PSYCHOLOGICAL STUDIES
Year:2012 | Volume:8 | Issue:2 (30)|Papers Count:14

Self-discipline is the ultimate goal in social adaptation. A self-disciplined person can judge the rights and wrongs and choose the appropriate behaviors. To measure this characteristic, along with the level of productivity among automotive workers/staff a sample of 150 production staff was randomly selected and two questionnaires were used. The collected data show a significant and positive relationship between the two constructs. Furthermore, the analyses show that 63% of the variance in productivity is explained by self-discipline. Thus, it can be used as a predictor for level of productivity.

To explore any gender differences in math achievement, while looking at achievement goals and self-regulation strategies, a sample of 435 high school freshman was selected through cluster random sampling method. Two questionnaires were used to collect data on achievement goals and self-regulation strategies. Math achievement was measured using the math final test. Analysis of the data yielded a difference between boys and girls in achievement goals; with boys leaning more towards performance goals while girls preferring mastery goals. Mastery avoidance goals are effective only in the case of boys. Motivational strategies' effect on math achievement was also significant.

In a quasi-experimental study, a randomly selected sample of 200 university students was given questionnaires: one to measure personal risk-taking behavior, with reliability of 0.76, and the other to assess the characteristic of openness towards feelings, with reliability of 0.71. Then the sample was randomly divided into two subgroups, one of which was subjected to negative emotions. Analysis of the data revealed that those with high negative emotions, as well as those with low openness towards feelings have more risk-taking behaviors. Furthermore, among those with low openness, the more negative are emotions, the higher is the level of risk-taking.

A sample of 105 married couples was selected from among all such students at the University of Esfahan. Two measures were administered to collect data on their empathy, systematization, quality of marital relationship, and psychological well-being. Regression analysis of the data revealed that empathy and systematization together can explain a portion of the variability in psychological wellbeing. Furthermore, a significant gender difference in systematization was observed, with men's scores exceeding those of the women.

A sample of 636 high school students was selected from among all such students attending schools in at-risk districts of Tehran, using cluster sampling method. Drug Use Questionnaire with 0.88 reliability and Risk Factors Questionnaire with reliability of 0.91, were used to collect data. Data analysis yielded the following factors as significant predictors of drug abuse: self-control, student attitude, social skills, family ties, school relationships, and parental attitude towards drug use. Thus, any intervention aimed at reducing drug abuse among this group of students must take these factors into account.

To determine strategies used by different personalities to cope with stress, a sample of 635 university students across different levels and major areas of study was selected through categorical random sampling. Two measures were used to collect data: one measuring personality type and the other ways of coping with stress. Results show that type A personalities use more problem-based strategies in coping with stress than type B personalities. As stress level increases, the likelihood of a type A personality using an affect-based strategy increases, where as in type B personality is the other way around. The same is true with the avoidance-based strategies in the case of type A, but not with the other. The most frequently used strategies seem to be in the affect-based category.

To identify the statistical relationship between identity style and life's meaning, a sample of 200 university students was randomly selected and two questionnaires were used to measure the two constructs in them. Data analyses show that those with informative and normative identities had higher scores on life's meaning scale, whereas those with lower scores showed signs of confused/avoidant identities. 26% of the variance in life's meaning can be explained by informative and confused/avoidant identities. Furthermore, a significant difference between male and female students was seen in both life's meaning and identity. It appears those who have a clear notion of who they are, enjoy a more meaningful life.