ORIGINAL_ARTICLE
Investigating the relationship between big five factor, social support and perfectionism in bilingual undergraduate students: Mediating role of stress coping style
The purpose of the current study was investigating the relationship between big five factor, social support and perfectionism in bilingual undergraduate students: Mediating role of stress coping style. At the first step, bilingual students were selected by employing multi-cluster sampling method and Seadatee Shamir (2011) screening bilingual questionnaire from whole population. Big five factor (McCrae & Costa, 1985), social support (Bruhn & Philips, 1984), perfectionism (Stumpf & Parker, 2000) and stress coping style (Endler, Parker & Summerfeldt, 1998) questionnaires were used to assess Big five factor, social support, perfectionism and stress coping style respectively. These tests were administered to 500 Persian-Turkish Language university students. Descriptive statistics, Structural equation modeling were then performed. Based on the results, there was a significant relationship among Big five factor, social support, perfectionism and stress coping style in students. Finally results show that having high expectation and trying to get the best result in compared with others leads to a dangerous or stressful situation. Bilingual student mostly select the problem solving method for coping. Because they have got high cognitive potentiality. It is because the benefit two cognitive storage of two languages.
https://iase-ijeas.com/article_161578_df95628b2008c14a96071a7293c2bb85.pdf
2020-04-01
1
8
Big five factor
Social Support
perfectionism
Monolingual and bilingual
Stress coping style
Nojan
Hadadi
nojanhadadi@yahoo.com
1
M.A of Educational psychology, Bojnourd Branch, Islamic Azad university,, Bojnourd, Iran
LEAD_AUTHOR
Ali
Jahangiri
jahangiri@mailsac.com
2
Department of counseling, Payam e noor university, Bojnourd Branch , Bojnourd, Iran
AUTHOR
Bakhityaripour, S. (2002). Compare the perception of stressful life events, male and female, married and single students and its relationship with risk. Unpublished thesis, University of Shiraz, Shiraz, Iran [In Persian].
1
Bieling, P. J., Israeli, A. L., & Antony, M. M. (2004). Is perfectionism good, bad, or both? Examining models of the perfectionism construct. Personality and individual differences, 36(6), 1373-1385.
2
Bieling, P. J., Israeli, A., Smith, J., & Antony, M. M. (2003). Making the grade: The behavioural consequences of perfectionism in the classroom. Personality and Individual Differences, 35(1), 163-178.
3
Bruhn, J. G., & Philips, B. U. (1984). Measuring social support: A synthesis of current approaches. Journal of Behavioral Medicine, 7(2), 151-169.
4
Dunkley, D. M., Sanislow, C. A., Grilo, C. M., & McGlashan, T. H. (2006). Perfectionism and depressive symptoms 3 years later: Negative social interactions, avoidant coping and perceived social support as mediators. Comprehensive psychiatry, 47(2), 106-115.
5
Endler, N. S., Parker, J. D., & Summerfeldt, L. J. (1998). Coping with health problems: developing a reliable and valid multidimensional measure. Psychological Assessment, 10(3), 195.
6
Eysenck, H. J. (1997). Personality and experimental psychology: The unification of psychology and the possibility of a paradigm. Journal of Personality and social Psychology, 73(6), 1224.
7
Fisher, P. L., & Wells, A. (2005). Experimental modification of beliefs in obsessive–compulsive disorder: A test of the metacognitive model. Behaviour research and Therapy, 43(6), 821-829.
8
Geranmayepour, S., & Besharat, M. A. (2010). Perfectionism and mental health. Procedia-Social and Behavioral Sciences, 5, 643-647.
9
Hart, B. A., Gilner, F. H., Handal, P. J., & Gfeller, J. D. (1998). The relationship between perfectionism and self-efficacy. Personality and Individual Differences, 24(1), 109-113.
10
Hashemi, Z., & Latifian, M. (2009). An Investigation of the Relationship between the Five Factor of Personality and Learning Styles among the Students of Humanities and Engineering in Shiraz University. Journal of educational psychology studies, 6(10), 91-114 [In Persian].
11
Hewitt, P. L., & Flett, G. L. (2002). Perfectionism and stress processes in psychopathology. In Flett, Gordon L. (Ed); Hewitt, Paul L. (Ed), (2002). Perfectionism: Theory, research, and treatment. (pp. 255-284). Washington, DC, US: American Psychological Association, xiv, 435 pp.
12
Hewitt, P. L., Flett, G. L., Besser, A., Sherry, S. B., & McGee, B. (2003). Perfectionism Is Multidimensional: a reply to. Behaviour Research and Therapy, 41(10), 1221-1236.
13
Hill, A. P., Hall, H. K., Appleton, P. R., & Kozub, S. A. (2008). Perfectionism and burnout in junior elite soccer players: The mediating influence of unconditional self-acceptance. Psychology of Sport and Exercise, 9(5), 630-644.
14
Hill, R. W., Huelsman, T. J., Furr, R. M., Kibler, J., Vicente, B. B., & Kennedy, C. (2004). A new measure of perfectionism: The Perfectionism Inventory. Journal of personality assessment, 82(1), 80-91.
15
Kawamura, K. Y., Frost, R. O., & Harmatz, M. G. (2002). The relationship of perceived parenting styles to perfectionism. Personality and Individual Differences, 32(2), 317-327.
16
Khojastemehr, R. (2005). The study of personal traits, social skills, attachment styles and demographic characteristics as predictors of marital success or failure in normal couples applying for divorce in Ahwaz. Unpublished Thesis, The Chamran University of Ahwaz, Ahwaz, Iran [In Persian].
