The Comparison of Abuse Components between Runaway and Normal Girls in Tehran
Hadi
Bahrami Ehsan
عضو هیأت علمی دانشکده روانشناسی و علوم تربیتی دانشگاه تهران
author
Sanaz
TAHBAZ HOSSEINZADE
دانشجوی دکتری روانشناسی سلامت
author
text
article
2008
per
The present research aimed at the comparison of abuse components between runaway and normal girls and for this reason 120 samples were selected from 3 groups of runaway girls chosen from shelters, girl’s students studying at third grade of high school and normal girls chosen from the parks and cultural centers of southern areas of Tehran (40 subjects in each group). The sampling method for runaway and student groups was multistage random sampling and for the third group was accessible simple random sampling. They were all at age range of 14-25 with the education level of high school and under high school education. Researcher-made abuse scale (CHAQ) was administered on all three groups. The results showed that there were significant differences between runaway and normal groups in all components of abuse (including neglect, emotional abuse, physical and sexual abuse). Runaway girls scored significantly higher in all components of abuse. Therefore, considering the high levels of abuse experienced by runaway girls, using the most effective intervention methods, and also warning the families of negative effects of maltreatment on the mental health of their children will play an important role in reducing the negative effects of running away and prevent it from happening.
Journal of Modern Psychological Researches
University of Tabriz
2717-3852
2
v.
8
no.
2008
1
13
https://psychologyj.tabrizu.ac.ir/article_4351_d2592ed78c52178f2cb5424aa455b4c1.pdf
The Effects of the Life Skills Training on Children 8-10 years old with Oppositional Defiant Disorder (ODD)
Mansour
Beyrami
استادیار گروه روانشناسی دانشگاه تبریز
author
Elnaz
Pourahmadi
دانشجوی کارشناسی ارشد روانشناسی بالینی کودک و نوجوان، دانشگاه شهید بهشتی
author
Mohsen
Jalali
دانشجوی کارشناسی ارشد روانشناسی بالینی، دانشگاه شاهد
author
text
article
2008
per
The effects of the life skills trainingin children 7-10 years old with oppositional defiant disorder (ODD) was investigated in this study. Five schools were randomly selected from schools of Nahavand city. 30 children who had received scores above of cut-point on oppositional defiant disorder subtest of Child Behavioral Checklist (CBCL) were selected. The teachers confirmed children’s problems by applying Teacher Report Form (TRF). Subjects were divided into Control and Experimental groups. Experimental group received Life Skills Training for 10 weeks, single a week sessions lasted two hours. Upon the completion of the training and after two months, CBCL and TRF were administered as a post-test to both groups of mothers and teachers. The results were analyzed using Multivariate Analysis of Variance procedure and indicated that parents and teachers in the experimental group reported a significant decrease in signs of oppositional defiant disorder as compared to the control group. The new findings can have clinical applications in prevention and treatment of child behavior disorder.
Journal of Modern Psychological Researches
University of Tabriz
2717-3852
2
v.
8
no.
2008
15
32
https://psychologyj.tabrizu.ac.ir/article_4352_ba37ef1751723238c2dac970f241fbe2.pdf
Students, Help-seeking during Problem-solving: Influences of Goal Preferences and Goal Structures
Majid
Pakdaman
دانشجوی دکتری روانشناسی تربیتی از دانشگاه تهران
author
Valiollah
Farzad
دانشیار دانشگاه تربیت معلم تهران
author
Zohreh
Sarmad
استاد دانشگاه تهران
author
Ali
Khanzadeh
دانشیار دانشگاه تهران
author
text
article
2008
per
This study aimed to examine influences of students, goal preferences and goal structures on their help-seeking during mathematic problem solving. Two hundred boy students in 8th grade randomly were selected. These students were low, median or high in ability mathematic problem solving. They scored two scenarios about mastery or performance hypothetical classrooms. Then, they solved 6 difficult mathematic problems under mastery or performance conditions. The results showed that: 1) Students in mastery condition, seek more help than those in performance condition. Moreover, the low ability students in performance condition asked less questions than similar peers in mastery condition. This result is in agreement with vulnerability hypothesis and shows that the influence of goal structures depends on students, ability level. 2) It revealed that students with high ability followed the more efficiency strategies (hints) than those with low ability. Furthermore, in mastery condition (but not in performance condition) students with low ability, look more at answer sheets than those with high ability. Also low ability group in mastery condition (than those in performance condition) look more at the answer sheets. The evidence is in agreement with vulnerability hypothesis and it is evident that the effect of goal structures depends on students, ability in doing tasks. 3) The students have performance preferences, in mastery condition (than similar peers in performance condition) asked more confirmation.
