JOURNAL OF PSYCHOLOGY (TABRIZ UNIVERSITY)
Year:2011 | Volume:5 | Issue:20|Papers Count:13

With regard to the epidemiology of depression among the women population who live in Marand City and to study the relation of demographic factors with this disorder 2113 persons they were responded to Marand using random group sampling Beck's Depression Invevtory and researcher made demographic invevtory.Analysis showed that about 61.5 percent of woman were slightly to strongly Depressed. In addition, married women in comparison with the single women were less depressed, and there was a direct relation between education and the level of depression. On the other hand there was a reversed relation between the level of depression and the level of income.Age as a factor also did not have a role in the mood change (Depression).Findings of this research have some hints for psychological organization so that paying attention to them by people who are involved in health efforts is very important.

The prupose of present study was comparison of identity styles and types of identity in girl and boy students. In a descriptivecomparative study, 200 first year students (100 girls and 100 boys) from University of Tabriz selected andomly Using cluster sampling and then responded to identity styles questionnaire and Adams Identity Status questionnaire. Results were analyzed.Through Multivariate Analysis of variance (MANOVA). Results indicated there was significant different between girls and boys in informative (P<0.01) diffuse (P<0.01), moratorium (P<0.05), early formed (P<0.01), and confused (P<0.01) identity styles.

The purpose of this research is to survey the role of variables related to teacher in mathematic academic emotions and students’ emotion regulation. Nowadays educational psychologists believe that students in formal education not only achieve the knowledge and cognitive skills, but also grow positive and negative emotions related to learning and achievement. But research on emotion in the educational field is appearing gradually. Also, positive emotions have been neglected by educational research. So this research has accumulated to survey predictive relationship of teacher’s affective support and quality of teaching in positive and negative mathematic academic emotions and students’ emotion regulation. For this purpose, 270 (127 female and 143 male) first grade high school students of Shiraz completed Teacher Affective Support Scale, Teacher Quality of Teaching Scale, Achievement Emotion Questionnaire-Mathematics and Emotion Regulation Questionnaire. The collected data were analyzed using the multiple regression analysis. Results showed that quality of teaching variable can predict positive mathematic academic emotions and students’ emotion regulation, significantly and positively. Teacher affective support variable can predict negative mathematic emotions significantly and negatively. According to the finding of this research teacher has important role in construction of positive and negative mathematic academic emotions and students’ emotion regulation.

The purpose of the present study was to investigate the factorial structure and reliability of persian version of the Tromsf Social Intelligence Scale (TSIS). First, the scale was translated into Farsi. Then, it was retranslated into English and compared with the original version to find and correct the gaps between the translated version and the original version. Finally, after the pilot study and resolving the mistakes, the final questionnaire was carried out for sample group including 413 students studying in Humanities in Tabriz Payame Noor University (304 female, 109 male). In this study, Exploratory Factor Analysis (EFA) was conducted on the 21 items of the TSIS, using a Principle Component Analysis, with Varimax Rotation.Investigation of Scree plot showed three factor solutions. As in the original scale, these factors were called Social Information Processing (SIP), Social Skills (SS) and Social Awareness (SA).The reliability of the Tromsf Social Intelligence Scale was calculated by internal consistency (cronbach’s alpha) and testretest methods. Cronbach's Alpha coefficient was 0.75 for the whole scale and 0.73, 0.66 and 0.64 for SIP, SS and SA, respectively. Also Test- retest reliability coefficient was 0.81 for the whole scale and 0.76, 0.86 and 0.66 for SIP, SS and SA, respectively. Cronbach's Alpha and test- retest coefficient showed that reliability of factors is acceptable.

The purpose of this study was to evaluate the efficacy of problem solving training in changing university students' coping strategies.Therefore, 20 university students were selected by using convenience sampling and were allocated in 2 groups (10 students for experimental group and 10 students for control group). Experimental group received problem solving training in 7 sessions. Before doing problem solving training, both of the groups were assessed by Billings & Moss coping strategies questionnaire. Experimental and control groups did not have significant difference in pre-test. After the training for experimental group, two groups were assessed by above questionnaires again.Differences in pre-test and post-test between two groups were analyzed with help of analysis of covariance (ANCOVA).Results showed that problem solving training in experimental group cause significant difference in some of coping strategies (problem solving and getting social support). Also clinical differences in other coping strategies (cognitive evaluation, emotional inhibition and body inhibition) were found, However they are not statistically significant.It can be concluded that.Problem solving training can change coping strategies and the results were similar to previous studies in this field.

