فهرست مطالب یاور جمالی قراخان لو

Achievement motivation, psychological capital, and physical activity are among the important structures in all areas of life, especially the quality of work life of employees, for better performance in the work environment. In this regard, quality of working life of teachers of students in exceptional schools is an important fact to study. The aim of the present study was to investigate the role of predictability of achievement motivation, psychological capital, and physical activity on the quality of work life of teachers of exceptional schools in Markazi province in 2018.

A descriptive and correlational study was carried out on the statistical population of all employed teachers (no=400) in exceptional schools in Markazi Province between 2018-2019. For this purpose, 196 teachers were selected using simple random sampling method. Data collection tools included Hemans Achievement Motivation, Luthans psychological capital, Beck's Physical Activity, and Watton's Quality of Work Life. To analyze the data, Pearson correlation coefficient and multiple linear regression analysis were used in SPSS, version 19.

There was a significant correlation between psychological capital (r=0.79, p=0.001), achievement motivation (r=0.63, p=0.001), physical activity (r=0.51, p=0.001), and quality of work life. Also, the results showed that psychological capital (B=0/79), achievement motivation (B=0/27), and physical activity (B=0/20), respectively can significantly predict the change in the quality of work life in teachers of exceptional schools and these variables account for 71% of the quality of work life variance

It can be concluded that psychological capital, achievement motivation, and physical activity play major roles on the quality of work life in teachers of exceptional schools.

The way parents communicate with children is the strongest factor affecting family interactive patterns. The purpose of the present study was to investigate the effect of positive parenting program on family function in parents having children with intellectual disability.
In the present quasi-experimental study, 30 parents having children with intellectual disability from Exceptional School (Omid-e Nejat boys school, Besharat mixd school, and Mehvarzan girls school) in Semnan city, Iran, were selected through convenience sampling method. They were randomly assigned to two group of experimental and control group (15 each). The experimental group participated in an eight-session positive parenting program (one meeting per week and each session for one and a half hours). The control group recieved no training. The participants completed Measure of Family functioning (FAD) prior and after the training. Univariate and multivariate analysis of covariance (ANCOVA & MANCOVA) were used to analyze the data.
The results showed that positive parenting education was effective on family function and its components (problem solving, communication, roles, emotional responsiveness, emotional attachment, and general family function). However, in the control behavior control index, the effectiveness of educational intervention was not significant (p>0.05).
The results showed that positive parenting methods training is effective on family function in parents having children with intellectual disability.

 

Aggression is one of the most serious social threats in adolescents that disrupt their physical and mental health. Therefore, the present study aimed to compare the effects of physical exercises and anger control skill on male teenageers' aggression.

In the current quasi-experimental study (pre-test and post-test), 40 students at the school of Edalat in Arak city were selected through convenience sampling method. Participants were then non-randomly divided into two experimental groups (20 each). The first group received Physical Exercises (two sessions per week, each one hour) and the second group received Anger Control Skill training (two sessions per week, each one hour). Univariate and multivariate analysis of covariance (ANCOVA & MANCOVA) were used to analyze the data.

The findings of the present study showed that the effectiveness of anger control skill in reducing aggression and its components (physical aggression, verbal aggression, anger, and hostility) were significantly higher than doing physical exercises (p <0.001).

According to the results, anger control skill is more effective in reducing male teenagers' aggression compared with physical exercises.

Considering positive effects of social support, resilience and intellectual aptitude on positive adjustment and individual's development in problematic positions, the aim of this study was to investigate the role of predictability of resilience, social support and intellectual aptitude in subjective well-being of students’ mothers with intellectual disability.
This is a descriptive and correlational study. The statistical population was all mothers (436 students) of educable intellectual disability students studying at Noor exceptional school in Arak city in 2015-2016. For this purpose, 216 mothers were selected by convenience sampling method. Data collection tools included Vaux's social support questionnaire, King's intellectual aptitude scale (SISRI-24), Connor & Davidson's resilience scale, Lyubomirsky & Lepper's subjective happiness scale and Diener's satisfaction with life scale. Pearson’s correlation and multiple regression analysis were used to analyze the data.
Results showed there was a positive relationship between the resilience, social support and intellectual aptitude with the subject's well-being and its dimensions (happiness and life satisfaction). Also, the results of multiple regression showed that intellectual Aptitude (B=0.42), social support (B=0.37) and resilience (B=0.11) can significantly predicted the subjective well-being in mothers of Students with intellectual disability respectively and 43% of the variance of the subject's well-being was explained using Intellectual Aptitude, Social support and Resilience.
We can increase the subject's well-being (happiness and life satisfaction) among mothers by raising intellectual aptitude, social support and resilience.

Considering the influence of Brain/Behavioral systems on Coping Skills with stress, the present study aimed at investigating the relationship of the Brain/Behavioral systems with Coping Skills with stress and its role in the mental health of students.
This study is descriptive (survey). For this purpose, 300 girl students of Mathematics- Physics Field (zone 4) Tabriz in Ranging in age from 16 to 18 years to the Cluster sampling - were selected. Data collection tools included Carver & White’s BAS / BIS questionnaire, Falkmn & Lazarus’s Coping Skills Inventory and Goldberg & Hillier’s General Health Questionnaire. To test the research hypotheses, Pearson correlation and to investigate the role of Brain/Behavioral systems and Coping Skills in mental health, the regression analysis were used.
Total score of mental health and its components with Problem solving coping style and activation brain system Negative relationship and Emotional coping style and Behavior Inhibition brain System is a significant positive relationship. As well as Problem solving coping style with activation brain system positive relationship and a significant Negative correlation with behavioral inhibition brain system. Emotional coping style with activation brain system Negative correlation and a significant positive correlation with behavioral inhibition brain system.
The results showed that student's mental health in the physical, psychological and social impact of different sensitivity of Brain- Behavioral systems and Individuals coping strategies to daily stress is placed.