Journal of Modern Psychological Researches
University of Tabriz
2717-3852
2
v.
8
no.
2008
33
63
https://psychologyj.tabrizu.ac.ir/article_4353_5454728d33a183152f696a51d4051842.pdf
The Effects of Instruction of Emotional Intelligence Skills on Coping Strategies
Firozeh
Sepehrian
استادیار دانشگاه ارومیه
author
text
article
2008
per
The purpose of this study was to investigate the effects of instruction of emotional intelligence skills on coping strategies. 95 high school students (47 girls, 48 boys) participated in this study who were divided into experimental and control groups. First, The Coping Inventory for Stressful Situation (CISS) was administrated to 4 groups (2 experimental & 2 Control groups), then experimental groups participated in emotional intelligence skills class for 16 sessions of 1/30 hours.
The instructed skills included: self awareness skill, negative thought and stop skills, stress and coping strategies, self assertive, empathy, positive relationship, problem-solving and decision skills.
Finally, The data were analyzed using: mean, standard deviation and t–test. The result of this study showed that there was a significant difference between problem-focused group in boys and emotion-focused groups in girls. It was suggested that emotional intelligence skills instruction can be are useful for adolescents but this process should be persistent and organized.
Journal of Modern Psychological Researches
University of Tabriz
2717-3852
2
v.
8
no.
2008
65
79
https://psychologyj.tabrizu.ac.ir/article_4354_edf6fc36f9b42ff32d304bbc8a1bbf55.pdf
The Study of Effective Factors on Academic Motivation in High School Students
Javad
KAVOUSIAAN
دانشجوی دکتری روانشناسی تربیتی دانشگاه تربیت معلم
author
Mohammadnaghi
FARAHANI
عضو هیأت علمی دانشگاه تربیت معلم
author
Parvin
Kadivar
عضو هیأت علمی دانشگاه تربیت معلم
author
Abbas
Hooman
عضو هیأت علمی دانشگاه تربیت معلم
author
Mehnaz
SHAHRARAY
عضو هیأت علمی دانشگاه تربیت معلم
author
Valiollah
FARZAD
عضو هیأت علمی دانشگاه تربیت معلم
author
text
article
2008
per
The current study examines some effective variables on academic motivation through male/female high school students. The population of this study was all high school students in the country. The sample consisted of 4000 students, which were randomly selected. The analysis of regression showed that academic self-concept and attitude toward enrolling university and social rewards are the best predictors of the academic intrinsic motivation. The three factors and other factors totally explained 35% of the total variance. Also academic self-concept, social rewards and attitude toward enrolling university are the predictors of academic extrinsic motivation. The three factors and other factors totally explained 34% of the total variance. Attitude toward school and enrolling university and interaction with peers the best predictors of academic motivation. The three factors and other factors totally explained 33% of the total variance.
Journal of Modern Psychological Researches
University of Tabriz
2717-3852
2
v.
8
no.
