Applying Apperception Test to Comparing psychological
characteristics of foster students and normal in families
A
Aslipoor
Teacher of Psychology Islamic Azad University of Sari
author
M
kafie
Associate of psychology, University of Guilan
author
M
khosrojavid
Assistant professor of psychology, University of Guilan
author
M.K
Fakhri
Assistant professor of psychology, Islamic Azad University of Sari
author
text
article
2012
per
The purpose of this study was to compare psychological characteristics offoster students with those living in families based on Apperception Test.Research design was causal-comparative and the statistical universeconsisted of all female and male students in first to fourth grades at primaryschools (academic year 1387- 88) in deprived areas and all students of 7 to10 years living in the orphanage in Rasht. The sample group included 13girls and 4 boys (7 to 10 years old) assigned in foster and natural group.Foster students were selected by available method and normal students wereselected by multi stage sampling. The research tool was children'sApperception Test. Statistical analysis was performed based on Chi Squaretest. The results showed significant differences between foster and normalchildren in attitude toward parents specific father, identification withsibling, anxiety, fear, moral concept training by parents. Life in theorphanage has a negative impact on some aspects of psychological growthof children.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
1
no.
2012
6
22
https://jsp.uma.ac.ir/article_53_6c65f6278db617151d1e3bfcf9f59b27.pdf
dx.doi.org/d-2-1-91-11-1
The relationship between classroom management style and
mathematic motivation and achievement in fifth grade
elementary students
S
Ariapooran
Assistant Professor of Psychology, Malayer University
author
F
Azizi
M. A. educational sciences, Education office, Eslam Abade Gharb
author
H
Dinarvand
Assistant Professor of Psychology, Islamic Azad University, Malayer Branch
author
text
article
2012
per
This study investigated the relationship between classroom management style ofteachers and mathematics motivation and achievement in fifth grade elementarystudents. For this purpose, all teachers of fifth grade elementary (51 teachers) and621 fifth grade elementary students randomly selected in Islamabad-e-Gharb city.The teachers were filled out the Attitude and Beliefs on Classroom ManagementControl Inventory and the students filled out the Mathematic Motivation Subscaleof Elementary School Motivation Scale. Students' math scores in the first termwere used to assess the mathematical achievement. Method of the research wascorrelation. Results indicated that there is meaningful correlation betweeninteractionist classroom management style of teachers and mathematic motivation(r=0.322) and between interactionist (r=0.106) and interventionist (r=0.103)classroom management styles of teachers with mathematic achievement.According to the results was regression, the strongest variable for predicting themathematic motivation is interactionist classroom management style of teachersand the strongest variables for predicting the mathematic achievement of studentsare interactionist and interventionist classroom management styles of teachers(p<0.05). Attention to interactionist classroom management style can play animportant role in improving the mathematic motivation and achievement in fifthgrade elementary students.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
1
no.
2012
23
41
https://jsp.uma.ac.ir/article_54_be48881200c4a3060e295559a726166e.pdf
dx.doi.org/d-2-1-91-11-2
A study of stress and some of their related factor among high
school students in Ardabil
S
Bashrpoor
assistant professor of psychology, university of mohaghegh ardabili
author
A
Issazadeghan
assistant professor of psychology, uremia university
author
H
Alizadeh
B.A, educational department of khoy city
author
text
article
2012
per
The current study investigated the stressors of some of their related factors in high schoolstudents in Ardabil city and the. In one cross sectional study, 157 persons were selectedthrough multistage random cluster sampling frome among high school students populationin Ardabil during 2010-2011 school year. They responded to the demographic and theadolescent stress questionnaires. The collected data were analyzed by t test, one wayANOVA and the Pearson correlation test. The results showed that stressors related toconcern about the future, not enough money to buy the wanted things, having to makedecisions about future work or education, putting pressure on self to meet future goals andbeing ignored or rejected by the loved person were respectively the main five stressor of thesubjects. The stress severity of romantic relationships and peer pressure factors were higherin the female students and the stress severity of future uncertainty and school/leisureconflict factors were higher in the male students. Stress of future uncertainty had highseverity in weak socio-economic situation. The stressors of the future uncertainty andschool/leisure conflict were related to the age. These results reveal that high school studentsare at risk for experiencing multiple stressors. This suggests the importance of trainingstress management skills in school environments.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
1
no.
