Journal of Psychology
Year:2001 | Volume:5 | Issue:1 (17)|Papers Count:9

This research is done with the purpose of investigating the effects of progressive relaxation training-inspired from methods based on Jacobson (1983), Rimm and Masters (1974), Wolpe and Lazams (1960) theories and provided by Morris et al. for children on anxiety, mediatory-verbal memory and average of students" final scores. The variables taken into account are: progressive relaxation training as independent variable and students average scores and students" performance in auditory-verbal memory as dependant variables. From 19 educational districts of Tehran province, 4th district is chosen randomly. Then, four primary schools and from each school two classes including boy students of 4 and 5 grade are selected randomly too. On the basis of findings being accessed through implementing Reynolds" Anxiety Scale, classes are matched so that two groups of four classes including 140 and 146 students formed respectively control and experimental groups in order to administer the auditory-verbal memory to them. After being instructed in progressive relaxation training, teachers of the experimental group train their students in turn. At an interval of five months and during 120 sessions, students practice once within the study hours under teacher supervision. In order to analyse data being gathered from post-test condition, besides descriptive statistical methods such as AN OVA and t-test is used. Results indicate the independent variable effect on decreasing anxiety level in the experimental group. Furthermore it was clarified that progressive relaxation training, as a controlling method, could promote efficacy of students with different degrees of anxiety level and through its general effect on organism leads to a better adaptation for the majority of the experimental group. However its efficacy could be altered within the framework of children mental life as an integrative and developing system. In general, the findings are consistent with many studies indicating the significant role of schools in promoting students’ mental health. Findings are also crystallized the necessity of instructing the methods dealing with self-control on the stage of primary prevention.

The propose of the present study was to empirically investigate the effect of noise (continuous & intermittent) and odor (pleasant & unpleasant) on the problem solving. One hundred and fifty five first year students from different faculties and departments of Isfahan University (Iran) were selected based on clustering sampling and were randomly placed in one of the five experimental groups (continuous noise, intermittent noise, pleasant odor, noxious odor and mixed intermittent and noxious noise) and a control group. The Advanced Progressive Raven’s Matrices, some selected problems and the problems sub test of the Wecksler Intelligent Test were used as problems. All the experimental groups were separately subjected to the independent variables of noise (continuous & intermittent) and odor (pleasant & unpleasant) and mixed condition. The result showed that, compared with the control group, the experimental groups with intermittent noise, unpleasant odor, and mixed intermittent noise and noxious odor had significantly lower scores on the problem solving. The interaction between gender and noise, gender and odor, field of study and noise and field of study and odor were not significant.

The objective of this study was to examine the relationship of role conflict and role ambiguity with job satisfaction and job involvement amongst male personnel’s of National Iranian Oil Company working in the Khark Island base. The sample consisted of 292 office employees having at least a high school diploma. All Participants Completed the Role Conflict and Role Ambiguity Scale, the Job Satisfaction Scale, and Job Involvement Scale. The results of this study led to the rejection of all null hypotheses indicating significant negative associations between role ambiguity and role conflict with job satisfaction and job involvement. Also, the multiple correlation coefficients of role ambiguity and role conflict with job satisfaction and job involvement were found to be significantly higher than their corresponding simple correlation coefficients.

This study investigates the relationships between intrinsic-extrinsic religious orientation and stress in Tehran University students. Participants completed the Iranian version of the Allport Religious Orientation Scale and The Maslich Stress Inventory. Results of the correlational analysis showed that stress was negatively related to intrinsic religious orientation and positively related to extrinsic religious orientation. This means that those who are more intrinsic are experiencing less stress than those who are more extrinsic. Therefore it can be concluded that intrinsic religious orientation can serve as a stress moderator. Suggestions for future research are offered based on the findings.

This study and examine the relations between students" achievement goals and their friends positive and negative orientations towards education and schooling. Two hundred, 8th grade students (boys and girls) in Hamadan were randomly selected and participated in the study. Taking the Patterns of Adaptive Learning Survey as the base, a questionnaire was developed to measure the goal orientations and orientations of friends. Goal orientations include task goals, relative ability goals, extrinsic goals, and effort avoidance goals. Students’ mean scores on different exams were taken as the measure of the students’ educational achievement. Results showed: positive orientation of friends was the best anticipating variable for the task goals. Negative orientation of friends was the best anticipating variable for the extrinsic goals and effort avoidance goals, and students with relative ability goals had higher educational achievement. In general, this study indicates the importance and effective role of friends in the students’ goal orientation and their educational performance.