International Journal of Psychology
Volume:5 Issue: 1, Winter-Spring 2011

with pay, satisfaction with promotion, satisfaction with coworkers and supervisors, and satisfaction with work with respect to the moderating role of four demographic variables (i. e., gender, age, marital status, and tenure). To this end, 477 teachers (113 males and 365 females) were selected using convenience sampling from all teachers teaching at different-school levels (primary, secondary, and high school) in the city of Isfahan, Iran, to respond to the research questionnaires. The questionnaires were Golparvar and Nadi’s (2010) management support of ethical behaviors and Viswesvaran et al’s(1998) job satisfaction questionnaire (including payment, promotion, coworkers, supervisors and work itself). For each of the participants, four variables of gender (male & female), age (up to 40 & 41 and above), marital status (single & married), and tenure (up to 15 years & 16 years and above) were also considered. A moderated hierarchical regression analysis was employed to analyze data drawn from the questionnaires. Results indicated that gender moderates the relationship between the management support of ethical behaviors and satisfactions with supervisor. Age also played a moderator role in the relationship between the management support of ethical behaviors pay, promotion and coworkers. Finally, tenure also moderates the relationship between management support of ethical behaviors and satisfaction with pay. The salient findings of this research are that, the management support of ethical behaviors at work settings is a necessity for some job satisfaction facets of younger teachers with less tenure.

with pay, satisfaction with promotion, satisfaction with coworkers and supervisors, and satisfaction with work with respect to the moderating role of four demographic variables (i. e., gender, age, marital status, and tenure). To this end, 477 teachers (113 males and 365 females) were selected using convenience sampling from all teachers teaching at different-school levels (primary, secondary, and high school) in the city of Isfahan, Iran, to respond to the research questionnaires. The questionnaires were Golparvar and Nadi’s (2010) management support of ethical behaviors and Viswesvaran et al’s(1998) job satisfaction questionnaire (including payment, promotion, coworkers, supervisors and work itself). For each of the participants, four variables of gender (male & female), age (up to 40 & 41 and above), marital status (single & married), and tenure (up to 15 years & 16 years and above) were also considered. A moderated hierarchical regression analysis was employed to analyze data drawn from the questionnaires. Results indicated that gender moderates the relationship between the management support of ethical behaviors and satisfactions with supervisor. Age also played a moderator role in the relationship between the management support of ethical behaviors pay, promotion and coworkers. Finally, tenure also moderates the relationship between management support of ethical behaviors and satisfaction with pay. The salient findings of this research are that, the management support of ethical behaviors at work settings is a necessity for some job satisfaction facets of younger teachers with less tenure.

This study attempted to assess the relationship between EI and emotional empathy (a factor known to affect teachers’ performance) among Iranian institute EFL teachers. It was hypothesized that an augmentation in EI would lead to a higher level of emotional empathy and vice versa. Furthermore, the relationship between EI and emotional empathy was assessed with regard to gender, age, and the years of experience of the participants. The instruments of data collection were the two questionnaires of Emotional Intelligence Scale (Schutte et al., 1998), and Multi- Dimensional Emotional Empathy Scale (Caruso & Mayer, 1998). A Pearson Product-Moment Correlation was conducted to assess the result of the questionnaires. The correlation showed that there was a positive significant correlation between EI and emotional empathy (r = 0.76). Conducting a T-Test, there appeared to be no significant difference among Iranian institute EFL teachers with different genders regarding their EI and emotional empathy. Using Pearson Product-Moment Correlation, there came to be no significant differences among Iranian institute EFL teachers with different ages concerning their EI and emotional empathy. Regarding years of experience and EI no relations were found, however, this study showed that teachers with lower years of experience were more emotionally empathetic.

