The aim of this research is to investigate the familiarity of the secondary school and guidance school students with the life skills. Statistical society of this research was all the students in Kurdistan province secondary schools and guidance schools , of which 700 st More
The aim of this research is to investigate the familiarity of the secondary school and guidance school students with the life skills. Statistical society of this research was all the students in Kurdistan province secondary schools and guidance schools , of which 700 students were selected as the sample society based on Cochoran formula in Saghez, Baneh and Marivan cities, in a multi - stage randomly selection.The research tool was the questionaires made by the researcher whose reliability was measured based on Cronbach Alpha (90) and its validity was approved by some in this the field. This questionnaire include 5 skills: decision making, human relationship, global citizenship, responsible citizenship and problem solving. The analysis of findings showed that the rate of secondary school and guidance school students familiarity with these skills was above average (based on %50 scale).The maximal rate of their familiarity was with decision making and problem solving skills. And the minimal rate of their familiarity was with the human relationship skill. The girls’ familiarity with life skills was greater then the boys’. Interactional effects of parents’ education on student’s familiarity with the above skill were significant. Except for the human relationship skill, there was a significant difference among the fields of study. Only in decision making and responsible citizenship skill, the differences between secondary school students and guidance school were significant. In other skills there wasn’t any significant difference between them.
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This study aimed to investigate the effectiveness of cognitive behavioral therapy on the reduction of depression of the third grade students of the guidance schools in Behbahan. This study was a semi-experimental one with pretest-posttest with control group design. The More
This study aimed to investigate the effectiveness of cognitive behavioral therapy on the reduction of depression of the third grade students of the guidance schools in Behbahan. This study was a semi-experimental one with pretest-posttest with control group design. The statistical population included all the male and female third grade students of the guidance schools in Behbahan, out of which 300 persons were selected to identify the depressed students and filled out the children depression questionnaire (Kovacs, 1995). 138 persons suffered from depression based on the cut-off point of the questionnaire (more than 20), among which 40 persons were randomly selected and were randomly assigned into the control group (n=20) and the experimental group (n=20). The experimental group received the cognitive behavioral therapy in 12 sessions. The data were analyzed using ANCOVA. The results indicated a significant difference in the depression score of the control and experimental group in the posttest. That is, the cognitive behavioral therapy was effective in the reduction of depression.
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In this study the relationship between study habits and educational self-efficacy, and academic performance third grade guidance school students in the academic year 2010-2011 has been examined 180 students (90 girls and 90 boys) were chosen as our sample size by More
In this study the relationship between study habits and educational self-efficacy, and academic performance third grade guidance school students in the academic year 2010-2011 has been examined 180 students (90 girls and 90 boys) were chosen as our sample size by random cluster sampling method. The data were gathered by Morgan-Jinks self-efficacy questionnaire (1999), and palsane and sharma study habits inventory (PSSHI). correlation coefficient model, T-test, and stepwise regression were used to determine. The relationship between variables, comparing girls and boys, and determining the forecast of variables, respectively. The results of the study showed that academic performance of students was correlated with 4 subscales of study habits (“talent” and “effort” subscales in 0.01, “memory” subscale in 0.01, and “try” subscale in 0.05 level of significance). There was no significant difference between two genders in study variables. The results of stepwise regression showed that subscales of talent, memory, physical status, and note-taking can explain 0.25 of academic performance variance among girls; only two subscales (talent and memory) can explain 0.16 of academic performance variance among boys.
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In this study present MMPI-ARF Standardization of reconstructed form of Minnesota multidimensional Personality Inventory in guidance school students at Aq Qala city and the research main question is raised whether reconstructed form of Minnesota multidimensional Persona More
In this study present MMPI-ARF Standardization of reconstructed form of Minnesota multidimensional Personality Inventory in guidance school students at Aq Qala city and the research main question is raised whether reconstructed form of Minnesota multidimensional Personality Inventory (MMPI-ARF) in guidance school students in Aq Qala city has desirable psychometric properties? The research method is in the field of methodological research, with emphasis on psychometric. Statistical population constitute all Aq Qala city guidance school students that are 3239 persons (1056 girl students, , 1699 boy students and 34 boy students in non-profit school), which 100 students using a convenience sampling were selected as sample size. The instrument used in this study is reconstructed form of Minnesota Multiphasic Personality Inventory (MMPI-ARF) that has validity and favorable credit. To determine the questionnaire validity coefficient with an emphasis on internal consistency of questions is used Cronbach alpha methods and test-retest method to evaluate the coefficient stability, Also, to investigate the validity coefficient of validity used same type criterion, in this regard, Assessment questionnaire of personality pathology aspects (DAPP-BQ) and correlation between the two mentioned questionnaire using the Pearson correlation coefficient is used and finally used structural validity of hierarchical and determine the coefficient of resolution-oriented. And results showed that all reliability coefficients greater than 84/0 used Cronbach's alpha and coefficients greater than 89/0 used test-retest method with Spearman-Brown modified which shows the favorable reliability coefficient of present questionnaire in evaluated 28 scales. Also, Minnesota multidimensional personality questionnaire reconstructed form (MMPI-ARF) with Assessment questionnaire of personality pathology aspects in Aq Qala guidance schools adolescents has simultaneous validity; finally, it became clear that Minnesota Multiphasic Personality Inventory reconstructed form (MMPI-ARF) has an internal structure that includes 28 scales and 4 factors.
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