DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)
Year:2012 | Volume:8 | Issue:30|Papers Count:12

In order to investigate the practicality, reliability, validity, and norming of UPPS Impulsive Behavior Scale 46 items Whiteside & Lynam, 2001), 560 high school students (281 females, 279 males) of Tehran were selected by multistage random sampling method. The results indicated that two items were omitted because of the negative and weak correlation with total score and weak factor loading. The reliability coefficient using Cronbach’s a was 0.77. Using the principle component analysis and varimax rotation, four factors: lack of premeditation, sensation seeking, urgency and lack of perseverance, extracted which explained 33.9 percent of the total variance. Correlation between sensation seeking factor of the Impulsivity Scale with Zukerman Sensation Seeking Scale (Zackerman et al., 1978) was significant (r=0.45). Other factors of the Impulsivity Scale didn’t have significant correlations with Zukerman Sensation Seeking Scale.

This study was aimed to explore the conceptual components of loneliness experiences based on qualitative research and content analysis approaches among Iranian university students. To collect content information about loneliness, three steps were taken. First, the literature on loneliness and its measurements reviewed comprehensively. Second, 10 counselors (4 females, 6 males), and 10 college students (6 females, 4 males) were interviewed and their views regarding loneliness were recorded. Third, 135 college students (94 females, 41 males) completed a loneliness open-ended questionnaire. Content analysis of the literature review resulted in seven components of loneliness: emotional, social, family, romantic, friends, larger groups (group affiliation), and existential loneliness. Five components were identified from the content analysis of interviews with counselors: individual/emotional, social/relational, family/relational, existential, and religious/spiritual. Four components emerged from interviews with students: individual/emotional, relational, romantic, and religious/spiritual. Three components were recognized from the open-ended questionnaire: individual/emotional, relational (relations with others, family, friends, larger groups), and religious/spiritual. In this study, the emergence of religious/spiritual component of loneliness was unique and suggested that this component must be included in any measurement of loneliness in Iranian samples. Based on these findings, an instrument consistent with Iranian culture can be developed for measuring loneliness.

This research was aimed to examine the mediating role of self-esteem and self-concept in the relationship between parenting styles and academic achievement on the basis of a causal model in a sample of 304 fourth-grade students (152 females, 152 males) in Tehran and their parents. The students completed the Children Self-Concept Scale (Piers, 1986) and Pop Self Esteem Questionnaire (Pope & McHale, 1988) and the parents completed the Parenting Styles Questionnaire (Baumrind, 1973). The results of path analysis indicated that 1) direct effects of all three permissive, authoritarian and authoritative styles on academic achievement were significant, 2) direct effect of self-esteem on academic achievement was significant but direct effect of self-concept on academic achievement was not significant, and 3) self-esteem mediating only the relationship between permissive parenting style and academic achievement. Results were discussed in terms of conceptual and functional structures differences between self-esteem and self-concept, and the roles of parents in self-esteem and self-concept formations.

In order to investigate the development of finger counting habits emphasizing upon literacy and handedness roles in young children, 200 preschool and school age children of Tehran were selected by cluster sampling method. The Handedness Questionnaire of Chapman and Chapman (1987) and the Finger Counting Questionnaire (Coren, 1993) were administered to the participants. The results of chi- square test indicated that there were significant differences between preschool (illiterate) and school age (literate) children, and between right-preferred and left-preferred children in finger counting habits. No significant difference was found between boys and girls in finger counting habits. Most of the preschool children started to count from 1 to 10 with right hand (23.5%) and left hand (18%), and most of the school age children started with right hand. Also right-preferred children often started to count from 1 to 10 with right hand and left-preferred children started with left hand.

The purpose of this study was to examine the effectiveness of empathy training (Vaziri & Lotfi Kashani, 2011) in decreasing the aggressive behaviors. Forty eight students were selected from two boys high schools of the first educational district of Tehran (24 students per school) using voluntary sampling. The participants were assigned randomly to either experimental or control groups. The experimental group received 12 empathy training sessions (2 hours a session). Both groups’ aggressive behaviors were assessed using Aggressive Behavior Evaluation Scale (Vaziri & Lotfi Kashani, 2011) before and after training. The results of covariance analysis indicated that empathy training was effective in decreasing the aggressive behaviors. Also findings suggested that empathy training in schools, especially in adolescence could result in decreasing the aggressive behaviors by providing the ability to understand others.

In order to investigate the role of attachment styles, coping strategies, and mental health in internet addiction, 400 students (200 females, 200 males) were selected by cluster sampling method. The participants completed the Adult Attachment Questionnaire (Beshart, 2005), the Coping Strategies Questionnaire (Endler and Parker, 1990), the General Health Questionnaire (Goldberg, 1972), and the Internet Addiction Test (Young،1998). Findings indicated that 1) internet addiction had a negative relationship with problem solving coping strategy and positive relationships with emotional and avoidant coping strategies, 2) internet addiction correlated negatively with secure attachment styles, and positively with ambivalent and avoidant insecure attachment styles, 3) there was a significant positive relationship between internet addiction and low mental health, and 4) the attachment styles, coping strategies and mental health predicted internet addiction.

In order to investigate the relationship of learning styles to academic achievement, gender, and academic discipline among high school students in Eghlid, 500 students (263 females, 237 males) were selected using cluster sampling method. Participants completed the Kolb’s Learning Styles Inventory (LSI; Kolb،1971). The data were analyzed using chi-square test. Findings indicated: 1) the participants with divergent and assimilator learning styles had higher academic performances than those with convergent and adaptive learning styles, 2) most of the male students had divergent learning styles, whereas the learning styles of most females students were assimilators, and 3) no significant relationship was found between learning styles and academic discipline.

In order to examine the relationship between parental bonding and mental health 330 students (233 females, 97 males) of Shahid Beheshti University were selected. To assess parent-child relationship the Parental Bonding Inventory (Parker, 1979), and to assess mental health the General Health Questionnaire (Goldberg & Hiller, 1979) was used. Results indicated that parental care negatively correlated with mental health, and parental overprotection positively correlated with mental health. Females reported better mental health and stronger parental care. Gender, directly and indirectly (through parental care) predicted mental health.