Journal of Psychology

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Journal of Psychology
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Allport, G.W., & Ross, J.M. (1967). Personal Religious Orientation and
Pprejudice. Journal of Personality and Social Psychology, 5, 432-433.
Argyle, M., & Beit-Hallahmi, B. (1975). The Social Psychology of Religion.
London: Routledge and Kegan Paul.
Bahrami Ehsan, H. & Tashk, A. (2004). Aspects of Relation between
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Egan, E.; Kroll, J.; Carey, K.; Johnson, M. & Erickson, P. (2004). Eysenck
Personality Scales and Religiosity in a US Outpatient Sample.
Personality and Individual Differences, 37, 1023-1031.
Eysenck, H.J., & Eysenck, M.W. (1985). Personality and Individual
Differences: A Natural Science Approach. New York: Plenum.
Falsetti, S.A., Resick, P.A., & Davis, J.L. (2003). Changes in Religious
Beliefs Following Trauma. Journal of Traumatic Stress, 16, 391-398.
Ford, T.R. (1960). Status, Residence and Fundamentalist Religious Beliefs in
Southern Appalachians. Social Force, 39, 41-49.
Genia, V., & Shaw, D.G. (1991). Religion, Intrinsic-extrinsic Orientation and
Depression. Review of Religious Research, 32, 274-283.
20
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Gorsuch, R.L., & Venable, G.D. (1983). Development of an “Age-Universal”
I-E scale. Journal for the Scientific Study of Religion, 22, 181-187.
Johnson, R.C., Danko, G.P., Darvill, T.J., Bochner, S., Bowers, J.K., Huang,
Y.-H., Park, J.Y., Pecjak, V., Rahim, A. R.A., & Pennington, D. (1989).
Cross Cultural Assessment of Altruism and its Correlates. Personality
and Individual Differences, 10,855-868.
Kahoe, R.D., & Meadow, M.J. (1981). A Developmental Perspective on
Religious Orientation Dimensions. Journal of Religion and Health, 20,
8-17.
Maltby, J. (1995). Personality, Prayer and Church Attendance among U.S.
Female Adults. The Journal of Social Psychology, 135, 529-531.
Maltby, J., & Lewis, C.A. (1996). Measuring Intrinsic and Extrinsic
Orientation Toward Religion: Amendments for use Among Religious
and Non-religious Samples. Personality and Individual Differences, 21,
937-946.
Maltby, J., McCollam, P., & Millar, D. (1994). Religiosity and Obsessionality: A
Refinement. Journal of Psychology, 128, 609-611.
Maltby, J., Talley, M., Cooper, C., & Leslie, J.C. (1995). Personality Effects
in Personal and Public Orientation Ttoward Religion. Personality and
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Maltby, J., (1999). Religious Orientation and Eysenck's Personality
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examine the Relationship Between Religiosity, Psychoticism and
Extraversion. Personality and Individual Differences, 26, 79-84.
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Massachusetts: Allyn and Bacon.
Robinson, T.N., (1990). Eysenck Personality Measures and Religious
Orientation. Personality and Individual Differences, 11, 915-921.
21
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Gropper, G.M. (1982). “A Behavioral Approach to Instructional Prescription”.
In C.M. Reigeluth (Eds.), Instructional Design: Theories and Models
Volume I ( PP. 101 – 161). Mahwah: Lawrance Erlbuam Associates.
Jonassen, D. (1999). “Designing Constructivist Learning Viron Environments”.
In C.M. Reigeluth (Eds.), Instructional Design: Theories and Models
Volume II (PP. 215-239). Mahwah: Lawrance Erlbuam Associates.
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Blaha, Maureen. (2001). Runaway Prevention Curriculum Teacher Guide.
Journal of Adolescent Research.7:1-17
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References
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Motivation and Working Memory in Children with ADHD.
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Relationship between Personality Dimensions and Religious
Orientation
* H. Bahrami Ehsan (Ph.D)
** S. Pournaggash Tehrani (Ph.D)
Abstract
The aim of the present study was to determine the relationship
between personality, according to Eysenck's theory, and
different aspects of religious orientation. To do so, Eysenck's
personality questionnaire was administered to 80 randomly
chosen subjects (40 men and 40 women). To determine various
aspects of religious orientation, an author-made questionnaire
was used. Such scale measures 4 different religious orientations
including religiosity, religious disorganization, hedonism and
religious pretentiousness.
The results of the present study showed that there was a
significant difference between men and women in the subscales
of neuroticism and psychoticism and religious disorganization.
