SOCIAL COGNITION
Year:2019 | Volume:7 | Issue:2 (14) |Papers Count:10

Introduction: This study is a test of a model related to conscience development in early childhood. Researchers have studied that tow developmental bases, child's temperament and educational environment, how have relation together. This paper studies the model that links the early mother-child relationships, children’ s temperament trait of effortful control, and their empathy and rule-compatible conduct, two aspects of child conscience. Method: In play study, we used N=515 preschool students. In a developmental chain, effortful control was posited as a mediator of the links between mother-child relationship and children’ s conscience. Effortful control is consisted of attention focusing, inhibitory control, low-intensity pleasure and perceptual sensitivity. Mother– child relationship is consisted of conflicts, closeness and dependence. We used path analyses method and 24 paths analyzed in this model. Based on the fitting coefficients, exceptone path, the model considered suitable. Conclusion: Structural modeling analyses, with effortful control as a mediator, supported relationship across motherchild interaction and empathy and rule-compatible conduct of pre-school's children. Effortful control has not mediation role in effect of dependence of mother-child on rule-compatible conduct. Result: Findings of this study shows the importance of agency and effortful control of pre-school's children for effective interaction with mother in the irmoral internalization.

Introduction: The present study aimed to investigate academic adjustment based on personality traits and percieved social support with mediating self-regulated learning strategies. Method: 300 male second grade students of a high school in Tehran during 1395-1396 were selected based on randomized stage cluster sampling and answered to Sinha and Singh (1993) academic adjustment, Eysenck (1963) personality traits, Zimth (1988) social support, Pintrich and De Groot(1990) motivational strategies questionnaires. The collected data were analysed by Lisrel software structural equation statistical methods. Result: The result showed that meaningful and positive effect rather leads to more inadjustment. Extroversion (indirectly and with self regulated learning strategies) had a meaningful and positive effect on academic adjustment, that is, by increasing extroversion academic adjustment decreases. Aggression, indirectly and and througout self-regulated learning strategies had a positive and meaningful effect on academic adjustment, that is to say, as aggression increases so does unadjustment. Neuroticism indirectly had a negative and meaningful effect on academic adjustment, in other words, as neuroticism increases so does unadjustment. Extroversion directly had a negative and meaningful effect on academic adjustment, meaning when extroversion increases unadjustment decreases. Aggression directly had a positive and meaningful effect on academic adjustment, meaning as aggression increases so does unadjustment. Conclusion: Social support on the other hand, directly had a negatove and meaningful effect on academic adjustment, in other words, with increasing social support unadjustment decreases as well.

Introduction: Attentional biases are thought to contribute to body image dissatisfaction and due to the role of sports facilitation on health, the aim of this research was to study the role of physical activity in attentional bias to body pictures and body image dissatisfaction in women. Method: The research was causal-comparative and correlational. In 130 participants who had participated in sports (n=65) and no participated in sport (n=65) that were homogenized with active group, attentional bias and body image dissatisfaction were investigated. Dot-probe task was used for attentional bias and multidimensional body-self relations questionnaire was used for body image dissatisfaction. Pearson test was used to examine the correlation between attentional bias and body image dissatisfaction. To evaluate the role of physical activity and compare these variables in two groups, independent t-test was used. Results: The results showed a significant relationship between attentional bias and body image dissatisfaction and there was a significant difference between the two groups in these variables that non-active group showed significant high body image dissatisfaction. There was better assessment of body and more positive image of the body limbs in the active group. Conclusion: It seems that unrealistic measurement of beauty and fitness and the expectations of individuals' body itself and others might be changed with appropriate sports and physical activity.

Introduction: The purpose of this study was to investigate the relationship between environmental factors and communication skills with sacrifice due to psychological crisis using structural equation modeling method. Method: The present study used a correlation and single-stage cluster sampling method to test the structural relationship between environmental factors and communication skills with the mediation of psychological distress and victims of bullying among 350 middle school students in Boukan city. For this purpose, the Iranian version of Moradi victimization scale (2009) and Lewinda's Depression (1995), Anxiety and Stress Scale for measuring psychological crisis, Samini's Social Support (1995), Queendom's Communication Skills (2004), and perception of the school atmosphere derived from the scale of the classroom environment of the Trickett and Moos(1973) Information gathering tools were used. Results: The results of the structural equation analysis showed that the conceptual model of the research with Chi-square test was 63/33 and the degree of freedom of 51 are well fitted. Psychological aesthetics, communication skills and environmental factors directly provide good predictors for the victimization of knowledge students were. Also, communication skills and environmental factors predicted indirectly by the psychological crisis of the victim. Conclusion: The results showed that, in line with the conceptual model, the dimensions of psychological crisis, communication skills and environmental factors directly and indirectly related to the victimization of students.

Introduction: This study examined the utilitarianism in personal and impersonal moral judgments based on moral cognition and moral identity according to gender differences. Method: For this purpose, 303 adolescents were selected by multistage cluster sampling. Then, to evaluate the objectives and hypotheses, the moral identity, moral cognition scale and personality and impersonal moral stories were distributed in small groups among the participants to respond. Collected data to evaluate the purpose of the study were analyzed using the descriptive, correlational, multiple regression analysis, and independent ttest. Results: Results showed that high scores on moral identity was associated with lower utilitarianism on personal moral judgment; however, the relationship between moral identity and impersonal moral judgment was not significant. High moral cognition led to lower utilitarianism in personal and impersonal moral judgments. In addition, a significant positive correlation was found between moral identity and moral cognition. Conclusion: It seems cognitive processes involved in personal and impersonal moral judgments might lead to the utilitarian judgments.