17
Kiamehr, J. (2002). Standardization of the Abridged Form of NEO.FFI and Validation of the Factor Structure of the Five Factor Inventory (Confirmatory Analysis) among Students of Faculty of Humanities, Tehran University. Unpublished thesis, Allameh Tabataba'i University, Tehran, Iran [In Persian].
18
Komarraju, M., Karau, S. J., Schmeck, R. R., & Avdic, A. (2011). The Big Five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51(4), 472-477.
19
Larijani, R., & Besharat, M. A. (2010). Perfectionism and coping styles with stress. Procedia-Social and Behavioral Sciences, 5, 623-627.
20
Laugaa, D., Rascle, N., & Bruchon-Schweitzer, M. (2008). Stress and burnout among French elementary school teachers: A transactional approach. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 58(4), 241-251.
21
Letzring, T. D., Block, J., & Funder, D. C. (2005). Ego-control and ego-resiliency: Generalization of self-report scales based on personality descriptions from acquaintances, clinicians, and the self. Journal of research in personality, 39(4), 395-422.
22
McCrae, R. R., & Costa, P. T. (1985). Comparison of EPI and psychoticism scales with measures of the five-factor model of personality. Personality and individual Differences, 6(5), 587-597.
23
McCrae, R. R., & Costa, P. T. (2004). A contemplated revision of the NEO Five-Factor Inventory. Personality and Individual Differences, 36(3), 587-596.
24
Mills, J. S., & Blankstein, K. R. (2000). Perfectionism, intrinsic vs extrinsic motivation, and motivated strategies for learning: A multidimensional analysis of university students. Personality and Individual Differences, 29(6), 1191-1204.
25
Naderi, F., & Farajollah Chabi, I. (2011). Personality Characteristics and Depression in Self-Inflicted Burn Female Patients Compared with Normal Controls in Ahvaz. Jundishapur scientific medical journal, 9(4), 393-404 [In Persian].
26
Ofoghi, Z., & Besharat, M. A. (2010). Perfectionism and physical ill-health. Procedia-Social and Behavioral Sciences, 5, 1119-1123.
27
Poropat, A. (2009). A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance. Psychological Bulletin, 132, 322-338.
28
Roussis, P., & Wells, A. (2006). Post-traumatic stress symptoms: Tests of relationships with thought control strategies and beliefs as predicted by the metacognitive model. Personality and Individual Differences, 40(1), 111-122.
29
Russell, D. W., Altmaier, E., & Van Velzen, D. (1987). Job-related stress, social support, and burnout among classroom teachers. Journal of Applied Psychology, 72(2), 269-274.
30
Schonfeld, I. S. (2001). Stress in 1st-year women teachers: The context of social support and coping. Genetic, Social, and General Psychology Monographs, 127(2), 133-168.
31
Seadatee Shamir, A., Soleimanian, A. A., Zahmatkesh, Z., & Mahdian, H. (2011). Does early childhood bilingualism lead to better academic performance among female mono-lingual and bilingual kurmanji speaking third graders? The role of Working memory capacity and reading performance. Journal of psychology research, 1(1), 167-172 [In Persian].
32
Seadatee-Shamir, A., & Siavoshi, Z. (2014). Reading Performance and Academic Achievement in Early Childhood Bilingual and Monolinguals. Open Journal of Applied Sciences, 4(6), 347-353.
33
Shafran, R., & Mansell, W. (2001). Perfectionism and psychopathology: A review of research and treatment. Clinical Psychology Review, 21(6), 879-906.
34
Shafran, R., Cooper, Z., & Fairburn, C. G. (2002). Clinical perfectionism: A cognitive-behavioural analysis. Behaviour Research and Therapy, 40, 773–791.
35
Siegle, D., & Schuler, P. A. (2000). Perfectionism differences in gifted middle school students. Roeper Review, 23(1), 39-44.
36
Smith, M. A., & Houston, B. K. (1987). Hostility, anger expression, cardiovascular responsively, and social support. Biological Psychology, 24(1), 39-48.
37
Spada, M. M., Nikcevic, A. V., Moneta, G. B., & Wells, A. (2008). Metacognition, perceived stress, and negative emotion. Personality and Individual Differences, 44(5), 1172-1181.
38
Stoeber, J., & Stoeber, F. S. (2009). Domains of perfectionism: Prevalence and relationships with perfectionism, gender, age, and satisfaction with life. Personality and Individual Differences, 46(4), 530-535.
39
Stumpf, H., & Parker, W. D. (2000). A hierarchical structural analysis of perfectionism and its relation to other personality characteristics. Personality and individual differences, 28(5), 837-852.
