2 3 2016 05 01 Adult Attachment Styles and Dimensions and Anger in Bully and Victim Adolescents Adult Attachment Styles and Dimensions and Anger in Bully and Victim Adolescents 10 1 2533 FA Rahim Badri Sepideh Kazemi Zahra Etemady Journal Article 2015 04 07 The aim of this study was to compare adult attachment and anger in bullies and victims. The population consisted of male and female Junior High School students in Tabriz in the academic year (2012- 2013). The sample was selected using cluster sampling. To collect data Self-Report Bully/ Victim Olweus Scale (1996) and the Adult Attachment Scale (AAS) (1987) and Nilson's Anger Questionnaire (2000) were used. Data were analyzed using multivariate analysis of variance. The results showed that there was a significant difference in the elements of anger and insecure attachment style and Ambivalent of bully and victim students (P The aim of this study was to compare adult attachment and anger in bullies and victims. The population consisted of male and female Junior High School students in Tabriz in the academic year (2012- 2013). The sample was selected using cluster sampling. To collect data Self-Report Bully/ Victim Olweus Scale (1996) and the Adult Attachment Scale (AAS) (1987) and Nilson's Anger Questionnaire (2000) were used. Data were analyzed using multivariate analysis of variance. The results showed that there was a significant difference in the elements of anger and insecure attachment style and Ambivalent of bully and victim students (P

https://aep.journals.pnu.ac.ir/article_2533_10e2f3ee174e08513a071516026bcddc.pdf

2 3 2016 04 20 The Relationship Between Statistics Anxiety and Its Dimensions with Task Value, Self- Efficacy and Processing Levels in Psychology Students The Relationship Between Statistics Anxiety and Its Dimensions with Task Value, Self- Efficacy and Processing Levels in Psychology Students 30 11 2534 FA Soraya Pirmardvand Chegini Seyed Mousa Golestaneh Journal Article 2015 10 10 The purpose of the present study was to determine the relationship between statistics anxiety and its dimensions with task value, self-efficacy and processing levels in psychology students of Qazvin province. The sample consisted of 350 psychology students of Qazvin province who were selected by multi stage cluster sampling, and all these students responded to Statistics Anxiety Inventory of Morgan, Learning Experience Scale of Hanze and Berger, and Motivation and Engagement Scale of Martin. The present research method was descriptive-correlation. The data were analyzed using Pearson correlation and canonical correlation methods. The results indicated that there were significant relationships between all of statistics anxiety dimensions (except for statistics anxiety and mathematics, statistics anxiety and task value) with all of statistics anxiety consequences (processing level, self-efficacy, and task value). Also, the results of canonical correlation analysis showed that, from the three of canonical roots, all of roots were significant. The canonical correlation coefficient between criterion and predictor variables for the first of dimension was 0/43 that it showed that 22% of the variance of criterion variables (processing level, self-efficacy, and task value) explained by predictors variables (statistics anxiety, fear of class, mathematics anxiety, and performance). In the end, suggestions were presented. The purpose of the present study was to determine the relationship between statistics anxiety and its dimensions with task value, self-efficacy and processing levels in psychology students of Qazvin province. The sample consisted of 350 psychology students of Qazvin province who were selected by multi stage cluster sampling, and all these students responded to Statistics Anxiety Inventory of Morgan, Learning Experience Scale of Hanze and Berger, and Motivation and Engagement Scale of Martin. The present research method was descriptive-correlation. The data were analyzed using Pearson correlation and canonical correlation methods. The results indicated that there were significant relationships between all of statistics anxiety dimensions (except for statistics anxiety and mathematics, statistics anxiety and task value) with all of statistics anxiety consequences (processing level, self-efficacy, and task value). Also, the results of canonical correlation analysis showed that, from the three of canonical roots, all of roots were significant. The canonical correlation coefficient between criterion and predictor variables for the first of dimension was 0/43 that it showed that 22% of the variance of criterion variables (processing level, self-efficacy, and task value) explained by predictors variables (statistics anxiety, fear of class, mathematics anxiety, and performance). In the end, suggestions were presented.

