Psychology

Despite the increasing attention of organizational commitment in the management literature, most studies predominantly focus on full-time workers in traditional work settings. The results of this study highlight important directions for implementing strategies to increase casual academic’s organizational commitment. Organization commitment is important because it is known association with other important organizational variables such as turnover, absenteeism and work effort. This study provides the first step in better understanding the factors that affect the organization commitment

This study compared self-efficacy and hopes in 30 elementary school (sixth grade) children with learning disabilities (LD) and 30 their peers without LD. An ex post facto design was used. Statistical population comprised of all students in elementary schools (sixth grade) in, harsin, Iran, during the 2012-2013 academic year. Students with learning disability were randomly selected. The students with LD had been diagnosed by Colorado Learning Difficulties Questionnaire (CLDQ). The student completed the Wechsler Memory scale, General Self-Efficacy Scale, and Children’s Hope Scale. Data were analyzed using analysis of variance. Differences were found between the groups on the self-efficacy and hope.

Autism is one disorder among a spectrum of disorders known as Pervasive Developmental Disorders (PDD) or Autism Spectrum Disorders (ASD). It is a general term that describes mental ailments that has diverse symptoms and characteristics. These include; restricted/repetitive patterns of behaviour, interests, and activities during the early developmental period. Others exhibit hyperactivity, aggression and anxiety. The individual’s functionality is impaired requiring early intervention. Anxiety is a common comorbid and if left untreated affects the social functionality in ASD. This study looked at the proportion and levels of severity of the anxiety in a sample of 80 school children and adolescents with ASD. The goal of this study was to determine the levels, proportions and severity of anxiety among children presenting with ASD. The sample of 80 children and adolescents with ASD were observed and rated by their parents/teachers/caregivers using the Child and Adolescent Symptom Inventory (CASI) to measure anxiety. Eighty four percent of the total sample met cut-off criteria of at least one anxiety disorder. Anxiety was associated with poor coping skills and greater impairments in social reciprocity. Anxiety is a common comorbid in ASD which requires clinical assessment and treatment. It is important to those who deal with children and adolescent with ASD to understand the symptoms and management of anxiety both in school and other settings (home, social places).

Addiction to drugs, change of thoughts, excitement and behavior is one of the most significant psychosocial damage that can easily destroy the basis of individual, family and social life of an individual. The purpose of this study was to determine the effectiveness of cognitive intervention Behavioral, psychological well-being and self-retention of addicts in drug addiction camps. The results of this study show that cognitive-behavioral intervention is effective on the quality of life in addicts in drug addiction treatment centers, cognitive-behavioral intervention, on psychological well-being, in drug addicts in centers for addiction abandonment camps. Cognitive-behavioral intervention is effective on life expectancy in drug addicts in drug addiction camps. In the recommendations of this research, one of the important variables is the way of teaching to addicts. It seems that the personality traits of the educator, and how he communicates with addicts, is effective on psychological well-being and the life expectancy of addicts. Therefore, it is suggested that this variable should be included in future research, and its relationship with social adaptation and more skills should be measured.

This study compared self-regulation in 80 middle school athlete and non- athlete boys students (seventh and eighth grade). An ex post facto design was used. Statistical population comprised of all students in middle schools in, harsin, Iran, during the 2012-2013 academic year. Students selected by randomly multi-cluster sampling. The student completed the Self-Regulation Scale (SRS). Data were analyzed using analysis of variance. Differences were found between the groups on the self-regulation.

Behavioral problems have remained a critical problem among girls incarcerated in rehabilitation schools. The study adopted a quasi-experimental research design with the two rehabilitation schools being randomly assigned into either treatment or control group. Quantitative method was used to collect the data through the use of questionnaire and Achenbach youth self-report (YSR) (11-18 years). Baseline data was first collected in the two sites. The data was analyzed using SPSS version 21. T-test, Chi square, Anova as well as Ancova tests were carried. The prevalence rates for depression, anxiety disorder and conduct disorder were 66.7%, 70.5% and 55% respectively. In the experimental group the study shows statistically significance difference in mean differences scores at both post-treatment one and two (p<0.001). Therefore this is an indication that MST had an impact on post treatment one and two among juvenile delinquents in experimental as opposed to control groups. The results provide significant insights into effectiveness of MST on selected behavioral problems among Juvenile girls incarcerated in rehabilitation schools.

