JOURNAL OF BEHAVIORAL SCIENCES
Year:2013 | Volume:5 | Issue:17|Papers Count:11

‘Eblis” is the Persian equivalent of “Satan”. It is the special name of the same Satan who tempted Adam and the exalted God mentions it as “Eblis” and sometimes “Satan” in Quran (verses mentioned as “Eblis”: Baqareh, verse 34; Hajar, verses 31, 32; Asra, verse 61; Kahf, verse 50; Taha, verse 116; verses mentioned as “Satan”: Aaraf, verse 27; Baqareh, verse 26; Taha, verse 120). Some of the traps by Satan mentioned in the Holy Quran are as follows: 1) poverty behest: preventing human from charity and giving Khoms or Zakat not to be poor (Baqareh, verse 268); 2) ordering to lewdness; 3) ordering to wrong-doing (Noor, verse 21); 4) creating hostility among Muslims through drinking and gambling (Maedeh, verse 91); 5) preventing human from God’s remembrance (Anaam, verse 68; Mojahedeh, verse 19).

The purpose of this study was to determine the relationship between willingness to communicate, communication apprehension and self perceived communication competence with success in learning the speaking skills of English as a foreign language. The participants, who were selected using Random Cluster Sampling, were 200 male and female students of English language at Islamic Azad University branches in Zanjan province, Iran. McCroskey’s WTC scale (1992), SPCC questionnaire (McCroskey& McCroskey, 1988), PRCA questionnaire (Jung & McCroskey, 2004) and a speaking test were employed as instruments. Pearson’s Correlation Coefficient was used to study the communicative variables and their relationship with success in learning the speaking skills of English and a regression analysis was used to predict the success in learning speaking skills. The results revealed a positive relationship between WTC and success in learning the speaking skills of English, a negative and reverse relationship between communication apprehension and success in learning speaking skills and a positive relationship between SPCA and success in learning speaking skills. The relationships between WTC, CA and SPCA with success in learning the speaking skills of English were not different among male and female students.

The world is getting into a period that fairness and justice issues in various and different forms are raised on the top threads and studies proposed in the field of "Organizational Excellence". Organizations in the new millennium are post-industrial and knowledge-based organizations and their success and survival are based on creativity and innovation. Accordingly, this study aimed to investigate the impact of organizational justice on employees’ individual innovative behavior. After theoretical studies, the structural model based on Aizen Theory of Planned Behaviors' provided to illustrate interactions of four variables: Organizational justice, Individual innovative behaviors, Innovation climate and Intrinsic motivation. Using prestigious questionnaires in these areas, data were collected from 203 employees of a research center affiliated with the Iranian Space Agency and then the model fitted by PLS method. Estimating model, GOF indicator was achieved about 0.264, so the structural model fitting was confirmed and in 95% level of reliability all model hypothesizes was verified. Findings of this study indicated, independent of other factors such as innovation climate and intrinsic motivation, three dimensions of organizational justice are one of the factors in predicting the incidence of five individual innovative behaviors in the organization.

Organizational justice is a term standing for the role of justice directly related to vocational situations. It talks about in what ways staff should be treated (Medrmann, 1999) and how treating staff members may affect their beliefs, feelings, attitudes and behaviors. Just treatment, generally, leads to staff’s higher commitment and citizenship behavior to their organization. OCB (organizational citizenship behavior) is a collection of voluntary behaviors not included in the individual’s official duties, but, they are done by the staff and cause improvement of functions or organization’s roles. In this research, correlation between two variables of organizational justice and OCB was studied. The sample consisted of 186 staff members of Human Resource Office of Economy and Asset Ministry selected by random sampling. To analyze data, Kolmgrof – Smirnoff’s test, Pearson’s correlation, and one-way variance analysis were used. Data were gathered through organizational justice and OCB questionnaires. Results indicated that there was high positive correlation between OJ and OCB and some of the research’s hypotheses were accepted.

