[Predicting driving error, lapses and violations from personality characteristics and Vienna Risk Taking test-traffic]

The aim of this study was to predict driving error, lapses and violations from five narrow-band personality traits of Eyseneck Personality Profile, Vienna Risk Taking Test-Traffic and Considering Future Consequence Scale. Current study is a relational study. 510 drivers was selected randomly and divided to two groups accident namely prone [n=257] and non accident prone [n=253]. Participants responded to following instruments Eyseneck Personality Profile [EPP] Eyseneck and Wilson [1991], Scale of Considering Future Consequences [Strathman et al, 1994], Driving Behavior Questionnaire [Lawton, 1997] and WRBTV [Hergovich et al, 2005]. Finding indicated that characteristics of two groups have significant differences according to driving error, lapses and violations. Also there are significant relations among these variables and three wrong driving behavior of participants. Organizations can decrease accident rate by selecting drivers according to applicant [of the job driver] characteristics especially by using WRBTV as an efficient instrument to find drivers deficiencies

Standardization of child, parent and teacher's forms of child behavior checklist in the city of Isfahan

The Purpose of this study was the standardization of the Child Behavior Checklist [CBCL], in the city of Isfahan. Subjects consisted of 1880 seven to eleven -year old schoolchildren in Isfahan, in addition to their parents and teachers. Data were gathered using the Youth Self- Report [YSR], the Child Behavior Checklist [CBCL] and the Teacher's Report Form [TRF].The CBCL itself comprises two sections, namely, skills and behavioral and emotional problems. Subsequent to back-translation and the assessment of face validity, the Farsi version of the checklist was administered to the subjects. Data were analyzed by SPSS-17 using Pearson's correlation. The highest Cronbach's alpha for parent, teacher and child forms were 0.90, 0.93, and 0.82 respectively. Regarding construct validity, the correlation of the subscales of the section of behavioral and emotional problems, and its total score in parent, teacher and child forms were 0.62-0.88, 0.44-0.91 and 0.51-0.85 respectively. Also, the correlation of the subscales of the skills section and its total score in parent, teacher and child forms were 0.24-0.82, 0.77-0.93 and 0.64-0.87 respectively. Cronbach's alpha, correlation between the forms, and correlation between the subscales and the total score of the related sections, point to the construct validity and appropriate reliability of this tool, for the assessment of skills and behavioral problems of these children