JOURNAL OF EDUCATION AND PSYCHOLOGY
Year:2005 | Volume:12 | Issue:3|Papers Count:10

This study examined the simple and multiple relationships of fear of success, self-esteem, perfectionism and fear of negative evaluation with imposter syndrome in graduate students of Shahid Chamran University (Ahvaz-Iran). Two samples including 500 subjects were randomly selected for this study: 300 subjects for testing the hypothesis and 200 subjects for the scales validation phase. Data were analyzed using mean, standard deviation, Pearson correlation coefficient and multiple regression statistical methods. Subjects completed 5 scales: Clance Imposter Phenomenon Scale (CIPS), Fear of Success Scale (FOSS), Eysenck's Self-esteem Test (EST), Ahvaz Perfectionism Scale (APS) and Fear of Negative Evaluation Scale (FNE). This research tested five major hypotheses about the relationships between the research variables. The results of the research indicated that fear of negative evaluation has a positive correlation and self-esteem has a negative correlation with imposter syndrome. In addition, multiple correlation of fear of success, self-esteem, perfectionism, and fear of negative evaluation with imposter syndrome was statistically significant. Fear of success and perfectionism were the best predictors of imposter syndrome, in female and male graduate students.  

This is an experimental study with pre test-post test control group design. The main concern of this research is to study how social skills training will affect individual- social adjustment of juvenile delinquents in the Gonbad Kavous prison. The main hypothesis of this study is: social skills training will increase the social adjustment in juvenile delinquents. To do so, we selected randomly 40 juveniles under 18 year from research population. Then, they were divided into two groups of experimental (20 persons) and control group (20 persons). Before intervention, the California Test of Personality (CTP) was administrated to both groups. Then experimental group received social skills training for 10 sessions. One week after the training, the post test was given to both groups. The analysis of results with the use of MANOVA and subsequent ANOVA showed that training in social skills has tremendous effects on juvenile delinquent's individual- social adjustment (P< 0/001). What has been achieved in this research proved the usefulness of training in social skills to increase the individual- social adjustment.  

This study is a confirmatory factor analysis to examine the between and within domain-relations of motivation constructs (self-efficacy, task-value, and achievement goal orientations) among 430 high school students from the four education districts in Ahvaz city, Iran. Interrelations among these constructs were investigated in four different academic subjects (Mathematics, English, Literature and Biology). Strengths of between domain associations differed substantially by individual constructs. Performance-approach and performance- avoidance goals were highly correlated across domains, whereas task value and mastery goals were more distinct across domains. Self-efficacy perceptions were moderately correlated across subjects. Within-domain interrelations among these motivational constructs were generally consistent with previous research. More important, consistent patterns of relations were observed in four different academic domains.  

In the present study, the relationships of some personality and motivational antescendents of using academic self-handicapping strategies with the last variable have been examined. In addition, the relationships of self-handicapping with some important consequences were investigated, too. Appropriate scales from Patterns of Adaptive Learning Scales (PALS) were given to 436 ninth-grade students selected by multi- stage random sampling method, from 14 boy high schools in the city of Ahvaz, Iran. The results indicated that of all the performance (approach and avoidance) goals, only parents' performance goal was correlated positively with academic self-handicapping, and of the mastery goals only student's mastery goal had a negative correlation with academic self-handicapping. The examination of multiple goal profiles revealed that student's performance approach and avoidance goals have no effect on using self-handicapping strategies with or without student's mastery goal. The other findings indicated that skepticism about the school relevance for future success positively, and academic efficacy and prior academic performance negatively predicted academic self handicapping. Hierarchical Regression analyses indicated that all of the predictor variables have multiple relationships with academic self-handicapping. Moreover, self-handicapping was negatively correlated with subsequent academic performance and positively with attitudes toward cheating and cheating behavior. Finally, some explanations were given to shed light on the findings of the study.  

The purpose of this study was to investigate the causal relationship between gender, prior math performance, perceived sources of mathematics self-efficacy, goal setting, mathematics self-efficacy, attributional styles, and math performance of high school student in Ahvaz, Iran. The sample for the study consisted of 390 sophomore students (192 boys and 198 girls) who were selected randomly from the high school population in Ahvaz, and had passed math 2 (prior math performance), and were studying math 3 (math performance. Participants were administered the Perceived Sources of Mathematics Self-Efficacy Information Scale (PSMES), the Mathematics Self-Efficacy Scale (MSES), the Attributional Style Questionnaire (ASQ), and the Goal-Setting Scale (GS). Also, the prior and current math grades were obtained from high schools' archives. In addition to descriptive statistics (mean, standard deviation and Pearson correlation coefficient), the following statistical methods were used to analyze the data: factor analysis, and structural analysis. The primary research question was whether the main model (the relationship between gender, prior math performance, perceived sources of mathematics self-efficacy, goal-setting, mathematics self-efficacy, Attributional styles, and math performance) fits the data. In other words, whether the above variables influence math performance. The results indicated that the main model fits but one path (from goal-setting to math performance) was not significant. Also, the path coefficient from mathematics self-efficacy to math performance was negative. The non-significant path, then, was eliminated from the model, and a modified model was formed. The results of testing this modified model showed that it was a better model over the previous one. In short, from nine direct hypotheses only one was not confirmed, and one of them was confirmed in the opposite direction.  

The purpose of this research was to investigate the simple and multiple relationships of self esteem, general anxiety, perceived social support and psychological hardiness with social anxiety in high school students in Abadan, Iran. The sample consisted of 200 first grade female high school students who were selected by a multistage random sampling method. The scales used for this study were Coppersmith Self-Esteem Social Anxiety Scale, Anxiety Questionnaire (ANQ), Social Support Inventory (SSI) and Psychological Hardiness Questionnaire. The results showed that there was a significant positive correlation between general anxiety and social anxiety, and significant negative correlations between self esteem, perceived social support and psychological hardiness with social anxiety. The multiple regression analysis showed that general anxiety, social support and psychological hardiness were the best predictors of social anxiety.  

This research studied the relationship between perceived leader behavior and subordinate performance and satisfaction in fulad complex (Mobarekeh). Most of the literature on leader behavior with western samples has reported two factors of leader behavior, initiating structure and consideration. 235 employees of fulad complex and their supervisors were surveyed. They responded to Leader Behavior Description Questionnaire, the Job Descriptive Index and a Performance Questionnaire and withdrawal measures (absenteeism and propensity to leave). The results indicate that perceived leader behavior was strongly related both to group performance and subordinate satisfaction, but factor structure was different from that found with western samples. Two factors were found and labeled Benevolent Paternalism and Domineering behavior after Ayman (1983). Results are interpreted in the context of cross-cultural differences.