DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)
Year:2019 | Volume:16 | Issue:61 |Papers Count:11

The aim of the present study was to examine the mediating role of basic psychological needs satisfaction at school in the relationship between class psychosocial climate and classroom emotional intelligence with school well-being. Participants were 384 (183 girls, 201 boys) secondary school students from Shiraz city which selected via random multistage cluster sampling method. To examine research variables, all participants completed Brief Adolescents' Subject Well-Being in School Scale (Tian, Wang, & Huebner, 2015). Adolescent Students' Basic Psychological Needs at School Scale (Tian, han, & Huebner, 2014), Basque Group Trait Meta-Mood Scale (Aritzeta et al, 2016), and My Class Inventory (Fraser et al., 1995), in their regular classes. The results of structural equation modeling showed that dimensions of class psychosocial climate and classroom emotional intelligence could significantly predict basic psychological needs satisfaction at school, and also basic psychological needs satisfaction were statistically significant predictors of school well-being. Moreover, findings showed that basic psychological needs satisfaction at school played a mediating role in the relationship between class psychosocial climate and classroom emotional intelligence with school well-being. According to the research findings, it can be concluded that improving class psychosocial climate and classroom emotional intelligence as well as basic psychological needs satisfaction at school can be effective in promoting students’ school well-being. b

This study aimed to construct and validate the Women's Psychological Well-being Scale. The statistical population included women aged 20 to 35 years old in Tehran. After formulating the questionnaires and examining the face and content validity of the items and factors, the data were collected from a sample of 500 women. The results of the confirmatory factor analysis of 74 items showed seven factors: comfort and security in relationships, growth, purposefulness, competency, control and mastery, caring oneself, and autonomy. Cronbach's alpha coefficient for the total scale was 0. 92. Also the Composite Reliability coefficient was 0. 96. The test re-test reliability coefficient was 0. 87 and the convergent validity of the test with the Ryff Psychological well-being Scale (RSPWB) was 0. 82. This is the first scale of women's psychological well-being that has been built and validated based on Iranian culture. It provides a reliable tool to highlight the different aspects of psychological well-being in women.

The aim of this study was to predict externalizing behavior problems of children based on marital conflicts of parents and social emotional investment of parents in children. The conducted study was descriptive and correlation one, and the statistical population included mothers with children aged 6 to 12 years old in Ahvaz city, Iran. Participants included 702 mothers that were selected by voluntarily sampling method. For data collection, Child and Adolescent Behavior Assessment (Morin, Miller, Smith, & Johnson, 2016), Marital Conflict Questionnaire (Sanai Zaker, 2007) and Parental Investment in Children (Bradley & Caldwell, 1995) were used. Differential analysis method was used for data analysis. The results showed marital conflicts of parents and social emotional investment of parents could predict the group membership of children with external behavioral problems and without external behavioral problems. The findings suggested that decreasing marital conflicts and increasing social emotional investment of parents could decrease the externalizing behavior problems of children.

The aim of this study was to investigate the mediating role of academic help-seeking in the relationship between metacognitive knowledge and school well-being in the format of a causal model. For this purpose, 456 students were selected from high schools of Lordegan, by using multistage cluster sampling method. For collecting data Metacognitive Awareness Inventory (Shraw & Dennison, 1994), Help-Seeking Behaviors Questionnaire (Ryan & Pintrich, 1997), and School-Related Well-Being Scales (Kaplan & Maehr, 1999) were used. Research hypothetical model was tested by path analysis. The results showed direct effects of procedural knowledge and declaration knowledge on school well-being. Furthermore, types of metacognitive knowledge showed direct effects on academic help seeking acceptance Also types of metacognitive knowledge have effects on school wellbeing. The Bootstrap results showed the mediating role of academic help seeking acceptance in the relationship between types of metacognitive knowledge and school well-being and the mediating role of academic avoidance from help seeking in the relationship between procedural knowledge and school well-being. In general, results of the present study provided evidence for mediating role of academic help-seeking in the relationship between types of metacognitive knowledge and school well-being.

