University of Mohaghegh ArdabiliJournal of School Psychology225208211420130219The comparison of psychological well-being and defense
mechanisms in stuttereing and non stuttering studentsThe comparison of psychological well-being and defense
mechanisms in stuttereing and non stuttering students62246d_1_4_91_12_1_1FABAhadiAssociate professor, University of Mohaghegh ArdabiliM.BSotuadehAssistant Professor, Ardabil University of Medical Sciences.YHabibiMA. In psychology, University of Mohaghegh ardabiliJournal Article20120602The purpose of this study was to compare psychological well-being and<br />defense mechanisms in stuttering and non stuttering students.The sample<br />included 15 stuttering and 15 non stuttering students who were stuttering<br />student Random sampling and non-stuttering student the cloning methods<br />according to age and education status were selected. For data collection, the<br />Psychological Well-being Scale and Defense Mechanisms Questionnaire<br />were used. Data were analyzed using multivariate analysis of variance.The<br />results showed that there are significant differences between the<br />psychological well-being and defense mechanisms of stuttering and non<br />stuttering students (p<0.01). In fact, the psychological well-being of<br />stuttering students was lower than that of non stuttering students. Also<br />results showed that stuttering students used more immature defense<br />mechanisms.The purpose of this study was to compare psychological well-being and<br />defense mechanisms in stuttering and non stuttering students.The sample<br />included 15 stuttering and 15 non stuttering students who were stuttering<br />student Random sampling and non-stuttering student the cloning methods<br />according to age and education status were selected. For data collection, the<br />Psychological Well-being Scale and Defense Mechanisms Questionnaire<br />were used. Data were analyzed using multivariate analysis of variance.The<br />results showed that there are significant differences between the<br />psychological well-being and defense mechanisms of stuttering and non<br />stuttering students (p<0.01). In fact, the psychological well-being of<br />stuttering students was lower than that of non stuttering students. Also<br />results showed that stuttering students used more immature defense<br />mechanisms.https://jsp.uma.ac.ir/article_46_7384aab35bc35b86305367c7a1a69225.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208211420130219The relationship of meta-cognition and mindfulness
components with obsessive beliefs in studentsThe relationship of meta-cognition and mindfulness
components with obsessive beliefs in students233847d_1_4_91_12_1_2FAJBabapourKheiroddinAssociate professor of psychology in university of TabrizHPoursharifiAssistant professor of psychology in university of TabrizTHashemiAssociate professor of psychology in university of TabrizEAhmadiDoctoral student o f psychology in university of TabrizJournal Article20120530The purpose of this research was to study the relationship of meta-cognition<br />and mindfulness components with obsessive beliefs. The statistical<br />population of this research included high school students in Tabriz, from<br />among whom 389 students were selected through multiphase cluster<br />sampling method. They were assessed by Obsessive Beliefs Questionnaire<br />(OBQ), Five Facet Mindfulness Questionnaire (FFMQ) and the short-form<br />of the Meta-Cognition Questionnaire. Correlation analyses showed that all<br />meta-cognition dimensions have positive and significant correlations with<br />obsessive beliefs. But of the components of mindfulness, description of<br />inner experience, no reaction and non judgment of inner experience have<br />negative and significant correlation with obsessive beliefs. Results of step<br />by step multiple regression analysis showed that variables of<br />uncontrollability of thought, cognitive self-awareness and description of<br />inner experience significantly predicted the changes observed in obsessive<br />beliefs.<br /><br />The purpose of this research was to study the relationship of meta-cognition<br />and mindfulness components with obsessive beliefs. The statistical<br />population of this research included high school students in Tabriz, from<br />among whom 389 students were selected through multiphase cluster<br />sampling method. They were assessed by Obsessive Beliefs Questionnaire<br />(OBQ), Five Facet Mindfulness Questionnaire (FFMQ) and the short-form<br />of the Meta-Cognition Questionnaire. Correlation analyses showed that all<br />meta-cognition dimensions have positive and significant correlations with<br />obsessive beliefs. But of the components of mindfulness, description of<br />inner experience, no reaction and non judgment of inner experience have<br />negative and significant correlation with obsessive beliefs. Results of step<br />by step multiple regression analysis showed that variables of<br />uncontrollability of thought, cognitive self-awareness and description of<br />inner experience significantly predicted the changes observed in obsessive<br />beliefs.<br /><br />https://jsp.uma.ac.ir/article_47_fed9ae14d0efd6323179e761f74ee75b.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208211420130219The effect of a selected motor program on perceptual motor
