Zahra Sedighi; Farzaneh Mikaeeli; ali issazadegan
Volume 7, Issue 1 , August 2018, , Pages 105-120
Abstract
Introduction: This research focused on effects of training social skills using Bendura’s observational learning model on improving theory of mind of preschool children in Urmia. Method: Current research which is semi-experimental, was conducted in a pretest-aftertest kind of studies with a control ...
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Introduction: This research focused on effects of training social skills using Bendura’s observational learning model on improving theory of mind of preschool children in Urmia. Method: Current research which is semi-experimental, was conducted in a pretest-aftertest kind of studies with a control group.40 children were chosen considering availability and randomly seperated into test and control groups. To evaluate variables in this research, Elliott and Grsham’s social skills calibration gauge for preschool children (ssrs) and Stimman and Morris' 38-item questionnaire about theory of mind were used as tools to get information about pretest and aftertest.Children in test group were trained social skills during 15 sessions using Bendura’s observational learning model.We examined the data produced by tests using covariance analysis and independent T experiment. Conclusion: Findings suggest that training social skills using Bendura’s observational learning model significantly improves these skills andtheory of mind ability in children. Results: Therefore, results of current research imply that through theory of mind development, training involvements can prevent from children’s several cognitive and behavioral abnormalities; so it’s suggested that training social skills will be included in policies of Education Organization and clinical centers.
Pegah Nejat; Javad Hatami
Abstract
Introduction: Moral judgment is one of the subjects studied in social cognition.Moral Foundations Theory (MFT) is a recent theory in moral psychology which has an intercultural and intuitive approach to moral beliefs of people around the world. The current study is concerned with examining psychometric ...
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Introduction: Moral judgment is one of the subjects studied in social cognition.Moral Foundations Theory (MFT) is a recent theory in moral psychology which has an intercultural and intuitive approach to moral beliefs of people around the world. The current study is concerned with examining psychometric properties of a Persian version of the questionnaire associated with this theory, and comparing findings with available reports from the original version as well as other cultures. Method: Data are provided by three studies on Iranian samples: Golkar (2016) and phases II and III of Nejat (2016), with 280, 314, and 180 participants respectively, who responded to Moral Foundations Questionnaire (MFQ-30). Calculations of Cronbach alphas, as well as exploratory and confirmatory factor analyses were conducted and comparisons were made between genders in reliance on foundations. Results: Cronbach alphas for care, fairness and loyalty were relatively low and generally lower than obedience and sanctity. Exploratory factor analysis has led to a three-factor solution in phase II of Nejat (2016), and two-factor solutions in Golkar (2016) and phase III of Nejat (2016). Fit of data to the correlated five-factor model was acceptable. Women scored higher than men in care, fairness, and sanctity. Conclusion: Psychometric properties of the Persian MFQ, though not perfect in some respects, were comparable to those reported by other cultures, and therefore seem to be mainly caused by the complex nature of morality itself. Observed gender differences were similar to international findings and thus supportive of the known-groups validity for this questionnaire.
Abdolvahed Narmashiri; Ahmad Sohrabi; Javad Hatami
Volume 6, Issue 2 , February 2018, , Pages 113-124
Abstract
Introduction: The present study intended to examine the rate of reaction and bias in the perceptual processing associated to paranormal beliefs. Paranormal beliefs are strongly correlated to perceptual biases for detecting illusory patterns, for instance. Perceptual processing and biases are strongly ...
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Introduction: The present study intended to examine the rate of reaction and bias in the perceptual processing associated to paranormal beliefs. Paranormal beliefs are strongly correlated to perceptual biases for detecting illusory patterns, for instance. Perceptual processing and biases are strongly influenced by prior expectations and learning experiences. Methods: A convenient sample of 32 university students (23 male) were recruited for the experiment and were measured by a computerized face/house recognition task and Paranormal Belief Questionnaire (Blackmore & Moore, 1994). Results: The result of ANOVA showed a significant difference between groups with severe and moderain paranormal belief. Therefore, the results showed a significant difference between groups in perceptual-bias and reaction time in relation to paranormal belief. Conclusion: Paranormal beliefs influence the reaction time and perceptual processing.
