The Components of Mental Health and Test Anxiety in Talented and Normal Schools Students
text
article
2014
per
The aim of this study was to investigate the relationship between test anxiety with mental health and implicit-explicit self esteem. The comparison of these constructs between talented and normal schools students was assessed as well. 112 talented school male students and 96 normal school male students from Khorasan Razavi were selected by convenience sampling and completed the package of instruments including: Test Anxiety Scale (TAS; carver & shyer, 1981), General Health Questionnaire-12 (GHQ-12; Goldberg, 1972), Pope Self-Esteem Scale (PSES; Pope, 1989) and Implicit Association Test (IAT; Greenwald, McGhee, & Schwartz, 1998). Results showed a negative association between explicit self-esteem and mental health with test anxiety, but no significant association for test anxiety and implicit self-esteem. In addition, there was no significant difference between two schools in test anxiety and implicit self-esteem. But the mental health of talented school students was higher than the mental health of normal school students. The findings of this study showed that the academic and social context of students is essential for determination of their level of mental health and self-esteem and dominance on academic challenge and hence, reduce their test anxiety.
Journal of Applied Psychological Research
University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science.
2251-8126
5
v.
3
no.
2014
1
17
https://japr.ut.ac.ir/article_52268_b79904b9028fecd1cf54be8de24e9b15.pdf
dx.doi.org/10.22059/japr.2014.52268
A Comparative Study of Critical Thinking from the Viewpoint of Robert Ennis and Henry Giroux Considering Its Application for the Modification of Teacher Training System
text
article
2014
per
Critical thinking is one of the major aims of education, and its prerequisite is to have thoughtful teachers with critical thinking viewpoints. There have been numerous models for critical thinking including two major psychological and socio-political ones. The present article has considered a comparative study of critical thinking from the viewpoints of Robert Ennis and Henry Giroux considering its application for the modification of teacher training system. Findings declare that although considering critical thinking, Robert Ennis has drawn a little attention to action. In contrast, Giroux claims that the target of critical thinking is social action occurring in parallel with social justice. From Giroux's viewpoint, critical thinking has been blended by culture, ethics and politics, and teachers as transformative intellectuals undertake a major mission in developing critical thinking training in pupil and, also, its expansion in society. According to Giroux and Ennis’s thinking, some of the policies of teacher training system in should be improved in the direction of: corporative and dynamic management, transformation of educational contents, critical thinking skills training, providing teachers with possibility of communication with educational policy makers , academic institutes and finally by putting some emphasis upon cultural studies.
Journal of Applied Psychological Research
University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science.
2251-8126
5
v.
3
no.
2014
19
38
https://japr.ut.ac.ir/article_52282_79af8524b5cb9f40707a46fea1f85de3.pdf
dx.doi.org/10.22059/japr.2014.52282
Goals Prioritization, Mental Health and Irrational Beliefs of the Students
text
article
2014
per
goals prioritization, mental health and irrational beliefs are concept much discussed nowadays. This study aims to compare the goals prioritization of the students and its relation to mental health and irrational beliefs. This study was designed and completed descriptively. The sample included 216 students of AllamehTabatabai University. Students completed the Goals and Aspirations, Mental Health and Irrational Beliefs questionnaires.Although there was no significant difference between the goals prioritization and total scale of mental health and irrational beliefs and just in the symptoms of depression and helplessness against the change subscales differences were significant and the number of people who had given priority to the physical goals, were significantly more than other people. According to the mean of data in terms of mental health and the irrational beliefs, people who had given priority to the self superiority goals, are better than those of their priorities is related to physical goals.
Journal of Applied Psychological Research
University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science.
2251-8126
5
v.
3
no.
2014
39
53
https://japr.ut.ac.ir/article_52287_7d31b3102c1b81f453209d932ba7e97d.pdf
dx.doi.org/10.22059/japr.2014.52287
Situation of Graduate Employment in the Field of Psychology in Iran and Canada: University of Tehran and University of Alberta
text
article
2014
per
Journal of Applied Psychological Research
University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science.
2251-8126
5
v.
3
no.
