فصلنامه روان شناسی مدرسه
سال دهم شماره 1 (پیاپی 37، بهار 1400)

The aim of this study was to model the factors affecting the outcomes of talent management of secondary school teachers in Ardabil. To achieve this goal, a case study was used in which first qualitative data, and then based on its findings, quantitative data were collected and analyzed. The statistical population of the study was high school teachers in Ardabil and sample teachers in Ardabil. In the qualitative section and using purposive sampling, 18 sample teachers were interviewed and from a population of 2360 people, 331 people were selected in a quantitative stage by multi-stage and appropriate sampling. In the next stage, based on the findings of the qualitative research stage, a talent management questionnaire was prepared with a Cronbach's alpha of 81. Obtained. The qualitative data of the research were analyzed through a coding process based on the systematic design of the foundation data theory. In order to analyze the quantitative data, the structural equation model with PLS smart software was used. Findings showed that competency (competency, competency) through talent management strategies (staff training, talent management implementation planning, decentralization), contextual factors (teacher participation, systematic structure, educational facilities) and school independence have a positive impact. And has a meaning on organizational growth. According to the results of the present study, it can be said that talent management through competency and competency and by applying the necessary strategies and contexts to implement talent management can have a very important impact on the growth and development of teachers in education.

The purpose of this study was to determine the effectiveness of group games in preventing school anxiety and improving the self-concept of primary school children. A quasi-experimental study was conducted in two groups (pre-test and post-test). The statistical population consisted of all 12 to 13 year old school children in Tehran in 2015-16 that 30 students were selected by stratified sampling. Self-concept questionnaire related to Sanchez school, demographic checklist and school anxiety scale were used. Data analysis was performed using covariance analysis. The results showed that these scores were significantly correlated with school anxiety and academic self-concept, which were controlled by covariance analysis. According to the results of group games, there is a significant difference between school anxiety and academic self-concept scores in the control and experimental groups (P≤0.05). The results of this study include implications for future research on the application of learning and study strategies in preventing school anxiety and improving students' self-concept.

The purpose of this study was to investigate and compare the effectiveness of process mental simulations with products on self-regulation and academic self-concept of students in Tehran. The research method was quasi-experimental with a pretest-posttest design with two experimental groups and a control group. The population of this study consisted of all female high school students in the 18th district of Tehran. From this population, using simple random sampling method, 45 people were selected and randomly replaced in 3 groups. First, all self-regulatory tests and academic self-concept were tested from all knowledge. Training was performed for experimental group 1 by process mental simulation and for experimental group 2 by product mental simulation method. No training was provided for the control group. After the training for the experimental groups, post-test was performed for all three groups. Findings of the study using analysis of covariance showed that both process and product mental simulation have a significant effect on increasing students' self-regulation and academic self-concept, but the results of independent t showed that process simulation is more effective than product simulation. Therefore, these educational methods can be used to improve students' self-regulation and self-concept.

This study aimed to investigate the role of parenting styles in predicting alexithymia and emotion regulation strategies in high school students. The population included all high school students in District 8 of Tehran during the academic year of 2017-2018. The sample consisted of 4000 students who were selected by multistage cluster random sampling. For data collection, three instruments were used: Baumrind’s parenting styles, Granefski et al.’s emotion regulation, and Toronto’s alexithymia questionnaires. Simultaneous multiple regression test was used to analyze the data. The results were as follows: Parenting styles are involved in predicting the emotion regulation components (acceptance of conditions, positive evaluation and broader view, self-blame, blaming others, rumination, awfulizing) in ​​high school students. Parenting styles are involved in the prediction of alexithymia (difficulty in identifying feelings, difficulty in describing emotions, objective thinking) in high school students.

The present study was conducted to investigate the role of resilience, emotion regulation and self-efficacy in predicting students' academic burnout. The research method was correlational. The population consisted of 10th grade high school students (n = 3649) in Ardabil city during the academic year of 2019-2020. The sample consisted of 246 students. For gathering data, Breso et al.’s burnout questionnaire, Gross and John’s emotion regulation questionnaire, Conner and Davidson’s resiliency questionnaire, military general self-efficacy beliefs questionnaire, Schwarters and Bourne’s questionnaire were administered. Pearson correlation and multivariate regression analysis were used to analyze the data. The results showed that resiliency, emotion regulation and self-efficacy can predict students' academic burnout. As a result, resilient, self-efficacious and well-adjusted students are less vulnerable to academic burnout. Therefore, reinforcing this variable in students who are exposed to academic burnout improves their academic performance.