40
ORIGINAL_ARTICLE
Validating emotional self-disclosure questionnaire on Iranian students
The aim of current research was to investigate the factor Structure, divergent validity and reliability Of the Emotional Self-Disclosure Scale (ESDS). By employing a correlational design and test validation, 500 people were selected among all married university students of Bojnourd by employing multistage cluster sampling. They completed (ESDS). Investigating the validity was performed by employing exploration and confirmatory factor analysis and also divergent validity and validating through internal consistency, Cronbach's alpha and double split method. The Emotional Self-Disclosure Scale (ESDS) consists of 8 subscales, each containing five (5) separate items. The labels and items for each of these subscales are Depression, Happiness, Jealousy, Anxiety, Anger, Calmness, Apathy and Fear Each and every item is coded so that: A=0, B=1, C=2, D=3, and E=4. The five items on each subscale are then summed, so that higher scores correspond to greater emotional disclosure for each type of emotion, as measured by the eight subscales on the ESDS. Confirmatory factor analysis shows a good fitness with 8 factor fundamental models and also one item from all subscales was not meaning full loading factor except jealousy which has two meaningful items. In addition produce a high Cronbach's alpha and double split coefficient for sub variables and the whole scale score. Seven factor structure of (ESDS) can perform as a useful scale in research and clinical settings because of its shortness, multidimensionality and having a good factor and divergent analysis.
https://iase-ijeas.com/article_161579_a04b036cb1004744b06b18a9f65d0755.pdf
2020-04-01
9
17
The Emotional Self
Disclosure Scale (ESDS) Factor Structure Divergent Validity Reliability
Fatemeh
Gholami
f.gholami@yahoo.com
1
M.A student of general psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
LEAD_AUTHOR
Aboutaleb
Seadatee Shamir
seadatee@srbiau.ac.ir
2
Assistant professor of educational psychology, Islamic Azad University, science and research branch, Tehran, Iran
AUTHOR
Aron, A. P., Mashek, D. J., Aron, E. N. (2004). Closeness as including other in the self. In Mashek, D. J., & Aron, A. (Eds.), Handbook of Closeness and Intimacy (pp. 27-42). Mahwah, New Jersey: Lawrence Erlbaum Associates Inc.
1
Byrne, B. M. (1994). Structural equation modeling with EQS and EQS/Windows: Basic concepts, applications, and programming. Sage.
2
Gilbert, S. J. (1976). Self-disclosure, intimacy, and communication in families. The Family Coordinator, 25 (3), 221-231.
3
Giles, D. C. (2002). Advanced research methods in psychology. New York: Routledge.
4
Harper, V. B., & Harper, E. J. (2006). Understanding student self-disclosure typology through blogging. The Qualitative Report, 11(2), 251-261.
5
Hemenover, S. H. (2003). The good, the bad, and the healthy: Impacts of emotional disclosure of trauma on resilient self-concept and psychological distress. Personality and Social Psychology Bulletin, 29, 1236-1244.
6
Hooman, H. A. (2009). Structural equation modeling with LISREL application. Tehran: SAMT Publication [In Persian].
7
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
8
Hu, L.-T., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 76–99). Thousand Oaks, CA: Sage.
9
Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509–539.
10
Kito, M. (2005). Self-Disclosure in romantic relationships and friendships among American and Japanese college students. Journal of Social Psychology, 145(2), 127-141.
11
Kraus, R., Stricker, G., & Speyer, C. (2010). Online counseling: A handbook for mental health professionals. Academic Press.
12
Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30(3), 607-610.
13
MacCallum, R. C., Brown, M. W., & Sugawara, H. M. (1996). In MM Byrne & CM MacNeil (2003), Line Managers: Facilitators of Knowledge Sharing in Teams. Employee Relations, 25(3), 294-307.
14
Moreno, R. (2007). Optimizing learning from animations by minimizing cognitive load: Cognitive and affective consequences of signaling and segmentation methods. Applied Cognitive Psychology, 21, 765–781.
15
Morry, M. M. (2005). Allocentrism and friendship satisfaction: The mediating roles of disclosure and closeness. Canadian Journal of Behavioural Science, 37(3), 211-222.
16
Oswald, D. L., & Clark, E. M. (2003). Best friends forever?: High school best friendships and the transition to college. Personal Relationships, 10, 187-196.
17
Simon, H. (1967). Motivational and emotional controls of cognition. Psychological Review, 74, 29-39.
18
Sprecher, S. & Hendrick, S. S. (2004). Self-disclosure in intimate relationships: Associations with individual and relationship characteristics over time. Journal of Social and Clinical Psychology, 23(6), 857-877.
19
Sprecher, S., & Hendrick, S. S. (2004). Self-disclosure in intimate relationships: Associations with individual and relationship characteristics over time. Journal of Social and Clinical Psychology, 23(6), 857-877.
20
Sternberg, R. J. (1988). The triangle of love: Intimacy, passion, commitment. Basic Books (AZ).
21
Stiler, G. M., & Philleo, T. (2003). Blogging and blogspots: An alternative format for encouraging reflective practice among preservice teachers. Education, 123, 789- 797.
22
Stone, B. (2003). Blogging: Genius strategies for instant web content. Boston: New Riders.
23
Stritzke, W. G. K., Nguyen, A., & Durkin, K. (2005). Shyness and computer mediated communication: A self-presentational theory perspective. Media Psychology, 6, 1-22.
24
Taylor, D. A., & Altman, I. (1975). Self-disclosure as a function of reward-cost outcomes. Sociometry, 38(1), 18-31.
25
Waring, E. M., Holden, R. R., & Wesley, S. (1998). Development of the marital self-disclosure questionnaire (MSDQ). Journal of Clinical Psychology, 54(6), 817-824.
26
Wasserman, E. (2005, winter). Pressures force the emergence of new journalism. Nieman Reports, 60. Retrieved March 1, 2005, from http://www.nieman.harvard.edu.
