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ijcrb.webs.com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS JUNE 2011 VOL 3, NO 2 and perhaps in this life new environment and on the other hand many texts books, different among high school and university environment, missing parents and family, and communication with opposite genus applies to learn adjustment suitable methods, otherwise not only student would not successful, but also he/she would has the problem in his life and family in future. Enter to university is the most important period in life for every student. Everyone pass commotions of competition when coming to university look new problems and it is very important that he/she should know that how face with them. Of course, this problem for daughters are most important than others. The research results show that self-esteem group training with behavioral method increased students social adjustment. This result is the same researches of Spearman, Falsafi Nejad, and Kan and his colleague [5, 6, and 9]. But this result is in the opposite Sedighi’s research [10]. Sedighi faced that behavioral-cognitive training of self-esteem doesn't increased social adjustment in students. Perhaps, this opposition rises of different samples. In this research use from university’s students which have the high level of understanding than cognitive techniques than students in school. On the other hand, perhaps this disharmony rises of training has given different. This point should be noted that social adjustment is a relative concept and intercultural, and it depends to cultural, historic and social class condition. Social adjustment includes a vast array of topics and perhaps influence on self-esteem in some aspects of adjustment. So behavioral-cognitive training of self-esteem is not more effective than self-esteem behavior training about social adjustment training. In addition, behavioral-cognitive and behavioral training increase self-esteem of students. This result is the same Pope and his colleague research [8]. Youth ages who need to know their personality, know their attachments and abilities, obtain social skills, learn communication skills, know needs of others, learn life method with others, and be very active in social activities and these needs meet in group. Group training, give this chance to young people that obtain this needs. The results of this research, are obtained from satisfy of young students need in groups and this cause the more adjustment of them. In principal, group work has more attraction. It gives positive reaction to group’s members, and increase motion in group work. Also, group members feeling the more undertaking than doing group tasks and while perform group tasks desirable; meet their self-esteem [11]. Findings show that not only behavioral and behavioral-cognitive methods are not heavily for students but also students understand session discussion. With more meetings, increased motion of group members such that there weren’t test after second group session and student worked actively at the end. Finally, propose to use of behavioral-cognitive methods because turn to different dimensions, both behavior and cognition. The problems about social adjustment among students are more and these problems may have be bad effects on the students in present and future. It is proposed that group training programs held for self-esteem and social adjustment, if training periods be longer that obtain exactly results. This is important that with increasing self-esteem can amplify other positive characteristics of the individual such as social adjustment, positive self-imagination, comparison skills, educational progression, and ideas control. COPY RIGHT © 2011 Institute of Interdisciplinary Business Research 208
ijcrb.webs.com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS JUNE 2011 VOL 3, NO 2 References Waitzman, A. (1995) Personality Development and Mental Health [Persian]. Translated by M. Nazari. Tehran: Parents & Teacher Association. Goodestein L.D. and Lanyon R.T. (1995) Adjustment of Behavior and Personality. Arizona: State University. Vali Pour, A. (2002) Adjustment Psychology [Persian]. Tehran: Vahid Pub. Florsheim, P.W.)1993) Family and Cultural Factors in the Psychological Adjustment of Chinese Adolescent Immigrant. Northwestern University. DAI-B. 54/07, P.3851. Spearman, G. (1999) Why People Need Self-esteem. New Yourk: Mc Graw Press. Hahn, S. and Plakon, E.M. (1989) Increasing of Self-esteem. Canadian Journal of Psychology. 37, 125-128. Maslow, A.H. (2000) Self Actualization and Beyond in G.F.T. Challenges of Humanitic Psychology. New York. Mc Graw Press. Pope, W.A., Machale, M.S. and Edward, W. (1999) Self-esteem Enhancement with Children and Adolescents. New York. Pergamon Press. Falsafi Nejad, M. (1994) Effect of Self-esteem on Social Adjustment between Students (8-12 years old) in Qom [Persian], Iran. Master Dissertation, Tarbiyat Moallem University: Education Faculty, Dept. of Counseling. Sedighi, K. (2002) Effect of Group Training of Self-esteem in Behavioral-cognitive Method on Social Adjustment of Students in Brojen, Iran [Persian]. Master Dissertation, University of Isfahan, Education Faculty, Dept. of Counseling. Emami, T. and Fatehi Zadeh, M. (2001) Survey and Comparison of Practical Methods for Increasing of Self-esteem between Students (13-15 years old) in Isfahan, Iran [Persian].Isfahan: Isfahan Research Commitment of Education. Mazaheri, A. (2004) Effect of Self-esteem Group Training on Students’ Social Adjustment between student which are staying in dormitory of University of Isfahan [Persian]. Master Dissertation. University of Isfahan, Education Faculty, Dept. of Counseling. Back, A.T. (2001) Psychology of Self. New York: Guilford Press. COPY RIGHT © 2011 Institute of Interdisciplinary Business Research 209
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