elahe Memarian; Davood Manavipour; Mojtaba Sedaghati Fard
Abstract
Objective: Low self-efficacy and aggression are found in all cultures and are the most common kind of problems in students, which cause discomfort and distress in others; thus, they disrupt the mental health of the community. This study aims to investigate the comparison of effectiveness of group ...
Read More
Objective: Low self-efficacy and aggression are found in all cultures and are the most common kind of problems in students, which cause discomfort and distress in others; thus, they disrupt the mental health of the community. This study aims to investigate the comparison of effectiveness of group training anger management and psycho-social empowerment on aggression and social self-efficacy. Method: This experimental study was conducted with a pretest-posttest design with control group and follow-up two month. The statistical population of this study included all the female students high school Tehran city to 125110 people were in year academic 2020-2021 and 90 female students by convenience sampling were considered as the sample size in two experimental groups and on group control (each group of 30 female students). The experimental groups underwent group training anger management and psycho-social empowerment (12 sessions 90 minutes in each training), but the control group received no training and remained in the waiting list. To collect data aggression questionnaire and adolescents social self-efficacy scale. Data analysis was performed using SPSS-24 software in two sections: descriptive and inferential (analysis of variance with repeated measures and Bonferroni). Results: The results of the study showed that both types of treatment in post-test and follow up had a significant effect on reducing aggression and increasing social self-efficacy of female high school students (P<0.05). In addition, the results showed that group anger management training was more effective than psycho-social empowerment group in reducing aggression and increasing social self-efficacy (P<0.05). Conclusion: It can be concluded that, anger training anger management and psycho-social empowerment can be considered as a supportive and effective tool for reducing aggression and increasing social self-efficacy and used for adolescents in particular.
ali khodaei; omid shokri
Abstract
Introduction: The present study was conducted with the aim of evaluating the Civic Moral Disengagement Scale(CMDS, 2009) among a group of Iranian students. Method: In this correlational study, 364 students (192 male and 172 female) were selected from the undergraduate students of Shahid Beheshti University ...
Read More
Introduction: The present study was conducted with the aim of evaluating the Civic Moral Disengagement Scale(CMDS, 2009) among a group of Iranian students. Method: In this correlational study, 364 students (192 male and 172 female) were selected from the undergraduate students of Shahid Beheshti University using available sampling method who responded to the Civic Moral Disengagement Scale-Farsi Version. To determine the internal validity and internal consistency of the scale, the confirmatory factor analysis and cronbach alpha formula were used respectively. Results: The results of confirmatory factor analysis based AMOS software showed that multi-factor structure of Civic Moral Disengagement Scale-Farsi Version consisted of moral justification, euphemistic language, advantageous comparison, displacement of responsibility, diffusion of responsibility, distorting consequences, attribution of blame and dehumanization had good fit with data. Internal consistency for the moral justification, euphemistic language, advantageous comparison, displacement of responsibility, diffusion of responsibility, distorting consequences, attribution of blame and dehumanization was 0/88, 0/82 and 0/79 respectively. Conclusion: In sum, these findings provide evidence for the validity and reliability of the Civic Moral Disengagement Scale-Farsi Version as an instrument to measure the “Civic Moral Disengagement” among Iranian university students.
hossin zare; Ahmad Rasteghar
Volume 4, Issue 1 , September 2015, , Pages 53-66
Abstract
Aims: This study aimed to examine the psychometric features (validity and reliability) of the short form of Need for Cognition Scale (NFS) in high school students. Method: For this purpose, 392 students (168 male and 224 female) of Shiraz high schools were selected by multistage cluster sampling method. ...
Read More
Aims: This study aimed to examine the psychometric features (validity and reliability) of the short form of Need for Cognition Scale (NFS) in high school students. Method: For this purpose, 392 students (168 male and 224 female) of Shiraz high schools were selected by multistage cluster sampling method. They responded to the self-report need for cognition scale developed by Cacciopo et al. To assess the construct validity of this scale, confirmatory factor analysis and internal consistency were used. Moreover, Cronbach's alpha coefficient was used to evaluate the reliability of the scale. Results: Generally, the goodness of fit characteristics of the confirmatory factor analysis model indicated a good fit of the data with factor structure of the need for cognition scale. Also, internal consistency method indicated the construct validity of the scale and the Cronbach's alpha coefficient indicated the stability of the measurement of the scale. Conclusion: Based on these results, one can use the need for cognition scale developed by Cacciopo et al. as an acceptable measurement tool to study high school students.
