نشریه مهارت های روانشناسی تربیتی
سال نهم شماره 2 (پیاپی 34، تابستان 1397)

The aim of this study was to evaluate the effect of cognitive-behavioral group counseling on improving social adjustment of third grade male students in the second year of high school in the humanities through a quasi-experimental research method. The statistical population of all third grade male students in the second year of high school in the field of humanities in Mashhad in the year of study was 2016. Using random sampling, 50 students were selected and assigned to two experimental and control groups (25 in each group). Data were collected using the Clark et al. (1953) Social Adjustment Questionnaire. In this study, the reliability of the social adjustment questionnaire was 65.. Covariance analysis was used to analyze the data. The results showed that the effect of cognitive-behavioral group counseling on improving students' social adjustment is significant. According to the results, it can be concluded that if group counseling is applied in schools in a cognitive-behavioral manner, students will make significant progress.

The study was aimed at investigating the relationship between organizational intelligence and productivity of employees of Islamic Azad University of Ardebil. The research has been done in a descriptive-correlation method which used as a field method. The population were all personnel of the university (400 people) and a sample of 200 people were selected according to the Kerjesi and Morgan Table by means of a classified random sampling method. Two standard questionnairs organizational intelligence of Albresht and productivity of Hersi and Good Smith were used to collect data with the reliabilities of 0/90 and 0/91 calculated by Cronbach Alpha. The results of data analysis by SPSS software indicated that there is a positive and meaningful relationship between all aspects of organizational intelligence and productivity. Furthermore, the regression analysis indicated that among the elements of organizational intelligence, tendency to change, strategic insight and knowledge are able to anticipate productivity. According to these results, paying attention to all components of organizational intelligence plays an important role in improving the level of employees' productivity.

The aim of the present study is comparing the effect the effect aggressive and educational games on working memory and processing speed of primary school children in Tabriz. It was a post hoc study. The statistical universe included all students (82500 pupils that study in 2 section of Tabriz. The sample included 150 students that selected with available sampling method (50 students in educational group, 50 students in aggression group and 50 students in no experience of game). The include criteria was playing aggressive game and educational game during one recent year and seven hour or more in one week. The include criteria for third group was playing no game or playing an hour or less during a week. The students completed subscales of working memory test (digit span, Letter – Number sequencing) and processing speed (Symbol Search and coding) in WISC-4. The data were analyzed with SPSS software using ANOVA. The results showed that there was significant differences between educational group, aggression group and no experience of game in working memory and this difference was positive for educational group. The results showed that there was significant differences between educational group, aggression group and no experience of game in processing speed and this difference was positive for educational group (p < 0.001). The result confirmed that different kind of video game has different effect on cognitive process.

This study was performed aimed to comparison evaluate of academic burnout of usual and smart schools students in Santander town. Methodology of research based on purpose was applied research and based on analytical techniques: was descriptive research. The population consisted of all usual and smart high school students in Sanandaj town in the 1396-1395 academic year. The method was simple random sampling and by using Cochran model, 376 students were selected. To collect data Maslach Burnout (1984) Inventory was used. Then the data collected in the application environment Spss.v.22 entered and with two Independent t-test were analyzed. The results showed that there is no significant difference between the rate of burnout among students of ordinary and intelligent schools (P>0.05). Also between amounts of academic burnout of male and female students there is a significant difference (p < 0.05). Regarding the findings of this research and considering the negative consequences of academic degeneration, school authorities need to take serious action on reducing students' academic burnout and pay attention to gender differences in students.

