نشریه روانشناسی معاصر
سال ششم شماره 2 (پاییز 1390)

The aim of the present research was to examine the role of the big five personality factors (neuroticism، extroversion، openness to experience، agreeableness and conscientiousness) in the relationship between perceived organizational justice with counter productive behaviors in a sample of industries employees. Three hundred and six employees of these industries were included in this research. All participants were asked to complete the short form of Big Five Personality Inventory (NEO)، Organizational Justice Inventory (OJI) and Counterproductive Work Behaviors Questionnaire (CWB). The results revealed that there were significant relationships between neuroticism with procedural justice، co-worker based interactional justice and counterproductive behaviors toward organization and co-workers، between extroversion with co-worker based interactional justice and counter productive behaviors toward organization and co-workers، between openness to experience with counter productive behaviors toward organization and co-workers between agreeableness with procedural justice، co-worker based interactional justice and counterproductive behaviors toward organization and co-workers، and between conscientiousness with co-worker based interactional justice and counter productive behaviors toward organization and co-workers. Also results revealed that when conscientiousness and extroversion were high، the increase of co-worker based interactional justice resulted in decrease of counter productive behaviors toward co-workers and organization. When openness to experience was low، increase of co-worker based interactional justice resulted in counter productive behaviors toward co-worker.

Locus of control is defined as general pattern of enduring belief in the extent of controllability of outcomes of events in one''s life. According to Rotter، one''s belief in the controllability can be placed alonge the internal-external continuum. The purpose of the present study was to examine the moderating role of locus of control on the relationship between anger and depression in a sample of patients with major depression disorder. A total of 127 patients with major depression disorder (81 men، 45 women) participated in the study. Participants were asked to complete the Beck Depression Inventory (BDI)، Multidimensional Anger Inventory (MAI) and Rotter΄s Locus of Control Scale (RLCS). Results showed that anger dimensions (including anger arousal، anger-eliciting situations، hostility outlook and anger-in) and external locus of control had a positive and significant relationship with depression. Internal locus of control was negatively related to depression. Locus of control only moderated the relationship between anger-eliciting situations and depression. The relationship between anger-eliciting situations and depression was reduced by increasing levels of internal locus of control. It can be concluded that external locus of control and anger can predict depression and possibly have an intensifying effect on depressive symptoms.

The present research aimed to understand the mediating role of self-efficacy in the relationship between social support resources and depressive symptoms in university students in the city of Tehran. The sample consisted of 333 students (162 female and 171 male) of Tehran and Amir Kabir Universities. The instruments were as follows: Beck Depression Inventory (BDI-I)، Sherer Self-Efficacy Scale (SES)، and The Social Support Appraisals Scale (SS-A). Data was analyzed using pearson correlation and path analyses. A causal model taken from Haslam، Pakenham، and، Smith،s model (2006) was tested in this study. Results showed that the proposed model had sufficient fitness with data of the research. Path analysis showed that self-efficacy and peer support significantly affected depressive symptoms directly. It was found out that family support also had an affect، albeit indirectly. Self-efficacy had the strongest effect on depressive symptoms. Thus Self-efficacy may be considered as an important variable in the etiology of depression. It seems that arly experiences of self-efficacy of students depend heavily on parental and family support and students with high self-efficacy seem to get involve more in social relationships. In addition، students benefit from peers support because they have common experiences and characteristics. Therefore، peer support may be play a role in reducing depression in students. Thus، interventions that help improve self-efficacy and increase social support from peers and the family can decrease and prevent depressive symptoms in university students. Therefore presenting this kind of interventions in the university environment may prove useful and necessary.

Based on “teleological coherence” hypothesis، all of the systems of an organism aim to achieve a common goal and when the boundaries between self/nonself are broken in one system، the possibility that they will be destroyed in other systems is increased. On this basis the present study aimed to investigate self-destructive tendencies and integrative self-knowledge of MS patients (N = 88) and normal participants (N = 130). 88 MS patients and 130 students of University of Tehran completed scales measuring the following aspects: Integrative-Self-Knowledge (ISK)، mindfulness (MAAS)، self-control (SCS)، Interpersonal problems (IIP)، Self-Harm (SHI)، and masochism. Results showed that MS patients scored significantly higher than normal subjects in masochism، interpersonal sensitivity and aggression while scores of MS patients were lower in Integrative Self-Knowledge (ISK). Based on these results، disharmony in one system is accompanied by disharmony in other systems. Therapeutic implications suggest that in order to reduce the disharmony in one system، we should improve disharmony in other systems. Thus، psychological interventions that promote self-interest in MS patients may be effective in improving immunological symptoms in these patients.

