نشریه مهارت های روانشناسی تربیتی
پیاپی 4 (زمستان 1389)

The aim of the present study was to compare the personality characteristics of successful and unsuccessful principals in high schools of Mazandaran province. The present study was conducted in a scientific-comparative type. The sampling was conducted in multistage and on the basis of purposeful and stratified random sampling methods. The final sample included 22 successful and 23 unsuccessful principals. To identify the personal qualities, the short form of NEU questionnaires was used in this study. To analyze the data, statistical methods such as T-tests, F and Shefe were applied. The results showed that there were a significant difference between the successful and unsuccessful principals in terms of characteristics such as Agreeableness, and Conscientiousness. However, the Neuroticism; Extraversion and Openness there were not any significant difference between the two groups. Also, a significant difference was shown to exist between the personality characteristics of the two samples in terms of their sex variable.

The present study, as a descriptive research and as a survey, aimed to present a practical model to implement knowledge management and to show its impact on the Islamic Azad University Branches of Mazandaran Province, Iran. Firstly, a model was presented using the documentary studies approach to implement knowledge management in the participant universities. Secondly, to highlight its effects, the researcher-designed questionnaire, whose validity was confirmed and determined as 0.85 based on the ‘internal consistency’ approach (Cronbach’s alpha), was used. The population consisted of 91 people including head masters and deputies of the universities who participated in the experiment. Descriptive and inferential statistics were used to analyze the data and the obtained results indicated that the components of university missions, academic culture, enterprise management, university admissions system, human resources and information technology were the factors that determined knowledge management infrastructure in the Azad University branches; that is to say, knowledge management could be implemented in a university through applying these components. The research findings also indicated that if knowledge management were implemented, confidence would be increased in the organization; and communications would be more effective, teamwork culture would be richer, sphere of responsibilities would be clearer, self-confidence would be increased, the organization would be more reflexive, the administrative processes would be more practical and professional ethics would be increased.

The study reported here was conducted to compare the mental health and self-esteem of freshman and senior students of Pars Abad Azad University by using the descriptive-analytical method. By using Kokran sampling formula 573 male and female students were selected to a stratified random sampling from among the entry year 1386 (69 females and 206 males) and 1388 (74 females and 224 males). To collect the needed data, in addition to the demographic questionnaire, Goldberg (28-CHQ) and Eysenck self-esteem (30 questions) Questionnaires were also used. The reliability and validity of Goldberg (28-CHQ) and Eysenck self-esteem (30 questions) Questionnaires were 0.88 and 79% respectively. To analyze the data, the Multivariate Analysis of Variance (MANOVA) method was used. The results suggested that there were significant differences in the mental health subscales both in terms of the students’ entering year and in terms of gender.Also, freshman students, in all subscales of mental health, were higher than the senior students. Female students had lower health than males in the subscales of physical symptoms, anxiety and insomnia. Gender and year of entry with any of the mental health subscales were not significant. Variance analysis results indicated that there were significant differences between overall scores of public health of students in terms of gender and year of entry to university; also, the results indicated that there was no significant difference between self steem of students in terms of gender and year of entry to university.

This study aimed to investigate the effect of transactional-analysis-group counseling on reducing marital conflicts in women. In this quasi-experimental study, 24 women with marital conflicts (based on the marital conflict questionnaire) who had referred to counseling centers in Ramsar were selected by available sampling and participated in the study. The subjects were randomly assigned in two groups of experimental and control. The subjects of the experimental group received 90 minutes of group counseling through TA during 8 sessions. The variables of cooperation, sexual relationship, emotional reaction, and family relationship with wife and friend relatives were examined by MCQ before and after the intervention. After analyzing the statistical data with covariance analysis, significant changes were observed in all variables. Based on our findings in this study, it was indicated that group counseling through TA was the effective method in reducing marital conflicts in women.

The present study aimed to compare the effectiveness of social skills training (apology, avoiding from persecution) on self-assertiveness and mental health among mentally-retarded students. The methodology of the study was experimental and designed as pretest-posttest with experiment and control groups. The population of the study included special schools located in eastern part of Guilan province in which 140 people were studying. One city was selected out of the two cities and then 70 people responded to the Schring’s Self Assertiveness and Goldberg’s Mental Health Questionnaire. Then, 60 people who had lower scores on assertiveness and mental health were selected and eventually 45 people were involved in three groups of 15 people who received apology and avoiding from persecution training program in 6 sessions of 45 minutes in two experimental groups in workshop style and then, the posttest was conducted on all three groups after the training sessions were ended up. The collected data were analyzed to test the research hypotheses using the multivariate covariance analysis. It was found out that the effectiveness of apology and assertiveness and mental health skills training was different from the effectiveness of avoiding from persecution skills training, and that apology skills training was effective on assertiveness and mental health.

The purpose of the study was to explore the relationship betweenmental health and organizational citizenship behavior .The study used the descriptive (correlation) method of data collection. The participants in this study were 330 teachers (Elementary =122, Guidance School =95, Secondary =113) at schools in Pakdashat city. Two instruments were used to collect data: the organizational citizenship behavior was measured via Poud Sakoff et al (1997) questionnaire. The teachers’ mental health was measured via the GHQ-28 inventory.  The data were analyzed by using the Pearson product-moment correlation technique and multiple regressions. The major findings were as follows: A significantly negative relationship was found between total mental health and teachers’ organizational citizenship behavior. A significantly negative relationship was explored between each of the dimensions of mental health (physical morbid signs, Anxiety) with organizational citizenship behavior. The multiple regression analysis indicated that two dimensions of mental health (Social dysfunction and Depression) were significant predictors of OCB.

The main purpose of this study was to compare the present and the ideal status of teachers’ participation in the process of curriculum development (planning, implementation and evaluation) among Rasht experienced and inexperienced teachers. As for the population of the study, all Rasht teachers including 3899 experienced teachers (above 15 years) and 259 inexperienced ones (below 5 years) in different levels of education considering two educational districts were included. Based on stratified random sampling and based to Morgan’s table, 351 experienced teachers with more than 15 years of experience as well as 139 inexperienced teachers with less than 5 years of experience were selected. The coefficient (Cronbach Alpha) was used to calculate the reliability. By applying a researcher-made questionnaire, the validity of content was obtained using the Delphi method. The findings from the One-Way ANOVA showed that there was a significant relationship between the means of the experienced and the inexperienced teachers’ marks in the process of curriculum development (planning, implementation and evaluation) between present and ideal conditions of teachers’ participation at the level. Moreover, the means of the experienced and inexperienced teachers’ marks in this process of participation, in comparison to the ideal condition of participation, was higher than the present status of participation.

The aim of this study was to examine the effect of teaching meta-cognitive strategies on the educational performance and creativity of the-fifth-grade-primary-school students. The research method was quasi-experimental with a pretest and a posttest for both experimental and control groups. The target population included 150 students of fifth-grade primary school in Kherame city. Two groups of them (44 students) were selected as the sample of the study, that is, the experimental and the control groups. In order to collect the data the Educational Performance Test (EPT) and the creativity Schafer questionnaire were used. The comments of 10 educational experts were used to determine the validity of the questionnaire. Also, the reliability of the questionnaire was calculated using the Cronbach Alfa that was about 0.84 for the creativity Schafer questionnaire and 0.74 for the Educational Performance Test. The data was analyzed using the descriptive statistical methods such as ‘mean’ and the inferential statistics such as covariance. The findings of this study indicated that meta-cognitive strategies training had significant effect on educational performance (57%) and creativity (27%).