مجله مطالعات روانشناسی تربیتی
پیاپی 10 (پاییز و زمستان 1388)

This paper presents an account of the reliability and validity of the Academic Self Regulation Questionnaire (SRQ_A). Four hundred students (213 boys, 187 girls) from the elementary schools of Shiraz city were included in this study. All participants were asked to complete the Academic Self Regulation Questionnaire (SRQ_A), Religious Self Regulation Questionnaire (SRQ_R), and Friendship Self Regulation Questionnaire (SRQ_F). Principal component factor analyses revealed that instead of the original four factor model, a two -factor model that assumes that all engagement items load on two factor fitted the data. Also there were significant correlations between Religious Self Regulation Questionnaire, Friendship Self Regulation Questionnaire and academic average with Academic Self Regulation Questionnaire. Cronbach’s alpha method and test- retest were used for testing reliability. The results, in general, suggest the reliability and factorial invariance of the SRQ-A in Iranian students elementary schools samples.

This research aimed at investigating the relation and predictability of motivational beliefs triadic variables (Self-efficacy, intrinsic value and test anxiety) to guidance school students` mathematic academic performance. 300 guidance school students in the first, second and third grade (153 girls and 147 boys) participated in this study. The participants were selected using cluster random sampling and answered the motivational beliefs section of the Motivated Strategies for Learning Questionnaire (MSLQ)collaboratively. Students’ mathematics final test scores were considered as control. The results indicated that there was a significant relationship between motivational beliefs variables and students mathematics academic performance. A highly significant positive correlation was found between intrinsic value and mathematics academic performance while there was highly significant negative correlation between test anxiety and mathematics academic performance. The results of regression analysis showed that test anxiety and intrinsic value could highly predict mathematics academic performance. The results of this research supports the findings of other studies that investigated the relationship between motivational beliefs variables and academic performance, however, this study is significant in indicating motivational beliefs variables as the best predictor of academic performance.

The main purpose of this research was to study the Predicting Internalizing and Externalizing Problems in 9-11 Years Old Children with respect to Motherless and Cognitive Emotion Regulation Strategies. The sample included of 237 (123 girls and 114 boys) subjects who were selected from Tehran public primary schools of three grades (3, 4, 5) by a random multistage sampling method. The participants completed four questionnaires (The Randolph Attachment Disorder Questionnaire (RADQ),The CERQ-K and the Children Depression Inventory and Bender GestaltTest. The data were analyzed using Pearson Correlation Coefficient and Multiple Regression Method. There was a significant relationship between motherless and maladaptive strategies such as self-blame, other blame, rumination, and low levels of adaptive strategies (i.e. acceptance). These findings exhibit maladaptive strategies such as self-blame, rumination that may place them at risk for developing psychopathology such as anxiety, aggression and depression. The results of multiple regressions showed a multiple correlation coefficient between predictive and criterion variables. These findings suggest that paying attention to the motherless are very important in the prevention programs for children with internalizing and externalizing problems.

The aim of the research is to compare the students’ mental health and educational performance of girl high schools in Isfahan which have entrance exam and those who haven’t entrance exam. The samples consist of 240 girls, (120 students at school which have entrance exam and 120 students at school which haven’t entrance exam from the first, second, and third grades in high schools. They were selected based on multi-stage sampling. Research device was General Health Questionnaire (GHQ-28) and the educational semester’s average of them. The study showed that the average signs of anxiety and insomnia among the students which have entrance exam were more than those ones which have not entrance exam. In addition, the rate of depression symptoms of the first high school students which have not entrance exam expressively were lower than the first high school students which have the entrance exam. Other educational grades did not show any significant differences in other health subscales. The students’ performance of the schools which have entrance exam were better than those students of the common schools (P<0/05). The results were discussed in accordance to theoretical foundations.

The present study evaluated the ability of possible components of Treedrawing test in distinguishing dyslexia disorder. The sample group included 120 people, boy and girl, (60 normal children and 60 dyslexic children) in the range of 7-9 years old were selected randomly according to multiple and objective sampling method. The statistical population consists of the whole normal and dyslexic students from first to third grades of primary school of Zahedan. First of all, sixty dyslexic students in primary school took identical tests (Wechsler Children Intelligence Test and Reading Disorder Test), and then they were chosen randomly according to multiple stage sampling method. Then sixty normal primary students were chosen purposefully to be compared with dyslexic students. Both groups were administered tree tests. Data were analyzed by Chi - square to compare groups across components of Tree. Results revealed significant differences on 10 items of tree test between the dyslexic and normal students.

The learning styles as the important component in the process of teaching and learning help teachers understand how students learn. Despite the theoretical importance of the role and influence of personality characteristics on learning styles, there is little explicit empirical research in this field. The purpose of this research was to investigate the relationship between the big five factors of personality and learning styles. Participants in this research included 190 students (99 female and 91 male) of Humanities and Engineering in Shiraz University. The learning style inventory (Kolb, 1985) and big five factor of personality questionnaire (Goldberg, 1999) were used. Factor analysis method was used to verify the validity and the alpha Cronbach were calculated to determine the reliability of the questionnaires. The resulting coefficients confirm the reliability and validity of the scales. Results of multiple regression showed that the Conscientiousness was the predictor of active experimentation for female and male students of Engineering and predictor for reflective observation for female students of Humanities. Also openness to experience was positive predictor and neuroticism was negative predictor of abstract conceptualization for male Engineering students. The openness to experience negatively predicted the reflective observation in the female students in both humanistic and engineering students. The factors of agreeableness and openness to experience were predicted the concrete experience in the male students of engineering.

The purpose of the present study was to examine the relationship of achievement goals, social goals and attitudes toward help-seeking to avoiding seeking help in the classroom and relationship of last variable to academic performance of ninth grade boy students. Participants were three hundred students who were selected by random sampling method and research scales were completed by them. Results indicated that among personal achievement goals (mastery, performance approach, and performance avoid goals) only mastery goal was correlated with avoidance help-seeking, significantly. There was no relationship between performance approach and performance avoid to avoidance help-seeking in the classroom. In addition, social goals (social intimacy and social status goals) were correlated with avoidance help-seeking, significantly. Other results showed that academic efficacy was correlated with avoidance help-seeking negatively, and perceived threat from peers and teachers regarding helpseeking were correlated with it positively. Moreover, there was a negative correlation between avoidance help-seeking and academic performance. Regression analysis revealed that among all predictor variables, four variables including, mastery goal, performance-avoid goal, perceived threat from teachers regarding help seeking, and perceived threat from peers regarding help seeking predicted avoidance help-seeking in the classroom, significantly. Finally, some explanations were given to shed light on the findings of the study based on goal orientation theory.