University of Tabriz Journal of Modern Psychological Researches 2322-3340 6 22 2011 07 23 Investigation of Brain Waves Patterns in Coherence of Theta Band during Convergent and Divergent Thinking Investigation of Brain Waves Patterns in Coherence of Theta Band during Convergent and Divergent Thinking 1 18 4157 FA Mansour Beyrami Morteza Andalib MOHAMMADALI Nazari Journal Article 2015 12 16 This study examined the EEG patterns changes of the brain’s hemispheres during convergent thinking (CT) and divergent thinking (DT). 34 subjects (19 boys and 15 girls) were chosen according to the convenience sampling. Each of them assigned in three condition (rest, CT and DT). In all 3 conditions EEG patterns were recorded from 19 scalp electrodes. The recorded EEG in theta band, were transformed into quantitative form (QEEG) by using Neuroguide software and then were analyzed by repeated measures ANOVA method. The results showed differences in left and right hemispheres, separately; DT and CT had higher coherence than rest condition. Moreover, the results revealed that two hemispheres hadn’t significantly coherence differences during these conditions. This study examined the EEG patterns changes of the brain’s hemispheres during convergent thinking (CT) and divergent thinking (DT). 34 subjects (19 boys and 15 girls) were chosen according to the convenience sampling. Each of them assigned in three condition (rest, CT and DT). In all 3 conditions EEG patterns were recorded from 19 scalp electrodes. The recorded EEG in theta band, were transformed into quantitative form (QEEG) by using Neuroguide software and then were analyzed by repeated measures ANOVA method. The results showed differences in left and right hemispheres, separately; DT and CT had higher coherence than rest condition. Moreover, the results revealed that two hemispheres hadn’t significantly coherence differences during these conditions.

https://psychologyj.tabrizu.ac.ir/article_4157_751396dd5a534b4993526aa35bd9e3b8.pdf

University of Tabriz Journal of Modern Psychological Researches 2322-3340 6 22 2011 07 23 The Relationship between Awareness Levels of Life Skill with Self Efficacy Beliefs among Shahid Beheshti University Student The Relationship between Awareness Levels of Life Skill with Self Efficacy Beliefs among Shahid Beheshti University Student 19 49 4158 FA Seyfollah Jahanimaleki Masoud Sharifi Rana Jahanimaleki Ghohar Nazari Journal Article 2015 12 16 The purpose of this casual-comparison research is determining the relationship between awareness level of life skills and self efficacy beliefs among students. In a causal-comparative study, 384 students of Shahid Beheshti University were chosen with multi-stage cluster sampling and then were investigated with Sheres'(1982) self-efficacy beliefs and Ahadis' 1386) awareness of life skills questionnaires. The results showed that among life skills dimensions self-awareness skills, communication, problem- solving, decision making, critical thinking and coping with stress and among life skills level, knowledge and application have a meaningful relationship with student self-efficacy. But any meaningful relationship didn’t have among empathy skills, interpersonal, critical thinking, coping with emotions and the level of comprehension with self-efficacy of students. Also among life skills dimensions, only self-awareness, communication, decision making, critical thinking and coping with stress are good predictors for self-efficacy and among demographic features including age, sex, marriage, living area, education and university department, only age effect directly and living area, marriage, university department, education, total score of life skills, interactively did have a meaningful relationship with self-efficacy. The purpose of this casual-comparison research is determining the relationship between awareness level of life skills and self efficacy beliefs among students. In a causal-comparative study, 384 students of Shahid Beheshti University were chosen with multi-stage cluster sampling and then were investigated with Sheres'(1982) self-efficacy beliefs and Ahadis' 1386) awareness of life skills questionnaires. The results showed that among life skills dimensions self-awareness skills, communication, problem- solving, decision making, critical thinking and coping with stress and among life skills level, knowledge and application have a meaningful relationship with student self-efficacy. But any meaningful relationship didn’t have among empathy skills, interpersonal, critical thinking, coping with emotions and the level of comprehension with self-efficacy of students. Also among life skills dimensions, only self-awareness, communication, decision making, critical thinking and coping with stress are good predictors for self-efficacy and among demographic features including age, sex, marriage, living area, education and university department, only age effect directly and living area, marriage, university department, education, total score of life skills, interactively did have a meaningful relationship with self-efficacy.

