فصلنامه مطالعات روانشناختی
سال نهم شماره 1 (پیاپی 30، بهار 1392)

This study investigated mediation role of the coping strategies and cognitive emotion regulation in relationship between parent and peer attachment and emotional resilience. Participants were 304: girls (170) and boys (134)، students selected from Shiraz high schools. Participants completed the Inventory of Parent and Peer Attachment of Armsden and Greenberg، The cognitive Emotion Regulation Questionnaire of Garnefski and Kraaji، The Children''s Coping Strategies Checklist of Sandler & et. al، Children Depression inventory of Cox and Beck، Posetive And Negative Affect Scale of Watson، and Psychological Well-Being of Kelley & Peterson. To examine reliability of the measures Cronbach alpha coefficient was used. The validity of the measures verified by factor analysis method. he path diagram of hypothetical model tested by Sequential simultaneous regression analyses، according to recommended steps of Baron and Kenny. Results showed that a) parent and peer attachment were directly predictors of emotional resilience، while parent attachment was a stronger predictor. b) Results of multiple regression showed that the parent attachment was a positive predictor of active coping strategies، distracting strategies، support seeking strategies and positive cognitive emotion regulation. Also parent attachment was a negative predictor of avoidance strategies and negative cognitive emotion regulation. Peer attachment was a positive predictor of active coping and avoidance strategies. c) Findings also revealed mediation role of the coping strategies and cognitive emotion regulation in relationship between parent and peer attachment and emotional resilience. In particular، the active coping strategies and the avoidance strategies acted as partial mediator between parent and peer attachment and emotional resilience. The active coping was positive and the avoidance strategies was negative predictor of emotional resilience. Also the distracting strategies and the negative cognitive emotion regulation acted as partial mediator between parent attachment and emotional resilience. The distracting strategies was positive and the negative cognitive emotion regulation was negative predictor of emotional resilience. Implications and suggestion for future studies were discussed.

The aim of this research was to identify the necessary social skills for students with mental retardation in elementary and middle schools. The present study was a descriptive-survey design. and For collecting data Identifying Social Skills Questionnaire (ISSQ) was administered. In order to develop ISSQ، first the related literature was reviewed and a pool of the necessary social skills items for children with mental retardation was identified. Consequently، the preliminary questionnaire was developed and a pilot study was conducted and its psychometric properties were computed. Finally، ISSQ were given to three groups of parents، teachers and professionals. For this purpose، 151 parents and 144 teachers using cluster sampling method، and 42 professionals utilizing purposeful sampling procedure were selected. After analyzing the data، the necessary social skills for children with mental retardation were identified in nine components as follows: 1) social skills related to school environment، 2) social skills related to the classroom، 3) interpersonal skills، 4) self management skills، 5) decision making and problem solving skills، 6) cooperation، 7) assertiveness skills، 8) social skills related to emotions and feelings and 9) social skills related to the community. The results revealed that all social skills listed in ISSQ obtained were very important in view of the three groups of participants. Therefore، it was recommended that in curriculum development and conducting research projects as well as intervention programs for students with mental retardation، the perspective of parents، teachers and professionals should be considered.

The purpose of the research was to examine the need for achievement mediates the relationship between Job-demand for learning and Job-related learning. The desighn of This stady was a causal relationship. The sample consisted of 248managers of Esfahan، Fars and Yazd cities who were selected using a systematic sampling method Cohen and et. al (2000) formula. All participants were asked to complete job- demand for learning Loon and Casimir (2008)، job-related learning Loon and Casimir (2008) and need for achievement (International Personality Pool، 2001) scales which were handed out respectively. For analysis of data، simple correlation coefficient، multiple regression and structural equation model were applied. The result showed that there were a positive and significant correlation between Job-demand for learning and Job-related learning. The findings of hierarchical regression indicated that need for achievement mediates the relationship between Job-demand for learning both the high and lowneed for achievement groups this correlation were stronger amongst a low group. The results of SEM indicated thatJob-demand for learning had directed an effect on and Job-related learning and need for achievement had indirect effect in Job-related learning. Finally structural equation causal model research supported with indicators such as GFI=0/93، AGFI=0/89 and RMSEA=0/071.