27
ORIGINAL_ARTICLE
Humor sense, distress tolerance and social adjustment
The main purpose of the current research was to determine the relationship between sense of humor and distress tolerance with social adjustment in high school students of Bojnourd. A sample of 400 female students, based on were selected by multistage random sampling and completed the questionnaires of social adjustment (Weissman & Bothwell, 1976), distress tolerance (Simons & Gaher,2005) and multiple humor sense scale (Thorson & Powell, 1993). Data were analyzed using correlational coefficient and stepwise multiple regression. Results revealed that 6 variable (social use and creativity, coping use, attitude towards funny people, Tolerance, Absorption and regulation) were significant predictors of social adjustment. The altogether variables explained for 31% of social adjustment variance. Hence between humor and distress tolerance with social adjustment in students signification correlated. However results subsidiary hypothesis revealed that correlation between humor and social adjustment and distress tolerance and social adjustment positive and significant. The hypothesis was confirmed.
https://iase-ijeas.com/article_161580_0d5a8f01bd4445696a5bdf1baf40bbc0.pdf
2020-04-01
18
23
Humor sense
Distress tolerance
social adjustment
Mitra
Torkanloo
mitra.torkanlou@yahoo.com
1
MA in General Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
LEAD_AUTHOR
Hossein
Mahdian
mahdian_hossein@yahoo.com
2
Department of psychology, Islamic Azad university, Bojnourd Branch , Bojnourd, Iran
AUTHOR
Arwine, A., & Lawrence M (. 2010). Tolerance and the Politics of Identity: The Cases of the Netherlands and France. Paper presented to the Annual Meeting of the American Political Science Association. September. Washington, D.C.
1
Clipa, O., & Iorga, A. M. (2013).The role of school-family partnership on Spiritual moral development. Procedia-social and behavioral sciences, 76, 197-203.
2
Iglesias-Rey, M., Barreiro-de Acosta, M., Caamaño-Isorna, F., Vázquez Rodríguez, I., Lorenzo González, A., Bello-Paderne, X., & Domínguez-Muñoz, J. E. (2012). Influence of alexithymia on health-related quality of life in inflammatory bowel disease: Are there any related factors?. Scandinavian Journal of gastroenterology, 47(4), 445-453.
3
Kalil, A. (2003). Family Resilience and Good Child Outcomes: A Review of the Literature. Ministry of Social Development, Wellington.
4
Khosravi, Z., Zarabiha, E., & Nemati, A. (2011). An Investigation of the Relationship among pathological and non-pathological guilt feeling, Religious Attitude and Mental Health. Procedia-Social and Behavioral Sciences, 30, 1370-1373.
5
Kuiper, N. A., Grimshaw, M., Leite, C., & Kirsh, G. (2004). Humor is not always the best medicine: Specific components of sense of humor and psychological well-being. Humor: International Journal of Humor Research, 17, 135–168.
6
Lefcourt, H. M. (2001). Humor: The psychology of living buoyantly. Springer Science & Business Media.
7
Long, D. L., & Graesser, A. C. (1988). Wit and humor in discourse processing. Discourse processes, 11(1), 35-60.
8
Martin, R. A. (2003). Sense of humor. Positive psychological assessment: A handbook of models and measures, 313-326.
9
Martin, R. A., Puhlik-Doris, P., Larsen, G., Gray, J., & Weir, K. (2003). Individual differences in uses of humor and their relation to psychological well-being: Development of the Humor Styles Questionnaire. Journal of research in personality, 37(1), 48-75.
10
Martin, R. A., Puhlik-Doris, P., Larsen, G., Gray, J., & Weir, K. (2003). Individual differences in uses of humor and their relation to psychological well-being: Development of the Humor Styles Questionnaire. Journal of research in personality, 37(1), 48-75.
11
Quebbeman, A. J., & Rozell, E. J. (2002). Emotional intelligence and dispositional affectivity as moderators of workplace aggression: The impact on behavior choice. Human Resource Management Review, 12(1), 125-143.
12
Ranney, J. D., & Troop-Gordon, W. (2012). Computer-mediated communication with distant friends: Relations with adjustment during students' first semester in college. Journal of educational psychology, 104(3), 848-861.
13
Simons, J. S., & Gaher, R. M. (2005). The Distress Tolerance Scale: Development and validation of a self-report measure. Motivation and Emotion, 29(2), 83-102.
14
Thorson, J. A., & Powell, F. C. (1993). Relationships of death anxiety and sense of humor. Psychological Reports, 72(3c), 1364-1366.
15
Weissman, M. M., & Bothwell, S. (1976). Assessment of social adjustment by patient self-report. Archives of general psychiatry, 33(9), 1111-1115.
16
Yalug, I., Selekler, M., Erdogan, A., Kutlu, A., Dundar, G., Ankaralı, H., & Aker, T. (2010). Correlations between alexithymia and pain severity, depression, and anxiety among patients with chronic and episodic migraine. Psychiatry and clinical neurosciences, 64(3), 231-238.
17
Zvolensky, M. J., Bernstein, A., Vujanovic, A. A. (2011). Distress tolerance: Theory, Research, and Clinical Application. New York: Guilford Press.
