جستجوی مقالات مرتبط با کلیدواژه « multi » در نشریات گروه « روانشناسی »

This study aimed to examine the measurement invariance of the Cognitive Emotion Regulation Questionnaire (CERQ, Garnefski, Kraaij & Spinhoven, 2001) among male and female students. Three hundred and forty nine university students (182 females, 167 males) completed the Cognitive Emotion Regulation Questionnaire. Multi-group confirmatory factor analysis was used to examinethe factorial invariance of the CERQ for both females and males. The results of single-group confirmatory factor analysis indicated that the nine-factor model of CERQ consisted of self-blame, acceptance, rumination, positive refocusing, refocus on planning, positive reappraisal, putting into perspective, catastrophizing and other-blame fit to the datafor the total sample and also for male and female groups, independently. The results of multi-group confirmatory factor analysis indicated cross-group invariance of measurement residuals, structural covariances and regression weights of the CERQ for both male and female. The findings suggested that multiple factors of the CERQ were perceived equally across the two gender.

To compare the effectiveness of multi-sensory teaching methods Everton and Fernald on improving dysgraphia dysgraphia second grade elementary school students was conducted. semi-experimental with pre and post-test and population, including students at the beginning of the school year was dysgraphia 93-1392 in the center of the city of Malayer learning disorders were enrolled. Based on this number, 50 were based on simple random sampling, 16 of them were selected and randomly divided into two groups of Everton and Fernald, were replaced. To ensure homogeneity of variance of IQ, Wechsler test (child form) was used. Since the dependent variable in each group had 14 sessions of 45 minutes. Results and The results showed that both methods were effective in improving children's disorder, dysgraphia, but the effectiveness of Everton in comparison with more Fernald, and this difference was statistically significant. The result also showed that both methods on improving dysgraphia impaired students of both sexes, their effectiveness.

The aim of present research was to examine of reliability and validity of Multidimensional Student’s Life Satisfaction (MSLSS) in guidance school students of Gorgan and evaluation of their life satisfaction with respect to sex and grade differences. 765 guidance school students (376 girls and 389 boys) were selected through multistage cluster sampling. To gather information، multidimensional student’s life satisfaction (MSLSS) were used. In order to assess construct validity، exploratory and Confirmatory Factor Analysis were used and internal consistency method was used to assess the reliability. Also، in order to compare the groups (gender and grade) of life satisfaction univariate analysis of variance test were used. Results of exploratory factor analysis represents 12 factors predicted 59. 59% of the total variance scores، that using parallel analysis showed the first seven factor، explaining 43. 81 percent of variance، were acceptable. Results of confirmatory factor analysis represent an acceptable fit of the Five-factor model in Iranian students. Cronbach''s alpha coefficient for the total quality of life score was 0. 90 and for questionnaire dimensions was between 0. 76 to 0. 88. Gender and grad comparisons showed significant differences in some scales. The results of this study showed MSLSS has suitable psychometric properties in Iranian student’s community. It can be used in research، national and regional policy.

In order to test the invariance of factorial structure of the Academic Expectations Stress Inventory (AESI; Ang & Huan, 2006), 680 high school students (355 gifted, 325 non-gifted) completed the AESI. Multi-group confirmatory factor analysis was used to examine the cross-group validity or invariance of factorial structure of AESI in gifted and non-gifted students. The results of single-group confirmatory factor analysis indicated that the two-factor model of AESI (academic stress arising from self-expectations factor and academic stress arising from parents/teachers expectations factor) fit well to the data across two groups. The results of multi-group confirmatory factor analysis revealed the cross-group invariance of factorial structure, factor loadings, and factor variances and covariances of the AESI across gifted and non-gifted adolescents. The findings emphasizing the group invariance of factorial structure of AESI in gifted and non-gifted students suggested that it measured the same construct in these two groups.

This research has been conducted to evaluate the effectiveness of group therapy on solving parent-adolescent conflicts and reduction of aggression in young adult children. Research method was chosen to be semi-experimental with pre-test، post-test، witness-group and repeated measurement. Research society consisted of 25 young adult girl between 14 and 15 years of age and their parents which were chosen voluntarily among people who came to psychological clinics of regions 4 and 5 of ministry of education in Mashhad. To obtain preliminary data، to measure the severity of conflicts PCRS was utilized and to measure aggressive behavior of children Aggression Questionnaire of Boss and Perry was used. Analysis of variance with repeated measurement and LSD follow up test was used to compare mean values. Results show that the success of group therapy with multiple families involved، in solving conflicts (P < 0. 05). Results also indicated that group therapy has meaningfully increased positive feelings and dialogue between adolescents and their parents in comparison with two other control groups. However the hypothesis of reduction of aggression was not supported statistically.