فهرست مطالب علیرضا عظیم پور

According to general aggression model, it is expected that antisocial and prosocial tendencies can be affected by family-related variables. The present study sought to predict aggression and moral identity based on family cohesion, family communication patterns and family social support. The research design was correlational and the population of the study was comprised of male high school students in Estahban in 2018-19 school year. The sample consisted of 253 individuals who were selected through cluster sampling method. The research instruments included Aggression Questionnaire (Buss & Perry, 1992), Self-Importance of Moral Identity Scale (Aquino & Reed, 2002), Social Support Questionnaire (Vaux et al., 1986), Revised Family Communication Patterns Scale (Koerner et al., 2002), Family Cohesion Questionnaire (Samani, 2002) and Crowne & Marlowe Social Desirability Scale (1982). Data were analyzed via Pearson correlation, partial correlation and multiple regression by SPSS22. Results revealed that conversation orientation as a communication pattern and family cohesion correlated to aggression negatively and to moral identity positively. Furthermore, conformity orientation as another communication pattern and family social support correlated to aggression positively and to moral identity negatively. Family social support, conformity orientation and conversation orientation could account for 71% of variance in aggression. In addition, conversation orientation and family cohesion could account for 13% percent of variance in moral identity. The positive relationship between social support and aggression and its negative association with moral identity was contrary to expectations. Nevertheless, this study has confirmed the role of family variables in aggression and moral identity.

In self-report questionnaires, possess social desirability bias can be seen. Then, assessing and controlling social desirability is one of the methods to promote the findings based from such questionnaires. One of the most popular instruments that assesses this bias is 13-items Marlowe-Crowne Social Desir-ability Scale (MCSDS; Reynolds, 1982). How-ever, the Persian version of it does not have satisfactory reliability. In this study, using data from some previous studies among university students (N=1439) and data from a longitudinal study among them (N=90), the scale was re-validated. Explanatory and confirmatory factor analysis, correlation bet-ween items and total score, discrimination of the items, relaiability by internal consistency method and examinaing the criterion validity by compairing annony-mouse and named questionaires, all were done among the first testing sample. In addition, test-retest reliability testing was done on the longitudinal study. Explanatory factor analysis has shown that the scale consists of three factors. Confirmatory factor analysis confirmed the three-factor model among the entire sample. Howevere, focusing on the meaning factor leaded ambiguity for naming of the items at any factor leaded ambiguity for naming the factors. In addition, criterion validity, internal consis-tency, and stability of the factors, also discrimi-nation of the items, all questioned the reliability and the validity of the first and the third factors. It seems that they assess another things than social desirability. By omitting the first and the third factors, seven items were remained that are suitable to assess social desirability bias for the studies that use self-report questionairs.

Moral disengagement consists of some cognitive mechanisms that people use them to reduce their negative feeling after doing an immoral behavior. Present study has aimed to study the frequencies of the mechanisms in the content of students' reasoning about cheating in exams. Also, it has aimed to study the relationship between the disengagement mechanisms and cheating behavior

Present study was a content analysis study. Population was the students of Salman Farsi University of Kazerun (in Iran). The Sample consisted of 379 students who were selected by convenient sampling. Students responded to an open-ended question about how they evaluate cheating in exams; also, they responded to a Likert scale question about how much they cheat in exams. The responses were examined by content analysis within eight mechanisms of moral disengagement framework and also considering cheating as wrong. To statistical analysis it was used the frequency, percent, chi-Square goodness of fit (χ2) t-test, one-way analysis of variance (ANOVA), Pearson's correlation and point- biserial correlation.

40.9% of students considered cheating as a wrong behavior; however, 82.7% of students have done it at least once. Among the contents that consider cheating as right, 54.91% corresponded to moral justifications as a mechanism of moral disengagement. Amount of using moral disengagement positively correlated to cheating behavior (r: 0.396). Except the superiority of female students in considering cheating as incorrect, there were not any differences based on gender or years of education in any of the variable.

It seems that cheating is not considered as immoral behavior in the reasoning of the students. It is suggested that using some proceedings to reduce moral disengagement and also illuminate the cheating as immoral in formal and informal curriculum of the universities

 Moral disengagement includes the cognitive mechanisms which are formed in the doer’s mind while performing unethical actions or deciding not to perform ethical actions, which influences the occurrence of unethical actions or not performing ethical behaviors. The Present study aims to narratively review the studies that have examined the role of this variable in medical and nursing settings.

 Through Google scholar and PubMed databases, besides using the search section of the websites of the journals related to medical and nursing ethics, the keywords moral disengagement, medical ethics and nursing ethics were searched; the articles which had studied moral disengagement in medicine and nursing until 2022 were reviewed.

Ethical Considerations: 

The results of the studies have been mentioned without bias, while observing trustworthiness in reporting the contents of the articles.

 Moral disengagement was found to be prevalent among the nurses and the physicians. Moral disengagement was accompanied by decreasing moral reasoning, behaviors and traits, as well as increasing unethical and unproductive behaviors among the physicians and the nurses. In addition, these mechanisms increased in the medical environments with higher levels of stress, more perceived injustice and higher power. On the other hand, they decreased in managerial conditions in the form of moral leadership. These mechanisms were more prevalent among the physicians and the nurses who had stress, unstable moods, negative emotions, as well as the desire for power.

 Considering the modifiability of moral disengagement through certain educational interventions, it is necessary to add some lessons or courses in order to introduce and reduce the mechanisms of moral disengagement in academic programs and the in-service courses of doctors and nurses In addition, considering the role of variables such as job stress, perceived injustice and having uncontrolled power, it can be possible to reduce the aforementioned variables and consequently, moral disengagement through applying certain management reforms such as applying ethical leadership.

