JOURNAL OF PSYCHOLOGY AND EDUCATION
Year:2002 | Volume:31 | Issue:2|Papers Count:18

This article describes symbols and cues of hope in adolecents. 1002 (506 boys, 496 girls) with range of 12-16 years old from middle and high schools participated in this study. subjects completed a questionnair that requested, they provid a list of definitions and concept of security and their relationship with persons, physical places, 24 hours(day and night), colours, sounds, and geometrics figures.Data were analyzed at specific scope of symbols and cues in each category related wity sense of security. symbols and cues have made most security in subejects were; housing, family members, bright space, light colours, calm sound, and cirele. finally,sujested similar researches will do in different ages for knowing more extensive symbols and cues.

The main aim of this research was to investigate the differences between the amount of depression amongst high school students with war wounded fathers including physical disability ,spinal injured ,neuro - psyche, chemical and effected by explosion wane, visual impaired and traumatic war woundeds . In peresent causal - comparative research by cluster sampling method, 120 Subjects was selected. Bec Depression Inventory (short form) was used for measuring depression amongst subjects and researcher Custraction inventory scale was used for finding the type of father-son relationship. Finding showed thek was a significant differences between the mean of depression of traumatic war woundeds sons to physically disabled and spinal injured war woundeds sons. and so there was a significant difference between the mean of depression of visual impaired war woundeds sons to traumatic war woundeds sons and neuro-psyche, chemical and effected by explosion wave war woundeds sons. There was lower depression among those student who had better relationship with their fathers compared to others.

Since1940s, various viewpoints about the nature of information have been reflected in published documents, all of which can be categorized in two approaches: mathmatical and semantical. These two types of approaches and theories-despite of what they first might seem-are not contradictory, but have some points in common. Mathematical approach measures information in the stage of producing and sending, while the semantical approach suggests any measurement of this kind in the stage of recievingby someone. probability of the amount of information governs on both mathematical and semantical approachs, but with two different start points. The present paper tries to explore the relationship between the foretold approaches through studing the concept(s), flow, and measuring information.

The study investigated the validity scale of the Persian form of MMPI (short form, 71 items). The higher F scores than K scores show that they overreport their symptoms and problems. Also the higher K scores than F scores show that they try to fake good (cover their symptoms and problems). 279 subjects in four groups were selected for the study. The groups included A) applicants for recruitment (N=120), B) clients referred to medical commission (N=32), C) an out-patient group with psychological problems (N=68), D) and a normal group (N=59). All of the subjects were administered the short form of MMPI (mini mult). Data were analyzed by Chi- square, analysisof variance and Shefe test. The results showed that the first group had high scores on K and L, and low scores on F scale. The validity scales profiles were similar to those who try to fake good. Also, the results showed that the second group had high scores on F, and low scores on K and L scales. Their validity scales profiles were similar to those who try to fake bad and exaggerate their problems. These results confirmed application of validity scales of mini-mult (persian form).

The persent research examines interpersonal teachers behavior in their classroom. To study the issue, the Parsi version of the Questionnaire of Teachers Interaction(QTI) based on the Learys model of interaction was used. The sample consist of 948 students (girl) from Tehrans guidance schools and 30 teachers. The questionnaire has satisfactory reliability and there is confirmation as to the validity of the instrument. The research findingsshow that teachers consider themselves more to be in the cooperation-opposition dimension of communication while their students believe that they are in the dominance - submission dimension. students view their teacher consequently as strict, leader, admonishing, helping and friendly but also dissatisfied and uncertain. Teachers believe that they offer freedom and give responsibility to their students. They view themselves as helpful and friendly but not blaming and dissatisfied. The findings also show that the teachers conception of their interaction with students differs from students conception. Teachers do not considertheir communication style much different from that of ideal teachers while their students have different views.

We can define teachers as educated persons whose formal responsibl is guiding students educational experiences.Teachers are the last ring in the process of implimenting educational theories and they are the intermediator between educational system and students. Teacher practice has many characteristics. It is systematized, unanticipatable and abundant. It has holistic definition, complexity and limited on time; and it needs morality and intellect. Some specialists as Eizner knows teaching as an artistic activity and some as Can relates it to moral judgements and phronesis. But most of educationalists believe that teacher practice needs theory and explain it in several ways. Can explains it as an intermediator relation. It means he bielive that professional practice arises from professional understanding and this arises from theories. Eizner believestheory helps to apply art of teaching. But teachers notice a gap between theories they instructed and their practical needs in classroom.It is right, because: first, teachers logical attitude about educational theories; second, teachers dont believe and dont accept the theories and third, theories. for solving this difficulties, educationalists must consider and study the teacher education topic reflectively.

This essay emphasizes the necessity of establishing "friendship" in the classroom by studying different aspects of "competition". Establishing competition among students and comparing them to each other leads to jealousy, feeling of inferiority,weakeningof self- esteem and learning desire. When this kind of competition links to encouragement and reward, its negative traces will increase remarkably. To develop learners capabilities and to occur learning in a humanistic environment, we must shift external competition to internal competition and friendship. Studies show that cooperative learning approach has been effective in this field. Teamwork, thinking and consulting of students together, feeling of social and individual responsibility and close relationship of teacher with students are the most important features of cooperative learning. In addition to reinforcing affective relationship, development of verbal, communicative, and mental skills, it has a condign effect on increasing the feeling of social responsibility, academic achievement and students self-esteem. Performing this approach needs cooperation of home and school, ability of teacher in class management, exact planning, and appropriateness of educational system elements.

The main aim of the present research was to study the process of gender identity development in children. The sample of the study included 117 children between 2-7 years old, that were chosen from preschool and elementary school centers of Shiraz University. Interview was used for data collection. In this interview 10 questions were used regarding gender identity development. Gender identity development composed of three stages: the first stage was gender identity (3 questions), the second stage was gender stability (3 questions) and the third stage was gender constancy ( 3 questions). The contents of the above questions concerning the childs gender identity in three areas: him/herself , the childs peer of the same sex, and the childs peer of the opposite sex. The tenth question was about the childs judgement for gender identification. The results showed that the gender identity development followed a sequential development; gender identity, gender stability, and gender constancy.This sequence is occured at first for child him / herself, then childs peer of the same sex, and finally for childs peer of the opposite sex. Also children aged 6-7 years, in comparison with other children, mostly emphasized on the sex role in order to identify the gender.

In this syudy, the relationships between locus of control (internal, powerful others, and chance) and self-regulated learning (SRLIS, RSSRL) with academic achievement (chemisty-mathematics) were investigated. 150 ,male students in high school in the field of mathematics in Tehran responded to two questionnaires: 1) Levensons locus of control (internal, powerful others and chance (IPC)(1972). 2)The self-regulated questionnaire struvtured by zimmerman and marthins-ponts(SRLIS, RSSRL)(1986). Findings showed a positive relationship between internal locus of control and academic acheivement. The relationship between powerful others and academic achivement was negative. The relationship detween self-regulated learning (SRLIS) and academic achievement was positive. The relationship between self-regulared learning (SRLIS) and internal locus of control was positive.No relationship wasfound between self-regulation learning (RSSRL) and other variables.