The research is about problem related to the heat stress among inside pipe welders at heavy industrial yard. Heat stress occurrence will causes several problems that affected the workers capability, health, perception and judgment in which it will reduces the efficiencies of work. The objectives of the research studies is to show the time region that worker might suffer from heat stress, compared the heat stress before and after safety procedure been executed, showed the correlation between several factors that contributes to the heat stress among workers and proposed a better work practice to the industry management. Methodology used in these research is done by heat environment monitor (QuesTemp34) which to measure the WBGT index. Analysis done by using QSPII to compare actual WBGT index with recommended WBGT index from ISO 7243 and SPSS software to evaluate the questionnaire. Expected result from the research is to identify the duration time of heat stress highly to occur and to compare the reduction of heat stress level between two conditions which is with and without blower.

This study aims to investigate the relation of playing types of computer games- sports, warship, training and strategic- with self-regulated learning strategies and motivational beliefs among male students of 3rd grade of high school. The methodology of this study is descriptive of correlation type. The samples include 260 students from high schools of different districts of Sabzevar selected by stratified random sampling among different fields of study- basic science, mathematics and liberal arts. To evaluate the self-regulated learning and motivational beliefs strategies, there was used of Motivated Strategies for Learning Questionnaire developed by Pintrich & De-Groot (1990) and for evaluating the computer games, there was used of two factors, including time spent for playing games per week and type of computer games- sports, warship, training and strategic. For data analysis, there was used of descriptive statistics as well as inferential statistics including Pearson Correlation Coefficient and Regression. Results indicated that there is generally no significant relation between time spent for types of PC games- sports, warship, training and strategic, with self-regulated learning and motivational beliefs strategies; while games are studied separately based on their type, there can be seen a significant relation between time spent for training PC games with self-regulated learning and motivational beliefs strategies, while there is no significant relation between time spent for other types of PC games- sports, warship and strategic with self-regulated learning and motivational beliefs strategies.

The present study aimed to determine the relationship between self-regulation and self-esteem with Resiliency of adolescent was conduct in Borazjan secondary schooldays, thus, it’s descriptive study. Participants in the study were 200 boys and girls students of Borazjan high schools who were selected with random multi-stage cluster sampling method. For data gathering, self-regulation Questionnaire (SRQ), Cooper Smith scale of self-esteem and Connor-Davidson Resilience Scale (CD-RISC) were used. The results of Pearson correlation between self-regulation and self-esteem with resiliency show that self-regulation, general self-esteem , social self-esteem and academic self-esteem have a positive and significant relationship with resiliency, But, there is no significant relationship between family self-esteem and resiliency. Also, step-by-step regression results for determine of effect size of self-regulation and self-esteem on resiliency show that the social self -esteem (0/16), general self- esteem (0/22) and self-regulation (0/20) have predictive power of resiliency, But family self- esteem and academic self- esteem haven’t predictive power of resiliency. Based on these findings, can understood that adolescents with high self-esteem and self-regulation, may have the greater opportunity and possible for self-determination, self-expression, self-awareness, self-regulation and self-synergy that these psychological constructs affect the resiliency of people.

The purpose of this descriptive study was to survey the relation between students’s learning style and teacher’s teaching methods which apply towards the achievements in CES subject in three Technical School in Negeri Sembilan. Respondent of the research involving 180 students and a questionnaire was used as research instrument. This questionnaire contained two parts, which were Part A; seven questions related to background of respondents and Part B containing 36 items related to 3 types of learning styles and 2 types of teaching methods. The acquired overall alpha value was 0.844 and possessed high trustworthiness questions. Data were analyzed using SPSS (Statistical Package for the Social Science) software version 15 to acquire frequency, percentage and mean that were later shown in table form. Acquired study findings showed that auditory learning style was the most dominant learning style which applied among the students whereas demonstration method was the most dominant teaching method used among the teachers. In this study, it was discovered that no significant relation between visual and kinesthetic learning style with the achievements in Civil Engineering Studies (CES) subject whereas there was a significant relation between auditory with the subject achievements. For analysis of relation between learning styles and teaching methods there was a significant relation between both of them. This research suggest a further research to find the effectiveness of teacher’s teaching methods which must be required to attain correct information and used it to solve the student’s achievement problems.