Psychology

Short answer questions (SAQs) are one of the popular accepted means of evaluation in medical education. Importance of understanding approach towards Anatomy is beyond doubt. The level of cognitive domain in SAQ should be addressed recall (60%), understanding (20%) and application (10%) is mentioned in the new curriculum 2012. To observe the SAQs of ‘3-years’ 1st professional undergraduate Anatomy written examinations regarding the addressed level of cognitive domain. Study was conducted at the department of Anatomy, Enam medical College, Savar, Dhaka. Twelve (12) Anatomy written SAQ paper from May 2015 to November 2017 of Dhaka University were collected and grouped according to the addressed level of cognitive domain. (76.48%), (74.03 %) of the SAQs of paper-I and paper-II addressed recall, (23.52%), (25.91%) understanding level respectively. There was no application type of question in both papers. No significance difference was observed in between two papers, but significance difference (p<0.001) was found with the curriculum. Keeping the importance of SAQ in mind as assessment tool, should focus for achieving the proposed level of cognitive domain according to the curriculum.

An earthquake measuring 7.6 Richter that rocked Kashmir (India) on October 8, 2005 struck without any warning, wreaking a trail of death and destruction. But the psychological after-effects among the survivors can last longer and are generally overlooked because the immediate focus is on the rescue-and-relief operations. Even as the disaster left people, already reeling under years of unremitting terrorist violence, shaken, it also underscored the lack of disaster management in seismically active, remote mountainous areas. The deaths led to the emotional and psychological trauma among those who survived the tragedy. While the physical and material relief poured in, the psychological help for the survivors struggling to come to terms with the trauma was, however, starkly missing.

The present study investigated the relationship between creativity and John Holland's personality types and views other scholars envisioned the Dutch Personality Questionnaire was used to secure paper, the relationship between creativity and personality types theory John Holland's creative personality types to compare the theories of John Holland is checked. The relationship between students' creativity with John Holland's theory of personality types must be examined to determine the relationship between two variables is creative personality types and which have higher. The statistical population included all male high school students in Kermanshah city In the case of simple random sampling - A sample of 300 participants was regular a few steps Abide creativity test to measure creativity and John Holland used to measure personality types of tests were carried out and the obtained data were processed by SPSS software. The field study is correlational research method. Statistical methods used in this study was the chi-square test because of a nominal variable and the one-way analysis of variance was used to test the hypothesis.

The aim of this research is to study the relationship between the six virtues in positive psychology and the big five personality traits among the students at Tehran Universities. So, 317 students (179female, 138 male) were selected by random multiple cluster sampling. The tools used in study were the VIA and NEO-FFI. Data were analyzed by using Pearson correlation and stepwise regression method. The results indicated that there is a correlation between the six virtues and the personality traits. There was a significant relationship between the scale of Agreeableness with Humanity, Conscientiousness with Courage and humanity, and between extraversion with courage. Also, the scale of courage had a negative significant Relationship with Neuroticism. There was no significant relationship between Wisdom and the five personality traits. The results of Regression analysis indicated that among the five traits, extroversion could explain 0/176 and Conscientiousness 0/184 of the variance of Courage.

The present study was conducted to examine the relationship between psychological empowerment, job satisfaction and organizational commitment among Secondary school teachers in the city of Rabat Karim through descriptive survey. Statistical population were 1753 people among Secondary school teachers in the city of Rabat Karim which 156 subjects (90 females and 66 males) with sampling alternating to the volume were selected based on Cochran's formula. Tools used in this study consisted of Aspirytzer's psychological empowerment questionnaire, Smith's job satisfaction questionnaire, Kendall and Holin as well as organizational commitment questionnaire of Alan and Meyer. The reliability was confirmed by Cronbach's alpha. Correlation test and stepwise Regression was used for data analysis. Pearson correlation test results indicate that psychological empowerment and its subscales (significance), self-determination has a positive and significant relationship with job satisfaction at the level of p <./.1. Results also indicated that there was no significant relationship between feelings of competence and job satisfaction (r = 0/044, p = 0/624). In order to more closely examine the relationship between psychological empowerment and job satisfaction among components of psychological empowerment, job satisfaction, the results indicated that job satisfaction has a positive and significant relationship with self-determination (r = 0/55, p = 0/000), feeling of efficacy (r = 0/42, p = 0/000) and significance level (r = 0/207, p = 0/02). well as the results of the Pearson correlation test showed that there not exists a significant relationship between psychological empowerment and organizational commitment of teachers r = 0/12, p = 0/181)), the result is that in the development of psychological empowerment and job satisfaction of teachers is increased and it will be certainly followed with the enhanced quality of education.

