مجله پژوهش های کاربردی روانشناختی
سال سوم شماره 4 (زمستان 1391)

Student engagement in academic activities is the basis of reformist activities by schools for developing instruction. Thus, it is very important to recognize this construct. The purpose of this research was the development and validation of Student Engagement inAcademic Activities Scale (SEAAS). 824 high school Freshman students were selected and responded to the self-report scale. Following the content validation of statements, data preparation, examination of presumptions for conducting of exploratory factor analysis with a principle component method and Promax rotation, cognitive engagement, psychological engagement, academic engagement, and behavioral engagement were extracted as four factors. Moreover, first stage confirmatory factor analysis confirmed these factors and secondary stage of confirmatory factor analysis confirmed placing these factors obtained under concept of student engagement in academic activities. Reliability of this scale obtained via Cronbach alpha coefficient for domains of student engagement in academic activities in range of 0.61 to 0.73 and for total scale 0.85. Also, the reliability of this scale acquired through test-retest for components of student engagement in academic activities in rage of 0.71 to 0.78 and for total scale 0.75. Therefore, the SEAASgrades obtained by the researcher have an appropriate reliability and validity for assessing the student involvement in academic activities.

In social cognition studies, any given cognition can be measured both directly and indirectly. Implicit cognition which is the result of indirect measurement is usually contrasted with explicit cognition which is the result of direct assessment. The purpose of this study is to test the moderating role of the two variables of membership in social groups of gender and academic major, as well as the representational strength of cognitions (consisting of importance and stability components) in the relationship between implicit and explicit cognition in the context of three cognitions of gender identity, academic major identity and gender-major stereotype. A total of 192 students from two universities in Tehran (96 humanities, 96 math-engineering; 96 boys, 96 girls) participated in this study. The three cognitions were measured bothdirectly using Likert spectrum, and indirectly using Implicit Association Test. Also included were questions for assessing the components of representational strength. Results of this study indicated that gender importance and education importance moderated the relationship between implicit and explicit gender identity and implicit and explicit academic major identity respectively. The other component, i.e., representational stability, was not a significant moderator. Among the involved social groups, some differences were observed with regard to the implicit-explicit differences of all three cognitions. These results suggest that different components of strength act differently in moderating the relationship between implicit and explicit cognition. Moreover, group membership plays an important role in the relationship between implicit and explicit cognitions, and thus deserves more attention in future studies.

The present study investigates the role of self-efficacy and social support in self-care behaviors. The intention was to investigate the role of self-efficacy and subscales of social support including friends, family and other significant individuals support in self-care behaviors of patients with type II diabetes. 160 adults (90 female and 70 male) referred to the Iranian Diabetes Society participated in this study. they were contacted and briefed about the research objectives. If they were interested to participate in the research, questionnaires were sent to them. To ensure response, necessary inducements were considered. Participants completed General Self-efficacy Scale (GSS), Perceived Social Support (MSPSS), and self-care behaviors questionnaire (DSBQ). Results revealed significant correlations between self-efficacy, social support subscales and self-care behaviors. It was also shown that self-efficacy and social support could predict self-care behaviors in type II diabetics. The results could provide necessary experimental support for providing psychological solution to promote adjustment and enhance self-care behaviors in patients with type II Diabetes.

The present study determines the relationship between emotional intelligence and its components, including interpersonal skills, intrapersonal skills, adaptability, stress management and general mood with irrational beliefs and academic achievement of university students. 370 undergraduate and postgraduate students of Karaj Azad University (262 female and 108 male) participated in this study. They completed Bar-On’sEmotional Intelligence Scale (1997) and Jones Irrational Beliefs Questionnaire (1968). Results showed a significant and negative relationship between emotional intelligence and the irrational beliefs. Students who had higher emotional intelligence exhibited less irrational beliefs. Moreover, the components of emotional intelligence, including interpersonal skills, intrapersonal skills, adaptability, and general mood had significant and negative correlation with irrational beliefs. So that students who had higher scores in these components had less irrational beliefs. Among components of emotional intelligence, only component of stress management was not significantly associated with irrational beliefs. Also, findings indicate a positive relationship between emotional intelligence and its components with academic achievement, and suggest a negative link between academic achievements with irrational beliefs. Based on its findings, it can be concluded that since beliefs are the underlying determinant of feelings and human behavior, it is necessary for reduction irrational beliefs of students, improve their level of emotional intelligence in various ways, including emotional intelligence training courses and workshops, and this way can guarantee their mental health and their academic achievement.

Rapid changes in developing science, makes self-directed and independent learners an imperative for higher education systems. This study intended to test factorial structure of self-directed learning and its relationship with academic motivation. A sample with 200 persons (112 female, 80 male,) was selected. SDLRS and AMS were used. Self-management, tendency for learning and self-control, were three factors extracted from self-direction questionnaire. It explained 27/16 % of total variance and Cronbach’s Alfa for total questionnaire and said factors was as follows, respectively: 0/87, 0.83, 0.82, and 0.66. Self-directed learning and its components had significance correlation with academic motivation. Also the results of multiple regression showed that 16% of the variance of academic motivation can be explained by self-direction and its components. T test showed that, there is no significant difference between boy and girl students in the total scale of self-direction and academic motivation. Also MANOVA test showed that there is significant difference between boy and girls.Self-directed learning preparation scale has validity and reliability and also self-direction and its factors predict academic motivation

Creative era of information, communication and interaction allows creativity to play as a key element for personal and social development. One of the reasons for developing creativity is callenge. Nowadays, the world faces two challenges of globalization and competition and the best way to overcoming these challenges is by having access to novel ideas, programs and innovative methods. To achieve it, the aims of educational system should carry some creative messages to make creative power. Teaching concepts related to creativity to the teachers and the methods to imply them are fundamental, since teachers are developers of creativity in the classroom. This qualitative research was done by means of interview and observation. The aims of the project included the theoretical and practical comparison of creativity in Iranian and Australian teachers' classes. On theother hand, the similarities and differences between the theoretical and practical areas were also analyzed. Additionally, practical strategies used in creative teachings were also taken into consideration. The teachers were observed and interviewed in the field of creativity in their classrooms. The researchers found there are great similarities between Iranian and Australian's theoretical ideas related to creativity while thereare significant differences between the two groups from a practical dimension.

The aim of current study was to critically review theories and approaches related to positive thinking, and to develop a throritical model based on Islamic view which is compatible with cultural values in Iran. In order to, Frist reviewed philosophical foundation, as well as historical basis of positive thinking in different schools of thoughts including Leibnitz, Sadra, Kant, Freud, and James have been reviewed critically. In addition, the theoretical constructs associated with positive thinking including hope, positive automatic thoughts and paradigms of Seligman and Scheier and carver, have been critically reviewed. Finally, based on the attachment theory of Bowlby positive thinking has been elaborated, and its implication for individuals thinking styles about past experiences, present interpretations of events, and future expectations has been explained. Since attachment is a relational theory, positive thinking in this paradigm includes individuals opinions and behaviors in relation to transcendental being, others, nature, and self-has been discussed