Social Psychology
Mazyar Bagherian; Rounak Pourmand; Jalil Babapour Kheiroddin; Touraj Hashemi Nosratabad
Abstract
Introduction: This study investigates the relationship between implicit and explicit ambivalent sexism with gender roles, and predicting the gender roles based on sexist attitudes of adolescents.Method: In terms of goal and research methodology, this study was an applied and descriptive-correlational ...
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Introduction: This study investigates the relationship between implicit and explicit ambivalent sexism with gender roles, and predicting the gender roles based on sexist attitudes of adolescents.Method: In terms of goal and research methodology, this study was an applied and descriptive-correlational design, respectively. The statistical population of the study consisted of all adolescents aged 12 to 18 years old in Tabriz who were studying in one of the schools of this city. The sample was chosen throughout the available sampling and consisted of 122 adolescents. In order to measure the research variables, the Thomas & Robinson (1981) Gender Roles Questionnaire, the Ambivalent Sexism Inventory Scale (Glick and Fiske, 1996), and the Implicit Association Test of Ambivalent Sexism (Greenwald, McGhee, et al., 1998; de Oliveira Laux, Ksenofontov, et al, 2015) were used. SPSS-26 was used to analyze the data.Findings: Findings showed a positive correlation between implicit and explicit benevolent sexism with masculine gender roles (p < .01), and a negative correlation between explicit and implicit hostile sexism with feminine gender roles (p < .01). Moreover, regression analyses showed that explicit and implicit hostile sexism could predict feminine gender roles (p < .01), while implicit and explicit benevolent sexism could significantly predict masculine gender roles (p < .01). Findings are discussed in light of Iranian culture. In addition, the findings showed that the research variables predict 19.5% of the variance of feminine gender roles, and 17% of the variance of masculine gender roles.Conclusion: Ambivalent sexist attitudes can be used to predicting gender roles in adolescents.
Elham Saeedi; Hasan Sabourimoghadam; Touraj Hashemi
Abstract
Introduction: This research aimed to predict the relationship between emotional intelligence and anger rumination with aggression Method: The research was a correlation method. The population was all students of Tabriz University and 377 students were selected by multistage cluster sampling. They answered ...
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Introduction: This research aimed to predict the relationship between emotional intelligence and anger rumination with aggression Method: The research was a correlation method. The population was all students of Tabriz University and 377 students were selected by multistage cluster sampling. They answered questionnaires of Bar-on emotional intelligence questionnaire (1997), Bass and Perry aggression questionnaire (1992), and Sukhodolsky et al. anger rumination questionnaire (2001). The data were analyzed by multiple regression. Results: Data analysis showed that emotional intelligence and anger rumination were able to significantly predict aggression changes, while emotional intelligence negatively and anger rumination had a positive role in explaining aggression. Beta coefficients indicated that emotional intelligence with the highest value (-0.64) had a greater role in explaining aggression Conclusion: Based on the findings, it can be deduced that aggression is influenced by cognitive and emotion management and control factors and it is necessary to emphasize cognitive and emotional skills.
mansour byramy; toraj hashemy; mojtaba ashory
Volume 7, Issue 27 , October 2017, , Pages 1-14
Abstract
Introduction: It is difficult if not impossible to achieve educational and goals with compromise emotional disturbances. Therefore, the present study aimed to investigate the effect of emotional regulation training on social adjustment and interpersonal sensitivity of students. Method: This is a semi-experimental ...
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Introduction: It is difficult if not impossible to achieve educational and goals with compromise emotional disturbances. Therefore, the present study aimed to investigate the effect of emotional regulation training on social adjustment and interpersonal sensitivity of students. Method: This is a semi-experimental study with pre-test-post-test with the experimental group and the control group. The statistical population consisted of all high school boys in Tabriz in the academic year of 1395-96. Multi-stage random sampling was used. Based on an interpersonal sensitivity questionnaire, 30 students were selected. They were randomly Assigned to experimental and control groups. Students of both groups responded to the social compatibility checklist for school students. The experimental group was subjected to an excitement training program for 12 sessions. Then, in the post-test, both groups responded to the questionnaires. Data were analyzed using multivariate and single-variable covariance analysis. Results: The results showed that emotional regulation training reduced the interpersonal sensitivity in the experimental group at post-test and stage. Also, the level of social adjustment in the experimental group in the post-test and stage increased and the comparison of the mean scores of the pre-test-post-test showed a significant difference. Conclusion: Considering that emotional regulation training can reduce interpersonal sensitivity and promote social adjustment of students, it is better to emphasize the emotional aspects of students in educational programs.