Journal of Psychology
Year:2002 | Volume:5 | Issue:4 (20)|Papers Count:9

The aim of the present study was to examine the relationship between hardiness and coping strategies. A sample of 104 (66 female, 38 male) first year university students in the University of Esfahan completed the Ahwaz Hardiness Inventory and the Coping Inventory for Stressful Situation. Pearson’s Correlation Coefficient revealed a significant positive relationship between hardiness and problem-focused coping (r=0.408, p<0.01) and a significant inverse relationship between hardiness and emotional-focused coping (r= 0.544, p<0.01).Mulit- Variate Analysis of Variances (MANOVA) indicated that the differences between mean scores of female and male on the hardiness, problem and emotional -focused coping scales were not significant. According to their scores on hardiness; participants were divided into two groups: hard versus non-hard.Result of MANOVA showed that the differences between hard and non-hard groups in problem - focused coping and emotional-focused coping were significant (p<0.01).

The purpose of this research was to investigate the effects of Progressive Relaxation Training and Coping Skills Training (Problem Solving) on reducing level of stress and changing coping styles of runaway adolescent girls. Two hypotheses were tested: (1) Progressive Relaxation Training will decrease the level of stress in runaway adolescent girls, and (2) Coping Skills Training will change the runaway adolescent girls style of coping with stressful life events. Thirty runaway adolescent girls (age range 12-21) were selected randomly from residential care Centers in Tehran and Mashhad, and divided into two experimental (n=15) and control (n=15) groups. Two methods of treatment (Progressive Relaxation and Problem Solving Training) were carried out with the experimental group, each one for 12 sessions and each session lasted 60 minutes.No training was given to the control subjects. The Adolescents Life Events Scale and the Coping Response Inventory were administered on both groups twice; before and after intervention, as the pre and post tests. Results indicated that post-test scores of the experimental group in each test were significantly different from those of the control group, thus, both hypothesises were supported.

The Italian edition of the Templer’s Death Anxiety Scale (DAS, 1970), was administrated on 138 under-graduate students of Chamran University. The aim of this administration, was the factor analyis of the questionnaire. The results obtained from Principal Components Analysis method (PC) extracted five factors, among that, the greatest proportion of variance accounted to the first factor. In addition, the split half reliability coefficient was 0.62 for DAS, and Cronbach’s Alfa coefficient was 0.73; the correlation coefficient between DAS and the Death Concern Scale was 0.40 and between DAS and Manifest Anxiety Scale was 0.43.

The present research aimed to compare the verbal and nonverbal intelligence of students with dyslexia-dysgraphia and normal students. Thirty students with dyslexia-dysgraphia and 30 students from mainstream schools on grade 3 boy school in Tehran were selected. All subjects were matched by age and IQ. In addition students of two groups did not show any background on either emotional-behavioral difficulties or visual/audio weakness. The instruments were used in the research consisted of Dyslexia-Dysgraphia Inventory, Rutter Questionnaire, Raven Test, Reading- Writing Test, WISC, and a Personnel background questionnaire. Data was analyzed by t-test. Results demonstrated that the verbal intelligence of the dyslexia-dysgraphia group was significantly lower than the normal student, while, the nonverbal intelligence of dyslexia-dysgraphia group was significantly higher than the other group. In addition, the verbal intelligence was significantly lower than the nonverbal intelligence for the students with dyslexia-dysgraphia. However, this difference was not found for the normal group this research suggesting that the nonverbal skills of students with dyslexia-dysgraphia may be compensated the shortage of students’ verbal intelligence, if this can be well handled by appropriate educational methods.

The present research, studies the thinking styles of school girls in different grades and school types. Three hundred and sixty school girls, studying in 7th and 10th grades, were chosen from both normal and gifted students schools to participate in this study. Selection of these students was based on their "triarchic abilities" as given in the Sternberg’s theory of "mental-self-government". After testing these students on the Sternberg Triarchic Abilities Test (STAT), 136 of them were chosen with one of the competencies to complete the Thinking Style Inventory. Factor analysis proved that the inventory can evaluate 7 out of 13 thinking styles with high reliability and validity.

The purpose of the present study was to obtain validity and reliability of the General Health Questionnaire (GHQ-28). Seventy five college students participate in the validity study, and another 95 college students took part in the reliability study. The reliability coefficients were calculated in three different methods: test retest, split half, and Cronbach alpha, which were. 70, .93 and .90 respectively. The concurrent validity of the questionnaire, as measured by Middlesex Hospital Questionnaire (MHQ) was. 55 (p<0001). Subscale-total correlations, as another index of validity, were between. 72 to .87 .Factor analysis of the questionnaire using varimax rotation based on Skree test showed 4 factors labeled depression, anxiety, social dysfunction and somatic symptoms which covered over the 50 percent of the total variance. Thus, the results indicate that GHQ- 28 is a valid scale for using in Iran.