Afsane Safarpour; Mohammad Ghamari; Simin Hosseinian
Abstract
Aim: Self-injury is a mechanism adolescents use to protect their fragile selves from the pressures of this period, which often cause severe physical and mental harm to themselves. To prevent or reduce these behaviors in adolescents, it is necessary to obtain appropriate information about ...
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Aim: Self-injury is a mechanism adolescents use to protect their fragile selves from the pressures of this period, which often cause severe physical and mental harm to themselves. To prevent or reduce these behaviors in adolescents, it is necessary to obtain appropriate information about this structure and identify the factors affecting them; therefore, the research was conducted to model the structural relationships between social cognition and identity styles, and self-injury behaviors with mediating role of self-compassion in adolescents. Method: The research method was correlational with the structural equations modeling type. The statistical population of the study included all adolescents aged 14-16 years, studying in public schools in Karaj in the academic year 2020-2021, from whom 247 people were selected online using the convenience sampling method. The identity Styles Inventory (Berzonsky, 1989), Social Cognition Inventory (Nejati, et al., 2018), Self-Injury Behavior Inventory (Klonsky & Glenn, 2009) Self-compassion Scale (Neff, 2003) were applied to collect data. Results: The results of the evaluation of the proposed model by structural equations in SPSS23 and Smart PLS3 software showed the direct and negative significant effects of identity styles (P < 0.01) and self-compassion (P < 0.05) on self-injury behaviors. Conclusion: The direct and negative effects of social cognition on self-injury behaviors were significant (P < 0.05), but the indirect effects of social cognition on self-injury behaviors were not significant.
Majid Saffarinia; rogayeh mohammadi; Samira Hasanzadeh
Volume 5, Issue 2 , November 2016, , Pages 120-135
Abstract
Aim: The aim of the present study was to examine the relationship between mindfulness and mind reading ability and decision-making styles of rational, avoidant, dependent, and intuitive university students. Method: For this purpose, 182 students (71 males and 111 females) were selected from Bonab universities ...
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Aim: The aim of the present study was to examine the relationship between mindfulness and mind reading ability and decision-making styles of rational, avoidant, dependent, and intuitive university students. Method: For this purpose, 182 students (71 males and 111 females) were selected from Bonab universities via multi-stage random sampling and completed the questionnaires of Scott and Bruce's Decision-Making Styles Inventory (1995), Kentucky’s Inventory of Mindfulness Skills (KIMS), and Reading the Mind in the Eyes Test (RMET). Results: According to the findings, there was positive relationship between mindfulness and mind reading ability and rational and intuitive decision-making styles. Besides, there was a significant negative relationship with dependent decision-making style. There was also significant negative relationship between mind reading ability and avoidant decision-making style. In addition, rational and dependent decision-making styles were predictable by both mindfulness and mind reading variables. But, avoidant and intuitive styles were only predicted by mind reading ability. Conclusion: According to the findings, it seems that people's decision making can be improved by mindfulness skill training and strengthening the ability of mind reading.
Vahid Nejati; saman kamari; Sedighe Jafari
Abstract
Introduction: The aim of this study was construction and examine the psychometric characteristics of student social cognition questionnaire (SHAD). Method: This study from the perspective of the purpose and method of collecting information, was a part of correlational research based on psychometric analysis. ...
