morteza karami; mojtaba tajri
Abstract
Considering the importance of teaching life skills and the fact that anger management is one of these skills, the present study aims to compare constructive teaching method and current method (developed by the State Welfare Organization) for anger management. The research used experimental method and ...
Read More
Considering the importance of teaching life skills and the fact that anger management is one of these skills, the present study aims to compare constructive teaching method and current method (developed by the State Welfare Organization) for anger management. The research used experimental method and pretest-posttest control-group design. The statistical population consisted of students who attended the anger management courses held by the Counseling Center of the University of Mazandaran. There was significant differences between the two methods, namely constructive teaching and current, regarding their impacts on the attitude of the two groups towards learning environment and mode of education (F(46,7)=5.07, P=0.000, Wilks' Lambda=0.564), as well as the satisfaction of the two groups of the course (F(50,3)=16.40, P=0.000 Wilks' Lambda=0.504). The group receiving anger management training with constructive method had more positive attitude towards anger management and expressed higher satisfaction of the course. Moreover, other findings showed that the group trained using constructive method learned anger management better than the other group (F(51,1)=15.65, P=0.000). The results of the study showed that teaching in constructive environments was more effective in anger management due to its higher flexibility and ability to foster deeper learning. Therefore, it is recommended to apply this approach in developing life skills curricula
esmaeil azadi; jalil fathabadi
Abstract
The aim of the present research is to determine the relation of self- esteem instability and fear of negative evaluation with self-handicapping in adolescent students. In a cross sectional research, 386 high school male and female students are selected based on multi-stage sampling in city of Tehran ...
Read More
The aim of the present research is to determine the relation of self- esteem instability and fear of negative evaluation with self-handicapping in adolescent students. In a cross sectional research, 386 high school male and female students are selected based on multi-stage sampling in city of Tehran in the academic year of 2010-2011. They filled Jones and Rhodwalt Self-handicapping Scale (SHS), Chabrol, Rousseau, & Callahan Inatability Self-esteem Scale (ISES) and Watson and Friend Fear of Negative Evaluation Scale (FNE). Pearson correlation test, inter- regression and independent T test are used for statistical analysis. The results of Pearson correlation show that self-esteem instability has a positive relation (r=.261, p<0.001) with self-handicapping, and fear of negative evaluation is positively and significantly (r=.٢٨٩, p<0.001) correlated with self-handicapping. Also relation of self-esteem instability and fear of negative evaluation with behavioral self-handicapping and claimed self-handicapping is positive and siginificant. Regression analysis indicates that self-esteem instability and fear of negative evaluation predict self-handicapping in adolescent students. Independent T test shows that self-handicapping in girls is higher than boys. The results indicate that self-esteem instability and fear of negative evaluation are determining & predictive factors in self-handicapping in adolescent students.
hosein bigdeli; somayeh alimadadi
Abstract
The main aim of the study was to analyze the relationship between self- efficacy and attributional styles among students. To achieve this goal, 363 students (205 female and 158 male) were selected using cluster random sampling. The students were studying at the humanities and technical- engineering faculties ...
Read More
The main aim of the study was to analyze the relationship between self- efficacy and attributional styles among students. To achieve this goal, 363 students (205 female and 158 male) were selected using cluster random sampling. The students were studying at the humanities and technical- engineering faculties of the Islamic Azad University-East Tehran Branch in the academic year 2011-2012. The questionnaires used in the study were Attributional Style Questionnaire (ASQ, 1981), General Self- Efficacy Scale (Sherer et al, 1982), and Demographic Information Questionnaire. Pearson correlation showed that internal, persistent and general attributional styles were related to self-efficacy in positive events. The results of t test in independent groups indicated that self-efficacy was significantly different between the humanities students and engineering students. Indeed, the students of humanities had higher self-efficacy compared to the engineering students. Finally, the analysis of variance suggested that persistent and general attributional styles in negative events were significantly different between the humanities students and the engineering students. Generally, students try to identify themselves as agents of positive positions. Therefore, they will have internal, persistent and general attribution styles in the time of success. The internality of attributional styles in positive events can supply sufficient knowledge of different factors and help students in being more successful and reducing harmful factors. Moreover, it will help them understand that they can repeat success. Thus, their self-confidence and efficacy will increase. Finally, educational authorities and counselors are recommended to help students use appropriate attributions in the time of failure and success, and improve their self-efficacy
vahid salehi; dariush noorozi
Abstract
One aspect of second language teaching via computerized language learning programs that has received great attention over the past few years is helping vocabulary learning through link technology. The present study was conducted to examine the effect of two types of link (repetitive textual and in-text ...
