نشریه مطالعات اسلام و روان شناسی
پیاپی 10 (بهار و تابستان 1391)

The present research study aims at analyzing contents of Hedyehaye Asemani (Divine Gifts) and literature textbooks in primary school in regard to Mahdism and its components from two perspectives: lessons and pictures. The components of Mahdism including the knowledge of philosophy of appearance, knowledge of philosophy of absence, knowledge of Imam Mahdi, awaiting for reappearance of Imam Mahdi, and heart belief re verified using a content analysis method. The findings showed that components of Mahdism in above textbooks were superficial and incomplete. In particular, Hedyehaye Asemani (Divine Gifts) and literature textbooks of primary level have basic and serious limitations and problems. Thus, it is necessary to pay more attention to the components of Mahdism in these textbooks to gradually develop the student's religious identity.

The present study is concerned with evaluation and explanation of the role of "dyadic expectations" and "healthy relations" (faith-based relations) in "marital satisfaction". Two hundred married men and women of Kerman (100 women and 100 men) participated in this research study. They were asked to complete the following questionnaires: "Dyadic Expectations Scale" Bahrami Ehsan et al. (2010), "Healthy Relations Scale" Bahrami Ehsan Rezazadeh et al. (2010) and Dyadic Adjustment Scale (DAS). To make a statistical analysis of data, correlation coefficient and regression analysis were used. The results showed that the component "healthy relations" and "dyadic expectations", especially emotional connection and emotional security can explain significantly "consent" and "agreement" of the Marital Satisfaction Scale. The results suggest that "dyadic expectations" and "healthy relationships between couples" have impacts on "couple's satisfaction" and their "physical and mental health".

The present research aims to measure the relationship of religious affiliation and gender with student's test anxiety. The research method is a descriptive one of the correlative type. For this purpose, as many as 390 students (200 girls and 190 boys) from the students of Qom high schools were selected through quota sampling. The research tool included Religious Affiliation Questionnaire (M. Janbozorgi) and Test Anxiety Scale (TAS; Sarason, I978). To make an analysis of the data, Pearson correlation coefficient, regression analysis and t test independent groups were used. Religious affiliation questionnaire includes three factors: religious affiliation, religious ambivalence and religious non-affiliation; The results of present research showed that there is not a meaningful relationship between factor religious affiliation and test anxiety, but there is a meaningful relationship between factors of non-religious affiliation and religious ambivalence with test anxiety. Also the results showed that there is not a meaningful relationship between gender and test anxiety, but there is a meaningful relationship between total religious affiliation and test anxiety (r=-0/211). Thus religious affiliation has some effects on decreasing student's test anxiety.

This study investigates stress or psychological factors and coping strategies with them among female students of Ferdowsi University of Mashhad who read Quran and those who don’t read. The research question states whether there is difference in psychological stress and coping strategies between these two groups? In order to reply it, a sample of female students of Ferdowsi University of Mashhad (Quran reader: 113 subjects, not reader: 103 subjects) was selected using random sampling method. The instruments of this study were Sarafino's Daily Stressor Factors and Bilings and Moos’s Coping Strategies Questionnaires. For analyzing the data in addition to descriptive statistics, independent t- test were used. Findings showed that there is significant difference between two groups in stressor factors and coping strategies (p=.05).

As it is appear from the title this research study aims at investigating the effect of religious-based cognitive behavior therapy on marital adjustment and mental health. The research method was experimental with pre-posttest fallow up and control group. The sample consisted of 32 couples with familiar problems. They were randomly divided into two groups as experimental and control. The instruments were Dyadic Adjustment Scale (DAS) and SCL-90-R. We used 12 sessions of cognitive behavior therapy based on religious for experimental group, but control group didn’t receive any intervention. The results revealed that there was a significant difference between two groups (P<0/001). In addition, these results were significantly consistent in fallow up period (P<0/001).

The present research aimed to investigate the relationship between student's "spiritual growth" and "mental health" through a descriptive survey research method. The statistical population consists of students of educational sciences and psychology, Islamic Azad University of Qom. 198 students were selected in a stratified random sampling design. Two Questionnaires: "Spiritual Growth Scale" 51 questions (Manavipoor) with stability of 0.78, and General Health Questionnaire (GHQ-28) Goldberg, with stability of 0.816 were used. The data were analysed using mean, standard deviation, coefficient of dispersion tests, Kendall's T, T for comparison of two independent groups, and Fisher's Z test. Results showed that there is a positive relationship between student's "spiritual growth" and "mental health". There is a different correlation between rates of student's spiritual growth and mental health.Despite the high scores on the mental health of female students and spiritual growth of male students, no significant differences were observed between them. The relationship between mental health and spiritual growth of male students is positive and that of female students is positive and significant.

This research attempts to find the Self-Confidence Model (SCM) in the Islamic ethics. The article mainly raises the following questions: What are the components of self-confidence in the Islamic ethics? What model is offered thereof? How are models of psychology and ethics related? To do so, doctrines and concepts of the issue have been dealt with in two fields through analytic-descriptive method. Scientific-religious Research findings show that ethical model is based on eight elements and that of psychology is reliant upon eleven elements. Hence, they share self-awareness, knowledge and experience acquisition, positivism and self-respect. Ultimately God-oriented approach in the ethical model of self-confidence whose final and sweeping truth lies in trust in God and can be distinguished from the other approach which controls behaviorism and pragmatism.