JOURNAL OF PSYCHOLOGICAL MODELS AND METHODS
Year:2014 | Volume:5 | Issue:17|Papers Count:7

The purpose of this study is structured and validated questionnaire willpower- based Iranian - Islamic culture that description of the research method of content analysis and factor analysis has been prepared. Content and construct validity of this questionnaire has been approved by a group of teachers of Islamic sciences and psychology. Reliability and validity of the questionnaire by 400 students of Tehran, Tehran University of Medical Sciences and is supported by PNU students with random sampling, cluster sampling was selected. Structured questionnaire, factor analysis, principal component method and rotated Varyrnks examined the results suggest get six motivational factors, worship, cognitive, cognitive, emotional and behavioral reserved. KMO index and the Bartlett also check the validity of the scale and the KMO index 0.910 and significant coefficient (Sig) is equal to 0.000, indicating the suitability of factor analysis to identify the structure of the factor model is valid. Cronbach’s alpha scale reliability of the questionnaire was obtained, indicating the reliability of this questionnaire is 0.933. Therefore, a questionnaire with 37 questions will evaluate the results of the factor structure was appropriate and qualified for psychological research and clinical diagnostic activities is.

The purpose of this study was to determinate the effect of cognitive behavioral management training on the quality of life of the students of Azad Khorasgan (Isfahan) university. The method of this study was a randomize pretest-posttest with control group design. The statistical population of this study was the students of Islamic Azad university of Khorasgan in full of 1391, in which 40 people were selected and assigned randomly into two groups - control and experimental- each one including 20 people. Quality of life’s questionnaire (SF-36) was used to gather the data. The experimental group received cognitive behavioral management training in 10 sessions (in 5 weeks, 2 sessions per week and each session 90 minutes). The results showed that there was a significant difference in 5dimensions of quality of life (fatigue or vitality, mental health, social function, bodily pain, general health) in experiment group. There was not any difference between control and experimental groups in 3 dimensions contain physical function, role physical and role emotional (p>0.05). On the basis of this study is clear that through cognitive behavioral management training can promote quality of life meanwhile cognition training and mental condition’s perception.

The present study set out to investigate the effect of social anxiety on performance in central executive functions of working rrerrory, rreans inhibition fimction, in two condition of basic and induced anxiety Also performance in this task that related to inhibition fimction, is investigated both of processing efficacy and performance effectiveness. For this purpose, recruited 24 patients with social anxiety disorder and 24 non patients in multi-stage sampling rrethod and were tested by Clinical Interview, Connor Social Anxiety Scale, Self-reported mental effort scale, Stroop Color Word Test, The results were analyzed with mixed repeated measures, modified bone ferreni post hoc test, independent T- test. Under basic and induced anxiety conditions the results showed that there were No significant differences between groups in processing efficacy (p<0.26, p<0.79) and performance effectiveness (P<0.1). But In the induced anxiety condition there were significant differences between groups in both of processing efficacy (p<0.001) and performance effectiveness (p<0.001). Working rrermry in the social phobia patients was impaired, as compared to that of the healthy controls. Working memory deficiency observed in social phobia might be related to assumptions about social phobia’s cognitive model. This model suggests that individuals with social phobia cannot shift their attention to external stimuli in social situations.

The purpose of this survey was to exam a structural model for predicting Job burnout in higher education managers based on quality of work life, organizational commitment and knowledge management. The participants were 660 managers at Islamic Azad University, District One with cluster sampling using Morgan Table 250 participants were chosen as the sample. Four questionnaires were used: job burnout, the quality of work life, organizational commitment and the knowledge management. The reliability of all the four questionnaires were calculated. The findings revealed that: the quality of work life and two job burnout dimensions (emotional burnout and personal accomplishment) has negative significant relationship, organizational commitment predicts performance of individ ual managers job burnout significantly.

The aim of this study was to examine the casual relationship of personality characteristics with academic burnout mediating academic self-efficacy and perceived academic stress in male and female students studying at M.A in the University of Chamran. The participants of the study were 280 male and female students who were selected by multi- stage random sampling method. The instruments used in this study were the Neo-Five Factor Inventory (NEO-FFI), Perceived academic stress Inventory, Academic burnout Inventory and academic self-efficacy scale. The fitness of the proposed model was examined through using path analysis. The indirect effects were tested by bootstrap (AMOS- 21software) was used. The results showed that indirect effects extroversion, conscientiousness, openness to experience and neuroticism through academic self-efficacy on academic burnout was significant. In addition all of indirect effects extroversion, conscientiousness, openness to experience and neuroticism through Perceived academic stress on academic burnout was significant.

Borderline personality disorder is one of the most prevalent disorders of axis II in psychiatry in which problems in interpersonal relationships is one of the rrost important problems of the patients. Linehan suggested that the patients problems are due to emotion dysregulations & emotion dysregulations are consequence of biological factors especially frontal lobe function & abnormal personality dimensions. Therefore, 130 patients with BPD completed TCl & PAl-BPF inventories & computerized emotion discrimination task. Also, the cortical activities of participants were recorded by EEG & analyzed by QEEG. Results indicated that absolute power of alpha band in frontal lobe & temperament character dimensions (novelty seeking, harm avoidance, reward dependency & cooperation) could predict emotional discrimination & interpersonal problems of BPD patients. Also, emotion discrimination could predict interpersonal problems. These results suggest that emotion discrimination ability could mediate relationships among alpha absolute power & temperament character dimensions with interpersonal problems fBPD patients.

The main purpose of the present research was to suggest a explanatory model of epistemological beliefs and teaching beliefs of selected mathematics teachers of country. The population of this research included all selected mathematics teachers of country in 1391-92 that 150 persons were chosen by available sampling at glorification congress for selected mathematics teachers of country. The instruments were epistemological beliefs questionnaire (Schraw & Sinatra, 2004) and teaching beliefs questionnaire (Gorsuch, 2002) that were distributed and collected after calculating validity and reliability. The results showed that: 1) The highest mean of epistemological beliefs of mathematics teachers is associated with knowledge source and the lowest mean of their epistemological beliefs is associated with stable ability and the difference between means is meaningful. Epistemological beliefs dimensions of mathematics teachers according to their importance are: knowledge source, speedy learning, simple knowledge, absolute knowledge and stable ability. 2) The highest mean of teaching beliefs mathematics teachers is associated with social teaching competency and the lowest mean of their teaching beliefs is associated with ethical teaching competency, The difference between means anticipator and meaningful is meaningful. Different types of teaching belief mathematics teachers according to their importance are: social, non verbal, textual and ethical teaching competencies. 3) There is meaningful relationship between epistemological beliefs of selected mathematics teachers of country and their teaching belief 4-Generally, in spite of demographic charactaristies the relationship between epistemological beliefs of selected mathematics teachers of country and their teaching beliefs belief is positive.