فصلنامه روان شناسی مدرسه
سال سوم شماره 4 (پیاپی 12، زمستان 1393)

This research aimed to examinestructural modeling of the effect of educational aspiration on the educational in equality of male and female preuniversity cycle students. Statistical population of this study included all male and female pre-university students in two educational districts of Urmia and 357 students were selected as study sampleusing Cochran formula. Data were gathered through researcher made questionnaire. Descriptive statistics (including charts, percentages, averages, etc.) were used to analyze dataand exploratory factor analysisas well asstructural equation modeling were used to fit the given pattern. The results ofthis study suggested that contextual factors, personal factors, and environmental factors have a direct effectoneducationalaspirations and alsostated that educational as pirations havea direct and significant effect on academic achievement.

The purpose of this study was The relationship between emotion regulation and resiliency with psychological well-being in students. To access this purpose, The study population were included all male high school students in Ardabil, was selected 150 students using a multi-stage cluster sampling method. from collect information was used emotion regulation Questionnaire, Davidson & Conner's resiliency scale and psychological riffs well- being questionnaire. While the research project was descriptive correlation, data were analysis with statistical methods Pearson correlation and multiple regression. Results showed that are positive relationship between regulate emotion and resiliency with psychological well-being significantly. This means that increasing of resiliency and emotional regulation led to increased psychological wellbeing.

The purpose of this study is to model the relationship between selfregulation, emotional intelligence and mathematics achievement as mediated by self-regulation. The population of the study included all high school students of grade three from the first and second districts of ministry of education in the city of Ardabil in the academic year of 2012-2013. The sample size was 400 (264 female and 136 male) students who were chosen by a relative stratified random method. The instruments of the study included assessment scale of emotional intelligence, self-assessment scale of self-, self -assessment scale of self-efficacy, and researcher-made mathematics achievement test. The data were analyzed using descriptive statistics and inferential statistics including stepwise and path analysis. The results of the study showed that: 1) there is a direct and positive relationship between the academic achievement and self-regulation. 2) there is a positive and direct relationship between the students’ emotional intelligence and their achievement. 3) there is a positive and direct relationship between students’ emotional intelligence and their self-regulation. 4) there is positive, direct and indirect relationship between emotional intelligence and self-efficacy. Overall, the independent variable of self-regulation predicted and justified 27% of variance of the dependent variable of achievement. Also, the independent variable of emotional intelligence predicted and justified 18.2% of variance of the dependent variable of achievement.

This research aimed to study the relationship among perceptions of classroom activities and adjustment in students by structural equation modeling method. For doing this, we selected 570 girl students from height schools in Mashhad. The school adjustment scale of Sinha and Student Perceptions of Classroom Quality scale from Gentry & Owen were used to gathering data. Result showed that components of Student Perceptions of Classroom Quality related to components of social and academic adjustment, negatively, and not significant for emotional adjustment. Regression results show that components of perceptions of classroom activities predicted academic adjustment (F(5,364)=21/11, p<0/001), social adjustment (F(3,389)=6/73, p<0/001), but did not predict emotional adjustment. Per posed model on role of perceptions of classroom quality on adjustment components have good index to fitting data.

The purpose of this study was to investigate the role of cognitive processing and attribution styles in predicting the quality of life in the students with dysmorphic disorder. The statistical population of this research consists of female students in Ardabil city. The 105 subjects were chosen with multidimensional body-self relations questionnaire and clinical interview. To collect the data, the cognitive process scale, attribution style questionnaire and quality of life questionnaire were used. Correlation coefficient showed a significant correlation between cognitive processing, positive internal-external, stable-unstable and negative global-specific attribution styles with quality of life in the students with dysmorphic disorfers. Also a significant correlation was found between negative internal-external, global-specific and positive global-specific with quality of life. The results of multiple regression analyses showed cognitive processing and attribution styles predict 20.3% changed variance of quality of lifing the students with dysmorphic. This result showed cognitive process and attribution styles have role in quality of life of in the students with dysmorphic.

The aim of this study was to evaluate the effectiveness of parents management training on educational motivation in students with attention deficit / hyperactivity disorder. The study was experimental with pretestposttest control group design. For this purpose, 833 students of fifth grade (314 girls and 499 boys) in the 1, 3 and 4 educational areas of Tabriz were chosen by multi-stage random cluster sampling method and Conner’s test (teacher form) with clinical interview was performed to diagnose children with Attention Deficit Hyperactivity. The subjects of this studywere 40 children with ADHD that identifiedon the basis of Conner’s scale. In order to collect data, Harter’s educational motivation questionnaire was used that students (the selected samples) completed them before and after therapy phases. The Subjects were randomly replacedin two groups of parents training and control group (each group 20 people). Parent’s management training method was taught to experimental groupin 8 sessions. Obtained data were analyzed by MANOVA multivariate analysis. The results indicated that parents, management training has a considerable effect on educational motivation of students with ADHD. According to the results of this study on educational motivation and behavioral problems of children with ADHD, using parents, management training is one of the most effective therapy methods and leads to increase ofeducational motivation of these students.

The aims of this study were to determine the relationship between sense of control, social support and mental health with test anxiety of female students of 3rd grade of high school in Orumieh city. For this purpose 351 subjects selected by cluster sampling and then assessed by TAI, Ratter Locus of Control Scale, Social Support Questionnaire, general health questionnaire. The dara were analyzed by correlation coefficient person and multiple regression. Findings showed that sense of control positively correlated with test anxiety. No significant relationship between social support and test anxiety found. There was Significant negative relationship between mental health and test anxiety. In general, the result of multiple regression analysis showed sense of control and mental health significantly predicted test anxiety. Therefore, it could be concluded that locus of control and mental health one able to predict test anxiety.