1 2 2014 12 22 Investigating the Effect of Training Problem Solving Skills on Improving Decision Making Styles in Parents of Mentally Retarded Children Investigating the Effect of Training Problem Solving Skills on Improving Decision Making Styles in Parents of Mentally Retarded Children 10 1 1963 FA Hossein Zare Parisa Sheikhbahaei Journal Article 2015 05 26 The aim of this study was to investigate the effectiveness of the training problem solving skills on decision making styles in parents of mentally retarded children. For this reason, 60 parents of mentally retarded children were chosen from Tehran, Tejram by convenience sampling and divided randomly in experimental and control group (30 subjects in each group). The research design, was pre test and post test Quasi experimental design with control group. The experimental group were trained for 7 sessions under problem solving skills. General decision making questionnaire of Scot and Bruce was used as the examination tool. Finally, the data were analyzed by using a covariance test. The results showed that training problem solving skills was effective onrational, intuitive, dependency, and immediate decision making styles of parents with mentally retarded children. However, problem solving skills training was not effective on avoidance decision making styles of parents with mentally retarded children. It was concluded that problem solving skills training was effective on some decision making styles of parents of mentally retarded children. The aim of this study was to investigate the effectiveness of the training problem solving skills on decision making styles in parents of mentally retarded children. For this reason, 60 parents of mentally retarded children were chosen from Tehran, Tejram by convenience sampling and divided randomly in experimental and control group (30 subjects in each group). The research design, was pre test and post test Quasi experimental design with control group. The experimental group were trained for 7 sessions under problem solving skills. General decision making questionnaire of Scot and Bruce was used as the examination tool. Finally, the data were analyzed by using a covariance test. The results showed that training problem solving skills was effective onrational, intuitive, dependency, and immediate decision making styles of parents with mentally retarded children. However, problem solving skills training was not effective on avoidance decision making styles of parents with mentally retarded children. It was concluded that problem solving skills training was effective on some decision making styles of parents of mentally retarded children.

https://aep.journals.pnu.ac.ir/article_1963_deffff2f43e00517180f83ceb6adf8d5.pdf

1 2 2015 10 13 School Culture and Academic Performance: the Meditational Role of Basic Psychological Needs Satisfaction School Culture and Academic Performance: the Meditational Role of Basic Psychological Needs Satisfaction 22 11 1964 FA Javad Amani Saribagloo Navide Jahadi Touraj Hashemi Nosrat Abad Shahram Vahedi Journal Article 2014 11 06 The aim of current research was to investigate the relationship between school culture and academic performance taking into account the meditational role of psychological needs satisfaction in the form of casual model. To this end, 420 fourth grade high school male students were selected in Urmia city using the stratified sampling method and they responded to school culture and basic psychological needs questionnaires. Structural equation modeling was used for data analysis. The findings reveal that basic psychological needs satisfaction has mediational role in relationship between school culture and academic performance. Also, basic psychological needs satisfaction have positive and significant effect on academic performance. Among dimensions of school culture (students' relations, students-teachers relations, normative expectations and educational opportunities), the effects of students and students-teachers relations on basic psychological needs satisfaction are positive and significant. But the normative expectations and educational opportunities dimensions does not have significant effect on this variable. In general, tested model has sufficient fit and predicts 37% of variance in academic performance. The aim of current research was to investigate the relationship between school culture and academic performance taking into account the meditational role of psychological needs satisfaction in the form of casual model. To this end, 420 fourth grade high school male students were selected in Urmia city using the stratified sampling method and they responded to school culture and basic psychological needs questionnaires. Structural equation modeling was used for data analysis. The findings reveal that basic psychological needs satisfaction has mediational role in relationship between school culture and academic performance. Also, basic psychological needs satisfaction have positive and significant effect on academic performance. Among dimensions of school culture (students' relations, students-teachers relations, normative expectations and educational opportunities), the effects of students and students-teachers relations on basic psychological needs satisfaction are positive and significant. But the normative expectations and educational opportunities dimensions does not have significant effect on this variable. In general, tested model has sufficient fit and predicts 37% of variance in academic performance.

