نشریه راهبردهای شناختی در یادگیری
پیاپی 3 (زمستان 1393)

In current research the effect of Fordyce happiness cognitive-behavioral training on self-efficacy beliefs and academic stress between the 2nd grade girl students of Tehran high schools have been studied. The design of research was a quasi-experimental design with pretest and post-test together with control group. The samples included 26 2nd grade girl students, studying at high school at District 10, city of Tehran. Group members were evaluated before and after 10 group training sessions using Oxford happiness inventory (1989), Sherer, & Maddux (1982) self-efficacy scale and Lakaev (2009) academic stress response scale used for this purpose. The data were analyzed by covariance analysis ANCOVA and paired-samples t test. The findings showed that Fordyce happiness cognitive-behavioral training could increase the average self-efficacy scores of the students of experimental group in comparison with control group and decrease the average of their scores in academic stress in comparison with the students of group control. Under the results of paired-samples t-test, there was no significant difference between self-efficacy and academic stress average scores of post-test and following-up of experimental group after passing 3 weeks of training. Thus, in addition to increasing the sense of happiness between students, Fordyce happiness training plan has meaningful effect on increasing the self-efficacy beliefs and decreasing the stress related to academic activities.

The main purpose of this study is to determine the interactive effectiveness of LST based on cognitive and metacognitive abilities and SI on improving amount of university student's knowledge of life skills.166 university students were randomly selected out of our statistical society of 11370 students.Then life skills knowledge questionnaire (Ahadi, 2007), and Spiritual Intelligence questionnaire (Naseri, 2007) were filled out by the subjects as a pre-test. Then on the basis of the results of the Spiritual Intelligence questionnaire, the subjects were divided into four groups: Two experimental groups and two control groups and in each of them one possessed a higher score on SI and the other a lower score on SI in the same situation. The experimental groups in two separate classes of students with higher and lower score on SI participated in 16 sessions of 3 hours of the LST course based on instructional pattern of WHO (1996,1999), in a time span of 8 weeks. At the end of the course and for the second time the subjects filled out LSK questionnaire as the post-test. Finally, after four months in order to figure out the stability or possible changes in the results, once more, in a follow-up study, the life skills knowledge questionnaire was administered.The results of data analysis using the “t” statistical test indicated that LST have a significant effect on improving amount of university students knowledge of life skills, though in interaction with SI, there is no significant effect on it.

teaching and learning are closely interrelated and important factor that assists the teachers to pave the way for effective learning is considering the students’ learning styles, because the instruction without paying attention to individuals’ differences of the students furthermore, it can lead to wasting the talents, forces, facilities and hence, the attempts fail to gain the goal. This study was to predict and clarify students’ achievement motivation. The investigative community included all high school of 2nd district of education studying in Tehran city in 1392-93 academic years. Sampling population involved 300 subjects and Multiphasic random sampling method conducted. To determine students’ learning styles, Kolb’s checklist (ISI), and to assess their achievement motivation, Hermanz’s inquiry for achievement motivation (ANQ), conducted. To analyse the collected data, descriptive statistics (frequency, percentage, mean, standard deviation) and for inferential statistics (analysis of variance (ANOVA) with Sefee pursuit test) administered. Findings showed that learning styles: divergent, convergent, assimilator and accommodator affect amount of the students’ achievement motivation and academic performance. Comparison of average scores emphasized that the rate of the students’ achievement motivation and academic performance. with convergent learning style was meaningfully more than that of the students with divergent, assimilator and accommodator. The results signify the application for students’ impressive teaching and learning which will be discussed in present article.

The purpose of this study was to examine factor structure, reliability and validity of interpersonal cognitive distortions scale (ICDS) among students of tabriz university. The present study is a type of psychometric and validation studies. the population was consists all students of tabriz university that 368 students of whom were selected by multi-stage cluster sampling method, and they were asked to complete interpersonal cognitive distortions scale (ICDS), borderline personality scale (STB), and defense style questionnaire (DSQ-40). reliability coefficients of icds were calculated through cronbach's alpha and split-half method. for assessing structure validity and determining multifactorial structure of icds, principal factor analysis with varimax rotation and in order to confirm the extracted factors, confirmatory factor analysis was used. Factor analysis of icds, using principal components analysis with varimax rotation extracted three factors consist unrealistic relationship expectations, interpersonal rejection, and interpersonal misperception. other indexes of validity (concurrent validity with stb and dsq, and scale-subscales correlations), and reliability (internal consistency and split-half coefficients) have also been reported. all of them confirmed reliability and validity of icsd. Results suggest that interpersonal cognitive distortions scale (ICSD) has sufficient validity and reliability in iranian community, and can be used in psychological and psychiatric studies.

This study examined the mediating effect of achievement emotions on the relationship between academic self-efficacy and deep and surface learning approaches among female students. On a sample consisting of 300 university students were administrated the achievement emotions questionnaire- learning-related emotions (Pekrun, Goetz & Perry, 2005), the academic self-efficacy beliefs questionnaire (Zajacova, Lynch & Espenshade, 2005) and the Revised two-factor Study Process Questionnaire (Biggs, Kember & Leung, 2001). Structural equation modeling was used to assess the mediating effects model of achievement emotions on the relationship between academic self-efficacy and learning approaches among female students. The results of structural equation modeling revealed that the mediating model of achievement emotions on the relationship between academic self-efficacy and learning approaches had a good fit to the data. All of the regression weights in both models were statistically significant and in the mediating model of positive emotions, model' predictors accounted for 48 and 19 of the variance in deep and surface learning approaches respectively and in the mediating model of negative emotions, model' predictors accounted for 19 and 24 of the variance in deep and surface learning approaches. These findings show that among students when encountering to demands of academic life, difference in scores of deep and surface learning approaches among them, accounted for by difference in degree of positive and negative achievement emotions.