ability and academic achievement in borderline second grade
elementary school studentsThe effect of a selected motor program on perceptual motor
ability and academic achievement in borderline second grade
elementary school students395648d_1_4_91_12_1_3FAFDortajAssociate Professor, Allame Tabatabai’e UniversitySAsemiM. A. in Allame Tabataba’i UniversityJournal Article20120731Motor learning is basic to all other learning. The purpose of this research<br />was to investigate the effect of selective motor program on the perceptualmotor<br />abilities and educational achievement of borderline second grade<br />elementary school students in Kerman city. The method of research is quasiexperimental<br />and a sample of 8, 24 year students were selected and<br />randomly divided into control and experimental groups. The Lincoln-<br />Ozerteski motor development test to assess perceptual motor ability and an<br />achievement test were administered as pre- and post-tests. Following the<br />pre-test, the intervention program was conducted for 24 sessions divided in<br />3 sessions per week. Results showed that the intervention had a positive<br />effect on improving the perceptual-motor abilities of dynamic balance, static<br />balance reaction time, coordination, accuracy and power. About power<br />factor analysis did not show any significant differences between the two<br />groups but the program led to a significant improvement in achievement.Motor learning is basic to all other learning. The purpose of this research<br />was to investigate the effect of selective motor program on the perceptualmotor<br />abilities and educational achievement of borderline second grade<br />elementary school students in Kerman city. The method of research is quasiexperimental<br />and a sample of 8, 24 year students were selected and<br />randomly divided into control and experimental groups. The Lincoln-<br />Ozerteski motor development test to assess perceptual motor ability and an<br />achievement test were administered as pre- and post-tests. Following the<br />pre-test, the intervention program was conducted for 24 sessions divided in<br />3 sessions per week. Results showed that the intervention had a positive<br />effect on improving the perceptual-motor abilities of dynamic balance, static<br />balance reaction time, coordination, accuracy and power. About power<br />factor analysis did not show any significant differences between the two<br />groups but the program led to a significant improvement in achievement.https://jsp.uma.ac.ir/article_48_403cd63902d048d911ae2f4071c97e9b.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208211420130219The effectiveness of impulse control training on the selfefficacy
of students with ADHD symptomsThe effectiveness of impulse control training on the selfefficacy
of students with ADHD symptoms577349d_1_4_91_12_1_4FASRajabiM.A Student of Psychology of Psychology, Department of psychology, University of Mohaghegh ArdabiliAAbolghasemiAssociate Professor of Psychology, Department of Psychology, University of Mohaghegh ArdabiliMNarimaniProfessor of Psychology, University of Mohaghegh ArdabiliFGhaemiJournal Article20120515The purpose of the present research was to examine the effectiveness of<br />impulse control training on the self-efficacy of students with ADHD<br />symptoms. This is a experimental study with a pretest/post-test design using<br />an experimental and a control group. The statistical universe of this research<br />consisted of all second and third-grade junior high school male students in<br />Delijan city in the academic year 2011-2012. The sample comprised 40<br />boys with ADHD who were assigned to the two experimental and control<br />groups. To collect data, a clinical interview, Adult ADHD Rating Scale-Self<br />report form and the Self-Efficacy Scale were used. Multivariate analysis of<br />variance showed that impulse control training significantly decrased ADHD<br />symptoms and increased domains of self-efficacy in the experimental group<br />(p<0/001). This finding has important implications as regards the education<br />and mental health of students.The