The effect of reversibility of choice on attitude change in cognitive dissonance: Free choice paradigm
Ruhollah
Mansouri Sepehr
Ph.D student at Shahid Beheshti University
author
Mahmood
Heidari
Faculty member
author
Fatemeh
Bagherian
Faculty member
author
Omid
Shokri
Faculty member
author
text
article
2019
per
AbstractAim. The aim of this study was to examine the effect of reversibility of choice on attitude change in the "free choice paradigm" of cognitive dissonance theory (Festinger, 1957). Methods. This study was a quasi-experimental study conducted in a between-subject pretest- posttest with control group design. In accordance with Delavar’s (2016) suggestion, in order to place 15 participants in each group, sixty students (from among 650) at the Faculty of Psychology of Shahid Beheshti University in the academic year 2014-2015 were selected. Selection was based on participants’ availability. These were then divided into groups of easy (N=30) and difficult (N=30) choice which were divided into groups of reversible (N=15) and irreversible (N=15) choice. Groups were matched on age and gender. They were given eight psychological tests which were selected based on the degree of complexity to evaluate them before and after choice. Reversible group could change their choice after they made it. The attitude change was assessed by a researcher-made questionnaire, which was made by the researchers of this study to be use in pretest and posttest. After removing six subjects because of incomplete questionnaires, the data for 54 subjects was analyzed by ANOVA. Results. Analysis showed that in difficult choices groups, the attitude of irreversible choice group got significantly more positive about the selected choice, whereas the attitude of the reversible group got more negative (F= 29.48, P= 0.001). Conclusion. These results support the idea that positive attitude change in free choice paradigm only occurs in irreversible situations. Therefore, it is better for sellers and service providers to not facilitate replacement very much.
Applied Psychology
Shahid Beheshti University
2008-4331
12
v.
3
no.
2019
319
337
https://apsy.sbu.ac.ir/article_96664_c1d38990aab43e45120890be334faae1.pdf
Designing a model for Employee Engagement in Iranian Employee public sector
rasoul
ranjbraian
Ph.D. student, Department of Public Administration, Qazvin Branch, Islamic Azad University, Qazvin, Iran
author
nasrin
jazani
Assistant Professor , Department of Management, Tehran, shahid Beheshti University, Iran
author
Gholamreza
Memarzadeh Tehran
Assistant Professor, Department of Public Administration, Qazvin Branch, Islamic Azad University, Qazvin, Iran
author
Ali
Mohtashami
Assistant Professor, Department of Public Administration, Qazvin Branch, Islamic Azad University, Qazvin, Iran
author
text
article
2019
per
In this study we have tried to be check models and theories of job engagement with a comprehensive approach and find the relationship between the two. The purpose of this research is to design and model engaged employee in public sector organizations. It is conducted in a mixed type format (qualitative – quantitative research). Accordingly, in the first part of the study, meta-synthesis qualitative research methods of Scandalous and Barroso were used to provide a comprehensive model of the employees with engagement. Thus, after identifying issues, concepts and codes of engaged employees and evaluating its validity and reliability, the initial concept model was prepared. The second section which included the survey evaluation has been produced by experts and content validity (CVR-CVI) and explaining the employees engagement model. Then, in order to making the model applicable and measuring engaged employees' characteristics in governmental agencies, 281 questionnaires were distributed among the staff of Tax Affairs Head Office, The Office of Court Administration and Property and General Directorate of Real Estate in West Azerbaijan province who were selected through random sampling and the needed analysis was performed by confirmatory factor analysis. Finally, in the third part of the study, the mathematical modeling (fuzzy expert system) was used in order to provide the optimal combination of models to optimize the employees with engagement. At last, from different part of the study it can be concluded that the dimensions, components and indicators derived from the meta-synthesis method (research model) was approved by the target population. As the results indicate, Job condition, personal condition and organizational condition have a significant influence on Employee Engagement Development.
Applied Psychology
Shahid Beheshti University
2008-4331
12
v.
3
no.
