PSYCHOLOGICAL STUDIES
Year:2007 | Volume:2 | Issue:3-4|Papers Count:12

The purpose of this research was to investigate and compare dialectical behavior therapy and cognitive behavior therapy methods in reduction of the symptoms of female clients suffering from borderline Personality disorder. The sample of research was selected from teacher training centers of Isfahan. The instrument of measurement was MCMI-II which includes 175 questions about Personality disorder diagnosis. After sampling and doing the Pretest 30 individuals from the ones who had gotten the highest grades in the questionnaire and had not taken any Psychological drugs during the last year were selected and randomly placed in three groups (two experimental groups and one control group). Every experimental group was under the treatment (group treatment method) for 3 months.After finishing the treatment sessions, all groups rook a post test and the data was analyzed by co-variance analysis and tracing tests. The result of the research was that both methods were successful in treating the severe depression of borderline clients. Non-quantitive investigations also showed that both methods were effective in increase of social Adjustment, reduction of aggression, increasing of Assertiveness, and self-acceptance.

The purpose of the present study was designed to investigate the role of theory of mind and hot empathy in the prediction of relational aggression, overt aggression and prosocial behaviors of boys and girls students. The subjects were 188 students of fourth, fifth and sixth grades and they selected by cluster sampling method from normal schools in shiraz. Advanced theory of mind and Empathy Index were administered in order to investigate theory of mind and hot empathy. Peer nominational scale also was used to calculate of the grade of relational aggression, overt aggression and prosocial behavior for the subjects. For analyzing the data, multiple regression and correlation of Pearson methods were applied and the result revealed that: a) the relationships between hot empathy and theory of mind with relational aggression, overt aggression and prosocial behaviors were significant, b) both Theory of Mind and hot empathy could predict relational aggression and prosocial behavior and hot empathy was only predictor for overt aggression, c) hot empathy was the best predictor for the all of social behaviors.

The main purpose of the study was to identify the psychosocial stressors and coping strategies in association with academic achievement in junior high school girls in Ardebil province. A random sample of 1360 junior high school girls comprised the sample of the study and data was collected through administration of questionnaires of stressors (80 items) and coping strategies (60 items) as well as through using school records and documents. Results of the study revealed that three categories of psycho-social stressors accounted for a large share of the variance in academic achievement of the students, namely, family related stressors, individual related stressors, and school related stressors, respectively. Coping strategies that contributed to the prediction of academic achievement were avoidant strategies, positive reappraisal, and social support seeking (p<0.05). Furthermore, the four types of schools studied (regular state schools, schools for high achievers, non-profit schools and schools for the exceptionally talented) differed in the types of stressors reported, which included family related stressors, school stressors and social stressors, individual stressors and also in total stressor scores. Significant differences also emerged in the coping strategies of approach coping, avoidant coping, social seeking and escape-avoidance (p<0.05).

The purpose of this study was to investigate the relationship between fear of success and psychological satisfaction. 242 students from art, economic, law and engineering colleges were randomly selected. Fear of success was assessed by Allison-Zuckerman scales and psychological satisfaction was evaluated by Ryff questionnaire. The results indicate that there is a significant relation between fear of success and psychological satisfaction. There is no difference between the 2 sexes for fear of success and psychological satisfaction but fear of success and psychological satisfaction are different due to scientific discipline. Students of art showed the highest and students of economy showed the lowest fear of success. Students of engineering have the highest and students of Law have the lowest Psychological satisfaction.

The goal of this study was showing the conflict of self-criticism tendencies as hinder of internal coherency, and self-knowledge as foster of, and their conflictual role in psychological pathologies. The theoretical basis of this assumption is the harmony of purpose principle in teleological coherence theory. 151 undergraduate students were responded to integrative self-knowledge scale, levels of se1fcriticism scale (internalized self-criticism and comparative self-criticism), perceived stress, Hopkins symptoms checklist, and inventory of interpersonal problems. The results supported that both forms of self-criticism (internalized and comparative) had positive association with personality and symptomatic pathologies, and integrative self-knowledge demonstrated negative relation with. Multiple regression analyze also showed that integrative self-knowledge had incremental validity over perceived stress and self-criticism on predicting symptomatic and personality pathologies. Findings were discussed based on teleological coherency theory.