https://psychologyj.tabrizu.ac.ir/article_4158_92f922c45c1f63a9017f892d8fb2fc16.pdf

University of Tabriz Journal of Modern Psychological Researches 2322-3340 6 22 2011 07 23 The Effect of Elaboration of Positive Perspectives Intervention (EPOS) Based on Goal Conflict Reduction on Life Satisfaction The Effect of Elaboration of Positive Perspectives Intervention (EPOS) Based on Goal Conflict Reduction on Life Satisfaction 51 64 4159 FA Aliakbar Soleimanian Abbas Fieozabadi Journal Article 2015 12 16 The present study was carried out to examine the effectiveness of elaboration of positive perspectives intervention on decreasing goal conflicts and improving life satisfaction in students. In a semi-experimental study, 44 volunteers were randomly assigned into two groups including an experimental group (21 subjects) and a control group (23 subjects). Then experimental group underwent seven 90 minutes sessions of elaboration of positive perspectives intervention and the control group did not receive any particular treatment. All participants completed the Satisfaction with Life Scale (SWLS) and Goal Matrix at one week before intervention (pretest), completion of prevention (post test) and at follow up stage (1.5 months after intervention). Descriptive statistics, t-test and analysis of covariance were used to analyze findings. The results revealed that elaboration of positive perspectives intervention decreased the goal conflicts and improved life satisfaction in the subjects of experimental group significantly (P<0.001). These changes were not observed in the control group. It can be said that elaboration of positive perspectives intervention is effective in decreasing the goal conflicts and improving the life satisfaction. The present study was carried out to examine the effectiveness of elaboration of positive perspectives intervention on decreasing goal conflicts and improving life satisfaction in students. In a semi-experimental study, 44 volunteers were randomly assigned into two groups including an experimental group (21 subjects) and a control group (23 subjects). Then experimental group underwent seven 90 minutes sessions of elaboration of positive perspectives intervention and the control group did not receive any particular treatment. All participants completed the Satisfaction with Life Scale (SWLS) and Goal Matrix at one week before intervention (pretest), completion of prevention (post test) and at follow up stage (1.5 months after intervention). Descriptive statistics, t-test and analysis of covariance were used to analyze findings. The results revealed that elaboration of positive perspectives intervention decreased the goal conflicts and improved life satisfaction in the subjects of experimental group significantly (P<0.001). These changes were not observed in the control group. It can be said that elaboration of positive perspectives intervention is effective in decreasing the goal conflicts and improving the life satisfaction.

https://psychologyj.tabrizu.ac.ir/article_4159_fcaf0cacb3c7dde1cd567ee9ff6090d1.pdf

University of Tabriz Journal of Modern Psychological Researches 2322-3340 6 22 2011 07 23 Relation of Hopeness and Happiness with Job Satisfaction among Teachers Relation of Hopeness and Happiness with Job Satisfaction among Teachers 65 78 4160 FA Ahmad Alipour Khadijeh Aarab Sheibani Journal Article 2015 12 16 Job satisfaction is one of the important factors in the quality of teacher training and job success. The purpose of the present study was to investigate the relation of hopeness and happiness with job satisfaction among teachers. For this regard, 240 teachers (120 femals and 120 males) were selected by stratified sampling method from elementary, guidance and high school grades in Tabas city. Data were collected through snyderś hopeness, oxfordś happiness and kendal & hulinś job satisfaction questionnaires. Results were analyzed by pearsons correlation, multiple regression, ANOVA and t test. Results revealed that all variables did have positive relation with each other indicating the more hopness and hopiness increase the more job satisfaction increases, as well. Job satisfaction is one of the important factors in the quality of teacher training and job success. The purpose of the present study was to investigate the relation of hopeness and happiness with job satisfaction among teachers. For this regard, 240 teachers (120 femals and 120 males) were selected by stratified sampling method from elementary, guidance and high school grades in Tabas city. Data were collected through snyderś hopeness, oxfordś happiness and kendal & hulinś job satisfaction questionnaires. Results were analyzed by pearsons correlation, multiple regression, ANOVA and t test. Results revealed that all variables did have positive relation with each other indicating the more hopness and hopiness increase the more job satisfaction increases, as well.