Read More
One aspect of second language teaching via computerized language learning programs that has received great attention over the past few years is helping vocabulary learning through link technology. The present study was conducted to examine the effect of two types of link (repetitive textual and in-text reference) on vocabulary learning and retention and reading comprehension. The design of this quasi-experimental study was pretest-posttest with two independent groups in which 35 undergraduate students in two experimental groups participated in the study and were asked to read a computerized text. Two different versions of the reading text were developed for the experimental groups involved in the study. In one version of the computerized texts, the repetitive textual links, and in the other, in-text reference links were used. Having read the text, the participants took an immediate vocabulary posttest as well as a reading comprehension test. Three weeks following the exposure, the participants in the two groups were asked to complete a delayed vocabulary posttest in order to measure their retention level of the target words. Data obtained from pre-test and post-tests were analyzed using t test at p<0.05 significance level for two independent groups. The mean score of in-text reference links group in learning vocabulary posttest was 16.11 (SD=2.45), in vocabulary retention posttest 13.66 (SD=1.86) and in reading comprehension was 10.11 (SD=1.41).The mean score of repetitive textual links group in learning vocabulary posttest was 12.06 (SD=2.14), in vocabulary retention posttest 8.29 (SD=1.53) and in reading comprehension was 9.29 (SD=2.02).The result of the study indicated that the participants in the group with in-text reference links outperformed those in the group with repetitive textual links in terms of vocabulary learning and retention; however, no statistical significance in the participants’ reading comprehension level was detected. Based on levels-of-processing theory, processing target words at different levels would lead to a differential rate of learning and retention of those words. Put another way, those target words that are deeply processed would be learned better and retained longer in contrast to those which are only treated at shallow levels of processing
maryam soltani; khadije arian
Abstract
The language of story results from human nature, and the origin of loving and hearing stories can be found in human temperament. Since children are closer to human nature, they love story and storytelling and are affected by it. Thus, storytelling can be used as an educational and remedial art and can ...
Read More
The language of story results from human nature, and the origin of loving and hearing stories can be found in human temperament. Since children are closer to human nature, they love story and storytelling and are affected by it. Thus, storytelling can be used as an educational and remedial art and can increase children’s self- esteem. Self-esteem has an important aspect in the individual’s total function and inducement and is the most important component in human’s psychological health, influencing different personality variables and individual’s activities and is related to other fields like psychological-social health and occupational and educational function. The aim of this research is to assess the effect of using storytelling method in group form (as an education-remedial art) on increasing children’s self-esteem. The methodology used is quasi- experimental and statistical society of this research includes all female students of Mashhad elementary schools, out of which 30 students are selected by cluster random sampling. Then, they are placed in two groups of test and control. The present research tests the hypothesis based on which storytelling in group sessions increases children’s self-esteem. To carry out this research, once primary investigation is done and the research tool, i.e. Cooper Smith Questionnaire is studied, the test group participates in ten 45-minute sessions of storytelling (the program and stories are selected considering self-esteem components). Both groups are assessed in post-test after two months. There is a significant difference between the variation average of scores of Cooper Smith pre-test and post-test in the test and control group. It can be said with 99% confidence that group storytelling increases the children’s self- esteem
azadollah karami; hasan maleki
Abstract
The present study aims to compare the effectiveness of the collaborative teaching methods and brainstorming method on social competence of the male students in the second grade of secondary school in Qods town. This research is applied and uses the quasi-experimental method. The research plan included ...
Read More
The present study aims to compare the effectiveness of the collaborative teaching methods and brainstorming method on social competence of the male students in the second grade of secondary school in Qods town. This research is applied and uses the quasi-experimental method. The research plan included pretest and posttest with both number 1 and number 2 experiment groups. The research population consisted of all the male students in the second grade of secondary school of Qods town in the school year 2011-2012. Using Two-stage cluster sampling method, 2/1 and 2/3 classes of Shahid Mortazavi secondary school were randomly selected as the sample population.Theclass2/3 was randomly assigned to be exposed to the independent variable of collaborative method, and the class 2/1 was assigned to be exposed to the independent variable of brainstorming. First, the social competence pretest was administrated to both groups, and both groups were post-tested after passing the course in the second semester. By using the multivariate analysis of variance test (MANOVA), the data resulted from pretest and posttest was analyzed for difference scores. The results of this research showed that the collaborative teaching method was more effective on social competence compared to brainstorming method. In order to improve the mental-social state of the students, teachers are recommended to get familiar with the usage of active methods of teaching.
morteza karami; seyedsadrodin shariati
Abstract
The present study aims at extracting the principle of interpersonal relations based on moral-social teachings of the Holy Qur'ān, Chapter Hujarāt. In this applied and descriptive research, the data are collected based on library sources. The results of the research include: (a) principles of interpersonal ...
Read More
The present study aims at extracting the principle of interpersonal relations based on moral-social teachings of the Holy Qur'ān, Chapter Hujarāt. In this applied and descriptive research, the data are collected based on library sources. The results of the research include: (a) principles of interpersonal communication such as paying attention to the status of the audience (social hierarchy), observance of respect and politeness, religious brotherhood (a concept beyond empathy), integrated view and message analysis, (b) rituals of interpersonal relations such as attention to the effect of tone of voice, eye contact, ways of listening and the setting of dialogues; (c) barriers to communication such as mind reading, mocking, fault-finding, backbiting, paranoia, surveillance and labeling. According to these findings, a model content model about interpersonal communication is presented.