18
ORIGINAL_ARTICLE
Stock Exchange Intellectual Capital Disclosure and Profitability
Intellectual capital is a key element in improving a firm assets and employee in order to increase productivity as well as to sustain competitive advantage. Human capital is the combined capabilities, knowledge, skills, experience, innovativeness and problem – solving abilities of each individual’s knowledge. The study of the relationship between profitability and disclosure of intellectual capital components in the Companies listed on the Tehran Stock Exchange is evaluated. For the operationalization of disclosure of intellectual capital and its components, the checklist Li et al (2012) and Return on Assets ratio were used for profit. Results of 44 firms (189 firm-years) during the period 2011- 2013 indicates that at 91 percent, positive and significant relationship between profitability and disclosure of intellectual capital there. So that the, by increasing and improving profitability, companies have an incentive to voluntarily disclose information on intellectual capital. The other variables were observed, significant and positive relationship between firm size and disclosure of intellectual capital, human capital, customer capital there, growth opportunities and disclosure intellectual capital. A positive relationship was seen between financial leverage and disclosure customer capital there.
https://iase-ijeas.com/article_161581_3d3a957038a6f35bd6e81e9742886fb7.pdf
2020-04-01
24
30
Stock Exchange
intellectual capital disclosure
Profitability
Soheila
Bidaki
soheila_bidaki@yahoo.com
1
Master of Science in Accounting, Azad University, International Centre of Kish, Kish, Iran
LEAD_AUTHOR
Rezvan
Hejazi
hejazi@mailsac.com
2
Department of accounting, Kish international branch, Islamic Azad University, Kish island, Iran
AUTHOR
Abeysekera, I., & Guthrie, J. (2005). An empirical investigation of annual reporting trends of intellectual capital in Sri Lanka. Critical Perspectives on accounting, 16(3), 151-163.
1
Basta, M., & Bertilsson, R. (2009). Innovation and internal reporting of Intellectual Capital-An empirical study. Unpublished thesis, Gothenburg University.
2
Berzkalne, I. (2013). Macroeconomic Factors as Determinants of Company Performance: Evidence from the Baltic Countries. Proceedings of 5th International Conference Economic Challenges in Enlarged Europe, Tallinn, Estonia, 16-18 June.
3
Bhasin, M. L. (2011). Intellectual capital reporting study of IT-sector corporations in India. Australian Journal of Business and Management Research, 1(1), 16-28.
4
Bontis, N., Chua Chong Keow, W., & Richardson, S. (2000). Intellectual capital and business performance in Malaysian industries. Journal of intellectual capital, 1(1), 85-100.
5
Bounfour, A., Edvinsson, L. (2005). IC For Communities, Nations, Regions, and Cities. Butterworth-Heinemann, Boston.
6
Chen Goh, P. (2005). Intellectual capital performance of commercial banks in Malaysia. Journal of intellectual capital, 6(3), 385-396.
7
Chen, J., Zhu, Z., & Yuan Xie, H. (2004). Measuring intellectual capital: a new model and empirical study. Journal of Intellectual capital, 5(1), 195-212.
8
Chen, M. C., Cheng, S. J., & Hwang, Y. (2005). An empirical investigation of the relationship between intellectual capital and firms' market value and financial performance. Journal of intellectual capital, 6(2), 159-176.
9
Davis, J. L., & Harrison, S. S. (2002). Edison in the boardroom: How leading companies realize value from their intellectual assets (Vol. 28). John Wiley & Sons.
10
European Commission. High Level Expert Group on RICARDIS., & European Commission. Directorate General for Research. (2006). Reporting intellectual capital to augment research, development and innovation in SMEs: report to the Commission on the High Level Expert Group on RICARDIS: encourage corporate measuring and reporting on research and other forms of intellectual capital (Vol. 22095). Office for Official Publications of the European Communities.
11
Firer, S., & Mitchell Williams, S. (2003). Intellectual capital and traditional measures of corporate performance. Journal of intellectual capital, 4(3), 348-360.
12
Ho, C. A., & Williams, S. M. (2003). International comparative analysis of the association between board structure and the efficiency of value added by a firm from its physical capital and intellectual capital resources. The International Journal of Accounting, 38(4), 465-491.
13
Ismail, T. H. (2009). Intellectual capital reporting in knowledge economy: Evidence from Egypt. In International Conference on" Economic Directions III: Economic Policy in a Rapidly Changing World", the College of Business Administration, Kuwait University, Kuwait, December 2008.
14
Madhoshi, M., & Nejad Amiri, A. (2009). Evaluation of Intellectual Capital and Investigation of its Relation with Financial Efficiency of Companies. Journal of Accounting Investigations, 16(57), 101-116 [In Persian].
15
Mageza, P. Z. (2008). Intellectual capital as a creator of wealth and shareholder value for an organization. Unpublished dissertation, Rand Afrikaans University.
16
Marr, B., Bukh, P. N., & Mouritsen, J. (2003). Perceived wisdom. Financial Management, 32-34.
17
Mavridis, D. G. (2004). The intellectual capital performance of the Japanese banking sector. Journal of Intellectual Capital, 5(1), 92-115.
18
Mouritsen, J., Larsen, H. T., & Bukh, P. N. (2001). Valuing the future: intellectual capital supplements at Skandia. Accounting, Auditing & Accountability Journal, 14(4), 399-422.
19
Nikolaj Bukh, P. (2003). The relevance of intellectual capital disclosure: a paradox?. Accounting, Auditing & Accountability Journal, 16(1), 49-56.
20
Ordóñez de Pablos, P. (2003). Intellectual capital reporting in Spain: a comparative view. Journal of intellectual capital, 4(1), 61-81.
21
Lynn, B. E. (1998). Performance evaluation in the new economy: bringing the measurement and evaluation of intellectual capital into the management planning and control system. International Journal of Technology Management, 16(1-3), 162-176.
22
Riahi-Belkaoui, A.(2003). Intellectual capital and firm performance of US multinational firms: a study of the resource-based and stakeholder views. Journal of Intellectual capital, 4(2), 215-226.
