درخت حوزه‌های تخصصی

Purpose: The purpose of this study is to investigate the effect of both work to family enrichment and family to work enrichment on family satisfaction and work satisfaction. The moderating role of positive and negative affectivity is also examined in this regard. Methodology : This Study is an empirical survey research with the statistical population of faculty members of Iran’s universities. The research questionnaires were distributed among professors of five premier universities of Tehran. 200 people were used by simple random sampling. Carlson et al. (2000), Carlson, Kacmar, and Williams (2000), Brayfield and Crockett (1955), Schumm, McCollum, Bugaighis, Jurich, and Bollman (1986) and Agho et al. (1992) questionnaires were used and research hypotheses were tested through structural equation modeling by PLS software. Findings : The results showed that according to path coefficient, work family enrichment has a positive and significant effect on faculty members’ job satisfaction (0.7562) and family satisfaction (0.7362) both T-statistics are upper than 1.96. Positive affectivity enhances these relationships as a moderating variable (0.6423). However, negative affectivity had no significant effect on the relationship between work family enrichment and family and job satisfaction (both T-statistics are lower than 1.96). Conclusion : positive aspects of work family interface, in other words, work family enrichment in comparison with work family conflict variable should be considered as an important variable in psychology of family and organization. The issue of work family enrichment in the scientific jobs of faculty members of universities which have distinctive job qualifications compared with other jobs could have a significant effect in job and family satisfaction

Purpose: This study was conducted aimed at investigating the effect of teaching philosophy to children on general health and anxiety among middle school students. Methodology: This was an applied study in terms of purpose and a quasi-experimental one, with a pre-test and a post-test and control and experimental groups, in terms of data collection method. The statistical population included the middle school students in District 5 of Tehran during the period 2009-2010, and the sample size was 30 subjects. Subjects were randomly assigned to the experimental and control groups. Sampling was performed using the convenience sampling method. Data collection tools were the Goldberg’s General Health Questionnaire (1972) and the Spitzer’s Generalized Anxiety Disorder Questionnaire (1983). The experimental group participated in 8 sessions of a 60-minute philosophy training course that was based on the "Philosophy Lesson plans for Children". Data were analyzed using the analysis of covariance (ANCOVA). Results: Findings showed indicated that there was a significant difference between the general health scores of the experimental and control groups after teaching philosophy (P <0.01). Conclusion: The results indicated that teaching philosophy to children had a positive effect on their general health and anxiety.

Purpose: Considering rich theoretical underpinnings of positive psychology (PP), the current study aimed to investigate the effects of an extra educational curriculum on the basis of PP on distress and attainment of Iranian high school students who are living in dormitories in boarding schools. Methodology: This is an empirical study with a post-test only control group design in which a sample of 346 male students were selected through convenience sampling from two boarding schools in Qom city during 2018-2019. A translated and validated version of K10 distress questionnaire (Kessler et al, 2010) was administered to them and 67 students with high distress symptoms were identified and randomly allocated to a control group (N=23), experimental group one (N= 22) and experimental group two (N=22). First, the experimental group underwent 16 sessions (twice a week for 90 minutes) of PP curriculum integrated with religious counseling. Employing a post-test only control-group design, the group’s performance on a distress scale (Goldberg, 1981) and their mean scores were compared after the intervention. Kruskal-Wallis and ANOVA tests were used to compare differences between the groups. Findings: Findings revealed that positive curriculum alleviated distress symptoms of the experimental groups vis-à-vis the control (χ2 (2) = 52.851, p ≤ 0.001). Also, to investigate the effect of the intervention on educational attainment, their semester mean scores were analyzed through ANOVA (F = 8.244(2, 66), p≤0.001) where promising results were obtained. Conclusion: It was concluded that both interventions exerted meaningful effects on the attainment and distress of dorm-living students. Also, follow-up studies added proof on the permanence of the effects.

Purpose: The present research was conducted to discover the possible relationship between self-esteem and the receptive skills of EFL learners in Iran across genders. Methodology: The design of the study was correlational or ex post facto design. The researchers used three instruments for data collection in the current study. A language proficiency test to measure the participants’ proficiency level, Coopersmith Self-Esteem Inventory and finally two tests of listening and reading adopted from Preliminary English Test. To begin the research, in order to clear the language proficiency level of the learners, the researchers gave all learners a language proficiency test in Payame Noor University in Tabriz. After the test, the researchers finally selected 52 candidates whose test scores were between one SD below and above the mean as the homogeneous sample for further data collection. Then they collected some parts of the data from Coopersmith's self-esteem questionnaire to find out the learners’ self-esteem. Finally, they gathered the last part of the data which was the learners’ receptive skills from two tests of listening and reading adopted from PET. With the intention of testing all the research hypotheses, the researchers ran Pearson correlation analysis as the chief statistical analysis. Findings: The Results showed a significant correlation between the self-esteem and reading skill of the learners across genders. Also no relationship could be found between the self-esteem and listening skill of the learners across genders. Conclusion: From the findings, self-esteem had deep-seated and improved positive possessions on reading performances of the learner. But when it comes to listening performance, not self-esteem, but most linguistic knowledge and strategy use, mark the failure or success of a learner. It seems that there are some other factors of which affect the process of listening comprehension