indicated that there was significant difference between male and female students of academic procrastination, so procrastination of male is more than female. But there was not difference in meta-cognitive beliefs between two groups. Stepwise multivariable regression analysis revealed that among the components of meta-cognitive beliefs, cognitive uncertainty was stronger predictor for academic procrastination. Conclusion: There was no significant difference between male and female in meta-cognitive but significant difference in academic procrastination and cognitive uncertainty is useful in prediction of Academic procrastination.
Mohammad Ali Nazari; Mojtaba soltanlo; Sommayeh Saeadi Dehaghani; Samyra Damya; Nasrin Rastgar Hashemi; Mohamad Mirlo
Volume 2, Issue 2 , March 2014, , Pages 62-73
Abstract
Introduction: A range of studies have shown that the time perception is influenced by numerous factors. In the present study the hypothesis was that gender and emotional dimensions (valance and arousal) of Persian words influence time perception. Method: fifty-eight volunteer undergraduate female students ...
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Introduction: A range of studies have shown that the time perception is influenced by numerous factors. In the present study the hypothesis was that gender and emotional dimensions (valance and arousal) of Persian words influence time perception. Method: fifty-eight volunteer undergraduate female students of the University of Tabriz participated in the experiment. A set of emotional Persian words (in the five dimensions including happy, calm, neutral, angery and sad) were projected to all participants for 800 and 2000 milliseconds (ms) via a computerized test. The participants were asked to reproduce the words. Three-factor ANOVA with repeated measures, one-way ANOVA, paired and independent t-tests were used to analyze the data. Findings: The results rvealed that the rate of error (underestimation) for the long duration was more than the short duration. Coefficient of variation for the happy and calm words was higher than the angery, sad and neutral words. Conclusion: These findings indicate an effect of emotion on time perception. The results are interpreted in the framework of the intentional time perception and arousal time perception models.
Davood Manavipour
Volume 1, Issue 1 , June 2013, , Pages 59-65
Abstract
Aim: The purpose of this study was to compare the epistemology beliefs of students based on gender, educational levels, and disciplines. Method: The population included all the students of district 10 of Azad University who were selected using multistage cluster sampling. The research instrument was ...
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Aim: The purpose of this study was to compare the epistemology beliefs of students based on gender, educational levels, and disciplines. Method: The population included all the students of district 10 of Azad University who were selected using multistage cluster sampling. The research instrument was Schommer’s epistemology belief questionnaire. Results: The results showed that the students of different disciplines have significant differences in simple epistemology beliefs and stable knowledge, but they do not have significant differences in other dimensions. The comparison of Epistemology belief based on educational level showed that except for simplicity of knowledge and awareness of everything, the other aspects are significantly different. The comparison of the two genders showed that girls believe in stability of knowledge more than males. But there was no difference in other dimensions. Conclusion: based on the results, the epistemological beliefs can be considered as one of the processes of social cognition.
