فصلنامه روان شناسی مدرسه
سال سوم شماره 2 (پیاپی 10، تابستان 1393)

The purpose of the present study was to investigate the differentiation of blended learning (Martyn's model) with electronical learning and traditional learning (face to face) in the teaching mathematics. This research was a quasi-experimental study including pre-test and post-test with a control group. The statistical universe of the study included all 1st graders of secondary education female students in Tehran who enrolled in high school preparation classes in the summer 2013. The sample consisted of 30 students who were randomly selected from among students of a high school and classified to 3 groups of 10 students. To gather data, we used TIMSS questions with a little modification. Results of one-way analysis of variance (ANOVA) demonstrated that blended program was most efficient method in teaching mathematics compared to traditional and e-learning. These results have important implications for the improvement of education due to advances in science and technology and benefit from the advantages of both traditional and electronic methods of teaching.

This study aimed to examine organizational commitment and professional commitment among teachers and their relationship with the work environment (distributive justice, trust and organizational atmosphere) and the organizational structure (focus, recognition and complexity). The statistical population of this study consisted of all teachers working in girls public high schools of Urmia first school district, from which 172 teachers were chosen as study sample through random classification. The data were collected through standard questionnaires and analyzed using correlation and regression.The results of the study showed that there is a significant relationship between teacher's organizational commitment as well as professional commitment with features of their work environment. And a negative relationship is found between the organizational structure as well as centralization with organizational commitment and professional commitment. Distributive justice and organizational atmosphere account for 34% of the variance in organizational commitment. Moreover, distributive justice and justice account for 20% of the variance in organizational commitment.

The research has been performed with the title "role of Gender, age and emotional intelligence as a predictor of burnout syndrome amongst the high school counselors in Ardebil Province."The research method was correlation and samples using stratified random sampling, considered morgan’s sampling table included 60 subjects, 28 female and 32 male subjects. Shutte’s EI questionnaire and "Maslach burnout syndrome" were used for collecting data.Collected data has been analyzed by using Multiple Regression. Results showed that EI affects the Burnout with 95% Significant; age affects it with99%. Also there is not a meaningful difference between male and female Bourn out.

The aim of this research was to determine a epidemiology of abnormal eating habits and its relationship with big five personality factors in a population of high school girls. Research method was sectional survey and correlation. Statistical populations of this study were girl students between first and precollege grades in Boushehr city that selected 710 people with use multistage cluster sampling. For collective data used Eating Attitudes Test (EAT-26) and Neuroticism Extraversion Openness-Personality Inventory-Revised (NEO-FFI-R). Results indicated 2.25 percent of girl students have a like eating disorder. In prediction of atrophy’s regime behavior in basis of the big five personality factor with use multivariate regression results indicated only Openness to experience can predict positively the Dieting behavior in girl students. Also, in prediction of Binge eating behavior and food preoccupation results showed only Neuroticism can predict positively, but none the big five personality factor can’t predict oral’s control behavior in girl students. This research showed that measure of like eating disorder in girl students noticeable and two personality’s factors of Openness to experience and Neuroticism related with eating disorders in girl students.

The purpose of the present research was to investigat the effectiveness of Barkley’s Parental education program on decreasing the symptoms of oppositional defiant disorder (ODD) in preschool children. An experimental and a pretest-posttest control group design method have been applied in this regard. Participants of the study were all parents of 40 children who were at pre-school grade. To find and select the main subjects, two steps were taken. At the first step, the selected parents were those whose children gained the scores higher than cut-off point in (CSI-4), and at the second step, for final selection, these chosen parents attended the Structured Diagnostic Interview-based on DSM-IV-TR criteria. Main subjects were finally, those parents whose children's disorder symptoms were confirmed through the diagnostic interview selected and divided randomly in to two experimental (15 people) and controlgroup (15 people). The experimental group received Barkley’s Parental education program while the control group received no intervention. The data analysis indicated that the children of mothers who were in experimental group had a significant decrease in the symptoms of ODD, while the children of mothers in control group showed no significant difference. The results of this research suggest that the Barkley’s Parental education program is helpful to reduce symptoms of childrens with oppositional defiant disorder. There was a significant decrease in the symptoms of ODD in the children of mothers in experimental group. There was no significant difference between boys and girls.

