International Journal of Behavioral Sciences
Volume:5 Issue: 4, 2012

This study was conducted on Gray’s description of the impulsivity trait and its impact on working memory performance and cortical arousal of the frontal cortex with a cognitive neurological approach. At first, 793 female students who were 18–28 years old completed the Eysenck Personality Questionnaire and the Carver and White’s Approach/Avoidance scale. Based on their scores, they were divided into a group of 15 subjects whose scores were in the upper distribution of Neuroticism and Extraversion (N+E+) and another group of 15 subjects whose scores were in the lower distribution of those dimensions (N-E-). They then performed a package of working memory tasks, including 1-back, Paced Auditory Serial Adding Test (PASAT), and forward and backward Digit Span. The total scores in each task were used as an indicator of working memory performance, and EEG alpha oscillations during the 1-back task were used as a cortical arousal index. Data were analyzed using t-tests for independent samples. The results revealed that the groups had no significant differences in working memory performance, but impulsive subjects performed the tasks with less reaction time and with more errors. The results of alpha activity showed that impulsive subjects experienced higher left frontal cortical arousal during the task. In spite of impulsive subjects’ higher mental efforts, their working memory performance was not significantly different than low impulsivity subjects. The careless and hasty performances of high impulsivity subjects in working memory tasks might be due to their impulsive characteristics.

This research was performed to study the efficacy of emotional intelligence reinforcement on controlling bullying behavior in teenagers. This research consisted of a qui-experimental type (pre-test and post-test) with a control group. Among 100 mid-school students that were selected by a cluster random sampling method, 20 students were selected with a bullying semi-structured interview as a bully and divided randomly into experimental and control groups. The investigational questionnaire was the Schutte Emotional Intelligence Quotient (EQ) questionnaire that both groups completed in two steps involving a pre-test and post-test. Finally, the subjects were interviewed with the bullying semi-structured interview. Deta were analyzed using t-tests, Pearson correlation coefficients and regression analysis. A strong negative correlation existed between the EQ of teenage boys and bullying. Thus, EQ reinforcement in bullying teenagers can lead to improved states of emotion, regulation, assessment and present emotion and reduced bully behaviors. Moreover, EQ can predict bullying behaviors significantly in the context of school. Because bullying is highly prevalent in teenagers and has negative consequences, EQ skills training can help them with emotional adjustments, assessments, regulation, and the use of emotion and reduce bully behaviors in the context of school.

Because physical-motor disabilities can lead to several emotional and mental problems, it is necessary to use solutions to reduce or alleviate such problems. Therefore, the purpose of this research was to determine the effectiveness of life skills training on anxiety, happiness, and anger control in adolescents with physical-motor disabilities. The subjects of this study included adolescents with physical-motor disabilities whose school was randomly selected out of three available schools in Isfahan. Thirty subjects were randomly selected from the students of that school. They were then divided into two groups: experimental and control groups. The tools used in this research were the Aggression Questionnaire and the Piers-Harris Questionnaire. A pre-test was administered to both experimental and control groups. Then, the experimental group was subjected to life skills training. A post-test was administered to both groups at the end of the training. The results of the covariance analysis showed that there were significant differences between the mean scores of anxiety, happiness, and anger control in the experimental and control groups on the post-test. These findings recommend that life skills training is used to reduce anxiety, control anger, and increase happiness in physical-motor disabled adolescents.

This study was conducted to examine the psychometric properties of the Persian short version of the Social and Emotional Loneliness Scale for Adults for its conformity in Iran. In a cross-sectional study, 329 (187 female, 142 male) students from the University of Shiraz were assessed using the short form of the Social and Emotional Loneliness Scale (SELSA-S) and the Satisfaction With Life Scale (SWLS) and Multidimensional Scale of Perceived Social Support (MSPSS). Data were analyzed using correlation coefficients, factor analysis and t-tests After the translation of the SELSA-S scale and the cultural conformity of its agents, the factor analysis of the convergent coefficients to MSPSS and SWLS methods were used to determine its validity. The results of the factor analysis revealed three factors in the SELSA-S scale that were described as a loneliness feeling in romance, in society, and in family. The results of the other convergent scales showed confirmatory validity and pertinent exploration of the questionnaire. To determine the reliability, Kronbach’s alpha was used, and it was 0.92, 0.84, and 0.78 for romantic, social, and family aspects, respectively. The findings of this study show that the Persian version of the SELSA-S is reliable and valid for Iranian students and is able to measure loneliness in romantic, family, and social aspects efficiently.

The aim of the present research was to investigate the effects of blocked thinking in spatial learning involving searching for a target in both spiral and stepwise paths in store enclosures. This was an experimental study designed to investigate store enclosures of 350 boutiques. A sample of 100 random selected participants had to search for the target using both spiral and stepwise paths with a verbal address and visual training (map reading). The variables of the study were training with both verbal and map levels and path with both spiral and stepwise levels. The overall results showed that the effects of blocked thinking were significantly stronger when participants were released into a spiral enclosure with verbal training. According to the results of the two-way ANOVA, the means of the path variables were more significant than those of the training variables. In addition, the interaction between training and path was significant. These results showed that the interaction of training and path was significant in experiments of human spatial learning. The results of this research proved that spatial training blocks thinking less than verbal training.

