JOURNLA OF PSYCHOLOGICAL RESEARCHES
Year:2012 | Volume:4 | Issue:13|Papers Count:9

The main purpose of this study was to compare the parenting style and emotional Indictors of "Draw-A-Person" Test in children with/without ADHD .The sample group was consist of 30 children without ADHD who were randomly selected from Tehran school and 30 children with ADHD who referred to ATEAH center. The instrument used in this study was parenting styles and dimensions questionnaire (Rabinson, 1995) and Good-enough-Harris (1988) DAP Test. Data was analyzed by T-test and Pearson correlation coefficient. Results reveal parents of children with ADHD use authoritative style less than parents of children without ADHD, also use more authoritarian and permissive styles. Children with ADHD more than children without ADHD use incomplete hand, big head, broken lines (among aggressive indicators); person without body and upper - under parts, incomplete and connected to body organs (among anxiety indicators) in DAP Test. There's no relation between parenting style and anxiety-aggressive indicators of children drawings.

Regarding to this issue that scientific reliable results have been not possible without precise tools, present research has been done to examine psychometric properties of positive and negative affect (PANAS). with the use of random-cluster method 527 students from Azad university in Tehran were selected and answered to the PANAS. this scale consisted of 20 items and has been graded based on 5 point likert spectrum. After performing exploratory factor analysis and principal component analysis using varimax rotation performed, finding indicated that factor structure of the scale has two dimension and the factors predicted 43.631% of total variances. the internal consistency is 0.777. Two kind of norms were prepared, percentage wise norm and category wise norm. Based on conclusion of this study PANAS has acceptable validity and reliability so is proper to use in Iranian samples.

The aim of this study was the examination of relation between attachment quality and parenting styles in normal and gifted student's parents in Rasht city. Population in this study was normal and gifted student's parents in Rasht city. Simple were 536 parents and selected with cluster random sampling. They fill Bamrinds parenting styles and Colin's attachment styles questionnaires. Data analzed with some methods including multiple regression, MANOVA (multiple analysis of variance), pearson correlation and researcher's questions were tested. The results show that there is a relation between attachment quality and parenting style's of normal and gifted student' s parent' s. Also we can predict parenting styles from attachment quality of parents. The relations between psychological variables are so complicated than it appears first. In fact parent's attachment styles evoke behaviors that if s interaction with children motivates some reactions in them. These attachment syles can effect on parenting styles. There is a possibility that children as for their personality and mood evoke some behaviors and moods in their parents which relevant to their personality.

The present study analyzes the effect of after- school activities on the academic achievement of Qazvin 's smart and traditional high schools. The age and sex variables have been used as control variables and the extracurricular activities, T.V viewing and the time spent on using internet have been used as coordinating variables in this process. the specimen includes 80 students (40 as the test group and 40 as control group) of freshman students of traditional and smart high schools. The students of the smart high schools learned mathematics (1) through multimedia activities and the students of traditional high schools continued studying through the process common in schools. For gathering information related to the subordinate variables mid- term exams were used and for the coordinating variables a questionnaire was used. To test the hypothesis, the testing- after- the -exam method and the Ancova analysis was used. The results show that there is a onsiderable difference between the average score of academic achievement of students in traditional and smart high schools (when a is less than 0.05) and, therefore, multimedia homework have a positive effect on students' learning. As a result, Electronic teaching, in general, affects doing activities and, using the internet in particular helps watching T.V have a reinforcing influence on learning.

This study considers the practicality, reliability, validity and norming of SIT intelligence test. For this purpose, among all middle and high school students, between 13-18 years old in Tehran, the number of 394 participants were selected by multistage random sampling method and SIT intelligence test, including 50 questions was conducted on them. According to obtained results, the reliability coefficient of 50 questions SIT was obtained by the general formula of Cronbach's a. For convergent reliability, the principle component analysis and, quartimax rotation method were used. Results caused to extraction of eight factors which explain 31.4 percent of the total variance of variables. These eight factors include mathematical logical reasoning, central unity, long term memory, inductive reasoning, recognizing the picture position, recognizing the forms similarities, general information, and short term memory. Coefficient of correlation was used for studying relationship between SIT intelligence test and Domino test. Results showed the obtained correlation between mathematical logical reasoning factor and Domino test was 0.18, and other SIT factors did not show any meaningful correlation.

The present study considers the Comparing differences between estimating examinable ability parameter and estimating ability parameters in the scale of Raven excessive entelligence based on the Rush model and three-parametric model in item Response theory. For this purpose, among all high school girl students in Tehran, who enrolled the 2007-8 school year, 498 participants were selected by multistage random sampling method. The scale was administrated on the sample. The results showed, The reliability coefficient was estimated using Cronbach's a of scale Raven excessive matris equal to 0.839. Using the principle component analysis. The scale of five factors is saturated. Factor structure of the obtained includes five factor: General intelligence, understanding And mathematical talent, Memory, The spatial visualization, Speed. Of implementation of one -parametric & three- parametric model and compare these two models the results showed: 1- There is a meaningful correlation between one-parametric and three-parametric models regarding the estimating personal ability but between The two models are different regarding the estimating personal ability. 2- People's ability is predictable from raw scores. 3- Comparing the mean score of the two models is indicated that one-parametric model is more refractory than the three-parametric model.

This research was done in order to examine relation of competition and self-esteem with academic achievement in university's students. The statistical society of this research was bachelors degree students in psychology college in center branch of Azad university. The sample group including300students of this college that chose by multi- phase sampling and answered competition questionnaire (Human, 1386) and self- esteem questionnaire (Coopersmith, 1967). The consequences of this research by using correlational method and regression analysis procedure show meaningful positive relationship between competition and academic achievement and between self-esteem and academic achievement also between competition and self esteem. More ever the consequences of this research show that completion and self-esteem anticipate 4.14 percent of variance, Then liner regression model is meaningful and consequently competition with 0.327 of regression index anticipate academic achievement more than self-esteem with 0.128 of regression index.

The present research aimed to investigate the relationship between learning styles (dependent/independent) and critical thinking with self-efficacy. The Sample was consisted of 200 female first graders of Educational district No. 10 of Tehran high school. Group Combeded Figures Test (GEFT) and General Self-efficacy (GSE) and California Critical Thinking Skills Test (CCTST) were administered to measure learning styles and self-efficacy and critical thinking accordingly. A Pearson correlation and regression analysis were applied to analyse the data. The results indicated that there was a positive meaningful correlation between students self- efficacy and critical thinking. The same result was achieved between learning styles and self-efficacy as well. However, critical thinking was stronger predictor of self- efficacy than learning styles. It was clarified that; the correlation between learning styles of dependent to background and Self-efficacy, is more than independent to background and Self-efficacy.