23
Rizvi, Y. (2011). Human capital development role of Human Resource (HR) during mergers and acquisitions. African Journal of Business Management, 5(2), 261-268.
24
Roos, G., Roos, G., Pike, S., & Fernstrom, L. (2007). Managing intellectual capital in practice. Routledge.
25
Kamath, B. (2008). Intellectual capital disclosure in India: content analysis of “TecK” firms. Journal of Human Resource Costing & Accounting, 12(3), 213-224.
26
Mohammadi, M. (2009). Effects of working capital management on companies’ profitability of listed companies on Tehran stock exchange. Journal of management, 14, 80-91.
27
Saghafi, A., & Aghaei, M. A. (1994). Behavior of Accounting Profit, Studying Accounting and Auditing, 9, 5-21 [In Persian].
28
Salehi, M., & Mohammadi, R. (2014). The Effect of Intellectual Capital on the Profitability Ratios in the Banking Industry: Evidence from Iran. IUP Journal of Bank Management, 13(1), 38-52.
29
Schultz, T. W. (1993). The economic importance of human capital in modernization. Education Economics, 1(1), 13-19.
30
Shiu, H. J. (2006). The application of the value added intellectual coefficient to measure corporate performance: evidence from technological firms. International Journal of Management, 23(2), 356-362.
31
Stewart, T. A. (1997). Intellectual capital: The new wealth of nations. New York.
32
Sveiby, K. E. (2001). Methods for measuring intangible assets. Retrieved in August 18 2015 from http://www.sveiby.com/articles/IntangibleMethods.htm
33
Wong, M., & Gardner, C. (2005, July). Intellectual capital disclosure: New Zealand evidence. In Accounting and Finance Association of Australia and New Zealand (AFAANZ) Conference, Melbourne, Australia, July.
34
ORIGINAL_ARTICLE
Comparison of Metacognitive Beliefs and Measures of Executive Functions in Individuals with Obsessive-Compulsive Disorder (OCD) and Depression with Normal Individuals
This study was carried out with the purpose of determining the extent of differences in metacognitive beliefs and scales of executive functions in people with OCD and depression with normal people. The study population consists of patients with OCD, depression and normal people. Due to non-interference of the researcher in the variables, the method of this study is causal-comparative. The sample of the study consists of 90 subjects with OCD, depression and normal individuals (each group 30 people) selected by purposive sampling method. The tools used in the study include Beck's Depression Inventory (BDI), distress tolerance, Maudsley's Obsessive-Compulsive Inventory (MOCI) and the Wisconsin test. Data analysis was carried out using analysis of variance and post hoc tests. The result of variance analysis showed that there is a significant difference among groups in metacognitive beliefs and executive functions aspects (p<0.001). Due to the differences between people suffering from OCD and depression with ordinary people in metacognitive beliefs and executive functions, it is necessary to pay enough attention to weaknesses of these variables in these people while treating them.
https://iase-ijeas.com/article_161582_417b1713cc7c72360c70a506cad4bea5.pdf
2020-04-01
31
39
Obsessive
compulsive disorder Depression Metacognitive beliefs Executive functions
Leyla
Tehrani
leilatehraniazad@gmail.com
1
M.A student of clinical psychology, Azad university of Rodehen, Rodehen, Iran
LEAD_AUTHOR
Khadijeh
Abolmaali
sama.abolmaali@gmail.com
2
Assistant professor of educational psychology, Azad university of Rodehen, Rodehen Iran
AUTHOR
American Psychiatric Association. (2000). Diagnostic and statistical manual disorders.4ed. Washington DC.
1
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5®). American Psychiatric Pub.
2
Barcelo, F., (2001). Does the Wisconsin Card Sorting Test (WCST) Measure Prefrontal Function? The Spanish Journal of Psychology 1, 79-100.
3
Beck, A. T., Steer, R. A., & Carbin, M. G. (1988). Psychometric properties of the Beck Depression Inventory: Twenty-five years of evaluation. Clinical psychology review, 8(1), 77-100.
4
Beck, A. T., Ward, C., & Mendelson, M. (1961). Beck depression inventory (BDI). Arch Gen Psychiatry, 4(6), 561-571.
5
Beck, A.T. (1978). Depression Inventory. Center for Cognitive Therapy, Philadelphia.
6
Biabangard, I. (2002). Analysis of metacognition and cognition therapy. Cognitive science news, (4), 67-54 [In Persian].
7
Biringer, E., Lundervold, A., Stordal, K., Mykletun, A., Egeland, J., Bottlender, R., & Lund, A. (2005).Executive function improvement upon remission of recurrent unipolar depression. European Archives of Psychiatry and Clinical Neuroscience, 255(6), 373-380.
8
Dear, B. F., Zou, J., Titov, N., Lorian, C., Johnston, L., Spence, J., ... & Knight, R. G. (2013). Internet-delivered cognitive behavioural therapy for depression: a feasibility open trial for older adults. Australian and New Zealand Journal of Psychiatry, 47(2), 169-176.
9
Dobson, K., & Mohammad Khani, P. (2005). A psychometric coordinates of Depression Inventory 1- 2-in patients with major depressive disorder. Quarterly of Rehabilitation, Special Issue, Mental illness, 29 (8), 88-83.
10
Franklin, D., Conrad, P., Aldana, G., & Hough, S. (2011, March). Animal tlatoque: attracting middle school students to computing through culturally-relevant themes. In Proceedings of the 42nd ACM technical symposium on Computer science education (pp. 453-458).ACM.
