دو ماهنامه دانشور رفتار
پیاپی 31 (آبان 1387)

The goal of this research is to determine the effect of the leadership styles on the personnel’s stress with regard to their personalities in the governmental offices of Kerman. “The expost facto research method” was used to accomplish this goal. The means for obtaining the necessary data was “questionnaire”. The statistical population was the personnel of the governmental offices of Kerman from this population. 750 persons were chosen by simple random sampling from this population. The results of the research indicate that the exploitative-authoritative leadership style is effective on increasing the stress of the personnel who have type A and B personalities, and the benevolent authoritative leadership style is effective on increasing the stress of the personnel who have type A personality, however, this style is not effective on the stress of the personnel who have type B personality. Moreover, the participative leadership style is effective on decreasing the stress of the personnel who have type A and B personalities

Developmental dyslexia is traditionally defined as a discrepancy between reading ability and intelligence in children receiving adequate reading tuition. The possible existence of dyslexic subtypes has intrigued the researchers and practitioners for nearly a century. The aim of this research was to study the classification of subtypes of developmental dyslexia in Persian speakers. This research was cross-sectional study: which multi stage sampling method was used. (I) The subjects were selected from Persian speaking second graders of elementary schools in Tehran through using Diagnostic Reading Test (Shirazi & Nilipour,1381). The randomly selected subjects were given reading and writing tasks to determine the subtype of dyslexia in each case. based on the results of the statistical analysis of the data (Independent T-test, Pearson correlation and Partial correlation) the dyslexic features of each subtype were determined. The results of this study indicated that most errors in word writing were visual and in text reading were rejection errors. These findings are consistent with theories that consider dyslexia as a syndrome which has different varieties and not different categories.

This paper presents the results of a preliminary study of the factor structure, concurrent validity and reliability of the Depression, Anxiety and Stress Scales (DASS) amongst an adult sample recruited from the community. The original DASS has 3 subscales, each of which consists of 14 items. All participants completed DASS, Beck Depression Inventory (BDI) and Four Systems Anxiety Questionnaire (FSAQ). The exploratory factor analysis revealed that all the 14 items that make up the stress scale loaded on one factor, while two items on DASS depression subscale had a complex structure loading on the anxiety and stress factors. Furthermore, two items on the anxiety subscale of DASS had a complex structure loading on the depression and stress factors. After deleting these 4 problematic items from DASS, the results of exploratory factor analysisindicated that a three-factor structure best fitted the data. The results also confirmed excellent internal consistency, a good test-retest reliability and acceptable concurrent validity for the three subscales of DASS. These data suggest that the Iranian version of DASS has satisfactory psychometric properties and can be administered to the Iranian adult population.

This paper is about two separate researches on the development of a new scale for measuring positive and negative mental health. In first research, 554 subjects who were randomly selected from Yazd university students, answered to five questionnaires that measured mental illness and mental well-being. the sum of items of these five tools were 174. Factor analysis was used for these data for obtaining two factor.46 items that had suitable correlation with two factors and their content were congruent with mental illness and mental well-being selected from the 174 were about the items and were named positive and negative mental health. 23 items were about the positive and the other 23 items were related the negative mental health. In second study, a new tool was used for 117 personnel's of Yazd University. New scale along with two other valid scales for measuring well being and mental illness were administered to the personnel. The results showed that new scale had good validity and reliability. Reliability coefficient was 0.90. Both Convergent validity and discriminate validity were good. In addition, factorial validity for the two factors in the new sample was suitable. Results were discussed with regard to the new theories in mental health.

Self-esteem is defined as individual’s assessment of his or her own value. This concept plays a central role in psychological theory and research and is related to many indicators of positive functioning. Shapourian et al. study (1987) on Rosenberg self-esteem scale indicates that this scale has acceptable reliability (internal consistency) and is unidimensional. The aim of the present study was to reinvestigate the reliability and unidimensionality of this scale in an Iranian student sample, about 20 years after the original study. Nine hundred and seventeen students of the universities of after Tehran and Allame Tabatabaei (547 females and 370 males) participated in the study; all completed ten-item Rosenberg Self-Esteem Scale. Exploratory and confirmatory factor analyses were used to analyze the data. The internal consistency of this scale in the present study was. 83 which indicates that this scale has an acceptable internal consistency. This confirms Shapourian et al. findings. Nevertheless, the analyses did not approve the unidimensionality of the scale. Similar to the findings of other countries, exploratory and confirmatory factor analyses indicated that this scale had a two dimensional structure, namely, lack of self-derogation and self-liking.

The major aim of the present research was investigating psychometric properties of Wechsler Memory Scale-Third Edition (WMS-III) for the students of Tehran Universities. Therefore, this scale was administrated to 266 (120 male, 144 female) students of two universities "Shahed" and "Tarbiat Moallem". The participants were selected through mulitistep cluster sampling. Reliability coefficient of the subtests ranged from 0.65 to 0.85, and for indexes ranged from 0.75 to 0.86. Then, the interscorer agreement of the subtests that needed clinical judgment (such as Logical memory I, II and Family Pictures I, II) was evaluated. The correlation coefficients among scorers was higher than 0/80.The correlation between WMS-III and WAIS-R Short Form was computed for the construct validity which was low. This indicates that WMS-III and WAIS-R short form assessed separate construct although they have significant relations. The intercorrelation between WMS-III subtests and indexes revealed high correlation between modality-specific subtests and indexes, whereas, it has low correlation with other subtests and indexes. Exploratory Factor Analysis (Principle Component Analysis with varimax rotation) was used in order to investigate Factor Structure of WMS-III. The findings obtained showed three factor structures (auditory memory, visual memory and working memory) explain %76/845 of the total variance. These results are similar to previous researches in case of number of factors, on the other hand, this data in subtests of auditory memory was different from the research literature.

This study aimed at the efficacy of "Neurofeedback", "Compared to Ritalin" and "Combined Neurofeedback and Ritalin" for managing and controlling ADHD symptoms through an experimental design. Sixteen students with ADHD (combined type) were assigned to three different therapeutic settings("Neurofeedback", "Ritalin", and "Combined Neurofeedback and Ritalin") and one Waiting-List setting. All participants were assessed through the following measures: pre-and-post-tests and a continuous performance test (the Iran TOVA), WISC-R, and Conner's Test- Parent Form. The Results revealed that "Combined Neurofeedback and Ritalin" setting is more effective than the other two interventions, while, the efficacy of Neurofeedback is equal to Ritalin. Parents were more satisfied with neurofeedback than medication (as Conner's post test scores reflect). These results corresponded to those of other studies which employed a multidimensional therapeutic approach. Furthermore, it can be concluded that Neurofeedback is a good alternative when patients dont respond to medication or medication has negative side effects.