فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 4 (تابستان 1384)

random sample of 380 high school students (170 females and 210 males) completed the Academic Motivation Scale and the Attributional styles Questionnaire in order to examine the relationship between academic achievement motivation, attributional styles and academic achievement. Data related to academic achieve-ment (Grade Point Average “GPA”, Mathematic and lite-rature grades) were extracted from students’ report cards. The results showed a positive and significant correlation between achievement motivation scores and academic achievement in female and male students. No reliable relationship was found between academic achievement and attributional styles concerning good and bad events in internal-external, global-specific and stable- unstable di- mensions. However, a positive and significant correlation was found between achievement motivation and attribu-tional styles concerning bad and good events in internal-external, global-specific and stable-unstable dimensions in female and male students. A negative and significant correlation was found between achievement motivation and attributional style concerning bad events in the internal-external dimension. No relationship was found between achievement motivation and attributional styles concerning bad events in stable-unstable and global-spe- cific dimensions.

random sample of 192 male and female elementary school students, grades 1 – 3, were chosen to study the development of problem solving strategies using the Test of Individual Differences in Children’s Addition Strategy Choices. The results of the study were consistent with the basic assumption of Adaptive Strategy Choice Model (ASCM) and revealed that Iranian children also used multiple strategies to solve simple addition problems. As children became older and acquired more experience in problem solving, they discovered new strategies, the accuracy and speed with which each strategy was executed increased. In addition, retrieved answers to problems from long- term memory came to be used more and the relative frequencies of the use of backup strategies varied. No significant differences were found between boys and girls in speed, accuracy and strategy use. Although the results indicate that the pattern of strategic development in Iranian children is similar to the pattern of children in other countries, the results also reveal that Iranian children differed considerably in the distribution of strategy choices.

194 students from Shahid Chamran University completed the Iranian version of the Beck Depression Inventory (BDI-13) to test its internal consistency and validity. Based on principal components analysis, two factors were found. The first factor, negative affect toward self accounted for 43.9% of the variance, and the second factor, dysphoria, accounted for 8.6% the variance. Coronbach’s alph and aplit-half reliability coefficient for BDI-13 were 0.89 and 0.82, respectively. In conclusion, the BDI-13 can be used in Iranian psychology research and in the screening of depression amongst normal population.

he objective of the present research was to validate the short form of Depression Anxiety Stress Scale (DASS-21) on an Iranian sample. The DASS-21was administered to 1070 Iranians, XXX males and YYY females. Internal reliabilities for the three DASS subscales ranged from +0.zz to +0.qq. The validity of DASS was measured using factor analysis and criterion validity (concurrent method). The correlation between the Depression subscale and the Beck Depression Inventory scale was +0.70, between the Anxiety subscale and Zung Anxiety Inventory was +0.67, and between the Stress subscale and Perceived Stress Inventory was +0.49. All correlations were significant. Males and females scores were significantly different on all subscales, therefore, separate norms for each gender were presented. The research suggest that the DASS-21 is a useful inventory in Iranian psychological research and clinical settings.

he goal of this research was to investigate psychometric properties of Rosenberg’s self-esteem scale (RSES). 185 college students completed the 10-item RSES, two subscales of the SCL-90-R (anxiety and depression), and Cooper Smith’s self-esteem inventory (SEI). The reliability of the RSES was estimated using Cronbach’s alpha (0.69), test-retest (0.78), and Spearman-Brown’s split half (0.68) formulas. The concurrent validity of Rosenberg’s self-esteem questionnaire was estimated by SEI and the two subscales of anxiety and depression. There was a significant positive correlation between the RSES and the SEI (r = +0.61) and a significant negative correlation between RSES and anxiety (r =-0.43) and depression (r = -0.54). The reliability and validity of the Persian version of RSES was moderate and suggested that the factor structure of this test should be investigated.

he validity scales of the MMPI short form, Mini Mult in Farsi language were tested using 279 males and females in a hospital comprising four groups: 1) 120 job seekers referred for employment medical examinations, 2) 32 men referred for disability determination, to be exempt from military service or to receive economic and social support, 3) 68 psychological outpatients, 4) 59 normal people randomly selected from the hospital staff and visitors. Group 1 presented significantly higher scores on the Lie(L) and Corrective (K) scales and lower scores on the clinical scales, trying to appear better than they were. In contrast, Group 2 showed elevation in the infrequency (F) scale and lower scores on the “L” and “K” validity scales, and higher scores on the clinical scales trying to appear worse than they were. Therefore, it is important for the clinician to take into account the intention of subjects and scores presented in both validity and clinical scales.