Social Psychology
Parisa Nematzadeh soteh; Hosseinali Ghannadzadegan; seyedeh olia emadian
Abstract
Introduction: The present research was conducted with the aim of comparing the effectiveness of procrastination-based cognitive-behavioral training and cognitive motivational multidimensional intervention on procrastination of secondary school students with addicted parents in Babolsar.Method: ...
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Introduction: The present research was conducted with the aim of comparing the effectiveness of procrastination-based cognitive-behavioral training and cognitive motivational multidimensional intervention on procrastination of secondary school students with addicted parents in Babolsar.Method: The research method was semi-experimental with a pre-test, post-test, and follow-up period with an unequal control group, and the statistical population of the study was all students with addicted parents in the second secondary level of Babolsar and their parents were studying in the academic year of 2001-2001. 45 people were selected as a sample and were placed in two experimental groups and a control group of 15 people and answered the academic procrastination questionnaire of Solomon and Roth Bloom (1984), research and cognitive behavioral training based on procrastination, and multidimensional cognitive motivational intervention. The test was carried on for two groups and the control group was kept waiting. The data was analyzed by the method of analysis of variance with repeated measurements.Findings: The findings showed that 78% changes in procrastination scores, 62% changes in homework preparation scores, 63.6% changes in exam preparation scores, and 59.2% changes in essay preparation scores during the pre-test, post-, test and follow-up stages, it was caused by cognitive behavioral training based on procrastination (P<0.05). Also, the findings showed that 73.7% changes in procrastination scores, 58.6% changes in homework preparation scores, 46.2% changes in exam preparation scores, and 44.3% changes in preparation scores during the pre-test, post-test, and follow-up stages, the article was due to the multidimensional intervention of cognitive motivation (P<0.05).Conclusion: Based on the findings of the research, it can be concluded that cognitive behavioral training based on procrastination and cognitive motivational multidimensional intervention has a significant effect (P<0.05) on the procrastination of secondary school students with addicted parents.
Hosein Zare; sara Ghorbani
Abstract
The aim of this study was Investigating the effect of risk perception, self-efficacy and social problem solving on helpful behaviors according to the mediating role of social intelligence. The design of the present study was a descriptive correlational study and the statistical population of the study ...
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The aim of this study was Investigating the effect of risk perception, self-efficacy and social problem solving on helpful behaviors according to the mediating role of social intelligence. The design of the present study was a descriptive correlational study and the statistical population of the study included all helping people in the flood of 1398 in Khuzestan. In order to determine the sample size, Cochran's formula based on undefined population was used and 387 people were selected by cluster sampling. Based on this, the city of Khuzestan was divided into 5 geographical regions including north, south, east, west and center. Then, a flooded area was randomly selected from each area, and in each area, two flood camps were selected and referred to it, and non-damaged subjects were randomly referred to these centers for assistance,were selected. Data collection tools included the Derakhshande Nia and Nouri Aid Behavior Questionnaire (1384), Bintin Risk Perception (1993), Scherer Self-Efficacy (1982), Dezorella et al.'s (2002) Social Problem Solving, and Termiso social intelligence (2001). In order to test the research hypotheses, the statistical method of path analysis was used with the help of SPSS and AMOS software version 22. The results of indirect coefficients in path analysis showed that social intelligence cannot play a mediating role in the relationship between the three variables of risk perception, self-efficacy and social problem solving with helping behaviors (p> 0.05) and only direct coefficients Perception of risk, self-efficacy and social problem solving were confirmed by helping behaviors (P <0.05).
Abolghasem Yaghoobi; Sahar Mohammadi
Abstract
Introduction: Prosocial behaviors include behaviors such as empathy, altruism, cooperation with the aim of benefiting others, which improve the level of this behavior to facilitate interactions and the well-being of the community. so the purpose of this study is to investigate the relationship between ...