Some studies have revealed that most individuals tend to concentrate on others’ morality and intelligence at their social perception. The present study aimed to examine the accuracy of these social perceptions in zero acquaintance condition. Nine female students who had high, low or average moral identity/intelligence were considered as targets and the short video clips of their lectures about the same nonrelated subject were presented to other students to judge about them through three studies (total N: 208). In the first study the judges (N: 98) have to guess and categorize the targets as highly or lowly moral and also as highly or lowly intelligent. In the second study the judges (N: 96) have to do it in a Likert scale from -5 to +5. In the third study the judges (N: 14) who were senior students of psychology do it with the Likert scale but after a group discussion about any targets. The findings indicated that the perceptions were full of above-than-chance inaccuracies which were consensus across the three studies. Considering the inaccurate positive account about many targets, accurate perceptions about highly moral/intelligent targets were explained by positive bias to targets than by actual accurate perception. Beyond such bias, there were some little traces of accuracy particularly in intelligence. It seems that due to many inaccuracies especially about morality, such little traces of accuracy are not much reliable for judgments in real settings with zero acquaintance.

University students at their first semester experienced special stresses that can affect badly on their educational performance. The aim of present study was to investigate the relationship between student’s educational performance and intelligence, identity styles, gender, different dimensions of mental health, mental health-related variables and probable prediction of educational performance by them at their first semester.   

Cattell Culture Fair Intelligence Test III for assessment the intelligence, Identity Style Inventory (ISI-6G) for assessment identity styles, Iranian National Mental Health Scale for students to assess mental health, its dimensions and mental health-related variables were administered on 167 freshman students in 2 sessions and at the first month of their undergraduate course.

Pearson correlation coefficients showed that educational performance had positive relationships to intelligence, gender (female), informational identity, normative identity, well-being, social support, family atmosphere and had negative correlations to depression and social anxiety. However, in the multiple regression analysis only gender and intelligence could predict (adjusted R2 = 0.091) the educational performance.

The findings showed that the intelligence and gender in freshman university students such as in high school students, more than other variables can predict the educational performance. It can be suggested that the significant related variable to educational performance can be used for reconnaissance of high risk students in low educational performance as target group of prevention intervention.

Despite the effects of inconstant and situational variables on aggression, relative constancy of aggression across life span was confirmed in some studies. The present study aimed to predict the university student’s aggression according to intelligence, temperament dimensions and attachment styles as constant individual variables.

The population of the study was Salman Farsi University of Kazerun’s students, that 266 of them were selected by convenience sampling. For gathering data Buss-Perry Aggression questionnaire (Buss & Perry,1992), Temperament and Character inventory (Cloninger, et al., 1994), Adult attachment Inventory (Besharat,2011), The Cultural Fair Intelligence Test III (Cattel,1957) and Marlowe-Crown Social desirability scale (Crown and Marlowe,1960) were used. After controlling the effect of social desirability by partial correlation method, the variables with significant relationships to general aggression were considered for regression analysis with a stepwise method to predict the aggression.

Correlation coefficients indicated that aggression positively correlated to avoidant and ambivalent attachment, novel seeking, harm avoidance, and persistence. Besides according to the output of the regression avoidant and ambivalent attachment, harm-avoidance besides social desirability could predict 47% of aggression, although 16% of it was pertinent to social desirably responding.

It can be concluded that among normal university students, the weight of constant individual variables to predict aggression is not so much, and perhaps the other residual variance of aggression could be explained by situational or more acquired variables. Considerable to the little role of long-term personality variables, the expectation of modifiability and treatment of student’s aggression by intervention would be increased.

One of the explainer theories of aggression is frustration – aggression theory. One of the sources of frustration in students is academic frustration.  Studies revealed that the high intelligence and academic self efficacy can make academic success and predict the academic frustration. The aim of present investigation was study of the relationship between types of aggression, intelligence and academic self-efficacy. 210 female and male high school students at grade 10 from BandarAbbas (Iran) were selected by the available sampling. Buss and Perry Aggression Questionnaire, Raven’s Progressive Matrix and self-efficacy questionnaire for children were administered on the students. Findings indicated that general aggression; physical aggression, angry and hostility negatively correlate to academic self-efficacy, Also general aggression, physical aggression and angry negatively correlate to intelligence. In the regression analysis both academic self-efficacy and intelligence could predict the aggression. It seems that consideration to probable affect of deficit in both intelligence and self-efficacy on academic frustration and probable affect of this frustration on aggression; it can be explain the predictability of aggression by intelligence and self-efficacy. This investigation also has showed that there are not any gender differences in the variables of present study. It seems that the beliefs and evidences of superiority of males in aggression were not much generalizable to all statistical populations.

The existence of a positive relationship between moral activities and mental health has been established in some studies; however, there are different types of moral-related variables as well as mental health-related ones. The present study is aimed at examining the probable relationship between them. A body of 212 university freshmen completed questionnaires about different mental health-related variables and moral-related ones. After controlling the effects of social desirability and lie/nonsense responses, the relationship between moral-related and mental health-related variables was investigated through partial correlation. The findings indicated that mental health-related variables differently related to moral-related ones. Among the moral-related variables anonymous pro-social behavior and overall pro-social moral reasoning related to more numbers of mental health-related variables. Also, among the mental health-related variables perfectionism and social support related to a greater number of moral-related variables. The findings were discussed in light of previous studies and the definitions of the variables