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Introduction: The aim of this study was construction and examine the psychometric characteristics of student social cognition questionnaire (SHAD). Method: This study from the perspective of the purpose and method of collecting information, was a part of correlational research based on psychometric analysis. For this purpose, a researcher-made questionnaire with 19 items was conducted on 735 girl and boy students by random multi-stage cluster sampling in universities of Sharif, Tarbiat Modares, Elmo Sanaat, Shahid Beheshti and Khaje-Nasir. For analysis of data, the exploratory and confirmatory factor analysis were used. Results: The results of exploratory factor analysis by principal components method with varimax rotation indicated the existence of 4 component social cognition that were named respectively cognition of self, mindreading, detection of educational threat and understanding of educational environment. These four component explained 49/63 percent of the total variance. Also, the results of confirmatory factor analysis confirmed the four factors of the questionnaire. On the other hand, the results of the correlation coefficient provided evidence of the convergent validity of the social cognition questionnaire with other cognitive variables in this domain. The reliability of the questionnaire was also measured by Cronbach's alpha coefficient and the correlation of the subscales with the total score of the questionnaire. Cronbach's alpha for subscale cognition of self (0/73), mindreading (0/72), detection of educational threat (0/71), understanding of educational environment (0/74) and Cronbach's alpha coefficient of the total questionnaire was (0/86). Conclusion: Generally, the results showed that social cognition questionnaire had an appropriate reliability and validity and it can be used as a useful tool to assess student’s social cognition.
Hossein zare; azita kharaman
Abstract
Introduction: The similarities and differences of moral judgements between men and women have always been controversial. Since ethics and its related areas are not separate from psychology, because of its importance in social and human interactions, it is also of great importance. For this reason, much ...
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Introduction: The similarities and differences of moral judgements between men and women have always been controversial. Since ethics and its related areas are not separate from psychology, because of its importance in social and human interactions, it is also of great importance. For this reason, much research and empirical works have focused on gender differences and ethics, which has yielded various results and has created ambiguities. Therefore, the results of this research can be helpful in explaining these issues. Method: Regarding the purpose of the study, the method of the meta-analysis in this study includes all studies conducted and published on gender differences in ethical decisions that have been published in the last ten years. Results: The results suggest that although gender differences in emotional responses appear to be detrimental to others, both men and women engage in similar levels of processing in moral confrontation, and differences in factors, such as age, education, studies, and the like are more important.
Hosein Zare; Sara Ghorbani
Abstract
The purpose of this study was to determine the predictive model of helping behaviors based on the variables of risk perception, self-efficacy and social problem solving with regard to the mediator variable of responsibility. The present study was a descriptive study of the type of correlation and the ...
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The purpose of this study was to determine the predictive model of helping behaviors based on the variables of risk perception, self-efficacy and social problem solving with regard to the mediator variable of responsibility. The present study was a descriptive study of the type of correlation and the research population consisted of all aid agencies in the province of Khuzestan in 2018. In order to determine the sample size, Cochran formula based on non-defined population was used and 387 people were selected by cluster sampling method. In this regard, Khuzestan was divided into two geographic areas including north, south, east, west and central. in each region, a flooded area was selected randomly and in each region, two flood relief camps were selected and referred to it and randomly selected subjects who referred to these centers were selected. Data collection tools included the Derakhshandeh Nia's helping behavior questionnaires (2005), Benten risk perception questionnaire (1993), Sherer self-efficacy (1982), Dezurilla et al.'s social problem solving (2002) and Gough's responsibility (1984). In order to test the hypothesis, the statistical method of path analysis was used with SPSS and AMOS-22 software. The results of path analysis of indirect coefficients showed that responsibility can play mediator role in relation between social variables solving and self-efficacy with the helping behavior of flood aid workers in Khuzestan (p < 0/05) while responsibility has not been able to play mediator role in relation between risk perception and helping behavior (p>0/05).
majid baradaran; Farzaneh Ranjbar Noushari
Abstract
Objective: The purpose of this study was to investigate the role of cognitive flexibility and attachment style as predictors of student social cognition. Method: statistical population was comprised of all students in Payame Noor University of rasht city who have been studying between 2019-2020. Using ...
