Journal of Psychology
Year:2000 | Volume:4 | Issue:1 (13)|Papers Count:11

The main purpose of the present research was to compare the effects of different learning strategies on successful and unsuccessful student. Six hundred and five students, have been randomly selected from all girl schools in grade 11 in Tehran based on their academic achievements. Results revealed that there were significant differences between the successful and unsuccessful groups on the level of applying elaborated and comprehension monitoring strategies. Moreover, with respect to the students" field of study, significant differences were found between Math- Physics students and Humanities students on both elaborated and comprehension monitoring strategies. In addition, between the successful and unsuccessful students of Empirical- Sciences field, significant differences were found on the organized and comprehension strategies. The conclusion of the study showed that the elaborated strategy for the Math- Physics and the humanities groups and the comprehension monitoring strategy for the Empirical- Sciences group were the most effective on their academic achievement.

The present research aimed to determine the relationships between the intent attribution, social goals, and self-efficacy perception in gifted children with their behavioral responses to the ambiguous stimuli. In addition, the children’s responses in different groups, including withdrawn, aggressive and problem solved children to the social goals and self-efficacy perception components have been examined. In order to test the hypotheses, the Asher and Erdley questionnaire was applied. In the first phase, all of gifted school students in grade six (N=370) were asked to complete the questionnaire. In the second phase, with regard to the data analyses 195 students have been selected from the main population and the questionnaire was repeated for them. Results showed that the gifted children groups were significantly differed in their responses to the "social goals" and "self-efficacy perception" components. In particular, in response to the ambiguous stimuli, the aggressive children stressed on the anti-social aims, while, the withdrawn and problem-solved children were more likely to prefer the socialized styles.

The present study investigated the social status of 1022 adolescents aged 11-14 years old. The association of the adolescents" social status-identified as popular, neglected, rejected and controversial groups-with conduct problem and depression have been examined. Subjects were asked to fill in the "Friendship" questionnaire and the "Depression Self- Rating Scale (DSRS)". In order to identify the children with behavioral problem, the teachers completed the Rutter Teachers Scale (B). Results showed that those who were chosen on the negative behavioral items on the friendship questionnaire by their peers, had higher scores on the Rutter and depression scales. Comparison of the different social status groups revealed that the rejected adolescents attained more scores on the behavioral problem and depression scales. Nevertheless, the adolescents identified as behavioral problem students by their peers, have been chosen as the "Leaders". It seems, that adolescents with behavioral problems, in order to protect themselves from social isolation, attempted to find the similar peer group to their behavioral characteristics.

The present research attempts to evaluate, the level of depression and the effect of a behavior-cognitive psychotherapy model on depression on a sample of war-handicapped who referred to a clinic center in Tehran. Based on their scores on the Beck Depression Inventory (BDI), subjects were randomly selected and divided into two experimental and control groups. The Micheanbaum Behavior Cognitive Model was conducted for the experimental group for a period of five months. At the end of the training phase, again, the level of depression was evaluated by BDI for the experimental group. The results showed that: 1) in general, the mean level of depression scores was higher than the moderate on BDI. 2) On depression scores, significant differences were found between the two groups which supported the Micheanbaum Behavior-Cognitive Model in reducing the level of depression in the subjects. 3) No significant differences were found between; a) the duration of being handicapped and the level of depression; b) volunteers of the war and those who were dispatched to the fronts during the military service, period; and c) the single and married subjects. 4) Positive and significant association was found between the depression and anxiety scores.

The purpose of this study was to find the relationships between the "triarchic abilities", based on the "Sternbergs theory", and the academic achievement. Three hundred and sixty students in grades 7 and 10, from the mainstream and gifted schools, participated in the study. The results revealed that the "Creative ability" was the most important factor which predicted the academic achievement. In particular, for the mainstream students, achievement in Math (in grades 7 and 10), Art (in grade 7), and Physics (in grade10) were associated with the creative ability, while for the gifted students, this association was found only for grade 7 in Professional and Technical course. Furthermore, it was found that the "analytic ability" can predict the achievement in sciences, religious and composition courses only for the mainstream students in grade 7.However, the "triarchic abilities" did not indicate significant relationships with academic achievement for the gifted students. In conclusion, analyses showed that the mental abilities of the gifted students in grade 7 were higher than their classmates in the mainstream group, while, for the students in grade 10, similar result, was found only on the "practical ability" between the gifted and mainstream groups.

In the following research, the relationships of different parenting styles with mental health and the self-concept components have been studied. Four hundreds and ninety six girl students participated who have been randomly selected from the girl student population in grade 8. Three questionnaires have been conducted on the subjects which included: 1) The Winterbaum Parenting Styles Inventory, 2) The Symptom Checklist 90- Revised, and 3) The Adjective Checklist. Findings showed that there were negative and significant relationships between the subscales of the Winterbaum Parenting Styles (i.e., the independence-training, mastery-training and caretaking - training) with mental problems, and the self-concept components. The study suggests that applying the independence-training, mastery-training and caretaking -training sooner than the appropriate time in children may act as a threat for their mental health and can cause disharmony among their self-concept components.