Also, an inverse relationship between religious orientation,
psychoticism and neuroticism was observed. Furthermore, our
results showed demographic variables as predictive variables,
along with neuroticism and psychoticism, did not predict
religious orientation. Regression analysis indicated that
psychoticism and neuroticism were negatively related to
religious orientation regardless of the presence of demographic
variables.
Keywords: Personality; Religious Orientation; Psychoticism;
Neuroticism; Religious Disorganization; Religious Pretentiousness.
* Assistant Professor, Department of Psychology University of Tehran.
** Assistant Professor, Department of Psychology University of Tehran.
216
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The Effects of the Triple P-positive Parenting Program on 7-10
Years Old Children with Externalized Behaviour Problems
* M. Jalali (M.S)
** E. Pourahmadi (M.S)
*** J. Babapour (Ph.D)
**** M. Ashaeiri (Ph.D)
Abstract
The effects of the triple p-positive parenting program in 7-10 years old
children with externalized behaviour problems was investigated in this
study. Four schools were randomly selected from schools of nahavand
city. 28 mothers whose children had received scores above cut-point
on externalized problems of Child Behavioral Checklist (CBCL) were
selected. Subjects were divided into control and experimental groups.
Experimental group received Triple-p for 8 weeks, single a week
sessions lasted two hours. The results were analyzed using MannWhitney U and indicated that mothers in the experimental group
reported a significant decrease in signs of externalized problems in
comparison with the control group. The results showed that the
mother's training program did have a significant effect on the
reduction of externalized behaviour problems. The emerged findings
can have clinical applications in prevention and treatment of child
behavior disorder.
Keyword: Positive parenting program, Externalized behaviour
problems, CBCL, Children.
*M.S in General Psychology, University of Shahed, Tehran.
** M.S in Child and Adolescent Clinical Psychology, University of Shahid Beheshti, Tehran.
*** Assistant Professor, Departement of Psychology, University of Tabriz, Tabriz.
**** Assistant Professor, Departement of Psychology, University of Shahed, Tehran.
217
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The Effect of Reappraisal and Suppression of Negative Emotional
Experience on Frontal EEG Asymmetry according to Neuroticism
and Extraversion Dimensions
* J. Hasani (Ph.D)
** P. Azadfallah(Ph.D)
*** S. Kazem Rasoulzade Tabatabaie(Ph.D)
**** H. Ashayeri (Ph.D)
Abstract
The aim of the current study is to assess the effect of reappraisal and suppression of
negative emotional experiences on regional activity of frontal lobe with regard to
extraversion and neuroticism dimensions. To do so, according to extreme scores in
extraversion and neuroticism dimensions of Persian version of the Eysenck
Personality Questionnaire- Revised (EPQ-R) and inclusion criteria, four groups
including introvert, extravert, neurotic and emotionally stable (each with 20 Ss) were
selected from male student’s population. All participants did have homogeneous
dextrality. In order to assess brain activity in frontal regions during reappraisal and
suppression of negative emotional experiences, participants watched to negative
emotion- eliciting film clips. In reappraisal condition, participants asked to think
about film nonemotionally and in suppression condition, participants asked to behave
in such a way that if a person viewing them could not be able to guess what they are
feeling. During these stages, EEG from different regions of frontal lobe was recorded.
Results indicated that the suppression of negative emotional experiences ultimately
increased right frontal activation; this increment was more in introverts and neurotics
in comparison to extraverts and emotionally stables. Results also showed that the
reappraisal of negative emotional experiences caused the activation of different sites
of frontal lobe with regard to personality dimensions. In general, findings indicate that
neuroticism and extraversion dimensions have a moderator role in brain activity
during emotion regulation strategies and these strategies have different effect on
frontal regional activation. According to findings one might claim that different
emotion regulation strategies on the basis of different personality dimensions and its
following brain activity put forward new perspectives in psychopathology, prevention,
treatment and other research fields.
Keywords: Emotion Regulation, Reappraisal, Suppression, Frontal EEG Asymmetry,
Extraversion, Neuroticism.
* Ph.D Tabriz Modarres University.
