فصلنامه روانشناسی تربیتی
سال دهم شماره 33 (پاییز 1393)

This study compared the learning styles, study styles and time management in gifted and non-gifted students. This research is descriptive-comparison. Simple random sampling was used to select a sample of 100 students from gifted and non-gifted Kurdistan University are eligible for this research were randomly selected. for data gathering,Vermont and Van Ryjsvyk Learning style questionnaire (ILS),a Marton and Sljv study approaches questionnaire and, Bryton and Tesr management time inventory and demographic characteristics questionnaire was used. For data analysis using SPSS software and descriptive and inferential statistical methods were used. showed that between gifted and non-gifted students learning styles and study styles there was significant difference, but the two groups were not significantly different in terms of efficient use of time. It is a time management workshops and teaching effective learning and study strategies by educational and counseling services to students by the university authorities to take action to occur.

Students’ academic satisfaction and achievement as indicators of academic adjustment are important concepts in education, and important factors apart from cognitive abilities have considerable role on them. The purpose of present research was to study relation between two-dimensional perfectionism and achievement goals with academic satisfaction and achievement in form of a proposed model. In this purpose, 319 students (140 boys and 179 girls) were selected by multi-stage cluster sampling among primary and secondary high school in region five of Tehran. They answered to Achievement Goal Orientation Questionnaire, Students’ Life Satisfaction Scale, and Child and Adolescent Perfectionism Scale. Data were analyzed by path analysis by using AMOS software. The results showed that dimensions of perfectionism directly and indirectly affect on academic satisfaction and achievement. Also, achievement goals are effective on academic satisfaction and achievement as a mediator variable. Particular pattern of beliefs and motivation, the egocentric perfectionism and mastery goal orientation Causes academic satisfaction.

Scientists are trained to use appropriate tools to optimize and enhance social development of children during growth in order to increase their efforts;Because of indicators and symbols of social life without knowing that they may not be living in the community. In fact, the introduction of social life, "socialization" is.This study also aimed to assess the effect of educational games on the social development of preschool children was conducted. Experimental study with pretest-posttest control group.among all presch- ool children in Tehran during the 2011-2012 academic year, 60 boys and girls with multistage cluster sampling sampling method as study samples were selected; and randomly were divided into experimental and control groups;Social development Winelend test as pre - test was performed on both groups. The test group for 8 weeks (two sessions per week for 45-30 minutes)will offer educational games.The test-retest Winelend social development in both the post-test was were administered.Thedata from the pretest and posttest were analyzed using t-test. Findings showed that the mean social growth of students who have educational games with students who have never played these games, the difference is significant. Based on the findings of this study can be said of educational games preschoolers can enhance social development.

Generative learning theory is one of theories that it has paid attention to this problem and is looking to develop those skills and capabilities of the learners that they will be used as a basis for the future to acquire the next skills and competencies. In other words, they will gain the generation and creation of knowledge. This research did for purpose of modeling the generative learning to practice it in the classroom to enhance the student’s analytic learning. It conducted by mixed method research of exploratory sequential design to modeling the generative learning theory. Formative research was used in qualitative research and experimental design in quantitative research. Qualitative research questions were: What are the components of this model? What is the instructional design procedure in the model? Quantitative research hypotheses were: generative learning model enhance student's analytic learning in biology (the major hypothesis), and sub-hypotheses were: a) students can identify different elements of a material by generative learning model. B) The generative learning model makes students able to show the relationships between different elements of a material. And finally c) Students can use the generative learning model to compare the different samples and example with each other. Findings from this research identified the components of generative learning model, and also clearly stated the instructional design procedure based on it. The research hypotheses were confirmed, suggesting that generative learning model improves student’s analytic learning in biology.

The purpose of this research was the study of rate of the effect of sport on mental health female teachers. The method of this research was semi-experimental. Statistically society included the whole of female teachers that lived in 5 and 6 areas of Tehran city in 1391-92 and 50 persons selected between them strait randomly. In first, for assessing of mental health the general health questionnaire (Goldberg, 1979) completed by participants that was included four subscales with 7 item in each of them. Next, they simple randomly put into 2 groups (25,experimental group; mean age: 34/96 and 25, control group; mean age: 33/88). Analyses (MANOVA) indicated there were significantly difference (p = 0/000) between experimental and control groups in the effect of sport on mental health, physical cues, anxiety, depression and disorder in society function. According with present findings demonstrated that physical activity and sport were influenced on mental health and physical cues, anxiety, depression and disorder in society function.

The aim of this studywas to investigate the effectiveness of transactional analysis instructing on modifying perfectionism among mothers. Applying quasi-experimental research method and using pretest-posttest with control group. Applying convenient sampling method, 42 volunteers’ eligible of inclusion – exclusion criteria which theire scores in authoritarian and permissive parenting styles subscales were one SD upper than mean scores were selected randomly and assigned in to two groups. All participants Completed The Multidimensional Parenting Perfectionism Questionnaire (MPPQ) and Baumrind parental styles Inventory prior to and after 13 sessions for instructing transactional analysis in experimental group. The statistical population of this study consisted of all mothers with 6-11 years children in 5 primary schools at Amol city in 1391-1392. Data analysis with 16th version of SPSS and applying Mann-Whitney u tests, revealed that instructing transactional analysis modify perfectionism (P<0/05). General conclusion is that transactional analysis instructing could modify perfectionism and due to enhancing awareness about communication cues and reducting negative cues of parent and child of ego states and could train participants to distinguish adult beliefes from child feeling and parent imperimatives that could develop adult ego state.

In order to identify the cultural needs of the young generation، a survey was carried out with an adaptive approach on the high school boys and girls nationwide. According to the comparative studies conducted، intellectual، social، personal and technical aspects are the four basic dimensions measured for the purpose of identifying the cultural needs of the young generation. The research instrument is a researcher-developed questionnaire composed of 94 5-choice items، graded based on Likert scale، ranging from «completely agree» to «completely disagree». The sampling method adopted was multistage cluster sampling technique. Total size of the research sample is 18000 high school boys and girls from 9 provinces. Finally، 14350 questionnaires satisfied the requirements for scoring and statistical analyses. The research results identified relatively objective and detailed information on the students'' cultural needs according to special، sensitive conditions of the youth and their age- and gender-based demands in terms of four intellectual، social، personal and technical aspects. They also suggest that there is a significant difference between the students'' cultural needs at each high school grade. Finally، it was demonstrated that there is a significant difference between the students'' prioritized cultural needs in terms of intellectual، social، personal and technical dimensions.