Cognitive models in explaining psychological disorders pointed the empact of negative schemas in forming psychopathological symptoms. This study is aimed to predict general health symptoms (Somatization, anxiety, depression) from early maladaptive schemas. For this purpose two young’s schema questionnaire (YSQ, short form) based on Jeffrey Young’s schema, therapy and General Health Questionnaire (GHQ) were administered to 159 students in Ferdosi university of Mashhad.Multiple regression analysis was used to analyze the results.Results indicated that there is significant relation between early maladaptive schema and somatization, anxiety and depression. Defectiveness/Shame schema predict three symptoms significantly (P<0.01). Furthermore, part of each symptom variance was significantly predicted by specific schemas.Congruent with other research findings, in this field it is concluded that schema focused therapy has explanatory frame for mental disorders, and could describe a schema- specified profiles from mental disorders.

The purpose of this study was to investigate the relationship between hardiness, life satisfaction and hope with academic performance.358 (171 male and 187 female) students were selected randomly from Uromia University. They competed three questionnaires including personal view survey, satisfaction with life scale and hope scale. To analyze the data person's correlation coefficient and multiple regression (step by step) were used. The results showed that there was a significant and positive correlation between hardiness (commitment and control) and hope (agency and pathways). Also, there was a significant and positive correlation between hardiness (commitment, control, challenge) and life satisfaction.Examining the relationship between hope (agency and pathways) and life satisfaction showed that there was a significant and positive correlation between them. To making clear life satisfaction through hardiness and hope, agency, commitment and pathways respectively have most contribution to predict the total score of life satisfaction, and to making clear academic performance through hardiness, life satisfaction and hope, life satisfaction have the most contribution to predict the total score of academic performance.

This study aimed to analyze the validity and reliability of Revised Moral Authority Scale (MRS-R).652 Students of High school Ardabil (320 Female's, 332 Males) were selected by multistage sampling method and completed Revised Moral Authority Scale (MAS-R). Exploratory Factor analysis and internal consistency were used to compute the Revised Moral Authority Scale (MRS-R) factor structure (construct validity) and reliability, respectively. Cronbach's Coefficients indicated that both factors and the sub factors of Revised Moral Authority Scale (MAS-R) were highly reliable. Also, the results of the exploratory factor analysis indicated four factors in this scale. In general, Revised Moral Authority Scale is a valid and reliable scale for studying Moral Authority.

Intolerance of uncertainly, Cognitive avoidance, Negative problem orientation and Positive beliefs about worry play an important role in Generalize anxiety disorder (GAD) and leads to development and maintain of GAD. The purpose of this research was comparing of these cognitive variables among GAD patients and normal people. For this aims thirty GAD patients and thirty normal people were selected using intact sampling. Then Intolerance of uncertainly questioner, Cognitive avoidance questioner, Negative problem orientation questioner and why worry II was administrate. The results showed that there is significant different among groups in Negative problem orientation (p<0/0001, F=19/13) and Intolerance of uncertainly (p<0/0001, F=23/88). The practical and theoretical implications of the research were discussed in the section of discussion.

This study was aimed to verify the effects of mood induction and brain-behavioural systems on emotional information processing [reaction time (RT), response bias (b), and response sensitivity (d')] in individuals with high BAS/BIS sensitivity as compared with a control group. At first, 527 undergraduate students filled out the Carver and white's BAS/BIS scale. Then based on standardized z score, 25 subjects with high BAS sensitivity, 25 with high BIS sensitivity, and 25 were selected as the control group. For all subjects, emotional words were presented to memorize them. Then, half of the subjects of each group were introduced to induce a happy mood and the other half were introduced to induce a sad mood. At the next stage, the emotional words were presented for all subject to recognize them. Before all, for statistical purposes, the signal detection theory method was used to standardize data. Then, repeated measurement ANOVA was used to analyze each dependent measure. The results showed that individual with high BIS sensitivity, in the sad mood induction, recognize sad words faster than the high BAS sensivity group and the control group.Whrease, no significant differences were observed in indivitulas with high BAS sensitivity. Concerning the response sensetivity, the results showed neither between group nor within condition significant differences. However, smaller response bias for negative words was observed in the high BIS sensitivity as compared with the high BAS sensitivity group and the control group. This result indicates that individuals with high BIS sensitivity use more liberal strategy for negative words recognition.