2019
338
356
https://apsy.sbu.ac.ir/article_96675_332e87e8f8a6a684d5c9e171c8bfa2d8.pdf
Multi-level analysis of teens' psychological well-being by individual agency, school culture and family support
Fatemeh
Ashournejad
phd student in educational psychology of Kharazmi University
author
Parvin
Kadivar
professor of educational psychology of Kharazmi University
author
Elahe
Hejazi
associate professor of educational psychology of Tehran University
author
Zahra
Naghsh
assistant professor of educational psychology of Tehran University
author
text
article
2019
per
Aim: The research purpose was to determine the contribution of individual agency, school culture and family support in predicting psychological wellbeing variance in high school students. Method: The research design is descriptive and correlational, and the statistical population included all high school students in the cities of Ramsar and Tonekabon in northern Iran (N= 7500). By random cluster sampling, 707 persons were selected from six areas, 15 girls’ high schools and 12 boys’ high schools were thus selected. The following questionnaires were used for data collection: The Agency Scale (Jaaskela, Poikkeus, Vasalampi, Valleala & Rasku-Puttonen, 2016); The Psychological Well-being Scale (Ryff, 1989); The School Culture Scale (Higgins & Sadh, 1997) and the Family Support Scale (Sands & Plunkett, 2005). Multi-Level Modeling was used for statistical analysis. Results: The results of analysis showed that personal agency (β=0.32, P=0.003), school culture (β=0.60, p=0.001) and family support (β=0.43, p=0.004), were able to predict a part of psychological well-being variance in students. Conclusion: It is argued that agency is the best predictor of psychological well-being in high school students and that social support, having proper relationships with teachers and friends, appropriate school facilities and parents' support also play an important role in students’ psychological well-being. Hence, it is necessary to develop psychological well-being in students by upgrading these factors.
Applied Psychology
Shahid Beheshti University
2008-4331
12
v.
3
no.
2019
357
374
https://apsy.sbu.ac.ir/article_96680_7dab43e44141bb49d696304583f25c9f.pdf
Relationships between metacognitive knowledge and school well-being: Meditating role of academic emotions
Razieh
Sheikholeslami
Shiraz University
author
Mohammad
Ghanbaritalab
Shiraz university
author
text
article
2019
per
Aim: The purpose of this study was to investigate the mediating role of academic emotions in the relationship between metacognitive knowledge and school well-being in a causal model. Method: The method of the study was a descriptive-correlation and statistical population consisted of all girl and boy students from Second high school in the city of Lordegan in the 2016-17 academic year (3008 participants), from which 456 students were selected through multistage cluster sampling. For collecting data, used Metacognitive Awareness Questionnaire Shraw & Dennison (1994), Guilt and Shame Scale Thompson, Sharp, & Alexander (2008), hope subscale of Academic Emotions Questionnaire Pekrun (2005), and School Well-Being Scale Kaplan & Maehr (1999), from which 42 questionnaires were removed from the analysis as being had outliers and missing data. Research hypothetical model was tested through path analysis and AMOS software. Results: Data analysis showed that metacognitive knowledge had direct effect on school well-being) β= 0.19, P= 0.001). It also showed that guilt emotion had direct and positive effect on school well- being) β= 0.21, P= 0.001). The Bootstrap results showed the mediating role of academic emotions in relationship between metacognitive knowledge and school well-being (β= 0.51, P= 0.001). In a way that metacognitive knowledge led to increasing school well-being through increasing hope and guilt emotions and reducing shame emotion. Conclusion It is suggested that metacognitive knowledge be taught to students to upgrade school well-being through increasing hope and guilt emotions and reducing shame emotion.
Applied Psychology
Shahid Beheshti University
2008-4331
12
v.
3
no.
2019
375
395
https://apsy.sbu.ac.ir/article_96684_87ab5fe57025b03de9ed2a33850bf942.pdf
The mediating role of self-concept in relation between attachment to parents and peers with prosocial behaviors
Taybeh
Mohammadi
Phd student
author
Susan
Saber
Roodehen Branch
author
text
article
2019
per
Aim: The purpose of this study was to determine the mediating role of self-concept in the relation between attachment to parents and peers with prosocial behaviors. Method: The research method was descriptive-correlational and the statistical population of the study included all the first grade female students of the seven to ninth grades of the schools in one and two regions of Hamedan to 21690, among them two-step random sampling according to recommendation of Mishel 1993, the ratio of 10 to 20 subjects per observed variable and Guadagnoli & Velicer (1998), a minimum of 450 people and considering the probability of a sample loss, 570 people among the schools in Shahed 1, Shahed 2, Forough School and Fatemeh Al-Zahra School, two schools from each district and from each school 4 classes were selected. The study tool was the inventory of parent and peer attachment by Armsden & Greenberg (1987), self-concept questionnaire by Sarswat 1984 and prosocial personality battery by Penner, Fritzsche, Craiger, & Freifeld (1995). After exclusion of 48 distortion questionnaires and 2 outlier data, data were analyzed using structural equation modeling method. Results: In this study, the indirect path coefficient of attachment to the peers with prosocial behaviors (β= 0.064, P= 0.001), attachment to the father with prosocial behaviors (β= 0.033, P= 0.018) and attachment to the mother with prosocial behaviors (β= 0.022, P= 0.073) were positive and significant. Conclusion: It is suggested to reducing the antisocial behaviors in schools and increasing prosocial behaviors on improving the self-concept of adolescents and restoring their attachment to parents and peers be focused.
