University of TabrizJournal of Modern Psychological Researches2322-334093320150421رابطه استرس شغلی و کیفیت زندگی کاری معلمان تربیت بدنی استان آذربایجان شرقیرابطه استرس شغلی و کیفیت زندگی کاری معلمان تربیت بدنی استان آذربایجان شرقی1163964FAیعقوببدری آذرینفاطمهعبدویآزادهاکبرزادهJournal Article20151205https://psychologyj.tabrizu.ac.ir/article_3964_4bf04210e9c97185a7ec1995421f415e.pdfUniversity of TabrizJournal of Modern Psychological Researches2322-33409332015042117423965FAمحمدعلیبشارتسیده نجمهنوربخشرضارستمیJournal Article20151205https://psychologyj.tabrizu.ac.ir/article_3965_946409506021c7cd351718a413054b69.pdfUniversity of TabrizJournal of Modern Psychological Researches2322-33409332015042143593966FAمنصوربیرامیتورجهاشمیعباسبخشی پورمجیدمحمود علیلوعلیاقبالیJournal Article20151205https://psychologyj.tabrizu.ac.ir/article_3966_ff8bb24520bdaaeaceb0c1c87efbae01.pdfUniversity of TabrizJournal of Modern Psychological Researches2322-33409332015042161893968FAسیدصمدحسینیحمداللهحبیبیمحمدحسن پورJournal Article20151205https://psychologyj.tabrizu.ac.ir/article_3968_8976146398fb573467361c720b2b5bba.pdfUniversity of TabrizJournal of Modern Psychological Researches2322-334093320150421911103969FAJournal Article20151205https://psychologyj.tabrizu.ac.ir/article_3969_7d29bc194655887581654e92242629ec.pdfUniversity of TabrizJournal of Modern Psychological Researches2322-334093320150421Relationship between Worry, Rumination and Metacognitive Beliefs and Major Depressive SymptomsRelationship between Worry, Rumination and Metacognitive Beliefs and Major Depressive Symptoms1111243970FAAliSoleimaniFaramarzSohrabiJamalShamsJournal Article20151206The present study aimed to determine the relationship between metacognitive beliefs and worry and rumination. Also, this study aimed to predict vegetative and nonnegative (cogniting) symptoms of major depressive disorder (MDD) based on these two constructs. This study was conducted with a creational research method. 45 patients (18 male and 27 female) diagnosed with MDD were selected using convenience sampling method. The completed Pennsylvania state worry questionnaire ruminative response scale metacognitive questionnaire-30 negative and positive beliefs about rumination scale, and Beck depression inventory results of pearson correlation showed a significant correlation between positive and negative metacognitive beliefs about rumination and severity ruminative thoughts. Besides, there was a posiive significant correlation between ruminative thoughts and vegetative and non vegetative symptoms in MDD (p<.01). Furthermore, multiple regression method results showed that the combination of ruminative thoughts and being worried explained 26 percent of vegetative and non vegetative (cognitive) symptoms (p<.01). Results suggested the effect of the third level of cognition (metacognition) on the second level (style of thinking) in rumination.The present study aimed to determine the relationship between metacognitive beliefs and worry and rumination. Also, this study aimed to predict vegetative and nonnegative (cogniting) symptoms of major depressive disorder (MDD) based on these two constructs. This study was conducted with a creational research method. 45 patients (18 male and 27 female) diagnosed with MDD were selected using convenience sampling method. The completed Pennsylvania state worry questionnaire ruminative response scale metacognitive questionnaire-30 negative and positive beliefs about rumination scale, and Beck depression inventory results of pearson correlation showed a significant correlation between positive and negative metacognitive beliefs about rumination and severity ruminative thoughts. Besides, there was a posiive significant correlation between ruminative thoughts and vegetative and non vegetative symptoms in MDD (p<.01). Furthermore, multiple regression method results showed that the combination of ruminative thoughts and being worried explained 26 percent of vegetative and non vegetative (cognitive) symptoms (p<.01). Results suggested the effect of the third level of cognition (metacognition) on the second level (style of thinking) in rumination.https://psychologyj.tabrizu.ac.ir/article_3970_0cb6a7cf97d082cc41d2490d54386fcd.pdfUniversity of TabrizJournal of Modern Psychological Researches2322-334093320150421Effectiveness of Written Emotional Disclosure in Symptoms of Depression, Hope Level in Adolescents Exposed to TraumaEffectiveness of Written Emotional Disclosure in Symptoms of Depression, Hope Level in Adolescents Exposed to Trauma1251413971FAAliIssazadeganFarzanehMikaeili MonieLeilaHasanzadehJournal Article20151206The aim of this study was to investigate the effectiveness of written emotional disclosure in depression symptoms and hope in adolescents exposed to trauma. Therefore 30 subjects with exposure to trauma were selected from Uromiyeh Behzisty Organization and they were assigned in two experimental and control groups (15 people in each group). All subjects completed the Beck depression inventory and Hope scale in two stages, pre-test and post-test. The open-ended writing type of writing disclosure method was instructed to the experimental group, however, the control group