** Associate Prof. Tarbiat Modarres University.
*** Associate Prof. Tarbiat Modarres University.
**** Professor Iran University of Medical Sciences.
218
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Intelligence and Attachment: Analysis of Affecive / Behavioral
Self-regulation among Bright, Mentally Retarded and Normal
Childern
* Z. Khanjani (Ph.D)
Abstract
The present research investigates the effect of intelligence on affective /
behavioral self-regulation of children. For this aim investigate relationship
between intelligence, attachment with secure and attachment styles (secure,
ambivalence, disorganize / disoriented) and behavioral problems of slight
mentally retarded (IQ=50-70), bright (IQ=125-140), normal children (IQ=95110): Also relationship between kind and styles of attachment with
behavioral problems in three groups was investigated. Samples this study
includes 91 mentally retarded, bright and normal children with age range
between 6-7 years old and of both genders of Tabrize city. Instruments were
separation anxiety test, Achenbach the child behavior ckeck list's (T.R.F),
Raven's progressive matrix test, demographic inventory. Analysed by data
were univariate analysis of variance, LSD follow-up test, T test, and Chi
square test. Results showed mentally retarded children only in self-reliance
sub-scale of separation anxiety test were lower in comparison with bright and
normal children significantly. Mentally retarded were more prone to insecure
attachment in comparison with abnormal and bright children. There are
significant differences between dispersion distributions of mentally retarded
in four attachment styles in comparison with dispersion distribution of
normal children, but there aren't singnificantly differences between
dispersion distribution of normal and bright children in four attachment
styles. Other results showed that mentally retarded are more prone to
behavioral problems in comparison with normal and bright children, but this
relationship is not significant in mentally retarded children. Also there is
highest behavioral problems in ambivalent and avoidant bright and normal
children but There is not significant differences between four of attachment
styles of mentally retarded children on the basis of behavioral problems.
Keyword: Intelligence
Behavioral problems.
mentally retarded, Bright,
* Associate Professor, Department of Psychology, Tabriz University
219
Attachment
styles,
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Analysis of Environmental, Personality and Problem
Solving Factors Influencing the Run-Away-Girls
* Z. Golizadeh (Doctoral Student)
** A. Bakhshipour (Ph.D)
*** J. Babapour (Ph.D)
Abstract:
The present research is aimed at studying the effect of
environmental, personality and problem solving Factors on runaway-girls. For this reason 60 young girls in two groups of runaway(30) and normal girls(30) were compared. In these respects
the group of runway girls were selected through sampling form
health house intervention of crisis and foster care. The group of
normal girls were selected through stratified random sampling
from 1St-2nd-3rd- 4th and 5th urban areas of Tabriz. Subjects
completed the researcher- made questionnaires for analyzing
environmental factors, Eysenck Personality Inventory, Cassidy,
and Lang’s Problem solving tests. The results showed that
runway girls did have more psychosis and introversion
characteristics than group of normal girls. The two groups
significants differences in neuroticism dimension. There was
significant difference between two groups on the basis of
problem soving.
Keywords: Introversion-extroversion, Psychosis, Impulse control,
Neurotic, Emotional stability, Problem solving.
* Doctoral Student of Cognitive Neuroscience, Tabriz University.
** Associat Professor, Department of Psychology, Tabriz University
*** Assistant Professor, Department of Psychology, Tabriz University
220
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Effect of Non-verbal Motor Imitation on Length of Utterance
of Autistic Children
* S.M. Rafiee (Ph.D)
** M. Bayrami (Ph.D)
*** H. Ashayeri (Ph.D)
**** T. Hashemi (Ph.D)
***** P. Ahmadi (M.D)
Abstract
Objective: This research was aimed to investigate the relation between nonverbal imitation and length of utterance, and effect of non-verbal motor
imitation exercises on length of utterance in autistic children.
Materials & Methods: in the first phase of this comparative research, 22
autistic and 30 normally developed children participated. The sampling
pattern was convenience. We examined and compared length of utterance, in
two groups. In the second phase, which was an experimental - interventional
study with a pretest-posttest and control group design, the autistic group
assigned to two matched groups by balanced randomized method. Then nonverbal motor exercises intervention executed in experimental group for 60
days (one hour a day). Before and after intervention, length of utterance in
the groups, were assessed by action pictures test. Data were analyzed by use
of t- test, regression analysis, and covariance.
Results: Research findings showed statistically significant difference
between autistic group and normal group in length of utterance (p<0.01). In
autistic group, there was a positive correlation between length of utterance
and non-verbal imitation ability (r=0/884). Furthermore findings showed
significant difference in length of utterance between control and experimental
group after intervention (p<0. 01).
Conclusion: this finding reveals that non-verbal motor imitation did have a
positive correlation with length of utterance and non-verbal imitation
exercises increases syntactic ability in autistic children.
Keywords: Autism, Imitation, Length of utterance, Utterance.
[
*Ph.D Tabriz University.
