فصلنامه پژوهش های نوین روانشناختی
پیاپی 33 (بهار 1393)

Quality of working life (QWL) is one of the necessities of individual in the in organizations and occupational stress of teachers, makes a great impact on educational quality. The present study aimed to examine the relationship between job stress and quality of work life in the physical education teachers of East Azerbaijan Province.This study wasconducted with a conelational research method. Data were collected by using quality of work life questionnaire with reliability (=0.91) and job stress questionnaire with reliability (=0.87). 302 samples were selected according to Morgan table. Findings showed that on the whole there was negative and significant relationship between job stress and quality of work life. All dimensions of job stress, with the exception of the physical environment had negative and significant relationship with QWL. The only useful predictors of QWL were role boundary and role insufficiency that could predict 26% of QWL changes.

Processing systems are influenced by dysfunctional mechanisms of emotion/affect regulation and produce serious health problems as well as psychological disorders. The present study amied to investigate the moderating role of alexithymia in relation between attachment styles and severity of substance use disorders. Therefore, one hundred and twenty two men with substance use disorders were included in this study. All participants were asked to complete the Adult Attachment Inventory (AAI), the Torento Alexithymia Scale (TAS-20), and the Addiction Severity Index (ASI). Date were analyzed by descriptive statistics and moderated hierarchical multiple regression method. Findings showed that secure attachment style exhibited a significant and negative association with alexithymia and severity of substance use disorders, while insecure attachment styles (avoidant and ambivalent) showed positive significant association with alexithymia and severity of substance use disorders. Also, the result showed that alexithymia moderated the relation between attachment styles and severity of substance use disorders. Consequently, the moderating role of alexithymia can be explained in terms of several mechanisms including distance from negative emotions, self-medication as wells facilitating verbal and emotional communications.

The aim of this study was to compare the effectiveness of emotion regulation training and mindfulness based cognitive therapy in psychological distress and cognitive emotion regulation strategies in mothers of children with Mental retardation. The study population in this quasi-experimental study, included mothers of children with mental retardation in Tabriz exceptional school. Conducting depression, Anxiety, and Stress Scale. 60 people were randomly selected and were divided into two groups (30 people in per group). One of the experimental groups received emotion regulation training over a period of 2 months and 8 sessions. During the same period, another group was educated with mindfulness based cognitive therapy. Instruments used in this study included, the Cognitive Emotion Regulation questionnaire and Depression, Anxiety, Stress Scale. The data were analyzed by multivariate analaysis of covariance. The results showed that emotion regulation training, and mindfulness based cognitive therapy had a significant effectiveness in depression, anxiety and Stress. Therefore it could be concluded that emotion regulation training and mind fullness based cognitive therapy had a different effectiveness in these variables. Pairwise of dependent variables showed that mean differences between two groups were significant and comparison the emotion regulation training is more effective. On the whole, emotion regulation training could be effective in reduction of the psychological distress in mothers of children with mental retardation.

In recent decades, the subject of stress and its effects on organization has been one of the main topics of organizational behavior management. Annually enormous investments due to the lack of psychophysical health, efficiency reduction or job quitting and the loss of jobs is lost due to job stress. The present study aimed to investigate the reasons of job stress and to present a job stress model. Study population included 918 University of Tabriz staff members and the sample size was 273 people. Data were collected by using a researcher made questionnaire. In order to reduce the measured variables factor analysis was used, and 10 factors were identified as the factors of job stress. After identifying the factors of stress, using the Friedman test the impact of each factor on job stress was prioritized as follows: (1) organizational factors: (2) organizational culture and context: (3) organizational policy: (4) roles pressure: (5) structure factors: (6) lack of job security / financial: (7) instability: (8) interpersonal relationships: (9) role competence: (10) adaptation to work requirement.

