sattar saidi; Hamzeh Ahmadian; majid saffarinia
Abstract
Introduction: The relationship between social perspective taking and self-control with prosocial personality of the community is significant. The purpose of the present research was to study the Model Of Relationship Between Social Perspective Taking And Self-Control with prosocial personality ...
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Introduction: The relationship between social perspective taking and self-control with prosocial personality of the community is significant. The purpose of the present research was to study the Model Of Relationship Between Social Perspective Taking And Self-Control with prosocial personality via mediator role of emotional empathy among teachers. Method: The research design is descriptive-correlational using path analysis method. The statistical population of the study consisted of all teachers working at schools in Sanandaj in 2017. In this study, 425 teachers participated. They were selected based on categorical random sampling method. The participants completed the Social Perspective Taking (Mohaghegi et al., 2016), Self-control (Nikmanesh, 2007), Prosocial behavior (Penner, 2002), and Emotional Empathy (Mehrabian & Epstain, 1972) questionnaires. Data analysis was conducted through AMOS software using path analysis method. Results: The results showed that the final model has good fitness with the data. The path analysis model has determined that Pro-social Personality is influenced by social perspective taking directly and indirectly, and by self-control indirectly. Therefore, it can be concluded that social perspective taking and self-control play important roles in the pro-sociality of teachers. Conclusion: Findings show that Emotional Empathy play a significant mediating role for social perspective taking with prosocial personality and not for self-control.
serwa mohammadzadeh; Mosaeb Yarmohammadi Vasel
Volume 7, Issue 1 , August 2018, , Pages 153-170
Abstract
Introduction: The purpose of this study was to introduce and Calculate primary reliability and validity social trap scale. Method: the society of research consisted of all undergraduate students in Kurdistan universities that were 40000 students. The sampling method was randomly multistage cluster sampling. ...
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Introduction: The purpose of this study was to introduce and Calculate primary reliability and validity social trap scale. Method: the society of research consisted of all undergraduate students in Kurdistan universities that were 40000 students. The sampling method was randomly multistage cluster sampling. From among 400 students participated in research project, 320 students filled Researcher made scale of social trap for normalizing, and social perspective taking scale and Social procrastination for assessing convergent and divergent validity filled by sample research. Data analyzed by cronbach alpha, Pearson correlation coefficient and factor analysis. Results: analyzed data showed positive correlation between social trap and Social procrastination (pConclusion: Preliminary estimates showed that the Social trap Scale is a reliable and valid tool in order to evaluate social traps.
Hossin Mohaghegi; mohammad reza zoghi paidar; abolghasem yaghoobi; mosaieb yarmohammadi vasel; serwa mohammadzadeh
Volume 5, Issue 1 , August 2016, , Pages 20-34
Abstract
Introduction: Social perspective-taking is one of the essential skills for social relationships and is rooted in cognitive abilities. There is no scale to measure this skill exclusively and the available tools only measure social perspective-taking as a sub-scale. One of the major barriers to basic research ...
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Introduction: Social perspective-taking is one of the essential skills for social relationships and is rooted in cognitive abilities. There is no scale to measure this skill exclusively and the available tools only measure social perspective-taking as a sub-scale. One of the major barriers to basic research in psychology fields is lack of standardized tests; therefore, the main aim of this study was introducing the social perspective taking and the codification and validation of its scale. Method: To accomplish the aims, 750 undergraduate students of Kurdistan province filled out the researcher made questionnaire of Social Perspective Taking. They also filled out The Oxford Happiness Scale and Beck Anxiety scale for assessing the discriminate validity. Data were analyzed by Pearson Correlation coefficient, Cronbach alpha and factor analysis. Results: The results showed that there is significant positive relationship between happiness and social perspective taking and significant negative relationship between anxiety and social perspective taking. These results indicated the concurrent validity of the scale. Also, reliability of the social perspective taking scale measured by Cronbach alpha was 0/78. Factor analysis of social perspective taking extracted 4 factors including: cognitive prediction of others, understanding others perspective, put him/herself on others place, and respecting differences. Conclusion: Preliminary estimates showed that the Social Perspective Taking Scale is a reliable and valid tool for assessing social perspective-taking skills.
