JOURNAL OF PSYCHOLOGY (TABRIZ UNIVERSITY)
Year:2008 | Volume:3 | Issue:11|Papers Count:9

Along to investigate the effect of verbal self-instruction on symptoms of children with conduct disorder, 20 students with conduct disorder were selected randomly from Tabriz schools and assigned in two experimental and control groups. Then experimental group received independent variable (verbalinstruction has significant effect on reduction of symptoms. Results showed that verbal-instruction has significant effect on reduction of symptoms.

The research shows that that an emotional intelligence increases individuals' capabilities against stress and any other environmental factors (Bar-on-1997). Subexpremental method was used in this study. Forty poor students were placed in two equal experimental and control group, (their GPA was below 12). The educational intervention involved 10 sessions of teaching emotional intelligence skills. Self-efficacy and general health of the students were surveyed by using ASRI questionnaire, Shirzs, self-efficacy, and GHQ as pre-test and post-test with considering the effect of emotional intelligence on the power of assertiveness.

This research compared the efficacy of cognitive therapy and study skills training in the treatment of students with test anxiety. The method of this study was experimental and the target population was undergraduate students of Tehran universities. The sample consisted of 90 female students randomly selected from the subjects who were diagnosed with test anxiety by TaI and psychological interview. Subjects were assigned randomly to 2 experimental and one control groups. The cognitive therapy and study skills training were used as interventional techniques.A one way analysis of variance showed significant differences between experimental and control groups in test anxiety variable. Tuky test demonstrated that cognitive therapy and study skills training techniques were effective in reducing test anxiety. Also results showed that cognitive therapy was effective in reducing both components of test anxiety. In addition, cognitive therapy was found to be more effective than study skills training in reducing worry component; however, the two methods did not differ in reducing the emotional component of the test anxiety.

Research on schizotypal personality in the general population may provide a particular opportunity to study the biological, cognitive and social markers of vulnerability to schizophrenia without the confounding effects of long term hospitalization, medication and severe psychotic symptoms. The aim of this study was to evaluate the relationship between the some sociocultural background of the origin and the schizotypal personality features. A group of 749 normal participants (380 male and 369 female from colleges of Shiraz University) took part in this research. Participants answered to schizotypal personality scale (STA). Results suggested that subjects with lower parental educations, high member families and later born children, in contrast to comparison subjects, had significantly increased schizotypy scores. With respect to age and marriage status, the results showed the effects of these factors are neglectable. These findings are discussed with reference to studies investigating demographic correlates of schizotypy as well as schizophrenia. Furthermore, characterizing differences in the epidemiology of schizotypy between populations may help generate factors that could influence its cause and course.

Objective: This study investigated the effect of trait anxiety on tasks tapping the phonological and visuo-spatial components of working memory. It was designed to test Eysenck and Calvo’s processing efficiency theory (PET) which suggests that the phonological and executive components of WM may be important in understanding the relationship between performance and anxiety. Method: A sample of first year college students (n= 160) completed the trait measure of the Spielberger State-Trait Anxiety. After scoring 24 subjects belonging to the %25 of upper distribution and 24 subjects from the %25 of lower distribution were selected. Both group exposure to self-threat instruction and based on tasks presentation (visual-verbal/ verbal-visual) randomly assigned to four groups. They performed two WM tasks. Measurement of accurate responses was taken as an indicator of performance outcome or effectiveness. Time taken to complete tasks and a subjective rating of mental effort were taken as measurements of processing efficiency. Data were analyzed using two ways ANOVA. Results: Analyses explored the effect of trait anxiety on time, effort mental, and accurate responses in verbal task and effect of anxiety on time in visuals task. There was only significant interaction effect of trait anxiety and sequence of tasks presentation on time in visuals task. Conclusion: the results suggested that anxiety reduced performance and processing efficiency in verbal task rather than visual task. Processing efficiency was lower when the high anxiety group performed the visual task as second task.

The present study has been conducted to investigated emotional-social intelligence and social adjustment in students who have violated University rules (with" disciplinary commandment) in Urmia University and compare with nonviolating (without disciplinary commandment) students. The sample of study comprised of 53 violating and 53non-violating student. Bell social adjustment scale and BarOn Emotional Quotient-Inventory (EQ-i) were used. Findings showed significant differences in social adjustment between violating students and non-violating ones so that the mean scores of adjustment were greater in non-violating students. Non-violating students HEQ scores were statistically meaningfully greater in terms of adaptability, stress management and general mood. The relationship between emotional-social intelligence and social adjustment was significant. Finally, stepwise regression indicated that three factor of general mood, interpersonal skills, adaptability and violating have predictive power for social adjustment.

One of the salient subjects in educational psychology is the understanding of the relationship between cognition, metacognition, emotion, motivation and motivational processes. Most of the investigators believe that emotion is a continuous dynamical process composing cognition, feeling and motivational processes and integrates them with the learning processes. In this line, the purpose of this research was to investigate the relationship between metacognition and goal orientation. Participants in this research included 167 (female and male) students of Shiraz University were selected through cluster random sampling. The metacognition questionnaire (MCQ-30) (Wells, 1995) and goal orientation (Elliot & Mcgerigor, 2001) were used. Factor analysis method was used to verify the validity, and the Cronbach alpha was calculated to determine the reliability of the questionnaires. The resulting coefficients confirm the reliability of the scales. Results of multiple regression showed that the negative beliefs about the controllability of thoughts and corresponding danger predicates the avoidance performance orientation. Also the meta-cognitive processes were found to be predictor of the approach-mastery orientation and the positive belief about worry showed to be predictor of the approach performance orientation. The negative beliefs about thoughts in general are predictor of the avoidance-mastery orientation too.