The ability to forgive is one of the most important and effective variables in mental health. In addition, this ability is often advised in big religions, which has caused religious people to be more forgiving than non-religious ones. The goal of this study was to compare forgiveness in normal, non-clinically depressed, and clinically depressed people. A total of 151 individuals, including 60 normal, 60 non-clinically depressed and 31 clinically depressed people, were chosen from psychological and consultant centers and were asked to complete questionnaires assessing forgiveness and the Beck Depression Inventory. The one-way of analysis of variance revealed that the normal group was more forgiving than the non-clinically and clinically depressed groups. Contrary to what was expected, there was no significant difference in forgiveness between the non-clinically depressed and the clinically depressed groups. The psychological characteristics of depressed individuals clearly show their inability to forgive. Because this subject is rather new, accurate studies must be conducted in order to understand the differences in the ability to forgive between the clinically depressed and the non-clinically depressed groups.

The aim of this study was to investigate the relationship between perceived maternal and paternal parenting styles (involvement, autonomy support, and warmth) and the dimensions of self-esteem in high school students. In this study, 352 (205 boys and 147 girls) junior high school students were selected via cluster sampling. They completed two scales: Coopersmith Self-Esteem Scale and the Perception of Parents Scale. Multiple regression analyses indicated that maternal and paternal parenting styles predicted individual, academic, family, and general self-esteem. There were no significant differences between boys and girls for the dimensions of self-esteem and general self-esteem. The effects of maternal and paternal parenting styles were different on the self-esteem of boys and girls. In summary, the results of this study indicated that, when parents support children’s autonomy and are involved and warm, children are more likely to display higher levels in the dimensions of self-esteem.

The NEO Personality Inventory short form measures five personality traits (Neuroticism, Extraversion, Openness to experience, Agreeableness, and Conscientiousness) with its 60 questions. The present study investigated the reliability and validity of the NEO Personality Inventory short form. This descriptive correlative study enrolled 630 students at the military corps college with hand sampling, and they completed the Personality Inventory, NEO-FFI and the Adult Eysenck Personality Inventory. Data were analyzed using Pearson correlation tests. The results showed that the reliability (internal consistency) of the subscales of conscientiousness and neuroticism were 0.83 and 0.80, respectively, and that the subscales of agreeableness and extraversion were acceptable at 0.60 and 0.58, respectively. However, the subscale of openness to experience was not internally correlated (0.39). In addition, the results of the convergent validity showed that the correlation of neuroticism and extraversion of the NEO-FFI with neuroticism and extraversion of the Eysenck were 0.68 and 0.47, respectively. The four subscales of neuroticism, extraversion, agreeableness, and conscientiousness of the five subscales of NEO-FFI were valid for students of military corps college, and thus, they can be used to assess the personality of students.

The aim of this study was to investigate the psychometric properties of the Persian version of the Multidimensional Scale of Perceived Social Support (MSPSS). A total of 119 personnel of the Utilities Company of Khuzestan were selected using a random method of those who completed the MSPSS and a Mental Health Questionnaire. Data were analyzed with AMOS-16. The results showed a high internal consistency for the whole scale and for three extracted factors. Item-total correlations were between 0.46 and 0.76, and all were significant. Divergent validity coefficients were significant for the whole scale and for the family and friends sub-scales with mental health, but the other sub-scales were not significant. In the exploratory factor analysis (Promax rotation), three factors were extracted: Family, friends, and significant others accounted for 70.48percent of the variance. Based on several goodness-of-fit indicators, a three-factor model for the MSPSS was supported in this personnel sample. The Persian version of the MSPSS can be used as a reliable and valid instrument in educational, clinical, and research settings and, in particular, in prevention and stress reduction.

This study aimed to measure the validity and factor analysis of the Cognitive Emotion Regulation Questionnaire (CERQ). The 36-item CERQ was translated, credited by experts, and completed by 250 15–17-year-old adolescents. The data was subjected to a factor analysis, which resulted in the Persian version of CERQ consisting of 26 items. Only 4 components out of 9 remained in the Persian version. The present study was conducted in order to validate the CERQ in the adolescent population. The 26-item emotion regulation questionnaire with 4-factor solution had an appropriate validity for future studies.

The purpose of this study was to compare the hardiness of divorcing and non-divorcing couples. The subjects consisted of 90 couples (30 couples for each group) who were selected using a hand-sorting selection. All couples answered the Kobasa Personal Views Survey and the Marital Adjustment Test. Data were analyzed by two-way of analysis of variance (ANOVA) and a repeated major scale. The results revealed that the divorcing couples reported significantly higher levels of hardiness, as well as higher levels of its two subscales of commitment and control, than the counseling couples. Family arguments are one of the main causes of stress for family members. Hardiness is one of the important and leading factors in coping with stress. Divorcing couples decide to divorce after a long time of tolerating stress and are relieved of the tensions that were caused by thinking about their decision. In contrast, the consulting couples are trying to find a solution to free them from their unsatisfactory situation. It can be said that such an unclear situation results in less hardiness.