2014
55
70
https://japr.ut.ac.ir/article_55046_3fe717cddc1b21f9f66f495e822c9b9f.pdf
dx.doi.org/10.22059/japr.2014.55046
Factorial structure and psychometric properties
of The Pain Anxiety Symptoms Scale (PASS-20)
text
article
2014
per
The Pain Anxiety Symptoms Scale (PASS-20) has been developed as a general measure of anxiety and fear in individuals with various chronic pain disorders by McCracken and Dhingra (2002). Short-Form scale of PASS-20 has been extracted from 40 items of DASS which published in 1992. This study aimed (1) to examine the factor structure of a Persian language version of the PASS-20 (IRPASS-20); (2) to examine reliability and construct validity of the IRPASS-20. With regard this objective, Persian version of PASS-20 along with The Tampa scale for Kinesiophobia TSK scale, pain catastrophizing scale (PCS), depression and anxiety scales of DASS-21, pain self-efficacy beliefs and pain behavior questionnaire administrated amongst 310 injured worker at a big industrial company. A result of exploratory factor analysis with maximum likelihood extraction method and oblimin rotation has been showed a three factorial solation with 55.3 percentage of variance. Confirmatory factor analyses showed that all the three-factor solutions tested met the minimum acceptable fit criterion. The results of correlation analysis among PASS-20 and its subscales TSK scale, PCS, scales of DASS-21, pain self-efficacy beliefs and pain behavior questionnaire support both the convergent and divergent validity. The findings provide preliminary support for the reliability and validity of the IRPASS-20.
Journal of Applied Psychological Research
University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science.
2251-8126
5
v.
3
no.
2014
71
94
https://japr.ut.ac.ir/article_52307_e611d065f22cdf4c343c2c6ec5a22ba6.pdf
dx.doi.org/10.22059/japr.2014.52307
Construction and Validation of Smoking Abstinence Self – Efficacy Scale
text
article
2014
per
Smoking is the most common addictive drug and is the main gate for other substance abuse. Relapse is one of the main problems in smoking cessation programs. Smoking abstinence self-efficacy plays a basic role in preventing of re-addiction or relapse after quitting smoking. The aim of this study was to construct and validate smoking abstinence self-efficacy scale for Iranian population. At the first, a questionnaire with 52 questions was constructed based on four international scales. Two hundred students who had a history of smoking were randomly chosen at the University of Birjand and completed the questionnaire. Since Bartlett's test of sphericity was significance (KOM= .88), a factorial exploratory analysis was applied on the scale. Using a factor analysis with Varimax rotation and method of items analysis, 23 questions were chosen. With factorial confirmatory analysis, a scale with 13 questions and in two factors derived. The concurrent validity of the scale was calculated with General Self-Efficay (GSE10). The results showed there was a significant positive correlation among them. These findings show the abstinence self-efficacy scale with 13 questions is a valid tool and can be used in smoking cessation and other drug abuse prevention programmes in Iran.
Journal of Applied Psychological Research
University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science.
2251-8126
5
v.
3
no.
2014
95
110
https://japr.ut.ac.ir/article_52291_c6ad79063ddbc77d53a58c6d5fb23b7b.pdf
dx.doi.org/10.22059/japr.2014.52291
The Effectiveness of Pivotal Response Treatment (PRT) on Decrease
Of Clinical Symptoms in Children with Autism and their Parental Stress
text
article
2014
per
Trying to reduce clinical problems in children autism through education of parents in recent years has been addressed by researchers. This study aimed to investigate the effectiveness of training of pivotal response treatment (PRT) to mothers with 6 to 12 year old autistic children on reducing the autism symptoms. Also, the impact of PRT on reduction of parenting stress was addressed in this study. In a clinical trial work, 14 mothers of autistic children in a rehabilitation clinic for autistic children in Tehran city, selected. They were randomly assigned to intervention and comparison groups. The intervention group received treatment programs in addition of routine programs of clinic within 12 training sessions. The Autism Evaluation Treatment Checklist (Rimland and Edelson, 2005) and Parental Stress Questionnaire (Berry and Jones, 1995) were used for measuring autism symptoms and parenting stress, respectively. The results of covariance analysis revealed that this treatment method is effective in reducing the parental stress of mothers of autistic children (P ≤ 0.01). Furthermore, this method resulted in an improvement in communication abilities, social interaction, cognitive-sensory ability, and behavior of autistic children (P ≤ 0.01).
Journal of Applied Psychological Research
University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science.
2251-8126
5
v.
3
no.
2014
111
125
https://japr.ut.ac.ir/article_52306_a2c7b9929b03494d38e1a257682f3fa7.pdf
dx.doi.org/10.22059/japr.2014.52306
School Context, Identity and Problem Behaviors in early Adolescence
text
article
2014
per
The purpose of this research was to examine relationships among school functioning, personal identity and problem behavior in a sample of 564 (287 females, 277 males) students between the ages of 12 and 13 from middle schools of 1, 13, and 19 educational districts in Tehran city. The multiple-stage sampling method was used. School functioning was operationalized in terms of school bonding, teacher support, peer support, and GPA. Problem behavior was operationalized in terms of aggressive behavior, rule breaking behavior , and attention problems. The data were analyzed using the advanced statistical method of structural equation modeling. Structural equation models indicated that 39% of the total (direct and indirect) relationships between school functioning and problem behavior operated through identity variables (identity coherence and identity confusion), and identity confusion partially mediates the relationship between school functioning and early adolescent problem behavior. The present findings indicated that both school functioning and identity may play important roles in directing young adolescents toward or away from problem behavior. The findings suggested implementation of comprehensive mental health education programs (parents education, teachers education, adolescents education) in school environment and effective intervention for improving identity formation.