2008
81
104
https://psychologyj.tabrizu.ac.ir/article_4355_c39d47476045972f8fef4ca99d316bd8.pdf
The Effectiveness of Concept Map as a Learning-teaching Strategy on Cognitive-affective Outputs of Biology Learning
Javad
MESRABADI
دانشجوی دکتری روانشناسی تربیتی
author
Davod
Hosseininasab
استاد دانشگاه تبریز
author
Eskandar
FATHI AZAR
استاد دانشگاه تبریز
author
Mohammad
MOGHADDAM
استاد دانشگاه تبریز
author
text
article
2008
per
The concept map is a teaching-learning strategy that facilitates learning meaningful. The comparison of concept map presenting and constructing methods efficacy is a research problem in recent years and the findings are contradictory. This paper compared the efficacy of concept map presenting and concept map constructing methods on cognitive outputs (retention, understanding and problem solving) and affective output (attitudes toward school, attitudes toward teacher and classroom, goal-valuation, motivation, and general academic self-perceptions) in the biology learning class. The intervening effects on cognitive outputs were measured by two academic achievement tests. Also, the school attitude assessment survey-revised was used to assess affective outputs. These instruments had the confirmable validity and reliability indices. The research was based on a quasi-experiment design. The pre-organized classrooms were selected by the purposive sampling as four experiment and two control groups. The prepared concept maps were presented in the process of teaching on two experiment groups and two other groups constructed concept maps from the instructed subjects. The results showed that the concept map presenting and concept map constructing methods had positive effect on recall and understanding but these methods had not any meaningful effect on problem solving. Also pre-prepared concept maps had positive effects on attitude toward teacher and classroom and constructing concept map had positive effect on motivation and self-regulation.
Journal of Modern Psychological Researches
University of Tabriz
2717-3852
2
v.
8
no.
2008
105
128
https://psychologyj.tabrizu.ac.ir/article_4356_8dbe71a19d9be08ad47d3d149fcd2a2d.pdf
Standardization of a Brief Symptom Inventory (BSI) for Diagnostic Aims in Consultant and Therapeutic Situations
Jafar
MAMAGHANI
کارشناس ارشد روانشناسی
author
Gholamhossein
JAVANMARD
استادیار دانشگاه پیام نور
author
text
article
2008
per
The purpose of this study was selecting, normalization and standardization of Iranian SCL-90-R. 51 items that seemed to represent all psychometric characteristics of this inventory were selected and investigated. 459 students as a sample group were selected by using multi-stage clustering method from students of Eastern and Western Azerbijan Universities. The research method of this study was exploratory Psychometric characteristics of Brief Symptom Inventory (BSI), including reliability and validity. The methods of test-retest and internal consistency (Cronbach's alpha) were used to obtain reliability. Cronbach's alpha was between 0/59 to 0/84 and for all scales was 0/95. Criterion validity (correlation of SCL-90-R scales and BSI inventory scales) was used for validity. Correlation between two inventory scales was significant (0/9-0/98). Also test-retest reliability for 9 scales was between 0/75-0/91. Eventually by using T-test independent groups, range of each scales for male and females were compared and results indicated that differences between Som, Ins, Dep., Anx, Phob, and Par scales were significant and range of each scales for females was higher than for males.
Journal of Modern Psychological Researches
University of Tabriz
2717-3852
2
v.
8
no.
2008
129
144
https://psychologyj.tabrizu.ac.ir/article_4357_aed8a556a9debc8200f73246fd558827.pdf
The Effect of Individual’s Perception of God Concept on Stress, Anxiety and Depression
Razieh
Nasirzadeh
دانشجوی کارشناسی ارشد روانشناسی بالینی دانشگاه شاهد
author
Kazem
Rasoolzadeh Tabatabai
عضو هیأت علمی دانشگاه تربیت مدرس
author
text
article
2008
per
The concept of God has often been considered crucial in the development and form of an individual’s personal faith and has been studied more than any other religious concept during past few decades (Hyde,1990). Due to the effect of individual’s perception of different elements, this concept has drawn many psychologists’ attention concerning mental health.
The goal of this study was to investigate the influence of Individual’s perception of God on Stress, Anxiety and Depression. For this purpose, a sample of 251 college students was selected through stratified random sampling. Gorsuchs’ God concept questionnaire and DASS scale were used for data collection. Pearson’s correlation coefficient, step-by-step regression and one-way ANOVA were used for data analysis. The results showed that: there are positive relationships between benevolent and valuable God concept with depression. Also, there are negative relationships between irrelevant, punishing God concept and depression. There are positive relationships between punishing God concept and stress. And there are negative relationships between Stress and benevolent God concept. And there are positive relationships between punishing God concept and anxiety.
Journal of Modern Psychological Researches
University of Tabriz
2717-3852
2
v.
8
no.
2008
145
163
https://psychologyj.tabrizu.ac.ir/article_4358_90ccd2c994d028cb6bca277e59fa1efc.pdf