11
Greden, J. F. (2001). The burden of recurrent depression: causes, consequences, and future prospects. Journal of Clinical Psychiatry, 62, 5-9.
12
Jacobi, D. M., Calamari, J. E., & Woodard, J. L. (2006). Obsessive–compulsive disorder beliefs, metacognitive beliefs and obsessional symptoms: relations between parent beliefs and child symptoms. Clinical Psychology & Psychotherapy, 13(3), 153-162.
13
Katon, W., Lin, E. H., & Kroenke, K. (2007). The association of depression and anxiety with medical symptom burden in patients with chronic medical illness. General hospital psychiatry, 29(2), 147-155.
14
Kenny, M. A., & Williams, J. M. G. (2007). Treatment-resistant depressed patients show a good response to mindfulness-based cognitive therapy. Behavior research and therapy, 45(3), 617-625.
15
Koçak, O. M., Nalçacı, E., Özgüven, H. D., Nalçacı, E. G., & Ergenç, İ. (2010). Evaluation of cognitive slowing in OCD by means of creating incongruence between lexicon and prosody. Psychiatry research, 179(3), 306-311.
16
Krystal, A. D., Thakur, M., & Roth, T. (2008). Sleep disturbance in psychiatric disorders: effects on function and quality of life in mood disorders, alcoholism, and schizophrenia. Annals of Clinical Psychiatry, 20(1), 39-46.
17
Kuelz, A. A., Hohagen, F., & Voderholzer, U. (2004). Neuropsychological performance in obsessive compulsive disorder: A critical review. Biological Psychology, 65, 185-236.
18
Locascio, G., Mahone, E. M., Eason, S. H., & Cutting, L. E. (2010).Executive dysfunction among children with reading comprehension deficits. Journal of Learning Disabilities, 43(5), 441-54.
19
McKay, D., Abramowitz, J. S., Calamari, J. E., Kyrios, M., Radomsky, A., Sookman, D., ...& Wilhelm, S. (2004). A critical evaluation of obsessive–compulsive disorder subtypes: symptoms versus mechanisms. Clinical psychology review, 24(3), 283-313.
20
Norman, R. M., Davies, F., Malla, A. K., Cortese, L., & Nicholson, I. R. (1996).Relationship of obsessive—compulsive symptomatology to anxiety, depression and schizotypy in a clinical population. British Journal of Clinical Psychology, 35(4), 553-566.
21
Paelecke-Habermann, Y., Pohl, J., & Leplow, B. (2005). Attention and executive functions in remitted major depression patients. Journal of affective disorders, 89(1), 125-135.
22
Rachman, S. J., & Hodgson, R. J. (1980). Obsessions and compulsions. Prentice Hall.
23
Rao, N. P., Reddy, Y. J., Kumar, K. J., Kandavel, T., & Chandrashekar, C. R. (2008). Are neuropsychological deficits trait markers in OCD?. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 32(6), 1574-1579.
24
Rempfer, M., Hamera, E., Brown, C., & Bothwell, R. J. (2006). Learning proficiency on the Wisconsin Card Sorting Test in people with serious mental illness: What are the cognitive characteristics of good learners?. Schizophrenia research, 87(1), 316-322.
25
Rossi, A., Arduini, L., Daneluzzo, E., Bustini, M., Prosperini, P., & Stratta, P. (2000). Cognitive function in euthymic bipolar patients stabilized schizophrenic patients, and healthy controls. Journal of psychiatric research, 34(4), 333-339.
26
Salkovskis, P. M. (1989). Cognitive-behavioural factors and the persistence of intrusive thoughts in obsessional problems. Behaviour research and therapy, 27(6), 677-682.
27
Shirinzadeh Dastgerdi, S. (2006). The comparison of Metacognitive beliefs and responsibility among OCD, GAD and normal group. Unpublished Thesis, Shiraz University, Iran [In Persian].
28
Spada, M. M., Nikčević, A. V., Moneta, G. B., & Wells, A. (2008). Metacognition, perceived stress, and negative emotion. Personality and Individual Differences, 44(5), 1172-1181.
29
Wells, A., & Cartwright-Hatton, S. (2004). A short form of the metacognitions questionnaire: properties of the MCQ-30. Behaviour research and therapy, 42(4), 385-396.
30
ORIGINAL_ARTICLE
Self-directing skills, metacognitive beliefs, learning styles and exam anxiety in state high school students
The aim of the current study was to investigate the relationship between self-directed skills, Meta cognitive beliefs and learning styles with exam anxiety. The present study is qualitative and co relational study and from goal view was fundamental study. Statistical studies population was consist of all state high school Bojnourd student in academic year of 93-94. 331 participants have been selected through Kerjeci and Morgan formula and by employing multistage cluster sampling. Self-directed skills, Meta cognitive beliefs, learning styles questionnaire with exam anxiety scale were employed for the assessment of the variables. Statistical Finding by using structural educational modeling and confirmatory factor analysis reveals that only three relations (effect) among all effect of the model were significant. Self-directedness had direct and positive effect on learning styles. Meta cognitive beliefs had direct and negative effect on exam anxiety. Also learning styles had direct negative effect on exam anxiety. Increasing self-directed skills leads to increasing the quality of Meta cognitive beliefs. However, as different factors were affecting exam anxiety self-directed skills cannot have significant influence on exam anxiety of students. Although Meta cognitive beliefs had direct significant influence on exam anxiety of students but by mediation of learning style this relationship turns to be no significant. Because Meta cognitive beliefs by mediation of learning style cannot prevent forgetting format students learning and destroying students function on exam context.
