جستجوی مقالات مرتبط با کلیدواژه « motivational structure » در نشریات گروه « روانشناسی »

The aim of this study was to investigate the mediating role of problem-solving skills in the relationship between motivational structure and academic self-defeating behavior in gifted students. The method used for this study was descriptive and correlational. The statistical population of the study included second-year high school students from gifted schools in Tehran during 1399-1400. Participants were selected through a one-stage cluster sampling method. Data collection tools included an academic self-defeating behaviors questionnaire, Personal Concerns Inventory, and a problem-solving skills questionnaire. Data analysis was performed using the Pearson correlation method and structural equation modeling at a significance level of 0.05. The results showed that self-defeating behaviors had a negative relationship with adaptive motivational structure and problem-solving style of trust in problem-solving skills. Additionally, there was a significant positive relationship between self-defeating behaviors and problem-solving/avoidance and personal control style at the level of 0.01. Furthermore, problem-solving skills had a mediating role in the relationship between motivational structure and academic self-defeating behavior (p<0.01). Therefore, self-defeating behaviors in students can be predicted through their motivational structure and problem-solving skills, with problem-solving skills playing a mediating role. The results of this study can be used by educators to plan and design educational interventions aimed at reducing academic self-defeating behaviors in gifted students.

The purpose of this study was to determine the effectiveness of social cognitive skills on the motivational structure of students with a tendency toward risky behavior. The research method was applied in terms of purpose and the design of the present research was quasi-experimental with pretest-posttest and follow-up with a control group. The statistical population consisted of female second-year secondary school students in the 7th district of Tehran in the academic year 2017-2018, of which 24 female students were selected based on the cut-off of Iranian Adolescents Risk-Taking Scale (IARTS) and randomly assigned to the control and experimental groups. Both groups answered the Personal Concerns Inventory (PCI) before the test, after the test, and at follow-up. After 12 sessions of social cognitive skills training, the present data were analyzed using analysis of variance with mixed design and SPSS-24 software. In the present study, the interaction effect of time*group for the components of inclination (P=0.001, F=11.03), control (P=0.006, F=5.70), information (P=0.008, F=5.41), effort (P=0.002, F=7.55), satisfaction (P =0.001, F=11.03), and engagement (P=0.002, F=6.91) was significant at the 0.05 level. Cognitive-social skills training improved the motivational structure of students with risky behaviors. Therefore, it is suggested that students and teachers should be taught cognitive-social skills to improve students’ adaptive motivational structure.

The study purpose was to determine the psychometric properties of the motivational structure questionnaire in adolescents.

Research method was correlational and the statistical population included all female and male adolescents from second secondary education in Tehran's 22nd district to 177000 people in the 2016-2017 academic year among whom based on Comrey & Lee (2016) suggestion 426 were selected using multi-stage sampling method. In the first stage, three direction, the north, center and south of Tehran map, in the second stage, three regions, 1, 5 and 18 of each direction and in the last stage of each region randomly Shahid Motahari and Somayeh High Schools from District 1, Shahid Amoyan and Ayin Tarbiat from District 5 and Shahid Mofeghian and Farzanegan from 18 District were selected. The research tool was the Personal Concerns Inventory by Cox & Klinger (2004). After removal of 6 distortion questionnaires and 2 outliers, 418 student data were analyzed using confirmatory factor analysis.

The results showed that fitness indices of confirmatory factor analysis, confirmatory factor fitness indicators with the exception of the Chi-squared which was equal to 357.58 in 0.001 significant level, support the pattern of two components of adaptive and non-adaptive motivational structures and Cronbach's alpha coefficients for adaptive and non-adaptive motivational structures is respectively 0.73 and 0.77.

According to the results, the motivational structure scale has appropriate validity and reliability, and it can be used to measure the motivational structure of students, as well as to prevent and detect cognitive, emotional and behavioral damages in schools.

Emotional divorce is one of the most important traumas that the family faces and is the most important factor in family breakdown. The purpose of this study was to investigate the role of family communication patterns and motivational structure in predicting emotional divorce of couples. One hundred sixty-one married individuals (87 males and 74 females) participated in the study. Participants completed the Revised Communication Patterns Questionnaire (FCPQ-R), the Aspects Questionnaire (PCI) and the Emotional Divorce Scale (EDS). The results showed that emotional divorce was correlated negatively with adaptive motivational structure and communication pattern, but positively with non-adaptive motivational structure and conformity pattern. The results of regression analysis also showed that 45% of the variance of emotional divorce was explained by the motivational structure variables of family communication patterns. Based on the results, it can be stated that by providing the necessary training to improve family communication patterns and adaptive motivational structure of couples who have emotional divorce or are seeking divorce, emotional divorce can be reduced.

