Mohammad Khodayarifard; Saeed Akbari-Zardkhaneh
Abstract
Historically, psychologists have been interested in categorizing and measurement of coping styles. Moreover, development of culture-specific measures has been neglected in the coping literature. The present study is intended to develop and validate a parsimonious and broad measure of coping style in ...
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Historically, psychologists have been interested in categorizing and measurement of coping styles. Moreover, development of culture-specific measures has been neglected in the coping literature. The present study is intended to develop and validate a parsimonious and broad measure of coping style in Iran. An item pool of 80 items was administered on a random sample of 911 university students in ten groups. A principled components analysis was performed on a subsample and a confirmatory factor analysis was performed on the remaining subsample. Twelve concurrent measures were used to ensure concurrent validity. A principled components analysis suggested a nine-factor solution. A confirmatory factor analysis on a distinct subsample confirmed the nine-factor structure. Subscales were labeled as turning to religion, procrastination, positivity, self-blame, avoidance, seeking social support, problem solving, wishful thinking, and passivity. All subscales were significantly correlated with theoretically related constructs. Alpha coefficients of the subscales ranged from 0.77 (problem solving) to 0.92 (turning to religion). The present study developed and validated the 45-item Iranian Coping Style Scale (ICSS) with nine subscales. Therefore, ICSS may be used as a reliable and valid measure of coping styles in research and clinical settings.
Mohsen Shokūhi Yektā; Saeed Akbari-Zardkhāneh; Fahimeh Qahvehchi
Volume 2, Issue 5 , February 2012, , Pages 116-137
Abstract
Objective: This paper aims to study the effectiveness of training the pre-school teachers for issues relating to problem solving and anger management, and its impact on their teaching style, aggression and happiness.
Method: The present study is of a quasi-experimental “pretest-posttest” ...
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Objective: This paper aims to study the effectiveness of training the pre-school teachers for issues relating to problem solving and anger management, and its impact on their teaching style, aggression and happiness.
Method: The present study is of a quasi-experimental “pretest-posttest” single group design. 48 preschool teachers in Tehran were selected, and asked to complete the Teaching Style Questionnaire, Redford-Williams Hostility, and Oxford Happiness Inventory. The subjects were then exposed to problem-solving and anger management training.
Results: Test results for pre and post tests in all subscales of parenting styles showed significant differences. Comparison of the effect size for different subscales of teaching styles suggested that the highest effect size was for problem solving. Also hostility showed a significant decrease and happiness a significant increase in the posttest stage.
Conclusion: It is concluded that the interventions applied in the present study can be used to increase happiness, decrease hostility and improve the problem solving strategies accordingly.