Job satisfaction is a function of compatibility between organizational expectation and individual's personality needs. Job satisfaction is a good mental state that brings positive outcomes for both individual and organization. Therefore, employers try to increase it at most. There are many individual and environmental factors that affect job satisfaction. Among them are locus of control and forgiveness which this research has studied the degree of their effectiveness. To examine the hypotheses, descriptive and causal-comparative methods were used. Population included all Al-Zahra personnel which counts 297 persons. Sample encompassed population and in sum 212 completed questionnaires were returned. To collect the data three self-report questionnaire were used: 1) Specter's job satisfaction questionnaire, 2) Specter's job locus of control questionnaire, 3) Rye's forgiveness questionnaire. Results indicate that there is a positive relationship between internal locus of control and job satisfaction (r = 0.52). Also, forgiveness relates to job satisfaction (0.30). All in all, locus of control and forgiveness count for 24% of job satisfaction. The relationship between demographic variables; sex, age, and record of service was calculated, yet no significant relationship was found.

The goal of this research was to determine the relationship between Eysenck's E personality dimensions and selection of substance use (depressant drugs / stimulant drugs) in individuals who at least have a mental dependency to stimulant drugs such as cigarette, coffee and tea or depressant drugs such as alcohol and opiate. The potential sample of this research included 74 and main sample included 60 subjects, 30 of them using depressant drugs and 30 using stimulant drugs. Each of these two groups included 15 males and 15 females. Research method was Ex-post facto and sampling method was a combination of purposive and accidental sampling. The research instruments were Eysenck's personality inventory (EPI, Form A) and demographic questionnaire; and data analyzed by two ways- Between subjects ANOVA. The results showed that there was a significant relationship between introversion and selection of depressant drugs and between extroversion and selection of stimulant drugs: (p<0.05). In general, the women who have tendency to use drugs, both stimulant and depressant, they are more introverted than the men (P > 0.05).

The goal of present study was to investigate the relationship between choice methods and happiness, based on Schwartz and colleagues' model. Two types of choice methods, including maximizing and satisfying were indicated. The main question of this research was "Is happiness decreased with increasing maximizing?" Sample included 201 students selected from science, engineering and educational science colleges of Shiraz University. The measures of study were revised version of Oxford Happiness Questionnaire and Maximizing Questionnaire. Reliability of Questionnaires was calculated by Cronbach alpha method and factor analysis method was used to determine of validity of measures. The results showed acceptable validity and reliability of instruments. It should be noticed that the results of factor analysis of maximizing questionnaire indicated two factors named behavioral and subjective factor. By using simultaneous multiple regression method, regression of happiness on two factors of maximizing was calculated. Results showed that both factors were significant predictors, negatively, of happiness. These results confirmed the research hypothesis about the effects of choice method on happiness.

The aim of this study is to examine the role of socio - economic status, learning approaches and thinking styles in university students' academic achievement. 419 subjects (214 male and 205 female) participated in the study. The participants responded to the study process questionnaire, thinking styles inventory and provided a range of socio -economic status indicators. Using path analysis, the direct and indirect effects of SOC10-econonuc status on learning approaches (deep and surface approaches), thinking styles (function, form, level, scope and leaning dimensions) and academic achievement were tested. The results obtained demonstrated that socio - economic status has a significant positive effect on deep learning approach and has significant negative effect on surface learning approach. Also, the results indicated that socioeconomic status has a significant positive effect on legislative, judicial, global, hierarchical and liberal thinking styles and a significant negative effect on executive, local and conservative thinking styles. The indirect effect of socio -economic status on academic achievement through deep learning approach and legislative, judicial, global, hierarchical and liberal thinking styles was significant and positive, while the indirect effect of socio - economic status on academic achievement through surface learning approach and executive, local and conservative thinking styles was significant and negative. In general, the results of this research demonstrate that paying attention to the role of socio - economic status, learning approaches and thinking styles in university students' academic achievement is crucial. Implications of these findings for teachers are delineated.

To evaluate and examine the structure of psychological well-being in Iranian society, the present research was carried out in three different phases. In the first phase, the current patterns of well-being were studied and its different aspects for a construct structure were extracted. In the second phase, using available questionnaires in the field of well-being and with the help of mental health experts, a new questionnaire was designed. In the third phase, in order to determine the validity and reliability of the questionnaire, it was administered to 400 students. The results of data and factor analysis showed a different construct structure of psychological well-being in the Iranian society; i.e., our results led to the emergence of a new psychological well-being model specifically tailored for the Iranian society.