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Introduction: Prosocial behaviors include behaviors such as empathy, altruism, cooperation with the aim of benefiting others, which improve the level of this behavior to facilitate interactions and the well-being of the community. so the purpose of this study is to investigate the relationship between affiliation motivation and prosocial behavior was mediated by empathy and self-efficacy. Method: The research method was descriptive and correlational. The statistical population included students of Bu Ali Sina University of Hamadan. The sample size was 380 students who were selected using cluster random sampling method. Research instruments included Cuadrado et al.'s (2016) affiliation motivation, the Caprara et al. (2005) prosocial behavior, the Albiro et al. (2009) empathy, and Scherer et al. (1982) self-efficacy scales. Structural equation analysis method was used to analyze the data. Results: The results showed that the direct effect of affiliation motivation on empathy (p <0.01, β = 0.32) and self-efficacy (p <0.01, β = 0.27) was significant. The direct effect of self-efficacy (p <0.01, β = 0.30) and empathy (p <0.01, β = 0.37) on prosocial behaviors is also significant. The results showed that the indirect effects of affiliation motivation through empathy (p <0.01, Z = 7.92) and self-efficacy (p <0.01, Z = 5.27) on prosocial behavior were significant. Conclusion: Based on the results, concluded that affiliation motivation, empathy and self-efficacy have a significant effect on student prosocial behaviors, so to increase these behaviors, trainings to increase self-efficacy, affiliation motivation and empathy in the educational environment can be considered.
Roxana Sasannejad; majid Safari nia; ahmad alipour
Abstract
The purpose of the present research was to predict voting behaviors based on mental health, social wellbeing and psychological self-efficacy of Tehran citizens in presidential elections . It was a descriptive-correlation research and incuded 400 Tehran citizens higher than 20 years old who at least once ...
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The purpose of the present research was to predict voting behaviors based on mental health, social wellbeing and psychological self-efficacy of Tehran citizens in presidential elections . It was a descriptive-correlation research and incuded 400 Tehran citizens higher than 20 years old who at least once participated in elections. The participents were selected by multistage cluster sampling and they all completed Kinz social wellbeing questionnaire (1998), SCL 25 mental health, Sherer and Madox self efficacy (GSE) and Shahram nia, Milani. Karami Rad and Jamil . voting behaviors (2015). Data were well analyzed by SPSS 20 software and step by step regression analysis test. The results showed that all three regression model are significant in predicting voting behaviors. So, psychological self efficacy, socia l wellbeing and mental health are all considered as the most powerful predicting factors of voting behaviors in Tehran citizens in presidential ellection and also psychological self efficacy, social wellbeing and mental health predict voting behaviors in positive direction (p < 0.01). According to the results, we may expect people to have proper voting behaviors when they experience proper mental health and social health in the society and beside it is necessary in social political training of the society.
mahbobeh karbalaie; jahangir karami
Volume 9, Issue 36 , March 2020, , Pages 73-88
Abstract
Introduction: The purpose of this study was to predict self-efficacy based on resiliency, perceived gender discrimination and gender role schemas of women. Self-efficacy is a person's confidence in his ability to cope with difficult situations. Method:The present study in term of purpose and data collection ...
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Introduction: The purpose of this study was to predict self-efficacy based on resiliency, perceived gender discrimination and gender role schemas of women. Self-efficacy is a person's confidence in his ability to cope with difficult situations. Method:The present study in term of purpose and data collection is a correlation study. For this purpose, 124 female teachers from Kahrizak city were selected by cluster sampling. Participants responded to general self-efficacy, self-resiliency, gender discrimination events and gender role questionnaires. For data analysis, Pearson correlation coefficient and step-by-step multiple regression were used. Results:The results showed that the resiliency, gender schemas and self-efficacy have a positive and significant relationship, and the gender discrimination events has a negative and significant relationship with self-efficacy. Resiliency, gender discrimination events throughout life, and male gender role schemas could predict 31% of self-efficacy variance. Conclusion:The present study indicates the importance of resiliency, perceived gender discrimination and gender role schemas in explaining teacher self-efficacy. Therefore, planning further studies to promote the self-efficacy of female teachers is recommended, given their critical role in nurturing students.