نشریه پژوهشهای روان شناختی
سال هفدهم شماره 2 (پاییز و زمستان 1393)

To determine both the individual and joint contribution of the four variables of global self-esteem, self-concept, self-determination moti-vation, and learning strategies in predicting stu-dents academic achievement, 417 students of the first grade at high school in Saghez City (con-sisting of 226 boys and 191 girls) were selected by stratified random sampling and answered the Rosenberg`s Global Self-esteem Questionnaire, Saraswat`s Self-concept Questionnaire, Vallera-nd`s Academic Motivation Scale, and Pintrich & Degroth`s Learning Strategies Questionnaire. The data were analized by multiple regression analysis method. The findings are indicative of the fact that variations in academic achievement can be pre-dicted, by academic self-concept, learning stra-tegies, and self-determination motivation vari-ables.

Abstract: The Present research was adminis-tered with the aim of investigating the relation-ships between spiritual capital components with spiritual and psychological well-being. The Re-search population consisted of employees of two industrial organizations, among whom 277 perso-ns were selected using simple random sampling. Research instruments consisted of Spiritual Capi-tal Questionnaire, Spiritual Well-Being Question-naire, and Psychological Well-Being Question-naire. Data were analyzed using Pearson’s correlation coefficient and concurrent multiple regression analysis. The results of multiple regres-sion analysis showed that: 1. Among spiritual capital components, spiritual value orientation, spiritual effectiveness, spiritual arbitration, au-thentic affair, honoring humanity, and spiritual trust can predict personal spiritual well-being. 2. Among spiritual capital components spiritual value orientation can predict environmental spiritual well-being. 3. Among spiritual capital components, spiritual effectiveness, opportunity to give a private audience to God, and spiritual trust can predict transcendental spiritual well-being, and 4. Among spiritual capital components, spiritual value orientation, opportunity to give a private audience to God, authentic affair, and spiritual trust can predict psychological well-being. The Results of this research revealed that, spiritual capital components have potential capa-city for promoting individual’s spiritual and psy-chological well-being at workplace.

This paper is meant to give a new reading of the concept of the vahm (estimative) faculty in light of some recent discoveries in cognitive science. To do so, first by reviewing Avicenna’s writings, the main characteristics of this concept, as was conceived by him, and its place in the cognitive architecture of human beings as well as other species were analyzed. In the next step, the characteristics of this concept and its function were compared with those of some concepts which are newly introduced by cognitive scientists.In the end, it was suggested that the concept of the vahm (estimative) faculty refers to a kind of knowledge or insight that is shared in both emotional and cognitive states, and in evolutionary terms, it has a close connection with some older systems of learning and behavior guidance. Considering these results, it was maintained that, a similarity can be recog-nized between this concept and some other concepts that are newly introduced in cognitive science Such as emotional awareness and cognitive feeling.

Justice is one of the most extensive concepts in human society which includes organizations too. "Organizational justice" is defined as an individual’s perception of fair-ness in an organization and reactions to fair-ness in an organization. There are many studies indicating that there are some evidence about the effects of justice on diverse aspects of or-ganizational behavior. Furthermore, perceived organizational justice can be considered as a stand for personnel's job satisfaction and their effectiveness in organizations. Organizational justice consists of three components: distribu-tive justice, procedural justice, and interac-tional justice. The purpose of this study was to introduce a structural model for job satisfaction based on the components of organizational jus-tice. To do so, a random sample consisting of 175 participants were selected from the po-pulation of the University of Tehran employees (N=3232). "Causal modeling" approach was considered as the suitable research method, using MIMC for data analysis. Results showed that procedural justice has no significant effect on job satisfaction. However, distributive and interactional justice accounted for approxi-mately 64% of the variation of job satisfaction.

The aim of this study was to investigate the relationship between happiness with content and structure of basic human values among students. Using correlational design, 204 university students including 98 females and 106 males were selected from Technical-Engineering, Humanities, Art, and Science schools of Tehran and Beheshti Uni-versities. They completed the Oxford Happi-ness Inventory (OHI) and Schwartz Value Survey (SVS). Data were analyzed using mul-tivariate analysis of regression. The results showed that Stimulation seeking, and Confor-mity values, also Conservation, and Openness to Change value types significantly predicted student's happiness. In general, results showed: 1) Pursuing Stimulation and Conformity values increases happiness. 2) Pursuing Conservation and Openness to Change value types increases happiness.

In cognitive-behavior therapy for children suffering from ADHD, the focus is on reducing aggression signs through failure anger control training. These sings are due to mistaken attributions about the goal or their partial selection of aggression signs. This study has been con-ducted to evaluate this approach. To do so, 32 students with ADHD in the third, fourth, and fifth grades of primary school have been randomly divided into two groups of 16 members each. Prior to the intervention, a questionnaire about anger decline has been distributed among students as a pretest. Then, the experimental group participated in 9 sessions of cognitive-behavior therapy. Following this intervention, again the same questionnaire was distributed among both groups. During the follow up phase, the same questionnaire was used one month later. The results showed a significant difference between the groups in post test and follow up phases. Cognitive-behavior therapy seems to be effective on anger and its subscales such as failure and aggression, and also leads to alleviate them. It also improved the relationship between these children with their peers and superiors.