PSYCHOLOGICAL STUDIES
Year:2009 | Volume:5 | Issue:1|Papers Count:9

It is assumed that the Cause of differences in emotional responsiveness is the difference in processing meaning in the cognitive system.To investigate this issues, two groups were included in the study in order to examine Semantic differences with an emphasis on Osgood's approach. 161 extrovert volunteers (25 subjects) were selected using Eysenk's personality inventory, of the 47 volunteers (25 subjects) with subclinical depression were randomly selected using BDI-II. 15 emotional concepts were selected and tested using Osgood's differentional semantic technique from a range of emotional experiences including aggression (anger- hostility area), unpleasant experienced feelings (fear-anexity area), and positive feelings (affection- love area).The data were analyzed using ANOVA and results indicated that there was significant difference between two groups for annoyance, anxiety and ove concepts (p<0/05) in four dimension of semantic differential responses (evaluation, potence, activity and danger). This difference was meaningful for annoyance and love concepts in the evaluation-meaning dimension and for anxiety concept in the potency- meaning dimension (p<0/05).

 The purpose of this study was to compare of Thought-Action Fusion (TAF) in four groups: 1. obsessiv -compulsive disorder (OCD), 2. major depression disorder (MDD), 3. comorbidity of OCD and MDD 4. normal group (N=80). The result of ANOVA and Tukey posthoc test showed that pure obsessional and comorbid group in all TAF subscales were significantly higher than depression and normal groups and comorbid group in moral TAF were significantly higher than other groups. This result could show the important role of TAF in shaping obsession and especially moral TAF in shaping comorbidity of OCD and depression.

The aim of this study was to investigate the validity and reliability of the revised form of Harter’s Educational Motivation Scale. The sample consisted of 198 middle students (110 boys and 88 girls) who selected from six schools of central points in shiraz city by cluster sampling method. Internal consistency of each item score with total score was computed, the correlations range was between 0.30 to 0.78. In addition factor analysis extracted 4 factors which show obviously an overall intrinsic motivation factor and 3 subscales of extrinsic motivation with lower clarity. This result is in consistence with witch previously has been obtained by Harter (1981). Also the relations between different scale’s dimensions and GPA were in expected direction that confirms the validity of the scale.Also the coefficients computed for test-retest and Chronbach's alpha of the motivation dimensions and subscales were large enough to show internal and time consistency of measures on Iranian students.

The purpose of the present study was to investigate the relationship between the components of the five factor model of personality and goal orientation components. In recent years, alongside the emerging consensus of a five factor model of personality, there has been increasing interest among researchers in studying the dispositional source of motivation. Researchers of motivational psychology have great interest in studying the role of personality trait in shaping the students, motivation. Based On this, this study was examined the role of the five factor model of personality in goal orientation. The sample included 191 female and male students at Shiraz University and university of medical science that were selected using random cluster sampling and to whom the big five personality factors Questionnaire and Achievement Goal Questionnaire were administered. The age mean of sample group was 21.6 and the standard deviation was 2 years. The collected data were analyzed using the multiple regression analysis with enter method. Multiple regression analysis indicated that openness, conscientiousness, and agreeableness were correlated with Mastery-Approach goal orientation. Neuroticism was positively correlated with Mastery-Avoidance. Neuroticism was correlated with Performance-Approach and Agreeableness was negatively correlated with Performance-Approach. Also, Neuroticism was positivedy correlated with Performance-Avoidance and Openness was negtively corelated with Performance- Avoidance. This result showed that each dimension of goal orientation was predicted by different profile of personality traits.

The aim of this study was to examine relationship between loneliness and self-esteem with attachment styles in a sample of students from university of Mohaghegh Ardabili. Research method of this study was correlation. 223students (123 girls & 100 boys) who were selected by cluster sampling were included in this study. All participants were asked to complete the Adult Attachment Questionnaire (AAQ), UCLA loneliness scale and the Rosenberg Self-Esteem Scale. Data were analyzed using Pearson’s correlation coefficients and regression analysis. The results revealed that secure and avoidant attachment styles were positively associated with self-esteem and negatively associated with loneliness. Anxious-ambivalent attachment style was negatively associated with self-esteem and positively associated with loneliness. There was negative association between self-esteem and loneliness. The results suggested that students' loneliness and self-esteem could be explained by different attachment styles. Secure and avoidant attachment styles increase levels of self-esteem, while decreasing loneliness. Anxious- ambivalent attachment style decreases self-esteem while increasing loneliness.

The Purpose of this research was the investigation and comparison of effect of three methods positive discipline, self-oriented learning and reality therapy on increasing responsibility in the Shahreza middle school students.The statistical population of this research was all male and female students of shahreza's middle schools that were studying in school year 2005-2006. The sample included 240 students (120 boys and 120 girls) they were selected by random cluster sampling method and were replaced in six experimental groups and two control groups of both male and female sexes which on the whole formed eight groups of thirty. Each method was performed separately in both sexes in twelve one-hour sessions. Data analyzed with covariance analysis by spss 13.The results showed that teaching responsibility in the form of positive discipline and reality therapy in both boys and girls and in all three kinds of testing (parents, teacher and self-evaluation) and in both stages of post test and follow up test was effective. Educational program of self-oriented learning was significant in increasing boys responsibility in two kinds of parents testing and teacher testing and in both pre-test and post test, but it was not significant in self-evaluation stage. Interactive effect between sex and group membership was significant only in the following up stage.

This research was carried out to compare the quality of life and religious attitude among Addicted and non-addicted individuals in Kerman. The samples of the present study consisted of 200 individuals from 2 groups of men: addicted and non-addicted (each group consisted of 100 individuals). Quality of life and religious attitude among the individuals were assessed by means of Religious Attitude and SF-36 Questionnaires, respectively. Result of the study showed that: Religious attitude among the two groups of individuals was significantly different. Religious attitude among the addicted individuals was significantly lower than among non-addict individuals. The differences among the two groups with respect to the quality of life and its subscales were also significant. Quality of life among the addicted individuals was lower then the quality of life among the non-addicted individuals. The correlation between religious attitude and quality of life in both groups were positively significant.