Showing 3 results for Maleki
Mohammad Maleki, Abbas Bahram, Ahmad Farokhi, Hamid Rajabi, Fereydoon Yaryari,
Volume 5, Issue 2 (3-2012)
Abstract
The purpose of this study was to investigate the changes in implicit and explicit cognitive processes during and after different intensities of aerobic physical exercise based on Transient Hypofrontality Theory. 39 male subjects with an average level of physical activity (age: M = 20.97± 0.14 Vo2 max: M = 50.25± 6.92 ml/kg/min) were divided randomly to three groups of thirteen based on the intensity of aerobic physical exercise: high intensity group (first group), moderate intensity group (second group), and low intensity group (third group). Magnetic bike was used for aerobic physical activity and heart rate remote control was used to control the intensity of activity. Implicit cognitive process (Visual choice reaction time) and explicit cognitive process ( Stroop) tests were performed in four times: before and during the activity, 1 minutes and 15 minutes after the cessation of the activity. Results of the repeated measure ANOVA and inter-group factor showed that the effects of factors including time, group and interaction were significant on the implicit cognitive test. As for the explicit cognitive test , the major effect of time, interaction and group was significant. Results of this study showed that transient hypofrontality occurred when the intensity of aerobic physical exercise was high.
Khodabakhsh Ahmadi, Zahra Akhavi, Hadi Abdolmaleki,
Volume 6, Issue 2 (9-2012)
Abstract
Given the possible negative effects of virtual spaces including online chat rooms on teenagers, identification of predicting personality traits can be useful in drawing the attention to high risk groups and preventive measures. Therefore, this study was an attempt to identify the role of personality traits in internet friendships. In this descriptive, correlational research, 4000 Iranian high school students were selected through multi-stage cluster sampling, and were investigated by NEO personality traits inventory and internet and chat questionnaire. The results showed that the girls used chat rooms more than the boys did. Furthermore, there was a negative relationship between the degree of internet friendship, using chat rooms, and the personality traits neuroticism and agreement there was significant negative relationship between the degree of internet friendship and the personality traits extroversion, openness to experience and dutifulness. Given the significant relationship between the positive degree of chat and personality traits extroversion and openness to experience, it can be said that virtual communication like online chat rooms can make up for real communication.
Zeynab Maleki, Phd Javad Kavousian, Phd Parvin Kadivar, Phd Mehdi Arabzadeh,
Volume 19, Issue 1 (Volume 19, Issue 1, Spring 2025)
Abstract
The present study aimed to present a structural model of academic identity, family communication patterns, and parents'perceived educational expectations with the mediating role of basic psychological needs. The research method was descriptive-correlational and structural equation modeling. The statistical population included all tenth and eleventh grade students in Yazd in the academic year 2021-2022. The statistical sample included 400 tenth and eleventh grade students who were randomly selected as clusters. To collect data, the Basic Psychological Needs Questionnaire, the Academic Identity Status Questionnaire, Family Communication Patterns Questionnaire, and the Parents' Perceived Educational Expectations Questionnaire were used. In order to examine the paths of the research model, structural equation modeling was used using PLS3 software. The results showed that parents' educational expectations, conformity pattern, and conversation pattern have a direct, positive, and significant effect on basic psychological needs. The results also showed that basic psychological needs have a direct, negative, and significant effect on the follower identity and the confused identity and a direct, positive, and significant effect on the latecomer identity and the successful identity. Finally, the results showed that basic psychological needs play a mediating role in the relationship between academic identity and family communication patterns and parents'perceived educational expectations.
