JOURNAL OF PSYCHOLOGY (TABRIZ UNIVERSITY)
Year:2016 | Volume:11 | Issue:42|Papers Count:12

The goal of this study was to validate the 30 item aggression questionnaire on Kermanshah high-risk and positive behavior drivers. Also, the present study compared aggression and its components between two groups of drivers. Therefore, 850 Kermanshahian drivers were selected. Results showed that aggression and its components had high inner-consistency. Also findings showed that compared with high risk drivers, the other group had a high score in aggression and its components.

Driving aberrant behaviors have always been a cause of traffic problems and accidents in all countries. Rates and types of traffic problems vary depend on cultural, social, economic, and geographical contexts. Although environmental factors, administrative issues, and number of vehicles are among influencing factors on driving faults, the humanistic reasons are considered as the main factor. The purpose of this study was to compare emotional intelligence and personality characteristics of drivers with aberrant and non-aberrant behaviors.This study was conducted with a comparative method in which 230 male drivers in the city of Zanjan (offending drivers (N=115) and non-offending drivers (N=115) were selected. They were assessed by Bar-on's Emotional Intelligence Scale and short form of 60-item NEO FFI Personality Inventory. Data were analyzed using MANOVA and logistic regression. Results revealed that emotional intelligence ofdrivers with aberrant behavior was lower than drivers with non-aberrant behavior. Personality characteristic of neuroticism of drivers with aberrant behavior was higher than drivers with non-aberrant behavior. However, extraversion and conscientiousness of drivers with non-aberrant behavior were higher than the other group.Logistic regression analysis showed that emotional intelligence could significantly predict aberrant and non-aberrant driving behavior. The finding of the present study demonstrated a significant relationship between emotional intelligence, personality characteristic and driving behavior. Therefore it is suggested to perform psychological assessments during granting driving licenses and periodically thereafter. Besides, trainings for fault-prone drivers could be provided.

The new model of personality as AFECT, proposed a new framework for understanding mood, behavior and personality. In this model, composite of different emotions and temperament causes different moods and behaviors. In order to study of psychometric characteristics of AFECT scale in university students, 400 participants were selected by ratio clustering sampling procedure from Shahid Madani University of Azarbaijan. Finally, 350 students were responded completely to scale. Results of explanatory factor analysis showed that the scale extracted 4, 5 and 6 factors. Confirmatory factor analysis indicated that the 6-factors model had goodness of fit. For internal consistency, total Cronbach’s alpha coefficient showed a good coefficient (.82).Test retests method, also showed good reliability of scale. In the affective section of scale, all 12 categories of affective temperament were completed.Results indicated that AFECT scale had good adequacy to identify of emotional and affective dimensions of personality in Iranian students. It has good psychometric properties for clinical & research goals.

The purpose of this research was to understand the role of learning approaches, intelligence and personality in predicting students' preferences for six different assessment methods. Research method of this study was correlation.410 participants selected through cluster sampling. They completed NEO five-factor personality questionnaire, questionnaire of study skills, Wonderlic’s general intelligence test and assessment methods questionnaire. Results showed that there was a relationship between five personality traits and two learning approaches with assessment methods. There was relationship between intelligence and multiple choice assessment method. Regression analysis also showed that intelligent and low openness students preferred multiple choice methods.Students with the openness personality and deep learning approaches, preferred descriptive tests and practical projects.students with deep learning approaches and conscientiousness personality and low neuroticism preferred oral tests.Regarding continuous measurements, no significant result was obtained. Students with deep learning approaches and below openness personality preferred teamwork assessing method. Students with openness and conscientiousness characteristics that use deeper learning approach select descriptive and oral tests, group and practical works more than the other approaches.

The aim of the present study was to investigate the role of life satisfaction between Students University based on tendency to forgive, gratitude, hope and subjective well-being. Therefore, a random stratified sampling was used in the research. The participants were assessed using Deiner satisfaction with life scale, Gratitude questionnaire McCullough and et al, Subjective Happiness scale Lyubomrisky and Lepper, Tendency to Forgive Brown and Hope scale Snyder. Data were analyzed by Pearson correlation coefficient and stepwise regression analysis. The finding indicated that there were significant positive relationships between life satisfaction and all research variables.It was found that hope, gratitude and subjective well-being accounted for 32% of the variance of life satisfaction. The higher life satisfaction, the higher will be hope, gratitude and subjective well-being. The findings emphasize the need to recognize the role of hope, gratitude and subjective well-being in predicting students’ life satisfaction.