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Objective: The purpose of this study was to investigate the role of cognitive flexibility and attachment style as predictors of student social cognition. Method: statistical population was comprised of all students in Payame Noor University of rasht city who have been studying between 2019-2020. Using cluster sampling method, a group of 309 students were selected. Data were analyzed by correlation coefficient and regression analysis. The participants completed the items of Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010), attachment styles questionnaire (Hazan & Shaver, 1987) and student social cognition questionnaire (Nejati, Kamari & Jafari, 2018). Results: Results showed that there were a significant positive correlation between cognitive flexibility and secure attachment with social cognition and significant negative correlation between avoidant and ambivalent attachment with social cognition. Also, regression analysis showed that cognitive flexibility 0.49 and avoidant attachment style 0.02 significantly predict student social cognition (p<0.05). Conclusion: The findings of this research indicated that cognitive flexibility and attachment style have basic role in student social cognition.
Psychology
Zahra Motlagh; MAHDI KHANJANI; Faramarz Sohrabi
Abstract
Empathy is one of the components of improving interpersonal interactions that originates from childhood experiences during caregiver-child interactions. Base on this fact, it is reasonable to consider positive and negative childhood experiences as a determining factor in the formation of people's empathy ...
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Empathy is one of the components of improving interpersonal interactions that originates from childhood experiences during caregiver-child interactions. Base on this fact, it is reasonable to consider positive and negative childhood experiences as a determining factor in the formation of people's empathy capacity. The aim of this study was to investigate the relationship between childhood traumatic experiences and cognitive and emotional empathy, considering the mediating role of self-compassion .For this purpose, in a descriptive and correlational research, 240 students of different faculties of Allameh Tabataba’i University of Tehran were selected by proportional sampling process. Data were collected by childhood trauma questionnaire, empathy questionnaire and self-compassion scale and by using structural equation modeling and path analysis were analyzed.The findings of the research showed that there is no relationship between childhood traumatic experiences and emotional empathy regarding the mediating role of self-compassion; whereas, childhood traumatic experiences through self-compassion can affect cognitive empathy. Also, childhood emotional and physical traumatic experiences through self-compassion can affect empathy; however, due to dysfunctional emotion regulation mechanisms there is no relationship between the childhood sexual traumatic experiences and empathy, regarding to the mediating role of self-compassion. Based on the research findings, it can be concluded that the proposed model explains the relationship between childhood traumatic experiences and cognitive and emotional empathy by considering the role of self-compassion.
Hamid Lotfi; Hossein Zare; Mahmood Eravani; Yousef Karimi
Volume 2, Issue 2 , March 2014, , Pages 74-86
Abstract
Introduction: This study aimed to assess the effect of group pressure on hypothesis testing. Method: To do so, a hundred and three participants (Control: n=51 and Experimental: n=52) were randomly selected from among undergraduate students. All participants were tested using the stipulated version of ...
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Introduction: This study aimed to assess the effect of group pressure on hypothesis testing. Method: To do so, a hundred and three participants (Control: n=51 and Experimental: n=52) were randomly selected from among undergraduate students. All participants were tested using the stipulated version of Wason Selection Task (Lotfi and Zare, 1388) and some informative items for Group Pressure. Data were analyzed using Chi-Square Goodness-of-Fit Test and crosstabs statistics. Findings: The results of the study indicated that: (1) In response to the situation for the critical test of hypothesis, most participants tended to choose either unrelated or correct responses. (2) Participants were not significantly different in terms of their psychological desire to keep the initial hypothesis, the choice for the correct response, and the choice for the wrong response. (3) When confronted to a situation which directly challenges their psychological desires, subjects tended to resist against group pressure. Conclusion: Findings in the present study are discussed by the methodological theory of binary explanation of social behavior, as well as psychosocial and cognitive components.
Mansour Beyrami; Touraj Hashemi Nosrat abad; Jaber Alizadeh Goradel; Hakimeh Alizadeh
Volume 1, Issue 1 , June 2013, , Pages 77-84
Abstract
Aim: Human problems are significantly rooted in society. The aim of this study was prediction of social problem solving ability of students based on their cognive styles. Method: This research was descriptive correlation (prediction) study, which was performed on 500 students of Tabriz ...