The aim of this study is dimensions confirmatory factor analysis and organizational excellence components in Mazandaran Islamic Azad University. This study is objectively applicational and methodologically correlational descriptive. Statistical sample has been selected by random stratified sampling in terms of university campus and they were 212 of full-time faculty members with the rank of assistant professor, associate professor and professor. EFQM model standard questionnaire has been used to gather data. Congestive and formal validity has been approved by experts and authors. Questionnaire validity has been estimated as 0/97 by Cronbach's Alpha coefficient. Data analysis has been done by descriptive and deductive statistics methods, confirmatory factor analysis and structural equation modeling in SPSS software and smart PLS. confirmatory factor analysis results showed that there is a positive and meaningful relationship between organizational excellence components and dimensions in Mazandaran Islamic Azad University. It can also be stated by the factor that 96/7 percent of organizational excellence can be explained by enablers dimension and 96/5 percent by results dimension.

 The present study aimed at designing and evaluating the psychometric properties of Hassani’s Emotional Active Memory Software Test on a sample of 80 fifth grade female students in public schools of Tehran during the academic year 2016-2017. They were selected via two multistage cluster sampling and purposive methods. The test consists of 8 blocks, each consists of 12 exercises. 3 blocks is performed for each subject selected randomly. The stimuli have a number of emoji with emotional loads and marks. To investigate the psychometric properties, test-retest reliability coefficient with 20 days interval was employed. The correlation coefficients ranged from 0.68 to 0.75. In addition, validity of the test was assessed using content validity and criterion validity techniques by comparing "matched groups". The first group consisted of 20 normal students, and the second group included 20 students with active memory deficits and low cognitive emotion regulation. The second group’s subjects were identified by two the Wechsler Memory Scale (WMS) and Garnefski’s Cognitive Emotion Regulation Questionnaire (CERQ). The results of comparing mean scores of the two groups in different parts of the test showed a significant difference between the performance of them (p = 0.001). Therefore, Hassani’s Active Memory Software Test has good reliability and validity and can be used to measure emotional memory in psychological studies in the mentioned age range.

The purpose of this study was to investigate the relationship between parental parenting styles with emotional maturity and Alexithymia. The research method was correlational and the target population was all-female high school students in Zanjan, in the academic year of 1395-96, and their parents, among whom 200 were selected by multistage cluster sampling method. They were the data collection tool included the scale of Bamerand child-rearing styles, the emotional adolescence of Singh et al. And the Alexithymia of Toronto's nougat. The results showed that there is a positive and significant relationship between the easy parenting style and emotional insecurity, personality disintegration as well as a general score of emotional immaturity (p < 0.05). There was a positive and significant relationship between descriptive childbearing style and difficult component in descriptive sensation (p < 0.05). There was also a negative and inverse relationship between the authoritative style and the overall Alexithymia and all components (p < 0.05). The results of multiple regression tests showed that facilitation style could explain emotional instability, personality decay and emotional immaturity with 24.8%, 19.2% and 24.4% of their total variance, respectively. Also, the powerful style could predict the components of difficulty in emotion recognition, difficulty in describing emotions and Alexithymia (total score) by 20.6%, 22.9% and 16.4%, respectively (p < 0.05). Finally, in only one case did the authoritarian style explain the difficulty in describing the emotions by 16.9% (p < 0.05). Finally, according to the results of the study, the correction of parental styles in parents is suggested using educational and therapeutic interventions.

  Today, the subject of emotional intelligence for communicating with others and spiritual intelligence in order to communicate with the extramarital world, as two important cognitive emotional approach, plays a significant role in psychological well-being and self-control of adolescents. The purpose of this study was to determine the effect of teaching emotional intelligence and spiritual intelligence on the increase of psychological well-being and self-esteem psychological among eleven-year-old girl students in Hamedan. The research method was semi-experimental with control and experimental group. The population of this study was 350 people. The sample of this study was 200 Hamedan girl students that selected by multistage cluster sampling method. The number of students was randomly assigned 20 persons to the control group and the experimental group. The tools used in this study was questionnaire Reef psychological well-being, self-control questionnaire Tanjy, Drmany_Mvzshy . The results showed that emotional intelligence training affects students' psychological well-being and their self-control (P <0.05). Also Spiritual intelligence training affects students' psychological well-being and their self-control (P <0.05).