مجله مطالعات روانشناسی تربیتی
پیاپی 21 (بهار و تابستان 1394)

Aims: One of the influence factors of Dyslexia’s students are self- regulation and Academic achievement.The aim of this study was to determine the effectiveness of academic self –regulation strategies in dyslexic students Academic achievement in third primary school.
An experimental method using pre – test and post –test with control group was employed. The statistical population consisted of third grade primary school students in Neka. 30 students with reading disorder (Dyslexia) were identified through relevant tests. Using multiple stage cluster sampling they were randomly divided into groups. (One experimental group and one control group). After performing pretests in both groups the experimental group received Self –regulation strategies instruction for 6 sessions of 45 minutes but the control group didnt receive any instruction. The Academic achievement post –test was administered in both groups and after two months of instruction Academic achievement post – test was administered. Data was analyzed using repeated measurement analysis.
Findings: Data analysis indicated that after instruction the anxiety of experimental group comparing with control group decreased significantly.
In one hand instruction self-regulation strategies was effective on improvement of primary dyslexic student's Academic achievement and on the other hand, using these strategies caused learning permanency in this group(after 2 months).

The purpose of the present study was prediction of math-anxiety in third grade high school students of empirical science based on students’ goal orientation and teachers and parent goal orientation emphasizes. For this reason 228 students (145 girls, 83 boys) were selected through cluster random sampling method. The statistic population consisted of all third grade high school students of empirical science that studied in district No. 1 in Tabriz. The research instruments included Kazeleskis mathematics anxiety scale, Friedel perceived teachers and parents goal emphasizes questionnaire and Elliot & McGregor achievement goal orientation questionnaire. Research method was correlation and data was analyzed using Regression analysis in SPSS and Path analysis in AMOS. The results showed that mastery goal orientation negatively could predict the rates of math-anxiety. In addition, results showed that there is a significant positive relationship between parents mastery goal orientation emphasizes and student mastery goal orientation.Key words: mathematics anxiety, teachers and parents goal orientation emphasizes And students goal orientation.

The purpose of this research was to investigate the effectiveness of motivational interviewing on enhancing self-efficacy and improving self-concept in underachievement students. Research method was semi-experimental design and the statistical population consisted of all male students first year high school in Urmia city.32 students with underachievement diagnosis were randomly selected and were randomly assigned in two group of motivational interviewing (n==16) and control group (n=16).The Sherer self-efficacy Questionnaire (1983) and Rogers self-concept scale (1951) was administered to both groups before and after intervention. The training groups received motivational interviewing program through five training sessions of 75 minutes, two times in a week. The control group received no training at all. Data were analysed using by covariance. Results revealed that motivational interviewing significantly increased scores on the self-efficacy and self-concept in underachievement students compared to the control group. Motivational interviewing may be considered to be an effective intervention approach for improving self-concept and enhancing self-efficacy of underachievement students

The present study investigated the mediating role of resilience in relationship between family communication patterns and happiness. Participants included 186 high school students (95 females and 91 males) from shiraz city selected by multi-stage cluster sampling method. Participants completed family communication patterns scale (Koerner & Fitzpatrik, 2002), resilience scale (Conner & Davidson, 2003), and oxford happiness scale (Hills & Argyle, 2001). The results showed that: (1) there was a significant relationship between family communication patterns, resilience and happiness (2) the dimension of conversation was a positive predictor for the resilience and happiness but the conformity dimension of family communication patterns was a negative predictor for the resilience and happiness (3) the resilience played as a partial mediator between conversation orientation and happiness (4) the resilience was a complete mediator between conformity orientation and happiness.

Mental health as an important source of personal growth and positive, social and economic students are involved. This study aimed to investigate the relationship between self-esteem and social support and mental health among Shahid Chamran University students of Ahvaz was conducted. 400 students of Chamran University students resident in dormitories using multi-stage random sampling were selected. Participants completed Rosenberg Self-esteem Scale, Perceived Social Support Scale and General Health Questionnaire. The present study is correlation and was used statistics methods simple correlation coefficient and multiple regression analysis that were analyzed by SPSS-16 software. The findings indicated that self-esteem, and social support, have positive significant relationship with mental health in whole and in male and female students. The regression analyzes showed that self-esteem and social support variables were significant predictors of mental health in whole and in male and female students. Accordingly, it is necessary to University officials and managers in environments of student focus on respect to the character and value to students and supports them in their various aspects.

This research was aimed to investigate the relationship between motivational beliefs (self-efficacy, motivation, test anxiety) with middle school student's academic performance in Ardabil province. This research is a correlation study. In this study, 75 students were randomly selected. General self-efficacy questionnaire of Scharer and et al., achievement motivation questionnaire (AMQ) of Hermans, and Ahvaz test anxiety inventory were used for data collection. The student's average scores in the previous semester were considered as an index for academic performance. Multivariate regression analysis showed that academic motivation variables (P<0.001), efficacy (P<0.001) and test anxiety (P<0.05) are significant predictors of academic performance. Also, there are significant correlation between self-efficacy, motivation and test anxiety. To qualify, teachers and trainers should provide the right conditions for increasing academic motivation, self-efficacy, and setting test anxiety to more opportunities for student's learning. In addition, empowerment of school counselors for identifying and providing psychological services is essential. Therefore, these results could have important impacts on training and consulting services for students.

The main objective of this study was to investigate the role of self-compassion, intrinsic, and extrinsic motivation in predicting academic stress among college students. Research method was correlation. This study was conducted based on 558 students selected from Mahabad Islamic Azad University during 2012-13 academic years using random simple sampling. Measurement tools included a demographic checklist, self-compassion (Neef, 2003), achievement goals-orientation questionnaire (Elliot, & Mcgregor, 2001) and students’ academic stress (Kohn, & Frazer, 1986). To measure variance homogeneity and outliers’ data, mahalanobis distance strategy, correlation matrix and regression analyses were administrated. Correlation matrix indicated that correlation between variables of intrinsic motivation and self-compassion with academic stress had negative significant correlation; that is, findings demonstrated that self-compassion played a significant role in predicting students’ internal motivation; as well as intrinsic motivation played a significant mediate role between self-compassion and academic stress. Consequently, the increase of self-compassion and intrinsic motivation exerted a significant effect on reducing academic stress.

One of the main aims of using the academic achievement tests is to assess the learner''s academic achievement. Like other psychological tests¡ achievement tests as well as different grading scale behavior are useful tools when they provide an unbiased estimate of the target variable measurement. However¡ due to the nature of the variables as well as measurement feature tools¡ there is a chance to presence some errors in the measurement process. Fuzzy logic-based systems with the benefit of modern methods of mathematical calculations are trying to reduce the ambiguity of the variable measurement process. In this study¡ the mid-term and the final scores of the 22 undergraduate students in the descriptive statistics course was considered as an uncertain and ambiguous data. Using fuzzy logic as an effective tool data was analyzed and the results of the using the proposed fuzzy model compared to the traditional methods (conventional) were discussed.