https://psychologyj.tabrizu.ac.ir/article_4160_7789bc692927634945574dfd11ceccf3.pdf

University of Tabriz Journal of Modern Psychological Researches 2322-3340 6 22 2011 07 23 The Study of Theory of Mind Deficit in Schizophrenic Patients with Positive and Negative Symptom and its Comparison with Healthy People The Study of Theory of Mind Deficit in Schizophrenic Patients with Positive and Negative Symptom and its Comparison with Healthy People 79 96 4161 FA Majid Mahmoodaliloo Abbas Bakhshipour Zeinab Khanjani Fatemeh Ranjbar Journal Article 2015 12 16 This research is investigated to study theory of mind deficit in schizophrenic patients with positive and negative symptoms and it's comparison with healthy people. For this regard, 80 subjects (40 schizophren and 40 normal people) of both gender were selected from Razi hospital in-patients and education organization staffs through convenience sampling, then administered to Baron-hon. computerized version of revised reading the mind in the eyes” test. Data were analyzed using one-way analysis of variance, Tukey post hoc and independent t student test.The results showed that theory of mind has impaired in people suffering from schizophrenia as compared to healthy people. This deficit is more in patients with Negative symptom than patients with Positive symptoms. But result showed no a significant difference between male and female subjects in the amount of theory of mind deficit. This research is investigated to study theory of mind deficit in schizophrenic patients with positive and negative symptoms and it's comparison with healthy people. For this regard, 80 subjects (40 schizophren and 40 normal people) of both gender were selected from Razi hospital in-patients and education organization staffs through convenience sampling, then administered to Baron-hon. computerized version of revised reading the mind in the eyes” test. Data were analyzed using one-way analysis of variance, Tukey post hoc and independent t student test.The results showed that theory of mind has impaired in people suffering from schizophrenia as compared to healthy people. This deficit is more in patients with Negative symptom than patients with Positive symptoms. But result showed no a significant difference between male and female subjects in the amount of theory of mind deficit.

https://psychologyj.tabrizu.ac.ir/article_4161_9bf2fe9a6205153d5553ec6066c03d6a.pdf