The purpose this research was a comparative review of meta-cognition components in youngsters stricken and not-stricken with obsessive compulsive disorder. Comparative-causative method was used in this study، the available sampling method is used to select the samples including 30 youngsters stricken with obsessive compulsive disorder among those admitting to psychiatric clinics of Imam Hussein (AS) and Tehran Roozbeh hospitals، and 30 youngsters not stricken selected among the students in Tehran. To collect data، the diagnosis of psychiatric and organized clinical interview based on DSM-IV diagnostic criteria، short form of Wells and Cartwright-Hatton meta-cognition Questionnaire and Madzli’s obsessive compulsive questionnaire were used. The data were analyzed via T test within two independent groups. The results showed that the meta-cognition of youngsters stricken with obsessive compulsive disorder compared with adolescents not stricken by the disorder was different and only in the component relating to the need to control thoughts in the two groups difference was not observed. Regarding to the results obtained in the study، meta-cognition beliefs were important in showing minds، feelings and the necessity of doing manners as well as conserving، persistency and intensifying of illness''s signs in people who are stricken with obsessive compulsive disorder are playing an important role.

The purpose of this study was to compare psychological skills of Elite and non-Elite Karate ka and its relation with athletes performance. The statistical population consist of all male karate ka (Young weight(-60،-67،-80 and -55) and Adult weight (-60،-74 and+84) athletes in “Gogoryo” style for selection of Iranian national team (n=85). The Elite population of this study included all the male karate ka that win Gold، Silver and Bronze medals (n=22) and non-Elite group (n=45) consist of another karate ka. South Australian Sport Institute Test (SASI Psych) and lane performance Inventory were used in order to compare subjects'' psychological skills. After use of K_S، the results of descriptive statistic، t Test and Pearson coefficients showed significant difference between the two groups in Motivation، concentration، controlling psychological level، imagery and confidence variables (P<0. 001). There was no significant differences between Elite and non-Elite karate ka in Goal- Setting variable. Also results showed Imagery (r=0/42)، concentration (r=/034) and controlling psychological level (r=0/31) had high relation ship with performance. The athletes have high level of performance، also use of psychological skills more. with regard to this study، researcher suggested that in order to obtain the best results in individual and team sports the club should use an experienced psychologist coach to improve the athletes'' mental health and psychological skills.

The aim of present research was to examine of reliability and validity of Multidimensional Student’s Life Satisfaction (MSLSS) in guidance school students of Gorgan and evaluation of their life satisfaction with respect to sex and grade differences. 765 guidance school students (376 girls and 389 boys) were selected through multistage cluster sampling. To gather information، multidimensional student’s life satisfaction (MSLSS) were used. In order to assess construct validity، exploratory and Confirmatory Factor Analysis were used and internal consistency method was used to assess the reliability. Also، in order to compare the groups (gender and grade) of life satisfaction univariate analysis of variance test were used. Results of exploratory factor analysis represents 12 factors predicted 59. 59% of the total variance scores، that using parallel analysis showed the first seven factor، explaining 43. 81 percent of variance، were acceptable. Results of confirmatory factor analysis represent an acceptable fit of the Five-factor model in Iranian students. Cronbach''s alpha coefficient for the total quality of life score was 0. 90 and for questionnaire dimensions was between 0. 76 to 0. 88. Gender and grad comparisons showed significant differences in some scales. The results of this study showed MSLSS has suitable psychometric properties in Iranian student’s community. It can be used in research، national and regional policy.

The purpose of this study was to investigate the relationship between the components of job satisfaction and mental health among high school teachers in Tehran (1385). Job satisfaction variables were included: satisfaction with: work، pay، promotions، supervisor، people at work and mental health. The sample consisted of 150 female teachers and 150 male teachers teaching high schools in Tehran who were randomly selected. Research instruments were two Questioners including: Job Descriptive Index (JDI) by Smith، Kendall، and Hulin (1969) and the General Health Questionnaire (GHQ) by Goldberg (1972). The results showed that there were significant positive correlation between satisfaction with: supervisor، people at work and mental health. But there were significant negative correlation between satisfaction with pay and mental health among teachers. There was not significant difference job between satisfaction among male and female teachers.