DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)
Year:2018 | Volume:15 | Issue:57 |Papers Count:9

Due to the cultural impact on the formation of adulthood concept, the purpose of this study is determining gender differences in the concept of adult and finding markers that are necessary to perceive adult in Iranian society. So, through a phenomenological qualitative study and conducting interviews among a sample of 19 persons (9 males, 10 females) at age intervals of 18-25 that were selected among students in Tehran, using the purposeful and criterion sampling, the markers of adulthood were extracted. Colaizzi analysis yielded six dimensions: Cognitive-emotional self-mastering, regulatory management to achieve the goals, ability to play a role in the family, commitment to personal, religious, and social values, independence and role transitions. Findings indicated traditional markers of adulthood (i. e. reaching the age of 18 or married) have transformed to individual skills and family capacities. In two dimensions, the ability to play a role in the family and independence, subcategories including employment, financial and mental support of family for men, and capacity of child caring, and psychosocial support of the family for women are criteria that are more important. In addition, in other dimensions, the subcategories of well-meaning behavior for men, and the resilience and emotional mastry for women were emphasized more.

Recent studies have shown that forgiveness can predict mental health and the quality of relationships. The present study investigate the moderating role of types of forgiveness (self, other, and position) on the relationship between perfectionism and interpersonal problems. A total of 286 students (154 girls, 132 boys) from University of Tehran participated in this study. Participants completed Tehran Multidimensional Perfectionism Scale (Besharat, 2007), Dispositional Hartland Forgiveness Scale (Thompson, Snyder, Hoffman, Michael, Rasmussen, et al., 2005), and Inventory of Interpersonal Problems (Besharat, 2016). Results showed that the types of forgiveness are negatively related to dimensions of perfectionism and this relationship was different between girls and boys. Also dimensions of perfectionism were positively related to interpersonal problems in both men and women. Generally, types of forgiveness mediated the association between perfectionism and interpersonal problems. Based on these results, it can be concluded that perfectionism is not entirely a maladaptive trait. When perfectionism is accompanied by forgiveness, it may be efficient. A comparison between girls and boys revealed an influential role for sex on the relationships between variables studied.

The purpose of the article was to investigate the relationship between the agency and demographic variables with the five identity characteristics of students based on Arnett’ s emerging adulthood theory. The sample included 700 undergraduate students. To collect data, the Inventory of Dimensions of Emerging Adulthood (Reifman, Arnett & Colwell, 2007) and the Multi-Measure Agentic Personality Scale (Cô té , 1997) were used. The results indicated that there was a relationship between the agency and the five features. The regression analysis showed that the agency played a role in explanation of the variance of all the characteristics. The gender and age in the explanation of the variance of three, and one characteristics was involved, respectively. As a result, students with a higher level of agency, were more self-focused, and did more identity exploration, had more optimistic viewpoint on their life period and consider it as an opportunity, had more experimentations. They had more feeling in-between, and feel less instabiity and negativity. Agency, gender and age can be used to predict five, three, and one characteristics, respectively.

this study aimed to investigate the mediating role of creativity attitudes on creative problem solving with regard to the patterns of family communicationand the learning climate. In this study, the patterns of family communicationand learning climate as predictor variables, creativity attitudes as mediator and creative problem solving as dependent variable was examined. The sample included 300male and female students in fifth and sixth grades from primary schools of the Larestan participated in the study. Students completed “ Creative Problem SolvingAttributes Inventory, Creativity Attitude Survey, Learning Climate Survey and Family Communication Patterns Questionnaire. Results of regression analysis and path analysis showed that creativityattitudes in the relationship between the patterns of family communicationand learning climate with creative problem solving wasnot significant. Conversation-orientation and learning climate were positive and significant predictor of creative problem solving and creativity attitudes. َ􀀀 Also it was found that in creative problem solving, scores of girls was significantly higher than the scores of boys. Finally, this study showed the fundamental role of the patterns of family communication and learning climate to foster of creative problem solving thinking, and showed attitude is an important variable that influences the impact of social variables.