**Assistant Professor, Department of Psychology, Tabriz University.
*** Professor Iran Univetsity of Medical Sciences.
****Assistant Professor Tabriz University.
*****Assistant Professor Azad Eslami University.
221
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Compare of Effectiveness of Instructional Design Inspired from
Behaviourism, Cognitive, and Constructivism Theories in Social
Attitudes Change
*S.M. Ghazi Tabatabayee (Ph.D)
**J. Hatami (Ph.D)
***H. Fardanesh (Ph.D)
****A. Majdanian (M.A)
***** Z. Eslami (M.A)
Abstract:
This research shaped in order to compare of effectiveness of three
main learning theories approach on the student’s attitude change in
middle school. This article reports the findings of an experimental
research with pre-test and post-test. Present research is about the all of
the middle schools students in Tehran. The cluster method has been
used to sampling and 12 classes have been selected randomly that
included 306 students. In order to superiority of research aims, one of
the social studies lesson in the text book has been selected and
designed in three different format to instruction. The prepared
instructional programs have been designed computer based. The data
collection has been down through the attitudinal questionnaire and in
order to data analysis used one-way ANOVA and LSD post-hock test.
The findings show that the constructivism based model is significantly
more effective than behaviourism and cognitive models. Also the
behaviourism model and cognitive model have same result, in other
word that’s results are not significant.
Key words: Instructional design, Psychological approach, Attitude
change, Social attitude.
*Associate Professor, University of Tehran.
** Assistant Professor, University of Tabriz.
*** Associate Professor, Tarbiat Modarres University.
**** Master of Art, University of Allame Tabatabaee.
*****Master of Art, University of Tehran.
222
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Gender Differences in Variables Related to Students' Math
Performance and the Role of These Variables on Math
Achievement
* A.R. Kiamanesh (Ph.D)
** N. Pourasghar (M.A)
Abstract
In this study the gender differences in variables related to
students' mathematics performance (math self-concept,
motivation to learn mathematic, previous math performance)
and the role of these variables on math achievement of nine
grader students has been investigated. The sample was randomly
selected from nine graders at the district number 6 of the Tehran
city. Data were collected using four different instruments. Data
analysis for girls and boys as well as each gender separately
using Path analysis method shown that for girls' model (in spite
of other two models), the previous math performance has the
most direct effect on math achievement. In the boys' model (the
same as the boys and girls model); math self-concept has the
most direct effect on math achievement.
Keywords: Math self-concept, Motivation to learn mathematic,
Previous math performance, Gender, Math achievement.
* Professor. Tarbiat Moallem University
**
M.A in Psychology
223
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The Effectiveness of Third folds Instructional Interventions
(self-Regulation of Attentional Behavior, Self-regulation of
Motivational Behavior and Verbal Self-instruction) on
Attention Deficit and Hyperactivity
[
* A .Moradi (PhD)
** T. Hashemi (PhD)
*** V. Farzad (PhD)
**** M. Beyrami (PhD)
***** H. Keramat
[
Abstract
This study investigated the effect of third fold instructional
interventions (self-regulation of attentional behavior, self-regulation
of motivational behavior and verbal self-instruction) on attention
deficit and hyperactivity symptoms. In this study, semi-experimental a
random sampling procedure was conducted to replace 40 grade 3
students from the city of Tabriz in to four groups.
Instruments included diagnostic interview on the basis of DSM-TR
criteria, Interview with parents and teachers and children pathological
symptoms questionnaire. Data were analyzed through on-way
variance and multi-variable variance procedures. The results revealed
that: a) Instruction of self-regulation of attentional behavior reduced
the attention deficit symptoms of ADHD students b) Instruction of
self-regulation of motivational behavior and verbal self-instruction
strategies reduced the hyperactivity symptoms of the ADHD students.
Keyword: Self-regulation of attentional behavior, Self-Regulation of
Motivational Behavior, Verbal Self-instruction, Attention Deficit and
Hyperactivity.
* Associate Professor Tarbiat Moallem University.
