مجله برخط دانش روان شناختی
پیاپی 3 (آذر 1391)

Multidimensional scaling is the number of methods that extract latent feature of data and it’s various depending on nature of data and purposes of analysis. Classic multidimensional scaling, repeat multidimensional scaling and weight multidimensional scaling are three types of MDS. MDS is an exploratory and flexible method that is very useful in psychological research. Because this method is unfamiliar and for lack of sufficient issue in Persian, publishing this paper is useful. In this article, we describe the MDS’s concept and its variety. Also we present different example researches based on MDS. We present suitable computer programs for MDS analysis and the quality of performing analysis and interpreting of outputs are discussed with focus on SPSS program.

The aim of this study was to investigate the relationship between Hofstede cultural dimensions (masculinity/ femininity, individualism/ collectivism, uncertainty avoidance and power distance), with general and academic self-efficacy in the form of causal model. 319 Tehran university post-graduate student selected as research sample and who answered general self-efficacy(Chen et al, 2001), academic self-efficacy(Macllroy and Bunting, 2002) and Hofstede cultural dimensions (Srite, 2000; Shulruf et al, 2003) questionnaires. Maximum likelihood method was used for testing research conceptual model. The findings of path analysis revealed that general self-efficacy had positive significant effect on academic self-efficacy. The effects of individualism and uncertainty avoidance on general self efficacy were positive and significant and the effects of masculinity and power distance werent significant. The findings this research, revealed the importance of cultural values in educational planning.

Examining psychometric properties of Young Schema Questionnaire - Short form 3 (YSQ- S3) makes it possible to have a precise estimation of early Maladaptive Schemas and then apply them in framework of treatment. To test the discriminative validity of this measure, the comparisons between the subjects were made for two groups of normal and mental disorder.The purpose of this research is to study the recognition power, reliability and validity of persian version of (YSQ– S3) into two groups of normal and mental disorder. The participants involved in the study included two groups of normal (n= 470), and mental disorder (n= 82) between the age of 20- 50 years old that had been chosen using a convenience sampling. The instruments used herein for data collection to survey concurrent validity consists of Dysfunctional Attitude Scale The data collected from questionnaires were analyzed using correlation coefficient test, multivariate analysis of variance(MANOVA) and discriminant analysis. In sum, Cronbach's alpha and specificity were suitable for schemas. The sensitivity was almost acceptable too. And the specificity appeared higher than sensitivity. The concurrent validity coefficient between Dysfunctional Attitude Scale and YSQ-S3 was. 65. The cut-off points were determined for screening, too. Although the validity coefficient in the questionnaire subscales is quite lower than previous studies, but all in all the results were in keeping with recent researches.

The metacognitive approach supposes that attention control is inflexible in social phobia disorder. Metacognitive therapy provides a style for strengthening metacognitive plans and improving flexible executive control. This study has been done with the purpose of determining the effectiveness of metacognitive therapy in reduction of symptoms and self-focused attention in teenagers with social phobia disorder. This study was carried out on 2 teenager girls with social phobia disorder in the framework of single case experimental study with single baselines in 10 metacognitive therapy sessions and a 1- month follow-up. Participants in this investigation were selected among students in schools of Tabriz with convenience sampling method. 2 questionnaires (SPIN, FAQ) were used in this study. For analysis of data, visual analysis, percent of improvement and methods were used. At the end of therapy, results showed significant changes in acquired scores from both questionnaires and the results of treatment continued up to follow-up period. Therefore, we can conclude that metacognitive therapy can be an effective therapy in reduction of symptoms and self-focused attention in teenagers with social phobia disorder.

The Purpose of this study was to investigate the academic self-efficacy of exemplary high school students. The sample included 335 students who were selected through cluster sampling method from the Dashtestan exemplary high schools in to 2010 – 2011. For data collection, the Morgan-Jinks (1999) Student Self-efficacy Scale was used. Validity and reliability of the scale were tested and verified. The results showed that student's academic self-efficacy is higher than average level and statistically acceptable. Furthermore Academic self-efficacy of boys was significantly higher than girls, urban students higher than rural ones, in which the superiority of talent and context constructs was observed. Findings showed that there was no significant difference between academic self-efficacy of students in different disciplines, and only, there was a significant difference between first-year and experimental field students.

This study aims to survey the effect of goal-setting teaching on self-efficacy and educational achievement in nine grader schoolgirls in Hamedan. The subjects were 80 students suffering from low self-efficacy and low educational achievement in the city of Hamedan from among them 40 were put in control group and the other 40 formed the experimental group. In the pretest, self-efficacy questionnaires and student's average were used. The experimental group received 12 sessions of goal-setting lessons in the pre-test, while control group enjoyed no teaching. To analyze the findings, covariance analysis was used. The results revealed that groups who received teaching had higher self-efficacy rate than the control group, they also enjoyed higher educational achievement compared to control group. The results revealed that teaching Goal setting for self-efficacy scal micro that is behavior start desire, attempt development had highe self-efficacy rate than the control group