PSYCHOLOGICAL STUDIES
Year:2005 | Volume:1 | Issue:2-3|Papers Count:11

Since the beginning of 1970's the Psychological impacts of contemporary rapid changes of modernization and technological revolution on individuals in industrialized countries were mentioned by theoreticians and the psychologists. One of those impacts is emerged upon computer users and its interaction, which appears as computer anxiety. Different variables were considered, related to computer anxiety. Their simple and multiple possible relations with computer anxiety were investigated. The purpose of this research is to examine the correlations of computer anxiety and demographic characteristics, such as Age, Sex, and the Educational Major Field among Students of Āzād University and Chamrān University of Ahvāz City. Four hundred and twenty Students (210 males and 210 females) were randomly selected by multistage sampling from both universities. "Computer Anxiety Rating Scale (CARS)" and a researcher-made questionnaire were implemented as a measure of computer anxiety for individuals and an instrument for collecting data.Testing hypothesis revealed the following results:-There is no significant relation between age and computer anxiety.-There is no significant relation between sex and computer anxiety.-There is significant relation between educational major field and computer anxiety.- There is significant difference in computer anxiety between students of various university educational major fields.

The aim of this study was to examine the impact of emotional intelligence on the quality of social relationships in a sample of the University of Tehran students. Three hundred students (150 females, 150 males) were included in this study. All participants were asked to complete Emotional Intelligence Scale (EIS), and Inventory of Interpersonal Problems (IIP).Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, t-test, Pearson' s correlation coefficient, and regression analyses.  The results revealed that emotional intelligence was negatively associated with interpersonal problems. Emotional intelligence was also negatively associated with different aspects of interpersonal problems including assertiveness, sociability, intimacy, and responsibility. Emotional intelligence improves the quality of social relationships through enhancement of mental health, empathy, social adjustment, emotional well-being, and life satisfaction. Emotional intelligence will also improve the quality of social relationships through its main components including emotional perception, emotional facilitation, emotional understanding, and emotional management.

The purpose of this study was to investigate the relation between ego identity styles, self-assertiveness, and coping styles of female pre-university students in Tehran. Three hundred and twenty seven participants completed Berzonsky's Identity Style Inventory (1990), Andler and Parker's Coping Inventory (1990), and Gambrill and Richy's Assertiveness Inventory (1975).Results showed that students who had the informational and normative identity styles used problem-solving style and those with diffuse/avoidance identity style used avoidance as a style in coping. Results also indicated that the informational identity style had a correlation of 0.25 with basic assertiveness, a correlation of 0.11 with oppositional assertiveness. Diffuse/avoidance identity style had a negative relation (-0.15) with basic assertiveness, but did not have any correlation with oppositional assertiveness score. No relationship was found between normative identity style and assertiveness.

The difference of achievement by children from different social-economic backgrounds has been proved. In this research, the influence of social-economic backgrounds on the development of strategic competence in elementary students has been investigated. Thus, a sample included 192 male and female students (Grade 1 to 3) was randomly selected from primary schools in Tehran. All children were assessed by the test of Individual Differences in Children's Addition Strategy Choices. The results of the present study were entirely consistent with the basic assumption of Adaptive Strategy Choice Model (ASCM) and revealed that the pattern of strategic choices by children from different social-economic background did not differ. However, high-income children retrieved answers more accurately than those of low-income but there were no significant differences on the speed with which strategies were executed.

This investigation examines and compares the self-concept between high school students and runaway adolescents. Sixty high school students and sixty runaway adolescents were selected. The research instrument was Rogers' self-concept test. The result of the study showed that there was a significant difference between the self-concept of high school and runaway adolescents. This result implicates that the self-concept of high school students were positive and higher than runaway adolescents. At the end, it was suggested that parental and adolescents' educational and social training and life skills are required. Training for preventing the runaway behaviour.

The level of internalization of the religious values and beliefs determines the motivations or purposes of individuals in practicing religious activities. Recently these motivations are entitled as religious self-regulations. This study investigated the effects of academic conditions (schools with gifted and normal students) on different styles of religious self-regulation (internalized and identified). Rayan's Religious Self-Regulation Questionnaire (SRQ-R) was administrated on 268 male and female students (119 gifted and 149 normal) that were selected from Shiraz's schools. The instrument consisted of two subscales internalized and identified regulations. The evidences of validity and reliability of the instrument provided from factor analysis and Cronbach's alpha methods, respectively. Results showed significant difference between groups in internalized subscale. Results revealed that students in gifted schools were higher in internalized styles. ANOVA was used for detecting interaction effect of gender. No significant interaction effect was found between gender and type of school. Finally, conclusion and implications of results were presented.

The purpose of this research was to compare value priorities of secondary school students, their parents, and their teachers in Lorestan province; and also to determine the similarities and agreement of participant of grading value priorities by using multi-stage cluster sampling. Fourteen hundred and seventy four secondary school students accompanying with their parents and teachers were chosen and responded to the Mansoor's value test. The results shows between new generation (students), middle generation (teachers), and eldest generation (parents), a significant difference was observed (P < 0.01); except these values: "to be good student" (P = 0.229), "to be concerned about others" (P = 0.115), and "to defend their own interests" (P = 0.289).Between female and male students a significant difference was observed (P≤ 0.05); except these values: "to be handsome", "to be skilful", "to subordinate", and "to defend their own interests" . The most similarities in grading values were between parents and students. All three groups of participants considered "to have faith in God" as the most important value as the first priority, and "to be wealthy" as the least important at the bottom of 20 scale grading values. The first five priorities of all participants were: "to have faith in God", "to be polite", "to be honest", "to be in agreement with parents", and "order and discipline". The last five priorities were: "to be skilful", "to be handsome", "to be robust and strong", "to be fluent in speaking", and "to be wealthy".

Psychological and personality of students and their parents upon accepted and rejected on university entrance exam was investigated in this research. For this purpose, 600 students (300 females and 300 males) were randomly selected and PANAS Questionnaires (to measure affects) and DASS Questionnaires (to measure stress, depression, and anxiety) were administered to them. Data were analyzed through conducting independent t-tests and analysis of variance. The results revealed a significant difference between positive and negative effects in two groups (P < 0.001).The results also showed that there was a significant difference between the stresses of two groups (P < 0.001); rejected group had more stress than the other group. The parents of accepted students had more positive affect than the parents of second group, but no significant difference was observed between role and studied fields (P > 0.05). Also, the results, based on the data collected on students from 28 major areas in the Faculties of Humanities, Education Sciences, Engineering, Sciences, and Veterinary confirmed that all the students had the same level of positive affects as well as psychological pressure.

Marital satisfaction and, elated concepts are studied more then any other concepts in psychology. This research was also designed for evaluating the relationship between attachment styles and marital satisfaction. The main purpose was finding one of effective factors on marital satisfaction to reduce the rate of divorce. One hundred male and female married students and their spouses from Āzād University responded to Hazan and Shaver's attachment style and Olson's ENRICH inventories. Results revealed that between Anxious-Ambivalent attachment styles and marital satisfaction was negatively correlated, whereas the correlation between secure attachment and avoidant attachment were not found correlated. These results confirmed the necessity of psychological interventions before and throughout the marital life.