did not receive such a training. Results of analysis of covariance showed that writing disclosure had a positive effect in reducing the severity of depressive symptoms and promotion of hope level. Consequently, writing disclosure method could be considered as a low-cost, efficient, and effective method with in the improvement of depressive symptoms and hope. Therefore, it could be considered, by psychotherapists for encountering and coping with negative life events.The aim of this study was to investigate the effectiveness of written emotional disclosure in depression symptoms and hope in adolescents exposed to trauma. Therefore 30 subjects with exposure to trauma were selected from Uromiyeh Behzisty Organization and they were assigned in two experimental and control groups (15 people in each group). All subjects completed the Beck depression inventory and Hope scale in two stages, pre-test and post-test. The open-ended writing type of writing disclosure method was instructed to the experimental group, however, the control group did not receive such a training. Results of analysis of covariance showed that writing disclosure had a positive effect in reducing the severity of depressive symptoms and promotion of hope level. Consequently, writing disclosure method could be considered as a low-cost, efficient, and effective method with in the improvement of depressive symptoms and hope. Therefore, it could be considered, by psychotherapists for encountering and coping with negative life events.https://psychologyj.tabrizu.ac.ir/article_3971_202dc79eb9d15f8386fb6913fb44e0fb.pdfUniversity of TabrizJournal of Modern Psychological Researches2322-334093320150421Comparison of the Effect of Teaching with Analogy and Cooperative Learning in Interaction with Learning Styles on Learning Outcomes and Attitude towards ScienceComparison of the Effect of Teaching with Analogy and Cooperative Learning in Interaction with Learning Styles on Learning Outcomes and Attitude towards Science1431693972FAEskandarFathiazarMansorBeyramiShahramVahediVahidehAbdollahiJournal Article20151206The propose of this study was to a compare the effect of teaching with analogy model and cooperative learning in interaction with learning styles based on learning outcomes and attitude toward science course. The sample of the study consisted of four classes, 10 student in 3<sup>rd</sup> grade schools, which were selected by a random cluster method.
One of the classes was assigned to the control group, and the other three classes were assigned to the experimental ones. The control group received traditional instructional method and experimental groups received: (1) teaching with analogy model, (2) textual elaborated analogy as extracurricular, and (3) cooperative learning. Data were collected through science achievement test, attitude toward science scale, and preference learning style inventory. Results of multivariate analysis of variance showed that students thought with analogy and cooperative learning had better learning outcomes than textual elaborated analogy as extracurricular and control groups. There was not a significant deference between teaching with analogy group and cooperative learning one in terms of learning outcomes. It is important to mention that the learning styles hadnot a significant effect on learning outcomes. Also its interaction with groups did not show a significant deference on learning outcomes of the students. Results of analysis of covariance showed that there was not a significant deference between experimental and control groups on attitude toward science course. Based on the findings, it is recommended to use analogies as instructional model in science course teaching and learning classes for better academic improvement of students.The propose of this study was to a compare the effect of teaching with analogy model and cooperative learning in interaction with learning styles based on learning outcomes and attitude toward science course. The sample of the study consisted of four classes, 10 student in 3<sup>rd</sup> grade schools, which were selected by a random cluster method.
One of the classes was assigned to the control group, and the other three classes were assigned to the experimental ones. The control group received traditional instructional method and experimental groups received: (1) teaching with analogy model, (2) textual elaborated analogy as extracurricular, and (3) cooperative learning. Data were collected through science achievement test, attitude toward science scale, and preference learning style inventory. Results of multivariate analysis of variance showed that students thought with analogy and cooperative learning had better learning outcomes than textual elaborated analogy as extracurricular and control groups. There was not a significant deference between teaching with analogy group and cooperative learning one in terms of learning outcomes. It is important to mention that the learning styles hadnot a significant effect on learning outcomes. Also its interaction with groups did not show a significant deference on learning outcomes of the students. Results of analysis of covariance showed that there was