University of Tabriz Journal of Modern Psychological Researches 2322-3340 6 22 2011 07 23 Study on Structural Relation of Family Functioning and Self Esteem with Academic Achievement in Female High School Students Study on Structural Relation of Family Functioning and Self Esteem with Academic Achievement in Female High School Students 97 120 4162 FA Seyyedbadreddin Najmi Avat Feizi Journal Article 2015 12 16 Family can affect adolescent's motivational orientation toward its own goals. Drop off academic failure, and escape from school are some of the occurrences that have gained the attention of educational-cultural system. Therefore the present study is aimed to analyze the structural relation between family functioning and self esteem variables and academic achievements in female adolescents. In a Ex Post Facto (causative-comparative) study which was conducted on female high school students of Isfahan in 2009, 360 students were selected randomly using multi-stage clustering method. Samples were divided into two groups of "having continuous academic achievements" and "having academic failure". Then they were inquired using Ellis Pope's self esteem scale and Family Assessment Device. At the end the relation of main research variables (family functioning) and other background variables, like parents' educational status, birth rank, number of siblings, educational degree …, with each dimension of self esteem were analyzed in each group by multi-group regression model of hidden variables. Results showed that family functioning had a meaningful relation with every aspect of self esteem (educational, social, familial, and physical) in both groups (p=0.02) this effect showed poor family functioning's relation with low self that in the group with academic failure esteem. Also there was a meaningful relation between parent's educational status and education, familial and social aspects (p<0.001) and also physical aspect (p 0.05) of self esteem. Among other variables, age of the student, birth rank and number of kids in the family also had meaningful relation with self esteem at the level of 0.01. Based on the results of this study, it could be found that the adolescent with sufficient family support have more chances and features for autonomy, self expression, self awareness and achievement seeking which these psychological traits have an effect on individual educational motivation and functioning. Family can affect adolescent's motivational orientation toward its own goals. Drop off academic failure, and escape from school are some of the occurrences that have gained the attention of educational-cultural system. Therefore the present study is aimed to analyze the structural relation between family functioning and self esteem variables and academic achievements in female adolescents. In a Ex Post Facto (causative-comparative) study which was conducted on female high school students of Isfahan in 2009, 360 students were selected randomly using multi-stage clustering method. Samples were divided into two groups of "having continuous academic achievements" and "having academic failure". Then they were inquired using Ellis Pope's self esteem scale and Family Assessment Device. At the end the relation of main research variables (family functioning) and other background variables, like parents' educational status, birth rank, number of siblings, educational degree …, with each dimension of self esteem were analyzed in each group by multi-group regression model of hidden variables. Results showed that family functioning had a meaningful relation with every aspect of self esteem (educational, social, familial, and physical) in both groups (p=0.02) this effect showed poor family functioning's relation with low self that in the group with academic failure esteem. Also there was a meaningful relation between parent's educational status and education, familial and social aspects (p<0.001) and also physical aspect (p 0.05) of self esteem. Among other variables, age of the student, birth rank and number of kids in the family also had meaningful relation with self esteem at the level of 0.01. Based on the results of this study, it could be found that the adolescent with sufficient family support have more chances and features for autonomy, self expression, self awareness and achievement seeking which these psychological traits have an effect on individual educational motivation and functioning.

https://psychologyj.tabrizu.ac.ir/article_4162_706316ce812d1034d482b053287477fe.pdf

University of Tabriz Journal of Modern Psychological Researches 2322-3340 6 22 2011 07 23 Effect of Neurofeedback Training on Electroencephalographic Characteristics and Performance in Archery Effect of Neurofeedback Training on Electroencephalographic Characteristics and Performance in Archery 121 142 4163 FA Mohammadali Nazari Mahta Eskandarnejad Behroz Abdoli Mohammadkazem Vaez Mousavi Journal Article 2015 12 16 The present study investigated Neurofeedback training impact on electroencephalographic characteristics and performance in archery. 45 non-athlete undergraduate students were randomly assigned to three groups including real Neurofeedback (neurofeedback training based on their brainwave activities), sham Neurofeedback (feedbacks weren't based on their brainwave activities) and control (without receiving neurofeedback). 20 experiment sessions included 10 minutes training in alpha up-training and 20 minutes alpha-theta protocol. Before starting and after the experiment, all subjects participated in a pre and post-assessment session (archery records and electroencephalographic variables). Each subject received a total of 20 training sessions (archery and neurofeedback). One-way ANCOVA showed significant differences between real group and sham and control group (p<0.05). There were not significant differences in records between sham and control group. MANCOVA analysis indicated a significant increase in alpha activity just for group1 located at left temporal site (p<0.05). The finding suggested that neurofeedback training can change archery records and electroencephalographic characteristics in archery. The present study investigated Neurofeedback training impact on electroencephalographic characteristics and performance in archery. 45 non-athlete undergraduate students were randomly assigned to three groups including real Neurofeedback (neurofeedback training based on their brainwave activities), sham Neurofeedback (feedbacks weren't based on their brainwave activities) and control (without receiving neurofeedback). 20 experiment sessions included 10 minutes training in alpha up-training and 20 minutes alpha-theta protocol. Before starting and after the experiment, all subjects participated in a pre and post-assessment session (archery records and electroencephalographic variables). Each subject received a total of 20 training sessions (archery and neurofeedback). One-way ANCOVA showed significant differences between real group and sham and control group (p<0.05). There were not significant differences in records between sham and control group. MANCOVA analysis indicated a significant increase in alpha activity just for group1 located at left temporal site (p<0.05). The finding suggested that neurofeedback training can change archery records and electroencephalographic characteristics in archery.