The purpose of the present study was to compare sex differences in self-estimates of multiple intelligences in university student population. Therefore, 268 students of humanities (184 females and 84 males) from Payame Noor University Tabriz branch were randomly selected, using stratified and multiple stage cluster sampling. For collection, data they were asked to complete the multiple intelligences Inventory that included 8 subscales (verbal/linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, intrapersonal, interpersonal, naturalistic). Data were analyzed using Multivariate Analysis of Covariance (MANCOVA). Results showed that statistically controlling of age effect, there were significant differences in self-estimates of male and female students verbal/linguistic, bodily-kinesthetic, intrapersonal, interpersonal, naturalistic intelligences. Mean scores of male students in these subscales were higher than female students. In this paper, results of the present study were discussed.

The present study aimed to determine the relationship between metacognitive beliefs and worry and rumination. Also, this study aimed to predict vegetative and nonnegative (cogniting) symptoms of major depressive disorder (MDD) based on these two constructs. This study was conducted with a creational research method. 45 patients (18 male and 27 female) diagnosed with MDD were selected using convenience sampling method. The completed Pennsylvania state worry questionnaire ruminative response scale metacognitive questionnaire-30 negative and positive beliefs about rumination scale, and Beck depression inventory results of pearson correlation showed a significant correlation between positive and negative metacognitive beliefs about rumination and severity ruminative thoughts. Besides, there was a posiive significant correlation between ruminative thoughts and vegetative and non vegetative symptoms in MDD (p<.01). Furthermore, multiple regression method results showed that the combination of ruminative thoughts and being worried explained 26 percent of vegetative and non vegetative (cognitive) symptoms (p<.01). Results suggested the effect of the third level of cognition (metacognition) on the second level (style of thinking) in rumination.

The aim of this study was to investigate the effectiveness of written emotional disclosure in depression symptoms and hope in adolescents exposed to trauma. Therefore 30 subjects with exposure to trauma were selected from Uromiyeh Behzisty Organization and they were assigned in two experimental and control groups (15 people in each group). All subjects completed the Beck depression inventory and Hope scale in two stages, pre-test and post-test. The open-ended writing type of writing disclosure method was instructed to the experimental group, however, the control group did not receive such a training. Results of analysis of covariance showed that writing disclosure had a positive effect in reducing the severity of depressive symptoms and promotion of hope level. Consequently, writing disclosure method could be considered as a low-cost, efficient, and effective method with in the improvement of depressive symptoms and hope. Therefore, it could be considered, by psychotherapists for encountering and coping with negative life events.

The propose of this study was to a compare the effect of teaching with analogy model and cooperative learning in interaction with learning styles based on learning outcomes and attitude toward science course. The sample of the study consisted of four classes, 10 student in 3rd grade schools, which were selected by a random cluster method.One of the classes was assigned to the control group, and the other three classes were assigned to the experimental ones. The control group received traditional instructional method and experimental groups received: (1) teaching with analogy model, (2) textual elaborated analogy as extracurricular, and (3) cooperative learning. Data were collected through science achievement test, attitude toward science scale, and preference learning style inventory. Results of multivariate analysis of variance showed that students thought with analogy and cooperative learning had better learning outcomes than textual elaborated analogy as extracurricular and control groups. There was not a significant deference between teaching with analogy group and cooperative learning one in terms of learning outcomes. It is important to mention that the learning styles had not a significant effect on learning outcomes. Also its interaction with groups did not show a significant deference on learning outcomes of the students. Results of analysis of covariance showed that there was not a significant deference between experimental and control groups on attitude toward science course. Based on the findings, it is recommended to use analogies as instructional model in science course teaching and learning classes for better academic improvement of students.

Negative perceptions of parental behavior affects a person's cognitive structures and makes him susceptible to psychological pathologies, The aim of this study was to determine the mediating role of early maladaptive schemas in relationship between parental perceptions and depression and anxiety in children. The present study condacted with a correlational research method. Statistical population included all normal students and students referred to counseling center of Bu Ali Sina University of Hamedan in 2013. In this study, both clinical and non-clinical samples were used; the study sample included 69 clinical people and non-clinical 134 people. Clinical sample was selected by convenience sampling and non-clinical one was selected through a multistage cluster method. The instruments used for data collection were Parental Bonding Instrument SCL-90 questionnaire and short form of the Young questionnaire. Data were analyzed using multivariate regression method. The results showed that early maladaptive schemas had a mediating role in relation between perceptions of parental behavior and depression and anxiety in children. Besides, maladaptive schemas of emotional deprivation, social isolation/alienation, vulnerability to harm, dependence/ incompetence, and emotional inhibition mediated more than the other schemes in relation between depression as well as anxiety. Results showed that inappropriate behavior of parents (poor caring and overprotection) played an important role in formation of cognitive and mental vulnerability in children; therefore, determining the mediating role of early maladaptive Schemas in the relationship between perceptions of parental behavior and psychological pathologies can be useful in the prevention and treatment of mental disorders.

