Psychology
Asie Moradi; Kamran Yazdanbakhsh; Zahra Mahdian
Abstract
Purpose: Since there is a positive relationship between executive functions and theory of mind with moral judgment, in the current research, the aim is to investigate the relationship between executive functions and moral judgment with regard to the mediating role of theory of mind.Method: This descriptive-correlation ...
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Purpose: Since there is a positive relationship between executive functions and theory of mind with moral judgment, in the current research, the aim is to investigate the relationship between executive functions and moral judgment with regard to the mediating role of theory of mind.Method: This descriptive-correlation study was based on structural equation modeling. The statistical population of this research was 9 to 11-year-old children of Ilam City, and 370 of them were selected by convenience sampling method. Sinha and Verma's (1971) moral judgment questionnaire, Ghamrani et al.'s (2006) theory of mind, and Barkley's (2012) executive functions were used to collect information. The data were analyzed by Spearman's correlation and structural equation modeling using SPSS version 24 and Smart PLS version 3 software.Findings: The findings showed that there is a relationship between executive functions and moral judgment (β=0/246 % & P<0/05), executive functions and theory of mind (β=0/545 % & P<0/05), and theory of mind and moral judgment (β=0/494 % & P<0/05). Also, the mediating role of the theory of mind in the relationship between executive functions and moral judgment (β=0/269 % & P<0/05) was confirmed.Conclusion: Executive function is the underlying cognitive capacity that enables and facilitates higher level cognition such as reasoning and decision making in moral situations. Also, the executive function has an effect on improving the level of the theory of mind. Therefore, in order to improve moral judgment, intervention programs that target the development of executive functions should be given more attention; Because it is possible to provide a suitable platform for improving the level of the theory of mind through the improvement of executive functions, and the improvement of the theory of mind will affect the progress of moral judgments.
Nasim seeed
Abstract
Introduction: The purpose of this study is to examine the effects of problem-solving training on the stress coping strategies and responsibility of distance education students. Method: The present research is quasi-experimental with control and experimental groups with pre-test and post-test. The ...
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Introduction: The purpose of this study is to examine the effects of problem-solving training on the stress coping strategies and responsibility of distance education students. Method: The present research is quasi-experimental with control and experimental groups with pre-test and post-test. The statistical population of the study consisted of undergraduate students of distance education system among whom 40 were selected through available sampling method and assigned in two experimental (n = 20) and control (n = 20) groups. The research instruments for collecting data consisted of Lazarus and Folkman's (1988) Stress Coping Strategies Questionnaire and Nematic Responsibility Questionnaire (2008). Using SPSS software version 21, Covariance analysis was used for data analysis. Results: The results showed that problem solving training influenced the dimensions of stress coping strategies (problem-based and emotional-based strategies) as well as students' responsibility and the experimental group used problem solving methods more after training. Conclusion: Given that problem solving is the ability of individuals to deal with their daily problems, and based on the results of the research, problem solving training can increase this ability in students and enhance their ability to face problems. So it is recommended that problem-solving instruction be emphasized in enhancing students' skills and provided through academic and educational programs.
atefeh allameh; Manigeh Shehni Yeilagh; Ali Reza Haji Yakhchali; Mahnaz Mehrabizadeh Honarmand
Volume 4, Issue 2 , January 2016, , Pages 102-123
Abstract
Introduction: One of the behavioral disorders with extremely high prevalence is aggression. Children with aggressive behaviors expose the family, school and society to various problems that make them vulnerable against mental-social disturbances in their adolescence and even adulthood. The aim of this ...
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Introduction: One of the behavioral disorders with extremely high prevalence is aggression. Children with aggressive behaviors expose the family, school and society to various problems that make them vulnerable against mental-social disturbances in their adolescence and even adulthood. The aim of this study was comparing self-efficacy in peer interaction and social competence of male students with aggressive and normal behaviors in 5 and 6th grades of elementary school in Ahvaz city (1393-94 academic year).Method: The sample included 250 male student (125 aggressive students and 125 normal students) that were selected through random multistage sampling method. The research design was causal-comparative. The instruments included: Children’s Self-efficacy for Peer Interaction Scale, Social Competence Scale, and Child Aggression in School Questionnaire. Data were analyzed using multivariate analysis of variance (MANOVA) method. Results: The results showed that there was a significant difference between the groups in self-efficacy in peer interaction and social competence. In addition, the level of self-efficacy in peer interaction and social competence of the aggressive group were lower than the normal group. Conclusion: According to the results of this study, deficit in self-efficacy in peer interaction and social competence can be considered as one of the significant factors in emerging aggressive behaviors.
Ali Aghayousafy; Hossein Zare; somayeh porbafrany
Volume 3, special , March 2015, , Pages 141-152
Abstract
Aim: the purpose of this research was investigating the relationship between egocentrism and social adjustment among students. Method: For this purpose, 308 students (158 women and 150 men) of Payame Noor university were sampled by available categorized sampling. They were asked to complete Social ...
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Aim: the purpose of this research was investigating the relationship between egocentrism and social adjustment among students. Method: For this purpose, 308 students (158 women and 150 men) of Payame Noor university were sampled by available categorized sampling. They were asked to complete Social Adjustment Questionnaire (1939) as well as Personal Fable and Imaginary Audience Questionnaire (1967) in order to evaluate their egocentrism. Then, the achieved data was analyzed by Pierson's conjunction coefficient and step by step multivariable regression. Findings: The results indicated that there is a meaningful and positive relationship between personal fable and social adjustment.
Majid Saffarinia; ali reza agayousefi; ali mostafaie
Volume 3, Issue 2 , January 2015, , Pages 123-134
Abstract
Introduction :This study aimed at investigating the relationship between social procrastination, social identity, and students’ academic performance. Method: The design was correlational and the sample consisted of 200 students of Payam Noor University, Bukan center. Sampling was based on available ...
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Introduction :This study aimed at investigating the relationship between social procrastination, social identity, and students’ academic performance. Method: The design was correlational and the sample consisted of 200 students of Payam Noor University, Bukan center. Sampling was based on available sampling and three questionnaires including Social Procrastination, Social Identity, and Academic Achievement were employed to collect the data. Pearson correlation and multiple regression analyses were used to analyze the data. Results: The results showed a significant negative correlation between Social Identity and Social Procrastination. Both the individual and collective identities showed a significant negative correlation with Social Procrastination. Indifference, as one of the components of Social Procrastination, had a significant negative correlation with academic performance, but there was no significant relationship between attention to self, as another aspect of Social Procrastination, and academic achievement. Furthermore, Social Identity had a significant positive correlation with academic performance. Among the other aspects, the individual and collective identity had a significant positive correlation with academic performance. Conclusions: According to the results, it can be claimed that Social Procrastination has a negative relationship with academic performance and social identity, while social identity has a significant positive correlation with academic performance.