https://psychologyj.tabrizu.ac.ir/article_4163_fdf2629378a747ff6f2006f7a5945353.pdf

University of Tabriz Journal of Modern Psychological Researches 2322-3340 6 22 2011 07 23 Comparison of effectiveness of Enhanced Cognitive-Behavioral Couple Therapy and Integrative-Behavioral Couple Therapy in Increasing Marital Satisfaction Comparison of effectiveness of Enhanced Cognitive-Behavioral Couple Therapy and Integrative-Behavioral Couple Therapy in Increasing Marital Satisfaction 143 169 4164 FA Vakil Nazari Parvaneh Mohammadkhani Behroz Dolatshahi Journal Article 2015 12 16 This research compared the efficacy of Enhanced Cognitive Behavioral Couple Therapy and Integrative Behavioral Couple therapy based on single case design. 8 couples were selected and after matching allocated in two groups (4 couples in ECBCT and 4 couples in IBCT). Each couples received 16 sessions of Therapy separately. After determining baseline in first session, each couples responded to Dyadic adjustment scale (DAS) in sessions 4, 8, 12, 16. Analyzing the results showed that both methods increased marital satisfaction. But IBCT was more effective. There was no difference between men and women. There was no change in results in two months follow up. This research compared the efficacy of Enhanced Cognitive Behavioral Couple Therapy and Integrative Behavioral Couple therapy based on single case design. 8 couples were selected and after matching allocated in two groups (4 couples in ECBCT and 4 couples in IBCT). Each couples received 16 sessions of Therapy separately. After determining baseline in first session, each couples responded to Dyadic adjustment scale (DAS) in sessions 4, 8, 12, 16. Analyzing the results showed that both methods increased marital satisfaction. But IBCT was more effective. There was no difference between men and women. There was no change in results in two months follow up.

https://psychologyj.tabrizu.ac.ir/article_4164_5a31772d96c935725fd18e99518daae8.pdf

University of Tabriz Journal of Modern Psychological Researches 2322-3340 6 22 2011 07 23 A Study of the Role of Personality Traits and Cognitive Styles in Approaching and Avoiding Arguments A Study of the Role of Personality Traits and Cognitive Styles in Approaching and Avoiding Arguments 171 196 4165 FA Soheila Hashemi Journal Article 2015 12 16 This study has been conducted with the goal of investigating students' approach and avoidance argument and its relation with personality traits and cognitive styles. By using random stratified sampling 289 arts, science and law/politic students were selected. Data were collected through argumentativeness scale, NEO five factor inventories and A-E questionnaire. ANOVA analysis showed there was no significant difference among three groups. In addition, there was no correlation between cognitive styles and approaching / avoiding argument. Out of big five personality traits, extraversion and openness respectively had the most significant correlations with approaching / avoiding argument. Correlation coefficient of neuroticism and avoiding argument was 0.17. Regression analysis indicated out of studied variables only extraversion and openness could explain the variance of approaching argument. It illustrates the characteristics such as sociability and assertiveness which are prominent in extraversion and open-mindedness and being open to new experiences may affect argumentativeness. This study has been conducted with the goal of investigating students' approach and avoidance argument and its relation with personality traits and cognitive styles. By using random stratified sampling 289 arts, science and law/politic students were selected. Data were collected through argumentativeness scale, NEO five factor inventories and A-E questionnaire. ANOVA analysis showed there was no significant difference among three groups. In addition, there was no correlation between cognitive styles and approaching / avoiding argument. Out of big five personality traits, extraversion and openness respectively had the most significant correlations with approaching / avoiding argument. Correlation coefficient of neuroticism and avoiding argument was 0.17. Regression analysis indicated out of studied variables only extraversion and openness could explain the variance of approaching argument. It illustrates the characteristics such as sociability and assertiveness which are prominent in extraversion and open-mindedness and being open to new experiences may affect argumentativeness.

https://psychologyj.tabrizu.ac.ir/article_4165_7ffdb80e8756eb683ab03d491869db66.pdf