compared with females. There is a peak for people aged 21-30 years for RTI. The aim of the current study was to examine the relationship between the identified risk factors (age, gender) in accident involvement and different types of aberrant driving behavior, considering the intervening variables of educational level, experience, the exposure rate, self-assessment of driving skill. Three hundred and sixty drivers participated in the study and filled the Driver Behavior Questionnaire (DBQ) and reporting their relevant demographic features. The Principal Component Analysis of DBQ revealed four factors, namely, ordinary violations, errors, lapses and aggressive violations. Multiple linear regressions indicated that gender (male), lower experience (young ones) and a higher exposure rate predicted ordinary violations of traffic rules. Also, self-report competent drivers made more violation of traffic rules, and self-report incompetent drivers made more driving errors and lapses. Young novice drivers made more driving errors compared to experienced ones. All the four factors of DBQ, alongside the self-report driving incompetence, a higher exposure rate and gender (female) could significantly predict accident involvement. Results indicated that all groups exhibit, in one way or another, risky driving behavior relating to accident involvement. However, young novice drivers are the most at risk group. Therefore, a multifaceted intervention program targeting each group (with young novice group as the priority) in an appropriate way should be developed.

study aims at testing the factor structure and the invariance measurement of the Short Version of the Big Five Inventory BFI-SV) between two groups of parents, those with normal children and parents with exceptional ones. Eight hundred parents (400 parents with normal children and 400 parents with exceptional children) responded to the short version of the Big Five Inventory of Personality Index (BFI-SV), Satisfaction with Life Scale (SWLS) and Positive and Negative Affect Schedules (PANAS). To examine the factor structure of BFI-SV, confirmatory factor analysis has been used; to evaluate BFI-SV Invariant factor structure in the two groups of parents, multi-groups confirmatory factor analysis was used, and finally, to evaluate the convergent validity of subscales of BFI-SV, the correlation coefficients among personality factors with Mental Well-Being Scales (SWLS and PANAS) were used. Confirmatory factor analysis fitting indices based on LISREL software, confirmed the existence of five factors, neuroticism, extraversion, conscientiousness, agreeableness and openness in the two groups of parents. BFI-SV cross-group validity results showed the equivalence of five-factor structure of BFI-SV in the two groups. The correlation coefficients between personality traits in BFI-SV with the mental well-being scales, confirmed the convergent validity of CISS-SF. The results of the present study show the equivalence between factor structure of the list of the short version of the five big factors of personality and the validity of this list to assess personality traits in the two groups of parents.

alexithymia components (difficulty identifying feelings, externality oriented thinking and difficulty describing) and addiction potential in university students. Two hundred and fifty students were selected by cluster sampling from Shahid Chamran University, Ahvaz, Iran. The scales used for this descriptive study were the 20-item Toronto Alexithymia Scale (TAS-20), the Assertiveness Self-Report Inventory (ASRI), the Arnett inventory of sensation seeking, and the Iranian Addiction Potential Scale (IAPS). Data were analyzed with statistical analyzer software SPSS-ver. 16. There were simple and multiple relationships between assertiveness, sensation seeking, Alexithymia, difficulty identifying feelings, externality oriented thinking and difficulty describing and addiction potential. Multiple regression analysis (stepwise method) showed that sensation seeking, difficulty identifying feelings and assertiveness had significant multiple correlations with addiction potential (F=24.25, p< 0.001). The variables of externality oriented thinking and difficulty describing feelings were eliminated by the regression analysis. Variables such as sensation seeking, difficulty identifying feelings and assertiveness predicted addiction potential among university students. The most important implication of this research was to pay attention scientifically to these variables as the fundamental factors of this difficulty, rather than just emphasizing the cessation of drug or alcohol using.

The purpose of this article is to investigate the relationship between person-environment and job engagement. Participants consist of 270 nurses from hospitals in Ahvaz selected via the stratified sampling method. The results showed that there is a positive relationship between person-job, person-organizational, person-vocational, person-supervisor and person- group fit with job engagement. In addition, the results indicated that person-vacation fit and person-job fit had the most roles in prediction of job engagement.