https://aep.journals.pnu.ac.ir/article_1964_76113fa3db0c187d3a84cb0115cb5f66.pdf

1 2 2015 10 13 The Study of Prevalence of Bullying and Comparing the Academic Achievement, Social Self- Efficacy and General Health of Adolescents with Bully and Ordinary Behavior The Study of Prevalence of Bullying and Comparing the Academic Achievement, Social Self- Efficacy and General Health of Adolescents with Bully and Ordinary Behavior 32 23 1965 FA Firouzeh Sepehrian Azar Nader Mohammadi Hossain Blootak Journal Article 2015 06 01 The purpose of this study was toinvestigate the prevalence of bullyingbehavior, and to compare the academic achievement, social self- efficacy and general health of adolescents with bully and ordinary behavior.The statistical population included all first male high school students (2136 students) in Aslanduz city. To achieve our aim, 503 students were randomly selected through multiphase cluster sampling from the statistical population. Then, they answered the Illinois Bully Scale (IBS).64 high school students were selected as bullies. After that,64 ordinary students were matched up with bully students. So, Study samples were 128 students. Then,General Health Questionnaire (GHQ), Adolescent Social Self-Efficacy Scale (ASS)were administered to two groups.GPA was used for academic achievement. The data were analyzed using: frequency, percentage, means, value standard deviation, and t-test.The results of the study demonstrated that the prevalence of bulling behavior among students in Aslanduz city was 12.72. The result of t test showed that, there were significant differences in two groups (Bully and non -bully behavior) in their Dysfunction, depression,help and ask for help, aspects of friendship,participation in community groups and average grades. The purpose of this study was toinvestigate the prevalence of bullyingbehavior, and to compare the academic achievement, social self- efficacy and general health of adolescents with bully and ordinary behavior.The statistical population included all first male high school students (2136 students) in Aslanduz city. To achieve our aim, 503 students were randomly selected through multiphase cluster sampling from the statistical population. Then, they answered the Illinois Bully Scale (IBS).64 high school students were selected as bullies. After that,64 ordinary students were matched up with bully students. So, Study samples were 128 students. Then,General Health Questionnaire (GHQ), Adolescent Social Self-Efficacy Scale (ASS)were administered to two groups.GPA was used for academic achievement. The data were analyzed using: frequency, percentage, means, value standard deviation, and t-test.The results of the study demonstrated that the prevalence of bulling behavior among students in Aslanduz city was 12.72. The result of t test showed that, there were significant differences in two groups (Bully and non -bully behavior) in their Dysfunction, depression,help and ask for help, aspects of friendship,participation in community groups and average grades.

https://aep.journals.pnu.ac.ir/article_1965_c5ed9e9bf24fdca2b92046d6a1588a6b.pdf

1 2 2015 10 13 The Effect of Communication Skills Training on Reducing Social Anxiety and Improving Interpersonal Relationships of Third grads Girl Students in Mathematics/Physics Field of High Schools in Tehran The Effect of Communication Skills Training on Reducing Social Anxiety and Improving Interpersonal Relationships of Third grads Girl Students in Mathematics/Physics Field of High Schools in Tehran 45 33 1966 FA Kowsar Simyarian Ghasem Simyarian Masoomeh Tadris Tabrizi Journal Article 2015 05 14 The purpose of this research was to examine the effect of communication skills training on reducing social anxiety and improving interpersonal relationships of girl students in mathematics/physics field of third grade high schools in Tehran. To achieve this goal, Thirty third grade girl students studying mathematics field in academic year of 88-89 in Theran, were selected by using cluster sampling. The present research was a pre-test/post-test with a control group. The instrument used in this study included Dadkhah and Herysuka (1999) Interpersonal Relationship Test and Canour Social Phobia Scale. While the experimental group received with skills training program during 12 session based on unicef training program.. The control group did not receive any training while they were living their routine life. The research hypothesis was examined by using the multivariate analysis of covariance (MANCOVA). The results showed that statistically significant relationship was observed between social anxietyscores and interpersonal relationships in both experimental and control groups. It meant that communication skills training were significantly more effective on reducing social anxiety and improving interpersonal relationships in the experimental group.These findings indicated that communication skills training programcould be effective in reducing social anxiety and improving interpersonal relationships. The purpose of this research was to examine the effect of communication skills training on reducing social anxiety and improving interpersonal relationships of girl students in mathematics/physics field of third grade high schools in Tehran. To achieve this goal, Thirty third grade girl students studying mathematics field in academic year of 88-89 in Theran, were selected by using cluster sampling. The present research was a pre-test/post-test with a control group. The instrument used in this study included Dadkhah and Herysuka (1999) Interpersonal Relationship Test and Canour Social Phobia Scale. While the experimental group received with skills training program during 12 session based on unicef training program.. The control group did not receive any training while they were living their routine life. The research hypothesis was examined by using the multivariate analysis of covariance (MANCOVA). The results showed that statistically significant relationship was observed between social anxietyscores and interpersonal relationships in both experimental and control groups. It meant that communication skills training were significantly more effective on reducing social anxiety and improving interpersonal relationships in the experimental group.These findings indicated that communication skills training programcould be effective in reducing social anxiety and improving interpersonal relationships.

