Contemporary Psychology
Year:2012 | Volume:7 | Issue:1 (13)|Papers Count:11

The purpose of this study was to examine the effectiveness of neurofeedback training on EEG among children with Attention Deficit/Hyperactivity Disorder (ADHD). In this study, 16 boys with ADHD and 8 boys without ADHD aged 8-12 years were recruited to the study. They were matched and assigned in 3 groups including experimental, patient control and normal control. All participants were assessed by quantitative electroencephalography (qEEG). The patients in experimental group have received 24 sessions of neurofeedback therapy (8 weeks, 3 times per week). All participants were assessed by qEEG again at the end of the course. The results showed that after finishing the course, experimental group in comparison with control groups had significantly more improvement in brain waves in FZ and PZ areas. Therefore, it can be concluded that neurofeedback training is effective on EEG among children with ADHD.

In recent years, psychologists and psychiatrists in the field of Attention-Deficit/Hyperactivity Disorder have been researching for measurement of validity and efficiency of psycho educational interventions and drug treatments. In this regard, meta-analysis integrates the results of different studies, then determine the effect size of methods of treatments. This study wants to study the effective rate of psycho educational interventions and drug treatments on reducing ADHD symptoms, with following of meta-analysis model. So 46 Studies which were methodology accepted were selected and meta-analysis was done on it. The research tool was meta-analysis check list. Study findings showed the rate of effect size of psycho educational intervention on reducing ADHD symptoms were 0/54, on ADD was 0/48, on Hyperactivity was 0/59 and the rate of effect size of drug treatments was 0/76. So it was gathered the effect size of drug treatments are more than psychological intervention.

This study tested a model consisting of job satisfaction, organizational commitment, and job performance as dependent variables, core self-evaluations as independent variable, and perceived job characteristics, goal commitment, organizational climate, and organizational empowerment as mediators. Data were gathered from a sample of 294 employees (278 men, 16 women) of National Iranian South Oil Company in Ahvaz, Iran. The instruments used in present study consist of Core Self-Evaluations Scale (CSES), Organizational Commitment Scale (OCS), Job Performance Scale (GPS), Job in General Scale (JIGS), Organizational Climate Scale (OCS), Job Diagnostic Survey (JDS), Organizational Empowerment Scale (OES), and Goal Commitment Scale (GCS). Structural equation modeling (SEM) analyses indicated that the proposed model fit the data properly. The results also supported the direct effect of CSE on job satisfaction, organizational commitment and job performance, and indirect effect of CSE on job satisfaction and organizational commitment through perceived job characteristics, organizational climate, and organizational empowerment. The relationship between CSE and job performance was not mediated by goal commitment.

According to the importance of good behavior in organizations and its role in advancing the goals and improving organizational effectiveness, the purpose of present study was investigation of relationship between job satisfaction and perceived organizational justice with organizational citizenship behavior. The purpose of present study is investigation of relationship between job satisfaction and perceived organizational justice with organizational citizenship behavior. To this purpose a group including 167 employees of an industrial company in Tehran, selected with random sampling method and responded to Minnesota Satisfaction Questionnair (MSQ), Perceived Organizational Justice (POJ) and Organizational Citizenship Behavior (OCB) questionnairs. Results indicate that, between job satisfaction with perceived organizational justice, and perceived organizational justices with organizational citizenship behavior, there are positive and significant relations. Results of regression model indicate interactional justice in explanation of organizational citizenship behavior direct to co-worker, and procedural justice with distributive justice in explanation of organizational citizenship behavior direct to organization, entered in regression model. Groups comparing with focus on demographic variables showed that groups’ differences in gender (P<0/05), division (P<0/05) and inductee status (P<0/01) are significant. So, it can be concluded that organizational justice and its subscales predict organizational citizenship behavior.