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Aim: Human problems are significantly rooted in society. The aim of this study was prediction of social problem solving ability of students based on their cognive styles. Method: This research was descriptive correlation (prediction) study, which was performed on 500 students of Tabriz University who were selected by relational random method. Data were gathered by using Linda Dalberg et.al’s(1387) questionnaire of social problem solving and Kolab’s cognitive styles questionnaires. The data were analyzed by multiple regression, one way ANOVA, and Tooky tests . Results: The results showed that cognitive styles predicted changes on social problem solving up to 8 percent (p= 0/001). Cognitive Styles involved 4 types: divergent, assimilation, convergent, and accommodation cognitive styles which explained changes in social problem solving ability. Results also showed that significant differences in social problem solving are based on different cognitive styles. (p < 0/001). Conclusions: Based on the findings, we can say that considering the cognitive styles in social problem solving is necessary.
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.
Fatemeh Shokri; Ahmad Alipour; Mojgan Agah Haris
Volume 1, Issue 2 , June 2013, , Pages 81-92
Abstract
Aims: This study aimed to investigate the effectiveness of cognitive-behavioral intervention based on procrastination on enhancing academic performance and self-esteem of female students in Payame Noor University. Method: 30 female students using excluding- including criterion were selected among volunteers ...
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Aims: This study aimed to investigate the effectiveness of cognitive-behavioral intervention based on procrastination on enhancing academic performance and self-esteem of female students in Payame Noor University. Method: 30 female students using excluding- including criterion were selected among volunteers and were assigned randomly into two groups (experimental and control group). Prior to and after instructing the treatment, all participants completed all items of procrastination and self-esteem questionnaires. Also, the mean of the last academic term before intervention and the mean of the next academic term after intervention were collected for all the subjects. Data analyses were done by using SPSS version 16 and applying Co-variance method. Results: the results revealed that cognitive- behavioral intervention based on procrastination could significantly decrease procrastination and increases self-esteem and academic performance among participants in the experimental group in comparison to the control group (p<0.05).Conclusion: Cognitive- behavioral intervention based on procrastination decreases procrastination and increases academic performance and self-Esteem by using reconstruction of cognition, mindfulness and behavioral methods such as time management.
Educational Psychology
Qamar Khatibi; Mansoreh Karimzadeh; Reza Ghorban Jahromi; Esmail Sadipor
Abstract
The present study investigates the mediating role of Social Competence in the relationship between parenting styles and academically inhibiting behaviors of secondary school students. This descriptive-correlational study was conducted using the structural equation method. Its statistical population included ...
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The present study investigates the mediating role of Social Competence in the relationship between parenting styles and academically inhibiting behaviors of secondary school students. This descriptive-correlational study was conducted using the structural equation method. Its statistical population included all secondary school students in public schools in Tehran in 2022-2023. Accordingly, 407 people were included in the study by multi-stage cluster sampling method and measured using Parenting Styles Questionnaire (Baumrind, 1973), Social Competence Questionnaire (Felner et al.,1990), Academic Cheating Scale (Farnese et al., 2011), academic procrastination Questionnaire (Savari, 2013), and aggression Questionnaire (Williams et al., 1996). Data were analyzed by structural equation method in SPSS-23 and AMOS-24 software. Data analysis revealed that the structural model indices had a good fit. The direct and negative effect of authoritarian parenting patterns on social competence was significant with a standard coefficient of -0.18 and the direct and negative effect of authoritative parenting patterns on social competence was significant with a standard coefficient of 0.25. Also, the direct and positive effect of permissive parenting patterns with a standard coefficient of 0.17 and the direct and negative effect of authoritative parenting patterns and social competence with standard coefficients of -0.21 and -0.34, respectively, were significant on academic inhibiting behaviors. Additionally, the effect of permissive, authoritarian, and authoritative parenting patterns on academic inhibiting behaviors with the mediating role of social competence was significant with standardized coefficients of -0.18, 0.13, and 0.24, respectively (P < 0.01). The results of these relationships can predict academic inhibiting behaviors in the form of a model. These results have practical implications for preventive measures against the increase of academically inhibiting behaviors and reducing their negative consequences.
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.