obesity is one of the most common problems in today's world that can reduce the life satisfaction of people with this problem. Therefore, it is important to identify the factors related to their satisfaction with their lives. The present research was devoted to the role of alexithymia and rumination in predicting the life satisfaction of obesity patients. The research method was descriptive and correlational based. Among all obese and overweight women who referred to weight loss treatment centers (centers for nutrition counseling and dietary regimen) in Tehran in 1395, 106 women with a minimum degree of education at the age range of 15-65 and a BMI higher than 30 were selected. They responded to Satisfaction with Life Scale (SWLS, Diener, Emmons, Larsen, & Griffin, 1985), Toronto Alexithymia Scale (TAS, Bagby, Parker, & Taylor, 1994), and Ruminative Response Scale (RRS, Nolen-Hoeksema and Marrow, 1991). The results of regression analysis showed that rumination and alexithymia significantly explained 25% of life satisfaction in obesity patients. Based on these results, the life satisfaction in obese people by controlling rumination and increasing the ability to express emotion can be increased.

The purpose of this research is to development of generative instruction plan based on the components of generative learning theory to enhance self-regulation. The qualitative content analysis with deductive exploratory method used to identify generative learning theory components and development of generative plan, And to provide strategies used of Thematic Matrix. The statistical population of this study include all experimental studies, review articles, dissertations and all resources related to generative learning from 1974 to 2017. With purposeful sampling selected 47 articles and one dissertation as units of study. For validation selected 20 experts in educational psychology and educational technology. Finally, extracted 14 main categories includes: attention, motivation, teacher, prior knowledge, Learning opportunities, Student perception, active learner, generation, evaluation, content, analysis, instruction, instructional environment and cooperative learning. Based on these components, instructional plan with the following sections developed: identifying and analyzing the learner, providing instruction, learners engagement, activating prior knowledge, providing content, creating learning opportunities, Facilitation and scaffolding, cooperative learning, generation and evaluation.

the purpose of this study was to examine the effectiveness of resilience education program on girl students ‘ cognitive appraisals, proactive coping and positive and negative emotional experiences. In this true-experimental study with pretest-posttest control-group design in company with follow up stage, 32 girl students aged 12 year olds in experimental and control groups responded to the Stress Appraisal Measure-Revised (Rowley, Roesch, Jurica & Vaughn, 2005), the Proactive Coping Inventory (Greenglass, Schwarzer, Jakubiec, Fiksenbaum & Taubert, 1999) and the Modified Differential Emotions Scale (Fredrickson, Tugade, Waugh & Larkin, 2003). The experimental group received 10 resilience training sessions (1 hours a session). The results statistical procedures of multivariate and univariate covariance analysis indicated that resilience education program was effective in increasing challenging and resource appraisals, proactive coping strategy and positive emotions and in decreasing threat appraisal and negative emotions in short term and long term. These findings suggest that resilience training program by increasing positive thinking strategies, adaptive emotional management skills and interpersonal relationships skills enrichment could result in mental immunization in students

the present study aimed to examine the validity, reliability and factor structure of the Academic Entitlement Scale (AES) among Iranian university students. 451 university students were selected from Shiraz University in 2016 academic year using cluster random sampling method. To assess the reliability and internal consistency of the inventory, the correlation coefficient among items with the total score of factors, Cronbach’ s alpha coefficient, confirmatory factor analysis, the correlation coefficient among the subscales and discriminant validity were used. Confirmatory factor analysis confirmed embedding items and the two-factor structure of the scale including externalized responsibility and entitled expectation. The correlation of perceived control scale’ s dimensions and academic entitlement scale’ s dimensions were-. 24 to-. 55. These results show the discriminant validity of the scale. The Cronbach’ s alpha coefficient was in satisfactory level for each factor (for entitled expectation. 72 and for externalized responsibility, . 81) and the total score of the scale (. 81). The findings suggest that the AES is a reliable and valid instrument for assessing executive functions of Iranian university students and can be used as a suitable instrument in psychological research.