https://aep.journals.pnu.ac.ir/article_1966_60ad55a4f0e3eb431cbc5793f80c4820.pdf

1 2 2015 10 13 Validity and reliability of the APRI Aggression Assessment Scale in Mashhad Adolescents Validity and reliability of the APRI Aggression Assessment Scale in Mashhad Adolescents 61 46 1967 FA Forzan Sadat Hashemi Hossein Kareshki Younes Tatari Mojtaba Hosseini Journal Article 2014 09 27 The aim of the present study was to validate and make reliable the APRI aggression assessment scale in girl adolescents Mashhad . The study was descriptive method aiming at test making. The statistical population included the high-school girl students in Mashhad during the 1391-92 academic year. The sample was comprised of 405 high-school students in the areas 5 and 6 of Mashhad who were chosen through multistage cluster sampling method. In order to collect data, the AGQ aggression scale -which was normalized by Najjarian and Zahedifard- and the APRI aggression scale – which was validated by Parada- were utilized. Validity coefficient, factor analysis, and Pearson‘s correlation coefficient were used for the data analysis. The obtained data were analyzed using the SPSS.2O software. The results showed that using the Cronbakh’s alpha, the overall reliability of the scale, bully factor and victim factor were 0.94, 0.92 and 0.92, respectively, revealing the internal consistency of scale for Iranian students. The results of the exploratory factor of the principal component analysis (PCA) by using the Varimax rotation, showed that the translated scale included the bully and victim factors which explained 44.83% of the total variance. This obtained value is appropriate psychometrically. Considering the result of this study it can be said that the Persian version of APRI aggression scale has an adequate reliability and validity in the Iranian society and could be used to measure the female high school students’ aggression. The aim of the present study was to validate and make reliable the APRI aggression assessment scale in girl adolescents Mashhad . The study was descriptive method aiming at test making. The statistical population included the high-school girl students in Mashhad during the 1391-92 academic year. The sample was comprised of 405 high-school students in the areas 5 and 6 of Mashhad who were chosen through multistage cluster sampling method. In order to collect data, the AGQ aggression scale -which was normalized by Najjarian and Zahedifard- and the APRI aggression scale – which was validated by Parada- were utilized. Validity coefficient, factor analysis, and Pearson‘s correlation coefficient were used for the data analysis. The obtained data were analyzed using the SPSS.2O software. The results showed that using the Cronbakh’s alpha, the overall reliability of the scale, bully factor and victim factor were 0.94, 0.92 and 0.92, respectively, revealing the internal consistency of scale for Iranian students. The results of the exploratory factor of the principal component analysis (PCA) by using the Varimax rotation, showed that the translated scale included the bully and victim factors which explained 44.83% of the total variance. This obtained value is appropriate psychometrically. Considering the result of this study it can be said that the Persian version of APRI aggression scale has an adequate reliability and validity in the Iranian society and could be used to measure the female high school students’ aggression.