purpose of the present research was to examine the effectiveness of<br />impulse control training on the self-efficacy of students with ADHD<br />symptoms. This is a experimental study with a pretest/post-test design using<br />an experimental and a control group. The statistical universe of this research<br />consisted of all second and third-grade junior high school male students in<br />Delijan city in the academic year 2011-2012. The sample comprised 40<br />boys with ADHD who were assigned to the two experimental and control<br />groups. To collect data, a clinical interview, Adult ADHD Rating Scale-Self<br />report form and the Self-Efficacy Scale were used. Multivariate analysis of<br />variance showed that impulse control training significantly decrased ADHD<br />symptoms and increased domains of self-efficacy in the experimental group<br />(p<0/001). This finding has important implications as regards the education<br />and mental health of students.https://jsp.uma.ac.ir/article_49_d247c9a5ca48b778d0fb8fb018f6eb18.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208211420130219The comparison of early maladaptive schemas in secondary
school students with and without school anxietyThe comparison of early maladaptive schemas in secondary
school students with and without school anxiety748950d_1_4_91_12_1_4FASArefniaMA in Psychology- Islamic Azad University, Tabriz BranchPSarandiAssociate Professor of Islamic Azad University, Tabriz BranchRYousefiAssistant Professor of Azarbaijan University of Shahid MadaniJournal Article20120603The aim of this study was to compare early maladaptive schemas in students<br />with and without school anxiety. In a cross-sectional study, 360 students<br />were selected by cluster sampling from among secodary school students of<br />Maku city and after screening, were assigned to two groups, those with and<br />those without school anxiety. Data were collected using the School Anxiety<br />Scale (SAS) and Schema Inventory for Children (SIC). The statistical<br />method of MANCOVA was used for data analysis. The findings showed<br />that the mean scores of students with school anxiety on all early<br />maladaptive schemas were significantly higher than those of normal<br />students. Also the mean scores of girls on enmeshment maladaptive schema<br />were significantly higher than those of boys. Therefore, early maladaptive<br />schemas are associated with social anxiety and influence it.The aim of this study was to compare early maladaptive schemas in students<br />with and without school anxiety. In a cross-sectional study, 360 students<br />were selected by cluster sampling from among secodary school students of<br />Maku city and after screening, were assigned to two groups, those with and<br />those without school anxiety. Data were collected using the School Anxiety<br />Scale (SAS) and Schema Inventory for Children (SIC). The statistical<br />method of MANCOVA was used for data analysis. The findings showed<br />that the mean scores of students with school anxiety on all early<br />maladaptive schemas were significantly higher than those of normal<br />students. Also the mean scores of girls on enmeshment maladaptive schema<br />were significantly higher than those of boys. Therefore, early maladaptive<br />schemas are associated with social anxiety and influence it.https://jsp.uma.ac.ir/article_50_9defdbb92ade6fd51ac25c5c194b0d4f.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208211420130219The relationship of self-concept and academic burnout with
academic performance of girl studentsThe relationship of self-concept and academic burnout with
academic performance of girl students9010351d_1_4_91_12_1_6FANMikaeiliAssistant Professor, University of Mohaghegh ArdabiliGhAfroozProfessor, University of Mohaghegh ArdabiliLGholiezadehM.A., Student of Clinical Psychology University of Mohaghegh ArdabiliJournal Article20120606This study investigated the relationship of self-concept and academic<br />burnout with academic performance of girl students. The method used in the<br />study was descriptive-correlational. The sample included 400 students who<br />were selected via random cluster sampling from among all girl students of<br />the third and fourth grade level students in Ardabil. To collect data on<br />burnout, the Academic Burnout Scale and the school self-concept<br />Questionnaire were administered. Students’ grade point averages were used<br />to measure academic performance. To analyze the data, Pearson's<br />correlation coefficient and multiple regression analyses were used. Pearson's<br />correlation coefficient showed a significant correlation between academic<br />self-concept and academic burnout and its subscales (Academic Exhaustion,<br />Academic Cynicism and Academic Inefficacy) and student performance<br />(p<0/001). Based on the results of multiple regression, academic apathy and<br />self-concept emerged as the strongest predictors of academic performance.