JOURNAL OF PSYCHOLOGY (TABRIZ UNIVERSITY)
Year:2007 | Volume:2 | Issue:7|Papers Count:7

This research was conducted to study the status of critical thinking skills of students in Tabriz Teachers Education College. 160 preserves teachers (77 male and 83 female) were selected through stratified random sampling method. Data was gathered through California Critical Thinking Skills Test (CCTST). The results showed that the mean of scores in CCTST was 8/1 and sub-test scores were follows: in analysis 3/41, in inference 3/81, in evaluation 3/87,in induction 4/49 and in deduction 3/96. Four clusters were identified from the five subtests of critical thinking skills (Impoverished analysis-evaluation deduction, impoverished inference-induction, slightly critical thinkers and impoverished critical thinkers).Hierarchical cluster analysis method and discriminant analysis was used to determine the optimal cluster structure of preservice teachers.

The aim of this study was to examine the relationship between personality and coping styles in a sample of students from the University of Tehran. A correlational analysis was performed to assess the kind of association exist. Among five personality dimensions including neuroticism, extraversion, openness, agreeableness, and conscientiousness with coping styles of problem-focused and emotional-focused. Three hundred and seventy eight students (176 boys, 202 girls) were included in this study. All participants were asked to complete Revised NEO Personality Inventory (NEO-PI-R) and Tehran Coping Styles Scale (TCSS). Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, t-tests, pearson's correlation coefficients and regression analysis. The results revealed that neuroticism, extraversion, and conscientiousness can predict changes of problem focused, positive emotional focused, and negative emotional focused coping styles; openness can predict changes of problem-focused and negative emotional focused coping styles; and agreeableness can only predict changes of negative emotional focused coping style. It can be concluded that personality characteristics will influence the way people cope with stressful life events. Results and implications are discussed.

The aim of the research was to examine the role of identity styles and commitment on students' social intimacy. On a sample of 2099 subjects (male 1008 and female 1091), Identity Styles Inventory (ISI- 6G) (White, Wampler & Winn 1998) and The Miller Social Intimacy Scale (MSIS) (Miller, & LefcourtT 1982) were applied. Using the path analysis, the direct and indirect effects of identity styles on social intimacy and the, direct effect of identity styles on commitment were tested. The results showed that informational identity style on commitment has a significant positive direct effect; normative identity style has a positive direct effect on commitment and social intimacy, and sex and diffuse/avoidant identity style on commitment and social intimacy has a significant negative direct effect. The indirect effect of informational and normative identity style through commitment on was positively non-significant; and the indirect effect of sex and diffuse/avoidant through commitment on social intimacy was negatively non-significant. In conclusion, the findings suggest that commitment variable couldn't mediate the relationship between identity styles and social intimacy in 2 sex. Implications, emphasizing on training the effective facing strategies with identity issues are discussed.

The purpose of this study is to compare alexithymia and emotional expression styles (emotional expressiveness, emotional control and ambivalence over emotional expressiveness) among university students of Iranian subcultures. A sample included 200 university students (50 university students of each subculture) was selected from Tarbiat Moallem University. All participants were asked to complete Twenty-Items Toron to Alexithymia Scale, Emotional Expressiveness Questionnaire, Emotional Control Questionnaire and Ambivalence over Emotional Expressiveness Questionnaire. The results indicated that there is no significant difference among university students of subcultures in alexithymia and its sub-scales. The results also showed there is no significant difference among university students of subcultures in emotional expressiveness, emotional control and ambivalence over emotional expressiveness and their sub-scale. In other words, Iranian university students of each subculture (Kord, Tork, Lor and Fars) resemble in ability of identifying and describing feelings and kind of emotional expression style.

The objective was to investigate the effects of different rated violent computer games regarding to types of personality and sex on basal body temperature changes among Iranian adolescents. 209 participants (108 girls, 101 boys) with age average of 12 years and 7 months (ranged from 12 to 15 years) were selected by multistage random sampling method among first grade students of secondary schools in Tehran. All Subjects were divided to 9 groups including a control group and 8 experimental groups which played different rated violent computer games for 40 minutes. Each participant's body temperature was recorded 10 minutes before beginning and 5 minutes to end of the game playing on sedentary position by oral body temperature monitor. All subjects filled out Eysenk personality Inventory before the experiment. Data analyzing by analysis of variance revealed that body temperature changes are moderated by playing different rated violent computer games and by interaction with gender. It was affected by different levels of personality traits like 1he level of extroversion or .neuroticism by interaction with the kind of game. But, the music alone was not modified body temperature. But increasing of body temperature in some of games was affected by the rate of game is challenging and the rate of violence in game's content, and the gender of participants.

The purpose of the study was to investigate relationship the goal orientations with approach to learning among students. In this study 200 students were selected by random cluster sampling. The results of regression analysis showed that goal orientations predict the approach to learning. In this prediction, the performance-approach orientation was the positive predictor of the surface-processing. The mastery approach orientation predicted the deep- processing positively. The mastery-avoidance orientation positively predicted the disorganization. While mastery- approaches orientation predicted the disorganization negatively.