Journal of Psychology
Year:2015 | Volume:19 | Issue:3 (75)|Papers Count:11

The aim of this study was to invertigate the relationship between academic optimism, and teacher's emotional intelligence with the student's academic achievement in Salmas city. For this reason, a sample consisted of 302 subjects have been selected out of about 613 teachers in Salmas's educational department by stratified sampling method and completed the Farsi version of the Emotional Intelligence Scale-41 (FEIS-41) and the Teacher’s Academic Optimism Questionnaire. The data were analyzed by stepwise regression analysis and correlation matrix methods. Results indicated that: emotional intelligence and academic optimism have been significant correlation with academic achievement, while teacher’s academic optimism is the stronger predictor for the student’s academic achievement. In the overall sample, trust in parents and students had the greatest role in predicting the student’s academic achievement. Also optimism/mood regulation, a component of emotional intelligence related with student's academic achievement.

The aim of current study was investigate to the relations amongs cognitive failures, Metacognition, thought control and age, also predicting cognitive failures by predictive variables. 1349 participants that was selected randomly from tow populations (Isfahan University`s student and selected Isfahan Industries` employees) responded to the fallowing instruments, the Cognitive Failures Questionnnaire (CFQ) and the Thought Control Questionnaires. Findings indicated that the relation of cognitive failures and age is negative and the relation of metacognition and age is positive, Also age, negative beliefs, cognitive confidence and distraction predict cognitive failures. It seems that using of metacognition become more as increase age and this reduces cognitive failures. The negative relationship cognitive failures and age can be explained cosidering self-report data.

With the aim of investigating relation between depression and bias judgment by general self-efficacy and self-focused attention, 446 high school student (263 girl and 183 boy) that were enrolled in second, third and fourth grade of high school were selected by means of cluster sampkings. These students were enrolled, in 3 field of study (mathematical, experimental sciences, human sciences), in public and private schools in east of Gilan in 2011-2012 academic year, these students completed the following questionaires the Children Depression Inventory (CDI Kovacs and Beck, 1997) the Probability/Outcome Negative Social Events Questionnaire (PCQ-C, Foa, Franklin, Perry and Her bert,1996) the Spotlight Attention Questionnaire (FAQ, Woody, Chambless, Glass, 1997) and the General Self- Efficacy Scale (GSE-10, Schwarz, 1992). Data were analyzed using the correlation coefficient and regression analysis. Findings from analysis showed that depression by general self-efficacy and self-focused attention has indirect effect over bias judgment. On the other hand depression had significant correlation with general self-efficacy and self-focused attention and also general self-efficacy and self-focused attention had a significant correlation with probability and outcome negative social events. Finally confirmed mediator pattern that means general self-efficacy and self-focused attention mediating role in relationship between depression and bias judgment. the results according to the previous research, discussed and analsyed.

The purpose of this study was to investigate the effectiveness of psychological and educational interventions to improve academic performance of students with dyslexia, by using meta-analysis. This study used a meta analysis, approach and integrated 32 psychological research wich had a sound methodology, the results of scientific research treatment. The research tool was Meta-analysis Checklist. Data analysis showed that magnitude of effect size of psychological and educational intervention on improving academic performance of dyslexic students was higher than average. Meta-analysis result showed the psychological and educational interventions can help improve the academic performance of students with dyslexia.

The aim of this research was studying the relationship between cultural intelligence and social interactions of university students. This research is a descriptive- analytical study. The sample consisted of 364 individual (222 male and 142 female) of Ilam state and Ilam Azad University. In order to collect the data the Eearley-Ang Cultural Intelligence Questionnaire has been used to measure the cultural intelligence and the researcher’s questionnaire used to evaluate the social interactions. The findings showed that cultural intelligence has a significant relationship with the social interactions of the students and among cultural intelligence components only cultural intelligence knowledge didn’t show any significant relationship with students’ social interactions. Also this study revealed that there was no significant difference between male and female students in terms of their social interaction and cultural intelligence.

This research was conducted with the aim of investigating the moderating role of cognitive attribution and conscientiousness in the relationship between belief in an unjust world and aggressive reaction of male students. Participants were the male students of high school, among them 196 persons were selected using stratified random sampling. Research instrument were the Belief in an Unjust World Questionnaire (Dalbert et al, 2001), the Aggressive Reaction Questionnaire (Golparvar & Javadian, 2010), the Three Scenarios of Cognitive Attribution (Golparvar & Javadian, 2010) and the Conscientiousness Questionnaire (Goldberg, 1992). Data were analyzed using Pearson’s correlation coefficient and hierarchical regression analysis. Results revealed that, cognitive attribution and conscientiousness moderates the relationship between belief in an unjust world and aggressive reaction of male students. Simple slope analysis showed that in low conscientiousness, in cognitive hostile attribution, there is positive significant relationship between belief in an unjust world and aggressive reaction of male students, but in high conscientiousness, in cognitive hostile attribution, there was not significant relationship between belief in an unjust world and aggressive reaction of male students.

The aim of this study was to invertigate the relationship between academic optimism, and teacher's emotional intelligence with the student's academic achievement in Salmas city. For this reason, a sample consisted of 302 subjects have been selected out of about 613 teachers in Salmas's educational department by stratified sampling method and completed the Farsi version of the Emotional Intelligence Scale-41 (FEIS-41) and the Teacher’s Academic Optimism Questionnaire. The data were analyzed by stepwise regression analysis and correlation matrix methods. Results indicated that: emotional intelligence and academic optimism have been significant correlation with academic achievement, while teacher’s academic optimism is the stronger predictor for the student’s academic achievement. In the overall sample, trust in parents and students had the greatest role in predicting the student’s academic achievement. Also optimism/mood regulation, a component of emotional intelligence related with student's academic achievement.