فصلنامه پژوهش های نوین روانشناختی
پیاپی 9 (بهار 1387)

The present research investigates the effect sensory handicaps including blindness, deafness on kind of attachment (attachment secure/ insecure) and attachment styles (secure, ambivalence, avoidance, disorganize/ disorientate). The effect is shown onbehavioral problems of blind and deaf children in comparison with abnormal children (relation ship) between kind of attachment with behavioral problems in three groups of children include blind, deaf and abnormal children. Samples include 84 perfect blind, deafchildren and abnormal children with age group between 6-7 years old and of both genders. Tools of the research were: separation anxiety test, the child behavior checklist's Achenbach (T.R.F), Raven's progressive matrix test, demographic inventory. For statistic analysis, data were used from univariate analysis of variance, LSD follow- up test, T test, Chi square test. Results showed deaf children are more prone to insecure attachment in comparison with abnormal children. But for blind children this difference are not significant one. There aren’t significant differences between dispersion distribution of blind and deaf children in four attachment styles in comparison with dispersion distribution of normal children. Other results showed that blind and deaf children are more prone to behavioral problems in comparison with abnormal children. There is relationship between attachments insecure with behavioral problems in abnormal children but this relationship aren’t significant in blind and deaf children.

The aim of the present study was to study the predictive role of achievement goals (mastery, performance-approach and performance-avoidance) in prediction of academic achievement and metacognitive awareness. The subjects were 392 undergraduate students, consists of 237 boys and 155 girls, selected from Engineering Department of Shiraz University. The instruments of the study were Academic Goal Questionnaire (AGOR) and Metacognitive Awareness Inventory (MAI). The data was analyzed by multiple regressions. The results showed that mastery goal can not predict academic achievement. Performance-approach goal is positive predictor and performance-avoidance goal is negative predictor of academic achievement. Also, statistical analysis revealed that mastery goals positively predict metacognitive awareness, while performance goals (approach & avoidance) can not predict it.

This study has been prepared to examine the effect of solution-focused counseling on dimensions of Marital Satisfaction of dual-career couples.24 couples participated in this study. At first all of the couples were given pretest. Based on the pretest, the couples were separated in three groups randomly. 12 couples in control group and 12 couples in solution-focused group. Solution-focusedcounseling for solution-focused group were done in 7 sessions. Control group received no education. Each of these two groups received pos-test of "MSI-R" at the end of program. After a month from the end of the program, each of subjects revealedthe follow up test. Results showed that solution-focused counseling had increased marital satisfaction of the couples meaningfully (p<0/01).Solution-focused counseling had improved subscales of aggression, time of togetherness, financial issues, and sexual satisfaction meaningfully (p<0/01)

The present investigation aimed at examining the effectiveness of group life skills training (anger management, assertiveness and relaxation) on increasing assertiveness and decreasing anger among heart patients, after bypass surgery. For this reason, 40 heartpatients 35-65 years, having first bypass, were selected randomly and assigned to two experiment and control groups. In this study, “Ruthus assertiveness” and “MMPI-2 anger” scales were used before and after life skills training. Data were analyzed with thehelp of oneway analysis of covariance (ANCOVA). The findings revealed that group life skills training resulted in increasing assertiveness and decreasing anger among patients (p<0/001). There wasn’t significant difference between males and females patients in effective of group life skills training (p>0/05).

To study the relationship of emotional intelligence with Homesickness and, mental health 196 (108 girl and 88 boy) university students of Boali University of Hamedan wereselected with multiple stage sampling method and were asked to complete Shring's emotional intelligence questionnaire, Archer's homesickness scale, and Goldberg's General Health questionnaire. Results indicated that: A) Emotional intelligence had positive correlation with general health, B) Emotional intelligence did not have significant correlation with homesickness, C) Homesickness had negative correlation withgeneral health, D) Girl students and boy students had no differences in emotional intelligence, E) Boy students experienced less homesickness than girl students, F) Mental health of boys is more than of girls.