Pedagogical content knowledge (PCK) has become a framework for exploring what teachers need to know or to develop for effective teaching. Physics teachers’ PCK includes five components. In this study, the self-made “Questionnaire of Physics Teachers’ Pedagogical Content Knowledge” was used. The quantitative responses were compiled and analyzed by SPSS. The results indicated that the physics teachers’ level of PCK is on the intermediate and many factors help physics teachers to develop their PCK.

This study was to "examine the relationship between family functioning and parenting style and perfectionism of adolescent students of Shemiranat that has conducted in a descriptive-correlation style. The statistical population in this study includes all high school students in the Shamiran city that has been done according to the latest available statistics and data in 10625. According the extend size of the studied population, a simple random sampling method is used. Finally from the mentioned population, a sample size with amount of 371 students was chosen. To measure the variables used in the study, I used 3 questionnaires according to BOMRIND (1971) parenting style, NATAN B. ENSTIEN et al (1998) questionnaire and HILLS perfectionism questionnaire (2004). The content and form of the questionnaires was approved by experts. The GERONBACH ALFA for parenting style questionnaire was 0.85, for family functioning questionnaire was 0.86 and for perfectionism questionnaire was 0.87. The data analyzing was according to the results of Pearson correlation test and Regression. Pearson correlation test results indicated that there is a positive and meaningful relation between authoritative parenting style and perfectionism style. But between authoritative parenting style and perfectionism there is a reverse and negative relation. Finally there is no meaningful relation between Leniency style and perfectionism. Also the results of regression test showed that there is a meaningful relation between family functioning (solving problem, communication, roles, emotional replication, emotional involvement, behavioral control, general family functioning) and perfectionism. In general, the results showed that among family functioning features, four features (emotional involvement, behavioral control, general functioning, and emotional replication) have the ability to predict perfectionism.

The aim of this research is to investigate the relationship between assertiveness and early maladaptive schemas .The statistical population include all of AL Zahra university students in the year 2013-2014, in which, by using random sampling,150 students were selected. To gather data, two questionnaires of Young’s maladaptive schemas (75 items) and assertive questionnaire (40 items) of Gambril&Richi was used. Data analysis performed by using Pearson correlation test andmultiple Regressions. Results showed that there is positive significant relationship betweenmaladaptive schemas of emotional deprivation, subjugation, self-sacrifice, emotional inhibition and defectiveness / shame and assertiveness and there is an inversion relationship between Entitlement schemas and assertiveness.

Mathematics is typically one of the subjects with which many students struggle. To improve mathematics achivement, it is helpful for students to gain proficiency in mathematics vocabulary. The importance of developing vocabulary as a means of improving comprehension has long been understood by educators and researchers. Students who are exposed to academic vocabulary are usually more successful in their content area classes; yet, the relative effectiveness of vocabulary strategies to build content area vocabulary comprehension in mathematics at the secondary level has had limited research. In this study, two vocabulary strategies were compared in a six-week long investigation to determine the relative effectiveness of each strategy on students’ content area vocabulary development in an Algebra II class - a Modified Cloze/Maze procedure and a Concept of a Definition word map. The research findings conducted from this study are relevant to all content area teachers, in particular math teachers at the secondary level.

The partners increasingly experience dissatisfaction with their marriage, making them to request divorce. On the other hand, some partners resort to divorce as a means to establish and improve their marriage relationship. This make us to come to the light that the partners need professional intervention and training to cope with the issues they experience in this area. The current study aims to investigate the effectiveness of the training programs delivered on Cognitive-Behavioral techniques in improving the stability of marriage and. It also tries to determine how likely couples problems may develop into divorce. The study adopts a quasi-experimental methodology, using pre- and post-tests and control and study groups. The subjects to be studied consisted of 15 individuals as the study group and 15 individuals as the control group. They were selected from clients of the Consultation Center of Birjand county and family court of the county using a multi-stage random sampling method. The study group underwent 8 hours of a training program on Cognitive-Behavioral techniques. Using covariance analysis and independent correlated T-test on the results of the research indicated that the training program on Cognitive-Behavioral techniques will increase the stability of marriage and reduce the likelihood of divorce.