The aim of the this study was to investigate the mediating role of commitment and behavioral self-regulation in the relationship between identity styles and counterproductive academic behavior. The research design was correlational. A sample of 299 girl students (age mean: 21. 17 ± 2. 71 years, range: 18-26 years) from University of Mazandaran was selected randomly through multi-stage cluster sampling method. Participants completed the Identity Styles Inventory (Berzonsky, Soenens, Luyckx, Smith & Papini, 2013), the Counterproductive Student Behavior Scale (Rimkus, 2012), and the Short Behavioral Self-Regulation Questionnaire (Carey, Neal & Collins, 2004). Results from Maximum-Likelihood estimation and bootstrapping procedure showed that the proposed conceptual model fit well with the data. According to this results, informative and normative identity styles have positive correlation with counterproductive academic behavior and negative correlation with diffuse/avoidant identity style through effecting commitment and behavior self-regulation. So, the results confirmed the mediating role of commitment and behavioral selfregulation in the relationship between identity styles and counterproductive academic behavior. In conclusion, one’ s identity style predicts counterproductive academic behavior through affecting commitment and behavioral self-regulation.

The purpose of this study was to examine the effectiveness of group training of transactional analysis on distress tolerance and communication skills of delinquent adolescents. The study was quasi-experimental with pretest-posttest and control group and follow-up period. The statistical population consisted of delinquent male adolescents from Qom correction and rehabilitation center. Participants included 30 adolescents (mean age=15. 91; SD= 2. 95) were selected by purposeful sampling method and were randomly assigned to experimental and control groups. They completed the Distress Tolerance Scale (Simons & Gaher, 2005) and the Communication skills Test (Queendom, 2004). The experimental group received 9 90-minute sessions of transactional analysis sessions. Then, at the end of the therapeutic interventions and again 2 months later, the subjects of the experimental and control groups were evaluated by questionnaires. The results of analysis of variance with repeated measures showed that transactional analysis significantly increased distress tolerance and communication skills. The findings suggested the effectiveness of group training of transactional analysis in increasing distress tolerance and improving communication skills in delinquent adolescents.

The present study aimed to investigate the role of depression, identity diffusion, and fear of missing out in predicting smartphone addiction among adolescents in Tehran. The research was a cross-sectional correlational study. 382 high school students in Tehran were selected using convenient sampling method and completed the short form of Smartphone Addiction Scale (Kwon, Kim, Cho & Yang, 2013), Fear of Missing Out Scale (Abel, Buff & Burr, 2016), Kutcher Adolescent Depression Scale (LeBlanc, Almudevar, Brooks &Kutcher, 2002) and Erikson Psychosocial stage Inventory (Rosenthal, Gurney & moore, 1981). The data were analyzed using Pearson correlation and stepwise multiple regression. The findings showed that all three predictor variables including depression, fear of missing out, and identity diffusion could significantly predict smartphone addiction among adolescents and account for 24 percent of the variance in smartphone addiction among adolescents. Based on these findings preventive programs can be designed not only to reduce depression, fear of missing out, and identity diffusion but also to reduce smartphone addiction among adolescents.

The present study aimed to investigate the mediating role of Self-Concept in the relationship between Family Affective Atmosphere and Academic Dishonesty. The participants were 209 (96 girls and 113 boys) Elementary students from Fasa city selected via Random Cluster Sampling method. All participants completed Hill Burn's Family Emotional Atmosphere Scale (1964), Chen and Thompson's Academic Self-Concept Inventory (2004), and McCabe and Treviñ o's Academic Dishonesty Scale (1996). To analyze the research model, structural equation model was used. Results showed that Family Affective Atmosphere predicted Academic Dishonesty through Self-Concept. Results of this study showed the importance of Family Affective Atmosphere and Self-Concept in Academic Dishonesty.