JOURNAL OF PSYCHOLOGY (TABRIZ UNIVERSITY)
Year:2008 | Volume:2 | Issue:8|Papers Count:8

The present research aimed at the comparison of abuse components between runaway and normal girls and for this reason 120 samples were selected from 3 groups of runaway girls chosen from shelters, girl's students studying at third grade of high school and normal girls chosen from the parks and cultural centers of southern areas of Tehran (40 subjects in each group).The sampling method for runaway and student groups was multistage random sampling and for the third group was accessible simple random sampling. They were all at age range of 14-25 with the education level of high school and under high school education.Researcher-made abuse scale (CHAQ) was administered on all three groups. The results showed that there were significant differences between runaway and normal groups in all components of abuse (including neglect, emotional abuse, physical and sexual abuse). Runaway girls scored significantly higher in all components of abuse.Therefore, considering the high levels of abuse experienced by runaway girls, using the most effective intervention methods. and also warning the families of negative effects of maltreatment on the mental health of their children will play an important role in reducing the negative effects of running away and prevent it from happening.

The effects of the life skills training in children 7-10 years old with oppositional defiant disorder (ODD) was investigated in this study.Five schools were randomly selected from schools of Nahavand city.30 children who had received scores above of cut-point on oppositional defiant disorder subtest of Child Behavioral Checklist (CBCL) were selected. The teachers confirmed children's problems by applying Teacher Report Form (TRF). Subjects were divided into Control and Experimental groups. Experimental group received Life Skills Training for 10 weeks, single a week sessions lasted two hours.Upon the completion of the training and after two months, CBCL and TRF were administered as a post-test to both groups of mothers and teachers. The results were analyzed using Multivariate Analysis of Variance procedure and indicated that parents and teachers in the experimental group reported a significant decrease in signs of oppositional defiant disorder as compared to the control group. The new findings can have clinical applications in prevention and treatment of child behavior disorder.

This study aimed to examine influences of students' goal preferences and goal structures on their help-seeking during mathematic problem solving.Two hundred boy students in 8th grade randomly were selected. These students were low, median or high in ability mathematic problem solving.They scored two scenarios about mastery or performance hypothetical classrooms.Then, they solved 6 difficult mathematic problems under mastery or performance conditions. The results showed that: 1) Students in mastery condition, seek more help than those in performance condition. Moreover, the low ability students in performance condition asked less questions than similar peers in mastery condition. This result is in agreement with vulnerability hypothesis and shows that the influence of goal structures depends on students' ability level.2) It revealed that students with high ability followed the more efficiency strategies (hints) than those with low ability.Furthermore, in mastery condition (but not in performance condition) students with low ability, look more at answer sheets than those with high ability.Also low ability group in mastery condition (than those in performance condition) look more at the answer sheets. The evidence is in agreement with vulnerability hypothesis and it is evident that the effect of goal structures depends on students' ability in doing tasks.3) The students have performance preferences, in mastery condition (than similar peers in performance condition) asked more confirmation.

The purpose of this study was to investigate the effects of instruction of emotional intelligence skills on coping strategies.95 high school students (47 girls, 48 boys) participated in this study who were divided into experimental and control groups. First, The Coping Inventory for Stressful Situation (CISS) was administrated to 4 groups (2 experimental & 2 Control groups), then experimental groups participated in emotional intelligence skills class for 16 sessions of 1/30 hours.The instructed skills included: self awareness skill, negative thought and stop skills, stress and coping strategies, self assertive. empathy, positive relationship, problem-solving and decision skills.Finally, The data were analyzed using: mean. standard deviation and t-test. The result of this study showed that there was a significant difference between problem-focused group in boys and emotion focused groups in girls. It was suggested that emotional intelligence skills instruction can be are useful for adolescents but this process should be persistent and organized.

The current study examines some effective variables on academic motivation through male/female high school students. The population of this study was all high school students in the country. The sample consisted of 4000 students, which were randomly selected. The analysis of regression showed that academic self-concept and attitude toward enrolling university and social rewards are the best predictors of the academic intrinsic motivation. The three factors and other factors totally explained 35% of the total variance. Also academic self-concept, social rewards and attitude toward enrolling university are the predictors of academic extrinsic motivation. The three factors and other factors totally explained 34% of the total variance.Attitude toward school and enrolling university and interaction with peers the best predictors of academic motivation. The three factors and other factors totally explained 33% of the total variance.

The concept map is a teaching-learning strategy that facilitates learning meaningful.The comparison of concept map presenting and constructing methods efficacy is a research problem in recent years and the findings are contradictory.This paper compared the efficacy of concept map presenting and concept map constructing methods on cognitive outputs (retention, understanding and problem solving) and affective output (attitudes toward school.attitudes toward teacher and classroom, goal-valuation, motivation, and general academic self-perceptions) in the biology learning class. The intervening effects on cognitive outputs were measured by two academic achievement tests. Also the school attitude assessment survey-revised was ased to assess affective outputs. These instruments had the confirmable validity and reliability indices. The research was based on a quasi-experiment 1esign.The pre-organized classrooms were selected by the purposive sampling as four experiment and two control groups. The prepared concept maps were presented In the process of teaching on two experiment groups and two other groups constructed concept maps from the instructed subjects.the results showed that the concept map presenting and concept map onstructing methods had positive effect on recall and understanding but hese methods had not any meaningful effect on problem solving. Also pre- prepared concept maps had positive effects on attitude toward teacher and lass room and constructing concept map had positive effect on motivation nd self-regulation. 

The purpose of this study was selecting, normalization and standardization of Iranian SCL-90-R.51 items that seemed to represent all psychometric characteristics of this inventory were selected and investigated.459 students as a sample group were selected by using multi-stage clustering method from students of Eastern and Western Azerbijan Universities. The research method of this study was exploratory Psychometric characteristics of Brief Symptom Inventory (BSI), including reliability and validity. The methods of test-retest and internal consistency (Cronbach's alpha) were used to obtain reliability. Cronbach's alpha was between 0/59 to 0/84 and for all scales was 0/95. Criterion validity (correlation of SCL-90-R scales and BSI inventory scales) was used for validity.Correlation between two inventory scales was significant (0/9-0/98).Also test-retest reliability for 9 scales was between 0/75-0/91.Eventually by using T-test independent groups, range of each scales for male and females were compared and results indicated that differences between Som, Ins, Dep., Anx, Phob, and Par scales were significant and range of each scales for females was higher than for males.