نشریه مهارت های روانشناسی تربیتی
سال پنجم شماره 3 (پیاپی 19، پاییز 1393)

This research aimed to investigate the relationship between cognitive distortions and psychological well-being with marital disenchantment in couples applicant divorce in Rasht. The correlation method is used in this study. The population is all 640 couples applicant divorce referred to family clinic, Justice and Welfare in Rasht. Using the Morgan tables, 180 subjects were selected by cluster sampling method for this study. Data collection tool is cognitive distortions questionnaire (2010), Ryff psychological well-being (2010) and marital disenchantment (1996). For data analysis, Pearson correlation coefficient and multiple regression parametric tests was used. The results showed that there is a relationship between psychological well-being and cognitive distortions to marital disenchantment (p<0.01). There is a significant positive correlation between cognitive distortions and marital disenchantment (p<0.01). There is a significant negative relationship between the psychological well-being components that is self-acceptance, personal growth, positive relations with others, autonomy, environmental mastery, purpose in life and marital disenchantment. Regression analysis also revealed that cognitive distortion and the two components of psychological well-being, namely positive relations with others and purpose in life can act as marital disenchantment predictor.

The purpose of this study was to investigate the role of big five factors of personality in university students’ achievement emotions (positive & negative). The sample consisted of 175 Shiraz University students that were selected through the multi-stage cluster random sampling. The research instruments included achievement goals questionnaire and achievement emotions questionnaire. The results of multiple regression analysis indicated that conscientiousness and openness positively predicted positive achievement emotions. Neuroticism was the positive and significant predictor of negative achievement emotions and openness was a positive and significant predictor of negative achievement emotions. In sum, this research shows that personality traits play effective role in university students’ emotional experiences in achievement settings.

Imposter syndrome is a psychological disorder in which a person finds out the reasons of his/her success in fortune so that s/he does not deserve him/herself with them, however behaving in such a way that everybody knows him/her as intelligent and efficient. On the one hand, hardiness is a supportive personality characteristics while facing life stress, which it owns three elements: commitment; control and challenge. On the other hand, resiliency can be considered as positive behavioral model and practical aptness which can be manifested when a person faces difficulties in stressful situations. the aim of the present study has been to investigate the relationship between resiliency and hardiness accompanied with Imposter syndrome (IP). The statistical population of this study consists of all addicted people living in western Mazandaran, 1392-93. The sample was picked in random classified as 150 people as the sample group. The research instruments were as follows: Clance Ip scale (1985), Conner & Davidson resiliency scale (2003)، Ahvaz hardiness scale (1377). results show that there is a reverse negative significant relation between resiliency and Ip. Furthermore the same relation is true for the two other variables: hardiness and IP. The individuals suffering from IP syndrome do not feel internal enough competent in spite of external successes, therefore less resiliency, more IP and vice-versa. The same relation is true for hardiness as well.

The present research aims in standardizing a multidimensional anxiety scale in children among Iranian students. In this study, when the original transcript of MASC was translated into Persian, it retranslated then reviewed for correction and the final form provided for implementation. The participants in this study include 10-16 Year old students (353 girls, 347 boys) studying in Tonekabon. The multi-stage procedure was used to pick up sample (classified and clustered random). To investigate the convergent validity, the students answered the questionnaires in Revised children’s manifested anxiety scale (RCMAS). To control scale reliability, it was utilized Cronbach coefficient. To calculate scale validity, factor analysis was used as main components analysis. To prepare the norm table, there were utilized Z & T balanced scores. Cronbach coefficient also was recorded 0.91 for the total scale. Implementing exploratory factorial analysis through varimax rotation revealed a robust eight-factor structure. Correlation coefficient was significant between the total score in multidimensional anxiety scale in children and RCMAS. The children’s multidimensional anxiety scale showed an appropriate validity and internal homogeneity among Iranian students, therefore it can be used for further studies.

The present study aimed to evaluate the validity, reliability and standardization of test April emotional creativity among students of Azad University's Branch. To select the sample using stratified random sampling were selected from the University Branch. The sum of these students, 1,400 were out of which 300 were selected for study tool 1-log 30 items, emotional creativity April (1999) to measure emotional creativity in four dimensions: novelty, effectiveness, honesty and willingness prepared and April with Cronbach's alpha reliability of the 91/0 emotional creativity and reliability of readiness, effectiveness, integrity and innovation in the order of 80/0, 89/0, 80/0, vary from 850 won. 2-tests of verbal and nonverbal creative thinking Torrance (TTCT) has two parallel forms A and B in Torrance verbal test, the three components of fluency, flexibility and originality and non-verbal tests Torrance, four components of fluency, flexibility, originality and expansion are measured. The results indicated that factor analysis on the data for this variable are permitted. KMO statistic with a value greater than 5.0 indicates a sampling adequacy and Bartlett's confidence level zero to test the suitability of the model shows the factors cited.

Emotional intelligence is the ability to learn, adjust and use emotions to help solve problems and have a personal life and career is effective. On the other hand, job stress, which is now one of the most costly problems in the workplace has become that occur when job requirements with the ability, resources and does not match the needs of employees. This study analyzes the relationship between emotional intelligence and job stress in employees and Payam Noor University pays Aligudarz. The population under study, university staff and PNU city Aligudarz and the study sample, 50 scientific and administrative personnel of two universities (25 employees and 25 employees of the University PNU), characterized by random sampling. Simple been selected. The data collected in this study, questionnaire Bar-on Emotional Intelligence and Job Stress Questionnaire Zeiss is. In this study, exploratory and confirmatory factor analysis, Pearson correlation coefficient and Cronbach's alpha software was used SPSS-15. Statistical analysis findings, indicate that between emotional intelligence and job stress among university staff and PNU there is no significant difference.

The aim of this study was to investigate the relationship between moral intelligence and social skills and academic performance of students. Ay been selected. Three questionnaires moral intelligence, social skills and academic performance Matson Vtylvr shades were applied and the use of indices descriptive statistics such as frequency, percent and inferential statistical methods such as correlation, regression, independent samples t analysis of variance was analyzed. As well as the dimensions of social skills (social skills appropriate, antisocial behavior, aggressive and impulsive behavior, domination, having great confidence in self and peer relationships) there is a significant correlation with performance. But the relationship between the two dimensions of antisocial behavior, aggression, impulsive behavior and academic performance in significant Tasyrhvsh model is the moral and social skills and academic performance of students was significant. Beta coefficients showed that significant predictors of moral intelligence and social skills for students' academic performance and social skills have a greater impact on the academic performance of students.

This research was aimed an Evaluation of organizational performance viewpoint of faculty members from viewpoint of faculty members based on ACHIEVE model in Islamic Azad University Ardabil branch. The research method was applied research and the data collecting method was descriptive-survey type. The population in this research includes faculty members at first term in 1392-93 academic year, and the sample group selected by random sampling. For data collection, instrument of research was standard questionnaire with Likert spectrum. The Validity of instrument was surveyed by a number of specialist reviews, and the reliability was surveyed by Cronbach’s Alpha coefficient as to be 0/941. The data of the study were analyzed via descriptive statistics, T test, freedman analysis and ANOVA. The results of the data analysis in this research were: The current situation of organizational performance at Islamic Azad University was above the moderate. Also, there were significant difference in organizational performance based on sex, age, discipline, and employment situation variables. The results of this study can be used to improve the university performance planning.