فصلنامه مطالعات روانشناختی
سال نهم شماره 2 (پیاپی 31، تابستان 1392)

This study examined reliability and construct validity of the afterlife scale. The statistical samples were two groups included 152 ascetic and 152 nonascetic students. Ascetic students were chosen by purposive sampling and nonascetic students by available sampling. Research instruments were afterlife scale. The construct validity of the afterlife scale was measured by exploratory factor analyses. The results of the principal components analyses on 40 items of the afterlife scale revealed a five-factor structure And the reliability was measured by internal consistency (cronbach’s alpha) method. The cronbach’s alpha coefficient in the ascetic group، nonascetic group and the total of samples ranged from 0/71-0/92 that was good reliability.

This research was conducted in order to examine the relation of coping styles and social support with perceived stress. Statistical population of this research comprised total of students of the Mohaghegh Ardabil university who were studying in first term of 85-86 year. 140 students were selected randomly. They were tested individually by questionnaires of perceived stress، coping styles and social support. The results of Pearson correlation test showed that negative perception of stress، negatively related to cognitive coping style، behavioral coping style and social support، but positively related to avoidant coping style. Positive perception of stress were positively related to cognitive coping style، and behavioral coping style. Social support was positively related to behavioral coping style، but no relation were shown between social support was and cognitive and avoidant coping styles. The results of regression analyses sowed that coping styles explains 28 percent of positive perception of stress variance and also 9 percent of this variance was explained with social support. The result of this research showed that the stress and perception of stress were affected by coping styles and social support. It means that positive perception of stress produced with cognitive and behavioral coping and social support.

This research was conducted with the aim of investigating the role of conflict with supervisor and coworkers in connection with organizational injustice، exhaustion، stress and deviant behaviors. Research method was correlation (analysis of covariance matrix) and research statistical population were the employees of a tail making factory which among them، 283 persons were selected using simple random sampling. Research questionnaires included three questionnaires، each of these with three items for assessment of distributive، procedural and interactional injustice، two questionnaires with 6 and 4 items for assessment of conflict with supervisor and coworkers، a questionnaire with 5 items for assessment of job stress، a questionnaire for assessment of emotional exhaustion and a questionnaire with 15 items for assessment of deviant behaviors (with two domains of deviant behaviors toward organization and toward coworkers). Data were analyzed for testing fitness of two proposed model using structure equation modeling. In two proposed model، conflict with coworkers and supervisor were the two mediator variables between organizational injustice with stress، exhaustion and deviant behaviors. The results of structure equation modeling revealed that for two dimensions of deviant behaviors، which is deviant behaviors toward organization and toward coworkers، conflict with coworkers and supervisors، mediates the effect of interactional injustice on stress، exhaustion and deviant behaviors. For the relationship between procedural justice with stress، exhaustion and deviant behaviors neither conflict with supervisors nor conflict with coworkers have not mediation role. But for the relationship between distributive injustice with stress، exhaustion and deviant behaviors، conflict with supervisor، was the mediator of the effects of this dimension of injustice on exhaustion، stress and deviant behaviors toward organization and coworkers.

This research was aimed to investigate the relationship between the big five personality dimensions and leadership style with instructional productivity of principals at secondary and high schools in West Islam Abad city. the current research was a correlational type. A sample of 70 principals and 210 teachers were selected through random sampling method for measuring productivity and leadership style. Costa & McCrea''s questionnaire of principals personality factors، Halpin''s leadership styles description questionnaire، and Saatchi''s modified productivity questionnaire were used for data gathering. Pearson correlation test and Multiple Regression analyses were used for statistical analyses. The results of analyzing factors correlations represent a positive and significant relationship between extroversion and consciousness factors with productivity. Also the results of multiple regression analysis indicated that extroversion and consciousness، among the variables، were the significant predictors of productivity. Also variables were the explanatory of positive relation and significance between leadership style of initiate structure and productivity. Therefore the results of this research could be used to recognize the personality characteristics in principals with high levels of productivity and hereto promote the vicarious system models in organization. Also، regarding organization circumstance and via adoption of leadership styles that are productivity related، we can assist the promotion of leaders and organizations.

The purpose of this research was to survey، relationship among styles of thinking، marital satisfaction and psychological well-being among married students. The Research method was correlation analyses. Its statistical population composed of 150 (93 female and 57 male) married students through a multi-stage، cluster sampling method. In order to survey the variables، Styles of Thinking (Sternberg & Wagner، 1992)، Marital Satisfaction (Enrich، 1999)، and Psychological Well-being (Reef، 1989) questionnaires were used. The relationship among the above variables were analyzed by applying descriptive statistics (frequency and percentage)، inferential (Pearson Correlation Coefficient، regression، and multi-variable variance analysis methods) with SPSS. The results showed that there was a significant and direct relationship between styles of thinking and marital satisfaction. The relationship between styles of thinking of legislator and psychological well-being was directly meaningful.

To show the impact of assertive training on marital satisfaction، a random sample of 30 university students was divided into two groups، one of which went through an assertive training course. Marital satisfaction of both groups was assessed both before and after the training course. The data analyses revealed that the two constructs are correlated andgoing through the training course improves assertiveness and marital satisfaction. The follow up after two months showed persistence of the improvement.

The purpose of this study was to investigate the effectiveness of emotional intelligence training on academic achievement in girl adolescences students. In this quasi experimental design، 44 first grade girl students in high school were selected through multi stage cluster sampling and were assessed with Bar_On emotional intelligence questionnaire (Pre-test). Then randomly assigned in two experimental and control groups. Both groups were matched by emotional intelligence. (22 students in experimental group and 22 students in control group). Training program of emotional intelligence during 36-hours and 18 sessions used for experimental group. Post-test was performed on two groups. Criteria for pre-test and post-test of academic achievement was Students''GPA of their mid-term exams. Data analysis through co_ variance analysis showed that training of emotional intelligence was significantly effective in the enhancing academic achievement (P<0/005). training of emotional intelligence can be used as effective intervention for enhancing academic achievement during the academic years.