مجله مطالعات روانشناسی تربیتی
پیاپی 18 (پاییز و زمستان 1392)

The Relationship between personality factors and locus of control with test anxiety in Birjand’s high school students. Test anxiety is a kind of anxiety dependence to situation which can decrease the abilities of students in examinations. This essay explores the correlation among personality factors and locus of control with test anxiety in Birjand’s high-school students (grade 2، 3). This study is a correlation study. Samples of this study consist of 314 students (180 female & 134 male) in Birjand’s high-school (grade 2، 3) during the year 1389-1390 selected by cluster sampling. In this study، Sarason test anxiety scale، locus of control scale and eysenck personality used to collect data، besides Pearson correlation coefficient، chi-square، path analysis، Regression are used to analyze. Based on exploring in this essay، there is a significant negative correlation (p=0/01، r=0/14) among test anxiety and extroversion. Moreover، there is a significant positive correlation among test anxiety and neurotics (p<0/001، r=0/37)، psychoticism (p=0/02، r=0/13). Besides، there is a significant positive correlation between locus of control and test anxiety (p<0/001، r=0/20) and locus of control in extroversion. It seems that extroversion; neurotic، internal locus of control students suffers more test anxiety than other students and attributes their fails to internal factors affect on their academic problems.

This study examined the mediating effect of academic self efficacy beliefs on the relationship between academic stress and academic achievement among university students. On a sample consisting of 319 students (138 male 181 female) were administrated the Academic Self Efficacy Beliefs Questionnaire (ASEBQ، Zajacova، Lynch & Espenshade، 2005) and the Academic Stress Questionnaire (ASQ، Zajacova et al. 2005). A hierarchical multiple regression models were used to assess the mediating effect of academic self efficacy beliefs on the relationship between academic stress and academic achievement. The results of correlation matrix showed significant negative relationship between academic stress with academic self efficacy and academic achievement and significant positive relationship between academic self efficacy and academic achievement. The Results of hierarchical multiple regression models indicated that the relationship between academic stress and academic achievement by academic self efficacy beliefs is mediated. All of the regression weights in the model were statistically significant، and models'' predictors accounted for 34% of the variance in academic achievement. The findings emphasize the need to recognize the mediating role of academic self efficacy beliefs in examining relationship between academic stress and academic achievement.

The present study`s objective is the educational multimedia production of NVand its effect on Plus and Multiply operation of Female Students with Dyscalculia. This semi-experimental study has been performed by pretest-posttest scheme with control group. The sample includes 30 (Learning Disability) female students of Dyscalculia of third grade in Arak، which have been selected through total accounting sampling and were randomly replaced in two test groups (n=15) and control group (n=15). The data collection tool for academic achievement (plus and multiply operation area) was the Iran Key Met test. The results of covariance analysis showed that using the Educational Multimedia of Hesabamooz، comparing to traditional training in academic achievementof the plus operation of students with Dyscalculia، was efficient، but there was not any significant difference in academic achievementofthemultiply operation between the two groups. Regarding the result of this study we conclude that Hesabamooz multimedia is effective in improving of the Dyscalculia.

The purpose of this study was to determine the effect of cognitive hope enhancing training on the status of academic self-handicapping in pupils studying at a boarding-school in Boukan city during the academic year of 2011-2012. For this، 32 pupils were randomly selected as the sample group. This has been a half-experimental research with a pre-test، post-test plan and a control group. Questionnaire based on General self-handicapping Scale were used as research tool. The intervention method was based on the model proposed by Lopez& Snyder (2003). The program was presented to pupils during 8 sessions (each 90 min) and 1 session per week. The sample group was randomly divided into two 16-person groups، (an experimental group and a control group). The experimental group was taken under cognitive hope enhancing training، while the control group was not. Data analysis with descriptive statistics (Mean، Standard Deviation) and inferential statistics (Covariance Test) was performed using SPSS software. The results of Analysis of Covariance Test (p<0. 05) for the dependent group، to determinate the effect of cognitive hope enhancing training، showed that applying this program as an effective intervention، has improved the motivation level of pupils، reduced their academic self-handicapping، and increased their level of hope. According to the results of this study، It is suggested that cognitive hope enhancing training program be as a part of In service training for schools counselors.

The purpose of present study was to investigate the relationship between Metacognition achievement goals، study strategies and academic achievement among B. A. student of Tarbiat Moallem University of Tehran. The sample for this study was 300 student (214 female and 86 male)، that were selected from the B. A student of Tarbiat Moallem University of Tehran. With the random clustering sampling. The instrument for data gathering include: scale of Achievement goals questionnaire (vande wall،1997)، the Awareness of Independent Learning Inventory (AILI) (Elshout-Moher، Joost Meijer and Van Daalen-Kopteijns، 2004) and Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich and De Groot،1990). path analysis was used for the analysis and interpretation of the data. The result indicates that learning goal has direct influence on metacognition and deep strategy. Avoidance goal has direct influence on metacognition. Approach goal has direct influence on deep strategy. Metacognition has direct influence on metacognition، surface، resource management strategies and academic achievement. Also، mastery and avoidance goal have indirect influence on metacognition، surface، resource management strategies and academic achievement. Focus on achievement goals، engagement in metacognitive and learning strategy use، and increase academic achievement on student.

The aim of this study was to evaluate the conceptual model of structural equations for prediction of student’s Academic Achievement based on Academic Self-concept، Autonomous Academic Motivation and Self-regulated Learning Strategies. The subject of the study include 417 high school students (220 males and 191 females) studding in the first grade. The subjects were randomly selected among the students in Saqqez. To collect data were used Global self-esteem Questionnaire، Academic Motivation Scale، Learning Strategies Questionnaire and Self-concept Questionnaire. The data was analyzed using structural equation model. The results showed that the conceptual model has the good fit for the target population. Academic self-concept and learning strategies had the major role to determine academic achievement variation. Also global self-esteem with the help of moderate variables such as academic autonomous motivation and academic self-concept had indirect and significant effect on academic achievement. However، the direct effect of autonomous academic motivation was not significant. Regarding to this research، academic autonomous motivation didn’t have any role in predicting student’s academic achievement، autonomous theory of Ryan and Deci need further research in the eastern societies.