Journal of Psychology
Year:2016 | Volume:19 | Issue:4 (76)|Papers Count:7

The present study examined the relationships between beliefs about intelligence and automatic learning regarding the mediating role of achievement goals and academic emotions using path analysis. To fulfill this, goal 322 graduate students of Fars Payame Noor University were chosen through ratio stratified sampling, and then, answered to the Self-Report Questionnaire consisting of the Intelligence Beliefs, Questionnaire of Achievement Goals, the Questionnaire of Academic Emotions, and the Automatic Learning Subscales. The results showed the indirect and direct effects of entity and incremental intelligence beliefs on autonomy in learning. Incremental intelligence belief had indirect positive effect on autonomy in learning via the mediation of mastery goals and positive emotions. Moreover, innate intelligence belief had indirect negative effect on autonomy in learning through the mediation of performance-avoidance goals, performance-approach goals, and negative emotions.

Aim of the current study was to investigate the relationship among academic identity, self regulation learning strategies and academic procrastination. To fullfill the stated goal, 311 students of in secondary school of Kahrizak (Tehran) using multistage cluster sampling method were selected For assessing the research variables, the participants completed the academic identity Was Isaacson (2008), The motivated strategies for learning questionnaire Pintrich & Degroot (1990) and the academic procrastination questionnaires Solomon & Rothblum (1984). Validity of instruments were determined by confirmation of the panel of experts. Reliability of instruments were calculated by Alpha coefficient. Pearson correlation coefficient and multiple regression analysis showed that academic foreclosure identity and academic diffusion identity had a significant positive relation with procrastination. In addition results indicated the negative significant relation between academic success, immature, academic identity and self regulating learning strategies with procrastination. Results also showed that successful academic identity cooperation in learning, cognitive self-regulation, and delayed academic identity play an important role in explaining academic procrastination therefore, academic identity, and self-regulation learning strategies can reduce academic procrastination.

In any organization, employees in the face of job stress and strain, show different patterns of work behavior. The aim of present study was to compare the personality characteristics among people with healthy (good health ,sparing) and unhealthy (ambitious, burnout) Patterns of work behavior. Within this scope 195, employees (117 men 78, women) of an industrial company were selected by stratified random sampling. The instruments were the Minnesota Multiphasic Personality Inventory (short form) and Work-related Behavior and Experience Patterns Questionnaire. The data were analyzed using multivariate variance analyze. Results showed that ambitious and burnout type had higher means of hypochondriasis, depression, hysteria and psychopathic deviate than good health and sparing type; sparing type had lower means of psychasthenia, paranoia and schizophrenia than other types; In addition ambitious and good health type had higher means of hypomania than sparing type.

The aim of current study was to study the effectiveness of training emotion regulation skills in emotional schema and substance use risk profile scale of at risk adolescents. The method of this research is experimental that we used pre-tests and post tests with control group. 24 teenage girls have been selected from at risk areas of Tehran with accessible sampling and randomly assigned to experimental and control groups. The members of experimental group got education program of emotion regulation skills in the base of dialectical behavioral therapy that was derived from Linehan model in 8 group sessions, while the control group don’t take any intervention. For this study, the Leahy Emotional Schemas Scale and the Substance Use Risk Profile Scale was used .Using the methods of descriptive statistics (mean and standard deviation) and inferential statistical methods (analysis of variance with repeated measures) were analyzed. The result showed that training emotion regulation skills increased the scores of adaptive emotional schema and decreased the scores of maladaptive emotional schema. Also there was an decrease in scores substance use risk profile scale rather than control group.

The aim of this study was to examine adaptability of with the model of emotion–centered voluntary work behavior (Spector & Fax, 2002) model and assumes that organizational justice as an important environmental variable through positive and negative affect would affect on counterproductive behaviors and job satisfaction. Participants were 546 employees of an industrial company in Ahvaz who were selected by stratified sampling method. Instruments used in this research were Organizational Justice Scale, Job-Related Affective Well-Being Scale, Job In- General Scale and the Workplace Deviance Scale. Fitness of the proposed model was examined through structural equation modeling (SEM), using SPSS-18 and AMOS-18 software packages. Indirect effects were tested using the bootstrap procedure. Results of the study indicated that organizational justice both directly and indirectly through negative affect influences on job satisfaction and counterproductive work behavior. In addition, organizational justice both directly and indirectly through positive affect influences on job satisfaction. Indirect effect of organizational justice on counterproductive behavior through positive affect was not confirmed.

This study aimed to investigate the relationship between self-regulation learning strategies and mathematical self-concept on motivation of mathematical achievements. Statistical population concluded girls at 3rd grade of Tehran secondary school during 2012-2013. Sample comprised of 420 individuals that were selected by random multistage cluster sampling. The Self-Regulation Questionnaire, Mathematical Self-Concept Questionnaire and the Motivation of Mathematical Achievements Questionnaire are performed. Data analyzed by using correlation coefficient and stepwise regression analysis. Results showed that the strongest predictable motivation of approach achievements was self-concept which explained 52% of variance of motivation of approach achievements. While self-regulation comprised only 6% of motivation of approach achievements. In addition this study showed that mathematical self-concept explained 76% of avoidance motivation alone. Among self-concept determinants, pleasure determinant shows 62% of motivation of approach achievements and 70% of mathematical avoidance motivation which had negative significant relationship with avoidance.