2012
42
61
https://jsp.uma.ac.ir/article_55_3816a85c76b9849d82e06101e141ffaa.pdf
dx.doi.org/d-2-1-91-11-3
Comparing of self-perception and safety measures in students
with social anxiety disorder symtoms and normal students
M
Bahrami
University of Mohaghegh Ardabili
author
A
Abolghasemi
University of Mohaghegh Ardabili
author
M
Narimani
University of Mohaghegh Ardabili
author
text
article
2012
per
The objective of this study is to compare self-perception and safetybehaviors in students with social anxiety disorder sigens and normalstudents. The method of this study is of the type causal-comparative. Thesample of this research was 100 high school students with social anxietydisorder and 100 normal high school students in Paveh city who wereselected by random cluster sampling. To collect data Liebowitz SocialAnxiety Scale for Children and Adolescents, Harter Self-Perception Profileand Social Phobia Safety Behaviours Scale were used. The results of themultivariate analysis of variance showed the self-perception in students withsocial anxiety disorder compared to the control group were more impaired.Also, safety behaviors in students with social anxiety disorder were morethan the control group. The results of the multiple regression analysisshowed that self-perception and safety behaviors explained 22 percent of thevariance of social anxiety disorder symptoms in students with social anxietydisorder.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
1
no.
2012
62
79
https://jsp.uma.ac.ir/article_56_dba7ddddacded845ae68c87066d13615.pdf
dx.doi.org/d-2-1-91-11-4
The effectiveness of teaching learning and study strategies on
the development of self-concept in students with test anxiety
Z
Tarazi
M.A in educational psychology, University of Al-Zahra
author
M
Khademi
Assistant Professor of educational Psychology, University of Al-Zahra
author
text
article
2012
per
The present study investigated the efficacy of teaching learning and studystrategies on the development of self-concept in female high school students withtest anxiety. This study is experimental with a pretest-posttest design. The studypopulation was all the female high school female students of first to third grade inTehran. Twenty students who had failing grades at TAS diagnostic test (TestAnxiety Inventory) were chosen randomly based on cluster sampling method andwere randomly divided into two equal (10 participants) experimental and controlgroups. Pyryt self-concept scale (PMSPS) was used as the pre-test, post-test, andfollow-up for each of the two groups. Learning and study strategies wer tought tothe experimental group for 12 sessions (two per week), whereas the control groupdid not receive any teaching. Variance analysis test in frequent measurements wasapplied to analyze the data. Self-concept scores in the subjects of experimentalgroup significantly increased compared to control group. Teaching and studystrategies were remarkably effective in increasing self-concept in the students withtest anxiety. The results have implications for future research in the field oflearning and study strategies for test anxiety prevention and improving mentalhealth of students
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
1
no.
2012
80
98
https://jsp.uma.ac.ir/article_57_d428d9f2875b0b0108d380b3ef469839.pdf
dx.doi.org/d-2-1-91-11-5
Applying Rosenthal and Robin's method to meta-analysis of
the effectiveness of psychological interventions on the rate of
test anxiety in Iran
H
Oreizi
Associate Professor of Psychology, University of Isfahan
author
A
Abedi
Assistant Professor of Psychology, University of Isfahan
author
S.H
Ahmadi Forooshany
MA Student in Clinical Psychology, University of Isfahan
author
text
article
2012
per
The meta-anaylsis investigated the effectiveness of psychologicalinterventions on the rate of test anxiety. To this purpose, 28 authorizedresearches were selected and meta-analysis was performed on them, usingRosenthal and Robin method. The resereach instrument was a checklist ofmeta-analysis. The amount of effect of psychological interventions inreduction of test anxiety was 0.70 (P<0/01). Matching the results withCohen's showed that the effect of psychological interventions was high inreducing test anxiety.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
1
no.
2012
99
118
https://jsp.uma.ac.ir/article_58_a5f9e62a54b675a0f3a9c296ede731e8.pdf
dx.doi.org/d-2-1-91-11-6
A survey of the relationship between social capital and
happiness and academic achievement in female students
A
Kiamarsi
The member of scientific board of psychology, Islamic Azad UniversityArdabil Branch
author
S
Momeni
Ph. D Student
author
text
article
2012
per
The present study surveys the relationship between social capital andhappiness and academic achievement in female high school students inArdabil city. The research sample consisted of 405 subjects who wererandomly selected from among the famale students. To collect the data,Social Capital Scale, Happiness Scale and Academic File were used. Theresults of Pearson correlation showed that social capital (r=0.33) andhappiness (r=0.15) have a significant effect on academic achievement(P<0.05). The result of multiple regression showed that social capital andhappiness explained 13 percent of variance in academic achievement. Theresults indicated that high levels of social capital and happiness increaseacademic achievement in female students.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
1
no.
2012
119
130
https://jsp.uma.ac.ir/article_59_b0368a0063d8ff662f67bf1a4a2da841.pdf