The aim of the current study was to investigate the effect of two metacognitive strategies, SQP4R, and self- monitoring on metacognitive knowledge and self-esteem of children with reading problems. Therefore, thirty students were selected among fifth grade students by multi-stage cluster sampling.Pretest-posttest control group design was used. Following instruments were used in this study. Colored Raven's Progressive Matrices of Intelligence, Reading and Dyslexia Test, Cooper-Smith self-esteem inventory, and Metacognitive Awareness of Reading Strategies Inventory. The results of analysis of covariance (ANCOVA) revealed the effectiveness of SQP4R strategy and self- monitoring in the enhancement of metacognitive knowledge in experimental group. However, the intervention was not effective on enhancement of self-esteem in participants.Discussion: on the basis of finding it is viable to conclude that metacognitive strategy of SQP4R and self- monitoring were effective in increasing metacognitive knowledge base, but was not significantly effective in increasing self-esteem in children with reading problems.

Obsessive Compulsive Disorder (OCD) is one of the most incapacitating of the disorders, having been rated as a leading cause of disability by the World Health Organization. OCD is associated with high degrees of psychiatric comorbidity, including major depression, anxiety disorders and schizophrenia.There is growing empirical evidence which highlights the possible link between OCD a schizophrenia and SPD. Probably common psychological bases such as thought-action fusion and magical thinking occurs between this disorders. The aim of this study was to investigate the fitness of structural relation between schizotypal personality and obsessive-compulsive disorder symptom: mediation role of thought action-fusion. Subjects of the study were three hundred undergraduate students selected by random cluster sampling from University of Tabriz. The students completed Maudsley Obsessional-Compulsive Inventory (MOCI), Schizotypal Personality Questionnare (SPQ) and thought action-fusion (TAF). Data were analyzed by structural equation modeling. Results showed that thought action-fusi on can play a mediating role in relation between schizotypal personality and obsessive-compulsive disorder. Therefore, schizotypal personality traits could have different effects on treatment outcome of obsessive-compulsive disorder through thought-action fustion.

Chronic pain is an assimilating and debilitating status accompanied by multiple psychological variables. This study aimed to investigate the comparison between tree psychological variants of catastrophizing and fear of movement based on different attachment styles in patients with chronic musculoskeletal pains. In this study, 150 participated who were selected by convenience sampling from the subjects referred to Shohada, Imam Hossein and Sina hospitals in Tehran. They answered Hazen and Shaver attachment style questionnaire and the questionnaires of catastrophizing, fear of movement, and pain intensity. Data were analyzed using multivariate analysis of variance. The results showed that among three secure, avoidant and ambivalent attachment styles, the ambivalent style is the only one that is related to catastrophizing and fear of movement. When facing threats such as pain, patients with ambivalent style, can use emotion regulation strategies with hyper-activation (like catastrophizing). Theoretical and practical implications of findings are discussed in details in the last section of the article.

The present study investigated the role of attention executive function (shifting, inhibition and updating) of working memory in predicting mathematic performance of second grade students. Therefore, 182 students from elementary schools of Tabriz city were selected by multistage sampling and completed Wisconsin Card Sorting Test, stroop task, Keep track task and math performance test. Results of stepwise multivariate regression analysis revealed that among attentional executive function of working memory, inhibition was the strongest predictor in explaining variance of math. Hence, attentional executive function of working memory as a cognitive activity in learning is essential. Thus, the capacity and performance of learners’ working memory have positive effects on efficiency of training process, designing and providing educational materials all of which aim to create, expand or facilitate learning and academic achievement.

This study aimed to evaluate the psychometric properties of sensitivity to punishment and sensitivity to reward scale in the student. Therefore, 368 students of Urmia University were selected by multi-stage cluster sampling; they were assessd by sensitivity to punishment and sensitivity to reward scale, positive as well as negative affect scale and behavioral inhibition system and behavioral activation system scale. In order to determine the psychometric properties of the sensitivity to punishment and sensitivity to reward scale exploratory and confirmatory factor were used. The validity of the scale was assessed by Cronbach's alpha, retest and splitting coefficient, its criterion validity with Positive and Negative Affect Scale and Behavioral activation and inhibition systems scale was investigated. The results of the factor analysis indicated that the scale of sensitivity to punishment and reward had two factors, and examining the reliability of the questionnaire using Cronbach' s alpha, retest and splitting coefficient reflected the reliability of the scale.The criterion validity of the questionnaire with other scales showed desirable discriminant and convergence validity. Overall, the findings indicated that scale of sensitivity to punishment and reward; had good psychometric properties in a sample of the student population and the normal and it could be used in studies in the Iranian culture.