فصلنامه پیک نور (علوم انسانی)
سال هشتم شماره 1 (بهار 1389)

This paper aims at making a comparison between the effectiveness of cognitive therapy, cognitive-behavioral therapy and short-term psychodynamic in reducing student's aggressive behavior as well as studying the effects of this reduction on their social adjustment. In this respect, nine hypotheses were formulated. The subjects consisted of 60 male and female PNU students selected randomly. The selection of the subjects was based on their scores on the aggression and social maladjustment questionnaire. The subjects were divided randomly into four groups: one control group and three experimental groups. Each gender group had separate experimental therapy for about 12 sessions, 90 minutes each: the experimental group 1, cognitive therapy, the experimental group 2, cognitive-behavioral therapy, and the experimental group 3, short-term psychodynamic. Once again, the students completed the above-mentioned questionnaire upon the termination of treatment. The SPSS software was used to analyze the data through the analysis of variance and the Tukey test. The outcomes showed that the differences were significant at. 05. Not only were the cognitive therapy, cognitivebehavioral therapy, and short-term psychodynamic effective in reducing student's aggressive behavior and social maladjustment, but also the cognitive-behavioral therapy proved to be more influential than the cognitive therapy and short-term psychodynamic in reducing student's aggressive behavior. However, there was no remarkable difference between the cognitive therapy and short-term psychodynamic in reducing the student's aggressive behavior.

The main purpose of present study was to investigate mental health among Payame Noor university students. Five hundred fifty students (372 female, 178 male) were selected from 7 university centers. MMPI-2 were administered and the data was analyzed using SPSS software. T-test was used to compare the means of two groups of female and male in clinical scale and to study the subject's mental Health. Comparison of female and male means in clinical scale showed that they were significantly different in 5 clinical scale (Ma. Si, Pt, D, HS), especially in D and Pt female's mean was higher than male's mean. Furthermore, in general the results showed that % 9 of females in Ma, Pt, Pa, Mf, Pd, Hy, D, HS, and %5 male students in Ma, Hs, D, Hy, Pd, Mf, Sc had problems. And in general %7.73 of sample students need more serious intervention.

Along with social changes and the process of globalization, different generations (parents and children) seem to have undergone a number of transformations. In this study, three dimensions of religious values have been identified and investigated: the collective dimension of religious behavior, individual dimension of religious behavior, and religious beliefs. Through cluster sampling, 216 students of Jahrom high schools students and their mothers were chosen for the study. Findings showed that socialization factor in the family (mother's religious values) have a determining role in daughter's religious values.

The emotional disorder experienced by individuals can create problems in their interactions. In the past, the emphasis of studies has often been on the cognitive dimension and, as a result, less attention has been paid to the emotional dimension. In this survey, in order to study the effectiveness of the emotional focused therapy approach, as well as the marital satisfaction inventory and its subscales, the Snyder questionnaire was conducted with randomly selected participants in experimental and the control groups in split half individuals (each group including 6 couples). The participants were selected from among the couples of counseling centers. They received emotional-focused therapy for 10 weeks (a weekly session of about 90 minutes). The scores were converted to T scores and then analyzed through ANOVA. The findings indicated that:1) There was a significant difference between pre and post test in total marital satisfaction score and marital satisfaction inventory subscales such as CNV, ROR, CCR, GDS, FC, PSC, TTO and SEX, while there was no significant difference in other subscales such as AGG, FIN, FAM, DSC and INC.

Finding ones identity is one of the most important challenges confronting adolescents. This research studies and compares the parent–child relationship of high school female students who have identity crisis and those who do not have such a crisis. The sample included 60 students with identity crisis and 60 without this problem. All the subjects were chosen randomly from among high-school girls of kazeroon. The results showed that there are some differences between these two groups of students. It is also concluded that the students who have identity crisis in comparison with those who do not have this problem, generally have poorer relationship with their parents.

Cultural and art activities are significant because of their role in the development of the society. Participation in these activities depends on factors which result from the position of individuals. The status of being a man or a woman can produce different conditions: limitations and opportunities for cultural and art activities. Women in our community with respect to their social status face constraints during their activities. With regard to the conditions that dominate our community, the main purpose of this article is comparing the rate of interest and participation in art and cultural activities between male and female Students. One thousand and four hundred questionnaires were randomly distributed among the students of Shiraz University, of which 780 were completed and returned.

Cooperative learning is considered a suitable substitute for conventional teaching methods. The general aim of this study is to study the degree of effectiveness of cooperative learning on primary student's educational achievement. The sample consisted of Tabriz primary students. Through random cluster sampling, four classes were selected and divided into experimental and control groups. The design was pre-experimental with pretest/posttest and control/experimental groups. The subjects in the two experimental groups received instruction in mathematics and natural sciences through cooperative learning. The findings showed a significantly higher achievement by students in the experimental groups than the control groups. Moreover, there was no significant difference between male and female students in this regard.

In order to choose the research sample, a high school in Tehran (District 11) was selected. One hundred students were chosen from among each level through random stratified sampling method to achieve equal distribution. The Cooper Smith Self-Esteem Test was administered to 300 students. After data analysis, 60 students who had the lowest scores were selected and were randomly assigned to two groups of 30. The experimental group received instruction. The above-mentioned test was once again administered to both groups at the end of instruction and also as a follow-up, one month after the instruction. The data were analyzed using descriptive statistics, inferential statistics, and repeated measures ANOVA (two-factors). The findings showed significant differences among various stages of the test, namely, preinstruction, post-instruction and one month later in the follow-up. Also there were significant differences among the experimental and control groups, all of which are the results of the independent variable exerted by the researcher.

There is a general consensus with regard to the key role of vocabulary knowledge in learning a language. All four skills are rendered through vocabulary. Many techniques have been suggested for vocabulary learning and teaching. One of the techniques which have been paid relatively little attention is code-mixing. Code-mixing can be defined as a phenomenon in which a word or an expression from one language is used in a phrase, clause or sentence whose structure belongs to another distinct language. The present study is an attempt to find out whether vocabulary learning through code mixing can be achieved as successfully as through definition method. To this end, two groups, each 25 female pre-university students of Motahari High School in Shiraz were screened out from a population of 100 based on their scores on an English placement test. Subjects in the experimental and control groups both received 6 sessions of vocabulary instruction. The experimental group underwent the code-mixing method. That is, a text in which new words were inserted from L1 (Persian), was read out to the students. The text wasread to the students once more to present the L2 equivalents. The control group was taught through synonyms, antonyms and the teacher's definition for words. Both groups took part in a vocabulary test. Data analyses indicated that the experimental group was superior to the control group and the difference was significant.