The purpose of this research was investigating the effects of three methods of group discussion in the classroom about moral dilemma, dialogue about moral dilemma in cooperative-small groups and lecturing about moral issues the improvement of students’ moral judgments. Therefore, by random sampling, one high school amongst all high schools of 18 education districts of Tehran was selected and 77 students of that school were randomly selected and assigned to two experimental groups (group discussion, included 23 people and dialogue in small groups included 26 people) and the control group (lecture method included 28 subjects). Research method was experimental pretest-pottest with a controlgroup. For the assessment of moral judgment, Defining Issue test (DIT) was used both in pretest and posttest. The reliability index of this scale was verified (=.86). Conducting pretest the treatments included group discussion about moral dilemmas, dialogue in cooperative-small groups about moral dilemmas and lecturing by teacher about moral issues were presented to experimental and control groups respectively for 12 sessions. Data were analyzed by t-test for independent groups, ANOVA, ANCOVA, Wilcoxon test for matched-pairs signed-ranks and chi square. The results indicated that: group discussion and dialogue in small groups had positive and significance (x2) on the improvement of moral reasoning of students but lecture method had no effect on moral reasoning, Besides, the effect of dialogue in small groups was more than group discussion on students’ moral reasoning. And both group discussion and dialogue groups had a better performance than lecturing grouping terms of higher level of moral judgment, which was statistically significant. Also, results of analysis of covariance showed that the positive changes in moral judgements in group discussion and dialogue groups were not due to conducting OIT pretest and familiarity with the test, rather, participating in experimental groups had cause the improvement of moral judgment.

The objective of the present study is to examine the psychometric properties of strictness questionnaire and its relationship with to life satisfaction among students. The population of this research was all during 2011-12 academic years. Therefore 416 students were chosen by a cluster sampling. They completed strictness and life satisfaction questionnaires. Results of factor analysis showed that the validation coefficient was 84. Principal components analysis was used to examine the validity. Using varimax rotation and considering the assumptions of factor analysis, percentage of variance, and the plot, 7 factors (expression, the power to say no, flexibility, respecting one’s rights, assertiveness, feeling more comfortable with others, having the capacity to be criticized) were extracted that totally the 40.036 percent of the variance. Factor matrix revealed that the first factor had the highest load factor and its contribution more than the other factors. Also, concurrent validity was used to ensure the validity of the research instruments, which revealed that life satisfaction did not have any significant correlation with the subscales and with the strictness questionnaire except with feeling more comfortable with others (sixth subscale). Finally, percent norm was presented for the questionnaire.

According to in creasing the prevalence of internalizing behavioral disorders in students and experts’ emphasis on early diagnosis and intervention, aim of the present study was examining the effectiveness of social skill training with cognitive-Behavioral Approach on Reducing Symptoms of Internalizing Behavioral Disorders in Students. The method of the research is experimental and research design was pretest, post-test with control group and a two-month follow-up. Statistical population included all female elementary students in 5th and 6th grades with internalizing behavioral disorders in Langrood city in 2012-13 academic years. 30 individuals were selected by random multistage clustering and divided in two experimental and control groups. In order to evaluate the internalizing behavioral disorders, child behavior checklist was used. Walker social skills training curriculum was presented in 17 sessions during two months for members of experimental group. Repeated Measures ANCOVA was used for data analysis. Results indicated that there was a significant difference between the rate of symptoms of internalizing behavioral disorders in both control and experimental group in post-test and follow up stages. Based on the effectiveness of social skill training in the reduction of symptoms of internalizing behavioral disorders, it could be used besides school formal curriculum.