Introduction: The aim of the present study was to investigate the causal relation model of cognitive absorption and perceived learning through the mediating role of cognitive engagement and perceived ease of use and perceived usefulness through path analysis. Method: To do so, the sample of study included 273 students of virtual courses from Shiraz Payame Noor University selected through random sampling, and were asked to answer questionnaires of Cognitive Engagement (Wang& Eccles, 2013), Cognitive Absorption (Agarwal & Karahana, 2000) Perceived Learning (Rovai& et al, 2009), Perceived Ease of Use (Hsu & Lu, 2004) and Perceived Usefulness (Kim& et al, 2007) subscales. Results: Overall, the results indicated the indirect effects of cognitive absorption components on perceived learning. Conclusions: The results showed cognitive absorption and their components through cognitive engagement and perceived ease of use and perceived effect on perceived learning, as control and curiosity through cognitive engagement and perceived ease of use and perceived usefulness have direct and indirect effect on perceived learning and temporal dissociation, focused immersion and heightened enjoyment, through cognitive engagement and perceived usefulness had indirect effect on perceived learning. The whole variables in this study explain 42% of changes in the perceived learning.

Introduction: The aim of this study was construction and examine the psychometric characteristics of student social cognition questionnaire (SHAD). Method: This study from the perspective of the purpose and method of collecting information, was a part of correlational research based on psychometric analysis. For this purpose, a researcher-made questionnaire with 19 items was conducted on 735 girl and boy students by random multi-stage cluster sampling in universities of Sharif, Tarbiat Modares, Elmo Sanaat, Shahid Beheshti and Khaje-Nasir. For analysis of data, the exploratory and confirmatory factor analysis were used. Results: The results of exploratory factor analysis by principal components method with varimax rotation indicated the existence of 4 component social cognition that were named respectively cognition of self, mindreading, detection of educational threat and understanding of educational environment. These four component explained 49/63 percent of the total variance. Also, the results of confirmatory factor analysis confirmed the four factors of the questionnaire. On the other hand, the results of the correlation coefficient provided evidence of the convergent validity of the social cognition questionnaire with other cognitive variables in this domain. The reliability of the questionnaire was also measured by Cronbach's alpha coefficient and the correlation of the subscales with the total score of the questionnaire. Cronbach's alpha for subscale cognition of self (0/73), mindreading (0/72), detection of educational threat (0/71), understanding of educational environment (0/74) and Cronbach's alpha coefficient of the total questionnaire was (0/86). Conclusion: Generally, the results showed that social cognition questionnaire had an appropriate reliability and validity and it can be used as a useful tool to assess student’ s social cognition.

Introduction: The Purpose of this research was to study the relationship between predicting of psychological well-being through defense mechanisms and cognitive self-differentiation in students. Method: The research method was correlation and participants of this research were 125 people of students selected via simple randomization. The research materials were: Skowron and Friddlander Self-differentiation Questionnair, Andrews, Sing and Bond Defense Styles Questionnaire and Ryff Psychological Well-being Questionnaire. . Results: Multiple regression analysis with stepwise method and Pearson correlation showed that cognitive self-differentiation %8/23, mature defense mechanism %5/53, immature defense mechanism %4/30, neurotic defense mechanism %4/12 and the generally explained %22/18 of common variance (R² ) of psychological well-being of students. Conclusion: The findings of this research indicated that cognitive self-differentiation, mature defense mechanism, immature defense mechanism and neurotic defense mechanism have basic role in psychological well-being of students.

Introduction: The present study was aimed to investigate the effectiveness of Luthans intervention program on Academic and Organizational Procrastination. Method: the research was quasiexperimental with pretest-posttest design. The population consisted of PNU students of Natanz in the academic year 1395 who were studying and working full time. Out of the 300 students, 50 were randomly selected and put into two groups of 25, one for academic and another one for organizational procrastination. The instruments were two questionnaires of Academic Procrastination (Solomon & Rothblum) and Organizational Procrastination (Safary Nia & Amirkhani Razilighy). After the implementation of the questionnaires, Luthans Intervention Program was applied to the experimental group. Then, Post-test and follow-up were implemented for both groups in two phases. Multivariate analysis of covariance was used to analyze the data. Results: The results showed that compared with the control group, both of the dependent variables in the experimental group were reduced significantly. The results of the Post-test and follow-up reflected the effectiveness and stability of the intervention. Conclusion: It can be stated that psychological Capital Intervention Model has been effective on decreasing Academic and organizational procrastination. Therefore, it can be an appropriate strategy to reduce Academic and organizational procrastination.

Introduction: The purpose of present research was the investigation of the effectiveness of computer-based cognitive training on working memory on attention, response control, and central executive working memory of children with specific learning disabilities. Method: The research method was semiexperimental with pre-test post-test fallow-up. A total of 27 students aged 8 to 12 years with a specific learning disorder diagnosis were randomly selected from the centers of special learning disorders in Tehran (Robatkarim). The 27 subjects were peer and clustered into 3 groups based on component, phonological loop and visuospatial sketchpad of the HAFBAK test and the assessment of specific learning disorder (LDES). Then, using the IVA test and the central executive component of the HAFBAK test, a pretest was performed. After 18 session of 50 minute computer-based cognitive intervention, on 27 subjects post-test was performed. After 3 months, the fallow-up test was performed. For analyzing the data descriptive statistics and repeated measure variance analysis method were used. Results: The finding of this research showed that there was a significant difference between the 3 groups in per-test post-test and fallow-up test in the areas of attention, response control and central executive component. Conclusion: Therefore, computer-based cognitive training intervention increased the attention, response control and the central executive component of working memory in children with specific learning disabilities.