DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)
Year:2006 | Volume:2 | Issue:7|Papers Count:10

This study aimed at testing a) the relationship between parenting stress and general health among the mothers with young children b) the employment buffer approach in a stressful professional context (e.g., nursing). 70 nurses and 70 housewives who were selected randomly among mothers in the city of Rasht, responded to the Parenting Stress Index (PSI) and then completed the General Health Questionnaire (GHQ) and a questionnaire including the statements for controlling some variables. There was a significant difference between parenting stress levels of both groups, but the difference between general health rates of both groups was not significant. However, the difference between the groups in depression sub-scale was significant. Analysis of multiple regression indicated that the main effect of parenting stress and the interaction effect of employment and parenting stress on general health were significant. But, the employment did not have a significant effect on general health. Results showed that employment, even in such stressful profession as nursing, moderates the negative effect of parenting stress on mothers, health. Findings explain the harmful psychological and L physical consequences of parenting stress and the importance of the stress experienced by mothers of young children. Findings also emphasize a need for planning supportive and preventive programs for mothers who experience job stress.

This study aimed to evaluate the efficiency of the Rorschach cognitive indices in distinguishing the information processing deficiencies in depressed patients. Clinical interviews based on DSM-IV criteria for depression and Beck Depression Inventory were conducted to select 30 depressed and 30 non-depressed female participants in the same age group and educational level. The Dysfunctional Attitudes Scale (DAS) was run to evaluate the dysfunctional attitudes. The Rorschach test was run and scored using the Exner's Comprehensive System (1990) to evaluate the Perceptual-Thinking Index (PTI) and the cog native components of participants. The results indicated that the Rorschach's Perceptual-Thinking Index is not efficient enough to distinguish the patient's deficiencies in information processing; but a combination of "' several variables of PTI along with other comprehensive cognitive indices of the Rorschach can be useful. This study led to the development of a new index called "Information Processing Deficiency Index (IPDI).

In order to study the reliability and validity of the Chapman's Handedness Inventory (CHI) among junior high school students, 441 male and 559 female 6-8 graders from junior high-schools of Tehran district completed the Handedness Questionnaire of Chapman and Chapman (1987). Data showed that the Cronbach's alpha, correlation between the two halves, and retest reliability were respectively 0.94, 0.94 and 0.92. The validity analysis revealed that all the students who according to CHI were categorized as left-handed and right-handed recognized themselves as left-handed and right-handed. Factor analysis suggested a factor which accounted for 68.43% of the total variance; all the items were loaded in this factor. In sum CHI has a good validity and reliability for distinguishing lateralization among Iranian high-school students.

This research compared the relationships between achievement motivation, self concept, and achievement in science among students of 38 countries, as presented in the Third International Studies of Science and Math (TIMSS-R). The sample was 187000 eighth graders of the countries that participated in the 1999 TIMSS test, randomly selected by the International Institute for Academic Achievement Evaluation. The material included a Science Questionnaire, consisting of 146 items, and an individual questionnaire and both were administered by the ministries of education of the related countries. The results were published in year 2000 and later used in this study. The results of ANOVA, Kruskal-Wallis, and inde- pendent t-test showed a significant difference between students' self concept, expectations about continuing their education, and academic achievement. But, there was no significant difference between the students' attitudes, interests, perceptions regarding the importance of science, time spent out of home to learn the material, gender, and achievement in science.

This research aimed at examining the role of T personality traits and thinking styles in the academic achievement of university students. 214 male and 205 female students completed the short version of the Five Factor Inventory and Thinking Styles Inventory. Grade Point Averages (GPA) of the participants were used as indicators of academic achievement. The path analysis was conducted to test the direct and indirect effects of personality traits on thinking styles and academic achievement. The results showed the significant positive effects of openness on judicial, global, liberal and conservative thinking styles, neuroticism on executive, local and conservative thinking styles, conscientiousness on legislative and hierarchical thinking styles, and extroversion on global liberal, hierarchical and external thinking styles. But openness had a significant negative effect on conservative thinking style. Indirect effects of the following factors on the academic achievement were also significant: openness through judicial thinking style, neuroticism through executive thinking style, conscientiousness through legislative thinking style, openness and extroversion through global and liberal thinking styles, neuroticism and openness through conservative thinking style, extroversion and conscientiousness through hierarchical thinking style, and extroversion through external thinking style. In general, the results of this research emphasize the necessity of considering the role or personality traits and thinking styles in academic achievement of students. The implications for instructors are discussed.

This project attempted to develop a process for the conceptual translation of psycho-educational materials for families from diverse backgrounds. Participants were selected from the Arabic and Cantonese speaking immigrants with a serious mental illness, and their families.A previously established psycho-educational program and its manual, developed for English speaking families, were adapted to the objectives of this program and were applied.Bi-lingual Arabic and Chinese mental health professionals translated the concepts into Arabic and Chinese and taught them during multiple-family group programs and routine clinical practice. After completing the program, families attending the multiple-family programs reported a reduction in the burden and stress of taking care of their mentally ill relative. The approval of findings requires replicating the study, using a larger sample size.