فصلنامه پژوهش در نظام های آموزشی
پیاپی 28 (بهار 1394)

The purpose of the present study is determine the Effectiveness of Groups schema therapy on modulating of Primary maladaptive schemas in abused students. This was an experimental study with the pre- and post- test design.The statistical population of the study comprised all middle school children in Noorabad(Delfan) in the (2012-2013) school year.The study sample After identifying by child abuse questionnaires of Mohammad Khani et al and Clinical interviews choosed by multi-stage cluster random sampling of 40 male students from middle schools of Noorabad (Delfan) city and Randomly divided into control and experimental groups (n = 20 for each group). The data were collected using Structured Clinical Interview, Inventory of child abuse, Primary Maladaptive Schema Questionnaire for Young (YSQ-SF). Multivariate analysis of variance (MANOVA) revealed that schema therapy is significant effective in deacreasing Primary maladaptive schemas in abused students(p< 0/001). This results also have important implications in education and promotion of mental health students. Therefore, suggested that This treatment plan Considered Both in schools and clinics As an empathic treatments and complement to other treatments in order to Reducing negative emotions and prevent the formation of Maladaptive schemas in students

The purpose of this present was prediction of study approaches by personality traits with mediating achievement goals. The sample research comprised of 384 students of Razi university of Kermanshah that were selected by cluster sampling. Tools: R-SPQ-2F questionnaire (Biggs, Kember, & Leung, 2001(, AGQ questionnaire (Elliot, & McGregor, 2001) and BFI inventory (John, Donahue, & Kentle, 1991). Method of Data analysis was path analysis by AMOS software. Results showed that personality traits have both direct effects on study approaches and indirect effects on study approaches with mediating achievement goals. by attention to results can identify students that have particular personality traits and conduct those toward appropriate approach and goals for study and learning (mastery goals and deep approach) till enhance their academic achievement.

This study is an attempt to identify the reading habits and attitudes of the Bachelor students in Psychology and Education Faculty of Allameh Tabataba’i University. Data were collected with a questionnaire (include three sections: demographic questionnaire; reading habit questionnaire; and ASRA questionnaire) in survey research method. The population of this study was all of the bachelor students in Psychology and Education Faculty of Allameh Tabataba’i University (N=1607). Simple random sampling was used as the sampling method and the sample size was determined with Morgan Table. 310 questionnaires were distributed among students (n=310) of which 230 accepted questionnaires were collected. Descriptive and analytical statistical methods were used to answer the study questions and test the hypotheses. The results indicated that, the majority of the students read text books. This is followed by non text books, SMS, newspaper, journal article, email, and magazines. The major time spent on reading relates to text books (31-60 min per day). The internet was found to be the most frequently used source to get the reading materials. This is followed by the library, friends, and the bookstore. Home is the favored place to read among students. This is followed by the library, and open environments.

The purpose of this study was to investigate the effect of mindfulness-based stress reduction program training on self-control of female students. The research method was semi-experimental with pretest-posttest design with control group. The statistical population of study included all second high school female students of Mashhad city in the 2014-15 academic year, that first among them by using available sampling, a school was selected, and then by using simple random sampling, 30 student were selected, and randomly assigned in experimental (15) and control (15) groups. The experimental group had 8 session of mindfulnessbased stress reduction program training. snyder’s self-control questionnaire used to data gathering. The data was analyzed by covariance statistical method. Findings indicated that the research hypothesis of effect of mindfulness-based stress reduction program training on self-control had been proven, and students of experimental group in comparison with control group, in posttest had a significantly more self-control. So, we can conclude that mindfulness-based stress reduction program training has a significant effect on increase the self-control of students.

In this study we sought to whether the relationship between symbolic capital raised by scholars, social needs, respect and perfection of knowledge sharing and collaboration of a team there. In this descriptive correlational survey. Society, State University faculty members Ilam. Multistage cluster sample study of 110 people. (Alpha-CD Bach for symbolic capital and knowledge sharing culture and team participation of 0.849, 0.719, 0.689 is. Software used in this study spss 21 and is lisrel 9.1. Information collected via questionnaire is self-made. In this study examines the relationship between symbolic capital by sharing knowledge and participation of the team was that of the relation between equal to the is0.71 and 0.79. The model is based on the symbolic capital of Iran - Islamic knowledge gained without any vested interests are placed at the disposal of your teammates.

The aim of this study was to investigate the relationship between academic motivation and critical thinking of students and comparing them in regular and smart junior high schools. Research method was causal comparative (ex post facto) and the sample was grade II students of junior high schools in the academic year 139394. Through stage cluster sampling and based on Cochran formula, 156students were selected (113 students of regular schools and43students of smart schools). For gathering data, standard questionnaires such as Harter academic motivation questionnaire, and Watson and Glaser critical thinking skills questionnaire was used that measures five major skills: inference, identifying the assumptions, conclusion, interpretation, and evaluation of logical arguments. Content and facial validity was used to obtain the validity of questionnaires. Reliability coefficient of the questionnaires was obtained through Cronbach’s alpha and it was estimated 94% and 79% respectively. To analyze the data, descriptive and inferential statistics such as Kolmogorov-Smirnov, Pearson correlation coefficient, and T-test for independent groups was used. The results obtained demonstrated that there is no relationship between academic motivation and critical thinking skills. Also results showed that academic motivation and critical thinking of smart school students was higher than those of the regular school students.