فصلنامه روانشناسی
سال بیستم شماره 4 (پیاپی 80، زمستان 1395)

This study examined school bonding and the factors that affect it in male and female students. Data were collected from 1071 students in 19 schools were chosen through cluster sampling (Levels proportional to size) from different regions of Ardabil and students completed the of School Bonding Questionnaire (SBQ), Self Control Questionnaire, Self Efficacy Questionnaire, People in My Life Scale (PIML).
Also indivuduals of school employer's completed the questionnaires of school climate and school status. Using hierarchical linear modeling showed that significant variation among schools in students school bonding, At the school-level, school climate, class size and school status was significantly related to variation among schools in school bonding and , At the student-level, age, gender, self control, self efficacy and transitional stage was significantly related to variation among schools in school bonding.

The present study aimed to investigate the effect of job crafting on job satisfaction with person-job fit and psychological ownership in a general pattern. The research method was correlation and the study sample was consisted of 122 employees of a private company selected by simple random sampling. Participants completed Job Crafting Scale (Laurence, 2010), Perceived Person-Job Fit Scale (Cable & DeRue, 2002), Organizational-Based Psychological Ownership Inventory (Van Dyne & Pierce, 2004), Job-Based Psychological Ownership Inventory (Mayhew et al., 2007), and Job Satisfaction Index (Brayfield & Rothe, 1951). The evaluation of the proposed model was performed using structural equation modeling with AMOS software version 22 and testing the indirect effects by bootstrapping method and Preacher and Hayes macro program (2008). Structural equation modeling indices confirmed general study patterns. Among relations, only direct relation between job crafting and job satisfaction was insignificant which was eliminated from proposed model. Fitness indices obtained showed that improved model has a good fitting. The results of bootstrapping method and confidence intervals showed that the person-job fit and psychological ownership were fully associated with job crafting and job satisfaction.

The present study aimed to investigate the psychometric properties of the Life Skills Scale among Iranian university students. Sample were drawn from university students in Tehran, 845 students were recruited using simple random sampling method. A set of instruments including Multi-dimensional Anger Inventory, Resiliency Scale, Social Problem Solving Scale, Friendliness Scale, Integrative Self Knowledge Scale, Emotion Regulation Scale, Questionnaire Measure of Emotional Empathy, and Iranian Mental Health Scale were used in order to evaluate concurrent validity. Internal consistency of the scale was used to evaluate reliability and Confirmatory Factor Analysis (CFA) was used to evaluate compare alternative factor structures. CFA showed that 10-factor solution had the best fit indices for the 60-item. Cronbach’s alphas ranged between 0.58 (critical thinking subscale) and 0.78 (empathy subscale). Correlations between subscales and concurrent instruments demonstrated that the scale had adequate concurrent validity. Life Skills Scale showed satisfactory psychometric properties. Thus, it may be used in research settings with university students.

Aim of the current study was to compare behavioral brain systems, and defense mechanisms in patients with addictive behaviors. Thirty two individual of patients with addiction were selected from the association of anonymous sex addiction based on inclusion and exclusion criteria. These individuals were entered the study with informed consents. The normal group 32 individuals were matched with experimental group in age, education, marital status, and socioeconomic status, and were matched. To collect data, defense mechanism scale (40 items), Behavioral Inhibition/Activation systems scale (Carver and White, 1994) and demographic questionnaire were used. Information collected by descriptive and inferential statistics were analyzed by multivariate analysis of variance. The results showed that the average score for sex addiction in patients with BIS and BAS systems was a significant difference with the normal group, Also immature and neurotic mechanisms, with averages higher scores than normal group gained, While the mechanisms developed, earn more scores in the normal group, all of which were significant differences.

The purpose of this study was to investigate the mediating role of basic psychological needs, motivational self-regulation and academic in relationship between supporting student›s academic autonomy support and academic performance in male and female student s of Karaj high school. Five hundred and twenty students from high schools located in north, west, East and center of (Karaj) were selected through multi stage sampling to assess the variables. The following scales and questionnaires were used: Basic Psychological Needs Scale, Academic Emotion Questionnaire Instructor Supports Student Autonomy Scale, Parents’ Supports Student Autonomy, Connectedness with Class Students Scale, Academic Motivation Scale and Academic Emotion Questionnaire. Finding of the study demonstrated that direct effect of the environmental factors supporting student’s academic autonomy on basic psychological needs was significant. Indirect effect instructor autonomy support on academic performance was not significant, but parent’s autonomy support and connectedness with class student was indirect significant effect on academic performance. Autonomy, relatedness, a motivation and class enjoyment has significant direct effect academic performance. In addition, indirect effect of autonomy, competence, relatedness, intrinsic motivation and extrinsic motivation on academic performance was significant. Therefore; basic psychological needs, motivational self-regulation and academic emotions has shown role mediating between the relationship environmental factors students’ academic autonomy support and academic performance.

The aim of this study was investigating the relationship between self transcendence and personal values. Using multi-stage cluster sampling, 590 (353 female and 237 male) undergraduate students at Persian Gulf University were selected and were asked to complete the personality Self-Transcendence Questionnaire, Schwartz Value Survey (SVS). To investigate the hypothesis, Pearson's correlation coefficient was used. The results showed that values of tradition, conformity, benevolence and universalism were associated with personality transcendence more than other values, and values of achievement, hedonism, and stimulation has the least association with personality transcendence.

This research has been conducted to assess the effectiveness of the stress management training on the scholar's self-efficacy, cognitive emotion regulation and psychological well-being. 50 individuals (25 experimental and 25 control) were selected based on voluntary sampling method from guilan payame noor university during the 2014-2015 academic year and completed (before and after intervention) Self-Efficacy Scale, Cognitive Emotion Regulation Questionnaires and Psychological Well-being Scale. The experimental group participated in 90 minutes of stress management training in 10 weeks and the control group received no intervention. This study analyzed data from a analysis of covariance was used. The results showed instruction of stress management causes an improvement in self-efficacy, cognitive emotion regulation (subscales of Positive reappraisal, Refocus on planning and Positive Refocusing) and psychological well-being in experimental group compared to control group. Also, subscales of self blame and catastrophizing of the experimental group was significantly decreased.
In total, Whatever that the more the college students control their stress, the more they have mental health.