https://aep.journals.pnu.ac.ir/article_2534_eb92af5f65a3e49d567647b9049cb500.pdf

2 3 2016 04 20 The Role of Emotional Intelligence and Social Adjustment in Explaining and Predicting of Academic Achievement of High School Students The Role of Emotional Intelligence and Social Adjustment in Explaining and Predicting of Academic Achievement of High School Students 42 31 2535 FA Gholam Hossein Javanmard Susan Pourghahramani Journal Article 2015 11 22 This study aimed to determine the role of emotional intelligence and social adjustment in explaining and predicting of academic achievement changes of both male and female students in the first grade of high school in Maragheh city in the 2014- 15 academic years. The sample consisted of 336 participants (185 females and 151 males) who were selected by relative stratified sampling method. The measurement tools were California Personality Inventory and emotional intelligence questionnaire of Siberia Shrink. Mean score of the previous year was considered as a criterion of academic achievement. Collected data were analyzed using Pearson's correlation coefficient and standard multiple regression analyses. The results indicated that there was significant relationship between emotional intelligence and academic achievement (P< 0.05). But there was no significant relationship between social adjustment and academic achievement. The results of multiple regression analysis (standard method) showed that components of emotional intelligence and social adjustment cantribute in prediction of academic achievement scores. Among the components of emotional intelligence, (self- control, social awareness, social skills, self- awareness and self-motivation), only two components of self- awareness and self-motivation and among the components of social adjustment, (social framework, family) relationships, educational relationship, and anti-social interest relationships, only two components of educational relationship and anti-social interest relationships had sufficient capacity to predict changes in students' academic achievement. This study aimed to determine the role of emotional intelligence and social adjustment in explaining and predicting of academic achievement changes of both male and female students in the first grade of high school in Maragheh city in the 2014- 15 academic years. The sample consisted of 336 participants (185 females and 151 males) who were selected by relative stratified sampling method. The measurement tools were California Personality Inventory and emotional intelligence questionnaire of Siberia Shrink. Mean score of the previous year was considered as a criterion of academic achievement. Collected data were analyzed using Pearson's correlation coefficient and standard multiple regression analyses. The results indicated that there was significant relationship between emotional intelligence and academic achievement (P< 0.05). But there was no significant relationship between social adjustment and academic achievement. The results of multiple regression analysis (standard method) showed that components of emotional intelligence and social adjustment cantribute in prediction of academic achievement scores. Among the components of emotional intelligence, (self- control, social awareness, social skills, self- awareness and self-motivation), only two components of self- awareness and self-motivation and among the components of social adjustment, (social framework, family) relationships, educational relationship, and anti-social interest relationships, only two components of educational relationship and anti-social interest relationships had sufficient capacity to predict changes in students' academic achievement.

https://aep.journals.pnu.ac.ir/article_2535_9f7236aa17c6b0d42748580c6bb440d8.pdf

2 3 2016 04 20 The Study of the Relationship Between Learning Climate and Aggression in Female High School Students’ in Mashhad The Study of the Relationship Between Learning Climate and Aggression in Female High School Students’ in Mashhad 59 43 2536 FA Younes Tatari Hosein Kareshki Foruzan Sadat Hashemi Journal Article 2015 09 28 The aim of study was to survey the relationship between learning climate in school, with the level of aggression in female high school students of Mashhad. It was a descriptive correlative method. The statistical population included the high-school girl students in Mashhad during the 2011- 2012 academic years. The sample was comprised of 405 high-school students in the educational districts 5 and 6 of Mashhad who were chosen through multistage cluster sampling method. In order to collect data, the LCQ Learning Climate scale and the APRI aggression scale were utilized Data were analyzed through descriptive statistics, parsons’ correlation coefficient, simple regression, t-test and one-way ANOVA. The results showed that there was a significant negative relationship between the learning environment and aggression. Also the regression analyses showed that we could predict student’s aggression scale on the basis of their learning environment scale. Significant differences were noticed in the mean scores of second grade and third grade students and among the students studying in different fields (mathematics Science and Humanities). These findings indicated that students’ incompatibility and aggression were somewhat affected by negative climate of the classroom and learning environment. The aim of study was to survey the relationship between learning climate in school, with the level of aggression in female high school students of Mashhad. It was a descriptive correlative method. The statistical population included the high-school girl students in Mashhad during the 2011- 2012 academic years. The sample was comprised of 405 high-school students in the educational districts 5 and 6 of Mashhad who were chosen through multistage cluster sampling method. In order to collect data, the LCQ Learning Climate scale and the APRI aggression scale were utilized Data were analyzed through descriptive statistics, parsons’ correlation coefficient, simple regression, t-test and one-way ANOVA. The results showed that there was a significant negative relationship between the learning environment and aggression. Also the regression analyses showed that we could predict student’s aggression scale on the basis of their learning environment scale. Significant differences were noticed in the mean scores of second grade and third grade students and among the students studying in different fields (mathematics Science and Humanities). These findings indicated that students’ incompatibility and aggression were somewhat affected by negative climate of the classroom and learning environment.

https://aep.journals.pnu.ac.ir/article_2536_eb47547de4f4520f8acb3df5f83327be.pdf

2 3 2016 04 20 The Mediating Role of Patience in Relationship Between Psychological Hardiness and Hope to Education in High School Students The Mediating Role of Patience in Relationship Between Psychological Hardiness and Hope to Education in High School Students 77 60 2537 FA Saman Kamari Farhad Khormaee Journal Article 2015 08 19 Patience as a moral virtue has several outcomes in areas such as coping with stress, success in education, work and social relations, control of anger emotion and so on .The main objective of this research was to investigate the mediating role of patience in relationship between psychological hardiness and hope of education in students. The method of present research was a descriptive and correlational research. The statistical population of this research included all high school students in Shiraz city that 241 of them were selected by cluster sampling of male and female students in two areas of the Shiraz city Schools .In this research, three tools were used: 1-Inventory psychological hardiness, 2- patiencescale and 3- Researcher made questionnaire "hope to education". Data were analyzed by Pearson correlation and path analysis. The results of the Pearson correlation coefficient between variables showed that the between psychological hardiness and all subscales of patience and hope to education was a significant positive correlation (p Patience as a moral virtue has several outcomes in areas such as coping with stress, success in education, work and social relations, control of anger emotion and so on .The main objective of this research was to investigate the mediating role of patience in relationship between psychological hardiness and hope of education in students. The method of present research was a descriptive and correlational research. The statistical population of this research included all high school students in Shiraz city that 241 of them were selected by cluster sampling of male and female students in two areas of the Shiraz city Schools .In this research, three tools were used: 1-Inventory psychological hardiness, 2- patiencescale and 3- Researcher made questionnaire "hope to education". Data were analyzed by Pearson correlation and path analysis. The results of the Pearson correlation coefficient between variables showed that the between psychological hardiness and all subscales of patience and hope to education was a significant positive correlation (p

