JOURNAL OF PSYCHOLOGY AND EDUCATION
Year:2004 | Volume:33 | Issue:2|Papers Count:11

To investigate the probable effects of mood states on speed of information processing, 45 normal university students volunteered to participate in this experiment. The participtants were assigned to three groups. Through experimental treatments sad and happy moods were induced in the first two groups. The third group was a control group. For testing the word recognition speed in short-term memory all three groups participated in a memory experiment. The items of this experiment were negative and positive words. The data analyses revealed speed of information processing in the sad group is generaly slower than it is in the happy mood and neutral groups. Results also showed happy mood increases speed of recognition for positive words. However, the effect of sad mood on recognition speed for negative words is not significant.

As a major life crisis, infertility is a very stressful and distressing experience leading to psychological maladjustments and disorders. To compare infertile men and women in terms of attachment styles and gender role, 140 married couples (n=280) undergoing infertility evaluation and treatment were included in this study. All 280 subjects completed the Adult Attachment Inventory, the Mental Health Inventory and the Golombok-Rust Inventory of Marital State Questionnaire. Men presented secure attachment style more than did women. The difference, however, was not statistically significant. The results also revealed that women scored lower levels of psychological adjustment to infertility than did men. Secure attachment style was shown to be significantly related to psychological adjustment to infertility. Secure persons reported more psychological well-being, less psychological distress and more dyadic adjustment than did insecure persons. This finding was repeated when partners" dyadic attachment styles were compared. Partners of secure persons reported higher levels of well-being and psychological adjustment and lower levels of psychological disterss than did partners of insecure persons. Results and implications are discussed in terms of attachment theory.

The purpose of the present study is to explore how consistent are course teaching, scientific publishing, and theses supervising regarding their subject matters. The research population consists of all faculty members of seven LIS departments having students in graduate levels. Data were collected through survey as well as searching relevant bibliographies and data bases. The findings indicate that 10.3% of population have produced scientific works or supervised Theses retevant to 87.5% of the courses they have taught. 66.6% of population published books or papers relevant to 65.8% of their taught courses, but only 26.3% of course subjects have been relevant to the theses" they have supervised. The final results show some 73.8% of subject consistency between courses taught and scientific works published by LIS faculty members.

The purpose of this study was to investigate the development of children"s and adolescentsis conception of intellience. 240 girl and boy students with 8, to, 12 and 14 years-old, averaged academic achievement, from 1 and 18 academic districts of Tehran were selected randomly (60 girls and boys in each age). For evaluation conception of intelligence, a semi interview with 4 dimensions (definition of intelligence and intelligent, qualities associated with intelligence, Source of intelligence, Constancy and malleability of intelligence) was used. The results indicated that: 1. detinition of intelligence and intelligent is based on visible signs and behavior from 8 to 14 yer-olds; 2. defining intelligence by academic behavior declines from 8 to 14 years-old; 3. Majority of children and adolescents had believed in experience as the molal source of intelligence; 4. Belief on cangeable property of intelligence and tendancy to indicate the both nature and nurture as the source of intelligence in observed from 8 to 14 years-old.

While school principals in the recent years are facing new roles and responsabilities, decision makers and planners in the field of educational administration are urged to devise new approaches in order to prepare more efficient principals. Critics towards traditional programs of preparing school principals concen the structure, the incompatibility between theory and practice, methodological insufficiency and nonconformity of programs to adult needs and characteristics. Owing to these considerations, many universities in the west have tried to adapt traditional programs to the needs and demands of this profession. The article while examining dominant perspectives in education of school principals, analyses some of the critics to traditional methods and reviews new approaches in this field. Coaching, mentoring, professional co-development, are mentioned and case writing as an efficient example for the initial and in- service training of school principals is discussed.

This research had been examining the effects of three factorslevel--of--processing (gtaphemic-semantic), test instruction (implicit-explicit) and the type of test (word--stem and word-fragment)- on priming in memory tests. On the basis of transfer- appropriate- processing (TAP) model and retrieval intentionality criterion (RIC), and with respect to the characteristics of word stem and word fragment tests, it was predicted that the subjects, in the condition of implicit test instruction, do differently in word stem and fragment tasks. The subjects were 80 university undergraduates, randomely assigned in 8 experimental groups. As expected,each of the three factors had significant effect on priming specifically in implicit condition, the tests were not similar: level of processing affected the word fragment, but not the stem. In addition, on the basis of these findings, it can be concluded that word fragment task, is not a pure perceptual implicit test, and word stem under, explicit test instruction, is a cued- recall test, and under implicit test instruction, is a perceptual implicity one.

Studied the relationship between friendship quality and coping styles with stress. 328 female student, Third grade were selected by using of phasic random sampling among south, north and center of Tehran. Data obtained through friendship quality inventory, coping with crisis Test (CISS) and sociometric data. findings were analysed by pirson Multiplecorrelation. Results indicate that there is positive and meaningful Relationship between physical contiguity and avoidance coping, slef- disclosure and emotion-oriented coping, satisfaction and problem-oriented coping, intimacy and avoidance coping. They indicated that its relationship has medial role in Socio - economic status. Indeed, meaningful relationship between physical contiguity and avoidance coping, self-closure and emotion-oriented coping, satisfaction and intimacy, with problem-oriented coping, is observed in the low and average socio-economic status testees, but there is not any meaningful relationship between friendship quality factors and stress coping styles in high socio-economic status testees. The Meaningful relationship between trust factor on the friendship and stress coping styles, in the three mentioned categories, hasn"t been observed.

The main objectives of the present study were to investigate the reliability of the Arlin Test of Formal Reasoning (ATFR) and the Levels of Emotional Awareness Scale (LEAS) in Iranian culture, to compare the A TFR and LEAS in gifted and non-gifted high school students, and to examine the relationships between. the ATER, LEAS, and academic achievement. For this purpose, 388 students from gifted and nongifted schools in Shiraz, southern city of Iran, completed the ATFR and LEAS. According to the results, there were participants who showed no evidence of formal reasoning ability in both gifted and non-gifted groups. The correlatin betwen the ATER, and academic achievement, was statistically significant. There was no significant correlation between the ATFR and the LEAS. Moreover, Chronbach alpha coefficeients of the ATFR and LEAS were. 71 and. 76 respectively.

The aims of education has always been discussed as one of the main issues of the educational aspects. There has always been difference of opinion between the expertise with regard to what is the aim or aims of education. For this reason there has been caused a challenge. Among a full and comprehensive view about the aims of education. It is essential that this view to be considered by officials of educational systems, of these great philosophers are plato and farabi who in this writting and aims of education, from their point of view, were compared and being examined. The aims of education, from the plato and farabi point of view, have been divided into two parts: individual and social aims. Individual aims itself divided into subdivisions: physical, artical, ethical and rational aims. After explanation of educational aims from the above two great teachers point of view, the Common and differing grounds between their views have been discussed.