JOURNAL OF PSYCHOLOGY AND EDUCATION
Year:2002 | Volume:32 | Issue:1|Papers Count:8

In the present study, happiness and well being of 270 male and female students in three different areas of study (humanities, technology,medicine) together with 24 war-injuried and handicapped students were examined by subject-wellbeing (SWB) and satisfcation with life scale (SWLS).Also, the priority and importance of nine influential factors (including social, economic, family and emotional factors) were studied with regard to students view. The resutls of this study showed that the area of study and livingwith familyhad effectiverole on happiness and well being, although with some differencesin males and females. Among the nine factors studied physicalhealthwas the most important factor. Appropriate economy condition, independency in decision making,job, emotionalityand seeking for new experienceshad next priorities for Iranian students, with some differences between males and females. In the war-injuried and handicapped group of students, it had no effect in their happiness and well being, compared.to the other groups.

Two types of LIS Scientific Production in Iran was categorized in thirteen subject classes to explore the similarities of their subject trends. Using bibliometrics and content analysis, their trends as well as their processes in time(1968-1999)was calculated and compared; ancl finally, using Pearsons formula, subject correlation of articles and dissertations was measured. The research findings indicate thay l)the trends are not the same in all thirteen subject classes; and 2)the subject correlation in dissertations and articles are very weak.

Technology like other human or natural phenomena needs to be reflected upon Philosophically.Teaching technologyis dependent, among other things, on this kind of reflection. Different types of philosophy of technology should be criticized on the ground that some of them are popularized and shape our minds in practice. In this essay, two kinds of philosophy of technology are critecizedand a third kind is supported. Accordingto the first one, technology is considered as natural-neutral in terms of which technology is valutionally neutral and has one-sided effects on culture. According to the second one, technology is considered as cultural-cnivaluational in which the instrumental rationality is predominant. Finally, according to the third one, technology is regarded to be natural-cultural-multivaluational. In this view, other than the instrumental rationlity, moral and cosmological interests are also taken into account. Given the third version, its requirements in teaching technology is discussed. Accordingly, teaching technology should not be reduced to teaching. skills. Instead, il requires nOl only an access to the related sciences to technology, but also to provide social, moral, and cosomological interests in the puplis. In addition, an ahilily for evaluating the consequences of the usage ot technologYshould he provicde in them.

The originality test of Sounds and Images(SI), one of the two components of Thinking Creatively with Sounds and Words(TCSW), was standardized on a representative sample of 2345 Iranian students aged 11 to 18 years in shiraz. Rulon and Alpha split-half reliability coefficients of 0.32 and 0.28 were obtained. Also, an inter scorer reliability coefficient of 0.83 has been found. To estimate The validity of the test, three criterian measures of what kind of person are you?, something About Myself and the Khatena-Morse Multitalent Perception Inventory were administered. The correlation coefficients of originality scores on Sounds and Images with creativity scores on the first two criterion measures were significant. In regard with construct validity, The Internal consistency correlations. between subtests and total scores were ,also highly significant. Those findings Indicated that the originality test of Sounds and Images is a relatively valid and reliable instrument to measure Iranian students, creative thinking abilities.

Teachers rating of social skills and behavior problems for 62 blind students aged 7 to 15 in grades 1-5 were measured using the teacher form of Social Skills Rating System, SSRS (Gresham and Elliott, 1990). The sample was selected from a school for blind children in Shiraz. The scale consists of two parts: Social Skills and Behavior Problems. The most frequent problems for this group of blind children were: Fidgeting, being distracted easily, threatening or bullying others, fighting, interrupting conversations, getting angry,and havingtemper tantrums. The most frequent social skill deficits for this group of blind children includes: controling temper, accepting criticism, compromising in conflict, giving complements, using free time acceptably, responding well when treated unfairly, cooperating with peers, ignoring distractions. Age differenceswas not significant in this study. Factor analysis lead to factors similar to the original study.

The research has been conducted for suicide behavior in the province of West Azerbaijan on the basis of information gathered from hospital of 11 towns throughout of province. In this study, the researcher has been seeking the factors, which affects the act of suicide such as sex, marriage status, education, job, etc. Finding showed that: l)The rate of suicide is higher within married people than single people; 2)Women had the highest rate of suicide and married women had higher rate than single women; 3)The rate of people who had high school certificate are more than other levels; 4)The highest rate of suicide was belonging to urban area rather than to rural area; 5)The highest rate of suicide in West Azerbaijan were been by way of pharmaceutical poisoning method and using agricultural poising; 6)The highest suicide rate is related to housekeeper women and high school students.

Adaptation and standardization of the Illinois Test of Psycholinguistic Abilities for use in Iran was the aim of the present investigation. To achieve this aim the sub-scales of the test were first translated to Persian. Then necessary changes were made to make each sub- scale suitable to Iranian culture. The standardization process was performed using a sample of 470 boys and girls of 10 age groups at pre-school and elementary school level. The test- retest reliabilities of sub- scales were found to be satisfactory. The validity of the test was studied through a) finding correlation between scores on the ITPA and the Goodenough- Harris Test of Intelligence, b) finding relationship between the scores of the children and their ages, c) comparing the scores of boys and girls. The findings suggested that the test was a valid instrument for use in Iran.

The life experiences of young people in modern industrialized societies have changed quite significantly over the last decades, These changes affect relationships with family and friends, experiences and life style and ability to become established as independent young adults. As a consequence of these changes, especially young people today have to negotiate a set of risk witch were largely unknown to their parents. Moreover, as many of these changes have come about within a relatively short period of time and increased uncertainty can be seen as source of stress and vulnerability.In late modernity or new situation that mentioned as post-modern, a lot of problems emerged. Some Problems related to the changes of human relation with environment and others and some problem aroused from necessity of change to our theoretical approach. This article provides evidencesto support concepts that can develop an understanding of processes of social change in modern world. A key aims of this article is to uncover evidence of changing impact of social structure through the study of youth in modern world.