Applied Psychology
Shahid Beheshti University
2008-4331
12
v.
3
no.
2019
396
417
https://apsy.sbu.ac.ir/article_96691_cd130e8e4ba83758eafd016af434442c.pdf
Structural model of academic burnout based on perceived social support, educational justice, and academic motivation variables of students
Noriyeh
Yosefi
Phd student
author
Hasan Pasha
Sharifi
Roodehen Branch
author
Nastaran
Sharifi
Roodehen branch, Islamic Azad University, Roodehen, Iran
author
text
article
2019
per
Aim: This study purpose was to determine the mediating role of academic motivations component in the relationship between perceived social support and educational justice with students’ academic burnout. Method: Method was correlational and statistic population included all students of Islamic Azad University Tehran center and Tehran east branches and Islamic Azad University, Tehran Medical Branch in 2016-2017 first semester with the quantity of 83834 people which through them in a multi-stage random sampling method, in the first stage, 3 universities, from each university 3 colleges and 3 class from each of college, were randomly selected, and finally from departments of Accounting, Psychology, Microbiology, Social Sciences, and genetic engineering, 410 people were selected based on Guadagnoli & Velicer's offer (1998) and the number of parameters. The study tool included Academic Burnout Questionnaire by Berso 1997; Academic Motivation Scale by Vallerand, Pelletier, Blais, Briere, Senecal, et al. (1992); Educational Justice Questionnaire by Golparvar (2010); and Multidimensional Scale of Perceived Social Support by Zimet, Dahlen, Zimet, & Farley (1998). After removal of 40 distortion questionnaires and four outliers, the data were analyzed by structural equation modeling. Results: The result showed that the indirect path between educational justice with academic burnout (β= -0.121, P= 0.002) and perceived social support with academic burnout (β= -0.253, P= 0.001) is negative and significant. Conclusion: It is imperative that all students have enough facilities and support in the educational environment to provide their potential for the growth and prosperity of talent to find the motive for their efforts in order to achieve their goals.
Applied Psychology
Shahid Beheshti University
2008-4331
12
v.
3
no.
2019
418
438
https://apsy.sbu.ac.ir/article_96701_f6ee230838aa12b005ba7b66cf88144f.pdf
Mediating role of psychological capital in the relationship between personality features with marital adjustment in students
Hamideh
Sheikh Zeineddin
Karaj Branch
author
Noorali
Farrokhi
Allameh Tabataba'i University
author
zahra
Abbaspoor Azar
North Branch
author
text
article
2019
per
Aim: The purpose of the present study was to determine the mediating role of psychological capital in the relationship between personality features (neuroticism, openness, extroversion, agreeableness and conscientiousness) with marital adjustment in students. Method: The research method was descriptive-correlational and the statistical population included all married female students of Islamic Azad University, Karaj Branch, in the first semester of 2017-2018 with the quantity of 33000 people, among them 300 subjects Based on Kline's (2011) proposal from faculty of psychology classes were selected through sampling. The study tools included Dyadic Adjustment Scale by Spanier 1976; NEO-Five Factor Inventory by McCrae & Costa 1985 and Psychological Capital Questionnaire by Luthans et al., 2007. After exclusion of 3 distortion questionnaires and removal of 1 outlier subject, the data of the present study were analyzed using Structural Equation Modeling Method. Results: The results of this study showed that the indirect path coefficient between openness and marital adjustment (P= 0.016, β= 0.066), indirect path coefficient between extraversion and marital adjustment (P= 0.012, β= 0.083), and indirect path coefficient between neuroticism and marital adjustment (P= 0.001, β= -0.117) were significant. Conclusion: Personality traits, as the preconditions that individuals enter into marital relationships, are likely to affect individuals' equity including optimism, self-efficacy, hope, and resilience in dealing with marital problems, leading to reduce or increase marital adjustment. Therefore, it is suggested that workshops aimed at promoting the psychological capital for married female students in universities should be held.
Applied Psychology
Shahid Beheshti University
2008-4331
12
v.
3
no.
2019
439
462
https://apsy.sbu.ac.ir/article_96705_b7fe8b8d7c7f1598483e3e83a8d62d8b.pdf