<br />Thus by making students interested, for instance by designing attractive<br />materials and presenting them in an intriguing manner, and also by guiding<br />them to a field of their interest and by instilling in them a sense of being<br />worthy, their academic performance can be improved.This study investigated the relationship of self-concept and academic<br />burnout with academic performance of girl students. The method used in the<br />study was descriptive-correlational. The sample included 400 students who<br />were selected via random cluster sampling from among all girl students of<br />the third and fourth grade level students in Ardabil. To collect data on<br />burnout, the Academic Burnout Scale and the school self-concept<br />Questionnaire were administered. Students’ grade point averages were used<br />to measure academic performance. To analyze the data, Pearson's<br />correlation coefficient and multiple regression analyses were used. Pearson's<br />correlation coefficient showed a significant correlation between academic<br />self-concept and academic burnout and its subscales (Academic Exhaustion,<br />Academic Cynicism and Academic Inefficacy) and student performance<br />(p<0/001). Based on the results of multiple regression, academic apathy and<br />self-concept emerged as the strongest predictors of academic performance.<br />Thus by making students interested, for instance by designing attractive<br />materials and presenting them in an intriguing manner, and also by guiding<br />them to a field of their interest and by instilling in them a sense of being<br />worthy, their academic performance can be improved.https://jsp.uma.ac.ir/article_51_3bc147e7bf52ecc00807263508d2eff2.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208211420130219Study of multiple-relationships of personality characteristics
with learning styles in studentsStudy of multiple-relationships of personality characteristics
with learning styles in students10412352d_1_4_91_12_1_7FASNasriAssistant Professor of Psychology University of Shahid Rajaee0000-0001-9764-6972AKhorshidM.A of Educational Psychology, University of Shahid RajaeeJournal Article20120911The aim of this research was to investigate the relation of personality traits<br />and learning styles among theorical high school students. The statistical<br />population of this research consists of girls and boys students in Bijar city.<br />The 315 subjects (150 girls & 165 boys) have been chosen via cluster<br />sampling. The students learning styles was the independent variable, and<br />personality traits were the dependent variable. A correlational research<br />method was used to gather data. To assess the personality traits and learning<br />styles of participants, the NEO Personality Inventory-Revised (Costa & Mc<br />Crae, 1992) and the LearningStyle Inventory (Kolb.D,1985) were used.<br />Data were analyzed using logistic regression, chi-square tests and t tests for<br />independent groups were used. The results of logistic regression suggested a<br />negative relation between extraversion and convergent learning style, and<br />between agreeableness and divergent learning style. Among those great<br />personality traits just a significant and positive correlation was found<br />between grade with conscientiouness trait.The aim of this research was to investigate the relation of personality traits<br />and learning styles among theorical high school students. The statistical<br />population of this research consists of girls and boys students in Bijar city.<br />The 315 subjects (150 girls & 165 boys) have been chosen via cluster<br />sampling. The students learning styles was the independent variable, and<br />personality traits were the dependent variable. A correlational research<br />method was used to gather data. To assess the personality traits and learning<br />styles of participants, the NEO Personality Inventory-Revised (Costa & Mc<br />Crae, 1992) and the LearningStyle Inventory (Kolb.D,1985) were used.<br />Data were analyzed using logistic regression, chi-square tests and t tests for<br />independent groups were used. The results of logistic regression suggested a<br />negative relation between extraversion and convergent learning style, and<br />between agreeableness and divergent learning style. Among those great<br />personality traits just a significant and positive correlation was found<br />between grade with conscientiouness trait.https://jsp.uma.ac.ir/article_52_3daa23ac5bcff284135ceaa16e13c8dc.pdf