The purpose of this study was to investigate and compare the effect of mindfulness-based stress reduction program and study skills training on reducing of test anxiety in students. The research method was experimental with pretestposttest design with three groups. The statistical population consisted of all male students of the pre-university grade of Shahryar city in the 1391-92 academic year, that among them by using simple random sampling method, 45 students who had high scores on test anxiety (one standard deviation above the mean group), were selected and randomly assigned in two experimental groups and one control group. To one of the experimental groups, 8 sessions of mindfulness-based stress reduction program and to the other experimental group, 8 sessions of study skills were taught. To collect data, the questionnaire Spielberger's Test Anxiety were used. The data were analyzed by ANCOVA statistical method. The results showed that there are significant differences between the experimental and control groups. There for mindfulness-based stress reduction program and study skills, both were influential in reducing test anxiety in students. There was also significant difference between the two experimental groups, that in this case, training of mindfulness-based stress reduction program in comparison with the study skills training was more effective in reducing test anxiety of students. Therefore, the research hypotheses were approved. So we can conclude that although both training programs are effective in reducing test anxiety of students, but training of mindfulness-based stress reduction program is more effective.

The aim of present study was to investigate the over-use and type of mobile phone users in high school students and its relationship with academic performance and achievement motivation. The research method was correlation. The population of this research was all high school students who were studding in 1391-1392 in Khalkhal high schools. The sample was 303 students (128 boys and 175 girls) who were selected by categorical sampling and Cell- Phone Over-use Scale (COS), type of mobile phone users inventory and Herman’s Achievement Motivation Questionnaire were administered among selected samples. Chi-square, independent T-test, and Pearson correlation coefficient were used to analyze the data, using SPSS-16 software. The results showed that the overall use rate of mobile phone is high in high school students (88.7%), and this rate in males (98.4%) is higher than females (81.7%). There is significant difference between the achievement motivation of students that use mobile phone and those who don’t use in (P<0.01). The results indicated that there is negative relationship between over-use of mobile phone with students’ academic performance and achievement motivation (P<0.05). These results recall the importance and necessity of planner’s attention on progressive use of mobile phone, over-use, and negative effects of them by high school students.

The aim of the present study was to investigate the prediction of academic performance based on hope, optimism and the meaning of education. 337 students (136 male, 201 female) were selected by stratified random sampling method from in Urmia high schools student. The participants were assessed using the Hope Scale, Revised life-orientation Test, and Meaning of education Questionnaire. The data were analyzed by Pearson correlation coefficient and stepwise regression analysis. The findings indicated that there were significant positive relationships between academic performance and hope, optimism and meaning of education. It was found that hope, optimism and the meaning of education accounted for 25/6% of the variance of academic performance. The findings emphasize the need to recognize the role of hope, optimism and meaning of education in predicting students’ academic performance.

The aim of the present research was to examine the effectiveness of cognitive self-compassion training and emotion-focused therapy on physical and mental health in depressed students. For this purpose, 48 depressed students at Counseling Centers in Nowshahr schools were selectedrandomly and assigned to two experimental (cognitive self-compassion training and emotion-focused therapy) and control groups. The instrumentused was physical and mental health scales, Self-compassion and Depression Questionnaires. The results of multivariate analysis of variance showed that cognitive self compassion training and emotion-focused therapycompared with the control group were effected on mental health in depressed students. Also cognitive self-compassion training was more effective than emotion-focused therapy and control group in improvement of Component of self-compassion. The findings suggest that selfcompassion training is a significaut factor in determining mental health.

