جستجوی مقالات مرتبط با کلیدواژه « فراهیجان » در نشریات گروه « علوم تربیتی »

The aim of this study was to determine the effectiveness of stress reduction strategies based on awareness-based attention to culture, coping strategies, emotional responsiveness and anger control of conflicting adolescents aged 18-15 years.

This study was a quasi-experimental design with two experimental and control groups with pre-test, post-test and two-month follow-up period. The study population included conflicting adolescents aged 18-15 years in Isfahan during the summer and autumn of 1400. By randomly available sampling method, 40 conflicting adolescents were selected and replaced in two groups (20 experimental) and (20 control). The experimental group underwent a stress-based strategy based on knowledge-awareness for 10 9-minute sessions and the control group did not receive any training. Research instruments included Farahijan Mitmansgrober et al. (2009), Carver et al. (1989) Coping Skills Questionnaire, Nock et al. (2008), Spielberger Anger Control Questionnaire (1999) and Murray-Parent-Child Conflict Questionnaire. Strauss (1990). Data were analyzed by repeated measures analysis of variance in SPSS software version 23.

Findings showed that stress reduction strategy based on awareness of Farahijan (anger, shame, control of violence, suppression, compassion and interest), Awareness of emotional responsiveness (sensitivity, intensity and continuity of emotion) and anger control (external anger, incidence) Internal anger, external anger control and internal anger control) are effective in adolescents aged 18-15 years (P <0.01). The results also showed that stress reduction strategy based on awareness-based attention to the variables of coping style (problem-focused, emotion-focused, ineffective and ineffective) is not effective (P> 0.05).

Due to the effect of stress reduction strategy based on awareness on Farahijan, emotional responsiveness, anger management planning is essential for the use of this treatment. As a result, therapists and counselors can use awareness-based stress reduction strategies along with other therapies to improve mood, emotional responsiveness, and anger management, especially in conflicting adolescents.

This research aims to study the role of the metacognition and meta-emotion of students' academic self-efficacy with the mediation of self-directed learning.

The cross-sectional research method was correlational. The research population was all 27,863 secondary school students in Urmia city in the academic year of 2018-2019. Based on Cochran's formula, 379 students were selected as a sample by cluster sampling method, respecting gender ratio, educational level, and district. The research tools were McIlroy and Bunting's academic self-efficacy questionnaire (2002), O'Neill and Abedi's metacognition inventory (1996), Mitmansgruber et al.'s emotional questionnaire (2009), and Fisher et al.'s self-directed learning scale (2001). Data were analyzed by structural equation modeling using path analysis in LISREL-8.8 software.

The findings showed that metacognition and positive meta-emotion have a direct and positive effect on self-directed learning and academic self-efficacy. Negative meta-emotion has a direct and negative effect on self-directed learning and academic self-efficacy. Self-directed learning has a direct and positive effect on academic self-efficacy. Also, metacognition and positive meta-emotion have an indirect and positive effect on academic self-efficacy through the mediation of self-directed learning. Negative meta-emotion through the mediation of self-directed learning had an indirect and negative effect on academic self-efficacy (P<0.05).

Therefore, to improve students' academic self-efficacy, programs can be designed and implemented through educational workshops to increase metacognition and positive meta-emotion and reduce negative meta-emotion

The aim of this research was determine the role of metacognition, metamemory and meta-emotion in predicting students' self-directed learning. The research method was cross-sectional from type of correlation. The research population was all high school students of Urmia city in the 2019-2020 academic years. The research sample was 400 students who were selected by multi-stage cluster sampling method. The research tools were the O'Neill & Abedi metacognition inventory (1996), Troyer & Rich metamemory questionnaire (2002), Mitmansgruber & et al meta-emotion questionnaire (2009) and Fisher & et al self-directed learning scale (2001). Data were analyzed by Pearson correlation coefficient and multiple regression with enter model methods in SPSS-19 software. The findings showed that metacognition, metamemory and positive meta-emotion had a positive and significant relationship with self-directed learning and negative meta-emotion had a negative and significant relationship with self-directed learning. Also, the variables of metacognition, metamemory and meta-emotion significantly could predicted 40.8 percent of variance of students' self-directed learning and in this predicting the role of metamemory was higher than other variables (p < 0.01). According to the results of the present study, to improve students' self-directed learning, can be designed programs to increase metacognition, metamemory and positive meta-emotion and decrease negative meta-emotion and implement them through workshops.