فصلنامه روان شناسی کاربردی
سال چهارم شماره 1 (پیاپی 13، بهار 1389)

This research was conducted with the purpose of introducing a model for the prevention of job stress, emotional exhaustion and deviant behaviors through ethical values, leadership and management. method of research was correlation (Covariance Matric) and the population was consisted of 7000 employees of the Iranian Metal Company Ltd. From this statistical population, 385 persons were selected to participate in the study using stratified sampling through employee's list of names. The following questionnaires were used to assess research variables: Job Stress Questionnaire (Kahn et al, 1964), Emotional Exhaustion Scale (Maslach & Jackson, 1981), Organizational Deviant Behaviors Questionnaire (Bennett & Robinson, 2000), Higher Management Support for Ethical Behaviors Scale (Viswesvaran et al, 1998), Moral Leadership Questionnaire (Rowold, 2008) and Corporate Ethical Values Questionnaire (Hunt et al, 1989). Data were analyzed using Pearson's correlation coefficient and structure equation modeling. Results revealed that, in the revised final model of this research, top management support with corporate ethical values correlated significantly with moral based leadership, corporate ethical values with moral based leadership, moral based leadership with job stress, job stress, corporate ethical values and moral based leadership with emotional exhaustion, and emotional exhaustion, top management support for ethical behaviors, job stress and corporate ethical values correlated with deviant behaviors. It is argued that through a series of chain relationships, job stress and emotional exhaustion as well as deviant behaviors may be decreased through top management support for ethical behaviors, along with moral based leadership and involvement in ethical values.

The purpose of this study was to investigate the effect of reminiscence on depression and loneliness in the elderly. A quasi experimental design with pre and post test and a control group was used. Research instruments consisted of the Geriatric Depression Scale, Loneliness Scale and the Reminiscence Package. Participants were 60 to 80 year old elderly (20 men and 20 women) resident in the City of Sirjan in Iran. Participants were chosen based on availability. Four groups (two experimental and two control groups) were included in the study. Experimental groups participated in reminiscence intervention (13 sections) but the control groups had no intervention. Results indicated that reminiscence decreased reports of depression and loneliness feeling in the elderly. The effect of this intervention was different among men and women. It is argued that reminiscence can be used in the family and nursing homes to increase mental health and decrease feelings of depression and loneliness.

The purpose of the present study was to determine and compare the relationship between self-concept and emotional expression styles in male and female students. Method is correlation and 214 participants (107 male students and 107 female students) were selected via clustering sampling method. Data was collected using the Emotional Expression Questionnaire (EEQ) (1990) and Beck's Self Concept Test (BST) (1990). Data was analyzed using correlation, independent t-test, regression analysis and Fisher’s Z conversion. Results showed that there was a positive correlation between intimacy expression and self-concept in male and female students. Male students with more positive emotional expression had more positive self-concept and female students with more negative emotional expression had more negative self-concept. Although, a positive correlation was observed between the total emotional expression score and self-concept in male students, no such correlation was found in female students. Further, only the correlation between negative emotional expression and self-concept was significantly different in male and female students. According to the results, it can be concluded that emotional expression styles are good predictors for students’ self-concept. Helping students identify their emotions and express them in a genuine manner may have an important effect in increasing self-awareness and forming self-concept.

The present research was conducted to study the effect of an intervention-training program of assertiveness, problem solving and self- regard on emotional intelligence in order to provide the basis for an intervention program to improve emotional intelligence.

The sample consisted of male high school students who were included in the support program organized by Imam Khomeini Charity Aid Organization in Tehran. The Emotional Intelligence Test was conducted on 120 students and those who scored lowest were chosen to participate in the present study. The experimental group received training on assertiveness, problem Solving and self-regard through 15 sessions of 90 minute duration for each session. The method of research was quasi experimental.

Data was analyzed using repeated measures with transfer of effect. Results showed that the intervention program increased emotional intelligence. Also the three parts of training program enhanced emotional intelligence independently.

Unlike cognitive intelligence which is almost a constant phenomena, emotional intelligence can be enhanced by educational programs.

the aim of this research is to determine the relationship between organizational climate and work conscientiousness with job performance. Research method is correlation and The sample consisted of 132 workers of Isfahan Steel Company that were selected randomly. Research instrument is Jaw and Liu`s Organizational Climate Questionnaire (2003), Costa and McCrea`s Big Five Questionnaire (1992), Byrne`s Task Performance Checklist (2005) and Convy`s Contextual Performance Checklist (1999). Data was analyzed using Correlation, regression and path analysis methods. Results Path analysis indicated that cooperative climate and dependability have direct and innovative climate has indirect effects on job performance. work conscientiousness affects individuals` job performance and positive organizational climate can increase this effect. Therefore organizations and managers could use the assessment of their employee's personality characteristics, especially work conscientiousness to establish a positive organizational climate.

The aim of this study was to investigate the role of essential needs and social support in social adjustment among high school students. A correlational method was used and the statistical population was all the students from Tarom district of Ghazvin province in Iran, who were enrolled in the 2008 – 09 academic year. The sample included 160) 80 girls, 80 boys) student who were selected based on availability. Assessment instruments were the Students Needs Survey (Burns, Vance, Diane, Seadokierski & Stockwell, 2006) Social Support Appraisals (SS-A) Scale (Vaux, Phillips, Holly, Thomson, Williams & Stewart, 1986) and the Adjustment Student Questionnaire Sinha and Singh (1993). Data were analyzed using path analysis. Results show that the direct effect of gender on essential needs and social adjustment was significant but there was no direct effect of gender on social support. The indirect effect of gender on social adjustment and social support was significant but total effect of gender on essential needs was not significant. The direct effect of social support on social adjustment was significant. The findings of this study show that essential needs and social support can influence social adjustment. This information can be used so that the importance of essential needs and social support is reiterated in plans and programs so that social adjustment is increased and the degree of maladjustment is decreased in students.

The purpose of this research is the determination of the relationship between self- efficacy with in it’s five aspects: (self-regulation, self-belief, self- monitoring, self-evaluation, self- stimulation) with achievement motivation of pre university female students in the City of Tehran in 2009-2010. Method is correlation with random multi stage sampling was used. 340 students were selected in Tehran. They were asked to complete Herman's Achievement Motivation Questionnaire (1970) and the Self Efficacy (B.D.P.) Questionnaires. Data was analyzed using inferential statistics (regression). Findings of the research showed that there was a significant relationship between the four aspects of self-efficacy (self-monitoring, self-regulation, self- stimulation, self-belief) and achievement motivation. But there was no significant relationship between self-evaluation of self- efficacy and achievement motivation. There is a relationship between achievement motivation and cognitive factors of self-efficacy. On the other hand factors of self-efficacy are under the influence of different stages of development and environmental factors.