مجله پژوهش های کاربردی روانشناختی
سال پنجم شماره 4 (زمستان 1393)

Frequent interaction among family members، may lead to conflict or problems. Therefore، designing intervention programs for promote interpersonal skills among family members seemed to be necessary. One of these programs is problem solving strategies teaching. This study aime to investigate the effects of teaching problem solving on parenting style and family problem solving. The sample is consisted of 29 parents selected by convenient sampling method. Two questionnaires were used: Arnold''s Parenting Scale and Family Problem Solving Scale (Ahmadi and et al.، 1383). The results indicated significant differences between pretest and posttest in parenting style subscales (i. e. laxness، over reactivity and verbosity). However، no significant differences between pre and post test scores were observed in family problem solving subscales. Finally، discussing the findings، limitations and suggestions for future research are presented.

Need for cognition scale (NCS) is an instrument for assessing individual’s interest to engage in complex thinking activities and consists both long and short forms. The short form of this scale with 18 items has been used in various researches around the world. The objective of this research was to obtain the factor structure of the Persian version of NCS (short form) and study of gender differences in need for cognition among Iranian students. Participants were 662 girls and 708 boys studied in third grade of the public high school in Tehran، who were selected by random cluster sampling. Exploratory factor analysis of the items through principle component and varimax rotation showed a two factor measurement model. On the basis of previous studies and confirmatory analysis result، three models، one factor، two factors and one factor with correlated errors were proposed as competing models. The result of confirmatory factor analyses through 8. 54 lisrel software showed that among three assumed models، the one-factor structure has better fit index. Additionally the results revealed the significant difference between the need for cognition of female and male so that the girls scored higher than boys.

Obsessive-compulsive disorder is characterized by the presence of recurrent and persistent thoughts، urges، or images as well as repetitive behaviors or mental acts. According to the existing evidence، it can be predicted that difficulties in emotion regulation، impulsivity، and anger are related to obsessive-compulsive disorder in one way or another. The aim of the present study was to predict obsessive-compulsive symptoms on the basis of difficulties in emotion regulation، impulsivity، and anger. A total of 171 individuals from Tehran general population (71 men، 100 women) participated in this study as volunteers. Participant completed the Difficulties in Emotion Regulation Scale (DERS)، Barratt Impulsiveness Scale (BIS)، Multidimensional Anger Inventory (MAI)، and The Obsessive-Compulsive Inventory-Revised (OCI-R). The results indicated that obsessive-compulsive symptoms could be predicted by non-acceptance of negative emotions، limited access to effective emotion regulation strategies، cognitive impulsivity، motor impulsivity، and anger-in. According to the results of the present study، it can be concluded that psychopathology، prevention، and treatment of obsessive-compulsive disorder recall precise attention to risk factors of difficulties in emotion regulation، impulsivity، and anger.

This study aimed to investigate the relationship between metacognitive beliefs and self-efficacy in elementary school teachers and their professional skills of Orumieh city. The population of this study was all 984 elementary school teachers of second region of Orumieh، so 276 of them were chosen according to Kocran formula. Three metacognitive beliefs، professional competence and Sherer’s Self-efficacy scale questionnaire were used for this research. The reliability of these questioners were calculated according to Cronbach’s alpha test. Pearson correlation and multiple regression and independent t were used for statistical analyze. Findings indicated that there is a meaningful relationship between professional qualifications and self-efficacy and metacognitive beliefs. It also indicated that there is a relationship between teachers’ metacognitive and self-efficacy and there isn’t any relationship between these subscales and gender. Also there was a difference between metacognitive beliefs and teachers experiences but there wasn’t any relationship between professional qualification and self-efficacy and teachers experiences. Marital status showed a meaningful difference between teachers in this research.

This research was done to construct and validate social procrastination scale in Tehran City`s males. In order to study the reliability and validity of social procrastination scale sample of 828 employed married men with diploma and higher، ages 20 to 45 years، in Tehran were selected by cluster sampling. Scale was conducted on the sample and data were analyzed by SPSS. For examining reliability through test-retest method، pearson correlation coefficient r=. /8 was obtained. and internal consistency using Cronbach’s alpha coefficient was 0. 85. For examinng validity of scale، exploratory factor analysis was used. Results of principal component analysis (PC)، by using varimax rotation، confirmed the two factors and consequently this scale was divided to two subscales as «self-attention» and «indifference». Since this research has been done on males، results indicating two factors of «self-attention» and «indifference» have good reliability and validity in male population of Tehran City، It is recommended to conduct a study like this on females to counteract the gender effect in findings.