Journal of Applied Psychological Research
University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science.
2251-8126
5
v.
3
no.
2014
173
190
https://japr.ut.ac.ir/article_61781_d41d8cd98f00b204e9800998ecf8427e.pdf
dx.doi.org/10.22059/japr.2014.61781
Instruction of Interpersonal Problem Solving for Preschool and Primary Elementary Children: A Cognitive Approach to Prevention
text
article
2014
per
In the present study, effectiveness of social problem solving training to improve interpersonal relationships, social desirability, and executive functions were examined. This study was conducted using a quasi-experimental method with pretest-posttest without control group. A total of 85 subjects, preschool children and first and second- grade students, using available sampling procedure, participated in the study. The cognitive program ICPS was taught in each class for five months by the trained classroom teachers. The program was presented to the subjects twice a week. Measures used were the Early Childhood Behavior Rating Scale-Teacher Form, Wisconsin Card Sorting Test, and Social Desirability Inventory. The results using descriptive statistics and repeated measures to compare pre-test and post-test scores indicated that the intervention program was significantly effective in decreasing scores of Overt Physical Aggression, Relational /Emotional Aggression, and increasing scores of Social Desirability. In addition, the findings indicated that the intervention program was significantly effective in increasing Categories Achieved and decreasing Perseverative Errors. Results of the present study were consistent with other research and confirmed the effectiveness of interventions based on cognitive problem solving in social relationships. At the end, importance of problem solving skills training, as part of school’s curriculum were discussed.
Journal of Applied Psychological Research
University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science.
2251-8126
5
v.
3
no.
2014
213
228
https://japr.ut.ac.ir/article_68731_b393aeaee07b10c98ee69df2ff7c2c08.pdf
dx.doi.org/10.22059/japr.2014.68731
Predicting satisfaction of school based on academic self-efficacy and achievement goals among students
text
article
2014
per
The main object of this study was to Predict satisfaction of school based on academic self-efficacy, and student achievement goals. The research was practical according the purposes, based on the data was quantitative, and In terms of nature was correlational. In the present study population consisted of all students in seventh grade female high school first, Region 4 Education in Tehran. This number includes 11871 students. samples were 373 people by using kocran formula. Measures in this study were school satisfaction (MSLSS) Scott Huebner, self efficacy of students Jerry Jing and Morgan (MJSES) and achievement goals Midgley et al questionnaires. Data collected analyzed by using descriptive statistics (mean, standard deviation) and inferential statistics including Pearson correlation and multiple regression analysis. The Kolmogorov-Smirnov test was used to verify the normality of the study variables. The results obtained from this study shows that, academic self-efficacy, mastery objects and performance objects are able to predict Satisfaction of School. Accordingly, The academic self-efficacy was able to predict 59% of the variation satisfaction of school score and mastery objects was able to predict 50% percent of the variation school satisfaction score.
Journal of Applied Psychological Research
University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science.
2251-8126
5
v.
3
no.
2014
191
202
https://japr.ut.ac.ir/article_61782_55a0d8ba32c3ed4cc65be46a96d55fbf.pdf
dx.doi.org/10.22059/japr.2014.61782
Compare emotion regulation strategies and assertiveness in high school male students with and without stuttering
text
article
2014
per
The aim of this study is to compare the expression of emotion regulation strategies and presence in high school male students with and without stuttering city is Kuhdasht. Methods comparative study population includes all high school students with and without stuttering in the city Kuhdasht. Of the population of 30 students with and30 students without stuttering available sampling stuttering were selected. In order to collect the data, emotional regulation and scale Garnfsky assertiveness (assertiveness) Gmbryl and Ritchie were used. Data obtained through multivariate analysis of variance were analyzed. The results of this study showed that students with stuttering in emotion regulation strategies and assertive with their normal peers are major differences, this means that they were lower than their normal counterparts With regard to the role of emotion regulation strategies and self-expression in social and education in order to succeed in a variety of matters, It is recommended that clinicians and counselors to children with stuttering disorder training for emotional regulation, emotional management, application and give expression to them. Keywords:
Journal of Applied Psychological Research
University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science.
2251-8126
5
v.
3
no.
2014
203
211
https://japr.ut.ac.ir/article_61783_6c510a59832ca5a1f0e111ca2e494fc7.pdf
dx.doi.org/10.22059/japr.2014.61783