not a significant deference between experimental and control groups on attitude toward science course. Based on the findings, it is recommended to use analogies as instructional model in science course teaching and learning classes for better academic improvement of students.https://psychologyj.tabrizu.ac.ir/article_3972_97656444f8d77e726c3da5083605fff8.pdfUniversity of TabrizJournal of Modern Psychological Researches2322-334093320150421Relationship between Preceptions of Parental Behavior and Depression and Anxiety in Children: Mediating Role of Early Maladaptive SchemasRelationship between Preceptions of Parental Behavior and Depression and Anxiety in Children: Mediating Role of Early Maladaptive Schemas1711933973FAFatemehGhannadiMohammadhosseinAbdollahiMosayyebYarmohammadiJournal Article20151206Negative perceptions of parental behavior affects a person's cognitive structures and makes him susceptible to psychological pathologies, The aim of this study was to determine the mediating role of early maladaptive schemas in relationship between parental perceptions and depression and anxietyin children. The present study condacted with a correlational research method. Statistical population included all normal students and students referred to counseling center of Bu Ali Sina University of Hamedan in 2013. In this study, both clinical and non-clinical samples were used; the study sample included 69 clinical people and non-clinical 134 people. Clinical sample was selected by convenience sampling and non-clinical one was selected through a multistage cluster method. The instruments used for data collection were Parental Bonding Instrument SCL-90 questionnaire and short form of the Young questionnaire. Data were analyzed using multivariate regression method. The results showed that early maladaptive schemas had a mediating role in relation between perceptions of parental behavior and depression and anxietyin children. Besides, maladaptive schemas of emotional deprivation, social isolation/alienation, vulnerability to harm, dependence/ incompetence, and emotional inhibition mediated more than the other schemes inrelation between depression as well as anxiety. Results showed that inappropriate behavior of parents (poor caring and overprotection) played an important role in formation of cognitive and mental vulnerability in children; therefore, determining the mediating role of early maladaptive Schemas in the relationship between perceptions of parental behavior and psychological pathologies can be useful in the prevention and treatment of mental disorders.Negative perceptions of parental behavior affects a person's cognitive structures and makes him susceptible to psychological pathologies, The aim of this study was to determine the mediating role of early maladaptive schemas in relationship between parental perceptions and depression and anxietyin children. The present study condacted with a correlational research method. Statistical population included all normal students and students referred to counseling center of Bu Ali Sina University of Hamedan in 2013. In this study, both clinical and non-clinical samples were used; the study sample included 69 clinical people and non-clinical 134 people. Clinical sample was selected by convenience sampling and non-clinical one was selected through a multistage cluster method. The instruments used for data collection were Parental Bonding Instrument SCL-90 questionnaire and short form of the Young questionnaire. Data were analyzed using multivariate regression method. The results showed that early maladaptive schemas had a mediating role in relation between perceptions of parental behavior and depression and anxietyin children. Besides, maladaptive schemas of emotional deprivation, social isolation/alienation, vulnerability to harm, dependence/ incompetence, and emotional inhibition mediated more than the other schemes inrelation between depression as well as anxiety. Results showed that inappropriate behavior of parents (poor caring and overprotection) played an important role in formation of cognitive and mental vulnerability in children; therefore, determining the mediating role of early maladaptive Schemas in the relationship between perceptions of parental behavior and psychological pathologies can be useful in the prevention and treatment of mental disorders.https://psychologyj.tabrizu.ac.ir/article_3973_f21cab4b806a4edd911e73068c1c12aa.pdfUniversity of TabrizJournal of Modern Psychological Researches2322-334093320150421Effects of Three Methods of Group Discussion about Moral Dilemmas, Dialogue In-small Groups and Lecturing on the Improvement of Moral Judgment in Second Grade High School Female StudentsEffects of Three Methods of Group Discussion about Moral Dilemmas, Dialogue In-small Groups and Lecturing on the Improvement of Moral Judgment in Second Grade High School Female Students1952393974FAFarhadKarimiKhosroBagheriAlirezaSadeghzadeh GamsariJournal Article20151206The purpose of this research was investigating the effects of three methods of group discussion in the classroom about moral dilemma, dialogue about moral dilemma in cooperative-small groups and lecturing