Procrastination is one of the effective variables in students'' educational performance، therefore making it necessary to study it thoroughly. This study aims to investigate the effectiveness of cognitive-behavioral trainings in decreasing high school students''. This research employed a semi-experimental design with pre-test، post-test and control group. To fulfill 34 first year high school students were selected through cluster sampling method and were randomly placed in experimental and control groups in a way that one of the two regions was randomly selected and one school was also selected among the schools of that region. The experimental group received Cognitive-Behavior Training in 8 sessions، whereas the control group received no training. The research measurement instruments were consisted of Solomon and Rathblum (1984). The gathered data were analyzed through ANCOVA. The findings proved the hypothesis that the cognitive-behavioral training was effective in reducing procrastination. Results of the research also will help counselors to reduce students، procrastination via trainings based on cognitive-behavioral theories.

Aim of the current study was development of a reliable and a valid scale to measure positive thinking for Iranian college students. The current study was conducted in two phases – consised of pre-preliminary and preliminary versions. In addition normalization procedure was consisted of two phases: studying psychometric properties، and reporting standardization tables. In the beginning 105 items were developed and revisions were made. Items finally were reduced to 60 items. Although 60 items had norms and validations data، the final version was introduced with 35 items. The final version of the scale with 35 items was administered on 850 students from the universities in Tehran، capital city of Iran. Criterion validity of the positive thinking scale was calculated by its correlation with other personality scales including Adult Attachment Scale-Revised، Iranian Mental Health Scale، and short form of the Big Five Personality Inventory. Moreover، statistical norms of the scale were derived. results of explorative factor analysis revealed a four factor loading، and the results of confirmatory factor analysis showed a good fit of the model in four factors. All these evidences indicated the appropriateness of the scale for its purposes. The final model showed that internal consistency of the subscales ranged from 0. 58 to 0. 77. The item correlations for different items were between 0. 25 to 0. 68. In addition، reviewing the criterion validity showed appropriate correlation indexes between criterion variables and the scale. All association between criterion variables and the scale were consistent with literature. Positive thinking scale has appropriate psychometric properties. It can be used by counselors for helping individuals and investigators for research purpose.

The purpose of this study was to compare individual with Anxiety and mood disorders with healthy people in problem solving styles. A sample of 120 persons was selected for 4 groups of individual with obsessive-compulsive disorder، Generalized Anxiety Disorder، Dysthymic disorder and normal individual. They completed problem solving style questionnaire. the result of this study using MANOVA and post hoc showed significant differences between groups in all subscales، except the avoidant subscale. Clinical groups had significantly higher scores in helplessness and control styles than normal group but in creativity، confidence and approach style normal group showed higher scores than clinical groups. problem solving styles can be distinguished between clinical and non clinical groups، further non-constructive styles has priority in clinical samples and affect on continuing illness. So therapeutic approaches which target these components can be improve prognosis.

The study is looking at the question of what type of fighting methods are used by hard and non-hard individuals employ. This research is descriptive and non laboratory which deals with investigating the relationships between the variables. Independent variable is hardiness grade of the students and control variable is merely the educational grade of the students. Statistical society consisted of all senior students of Psychology Faculty of Karaj Branch of Islamic Azad University who were engaged in the study during 2010-2011. The age range was estimated to be between 18-38 and the size of the sample was estimated on the basis of David Howell Formula. Clustering was used as sampling method and Pearson correlation coefficient and multivariate analysis of the variance was used as the statistical method. Effective sample size was estimated to be 104 in this paper، considering the preliminary study on the hardiness and fighting methods questionnaire as well as the above mentioned formula. The findings revealed that the relationship between hardiness and problem orientation is valued at 0. 0407 and there is a negative relationship between hardiness and emotional orientation (0. 0544) and there has been a significant difference between average scores of the strict and non-strict individuals on emotional orientation scale.