The purpose of the present study was to examine the effect of educational computer simulations on students’ academic goal-orientation and learning performance. The method was experimental with pre-test, post-test and a control group. The population of this survey included all second–grade high school students in Badrud in the academic year of   2017-2018. Sixty participants (30 in the experimental group) and (30 in the control group) were selected by availability sampling. The experimental group was trained by means of educational simulation and the control group was taught in a traditional method within one hour in six sessions. The pre-test and post-test of both groups administered using a questionnaire. The survey tools included Berfard et al.’s academic goal-orientation and Mehdipoors’ learning performance questionnaires. The results of the study indicated that there was a significant difference in academic purposefulness and its components (mastery goal-orientation, performance orientation and failure avoidance orientation) and learning performance variables between the experimental and control groups (p < .001) in favor of academic goal-orientation (goal mastery and failure avoidance (p < .001)). In general, the results showed that using educational simulation affects students’ academic goal-orientation, learning performance, and components of goal-orientation too, and leads to an increase in academic goal-orientation and improvement in students’ learning performance.

The present study aimed at identifying the components and presenting the framework of the network school model in the context of the virtual social network (Samim platform) and its validation. In this research, mixed methods approach was used. The population in the qualitative section including available written and electronic documents and purposeful sampling was applied. In the quantitative part, survey methodology, school administrators and vice-principals who used Samim platform were used as the population and 51 of them were selected through multistage cluster sampling. The results of the research led to the identification of four main components: support, empowerment, interaction, and learning exploration. Also, the results indicate that the empowerment component was not confirmed based on the results of statistical tests, but other components of the model with a confidence level of 0.95 and an error level of less than 0.05 were confirmed.

The purpose of the present study was to investigate the relationship between paternal involvement and academic buoyancy of high school students by mediators of satisfaction and academic engagement. Therefore, among high school students in Shahr-e-Kord 330 students (100 boys and 130 girls) were randomly selected. Then, they were reviewed by parental involvement, academic buoyancy, satisfaction and academic engagement questionnaires. path analysis was used to examine the relationship between variables. In this model, the parental involvement was assumed as a exogenous variable, satisfaction and academic engagement were as mediator variables and academic buoyancy as a clear intrinsic variable. In other words, the parental involvement would increase academic buoyancy through two variables of satisfaction and academic engagement. The reported index value (1.49) for the Chi-square indicated good status of the model. The TLI index and the CFI index also suggested that the model was acceptable and even excellent. The second root mean squares’ values (RMSEA) was 0.03, which indicated that the model confirmed and fitted to the data. In sum, the results suggested that parental involvement affected academic buoyancy through satisfaction and academic engagement mediators. Therefore, parent’s participation and involvement with students to complete the academic tasks can increase their eagerness and satisfaction in learning, and help them to overcome educational obstacles and challenges and they have more buoyancy.

The purpose of this study is to investigation the impact of academic self-concept on academic enthusiasm with mediator role of sports Participation Motivation among student. Study is applied and the research method was descriptive correlational (SEM). Statistical population of this study comprised all secondary school students in Ardebil, From among this population, by Using Morgan table and Multi-stage cluster method, 380 students were selected. For data collection academic self-concept questionnaire, sports Participation Motivation questionnaire and academic enthusiasm questionnaire was used. SPSS 22 software was utilized in order to analyze the collected data (Pearson coefficient, and Structural Equation Method). The results showed the direct impact of academic self concept on academic enthusiasm and sports Participation Motivation with (β=0/54) and (β= 0/48), and direct impact of sports Participation Motivation on academic enthusiasm with (β=0/45) was significant. The mediating role of sports Participation Motivation in the relationship self concept between and academic enthusiasm (β=0/24) was also significant. Therefore, it can be concluded that academic self concept and sports Participation Motivation may be taken into account as one of the important factors on enthusiasm.

The purpose of this study was to investigate the need for knowledge and personality characteristics of entrepreneurs among students in governmental and gifted schools. The research design was post-event. The statistical population of the study was male students of governmental and gifted schools in Amol city who were studying in the academic year of 2018-2019. A sample of 100 students (55 from governmental school, 45 from gifted school) was selected using available sampling method and responded to the scale of need for cognition and entrepreneurship personality traits questionnaire. Statistical analysis using multivariate analysis of variance showed that there was a significant difference between the two groups of public and gifted school students in need for cognition at the level of P= 0.004 (F= 8.68 with degrees of freedom 1 and 98) and with effect size (2η= 0/08) and pragmatism at the level of P= 0/009 (F= 7.18 with degrees of freedom 1 and 98) and with effect size (2η= 0/06). as a result, it can be said that gifted school students have a higher need for cognition and entrepreneurial personality traits than public school students.