The present research was done to study the role of a learning organization's characteristics in conflict management in education as told by primary school teachers. A descriptive correlational method was employed to perform the research. The statistical population consisted of all 567 primary school teachers in Robat Karim City.230 teachers from the population were chosen via Cochran's rule for random sampling. Two standard questionnaires were used to gather data: the questionnaire on learning organization by Michael Marquardt translated by Mohammad Reza Zali (1979) and Lyle Sussman & Sam Deep's questionnaire of conflict management according to Keith W theory (1989). Descriptive statistics and inferential statistics were used to analyze the data. The results of the research showed that there was a significant positive correlation between characteristics of a learning organization and conflict management styles in education in the form of competition, collaboration, accommodation, avoidance and compromise as told by primary school teachers. The results also showed that primary schools tend to handle conflicts via collaboration, avoidance, accommodation, competition and compromise respectively.

The adolescent friendship network is a network of relationship which provides a source for gaining a variety of informational, sentimental, advisory and financial protections. Adolescent hood reduces power of families, but, however it creates other relations; it is the children that form the linkage. In this sensitive period of life, the adolescent requires his family and his friends. This study aimed to investigate impact of structures of adolescent friendship network on parent children relation structure. Welman theory takes is the basis in this study. Adolescent friendship bonding of network structure (haunt bonding, range, polar protection, inter action) was taken as independent variable and parent – children bonding structure was studied as the dependent variable. The method of study was survey type. Statistical population of this study contained the high school students of Galongah province. Kocran frame was used in this study and 280 students were selected as the sample. For Sampling we used two methods: Cluster sampling and occasional sampling. The questionnaire was filled by 145 of female students and 135 of male students. The outcome of this study indicated that vertical haunt bonding with parents – children instrumental bonding had meaningful correlation and rough variable, polar protection, interaction ad closeness with parents – children testimonial bonding had meaningful correlation. The outcome of analazing indicated that polar protection, haunt bonding, range and interaction had impact on parents – children relation structure.

The research’s design was descriptive – correlational and the statistical population included all M.A students of 1392 – 93 academic year, IAU, Qazvin branch.396 students were selected based on Morgan’s table and multi-step cluster method. The research’s instruments were Back’s cognitive insight, Wale’s meta-cognitive beliefs, and Madzelli’s accountability and obsession questionnaires. Data were analyzed using Pearson’s correlation coefficient and regression analysis. Results indicated that there was significant positive correlation between cognitive insight and self-thoughtfulness component and that of obsession. There was also positive significant correlation between metacognitive beliefs and its components and that of obsession. Regression analysis results showed that from among meta-cognitive beliefs, negative metacognitive beliefs about thoughts, positive worriedness beliefs and negative meta-cognitive beliefs had the highest share in obsession, respectively, explained totally %14 of the obsession variance. %15 of the obsession variance was explained by meta-cognitive beliefs and accountability variables. Accordingly, results indicated that meta-cognitive beliefs, cognitive insight and accountability had roles in predicting obsession.

The present study was of descriptive – survey type and was done based on content analysis. The statistical population consisted of two parts: part I) English textbook of Grade-3 high school, investigated through content analysis models. Part II) included a group of English teachers (males, females) selected randomly by cluster method from 4 areas of Isfahan province (district 5, Shahinshahr, Khawnsar, Faridan).73 English teachers (32 males, 41 females) were teaching in these areas, all of whom were participated to collect data through a researcher-made questionnaire. The data were analyzed using SPSS both descriptively and inferentially. Results indicated that %14.2 teachers believed that the textbook’s sequence was from easy to difficult. The main topics of the textbook had not been attended but variety and difficulty had been focused to some extent. The content is also acceptable, somehow, due to encouraging to research. On the whole, it can be concluded that material provider of textbooks should pay attention to sequence and variety of course topics to help learning of students. They should provide pre-organizers in lower grade textbooks to facilitate learning process and matching materials in a way that students feel there is continuity among topics through grades and they learn better.