Farangis Abdollahi; Zohreh Rafezi; Hossien Skandari
Abstract
Introduction: The aim of this study was to compare the recognition of facial emotions and cognitive biases in people with body dysmorphic disorder and people without body dysmorphic disorder. Method: The method of the present study was causal-comparative.The statistical population of the present study ...
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Introduction: The aim of this study was to compare the recognition of facial emotions and cognitive biases in people with body dysmorphic disorder and people without body dysmorphic disorder. Method: The method of the present study was causal-comparative.The statistical population of the present study included all people with body dysmorphic disorder in the age group of 25 to 35 years in 2019. The research sample included 70 people (35 people in each group) who were selected by available sampling methods. Data was collected using the Yale-Brown Obsessive Compulsive Scale modified for Body Dysmorphic Disorder (Phillips et al. 1997), The Interpretations Questionnaire-modified (IQ-modified; adapted from Buhlmann et al. 2002), and the Facial Emotions Recognition Test (Ekman & Friesen, 1976). The data was analyzed using t-test and non-parametric Friedman test. Results: The results showed that there was a significant difference (P <0.01) between people with body dysmorphic disorder and People without body dysmorphic disorder in cognitive biases. Also, there was a significant difference (P <0.01) between the two groups of individuals without body dysmorphic disorder and individuals with body dysmorphic disorder in the component of recognizing facial emotions. Conclusion: The results of the statistical analysis showed that people with body dysmorphic disorder have more and more negative body-related cognitive biases compared to people without body dysmorphic disorder. Also, people with body dysmorphic disorder perform weaker than people without body dysmorphic disorder in recognizing facial emotions except sadness. It seems that these variables play an essential role in the formation and continuation of this disorder..
abbas gholtaj; abdol mohammad taheri; fatemeh marahel
Volume 3, Issue 2 , January 2015, , Pages 95-108
Abstract
Introduction: The aim of this research was to study and compare the components of educational democracy in non-profit and public schools and its relationship with critical thinking and social skills of students in middle schools of Gachsaran city. Method: The research method was descriptive and comparative. ...
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Introduction: The aim of this research was to study and compare the components of educational democracy in non-profit and public schools and its relationship with critical thinking and social skills of students in middle schools of Gachsaran city. Method: The research method was descriptive and comparative. The statistical population included all students and teachers of female guidance schools in 2011-12. There were 75 and 160 teachers in non-profit and public schools, respectively. The second population included female students of guidance schools in 2011-12 who were 320 and 820 in non-profit and public schools, respectively. The method of sampling was randomized clustering. From each type of school 2 were selected randomly. An author-made questionnaire for components of educational democracy whose reliability was confirmed by 5 professors was used. The second questionnaire was Critical Thinking Tendency of Rikth whose reliability was obtained as 0.79 using Cronbach's Alpha. The third questionnaire was Social Skills Questionnaire of Inderbitsen whose reliability was obtained as 0.86 using Cronbach's Alpha. The obtained data from questionnaires were analyzed using descriptive statistics (computation of frequency, frequency percentage, cumulative percentage, mean, and standard deviation) and comprehensive statistics (T- test for independent groups). Results: The obtained results suggested that there is a significant difference between public and non-profit schools for components of educational democracy meaning, so that non-profit schools have better status. Also, there was a significant difference between critical thinking and social skills of female students of public and non-profit schools. Conclusions: The scores of non-profit students were better in both cases.
Psychology
Pouyan Ezatizadeh; MAHNAZ SHAHGHOLIAN; mohammad hossein Abdollahi; Ali shahbaz ghazvini
Abstract
The purpose of this research was to investigate the relationship between cognitive fusion and emotional processing with psychological distress in adolescents. This research is fundamental in nature and the present research method is descriptive and correlational. The statistical population was all male ...
