Journal of Psychology
Year:2006 | Volume:10 | Issue:3 (39)|Papers Count:11

Psychometric properties of Sherer's General Self-Efficacy Scale were examined in this study. 344 bachelor students of Shahid Beheshti University (199 female and 145 male aged 18 to 29) completed the scale after its translation. Validity and reliability of the scale were satisfactory. Results of exploratory factor analysis supported tree factors and a confirmatory factor analysis of the scale also supported a model with 3 correlated factors and one higher-order factor (general self efficacy). For reliability the analysis produced a coefficient alpha of 0.83 for the scale.

The present study assesses the predictive role of Gardner's multiple intelligence components in academic achievement and academic discipline choices among high school students. 120 second grade female students (mean age 15) were selected randomly from a high school in Tehran. All subjects completed the Gardner's Multiple Intelligence Scale, the subjects' average total academic scores were also recorded, as the index of their academic achievement. Using regression analysis, one way ANOVA and Post-hoc tests, the results revealed: Students in mathematics' group were higher in logical-mathematical intelligence, in comparison with students in art and humanities groups, but there was no significant difference between mathematics and experimental science students. On the other hand, visual-spatial intelligence was higher among art students, in comparison with other students. Finally, mathematics students had higher verbal-linguistic intelligence, in comparison with art students. In general the research outcomes emphasize on the relationship between some of the components of the multiple intelligence, academic discipline choices, and academic achievement.

The purpose of the present study was to test the claims of cognitive theories of emotional disorders about explicit memory bias in patients suffering from GAD, MDD comparing with normal controls in terms of DSM-W criteria. The 3 groups were matched according to gender, age and education. To measure explicit memory bias regarding negative emotional information, a task of computerized recognition memory was used using 3 sets of word stimuli (i.e. threatening, sadness and neutral). The results using Signal Detection Theory (SDT) revealed that the depressed patients, compared with the 2 others groups, show a recognition memory bias towards sadness stimuli. However, Anxious patients did not show any recognition memory bias towards threatening stimuli. The finding of the present study was in line of Williams, Watts, MacLeod and Mathews' (1997) theory in which depressed patients, but not anxious patients, show an explicit memory bias towards mood-congruent materials. In the article, the results were discussed with regards to the literature and possivle implications for treatments.

The current study investigate the role of Emotional intelligence on the marital satisfaction among marrid women teachers. Two hundred and fourty marrid women teachers in Tehran, were randomly selected. Participants completed the Syberi Shrink Emotional Intelligence Inventory and the Marital Satisfaction Scale. Data were analized using the Pearson Regression Coefficient and multiple regression tests. Result indicate that emotional intelligence has a significant effect on the marital satisfaction. It was revealed that self awareness has a more important role than the other factors. It was also shown that social skills, self control and empathy have meaningful relations with marital satisfaction. In addition, emotional intelligence and marital satisfaction have a meaningful effect on the vocational success.

During recent years, There is growing mindfulness in the field of Quality of life. The purpose of the present study was to investigate the relationship between self-determination and quality of life in talented students. The subjects of the study consisted of 65 talented students from Shiraz University and 15 talented students from Shiraz Medical Sciences University. The measures were 1) Self-Determination Scale (Sheldon, KM., & Deci, E.L. 1996); 2) Quality of Community Life Study (Gallup Organization & University of Missouri and Regional Center for Education and Work, 2002). The evidence of validity and reliability were satisfactory. Analysis of data releaved that: There was a positive and significant correlation between quality of life and self-determination. People who reported a higher quality of life were also identified as more self-determined. In the quality of life dimensions, talented students displayed high degree in learning and low degree in satisfaction of the academic period. In addition the quality life ladder of talented students showed that present standing on the ladder was higher than that perceived for five years ago and perceived higher five years into the future. The results were discussed in relation to previous study and some applicable suggestions were presented.

The purpose of this study was to determine the effect of group behavior therapy on symptoms of social phobia in female students of the University of Isfahan. The sample was consider of 150 female students, who were randomly selected and assessed by the Social Phobia Inventory (SPI). Forty students with the highest scores were referred to psychiatrist for precise diagnosis. As a result 30 students received the diagnosis of social phobia. These subjects were randomly divided into two experimental and control groups. The social phobia and assertiveness inventories were used as the pre-test. Then 8 behavior group therapy sessions of 90 minutes including systematic desensitization, assertiveness training and exposure were conducted during one month on experimental group. The control group received no intervention. The same tests were administered to both groups as the post-tests. One month later they were followed up using the same measures. The results of analysis of covariance showed that symptoms of social phobia in the experimental group was significantly reduced in comparison to the control group (p< 0.05). The rate of assertive behavior in the experimental group increased significantly in comparison to the control group in both post-test and follow-up phases (p<0.05). Reduction of distress in the post-test phase in comparison to the control group was not significant, but in the follow-up phase it was significant (p<0.05).  

This study was designed to compare cognitive biases in the adolescents with high and low social anxiety disorder. Interpretation and memory biases for threat-relevant stimuli are thought to be important mechanism underlying the etiology and maintenance of social anxiety disorders in adolescents. However, no empirical research has examined whether this is also the case in Iranian adolescents with social anxiety disorder. In order to achieve this goal, 125 students (boys and girls) based on in junior high school (41 with high social anxiety and 84 with low social anxiety) were selected. To determine the high and low social anxiety subjects" Social Anxiety Scale for Adolescents was used, and then the Probability/Cost Questionnaire for Children was used to measure the interpretational bias. A three category words includes negative social, positive social and nonsocial words was used to measure the memory bias. Results indicated that adolescents with high social anxiety overestimated the cost and probability of negative social events compared to adolescents with low social anxiety, even after controlling for depressive symptoms. However, contrary to expectation, the results indicated relatively poorer memory for recalling negative social words in adolescents with high social anxiety. Theoretical and clinical implications of these results are discussed.

Homework is widespread in primary schools of Iran and the present research dealt with the effect of homework on Primary school students' attitude and also alternative methods for reduce probable problem in this matter. The quasi-experimental method of research with developed design of "non-equivalent pretest-post-test control group design" was used. Three groups of subjects were compared: 1) Voluntarily doing homework; 2) Compulsory doing homework; and 3) Actively exercising in classroom without homework. The data collecting tools was an attitude questionnaire, which is made by researcher for assess the elementary students' attitude toward academic study. The second grade primary school students in Zahedan were statistic population and a sample of 138 subjects participated in the study. The statistic methods to analysis of data were ANOVA, ANCOVA and MATRIX, and Tukey tests. The result showed: The mean score of attitude of the "without homework" group wasn't significantly different from the" voluntarily homework" group. But, the mean score of attitude of the both "without homework" and "voluntarily homework" groups were significantly higher than the "compulsory homework" group. The gender made no significant difference among the attitude of students.