The present study aimed to investigate the relationship between resilience and religious beliefs، and whethere or not it would be possibile to predict psychological resilience based on religious beliefs in urban and rural university students. A sample of 197 urban and rural university students (150 female and 47 male) who were selected via accessible random sampling in Payam-e-Nour University of Baft city in Kerman province completed Resilience Scale for Adults (RSA، Jowkar et al، 2010) and Scale of Belief Development (SBD، Maenavipour & Sharifi، 2003). Data were analyzed using correlation and stepwise multiple regression analyses. Findings showed that among five dimensions of religiosity، two dimensions including religious belief and religious knowledge، could positively predict psychological resilience. The pattern of relationships between variables was different in urban and rural students، so that the religious belief dimension in urban students and the religious knowledge dimension in rural students could positively predict psychological resilience. Findings of the present study confirmed the hypothesis that some dimensions of religious beliefs have a significant effect on psychological resilience in university students Considering the dominance of religious culture in the Iranian society، practical importance of these findings is reiterated. Findings are discussed in light of previous literature concerning the possible supportive role played by religion. Suggestions for further research and practical implications of the findings are also discussed.

Social-cognitive theories on motivation and academic achievement emphasize the interactive effects of Personal and contextual variables on the students'' academic achievement. The main purpose of the present study was to investigate the predictive role of self- efficacy and socio-economic status as two important personal and contextual variables on student''s academic achievement. 500 stuents were selected from among humanities and mathematics females students from Tehran high Schools. Subscales measuring، self- efficacy in the Motivational Strategies for Learning Questionnaire (MSLQ) were used (Pintrich & De Groot; 1994). Parents'' Job، income and education were considered as indices of socio-economic status of students. The average of students'' grade in five specific courses at the end of academic year was considered as index of student''s academic achievement. Data was analyzed using confirmatory and exploratory factor analyses، cronbach''s alpha coefficient and hierarchical regression analysis. Results indicated that students'' self-efficacy and discipline has a significant effect on predicting Student''s academic achievement. Father''s job and education and mothers'' education could not predict the student''s academic achievement. Mother''s job significantly predicted student''s academic achievement.

The present study aimed to assess the structural relationship of intellectual skills, verbal information and attitude toward science with science achievement among 8th graders. The sample consisted of 700 student (350 male students and 350 girl students) from all 8th graders students in Tehran. The data were collected through a researcher-made test assessing intellectual skills-verbal Information and Aiken’s science attitude. Review of the complex relationship between the components related to intellectual skills (Discrimination Learning, Concept Learning, Rule Learning, Problem Solving) suggested that they had the prerequisite relationships with each other and attitude of students toward science was significantly influenced by concepts and information learned by students. Results indicated scientific achievement was influenced by verbal information and problem solving. Students'' attitude toward science did not affect in the scientific achievement. It is suggested cognitive components, intellectual skills and verbal information play an important role in academic achievement and affective and attitudinal components have a moderating influence on the learning process. More over, results suggest that in the learning process, female students frequently use the storage of the knowledge and skills and the learning process of the male students is more likely to be affected by reasoning and deductive thinking skills.

One of the basic aims of elementary education is math learning. Historically math researchers have consistently advocated specific classroom practices as substantial influences in instruction and learning. The purpose of present study was to investigate the relationship between teacher’s academic education and experiences، teacher’s quality of teaching، time and opportunity of learning and students’ ability of calculation and problem solving. The sample consisted of 650 fourth and fifth grade elementary school students (320 girls and 330 boys) that were selected through randomized cluster sampling method. The measuring instruments were quality of teaching scale، time and opportunity of learning form، a researcher made mathematics achievement test (including problem solving and calculation questions). The validity and reliability of all these instruments were confirmed. The results revealed a significant difference between students’ ability of problem solving and students’ ability of calculation. Also results showed teacher’s academic education and experiences significantly predicted students’ ability of calculation and problem solving through time and opportunity of learning.