Volume 6 - Issue 1

January 2019

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A New Longitudinal Examination on the Relationship between Teaching Style and Adolescent Depression

Zhuojun Yao Weiming Luh
Pages: 1-9

Guided by the theoretical framework of Baumrind’s parenting style, this study aimed at providing a better understanding of the relationship between teaching style and adolescent depression. The panel data is from the Taiwan Educational Panel Survey (N=654). Findings showed that the effect of teaching style on adolescent depression had different pattern accross junior and senior high school students. And there is interaction effects between teaching style in junior and senior high school. Authoritarian teaching style played a more significant role for junior high students, and this effect can last especially among those whose perception of teaching style is authoritarian and authoritative in high school. And permissive teaching style was more important in senior high stage, it could decrease the levels of depression especially for those who perceived teaching style is indifferent and authoritarian in junior high school. Implications for future research were discussed.

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Learning Styles in the Context of Reasoning and Problem Solving Ability: An Approach based on Multivariate Analysis of Variance

Mehraj Bhat
Pages: 10-20

Reasoning and problem solving skills are not just for researchers; they are also progressively significant for making knowledgeable decisions in our everyday lives. Showing variations in learning styles have any influence on these skills? The current state of research address the learning styles in context of reasoning and problem solving ability. High school students (598) completed the reasoning ability test, problem solving ability test and learning style inventory. SPSS software was used for evaluating data obtained from three measurement tools. The entire three tools were validated through different techniques and found significant and acceptable. The data was analysed by using MANOVA and Scheffe’s post hoc test. The results indicated that participants showed variations in reasoning and problem solving ability while using learning styles. Moreover, students having assimilating and diverging learning styles possess better reasoning and problem solving ability skills. The results of this research will contribute to the literature of learning styles and cognitive abilities, as well as provide a wide range of implications for class room teachers, curriculum developers, researchers and educational planners.

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Canonical Analysis of the Association Between Attention‐ Deficit/Hyperactivity Disorder with Some Psychological Problems Among Students

Arezou Asghari Basiri Elham
Pages: 21-29

This study aimed to investigate the relationship between ADHD with internet addiction, depression, anxiety, stress and social phobia. The study was a descriptive‐correlation study. Statistical Population of the study was females’ students from Kosar university of Bojnord and, among which 327 students were selected by random sampling method. Participants completed ADHD Self‐report Questionnaire (ASRS), Internet Addiction Test (IAT), Depression, Anxiety and Stress Scale (Das‐21), and Social Phobia Inventory (SPIN). Data were analyzed by applying Pearson correlation coefficient and canonical correlation analysis statistical tests and SPSS version 23. Pearson correlation’s results showed that ADHD components (attention deficit and hyperactivity/impulsivity) had positive significant relationships with internet addiction, depression, anxiety, stress and social phobia (p<0.01). In addition, canonical correlation results indicated there were significant relationships between attention deficit and internet addiction, depression, stress and social phobia and also hyperactivity/impulsivity and internet addiction, depression, anxiety and stress. However, there was no significant relationship between attention deficit and anxiety, and hyperactivity/impulsivity and social phobia (p>0.05). ADHD related to many psychological disorders. So it seems to screen students with the disorder and designing some treatment interventions for these students to decrease negative consequences are required.

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Cybertherapogy: A Conceptual Architecting of Presence for Counselling via Technology

Ebrahim Oshni Alvandi
Pages: 30-45

The growing urge for mental health via telecommunication systems argues for such services to be discussed at the field of human‐computer interaction. However, in spite of the research and evidence that express effectivity of telecounselling, details about the transition to computer‐mediated environment are still uncharted. “Cybertherapogy” was coined in this regard to build a schema for engaging and creating meaningful therapy experiences during remote sessions. The model labels strategies that mental health providers should include in their services. Cognitive, counselling, and emotional modules were intersected and overlapped to construct the domains of therapeutic presence in cyberspace. This architecture of emotional agency has been synthesised for psychotherapy by the ongoing concepts and theoretical foundations of present study and electronic learning engagement. It is believed that the model will enable therapists to facilitate their remote, professional engagement with clients and help design administrative tactics for adequate therapy services.

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We would like to inform you that 1st issue of the 6th volume of The International Journal of Psychology and Educational Studies (IJPES) has been published. This journal serves as a platform for presenting and discussing the emerging issues on psychology and education for readers. In this issue, IJPES published has 4 articles. Many thanks to all contributors. We also cordially invite you to read are 1st issue of 2019 IJPES. International Journal of Psychology and Educational Studies (IJPES) is an international, peer-reviewed, non-profit, professional scientific journal. IJPES is a journal that accepts manuscripts related to psychology and educational sciences. The journal is published online three times in a year. The article being submitted should be written in English. IJPES publishes research employing a variety of qualitative and/or quantitative methods and approaches in all areas of the education field and psychology. IJPES welcomes articles from different institutions and countries. IJPES is supported by Educational Researches and Publications Association (ERPA).