https://aep.journals.pnu.ac.ir/article_1967_4cc493823a627d9f01bd77787c83d26e.pdf

1 2 2015 10 13 The Relationship between Time Attitude, Psychological Well-Being, and Scholastic Achievement in Students The Relationship between Time Attitude, Psychological Well-Being, and Scholastic Achievement in Students 73 62 1968 FA Khosro Rashid Mosayyeb Yarmohammadi Vasel Fereshteh Fathi Journal Article 2015 05 27 This study aimed at studying the state of time attitude and investigating the relationship between its sub-scales (past positive and negative, present positive and negative, and future positive and negative) with psychological well-being and scholastic motivation in a group of students. It was a survey study for which some questionnaires were used. The total population was all of Hamedan high school students in 2012-2013 academic year. Sample size consisted of 1200 high school girls and boys which were selected by using multilevel cluster sampling method. The instruments were Mello and Worrell’s Time Attitude Scale and Ryff’s 42-items Psychological Well-Being questionnaire. For analyzing the data, correlation coefficient and multivariate analysis variance were used. The results showed that students have more future positive attitudes, and are more positive than negative, in general. Moreover, the results show that there are meaningful relationships between time attitude and psychological well-being and scholastic achievement. According to the findings, the students' time attitude can predict moderately their psychological well-being and weakly their academic achievement. So, by increasing student’s positive time attitudes, the development of the level of their mental well-being could be anticipated. This study aimed at studying the state of time attitude and investigating the relationship between its sub-scales (past positive and negative, present positive and negative, and future positive and negative) with psychological well-being and scholastic motivation in a group of students. It was a survey study for which some questionnaires were used. The total population was all of Hamedan high school students in 2012-2013 academic year. Sample size consisted of 1200 high school girls and boys which were selected by using multilevel cluster sampling method. The instruments were Mello and Worrell’s Time Attitude Scale and Ryff’s 42-items Psychological Well-Being questionnaire. For analyzing the data, correlation coefficient and multivariate analysis variance were used. The results showed that students have more future positive attitudes, and are more positive than negative, in general. Moreover, the results show that there are meaningful relationships between time attitude and psychological well-being and scholastic achievement. According to the findings, the students' time attitude can predict moderately their psychological well-being and weakly their academic achievement. So, by increasing student’s positive time attitudes, the development of the level of their mental well-being could be anticipated.

https://aep.journals.pnu.ac.ir/article_1968_bcbc51a84d4fac594aea6e757ae1a38b.pdf

1 2 2015 10 13 The Effect of Attribution Retraining on Attitudes of Primary School Students in Ahwaz The Effect of Attribution Retraining on Attitudes of Primary School Students in Ahwaz 87 74 1969 FA Khosro Ramezani Journal Article 2015 08 11 The current study was conducted to examine the impact of attribution retraining on changing attitudes of primary school education. Attribution retraining as the independent variable and change of attitude as the dependent variable were considered. This study consists of field trials with pre-test, post-test and control group. Research instruments were Children Attribution Retraining Styles Questionnaire (CASQ) provided by Seligman and the researcher translated it and then revised it to match with the culture of Iranian school students.To investigate the influence of attribution Retraining statistical sample of 54 students were selected by multistage random sampling methods with two experimental groups and a control group. Pre-test was taken from both groups. Then, the experimental group was taught attribution retraining; after completing the course, post- test was administered to both groups. The analysis of one-way covariance in MANCOVA text showed that attribution retraining, significantly increased student’s attitudes, subseales of positive-permanent event, positive-comprehensive event, positive-private event, and positive events. Also,attribution retraining significantly reduced subscales of negative-permanent event and negative-private event, but it didnot significantly reduce negative comprehensive event (p< 0.01). Attribution retraining would change the students' attitudesand the resulting change may also have a great impact on various aspects of students' lives. The current study was conducted to examine the impact of attribution retraining on changing attitudes of primary school education. Attribution retraining as the independent variable and change of attitude as the dependent variable were considered. This study consists of field trials with pre-test, post-test and control group. Research instruments were Children Attribution Retraining Styles Questionnaire (CASQ) provided by Seligman and the researcher translated it and then revised it to match with the culture of Iranian school students.To investigate the influence of attribution Retraining statistical sample of 54 students were selected by multistage random sampling methods with two experimental groups and a control group. Pre-test was taken from both groups. Then, the experimental group was taught attribution retraining; after completing the course, post- test was administered to both groups. The analysis of one-way covariance in MANCOVA text showed that attribution retraining, significantly increased student’s attitudes, subseales of positive-permanent event, positive-comprehensive event, positive-private event, and positive events. Also,attribution retraining significantly reduced subscales of negative-permanent event and negative-private event, but it didnot significantly reduce negative comprehensive event (p< 0.01). Attribution retraining would change the students' attitudesand the resulting change may also have a great impact on various aspects of students' lives.

https://aep.journals.pnu.ac.ir/article_1969_c943a0bfc158755ce58d97ebfaffe1e4.pdf