فصلنامه روانشناسی
سال بیستم شماره 1 (پیاپی 77، بهار 1395)

The objective of this study was to prepare religiosity scale based on commonalities of Abrahamic religions (Judaism, Christianity, and Islam) in order to provide a instrument for intercultural studies. Six studies were conducted: 1) extraction of 47 commonalities of the religions; 2) prepration of an item pool with 225 items according to Khodayari et al.'s (2009) three-dimensional conceptual modeling; 3) preliminary empirical study among Muslim students in university of Tehran and developing a 60 item scale; 4) Frist empirical study among Jewish, Christian, and Muslim students, conducting item analysis and formulation of the second preliminary version of the religiosity scale with 88 items; 5) Second preliminary empirical study and extraction of exploratory factor analysis with 57 items, in a population consisted of Muslims, Jews, and Christians students in Iran; 6) Final study in Iran and 11 other countries from Asia, European, African and American continents and extracting exploratory and confirmatory factors with 30 items. Studying reliability indexes of items, subscales, and the overall three-dimensional scale showed that all subscales had acceptable alpha coef 1395 ficients ranging from 0.81 (religious emotions), 0.82 (religious behaviors) to (religious belief) 0.77. Investigation of correlation coefficients of the item scores with total score of the related subscales showed that these indexes varied between 0.29 and 0.70. Therefore, it could be concluded that the final 30-item scale had a similar factor structure and psychometric properties in both the Iranian and international samples. In order to create the final version, we added 5 items designed to tap socially-desirable responding. The aim of adding these items is for identifying social desirability biase. In this subscale the total number greater than 13 shows the responses are unreliable. Thus, it can be used as a measure in studies on crosscultural differences in religiosity and additional validation can be verified.

The aim of this study was to investigate the relation between language anxiety and English language achievement, regarding the impulsivereflective cognitive style. 103 students were randomly selected from individual who were studying English language at intermediate level and after answering Broadbent’s Cognitive Failures Questionnaire (1982( and Kagan's Matching Familiar Figures Test (1965(, then 60 subject who were classified either impulsive or reflective answered the Horowitz and Cope's Foreign Language Anxiety Scale's questions (1986(. The subject’s score in language learning 4 skills and also the mixed quizzes were gathered during an educational 3 month long term. Data analysed using MANOVA showed that the reflective group performed significantly better in English language achievement and reading skills. No significant differences were observed regarding the language anxiety level and fear of negative evaluation between reflective and impulsive groups. The results of present study confirmed the efficacy of cognitive style in learning a second language, this effect is not related to language anxiety.

Relationship between working memory and fluid intelligence is well documented, but crowd question is which component of working memory is best predictor for fluid intelligence? To answer this question, we selected 356 students from elementary school of Tehran and they completed the Letter Spam Task (phonological loop), Kim Carad the Visual Memory Task (visuspatial sketchpad), Stroop and Keep Track Task (executive function), Counting Spam Task (working memory) and the Cattell Intelligence Test. Results showed that all three components of working memory had a significant relationship with intelligence and phonological loop, executive function. moreover, visual spatial sketchpad had the highest predictive power for intelligence. As a conclusion it seems, need to storage component to maintain moderate rules and need to executive component for inhibition of irrelevant information, to explain relationship between fluid intelligence and working memory components. Based on results of this study, we can make intervention package to enhance children performance in intelligence test.

The current study examined effectiveness of cognitive bias modification-attention component (CBM-A)- on attention bias, social anxiety symptoms and fear of negative evaluation in socially anxious individuals. To achieve this goal, forty socially anxious individuals were randomly assigned to modification or control group. During CBM-A, participants completed the Dot Probe Task in which probes always followed neutral faces when paired with a disgust face. Before and after the intervention, attention bias, social anxiety symptoms and fear of negative evaluation were assessed. The results showed significant reductions in threat related attentional bias and social anxiety symptoms in modification group compared to control group in post-test, but there was no significant difference in fear of negative evaluation.

The purpose of the present study was to investigate the relationship between perceived social support and psychological well-being among students, addressing the intervening role of academic motivation. To achieve the research objectives, a sample consisting of 371 girls, high school 2nd-, and 3rd-grade-students, has been randomly selected by applying multi-stage cluster sampling technique, from Tehran. To examine the research variables, Riff’s Psychological Well-being Scales (1980), the Vax's Social Support Appraisals Scale (1986), and the Harter’s Academic Motivation Scale (1981) were used. Data analysis conducted were conducted calculating correlation coefficients, and using of path analysis. The findings indicated that the perceived social support directly influenced the psychological wellbeing and academic motivation through significant positive correlation. The path analysis revealed that perceived social support may indirectly and through an intervening role of academic motivation affect on psychological well-being. The perceived social support explains 13% of the variance of the academic motivation; and academic motivation predicted 37% of the variation of psychological well-being.

This study investigated the relationship between social intelligence and cultural intelligence with organizational effectiveness of the main administration office of educationin in Ilam province. The method of researchi was descriptive and correlation type. The statistical population was consisting of entire 926 employees administration of educationin Ilam Province (834 male and 92 femal). According to Kergcie and Morgan table, a sample of 270 individuals were selected. Three questionnaires the Social Intelligence, Cultural Intelligence and Organizational Effectiveness Scale were used in order to gather data. Questionnaires justifiability was calculated based on their content justifiability and also their ending were calculated according to Cronbach's alpha 0/879, 0/895 and 0/955 respectively. Descriptive statistical indexes and inferential statistical methods were used in order to analyse data. The results showed that social intelligence and organizational effectiveness were above average. while cultural intelligence was at average level. Between social intelligence and information processing components also cultural intelligence with organizational effectiveness there was a significant positive relationship. The results of T-test for independent group means showed there was no meaningful correlation between social intelligence in the age and sex of employees, Although there were differences in terms of education and work experience. The results showed that the level of cultural intelligence staff in age, sex and work experience, there is no significant difference.

The purpose of current research was to investigate the relationship between work-family conflict, spillover and psychosomatic complaints with mediating role of self efficacy. Research method was correlational and participants in the study were the 245 employees of a manufacturing company in Kerman which selected by simple random sampling method. Research instruments included the Work-Family Conflict Questionnaire (Netemeyer et al, 1996), Work-Family Spillover Questionnaire (Tsai, 2008), the Psychosomatic Complaints Questionnaire (Golparvar et al, 2012), and the Job Self Efficacy Scale. Data were analyzed using Pearson’s correlation coefficient and structural equation modeling (SEM). Results revealed that, there was a negative significant relationship between work-family and family- work conflict and self efficacy (p