فصلنامه روان شناسی کاربردی
سال چهارم شماره 3 (پیاپی 15، پاییز 1389)

This research was conducted with the aim of determining the moderating role of positive and negative affect in relation to organizational injustice and destructivebehaviors. A correlational design was used and employees of two production companies in the City of Shahrekord in Western Iran were chosen as the populationfor this study. The study was carried out during summer of 2010. Of these, 148 employees were selected using simple random sampling and three questionnaires of injustice, positive and negative affect questionnaire, and destructive behavior questionnaire were administered. Data was analyzed using hierarchical regression analysis. It was shown that, negative affect had moderated the relation between interactional injustice with leaving the organization. That is, when negative affect was low, there was a positive and significant relation between perceivedinteractional injustice and decision to leave the organization. But in the domains of neglect and verbal aggression, positive and negative affect moderated the relationship between distributive injustice with this aspect of destructive behaviors. That is, in low positive and negative affect, there is a positive significant relation between perceived distributive injustice, neglect and verbal aggression. In order to prevent employee's tendency towards destructive behaviors and to reduce leaving the organization, it is essential that distributive andinteractional injustice levels decrease through rational strategies.

The objective of this study was to obtain a factor structure for the Approaches to Learning Scale (ATL) among Iranian students. A correlation method was employed with a sample of 11th grade students in public schools. Participants were 1371 junior year high school students in Tehran who were selected through random cluster sampling.They answered to the 32-item ATL scale. Data was analyzed through exploratory and confirmatory factor analysis. Exploratory factor analysis showed a four factor measurement model which was confirmed by confirmatory factor analysis. These factors were Learning goals, performance goals, future goals and perceived ability. clustering intrinsic valuing and learning goals items in one factor and extrinsic valuing and future goals in another factor (future) shows emergence of a newfour factor model and stress the necessity of researcher's attention to the possible culturedependence quality of achievement goals and also validating the appropriate cultural instruments that are made in other communities for achievement goalsmeasurement.

Aim of this research was to determine the effectiveness of self-monitoring training of attention on math problem solving performance in male students with math disability. Research method was quasi-experimental with pretest andposttest design with control group. Research participants included 20 fourth grade elementary school students in the City of Tabriz in North West Iran in the academic year 2008-09 who were selected using multi-stage random cluster sampling and wererandomly placed in experimental and control groups. The Iran Key Math Diagnostic Arithmetic (1976) was used. Students in the experimental group received self-monitoring trainings for 10 sessions of 45 minutes duration each. At the same time, the control group continued their regular classroom programs. Results of covariance analysis showed scores of the experimental group students in mathematical problem solving posttest were higher than the control group. This research has implications for parents, teachers and professionals working with students with math disability, who can use these strategies for mathachievement.

The purpose of this study was to investigate the effect of reminiscence, music therapy and performing enjoyable tasks on loneliness in the elderly. Research method was quasi-experimental with pretest and posttest design with control group. Sample consists of 78 elderly individuals (40 men, 38 women)in the City of Sirjan in Southern Iran. Participants were chosen based on availability. Research instruments consisted of the Loneliness Scale and the Reminiscence, music therapy and performing enjoyable tasks packages. The control group consistedof 10 men and 10 women and each experimental group consisted of 20 elderly (10 men and 10 women) except the music therapy in which eight women and10 men participated. Results indicated that music therapy reduce scores of loneliness in women who did not have strong social relationships. Reminiscence decreased scores of loneliness of men and women (Affective and friendship loneliness).Performing enjoyable tasks reduced men's loneliness scores. (Friendship loneliness). Performing enjoyable tasks decreased loneliness scores in women who hadweak social relationships. The effect of reminiscence for men and music therapy for women was more than other interventions. It may be argued that the present interventions can be used in thefamily as well as in nursing homes to increase mental health and decrease feelings of depression and loneliness.

The aim of this research was to investigate teaching self-regulated learning and study skills on academic achievement of university students. Research method was experimental with pretest and posttest design with control group. Population consisted of undergraduate students ofPayame-Noor University in Bumehen (North East of Tehran). Of these thirty students were selected and the completed the Dortaj Academic AchievementTest. Participants were then allocated randomlyaccording to multiple stage cluster sampling method and were placed in either an experimental or a controlgroup. The experimental group received selfregulated learning and study skills training through eight sessions and the control group did not receive any intervention. Data was analyzed using analysis of covariance. Research findings indicate that teaching self-regulated learning and study skills have positive effects on academic achievement. Academic achievement as well as academic efficiency of university students can be significantly improved through self-regulated learning and study skills training.

The purpose of current research was to determine the relationship between sensitivity to punishment/reward and identity styles on the basis ofGray's model (1987) of Behavioral Activation System (BAS) and Behavioral Inhibition System (BIS) in undergraduate students. Method of study was correlational and the sampling method wasmultiple-stage cluster sampling consisting of 188 (82 girls and 106 boys) undergraduate students from three colleges of Kazeroon University in southern Iran.Measures were Sensitivity to Reward and Sensitivity to Punishment Questionnaire (SPSR, Torrubia, Avila, Molto & Caseras, 2001) and Identity Styles Inventory (ISI-6G, White, Wampler & Winn, 1998). The correlations between variables were analyzed usingPearson correlation coefficient and hierarchical regression analysis. Findings indicated that sensitivity to reward and punishment could predict 13 percent of variance of the information identity style and 11 percent of variance of the normative identity style. However, sensitivity to punishment alone couldpredict 14 percent of variance of the diffuse-avoidant identity style. On the basis of our results and other research findings, the use of sensitivity to reward is the most appropriate way for developing identity. Also, results show that the use of sensitivityto punishment for developing identity not only has positive effects but may also result in negative effects and a diffuse-avoidant identity style.

The present study was designed to investigate the direction and intensity of the relationship between collective self-esteem and national identity. A correlational design was used. 225 female and 195 male undergraduate students in Arak University were selected via multistage samplingfrom four faculties and completed the Luhtahen and Crocker Collective Self-esteem Scale (Luhtahen and Crocker, 1992) and the National Identity and Deny National Identity (Rahiminejad & Ahmadi, 1995). Results showed that there was a positive significant relationship between collective selfesteem and national identity. However there was anegative significant relationship between deny national identity and collective self-esteem. In addition there was a positive significant relationship between private self-esteem subscale and national identity and a negative significant relation between deny national identity and private self esteem subscale. Findings showed increasing national identity can increase collective self esteem and therefore improve psychological well being.