JOURNAL OF PSYCHOLOGICAL MODELS AND METHODS
Year:2015 | Volume:6 | Issue:19|Papers Count:7

The aim of the research was to exam the psychometric properties of the Dysfunctional Attitude Scale (DAS). Weissman and Beck have developed the DAS. The DAS consisted of 40 items with a 7 points scale. Translation to Farsi and back translation was done for the DAS. The Farsi version of the Scale was filled out by 300 high school students. The principle component factor analysis was used to exam the factor structure of the DAS. After considering the KMO index and Barttlet test, 3 to 7 factors solution was run to exam construct validity. The results revealed a five factor structure for the DAS. The factors named: Importance of the others judgment, need to satisfy others, feeling of risk, perfectionism, and need to attention. Also alpha index and convergent validity showed efficient psychometric properties for the DAS. In sum, the DAS is a reliable and valid scale for research job.

The purpose of this study was survey of the moderating role of academic values in the relationship of students' self-directed learning and perception of faculty performance quality. The population for this study included all undergraduate courses related to the group human sciences at Bandar Abbas Azad Islamic University (481). Using stage cluster sampling method, each string is a class of 400 undergraduates were randomly selected .Three questionnaires were used: students' self- directed learning, academic values and students' perception of faculty performance quality which were distributed and collected after calculation of validity and reliability. Data analyzed by using statically methods. The results showed that: Students' self-directed learning was a positive and significant predictor of academic values and students' perception of faculty performance quality too. Students' academic values was a positive and significant predictor of students' perception of faculty performance quality and academic values was moderating role in the relationship between students' self-directed learning and student's perception of faculty performance quality.

This study is an attempt to investigate confirmatory factor structure of the Persian version of the Persian version of the Self-compassion Rating Scale-Revised at group of male prisoners in Sepidar prison Ahvaz city. A sample of 178 prisoners male was selected using voluntary-convenient sampling among male prisoners in Sepidar prison Ahvaz city after obtaining informed consent. They completed the Persian version of the Self-compassion Rating Scale-Revised, and the General Health Questionnaire-11. The data were analyzed using confirmatory factor analysis method and SPSS-21 software. The results of confirmatory factor analysis supported the six-factor model (over-identification, self-kindness, mindfulness, isolation, community humanity and self-judgment). Cronbach’s Alpha coefficients was .91 for the entire measure (12 items), with alphas ranging from .77 to .92 for the individual factors. Indices of concurrent validity for this scale and the sixth factors with the General Health Questionnaire-11 were significant (p< .001). In finally, given the validity and reliability of the Persian version of the Persian version of Revised the Self-compassion Rating Scale can be used in clinical settings and research studies.

The purpose of this study was to examine the effectiveness of acting in the dark room on attention maintenance of mentally retarded students. In this research, 24 students with mental retardation were selected, and randomly assigned in two groups of experimental and control groups. All participants were assessed by Toulouse Peyronie precision test as pre-test, post - test and follow - up (after 8 months). Students of experimental group have received 72 sessions in 12 weeks. The data were analyzed by mixed analysis of variance. The results showed that after finishing the intervention there was a significant improvement difference between the scores of the two groups in P<0.05. Thus it can be inferred that working in a dark room and kept increasing attention given to students with mental retardation are at. So in teaching children with special needs can be the dark room can be used to enhance the students'' attention.

This research aims at evaluating the effectiveness of social skills training on two groups: children and children and their mothers in decreasing loneliness and increasing peer acceptance. The sampling method of this study was purposive, two schools among six primary schools of the fourth education area of Shiraz with the same educational, social class, and cultural level were chosen.300students were evaluated by Asher's scale about children's loneliness and the inventory of the peer acceptance.65students with the highest score in loneliness and lowest score in peer acceptance were selected and were randomly put into three groups (i.e two experimental groups and a control group). In this semi- experimental research, the children in both groups were trained during eight one-hour sessions. in the other group children's mother were separately trained in six one-hour sessions. Finally post-test were given and covariance were used for analysis of data. Results from statistical methods, analysis of covariance, revealed significant increase in peer acceptance and significant reduction in loneliness on two groups. Although the average difference among these two groups was high, the comparison of these groups' efficacy wasn't significant. By means of social skills training It is possible for lonely children to make friends and enter to peer group, it causes the reduction feeling of loneliness and increase in peer acceptance among peers. The lack of statistical significance in comparing two groups doesn't refute the clinical importance of this field. it is suggested that parents, specially mothers have an important role in social skills training and children's relationships with their peers.

The purpose of this research was to study effectiveness of positive thinking training on changing irrational believes of couples in yasuoj city. Method of study was experimental in form of pre-test and post -test with experimental and control group. Sample of research consists of the couples who had referred to consulting centers of yasouj city. Thirty couples selected as sample group (fifteen couples experimental group and fifteen control group).The irrational believes questionnaire administered on both group as pre-test. Then, the experimental group went under training of positive thinking for ten sessions and after training irrational believes questionnaire taken from both groups. Data analyzed through multi variable covariance analysis. Results of study showed that, training positive thinking significantly had effect on reduction of irrational believes and its components, but did not have effect on sexual perfectionism component. Results also showed that group interaction on sex was not significant in irrational believes of couples.

The present study investigated the mediating role of identity processing styles in relationship between child-rearing dimensions and responsibility among adolescents. Participants included 304 high school students (171 female and 133 male) from Shiraz city which selected by multistage cluster sampling method. To study variables, participants completed Family Environment Inventory, Identity Styles Inventory, ISI- 6G and Responsibility Inventory). The reliability and validity of instruments were determined by Alpha Cronbach coefficient and internal consistency. The results showed an acceptable reliability and validity of the instruments. Finding showed that the dimensions of affection and control were a significant positive predictor of responsibility. Also dimension of control was a significant positive predictor of normative identity processing style. Dimension of affection was a significant positive predictor of information and normative identity processing styles and a significant negative predictor of diffuse-avoidant identity processing style. Also informational identity style and normative identity style were significant positive predictors of responsibility, but diffuse/avoidant identity style was a significant negative predictor of responsibility. Path analysis showed the partial mediating role of normative identity processing styles in relationship between control dimension and responsibility. In addition to, informational, normative anddiffuse/avoidant processing styles had complete mediating role in relationship betweenaffection dimension and responsibility.