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The purpose of this research was to investigate the relationship between cognitive fusion and emotional processing with psychological distress in adolescents. This research is fundamental in nature and the present research method is descriptive and correlational. The statistical population was all male teenagers of Mahdasht, Karaj city in Alborz province. The statistical sample of this research was 280 people who were selected by available method. They completed Psychological Distress Questionnaire (Kessler et al., 2002), Cognitive Fusion Questionnaire (CFQ; Gillanders et al., 2014) and Emotional Processing (Baker et al., 2010). The results showed that there is a significant positive relationship between cognitive fusion and psychological distress and between emotional processing and psychological distress. Also, there is a significant positive relationship between subscales of emotional processing including suppression, the experience of unpleasant emotions, the experience of unprocessed emotions, avoidance and control with psychological distress. The results showed that 39% of the changes in psychological distress can be explained by cognitive fusion and emotional processing. These results can be used to reduce psychological distress in teenagers.
azam bayanlou; parviz azadfallah; Kazem Rasoolzadeh Tabatabaie
Volume 3, Issue 1 , July 2014, , Pages 100-113
Abstract
Introduction: The present study was conducted to investigate the development of creative thinking and related subscales in monolingual and earlybilingual children. Method: The study sample consisted of 260 male and female students (130 Azari-Fars earlybilingual students and 130 Fars monolingual) which ...
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Introduction: The present study was conducted to investigate the development of creative thinking and related subscales in monolingual and earlybilingual children. Method: The study sample consisted of 260 male and female students (130 Azari-Fars earlybilingual students and 130 Fars monolingual) which were selected at convenience from elementary schools in region II of the city of Qom. Data were collected by Torrance Creative Thinking Test (TTCT; figural version of form B,1974) and the results were analyzed by MANOVA and paired comparison of means. Results: According to the findings, gender, language, and grade had significant effect on creative thinking and its subscales, which led to a nonlinear trend in development of creativity between the groups. Conclusion: the interaction between gender, language and age has the most significant impact on the development of creativity; such that bilingual boys at higher grades were more creative and monolingual girls were less among the groups.
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.
mojtaba aghili; elaheh sadat nasiri
Volume 3, special , March 2015, , Pages 109-125
Abstract
Aim: The present study aimed to investigate the relationship between learning strategies and attribution styles with responsibility. Method: Using a random cluster sampling method, 364 out of 7690 students were selected from among high school female students. Data were gathered by learning strategies ...
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Aim: The present study aimed to investigate the relationship between learning strategies and attribution styles with responsibility. Method: Using a random cluster sampling method, 364 out of 7690 students were selected from among high school female students. Data were gathered by learning strategies questionnaires, attribution styles survey, and academic responsibility evaluation questionnaire. The data were analyzed by regression modeling. Results: The results indicated a relationship between learning strategies and attribution styles as well as a relationship between learning strategies and responsibility; however, there was no relationship between attribution styles and responsibility. In addition, there were significant differences in responsibility in various fields of study, but there were no significant differences among attribution styles in various fields. Other results of this study indicated a significant relationship between learning strategies and attribution styles with responsibility. Conclusion: Mastering learning strategies can help students to have more control and responsibility. Also, paying attention to goals and expectations can be effective in academic performance.
Pegah Nejat; Fatemeh Bagherian; Javad Hatami; Omid Shokri
Volume 4, Issue 1 , September 2015, , Pages 109-126
Abstract
Aims: Moral Foundations Theory is among the latest theories of moral judgement in social cognition. This theory has specified six foundations of care, fairness, loyalty, authority, sanctity, and liberty as underlying morality concerns. The present study aimed to examine the characteristics of these foundations ...