One of the serious health threats is the prevalence of high-risk behaviors among the various strata, especially adolescents. The main objective of this study was to Predict high-risk behaviors based on school bonding by mediating motivational structures in high school adolescents in Tehran. 418 girls and boys in Tehran's second high school from different age groups were selected by quota sampling and responded to the high risk behaviors questionnaire (Zademohammdi & Ahmadabadi , 1390) ,the motivational structure questionnaire (Cox & Klinger , 2004) , and the school bonding questionnaire (Rezaeisharif&Hejazi , 1393) . For data analysis, statistical analysis of structural equation modeling using the AMOS 21.0 software was used. Fit indices indicated the fitting of the conceptual model with the data. The fitting index of comparisons (CFI = 0.900), fitting goodness index (GFI = 0.903), fitted goodness softened index (AGFI 0.861), and root mean square error approximation (RMSEA =0.080) all Show that the values are at the optimal level and that the model has a favorable fit. In addition, the findings showed the direct effect of school bonding on high-risk behaviors was negative and significant, and its direct effect on the adaptive motivational structure was positive and significant. Also the direct effect of adaptive motivational structure on high-risk behaviors was negative and significant and direct effect of non-adaptive motivational structure on high-risk behaviors were was positive and significant

The purpose of this study was to predict high-risk behaviors based on cognitive abilities by mediating motivational structures in high school adolescents in Tehran. A total of 426 girls and boys in Tehran second high school were selected by cluster sampling, and responded to the high risk behaviors questionnaire (Zademohammdi & Ahmadabadi,1390), the motivational structure questionnaire (Cox & Klinger, 2004), and the cognitive abilities questionnaire (Nejati, 1392a). For data analysis, statistical analysis of structural equation modeling using the LISREL software was used. Fit indices indicated the fitting of the conceptual model with the data. Comparative Fit Index (CFI = 0.94), fitting goodness index (GFI = 0.95), fitted goodness softened index (AGFI 0.92), and root mean square error approximation (RMSEA = 0.08). They showed that the model fitted with the gathered data. The findings showed that the motivational structure (adaptive Non-adaptive) mediates the role of the relationship between cognitive abilities and high-risk behaviors. Also, the direct effect of adaptive and non-adaptive motivational structure on risk behaviors was significant. The direct effect of cognitive abilities on the adaptive and non-adaptive motivational structure was significant. Also, cognitive abilities were able to explain 5% of adaptive behavior variance and 28% of non-adaptive behavior variance. In addition, two variables of motivational structure (adaptive and non-adaptive behavior) and cognitive abilities could together predict 20 percent of the variance of risky behaviors.

Depressionis one of the most important kinds of affective disorders and has been presented as the first weakening factor in humanity society that its high prevalence and complex nature has made necessary it to use new treatments. Considering that pharmacotherapy is often used in depression treatment, the present study was aimed to investigate the effectiveness of systematic motivational counseling and comparison it with pharmacotherapy. This research conducted with pretest- posttest plan with control group. The sample of this experimental study was consisted of 30 dysthymic female patients referred to psychological clinic in university of Firdausi Mashhad during 9 months in 2011 that were selected by available sampling method and randomly assigned to three groups (10 patients per group), one experimental group for systematic motivational counseling with pharmacotherapy, one for mere pharmacotherapy and one group for control group. Collecting data instruments were consisted of Beck Depression Inventory and Personal Concerns Inventory. In order to analysis the data; descriptive statistics and covariance analysis in inferential statistics surface had been used. The results of covariance analysis after adjusting the pretest scores showed thatthere is a meaningful differences between posttest scores of two groups (p<0/05). Investigation of adjusted means is indicator for efficacy of systematic motivational counseling with pharmacotherapymore thanmere pharmacotherapyandtwo experimental groups in comparison of control group had more decrease in depression symptoms. According to the results of this research systematic motivational counseling with pharmacotherapyis more effective thanmerepharmacotherapy in the treatment ofdysthymic patients.

Academic procrastination prevents students from educational progress and would cause them undesirable and irretrievable consequences. Previous researches have shown that maladaptive motivational structure has the basic role in inappropriate behavior such as procrastinating of homework. The present study was conducted to evaluate the relationship between motivational structure and procrastination of Ferdowsi university of Mashhad students. A convenience sample of 97 undergraduate students (%47 males، SD=1. 3، M=21) was participated in the study and voluntarily filled demographic list and PCI، SCI and PASS questionnaires. The results showed that: (1) Procrastination increases with independent variables of age and negative control emotion and decreases with the increase of independent variables of positive control emotion and adaptive emotion، (2) There is a significant positive correlation between adoptive emotional structure and educational progress i. e. adoptive emotional structure has a positive effect on educational progress، (3) There is a significant positive correlation between positive control emotion and adoptive emotional structure i. e. educational progress increases with positive control emotion، (4) There is a significant positive correlation between public control emotion and educational progress i. e. public control emotion has a positive effect on students’ educational progress، (5) There is a significant negative correlation between adoptive emotional structure and academic procrastination i. e. adoptive emotional structure decreases academic procrastination.