https://iase-ijeas.com/article_161583_001f45131bc78fc59cc248c958487fbf.pdf
2020-04-01
40
47
self
directed skills Meta cognitive beliefs Learning style Exam anxiety
Seyyed Ali
Hariri
a.hariri84@yahoo.com
1
M.A of Educational psychology, Azadshar Branch, Islamic Azad university, Azadshar, Iran
LEAD_AUTHOR
Aboutaleb
Seadatee Shamir
seadatee@srbiau.ac.ir
2
Assistant professor of educational psychology, Islamic Azad University, science and research branch, Tehran, Iran
AUTHOR
Abolghasemi, A., Golpour, R., Narimani M., & Ghamari, H. (2007).Evaluationmetacognitive beliefsinterferewithacademic successof studentswithtest anxietythirdof primary schools of Noshahr. Journal ofEducationalandPsychologicalStudies, 10(3), 20-25 [In Persian].
1
Antony, M.M. & Swinson, R.P. (2008).The Shyness and Social Anxiety Workbook: Proven Step-by-Step Techniques for Overcoming Your Fear (2nd ed.). Oakland, CA: New Harbinger Publications.
2
Antony, M.M., Craske, M.G. & Barlow, D.H. (2006).Mastery of Your Specific Phobia (2nd ed.). New York: Oxford University Press.
3
Antony, M.M., Craske, M.G. & Barlow, D.H. (2006).Mastery of Your Specific Phobia (2nd Ed.). New York: Oxford University Press.
4
Beck, A. T., Emery, G., & Greenberg, R. L. (2005).Anxiety disorders and phobias: A cognitive perspective.Basic Books.
5
Emamipour, S., & Saif, A. A. (2001).To investigate the change in students' thinking styles and their relationship with the creativity and achievement, Journal of educational innovations, 12(4), 43-33 [In Persian].
6
Fischer, G., Giaccardi, E., Eden, H., Sugimoto, M., & Ye, Y. (2005). Beyond binary choices: Integrating individual and social creativity. International Journal of Human-Computer Studies, 63(4-5), 482-512.
7
Fournier, H., & Kop, R. (2010).Researching the design and development of a Personal Learning Environment.In 2010 PLE Conference.
8
Fournier, H., Kop, R. & Sitlia, H. (2011).The value of learning analytics to networked learning on a Personal Learning Environment. Paper presented at the 1stInternational Conference on Learning analytics and Knowledge, Banff,Alberta, Canada.
9
Friesen, N. (2010). Education and the social Web: Connective learning and the commercial imperative. First Monday, 15(12), 118-125.
10
Hall, J. M., & Ponton, M. K. (2005).Mathematics Self-Efficacy of College Freshman.Journal of Developmental Education, 28(3), 26-32.
11
Hope, D.A., Heimberg, R.G., Juster, H.R. & Turk, C.L. (2004). Managing Social Anxiety: A Cognitive Behavioral Therapy Approach, Client Version. Boulder, CO: Graywind Publications.
12
Kolb, D. A. (1984).Learning styles inventory. Boston: McBer & Co.
13
Kolb, D. A. (1999).Learning Style Inventory. Boston, MA: Hay/McBer TrainingResources Group.
14
Nadi, M. A., Gordanshekan, M., & Golparvar, M. (2011).Effect of Critical Thinking, Problem Solving and Meta-Cognitive on Students' Self-Learning.Research in Curriculum Planning, 8(1, 2), 53-61.
15
Palinscar, A. S., & Brown, A. L. (1984).Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities.Cognition and instruction, 1(2), 117-175.
16
Pilling-Cormick, J., & Bulik, R. J. (2000).Further investigation into the use of the SDLRS in a clinical setting. HB Long & Associates, Practice & theory in self-directed learning, 219-230.
17
Pilling-Cormick, J., & Kops, W. J. (2000). Self-directed learning in the workplace: An exploratory study to identify organizations with a self-directed approach to training. Practices and theory in self-directed learning, 195-206.
18
Rafati, M. (2013).A study on the relationship between the Thinking Styles and the Learning Styles of the high school students in Tehran.Tafakor Va Kodad, 3(6), 63-81 [In Persian].
19
Sarason, I. G. (1980).Test anxiety: Theory, research, and applications. Lawrence Erlbaum Assoc Inc.
20
Sarason, S. B., Davidson, K., Lighthall, F., & Waite, R. (1958).A test anxiety scale for children.Child development, 29(1), 105-113.
21
Schneider,W.(2008).The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
22
Schraw, G., Crippen, K. J., & Hartley, K. (2006).Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning.Research in Science Education, 36(1-2), 111-139.
23
Vøllestad, J., Sivertsen, B., & Nielsen, G. H. (2011). Mindfulness-based stress reduction for patients with anxiety disorders: Evaluation in a randomized controlled trial. Behaviour research and therapy, 49(4), 281-288.
24
Wells, A., & Cartwright-Hatton, S. (2004). A short form of the metacognitions questionnaire: properties of the MCQ-30. Behaviour research and therapy, 42(4), 385-396.
25
Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., ...&Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children.Metacognition and Learning, 4(1), 63-85.
26
Williamson, S. N. (2007). Development of a self-rating scale of self-directed learning. Nurse researcher, 14(2), 66-83.
27