The aim of the present study was to evaluate the effectiveness of a process-based forgiveness intervention in group format in reducing revenge and avoidance motivations among middle school male students. The research was an experimental one with a pre-test, post–test and a control group design. Participants were 30 middle school male students who scored high on Transgression Related Interpersonal Motivations inventory, being recruited through convenience sampling, and were randomly assigned to two experimental and control group. The research instrument was Transgression Related Interpersonal Motivations (TRIM-12) and was administered on both groups at pretest and posttest. The forgiveness intervention protocol consisted of twelve 1 hour group session based on Enright forgiveness intervention model and implemented twice per week. The data were analyzed using ANCOVA. Statistical analysis showed that compared to the control group, revenge and avoidance motivations in experimental group significantly decreased. The findings of this study revealed that forgiveness intervention can be used effectively in school setting for adolescent populations.

The purpose of this research is to determine the effectiveness of narrative therapy based on executive functions on improvements of inhibition and planning/organizing in children with ADHD. The research was carried out based on a semi-experimental design, a sample comprising 20 boys (7-10 years old) who had ADHD were selected randomly and were allocated to two groups of experimental and control. The experimental group had 14 sessions of executive function training based on narrative therapy and the control group was in the waiting list. Participants were assessed by Wechsler Mazes, Tower of London and Stroop tests. The analysis method was MANCOVA. The results showed that narrative therapy that is based on executive functions significantly improves the inhibition and planning/ organizing behavior in these children (p<0.01). Inhibition and planning/ organizing training, based on narrative therapy is effective in improving executive functions in children with ADHD.

The present correlational study was aimed to predict academic selfefficacy based on resilience and spiritual intelligence among urban and rural High school students in Jiroft City, Kerman province. A sample of 408 (including 210 girls and 198 boys) high school students in Jiroft city and suburban rural were selected via random cluster sampling procedure.Morgan-Jinks Student Efficacy Scale, Connor-Davidson Resilience Scale & Spiritual Intelligence Scale were used as research instruments. Two statistical methods, including correlation & regression analysis were usedfor analyzing the data. In general, the results showed that academic selfefficacy and spiritual intelligence were correlated. Academic self-efficacy and resilience were also significantly correlated. Both resilience and spiritual intelligence were positive predictors for academic self-efficacy. Analyzing the data among urban students showed that from two predictors, only resilience can positively predict academic self-efficacy. In rural students both resilience and spiritual intelligence positively predicted academic self-efficacy, while spiritual intelligence was a stronger predictor in this analysis. A brief discussion on findings, implications and application of findings, and some suggestions for further research is provided at the end of the article.

This research was performed to understand the effect of the coping skills on the self-esteem and self-efficiency of the first year high school boy students in Meshkin shahr. Current research method is semi-Testable, in which is pre-testing and post-testing type with control group. Statistical population includes all the first year boy students high at schools of Meshkin shahr in academic year 2013-2014. The Testable group hadnt received any coping training. After finishing coping skills training sessions, two groups were compared to determine the effects of coping skills training on them. The obtained data was surveyed by the Statistical Analysis of Covariance. The results showed that in comparison with witness group, the mean score of the self-esteem and self-efficiency of the testable group increased. In other words, obtained results emphasises that coping skills training has a main effect on students in coping with life challenges and developing self-esteem and self-efficiency.

This study was aimed to consider the effectiveness of the Education Strategy with Directing Questions on mathematics performance and reflective thinking. The studied population was the male students at the first grade of high school in Dehdasht who. Studied there in 2012-2013. The number of the sample population was 62, 31 were at experimental group and 31 were at control group. The descriptive statistics (frequency, mean, standard deviation) was used for data analysis and the deductive statistics (F leven, covariance analysis) was used for testing the hypotheses. The result of the research indicated that the Education Strategy with Directing Questions could significantly affect such components as the comprehension of reflective thinking (F=22.173, p<0.001), reflection (F=15.630, P<0.0001), and critical reflection (F=66.879, P<0.001) and regarding the habit component, it did not show significant difference (F=0.626, P>0.05). Furthermore, this teaching method could significantly affect on mathematics performance in experimental group as compared to control group (F=37.717, P<0.001).