about moral issues the improvement of students’ moral judgments. Therefore, by random sampling, one high school amongst all high schools of 18 education districts of Tehran was selected and 77 students of that school were randomly selected and assigned to two experimental groups (group discussion, included 23 people and dialogue in small groups included 26 people) and the control group (lecture method included 28 subjects). Research method was experimental pretest-pottest with a controlgroup. For the assessment of moral judgment, Defining Issue test (DIT) was used both in pretest and posttest. The reliability index of this scale was verified (µ=.86). Conducting pretest the treatments included group discussion about moral dilemmas, dialogue in cooperative-small groups about moral dilemmas and lecturing by teacher about moral issues were presented to experimental and control groups respectively for 12 sessions. Data were analyzed by t-test for independent groups, ANOVA, ANCOVA, Wilcoxon test for matched-pairs signed-ranks and chi square. The results indicated that: group discussion and dialogue insmall groups had positive and significance (x<sup>2</sup>) on the improvement of moral reasoning of students but lecture method had no effect on moral reasoning, Besides, the effect of dialogue in small groups was more than group discussion on students’ moral reasoning. And both group discussion and dialogue groups had a better performance than lecturing grouping terms of higher level of moral judgment, which was statistically significant. Also, results of analysis of covariance showed that the positive changes in moral judgements in group discussion and dialogue groups were not due to conducting OIT pretest and familiarity with the test, rather, participating in experimental groups had cause the improvement of moral judgment.The purpose of this research was investigating the effects of three methods of group discussion in the classroom about moral dilemma, dialogue about moral dilemma in cooperative-small groups and lecturing about moral issues the improvement of students’ moral judgments. Therefore, by random sampling, one high school amongst all high schools of 18 education districts of Tehran was selected and 77 students of that school were randomly selected and assigned to two experimental groups (group discussion, included 23 people and dialogue in small groups included 26 people) and the control group (lecture method included 28 subjects). Research method was experimental pretest-pottest with a controlgroup. For the assessment of moral judgment, Defining Issue test (DIT) was used both in pretest and posttest. The reliability index of this scale was verified (µ=.86). Conducting pretest the treatments included group discussion about moral dilemmas, dialogue in cooperative-small groups about moral dilemmas and lecturing by teacher about moral issues were presented to experimental and control groups respectively for 12 sessions. Data were analyzed by t-test for independent groups, ANOVA, ANCOVA, Wilcoxon test for matched-pairs signed-ranks and chi square. The results indicated that: group discussion and dialogue insmall groups had positive and significance (x<sup>2</sup>) on the improvement of moral reasoning of students but lecture method had no effect on moral reasoning, Besides, the effect of dialogue in small groups was more than group discussion on students’ moral reasoning. And both group discussion and dialogue groups had a better performance than lecturing grouping terms of higher level of moral judgment, which was statistically significant. Also, results of analysis of covariance showed that the positive changes in moral judgements in group discussion and dialogue groups were not due to conducting OIT pretest and familiarity with the test, rather, participating in experimental groups had cause the improvement of moral judgment.https://psychologyj.tabrizu.ac.ir/article_3974_769c979f47cd93328cfb0789d036efd5.pdfUniversity of TabrizJournal of Modern Psychological Researches2322-334093320150421The Study of Psychometric Properties of Strictness Questionnaire and Its Relationship with Life SatisfactionThe Study of Psychometric Properties of Strictness Questionnaire and Its Relationship with Life Satisfaction2412583975FADavodManavipourHamidrezaVatankhahNaserRahimpourJournal Article20151206The objective of the present study is to examine the psychometric properties of strictness questionnaire and its relationship with to life satisfaction among students. The population of this research was all during 2011-12 academic years. Therefore 416 students were chosen by a cluster sampling. They completed strictness and life satisfaction questionnaires. Results of factor analysis showed that the validation coefficient was 84. Principal components analysis was used to examine the validity. Using varimax rotation and considering the assumptions of factor analysis, percentage of variance, and the plot, 7 factors (expression, the power to say no, flexibility, respecting one’s rights, assertiveness, feeling more comfortable with others, having the capacity to be criticized) were extracted that totally the 40.036 percent of the variance. Factor