فصلنامه روانشناسی
سال شانزدهم شماره 4 (پیاپی 64، زمستان 1391)

The purpose of this study was to investigate hypervigilancy and ambivalence over emotional expressiveness in patients with chronic musculoskeletal pain in comparison with nonpatient group. In this study، 180 patients suffering from chronic musculoskeletal pain were selected in Imam Khomeini and Atiyeh Hospitals in Tehran. The non-patient group were 50 individals selected als selected from general population who were matched demographicly with the patient group. Both groups were examined with the Pain Vigilance and Awareness Questionnaire (PVAQ) and the Ambivalence over Emotional Expressiveness Questionnaire (AEQ). Data were analyzed with MANOVA and t- test. MANOVA analysis showed that patients whit chronic musculoskeletal pain were different from non-patient group in hypervigilancy and ambivalence over emotional expressiveness. The t- test alsos showed that these differences were significant in hypervigilancy and ambivalence over emotional expressiveness and it،s two sub scales (α = 0/05). Hypervigilancy and awareness to pain stimuli and ambivalence over emotional expressiveness and it،s two sub scales in patients with chronic musculoskeletal pain were more than non-patient group and con be as the psychological factors precipitating this disorder.

The aim of this study was to investigate the relationships between perceived parenting styles and emotional intelligence and self-handicapping. For this purpose، the Perception of Parents Scale (POPS) Emotional Intelligence Scale and the Self Handicapping Scale (SHS) were completed by 420 4th-grade high school students (220 females and 200 males) in Tehran who were selected through cluster random sampling. The data were analyzed using Pearson correlation coefficient and step-wise regression analysis. The results indicated that perceived parenting styles and emotional intelligence had significant negative correlation with self-handicapping. The step-wise regression analysis also suggested that among perceived parenting styles and emotional intelligence subscales، perception of mother''s warmth، perception of father''s involvement and emotion utilization are the best predictors of self-handicapping. In general، it can be concluded that through increasing warmth and involvement in parenting and also instructing the emotional intelligence skills one can decrease the harmful consequences of self-handicapping behavior.

The present research aims at reviewing the relationship between personality-related characteristics، organizational commitment، and staff confrontation methods. 260 of staff working for an industrial company in Tehran were selected. Participants completed the Five-Factor Inventory: NEO-FFI، the «Meyor and Allen» Organizational Commitment، and the Strategies for Confronting Stress Prepared by Canadian Institute of Strategic Studies (CISS). The results indicated that «Conscientious» contributes to the problem-oriented confrontational method. «Being easily resented» contributes to the sensation –oriented confrontational method، but «Being flexible» does not contribute to sensation-oriented confrontational method. Also «Agreeableness» does not contribute to the problem-oriented confrontational method. The results also indicated that «Conscientious» contributes to organizational commitment of the staff. Organizational commitment contributes to problem-oriented confrontational method of staff. The results of the research indicates that conscientious staff display high level of organizational commitment، and staff with high level of organizational commitment resort to problem-oriented confrontational method when faced with tense conditions.

The aim of the present research is to determine the intermediary role of intelligence in efficacy of teaching metacognitive strategies on the comprehension of male students of first grade high school. students. For this purpose three static groups of male students of first grade high schoolers (each group with 20 students) with no failing marks or dropping out the school، including an experimental group and two witness groups with average age of 14 years and 9 months took part in the research. The intelligence ability of all three groups was measured using the Raven Intelligence Test so as to be controlled statistically (Covariance analysis). The experimental group took part in five sessions to receive teachings on meta cognitive strategies. The results of variance analysis of the difference scores (pretest-posttest) showed that teaching metacognitive strategies to the exoerimental group increases understanding of subjects، although by controlling intelligence of subjects (in the form of covariance analysis)، the comprehension of subjects did not change. Generally، the research findings proved the efficacy of teaching metacognitive strategies on improvement of comprehension of students. This result is in conformity with the findings of many previous research in this regard. In the meantime by confirming the intermediary role of intelligence in efficacy of teaching metacognitive strategies on comprehension in this research، we may expect that using meta cognitive strategies without attention to the Intelligence of subjects increases their comprehension and learning.

The aim of the present research is studying the mediating role of achievement goals in the relationship between epistemological beliefs and shallow and deep cognitive strategies by path analysis. To do so، 382 university students (245 male and 137 female) from Fars Payame Noor University were selected through multi-stage cluster sampling and answered to a Schommer Epistemological Bliefs Questionnare (SEQ)، Mitivated Strategies for Learning Questionnaire (MSLQ) consisting of the Epistemological Beliefs، Achievement Goals، and Cognitive Strategies subscales. The results generally showed that implistic epistemological beliefs reduce using deep and meaningful cognitive strategies through the mediating role of mastery-approach and mastery-avoidance goals. It was also showed that simplistic epistemological beliefs increase using shallow cognitive strategies through the mediating role of performance-approach and performance-avoidance goals.

The purpose of this study is to determine the role of prior experience, self-efficacy and computer anxiety in teachers'' Computer use and acceptance, which based on information technology acceptance model (TAM). 400 high school teachers (female=175, male=185) were selected by census method. To examine the variables, the scale of perceived ease of use and perceived usefulness, attitude toward using, behavioral intention, self-efficacy and computer anxiety (Venkatesh,Morris and Davis, 2003) previous experience(Potosky and Bobko, 1998) actual use (Al-Gahtani, 2003; Igbaria,1998) were applied. The Data analysis method in this research is presented along with path analysis and calculate standardized coefficients.The results show that model have a good fit with the data and through the variables, prior experience and computer anxiety has had impact directly and indirectly on the use of computers by teachers. but the computer self-efficacy variable showed no significant effect on the use of computers by teachers. Overall, the test model predict 45 percent of the dependent variables.