JOURNAL OF PSYCHOLOGICAL MODELS AND METHODS
Year:2011 | Volume:1 | Issue:3|Papers Count:8

This study investigated the role of childrens’ perception of parents (involvement and autonomy supportive) as antecedents of the attributional beliefs and also the mediational role of attributional beliefs between antecedent variables and academic achievement. 256 (male and female) elementary students in Shiraz city participated in the study. Students filled out "Perceptions of Parents Scales" and "The Student Perceptions of Control Questionnaire". The results of path analysis revealed that autonomy supportive by mother were positive predictor for capacity belief (effort) and academic achievement. Mother’s involvement was negative predictor for strategy beliefs (luck) and father’s involvement was positive predictor for strategy beliefs (ability). Also, academic achievement was predicted, positively, by capacity belief (effort) and was predicted by strategy beliefs (luck) negatively. The results were an evidence for confirming any significant effects of antecedent variables on academic achievement variable would occur through the attributional beliefs.

The purpose of this study was to investigate the reliability and the validity of Metacognitive Orientation Learning Environment Scale. Participants were 213 high school students (107 boys, 106 girls) were selected by cluster sampling in Shiraz, Iran. Mean age of the students was 16.88 years old. They completed two self-report instruments: Metacognitive Orientation Learning Environment Scale & Metacognitive Awareness Inventory. The reliability coefficients were calculated in two different methods: cronbach alpha & test-retest, whith were .60 and .94 respectively. The validity of the scale as measured by the metacognitive awareness inventory was .90 (p<.01). Subscales-total correlations coefficients, as another index of validity, were between .31 to. 93. Factor analysis of the questionnaire using varimax rotation showed 6 factors named Classroom interactions, Metacognitive demands, Student voice, Teacher encouragement and support, Distributed control & Emotional support whith covered over the 68.53 percent of the total variance. The results provide evidence that the metacognitive orientation learning environment scale construct is applicable for academic & research situations.

The purpose of the study was to exam the psychometric properties of the Preschool Play Behavior Scale (PPBS). The PPBS evaluate the child behavior in playing situation. The sample of this study consisted of 162 children (from 3 to 6 years). The PPBS was filled out by parents for all participants. Principal-components factor analysis offered a three-factor solution to the 19-item PPBS. These factors named active play, individual play, and passive play based on their content. Cronbach's alpha for these factors were 0.92, 0.64 and 0.66 respectively. Correlation coefficients between subscales and total score of PPBS revealed an acceptable validity for these factors. The convergent validity scale was confirmed by correlation between parents view and teachers view. Finally this study showed a good reliability and validity for Persian form of the PPBS.

This research was conducted with the purpose of studying the probability of replacing variables and as a case study in industrial and organizational psychology. Among teachers statistical population, 532 teachers (male and female) were selected via convenience sampling. Research instruments consisted of Teakleab et al’s (2005) of psychological contract, Viswesuaran et al’s (1998) job satisfaction scale (with four subscales; work satisfaction, pay satisfaction, coworker’s satisfaction and supervisor satisfaction) and Speier and Ven Katesh’s (2002) organizational commitment questionnaire. Data which were gathered from research questionnaires were analyzed on the basis of two suggested model via structure equation modeling. Results showed that to construe of job satisfaction as an outcome variable for psychological contract and organizational commitment (as a mediator variable), have not any superiority rather than to construe of organizational commitment as an outcome variable for psychological contract and job satisfaction. This fact, relatively, support this view that, very variables in industrial and organizational psychology could be view replaceable.

The purpose of this study was to specify the effectiveness of life values tranning on mental health and social growth for preschool students. This research has an experimental Design (Randomize group pretest–posttest with control group). The statistical population of this study consists of all preschool children who were in kindergartens under welfare organization in the Shiraz city in 1389, from whom 351 children were selected with using multistage cluster sampling, and was performed to them mental health questionnaire and Winland's social growth assessment. After completing the questionnaire, 30 preschool students who had score lower than a quorum were selected, and they were assingn randomly into experimental and control groups. Experimental group trained 10 sessions of 2 hours of life values. Research findings showed that, differences in two experimental and control groups in terms of mental health (p>0.0001) and social growth (p>0.002) has reached a significant level. Size of training effect is respectively 75 and 30 percent. Education of life values to children is effective of their mental health and social growth.

The present study investigated the mediating role of academic self-efficacy in the relationship between goal orientation and math performance. Participants were 297 girls (149) and boys (148), students aged 16-18 were selected from ten high schools in two areas of Shiraz. Participants completed the Goal-orientation Scale & Academic self-efficacy Scale and mathematics' score was used as a mathematics performance. To examine reliability of measures, Cronbach alpha coefficient, and to determine validity, factor analysis was used. The path diagram of hypothetical model was tested by simultaneous regression analysis, according to steps recommended by Baron and Kenny (1986). Results showed that: a) Mastery- Approach goal was positive predictor for mathematics performance, b) Performance-Avoidance goal was negative predictor for mathematics performance, c) The relationship between Mastery-Avoidance goal and performance-approach goal and mathematics performance were not significant in the final model, d) Academic self-efficacy was a mediator between Goal orientation and mathematics performance, and e) Mathematics performance of girls was better than boys.

The present study was conducted in order to develop, adapt and standardize two scales: stress resources scale and stress symptoms scale. The scales were developed according to the theories of Holmes & Rahe, Lazarus & Folkman, Selye and others. A sample group of 635 students of Islamic Azad University of Roudehen (academic year 1387- 88) completed the scales. After gathering and analyzing data, the reliability of both scales was established by Charnbach Alpha and their validity were established by factor analysis (PC) through varimax rotation. Two tables of norms were computed for males and females using T scores and percentile rank. These instruments could be used by counsellers and clinical psychologists in diagnostic and planning for treatment.

The purpose of the study was to check the mediating role of Cognitive Emotion Regulation (CER) for Parenting Style (PS) and Emotional Disturbance (ED). The sample consisted of 240 high school students in Fasa city. The sampling method in this study was multistage cluster sampling. The Liner Structural Equation Model was run to exam the mediating role of CER for PS and ED. The results of this research revealed that efficient parenting style leads to positive CER strategies in adolescent and this phenomenon promotes the level of mental health. Also the results showed that unefficient parenting style leads to negative CER. The study clarified a positive relationship between negative CER and ED. In sum, this study showed that parenting as a family factor and CER as an individual character are important factors those should be considered in mental health.