matrix revealed that the first factor had the highest load factor and its contribution more than the other factors. Also, concurrent validity was used to ensure the validity of the research instruments, which revealed that life satisfaction did not have any significant correlation with the subscales and with the strictness questionnaire except with feeling more comfortable with others (sixth subscale). Finally, percent norm was presented for the questionnaire.The objective of the present study is to examine the psychometric properties of strictness questionnaire and its relationship with to life satisfaction among students. The population of this research was all during 2011-12 academic years. Therefore 416 students were chosen by a cluster sampling. They completed strictness and life satisfaction questionnaires. Results of factor analysis showed that the validation coefficient was 84. Principal components analysis was used to examine the validity. Using varimax rotation and considering the assumptions of factor analysis, percentage of variance, and the plot, 7 factors (expression, the power to say no, flexibility, respecting one’s rights, assertiveness, feeling more comfortable with others, having the capacity to be criticized) were extracted that totally the 40.036 percent of the variance. Factor matrix revealed that the first factor had the highest load factor and its contribution more than the other factors. Also, concurrent validity was used to ensure the validity of the research instruments, which revealed that life satisfaction did not have any significant correlation with the subscales and with the strictness questionnaire except with feeling more comfortable with others (sixth subscale). Finally, percent norm was presented for the questionnaire.https://psychologyj.tabrizu.ac.ir/article_3975_e5b01857318d611c1046cbbf8e9b8902.pdfUniversity of TabrizJournal of Modern Psychological Researches2322-334093320150421Effectiveness of Social Skill Training with Cognitive-Behavioral Approach in Reducing the Symptoms of Internalizing Behavioral Disorders in StudentsEffectiveness of Social Skill Training with Cognitive-Behavioral Approach in Reducing the Symptoms of Internalizing Behavioral Disorders in Students2592803976FATayyebehYeghanehJournal Article20151206According to in creasing the prevalence of internalizing behavioral disorders in students and experts’ emphasis on early diagnosis and intervention, aim of the present study was examining the effectiveness of social skill training with cognitive-Behavioral Approach on Reducing Symptoms of Internalizing Behavioral Disorders in Students.The method of the research is experimental and research design was pretest, post-test with control group and a two-month follow-up. Statistical population included all female elementary students in 5<sup>th</sup> and 6<sup>th</sup> grades with internalizing behavioral disorders in Langrood city in 2012-13 academic years. 30 individuals were selected by random multistage clustering and divided in two experimental and control groups. In order to evaluate the internalizing behavioral disorders, child behavior checklist was used. Walker social skills training curriculum was presented in 17 sessions during two months for members of experimental group. Repeated Measures ANCOVA was used for data analysis. Results indicated that there was a significant difference between the rate of symptoms of internalizing behavioral disorders in both control and experimental group in post-test and follow up stages.Based on the effectiveness of social skill training in the reduction of symptoms of internalizing behavioral disorders, it could be used besides school formal curriculum.According to in creasing the prevalence of internalizing behavioral disorders in students and experts’ emphasis on early diagnosis and intervention, aim of the present study was examining the effectiveness of social skill training with cognitive-Behavioral Approach on Reducing Symptoms of Internalizing Behavioral Disorders in Students.The method of the research is experimental and research design was pretest, post-test with control group and a two-month follow-up. Statistical population included all female elementary students in 5<sup>th</sup> and 6<sup>th</sup> grades with internalizing behavioral disorders in Langrood city in 2012-13 academic years. 30 individuals were selected by random multistage clustering and divided in two experimental and control groups. In order to evaluate the internalizing behavioral disorders, child behavior checklist was used. Walker social skills training curriculum was presented in 17 sessions during two months for members of experimental group. Repeated Measures ANCOVA was used for data analysis. Results indicated that there was a significant difference between the rate of symptoms of internalizing behavioral disorders in both control and experimental group in post-test and follow up stages.Based on the effectiveness of social skill training in the reduction of symptoms of internalizing behavioral disorders, it could be used besides school formal curriculum.https://psychologyj.tabrizu.ac.ir/article_3976_a3db200f2fe2a70264a9b2f046faa080.pdf