فصلنامه روان شناسی مدرسه
سال چهارم شماره 3 (پیاپی 15، پاییز 1394)

The aim of this study was to investigate the role of behavioral activation/inhibition brain systems and emotional، cognitive and behavioral engagement in prediction of educational exhaustion. This is a descriptive-correlation study. The study population consist of all students in the 1st area of the city of Arak that 300 of them were chosen randomly. Data were collected using behavioral activation/inhibition brain systems scale، Students engagement scale and educational exhaustion questionnaire. To analyze the data، Pearson''s coefficient of correlation، Multivariate analysis of regression and the SPSS-22 software was used. results showed that there is a significant negative relationship between behavioral activation brain systems، emotion، cognitive and behavioral engagement and educational exhaustion. On the other hand، emotion engagement، behavioral activation brain systems and behavioral inhibition brain systems can predict educational exhaustion. based on findings of this study، it could be concluded that of behavioral activation/inhibition brain systems and emotional، cognitive and behavioral engagement play an important role in the development of students'' educational exhaustion. In fact، inhibition/activation systems is related to educational exhaustion directly and through the quality and amount of engagement.

The aim of present research was causal modeling of social phobia based on The aim of the present correlation research was causal modeling of social phobia based on emotional intelligence, social skills, self-esteem, and shyness. The population consisted of all junior high school students in Zanjan in 2011-2012 academic year. The sample included 300 students of both genders who were selected through cluster random sampling. The instruments included Conver Social Phobia Questionnaire; Brodberi & Geduze emotional intelligence; Matson Social Skills; Rozenbergh Self-esteem; Cheek & Buss Shyness. The data were analyzed with structural causal modeling technique using Amos 20. The results showed that there was a relationship between emotional intelligence, social skills, self-esteem, shyness, and social phobia. The higher the emotional intelligence, social skills, and self-esteem, the lower the chance of developing social phobia; and the higher the shyness, the more the chance of developing such phobia. According to the results, it can be claimed that skills training to increase emotional intelligence, social skills, and self-esteem can decrease the amount of social phobia in children and adolescents.

This study aims is survey of relation between family affective climate with academic self-efficacy and career aspirations of students. The study was conducted through the Correlation research method. This research was tolls to describe, explore and determining of relations between two or multiple variables by correlation coefficient. The study included all secondary school children in two educational areas in sardasht and piranshahr. 180 students has selected by Cluster sampling method. To collection of data 3 tools was used: Morgan Jinks Student Efficacy Scales (MJSES); Family of Origin Scale (FOS) and job interest questionnaire. The analysis of the data was done by descriptive statistics such as mean, variance, etc. In addition, in the inferential statistics, Pearson Correlation Coefficient and differential analysis was used. Based on the results of the test, in 0/05 significant level doesn’t show any significant positive relationship between self-efficacy and affective family mood. In 0/05 significant level, no clear difference has observed between Family emotional climate and academic self-efficacy among girls, there is significant relationship between Family emotional climate and academic self-efficacy among boys, and no differences between Emotional climate of family and career aspirations of Girls and there is significant relationship between Family emotional climate and career aspirations among boys.

Internet addiction is one of the problems of school students in recent years. The purpose of this study was to examine the prevalence of internet addiction and it relationship with academic procrastination and aggression in first grade senior high school students. To this end, 406 high school students in the first grade in Ardabil were selected by clustered sampling. They filled out the Internet Addiction Test (Young, 1996), Procrastination Assessment Scale-Students (Solomon & Rothblum, 1984) and Aggression Questionnaire (Zahedifar et al., 2000). The study had a cross-sectional design. Pearson correlation and Multivariate Analysis of Variance (MANOVA) were used to analyze the data. The results indicated that 72.4% of students did not have internet addiction, 23.4% were at risk for internet addiction and 4.2% had internet addiction. The results also showed that there was a positive correlation between internet addiction and academic procrastination and aggression. Furthermore, academic procrastination was higher in students with internet addiction and students with potential internet addiction than students without such addiction. Also, aggression was higher in students with internet addiction than students without internet addiction. Thus, the prevalence of internet addiction and its related variables (especially academic procrastination and aggression) among high school students are important for researchers and school counselors.

Metacognition is a multi-dimensional concept. It includes knowledge, processes, and strategies to appraise, monitor, and control cognition. The aim of this research was to investigate the relationship between pathological worries and metacognitive beliefs in students with test anxiety. Using cluster-random sampling, 670 students (355 males and 315 females) were selected from among high school students of Tabriz. The subjects were asked to answer demographic questions and the Penn State Worry Questionnaire (PSWQ) and Spellberger Anxiety Test questionnaire as well as Wells and Cartwright metacognitive questionnaire. The data were analyzed by Pearson’s correlation coefficient and multivariate regression analysis. The results showed a significant and positive correlation between metacognitive beliefs and pathological worries and test anxiety. In other words, individuals with higher scores in metacognitive scale revealed worse pathological worries and test anxiety. There was also a significant correlation between total scores of both scales and scores on uncontrollability, positive beliefs, cognitive confidence and the need to control thoughts and cognitive self-consciousness (P<0.01). Metacognitive beliefs are suggested to be effective factors in students’ general health. Also, it is possible to promote students’ mental health by changing metacognitive beliefs which enhance maladaptive and negative thinking styles or general negative beliefs.

The basic aim of this research was the analysis of psychometric properties and the The main aim of this research was to analyze the psychometric properties and the levels of cognitive domain of final exam questions of mathematics and sciences of the third grade junior high school in Khorramabad. From each pool, 1000 graded sheets of math and sciences were selected through simple random sampling. To determine the levels of cognitive domain, a sample size of 25 teachers were randomly selected among mathematics and science teachers using Delphi technique. The results showed that the difficulty coefficient of exam questions was not appropriate but the discrimination index was acceptable except for a few cases. Analysis of the reliability and content validity showed that the questions enjoyed reliability and content validity. The results showed that the questions of math exam were not allocated to assess the high level of cognitive field (combination and evaluation).

The present study examined the effectiveness of neurofeedback training on cognitive processing in children with Attention Deficit Hyperactivity Disorder (ADHD). The study enjoyed a quasi-experimental design. The population consisted of all children with ADHD who were between the ages of 7 and 14 attending Atieh center for psychic and neurotic disorders. A sample of 12 children with ADHD were selected through convenience sampling. Six of them were children with ADHD and the other six with combined ADHD. The children received 40 sessions of neurofeedback training three times a week and were assessed by CAS instruments in two stages (pre-test and post-test). The data were analyzed through paired-samples t-test and Multivariate Analysis of Covariance (MANCOVA). The results showed that neurofeedback training had a significant decrease in symptoms of inattention and combined ADHD. The results of MANCOVA showed that the effect size in inattentive group was not more than that of the combined group.

Goal orientation and its relevant factors are among the important motivational issues that have special place in education. The aim of the present research was to predict goal orientations based on identity processing styles with regard to students’ educational grades. To this end, a sample including 194 female students were selected from among the first and fourth grade students of senior high schools in the fifth district of Tehran, through a multi-step cluster sampling approach. They responded to Achievement Goal Orientation Questionnaire and Identity Style Inventory. The results of stepwise regression analysis showed that regardless of educational grades, information-oriented identity style in predicting mastery goal orientation and normative style in predicting performance-approach and performance-avoidance goals had a positive and significant role, but with regard to students’ grades relative to the total group, some difference was observed in the proportion of identity styles in predicting mastery and performance-approach goal orientations. It can indicate the moderating role of grades in the prediction of goal orientations based on identity styles.