DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)
Year:2017 | Volume:13 | Issue:52|Papers Count:13

the aim of the present study was to investigate the mediating role of outcome expectation and self-regulated learning in the relationship between achievement goals, academic burnout, and academic performance. Three hundred and forty seven students were selected from Kashan University using stratified sampling method. The participants completed the Progress Goals Scale (PGS; Migly, Kaplan & Midelton, 1998), the Motivational Strategies for Learning Questionnaire (MSLQ; Pintrich & De Digrot, 1990), the Academic Burnout Scale (Berso, Salanova & Schoufeli, 2007), and the Student Outcome Expectation Scale (SOEQ; Landy, 2003). The data were analyzed using structural equation modeling. The results indicatedoutcome expectation and self-regulated learning mediated the relations of achievement goals and academic burnout to academic performance. Academic burnout indirectly and negatively related to academic achievement through self-regulated learning and outcome expectation. Achievement goals indirectly and positively related to academic achievement through self-regulated learning and outcome expectation.

the aim of current study was to compare eating habits of early years of life and attachment styles of obese girls with normal weight girls.One hundred and fifty students with normal weight and 150 obese students were selected from Rafsanjan, Iran using purposive sampling method. The participants’ age range was between 9 and 11 years. The participants completed the Demographic Questionnaire, the Comprehensive Feeding Practices Questionnaire (Musher-Eizenman, 2007), and the Inventory of Parent Attachment (Gullone & Robinson, 2005). The results of independent-samples t test indicated significant differences between the two groups in scores of the Feeding Practices subscales (such as child control, emotion regulation with food, encourage balance/ variety, food as a reward, involvement, pressure to eat, restriction for health, restriction for weight). No differences were found between the groups in the scores of attachment styles. The two groups had different birth weight. The obese girls’ parents had higher BMI than normal girls’ parents. The findings can be used in understanding childhood obesity, obesity prevention, and designing therapeutic interventions. The findings suggested that certain eating habit can be modified through culturally appropriate training.

this study aimed to examine the effectiveness of Respectful Listening to Childrenpackage on promoting mothers’ psychological well-being. Forty two mother- child dyads were selected by available sampling method from a preschool setting in Tehran. The lack of psychological and behavioral disorders were examined in the participants: The children completed the CBCL (Achenbach & Rescorla, 2001) and the mothers completed the GHQ (Goldberg & Hillier, 1979).The participants were randomly assigned into either the experimental or control group. The mothers in both groups completed the Warwick- Edinburgh Mental Well-Being Scale (2008) at three stages of pre-test, post-test, and two-month follow up. The mothers in the experimental group received the respectful listening to children package. The data were analyzed using multivariate analysis of variance with mixed procedure (between groups and within groups). The results indicated that in pre-test stage scores of psychological well-being in the two groups were not so different whereas in post-test stage scores of the experimental group were significantly higher than the scores of the control group, and the differences maintained after two month follow up. The findings suggested that interventions based on mother-child relationship, especially effective listening to children, may be used in promoting mothers’ psychological well-being, and in preventing future problems in children.

the aim of this study was to examine the role of meaning of life and perceived social support in pain intensity. Based on a correlational study, 158 patients with cancer were selected by convenience sampling method from radiation therapy wards of two hospitals in Tehran. The participants completed the pain intensity subscale of the Multidimensional Pain Inventory (MPI), the Medical Outcomes Study-Social Support Survey (MOS-SSS; Sherborne & Stewart, 1991), and the Meaning of Life Questionnaire (Steger, Frazier, Oishi & Kaler, 2006).The results of multivariate regression analysis indicated that the meaning of life and social support correlated with the reported pain intensity. The social support and the meaning of life accounted for 83% of the variation in perception of pain intensity. The findings suggested the need to pay more attention to perceived social support in treatment of cancer patients.

the aim of the present study was to investigate the mediating role of intrinsic motivation in the relationship between perceptions of parenting styles and academic resilience among high school girls. Three hundred and twelve second grade high school students were selected from 18th educational district of Tehran, Iran using random multistage cluster sampling method. The participants completed the Perceptions of Parents Scale (Grolnick, Deci & Ryan, 1997), the Academic Resilience scale (Martin, 2003), and the Intrinsic Motivation scale (Vallerand & et al, 1992). The results indicated that perceptions of parenting styles related significantly and positively to academic resilience. The results of path analysis indicated that perceptions of parenting styles indirectly and positively related to academic resilience through intrinsic motivation. The perceptions of parenting styles explained 15% of the variance in intrinsic motivation. The parenting styles and intrinsic motivation accounted for 35% of the variance in academic resilience. The findings supported the mediating role of intrinsic motivationin the relationship between perceptions of parenting styles and academic resilience.

the present study aimed to assess psychometric propertiesof the Adolescent Self-Regulatory Inventory (ASRI; Dias, Garcia del Castillo & Moilanen, 2014) among a sample of Iranian adolescents. The study was descriptive. Thirty hundred and fifty five students were selected from Karaj schools of Alborz province by multistage sampling method. The participants completed the ASRI and theIranian Adolescents Risk-taking Scale (IARS; Zademohamadi, Ahmadabadi & Haidari, 2011).The results of confirmatory factor analysis supported the two-factor model of the ASRI.The correlation between the ASRI and the IARS was between 0.30 and 0.51, which indicated the concurrent validity of the ASRI. The high correlations between the total score of the scale and scores of the subscales indicated construct validity of the ASRI. The reliability of the ASRI was satisfactory: The Cronbach's alpha coefficient and test-retest coefficient of the short term subscale were 0.81 and 0.75, respectively, the Cronbach's alpha coefficient and test-retest coefficient of the long term subscale were 0.77 and 0.71, respectively, and the Cronbach's alpha coefficient and test-retest coefficient of the ASRI were 0.87 and 0.74, respectively. The findings suggested that the ASRI had appropriate psychometric properties and can be used for research purposes in Iran.

this study aimed to investigate the effectiveness of emotion regulation training based on Gross model on quality of life among women with anxiety. The study design was pretest-posttest control group. Twenty six females who had the inclusion criteria of the study were selected from 13th district of Tehran, Iran by cluster sampling. The participants randomly assigned into either the experimental (n=13) or control group (n=13). The experimental group received emotion regulation training for 8 sessions (75 minutes a session). Both groups completed the WHOQOL-BREF at pretest, posttest, and three month follow up. The result indicated that the scores of quality of life significantly increased in experimental group compared with the control group. The effects of training on the variables maintained after three months. Since emotions play important role in promoting quality of life at individual, family and social level sand in developing awareness of cognitive processes, a program that regulates emotion and strengthen adjustment strategies can improve person’s ability in different domains of life.

this quasi-experimental study aimed to compare the effectiveness of problem-based learning (PBL) and traditional lecture-based learning (LBL) on achievement emotions among teacher students. The pretest posttest nonequivalent control group design was used to test the research hypotheses. Using convenience sampling, two classes were selected from Farhangian University in Yazd, Iran.The classes randomly assigned into the experimental group (n=35) and control group (n=33). The experimental group received PBL and the control group received LBL. The participants completed the Achievement Emotions Questionnaire (Pekrun, Goetz, Titz & Perry, 2002). The results of univariate analysis of covariance indicated that PBL was more effective than LBL in positive class-related emotions, including enjoyment, hope, and pride, and in positive learning-related emotions, including enjoyment, hope, and pride.The finding suggested that the PBL approach can be an alternative to the traditional lecture method in the education of teacher students.