JOURNAL OF PSYCHOLOGY (TABRIZ UNIVERSITY)
Year:2007 | Volume:1 | Issue:4|Papers Count:8

Nowadays, despite deep cultural affairs and life styles, many individuals particularly adolescents are not equipped with basic necessary capabilities and skills required for confronting with their everyday life problems.Learning life skills enables individuals to effectively encounter every day life problems and challenges, cope with tensions, and show compatibility behaviors. Due to the changes adolescents experience at the period of puberty, acquiring life skills is so essential and important. This paper is an attempt to investigate the access rate of Iranian adolescents to life skills. A sample of 940 participants from among the population of Iranian guidance-school students were selected through stratified random selection procedure out of 18 cities in 6 provinces. Questionnaire was employed for data collection. The results of data analysis show that the life skills access rate among all adolescents were lower than mean (cut-point), but for many factors, there is no significant difference between the life skills access rate of male vs. female adolescents. The paper concludes that the general educational system in Iran has not been successful in achieving the goals of teaching life skills to adolescents.

This research makes an attempt to study the relationship between communicational conflict resolution styles and psychological wellbeing among university students. For this regard 420 undergraduate students (148 males and 272 females) of different disciplines were selected from Tehran University, as stratified randomly, then administered Rahim Organizational Conflict Inventory II (ROCI-II) and Memorial University of Noefoundl and Scale of Hamppiness (MUNSH). Data were analyzed using correlational coefficient, stepwise regression analysis independent t student test. The correlation between variables indicated significant relation between integrating and accommodating conflict resolution styles to psychological well being (p<0.01). Stepwise regression analysis defined integrating and obliging styles as significant predictors to dependent variable (p<0.01). Results indicated people using constructive conflict resolution styles are psychologically healthy than those using non-constructive styles as well. Finally, utilizing independent t student test it was revealed males and females did not have significant difference in conflict resolution styles and psychological well-being.

This research aims at investigating the effects of teaching the social skills on social competence in the form of 4-dimensional model of Feiner's social competence. Forty poor students were placed in two equal experimental control groups (their GPA was below 12). First, both groups passed the pretest. Then the social skills were taught to the experimental groups passed the post-test. After 2 months, a follow-up test was administered to both groups. The results showed that teaching the social skills improve the attitude, assertiveness management and self-efficacy of the students. This change was held constant over the time.It can be concluded that teaching the social skills can promote the social competence.

The present research intends to compare student's emotional and mental health with their parents affective relationship in family in University of Tehran. In order to conduct the research, 260 bachelor students in University of Tehran were randomly selected. To gather data, 33 items Sheering Emotional Intelligence questionnaire and 28 Items Goldberg-Hiller Health questionnaire as well as the researcher's own questionnaire implemented. One-Way Analysis of Variance analyzed the results. The results indicated significant difference between student's emotional intelligence and affective relationship with parents. And also significant difference was apparent between student's mental health and affective relationship with parents in different academic majors.

To investigate relations between of main factors of personality and entrepreneurial behavioral orientation (performance) and predisposition, 326 students were randomly selected from faculties of University of Tabriz including Human Sciences, Engineering and Technical, Chemistry, Mathematical, Agriculture and Sciences. The sample includes the senior students of both genders. The research was based on survey method and tools of the research were: Cattle's 16 factors personality test (16pF), Entrepreneur Quotient test and Entrepreneur performance test (entrepreneur aptitude). Results showed: there were significant differences between subjects with high and low entrepreneurial aptitude indocile-aggressive (E), expedient conscientious (G), shy adventurous (H), practical-imaginative (M), forthright-worldly (N), Secure apprehensive (0) factors and also there were significant differences among subjects with high and low entrepreneurial performance in G, H, E factors. The results indicated that some main factors H, G. E, 0 in predication of aptitude of entrepreneur and H, G, Q4 factors in entrepreneurial performance were suppressor factors.

In this study, the effect of an educational intervention on the change and negativization of the students attitudes towards drug abuse was examined. The educational intervention involved 8 sessions of teaching coping skills that was conducted using a group discussion procedure. The sample consisted of 559 students-first grade high school- students selected from 10 educational areas in Kerman province. To assess the students attitudes, a well-planned questionnaire was used and its validity and reliability was estimated by such procedures as test-retest, Crobach's Alpha, and construct validity with factor analysis. Results supported the hypothesis. That is, teaching coping skills using group discussion changed the students attitudes towards drugs. It also had a significant effect on negativization of the experimental group students attitudes (10 classes in 10 schools [n=282]) and the modification of the cognitive, emotional, and behavioral dimensions of the attitude towards drug abuse.

Cognitive theories of emotional disorders posit that data processing biases playa crucial role in the maintenance and possibly the development of mood and anxiety disorders. Researchers have identified four cognitive biases in anxious individuals: attention, memory, judgment, and interpretation biases. Examination of data processing biases in social phobic individuals has demonstrated that they also show these four cognitive biases. We examined the hypothesis that compared to non-patient controls (NPC) and individual with other anxiety disorders (OAD), individuals with generalized social phobia (GSP) would tend to interpret ambiguous social scenarios negatively when provided with various alternative interpretations.Participants were presented with 22 ambiguous scenarios each followed by three possible interpretations: positive, negative and neutral. Fifteen scenarios were based on social events and the rest were non-social ones. Participants were asked to rank order the three interpretations according to the like hood that each would come to their mind and also to a "typical person's" mind in similar situations. So, the results revealed that GSPs significantly (P<0.01) tended to choose negative interpretation of social, self-relevant and social self-relevant events more than two control groups. The results of the present study support this hypothesis than a specific negative interpretation bias may be involved in the maintenance of social phobia.