https://aep.journals.pnu.ac.ir/article_2537_09aa4d9a14de253b0f2c67c36da0c3a2.pdf

2 3 2016 04 20 The Prediction of Emotional Intelligence from Students’ Personality Traits The Prediction of Emotional Intelligence from Students’ Personality Traits 87 78 2538 FA Bita Mohammad Mohammadi Mohammad Oraki Journal Article 2015 04 29 This research aimed to predict the emotional intelligence of students based on their personality traits. This descriptive- survey study was performed on 204 female high school students who were selected through cluster random sampling. Data were collected using the NEO Personality Inventory (NEO) and Schutt Emotional Intelligence Scale (EIS). Data were analyzed by descriptive statistics, parsons’ correlation coefficient and regression. Findings of this research indicated that personality traits of extroversion, agreeableness, openness to experience and conscientiousness had significantly positive relationship with emotional intelligence. However, there was no significant relationship between personality traits variable of neuroticism and emotional intelligence. Regression analysis revealed that extroversion, openness to experience and conscientiousness were positive and significant predictors of emotional intelligence and the Beta calculated for conscientiousness variable was higher than all the other personality traits variables meaning that the personality trait of conscientiousness had the strongest effect on the student’s emotionalintelligence. This research aimed to predict the emotional intelligence of students based on their personality traits. This descriptive- survey study was performed on 204 female high school students who were selected through cluster random sampling. Data were collected using the NEO Personality Inventory (NEO) and Schutt Emotional Intelligence Scale (EIS). Data were analyzed by descriptive statistics, parsons’ correlation coefficient and regression. Findings of this research indicated that personality traits of extroversion, agreeableness, openness to experience and conscientiousness had significantly positive relationship with emotional intelligence. However, there was no significant relationship between personality traits variable of neuroticism and emotional intelligence. Regression analysis revealed that extroversion, openness to experience and conscientiousness were positive and significant predictors of emotional intelligence and the Beta calculated for conscientiousness variable was higher than all the other personality traits variables meaning that the personality trait of conscientiousness had the strongest effect on the student’s emotionalintelligence.

https://aep.journals.pnu.ac.ir/article_2538_6322a02c13846f650656deb3230fa849.pdf

2 3 2016 04 20 The Study of the Relationship between Irrational Thoughts and Self- esteem with Mentel Health of Male High School Students The Study of the Relationship between Irrational Thoughts and Self- esteem with Mentel Health of Male High School Students 100 88 2539 FA Mohammad Moradi Kordlar Javad MesrAbadi Journal Article 2015 10 04 This study has been conducted to determine the relationship between irrational thoughts and self-esteem with mental health of male high school students in Ahar city in the academic year 2012- 2013. The research was an applied one with the cross- correlation design. The research Population consisted all of the male high school students in Ahar (N= 1500). The multi– stage sampling procedure was used with 183 students which had been chosen based on Bartlett's table. The sample population completed Jone's irrational thoughts, Koper Smith's self- esteem and Goldberg and Itiller,s mental health questionnaires. Observations showed that there was a significant direct relationship between mental health and components including high self- expectancy, high concern and disappointment. Also, there was a significant relationship between mental health and components including social, family, education and general dimensions. Multiple regression coefficient of mental health showed that the education, family, concern and rebuke tendency played important roles in anticipating mental health. Also education with the Beta of 0.26 had the most important role. This study has been conducted to determine the relationship between irrational thoughts and self-esteem with mental health of male high school students in Ahar city in the academic year 2012- 2013. The research was an applied one with the cross- correlation design. The research Population consisted all of the male high school students in Ahar (N= 1500). The multi– stage sampling procedure was used with 183 students which had been chosen based on Bartlett's table. The sample population completed Jone's irrational thoughts, Koper Smith's self- esteem and Goldberg and Itiller,s mental health questionnaires. Observations showed that there was a significant direct relationship between mental health and components including high self- expectancy, high concern and disappointment. Also, there was a significant relationship between mental health and components including social, family, education and general dimensions. Multiple regression coefficient of mental health showed that the education, family, concern and rebuke tendency played important roles in anticipating mental health. Also education with the Beta of 0.26 had the most important role.

https://aep.journals.pnu.ac.ir/article_2539_0f2a453e10b31060b7f9770e2f815518.pdf