hossein eskandari; Hamid Darrodi; Farzaneh Bahrami
Volume 11, Issue 35 , April 2015, , Pages 105-121
Abstract
Document of basic evolution of education has described teacher as an example of honesty and knowledge. Authority is one of the key features of teacher that divided into desirable and undesirable ones. Usually, different kinds of authority are divided into two general categories: content-legal and formal-existential ...
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Document of basic evolution of education has described teacher as an example of honesty and knowledge. Authority is one of the key features of teacher that divided into desirable and undesirable ones. Usually, different kinds of authority are divided into two general categories: content-legal and formal-existential as desirable and undesirable ones. This study examined the relationship between types of teacher authority and anxiety, depression and achievement. Two questionnaires were used to collect data: the first one a researcher- made questionnaire to examine teacher’s authority and second one a mental health questionnaire (with two subscales of anxiety and depression). All of the high-school female students in 1393, in Bojnord were the population of this study. 378 students were selected as the sample size. The results showed that there was no significant relationship between formal-existential authority of teachers and achievements of students. But, there was significant positive relationship between this kind of authority and depression and anxiety of students. There was a significant positive relationship between content-legal authority of teachers and students achievements, and there was a significant negative relationship between this kind of authority and depression. The findings had high integrity and were in keeping with our expectations of different types of authority. formal- existential authority as undesirable one had direct relationship with anxiety and depression, and content-legal authority as desirable one had direct relationship with achievement and indirect with depression. Teachers through content-legal authority and their scientific and moral personality, in addition of respecting to students’ independence, can play a role as a desirable example (osveye hasane). On the other hand, teachers through avoiding imposing formal-existential authority can lead educational process toward safe academic achievement, internal motivation and totally toward deeper educational flows.
seiedeh zohre sadat amirarjmandi; Kianoosh Hashemiyan; Moghgan Niknam
Volume 11, Issue 35 , April 2015, , Pages 137-158
Abstract
The purpose of this research was to determine the effectiveness of training in decreasing depression and increasing spirituality of marital satisfaction among married women in region 5 in Tehran. This is a kind of quasi- experimental research including experimental group and the control group in which ...
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The purpose of this research was to determine the effectiveness of training in decreasing depression and increasing spirituality of marital satisfaction among married women in region 5 in Tehran. This is a kind of quasi- experimental research including experimental group and the control group in which replacing the subjects were divided into two groups randomly. In this study, 30 subjects were recruited and randomly assigned to two experimental and control groups. The experimental group participated in 8 sessions of spiritual training workshop of 90 minutes, and then one week after the last session, the test was administered to both groups. In this study, the Beck Depression Inventory (short form) and Enrich Marital Satisfaction (short form) were used as a measurement tool. Data analysis was used descriptive statistics and inferential statistics were used in the analysis of covariance which was performed through SPSS tool. Testing the hypothesis of the difference between the experimental group and the control variables, depression (with a significance level of p< 0/05), marital satisfaction (with a significance level of p< 0/05), shows statistically significant. The spiritual training decreases depression and increases marital satisfaction in married women. Spiritual interventions such as concentration and meditation, prayer, faith, forgiveness, and other items that were discussed in the context of the group were effective in decreasing depression and increasing marital satisfaction.
E. Rahimian Boogar (Ph.D); M. Najafi (Ph.D); K. Khushabi; F. Heidari (M.A); M. Heidari (M.A)
Volume 4, Issue 13 , October 2008, , Pages 136-159
Abstract
The study was designed to determine the rate of depression prevalence among the guidance and secondary school students in shahreza town on 1384-85. 960 boy and girl students were selected through stratified random sampling method that was assessed through Beck Depression Inventory (BDI). The data were ...
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The study was designed to determine the rate of depression prevalence among the guidance and secondary school students in shahreza town on 1384-85. 960 boy and girl students were selected through stratified random sampling method that was assessed through Beck Depression Inventory (BDI). The data were analyzed through frequency and chi square test.This analysis indicated that %12/9 of students in guidance school and secondary schools in shahreza town have moderate and severe depression. also, %10 boy students in urban guidance school, %7/5 boy students in rural guidance school, %15/9 girl students in urban guidance school, %15 girl students in rural guidance school, %5/8 boy students in urban secondary school, %8/3 boy students in rural secondary school, %13/3 girl students in urban secondary school, and %26/7 girl students in rural secondary school were depressed. Moreover, the difference between prevalence of depression in boy and girl students was statistically significant and depression in girls was more (P<0/001). On the other hand, the difference between prevalence of depression disorder in urban and rural students (P=0/390) and in guidance and secondary school students (P=0/171) was not statistically significant.Depression prevalence in terms of gender is different, but life status (urban or rural) and academic level is not important in prevalence of depression. This result has implications for educational settings.
ESmaeil Sadipoor (Ph.D) Hossein Zare; Hossein Zare; Nahid Ghanbariha
Volume 3, Issue 10 , January 2008, , Pages 86-97
Abstract
Objective: Attention and memory are effected by mood state so present study, the objective was to compare the style of recognition memory indepressed individuals to healthy participants. Method: 200 female students were selected by cluster sampling method among the high school students in Tehran. All ...
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Objective: Attention and memory are effected by mood state so present study, the objective was to compare the style of recognition memory indepressed individuals to healthy participants. Method: 200 female students were selected by cluster sampling method among the high school students in Tehran. All of participants filled out the Beck depression inventory (BDI)(1978).Ultimately 60 participants were selected for experiment in 2 group inclouding 30 participants with BDI total score more than 18 , 30 participants with BDI< 10. Data analysis by descriptive and information statistic by t-test method. Results: revealed that there is significant difference among depressed in comparsion with healthy students. Conclusion:General conclusion is that depressed people have recognition bias about affective wordsر
