Masome Zare Garizi; Hosein Ebrahimi; Khadije Abolmaali
Abstract
Aim: The purpose of this study was to predict marital commitment based on basic psychological needs and intimacy with mediation of self-differentiation. Methods: Method was correlation and the statistical population included married women and men referred to counseling and psychological centers of Tehran ...
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Aim: The purpose of this study was to predict marital commitment based on basic psychological needs and intimacy with mediation of self-differentiation. Methods: Method was correlation and the statistical population included married women and men referred to counseling and psychological centers of Tehran City in 2018. Among them, using random sampling method, from District Two; Avaye Rahayee Pendare Nick, Varesh, Fahm va Raya, from District Five; Tafakor, Bahare Zendegi, Rahe Noor, Aramesh and sadeghiyeh, from District Seven; Mehrdad, Rahe No, Kavoshe Novin, Rahayee And Iran Andish, from District 12 Refah, Nure Saa’dat, Hemayat, Fasle No and Hamrahan va Hasti and from District 16; Omid, Be’sat, Hami and Me’raj, 248 Women and 155 Married according to Klein (2016) with a Ratio of 10 up to 20 subjects were selected for each variable and probability of sample dropout. Tools were Marital Commitment Inventory (Adams & Jones, 1997); Basic Needs Satisfaction in General Scale (Gagne, 2003); Intimacy Scale (Walker & Thompson, 1983) and Differentiation of Self Inventory (Skowron & Schmitt, 2003). After excluding two distorted questionnaires and one outlier data, data were analyzed by structural equation modeling. Results: In the present study, the total path coefficient between marital intimacy and marital commitment was positive and significant (β=0.027, P=0.001). The total path coefficient between basic psychological needs and marital commitment was also positive and significant (β=0.087, P=0.001). The indirect path coefficient between marital intimacy and marital commitment (P=0.002, β=0.126) and the indirect path coefficient between basic psychological needs and marital commitment (P=0.001, β=0.186) were positive and significant. Conclusion: Based on the findings, it is suggested that counseling and psychological centers provide trainings for married couples how to satisfy their spouses' basic needs and ways to increase marital intimacy. It is also suggested to focus on measuring couple’s level of differentiation and its recovery
Seyedeh Shayesteh Moosavi; Khadijeh Abolmaali; Malek Mir Hashemi
Volume 11, Issue 3 , January 0, , Pages 275-294
Abstract
Aim: The aim of the study was determining factor structure and psychometric properties of the academic competence evaluation scale in female teenage students. Method: Study design was descriptive and statistical population included female second secondary school students in the city of Tehran in 2016 ...
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Aim: The aim of the study was determining factor structure and psychometric properties of the academic competence evaluation scale in female teenage students. Method: Study design was descriptive and statistical population included female second secondary school students in the city of Tehran in 2016 (N=49421). Using multistage random sampling, 120 students in the first stage and 450 students in the second stage were selected from eight education authorities and from each authority two high schools were selected. The tools of the study were the academic competence evaluation scale by Diperna & Elliott (1999), the achievement emotions questionnaire by Pekrun, Goetz, Titz, & Perry (2002). The GPA of students were also used as a dependent variable. After 25 distorted questionnaires and two outlier subjects were excluded, data analysis was performed using confirmatory factor analysis. Results: Findings related to construct validity of academic competence evaluation scale showed that the correlation coefficient of reading/language skills, mathematics skills, critical thinking skills, interpersonal skills, classroom engagement, motivation and study skills components with negative achievement emotion respectively were -0.446, -0.527, -0.358, -0.321, -0.463, -0.445 & -0.275 and with positive achievement emotion respectively were 0.283, 0.350, 0.346, 0.288, 0.415, 0.480 & 0.374 and significant in 0.001 level. Conclusion: Academic competence evaluation scale has acceptable reliability and validity and that it can be used to assess the academic competence as well as the prevalence of negative emotions in Iranian female teenage students.