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Aims: Moral Foundations Theory is among the latest theories of moral judgement in social cognition. This theory has specified six foundations of care, fairness, loyalty, authority, sanctity, and liberty as underlying morality concerns. The present study aimed to examine the characteristics of these foundations in Iranian moral mentality and compared them against foreign findings and predictions, particularly the recent debate between two leading theorists in this field, i.e. Graham and Janoff-Bulman. Method: Participants were 172 Iranians who were questioned about ideal society and moral and immoral behaviors. Responses were examined and categorized based on belongingness to foundations. Accordingly, foundation exemplars and their motivational weight and relational context were determined. To determine the grouping of foundations, exploratory factor analysis; to compare foundations regarding motivational weight, analysis of variance; and to compare the frequency of foundation exemplars between relational contexts, chi-square test was used. Results: The number of extracted factors from the foundations was three in the contxt of each of the three questions. Foundations were found to differ regarding motivational weight; however, almost all of them had exemplars from both motivational orientations. Moreover, despite the focus of each foundation on one or two particular relational contexts, almost all foundations had exemplars referring to all three relational contexts. Conclusion: Findings provided support for the three-folded super-structure of morality. Results also indicated that Janoff-Bulman has drawn a narrow image of the motivational orientation of foundations, just as assumptions of moral foundation theorists underestimate the variability in relational contexts of foundations.
Elham Mosavyan; Seyedeh Fereshteh Nejati
Volume 5, Issue 1 , August 2016, , Pages 113-129
Abstract
Introduction: Considering the importance of facial emotion recognition in social interactions and the conflicting results of the previous studies that have evaluated the emotion recognition in healthy individuals with psychiatric symptom distress, the present study aimed to investigate the relationship ...
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Introduction: Considering the importance of facial emotion recognition in social interactions and the conflicting results of the previous studies that have evaluated the emotion recognition in healthy individuals with psychiatric symptom distress, the present study aimed to investigate the relationship between facial emotion recognition and psychiatric symptom distress as indexed by the SCL-90-R scale. Method: The sample size was 60 that consisted of 31 subjects with clinical symptoms and 29 healthy individuals as the control group. The Symptom Checklist-90-Revised (SCL-90-R) Form was chosen to determine the level of psychiatric symptom distress, and the facial emotion recognition was examined by 42 images of facial emotion picture (Ekman & frieze,1976) that measured 6 different emotional states (sadness, happiness, fear, anger, disgust, surprise, and the neutral state). Findings: The results of data analysis indicated that the participants with depression symptoms had difficulty in recognizing disgust, happiness and neutral state; however, the participants with anxiety symptoms had better performance in recognizing fear. Conclusion: The findings indicated that different symptoms, which are due to different underlying neurobiological and cognitive functions, influence emotion recognition in different ways.
sayed mousa golestaneh; fatemeh nouroozi
Volume 7, Issue 1 , August 2018, , Pages 121-140
Abstract
Introduction: The purpose of this research was to examine the effectiveness of time Prespective therapy on motivational strategies and cognitive in procrastinition students. Method: Design of this experimental research was pretest-posttest associated with control group. Instruments of the present study ...
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Introduction: The purpose of this research was to examine the effectiveness of time Prespective therapy on motivational strategies and cognitive in procrastinition students. Method: Design of this experimental research was pretest-posttest associated with control group. Instruments of the present study includes the Zimbardo Time Perspective Questionnaire, Zusho and Barnett procrastination Motivational-cognitive Questionnaire (2011) and Tuckman and Brousse Questionnaire (1991). Statistical population consists of all the students studying at Gulf University in the academic year 2015-2016; and 300 of them were selected by multistage cluster sampling and responded to the academic procrastination scale (TPS). Then by using cutting point, 36 Procrastinition girl Students were randomly assigned to two experimental and control groups. Time perspective therapy (six sessions) was considered as an independent variable based on the Zimbardo protocol (2012). To analyze the data, Multivariate Covariance Analysis was performed using SPSS software. Findings: The results of the research showed that Time Prespective Therapy improvement of motivational and Cognitive strategies and procrastination in the experimental group compared with the control group. The results of ANCOVA analysis showed that, through controlling pretests, there is a meaningful difference between posttests of mastery goals, performance- approach goals, need for cognition, procrastination, expectation for success, task value, rehearsal, organization and metacognitive self-regulation in experimental and control groups. But, there was no significant change in the avoidance goal variable (p = 0. 19). Conclusion: Based on the results Time Perspective Therapy is an effective therapeutic approach to increasing Motivational Strategies and Cognitive in Procrastinition girl Students.