The goal of current research was to assess the relationship between strategies for cognitive regulation of emotions and suicidal ideation. To do so, 120 Kharazmi University students (60 male and 60 female) were selected randomly and assessed by Cognitive Emotion Regulation Questionnaire (CERQ) and Beck Scale for Suicidal Ideation (BSSI). Results indicated that self-blame, rumination, catastrophizing and other-blame strategies have positive relation with suicidal ideation, Whereas acceptance, positive refocusing, refocus on planning, putting into perspective and positive reappraisal strategies were correlated with suicidal ideation negatively. Regression analysis showed that among adaptive cognitive emotion regulation strategies the putting into perspective, acceptance, positive refocusing and positive reappraisal strategies have predicted suicidal ideation negatively. Also, among maladaptive strategies for cognitive regulation of emotions, self-blame and catastrophizing predicted suicidal ideation positively. The present findings high light the predictive utility of strategies for cognitive regulation of emotions in suicid related behaviors. Results suggest that cognitive coping strategies carry important implications for the focus and content of programs designed for suicide interventions and preventions.

Procrastination is a behavioral phenomenon, described as the act off putting off the tasks, which may result in stress, a sense of guilt, severe loss of personal productivity, as well as social disapproval for not meeting responsibilities or commitments. The present study aimed to investigate the role of goal orientation, self- efficacy in self-regulation and personality in the academic procrastination. Using a random stratified method, 372 students were selected from the whole students of Tabriz University. They were assessed by Academic Procrastination Orientation Questionnaire (APOQ), Achievement Goal Inventory (AGI), Scale of Academic Motivation (SAM), and NEO Five-Factor Inventory (NEO-FFI). The results showed that mastery-approach, work-avoidance, performance-avoidance, and performance-approach as methods of goal orientation as well as self-efficacy in self-regulation and personality characteristics such as neuroticism and conscientiousness could predict procrastination differentially and in a combined method. Therefore, based on the study results it could be concluded that students' academic procrastination could be explained based on goal orientation, self-efficacy of self-regulation and personality characteristics such as neuroticism and conscientiousness. In other words, any orientation on achievement goals includes characteristics that have different roles in the prediction of procrastination. Besides, in most of personal and social situations, personality traits determine the individual behaviors.

The aim of the current research was to determine Assessment Center (AC) competencies and dimensions via job analysis and provide consistency of assessor's judgment, also determine relation between job complexity and AC dimensions. Statistical population consisted of all managers of the different organizations of Isfahan, whom 200 mangers were selected via convenient method and assessors were trained, considering seven steps of AC and integrated by same frame of reference in their judgment. Managers’ job analysis was performed via the Professional and Managerial Position Questionnaire (PMPQ) and the complexity subscale of job analysis was considered as dimension with salient role in manager competency. Then, assessors scored managers via simulation exercises and Flanagan Industrial Test (FIT) on dimensions or competencies. The six category embedded 22 dimension was specified via exploratory factor analysis. The confirmatory factor analysis findings were administered for each of evaluators in dependently and indicate desirability of six factor model. Also, the relation between job complexity in job analysis and correspondent obtained competencies were high. The findings indicate that job analysis is important in two aspects, first validation of AC finding, second in determining competencies dimensions. Thus, Assessment centers and job analysis can be used to diagnose and assess managerial competencies.

Studies have showed that personality traits of mother have important role in externalizing disorders (ED) and internalizing disorders (ID) of girls. The objective of this study was predicting of ED and ID on the basis of mother’s personality traits including neuroticism, psychoticism, and extraversion. One hundred and eight normal girl students, ranging from 11 to 16 years old and their mothers participated in this study. Mothers answered to Child Symptoms Inventory (csi-4) on the basis of their girls symptoms, and also to Eysenck Personality Questionnaire (EPQ) on the basis of own personality characteristics. Analysis showed that mother’s neuroticism is predictor of ED and ID in girls. Beta coefficient of neuroticism for predicting ED was lesser than that for predicting ID IN girls. Psychoticism and extraversion weren’t predictors of ED and ID. In summary the data suggest that girls who their mothers have increased level of neuroticism are at risk for ED and ID.