فصلنامه روانشناسی تربیتی
سال دهم شماره 32 (تابستان 1393)

The present paper aims to study the influence of the perception of family communication patterns (including conversation and conformity orientations) as well as structure of the class (including tasks, meticulous assessment, emphasis on evaluation authority) on academic buoyancy, and investigate the mediatory role of self-efficacy dimensions therein. Using multi-stage random cluster sampling method, 337 subjects (176 females and 161 males) were selected from among high school students in the city of Mehriz. The research instruments included a version of the Revised Family Communication Pattern (1997), the Class Structure Questionnaire (2001), a version of self-efficacy dimensions (2001), and the Academic Buoyancy Questionnaire (1391). Cronbach’s alpha coefficient was used to test the instruments’ reliability, and their validity was tested by using factor analysis and internal consistency methods. The instruments proved to be reliable and valid. The research data was analyzed using path analysis method with simultaneous regression as suggested by Baron and Kenny (1986). In general, the results indicated that some dimensions of family communication patterns and class structure can directly predict the academic buoyancy. Moreover, some dimensions of family communication patterns and class structure directly predict self-efficacy's dimensions. Finally, after calculating the obtained coefficients of the paths, it became evident that dimensions of self-efficacy had a mediatory role between conversation orientation, task attraction and authority with academic buoyancy. The results of the study were discussed with regard to previous studies and some suggestions were made for further research in the field.

The present research aims to study the relationship between regulating positive and negative emotions and the academic performance and burnout among university students. This was a descriptive-correlational research. Using cluster random sampling method, 400 subjects (including 200 males and 200 females) were selected from among undergraduate students at the University of Mohaghegh Ardabili during the academic year 2011-2012. The data was collected using the Academic Burnout Scale and the Emotion Regulation Questionnaire. The participants’ academic average grade was used to measure their academic performance. The Pierson's Correlation Coefficient and MANOVA were used to analyze the data. Pierson's Correlation Coefficient showed a significant correlation between regulation of positive and negative emotions and students’ performance and academic burnout. Moreover, the analysis of variance results showed that there was a significant difference between the two groups in terms of regulation of positive emotions and academic burnout. Regulation of positive emotions was stronger among female students, and consequently, their academic burnout was less than that of male students. However, no significant correlation was found between the two groups regarding negative emotions and academic performance.

This study is aimed at exploring effectiveness of corporative and brainstorming teaching methods in social competency of male junior high school 2nd-graders in the city of Ghods. The study is of applied nature. In order to achieve the research goal, the authors adopted the quasi-experimental research method. The research plan comprises pre-test and post-test with experimental groups 1 and 2. The statistical population consists of all male junior high school 2nd-graders in the city of Ghods in the academic year 2011-2012. Classes 2/1 and 2/3 from Shahid Mortazavi Junior High School were taken as the sample and selected using the two-stage random cluster sampling method. Randomly, class 2/3 was exposed to the independent variable of corporative method, and class 2/1 was exposed to the independent variable of brainstorming method. First, a social competency pre-test was administered to both groups, and after presentation of the course at the second semester, a post-test was administered to the both. The data originating from the pre-test and post-test were analyzed with MANOVA for the discriminant scores. The research findings suggest that the corporative teaching method is more effective in social competency than the brainstorming method. It is recommended that the teachers should become familiar with the application of active teaching methods to make improvements in mental-social conditions of the students.

The present research aims to study the effectiveness of Martin’s Cognitive-Behavioral Multidimensional Interventions on the extent of academic achievement and engagement of high school female students in Isfahan city. Using multistage cluster sampling method, 50 subjects were selected from among all high school 2nd-grade female students in the educational year 2009-2010 in Isfahan city. The sample population randomly assigned into two groups: an experimental group and a control group, each consisting of 25 students. The experimental group received Martin’s Cognitive-Behavioral Multidimensional Interventions Program (2008). The research instrument was the Academic Engagement Survey by Archambault et al (2009). The data was analyzed using multivariate covariance (ANCOVA). The results indicated that Martin’s Cognitive-Behavioral Multidimensional Interventions had a significant effect on the students’ academic engagement (including cognitive, motivational, and behavioral engagements) as well as their academic performance (p≤0.001). Martin’s Cognitive-Behavioral Multidimensional Interventions can be used as a method to increase the students’ academic (cognitive, motivational and behavioral) engagement and academic performance.