** Assistant Professor Tabriz University.
*** Associate Professor Tarbiat Moallem University.
**** Assistant Professor Tabriz University.
224
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Contents
***** Ph.D Student
Relationship between Personality Dimensions and Religious Orientation
H. Bahrami Ehsan (Ph.D); S. Pournaggash Tehrani (Ph.D)
The Effects of the Triple P-positive Parenting Program on Children 7-10
Years Old with Externalized Behaviour Problems
M. Jalali (M.S); E. pourahmadi (M.S); J. Babapour (Ph.D);
M. Shaeiri (Ph.D)
Intelligence and Attachment: Analytic on Self-Regulation of Affective/
Behavioral Bright, Mentally Retarded and Abnormal Children
Zeynab Khanjani (Ph.D)
Analysis of Environmental, Personality and Problem Solving Factors
Influencing the Run-Away-Girls
Z. Golizadeh (); A. Bakhshipour (Ph.D); J. Babapour (Ph.D);
Effect of Non-verbal Motor Imitation on Length of Utterance of Autistic
Children
S.M. Rafiee (Ph.D); M. Bayrami (Ph.D); H. Ashayeri (Ph.D);
T. Hashemi (Ph.D); P. Ahmadi (Ph.D)
Compare of Effectiveness of Instructional Design Inspired from
Behaviourism, Cognitive, and Constructivism Theories in Social Attitudes
Change
S.M. Ghazi Tabatabayee (Ph.D); J. Hatami (Ph.D); H. Fardanesh(Ph.D)
A. Majdanian (M.A); Z. Eslami (M.A)
The effect of Reappraisal and Suppression of Negative Emotional
Experience on Frontal EEG Asymmetry according to Neuroticism and
Extraversion Dimensions
Jafar Hasani (Ph.D); Parviz Azadfallah(Ph.D);
Seyed Kazem Rasoulzade Tabatabaie(Ph.D); Hasan Ashayeri (M.S)
Gender Differences in Variables Related to Students' Math Performance
and the Role of These Variables on Math Achievement
A.R. Kiamanesh (Ph.D); N. Pourasghar (M.A)
The Effectiveness of Third folds Instructional Interventions (selfRegulation of Attentional Behavior, Self-regulation of Motivational
Behaviors and Verbal Self-instruction) on Attention Deficit and
Hyperactivity
225
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A .Moradi (PhD); T. Hashemi (PhD); V. Farzad (PhD)
M. Beyrami (PhD); H. Keramat
226
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Journal of Psychology
University of Tabriz
Vol. 4, No. 13, Spring 2009
Founder: Faculty of Education & Psychology
Editorial Manager: M. Bayrami, Ph.D
Editor-in-Chief: A.H.Mehryar, Ph.D
Executive Manager: M. Mahmoud Aliloo, Ph.D
Assistant Editor: J. Babapour, Ph.D
Adminstrative Manager: Y. Nejati
Typeseting: V. Jahedfar
Cover and Text Designer: T.Sadati
Printed by: Tabriz University Press
Address: Journal Office, Faculty of Education & Psychology, University of Tabriz,
Tabriz, Iran
Post Code: 5166614776, Tel: 0411-3341133, Fax: 0411-3356009
Web: www.tabrizu.ac.ir
Editorial Board:
J. Babapour Kheyraddin, Ph.D
P. Azadfallah, Ph.D
M. Bairami, Ph.D
A. Bakhshipour, Ph.D
B. Birashk, Ph.D
J. Ejei, Ph.D
E. Fathiazar, Ph.D
M. T.Garroci, Ph.D
T. Hashemi Nosratabad, Ph.D
S. D. Hosseini-Nasab, Ph.D
P. Kadeevar, Ph.D
Z. Khanjani, Ph.D
M. Khayyer, Ph.D
A. Kiamanesh, Ph.D
M. Mahmoud Aliloo, Ph.D
M. Mehrmohammadi, Ph.D
A. H. Mehryar, Ph.D
A. R. Moradi, Ph.D
R. Roshan, Ph.D
M. Shahrara, Ph.D
E. Shariatmadari, Ph.D
K. Soltanolgoraee, Ph.D
227
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Journal of Psychology
University of Tabriz
Vol. 4, No.13, Spring 2009
Relationship between Personality Dimensions and Religious
Orientation
The Effects of the Triple P-positive Parenting Program on Children 7-10
Years Old with Externalized Behaviour Problems
The effect of Reappraisal and Suppression of Negative Emotional
Experience on Frontal EEG Asymmetry according to Neuroticism and
Extraversion Dimensions
Intelligence and Attachment: Analytic on Self-Regulation of Affective/
Behavioral Bright, Mentally Retarded and Abnormal Children
Effect of Non-verbal Motor Imitation on Length of Utterance of
Autistic Children
Compare of Effectiveness of Instructional Design Inspired from
Behaviourism, Cognitive, and Constructivism Theories in Social Attitudes
Change
Analysis of Environmental, Personality and Problem Solving Factors
Influencing the Run-Away-Girls
Gender Differences in Variables Related to Students' Math
Performance and the Role of These Variables on Math Achievement
The Effectiveness of Third folds Instructional Interventions (selfRegulation of Attentional Behavior, Self-regulation of Motivational
Behaviors and Verbal Self-instruction) on Attention Deficit and
Hyperactivity
228

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