Educational Psychology

Abstract This study aim at  comparing the effect of writing assignments on the critical thinking of the first year high school male students of  Malayer in biology and sociology. For this purpose a sample size of 105 subjects was assigned into two experiment and two control groups through random selection. A quasi-experimental pre-test post - test design in the control groups and a factorial design (2×2) in the whole experiment were applied. To assess the subject critical thinking in pre-test and post-test the California Critical Thinking Skill test (form B) was applied. Then writing assignments designed specifically for the afore-mentioned biology and sociology courses were manipulated for 4.5 month in both experimental groups; control groups followed their usual activities without receiving any writing assignment. Data analysis through ANOVA and t-test of the independent groups showed no meaningful difference in the subjects’ critical thinking pre-test mean scores. subjects post-test and changed scores analysis showed that the application of the writing assignments for teaching biology and sociology has increased the critical thinking of the students as α<0/01.However, the effect amount of writing assignments on the critical thinking of the students in biology and sociology was not statistically meaningful.

Abstract Higher education has a great responsibility in considering society various needs, such as economical, cultural, and political ones and tries to meet them.  In universities, this mission has not fully been completed, especially in terms of curriculum development. The main aim of this study was to investigate the possible applied aspects of Educational Technology field (a) from students' points of view and (b) by analyzing MSRT approved curriculum. The collected data were analyzed and the results showed that: (a) there was not any necessary consistency between the objectives and the contents of many special courses of the field with its practical credits. (b) The applied aspects of the field were also assessed to be relatively good or good.

Abstract

Abstract The aim of the present study is to investigate The Relationship Between personality Factors (similaritiy and complementarities) With Marital Satisfaction. The sample included all the married students of public universities’, of Tehran living in the dormitory, is composed of 174 married students (87 couples) selected by cluster sampling and randomization. ENRICH and NEO-FF-I questionnaires were used to data gathering. The data were analyses by correlation coefficient and student’s T. four personality factors were revealed to be the similar dimensions. While neuroticism was considered to be the complimentarily factor, extraversion, agreeableness, openness and conscientiousness were revealed to be the similarity factors respectively. The Results showed a negative relationship between neuroticism, as a complimentary factor, with marital satisfaction and a positive relationship between extraversion and agreeableness with marital satisfaction. Finally results of T test did not show significant difference between degree of marital satisfaction with similarities and complementarities in personality Factors.

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 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

Abstract method:the scale structured the base on Thurston,s theory .The scale is consisted of seven domains:verbal ability ،verbal fluency،numder ability ،deductive reasoning ،perceptual speed،memory and spatial comprehension.The scale performanced on 513 tehranian high school students population To determain reliability ، we use testretest ،split ، half method ،kuder-Richardson، and to determain validity ، we use of content validity،criterion validity (concurent validity،predictive validity)،construct validity (factorial validity)،discriminant validity) Coefficent is 0.85،split ،method result: Test retest reliability Is 0.75، koderrechardson coefficient is 0.87.all of the reliability coefficent are dependability.The scale is valid to assess intelligence ، Concurent validity is 0.52 ،predictive validity is 3.91and has ability to differentiate between borderline ،bright and normal individual.ر

Abstract The present research attempts to study effectiveness of self- differentiation on Increasing self – efficacy.In this research was offered the following hypothesis: Training self – differentiation affects on Increasing self – efficacy. For testing of hypothesis 30 student were chosen randomly and were replaced in two groups. Experimental group (n=15) was subjected to 10-session of self- differentiation training, emphasizing on Bowen theory, and for control group (n=15) no training was applied. The measure of study was self – Efficacy Questionnaire. T test for independent groups was used for data analysis. The results showed that training self – differentiation affects on Increasing self – efficacy of students.ر