The present research aims to study the effectiveness of e-portfolio on test anxiety and self-esteem of student. This was an experimental research with a two-group pretest-posttest design. The statistical population included all students of the Islamic Azad University of Meshkinshahr during the semester 2012-2013. Using convenience sampling method, 2 architecture classes, each having 30 students, was selected. The sample population, including 60 students, was randomly divided to 2 experimental and control groups. The research instruments were the Sarason’s Test Anxiety Scale (TAS) the Coopersmith Self-Esteem Inventory. A pre-test was given to both groups at the beginning of the semester. Then, the control group was exposed to the independent variable (electronic portfolio). At the end of the semester, a post-test was applied to both groups. The collected data was analyzed using the independence t-test. The results showed that using e-portfolio is effective on reducing the students’ test anxiety (p<0.001) and improving their self-esteem (p<0.05).

Goal achievement in any social actions results in fruitfulness of those actions. As a means for growth, development and exultation of human capital, on-the-job training is also a social action. Some factors have definitely affected realization of the objectives of on-the-job training courses the identification of which on the one hand and resolution of the hindrances on the other hand could lead to more effectiveness of such courses. This study therefore has two first, identifying the foregoing factors, and then, presenting a structural model of these effective factors. To this end, it is assumed that two general groups of factors, namely personal factors including sex, age, service longevity, educational background, and social factors including lesson plan, teaching in practice, teaching assessment and interpersonal relationships influence effectiveness. The necessary data were gathered from 180 teachers in the city of Badrood, province of Esfahan, who were selected using simple random sampling method. The confirmatory factor analysis technique was adopted for the purpose of testing the fit level of the model, and some hypotheses were formulated for testing the model. Research findings suggest that none of the foregoing personal factors has influenced course effectiveness whereas all social factors have had a positive impact on effectiveness.

In order to increase the efficiency of learning in the field of medicine, people have to be evaluated and selected according to certain criteria. The present research aims to study the role and position of professional skills training in selecting veterinary surgeon assistants in Iran. This was a descriptive correlational research. Using random sampling method, 150 subjects were selected from among veterinary professors, students, technicians, and surgeons working in hospitals, universities of veterinary medicine, specialist veterinary clinics, and offices in Tehran. The research instruments were questionnaires, validity and reliability of which were confirmed respectively by a panel of specialist surgeons and calculating Cronbach's alpha coefficient (0.8). The data was analyzed using the Kolmogorov-Smirnov test, likelihood ratio test, and Friedman test. The results showed from among the eight indicators of professional skills, ‘proper and reasonable relationship with the patient and his attendant’ is the most effective factor in selection of surgeons. Moreover, the lowest index was ‘creating a safe environment without stress for the patient and the surgical team’. The findings of this research can be used in policy-making and planning for the medicine education system with the purpose of evaluating and selecting veterinary surgeon residents.

This study seeks to investigate the effective personal and educational (organizational) factors in productivity and thereby present a model for predicting productivity of the personnel serving with west region 3 of the Islamic Azad University. Organizational commitment and job satisfaction were taken as personal variables and quality of business life with five aspects of salary and allowances, training and academic opportunities, job design, participation in decision-making, and work space were designated as the educational (organizational) factors influencing productivity. All these variables have personal and educational (organizational) nature and were selected due to the fact that the impact of personal and educational (organizational) factors on productivity was clear. In this study, the statistical population is composed of all staff members at different branches of the Islamic Azad University, region 3, in 2010, coming to 563 subjects out of whom 247 subjects were selected as the sample using the stratified random sampling method in observance of the ratios. In order to gather the data for variables, the 33-item personnel productivity questionnaire and 29-item quality of business life questionnaire, both developed by Abdolmaleki et al. (10999), Alan and Mayer 12-item questionnaire on personnel organizational commitment, and Pop Smith multiple-point job satisfaction scale were employed. The data originating from these tests were analyzed using the multiple regression and path analysis. In separate analysis of the variables, job satisfaction played the most important role in productivity, while in the path model, considering the direct and indirect impacts of the variables and factors, the variable of salary and allowances proved to be the best path for achieving productivity due to its extensive influence in personal and educational (organizational) aspects. Another result is that all variables directly or indirectly related to productivity are influenced by the quality of business life, based on which one could claim the necessity for regarding this aspect in productivity too.

The purpose of the present study was to further assess the underlying factor structure of the Connectedness to school, teachers, and family (Waters & Cross, 2010) using Confirmatory Factor Analysis (CFA). Sample in this study consists of 346 school student (192 female and 154 male). The results of our analysis support the theoretical suppositions of Waters and Cross (2010) three composite scales of Connectedness to school, teachers, and family. Confirmatory Factor analyses for Connectedness to school and teacher's scales confirmed one factor. Confirmatory Factor analyses for Connectedness to family scale revealed three factors: closeness, presence and listens. Internal consistency and test-re test reliability coefficients were 0/91 and 0/84. Respectively the subscale reliabilities were acceptable. Convergent and divergent validity coefficients were appropriate.