فصلنامه روانشناسی تربیتی
سال چهاردهم شماره 49 (پاییز 1397)

The aim of this study was to develop and validate the cognitive load theory was based learning model. Given this overall goal, detailed objectives of research, design an educational model based on cognitive load theory, Internal validation of the learning model based on cognitive load theory, External validation of cognitive load theory -based learning model through its effect on student learning. The population of all the articles that through google search engine and database ebsco, wiley and sciencedirect were downloaded. In this study, purposive sampling method is used. The sample consisted of 25 articles and 4 books. Content Analysis unit in this research was the theme. According to content analysis on the text of 25 articles and 4 books on cognitive load theory, Three-story cognitive load internal , external load and load were optimum. As a result of analysis on the conclusions obtained in three floors , the components of the model were obtained. Finally , as a result of the content analysis performed on articles and books and syntheses and components derived from them , were presented as templates. The results of the internal and external validity of this study has shown that the educational model based on cognitive load theory , the effectiveness necessary to teach students.

The purpose of this study was to predict the students' boredom in social studies based on the variables of classroom structure, teaching quality and support Affective of the teacher. The statistical population of this study was all 9th grade high school students in Shiraz, in the academic year 1395-96. A sample of 379 people was selected by random cluster sampling. To collect the required data, the questionnaire was used for the study of academic boredom (Pekrun et al., 2002 and 2005), the quality of teaching by Cyriakides et al. (2000), Affective support of teacher Sakiz (2007) and the classroom structure of Eliot and Charch (2001). Data analysis was performed using appropriate statistical tests at descriptive and inferential levels. The results showed that the dimensions of class structure (task, Authority and Harsh in Evaluation) were able to predict academic boredom, and there was a negative and significant relationship between these dimensions and academic boredom of students in social studies lessons. On the other hand, the dimension focus evaluation ability to predict students' boredom was not a social studies lesson. Other findings indicated that there is a negative and significant relationship between the quality of teaching and affective support of the teacher to the students' academic boredom in the social studies lesson and the ability to predict academic boredom.

This study examined the mediating role of the perceived academic stress and academic emotions on the relationship between academic self-efficacy with academic well-being among university students. On a sample consisting of 339 students (142 male 140 female), the Academic Self-Efficacy Questionnaire (ASEQ), the Perceived Academic Stress Questionnaire (PASQ), the Achievement Emotions Questionnaire-Short Form (AEQ-SF), the School/University Burnout Inventory (SBI) and the Schoolwork Engagement Inventory (SEI) were administrated. Structural equation modeling was used to assess the mediating effects model of the perceived academic stress and academic emotions on the relationship between academic self-efficacy with academic well-being among university students. Results showed that both models -partially mediated models of positive and negative emotions on the relationship academic self-efficacy and academic well-being - had good fit to data. In these hypothesized models, all of the regression weights were statistically significant. Also, in the mediating model of positive emotions and academic stress, model predictor’s emphases accounted for 33 and 22 of the variance in academic engagement and academic burnout, respectively. Furthermore, in the mediating model of negative emotions and academic stress, model predictor’s emphases accounted for 33 and 20 of the variance in academic engagement and academic burnout, respectively. These findings show that the part of covariance between conceptual loops of academic self-efficacy beliefs and academic well-being is accounted for by achievement emotions and perceived academic stress.

Articles published in scientific journals in the field of scientific progress of the country are an invaluable resource management. Descriptive study aimed to analyze the content and citation of articles published in the Journal of Educational Psychology Allameh Tabatabai University was conducted. The population of this study consisted of 91 articles published in 10 quarterly issue (from No. 27 to 36), respectively. In this research, the Czech list and refer to content and articles Quarterly, questions were extracted and analyzed. To analyze the data, descriptive statistics such as tables classified according to frequency and frequency were used. The results indicated that 93/4% of the articles are written properly written, 71/6% of male authors and the number of authors, most of the articles with three authors have had. Academic status and degree of writers, assistants with 25/9% are in the first place, the authors affiliation, University of Allameh Tabatabai ranks first with 36/6 percent. Most methods used quasi-experimental study with 31/8% and Correlation with 29/6 percent. The t-test statistics with 14/6% and regression analysis 12/1% mostly used. In this study papers, students with 42/8% of the sample, the sampling, cluster by 29/6% is in the first place. The highest means of data collection, questionnaire 84/2% is allocated to the first rank.

The aim of this study was to investigate the effect of self-regulated learning strategies on students' academic delay of gratification and optimism. This quasi-experimental study with pretest-posttest with the control group. The population of this study consisted of all second grade female students in the first period of high school in Khorramabad (2014-2015) which among them two classes, using a multistage cluster random sampling method, as test and control groups were selected. The tools used in this study Bembenutty academic delay of gratification scale (1998) and Tschannen-Moran et al academic optimism questionnaire (2013). Descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance and univariate analysis of covariance) were used to analyze the data. The results showed that self-regulated learning strategies training Increasing student’s academic delay of gratification and academic optimism (P<0/001). Accordingly, it is recommended to teachers to Train Self-regulated learning strategies to their students during the course of their education.

The purpose of this research was to predict achievement motivation through hardiness and social support in female high school students. Method of research was correlation. The statistical population of the present research comprised the female high school students in No.9 educational district of Tehran city. The research sample consisted of 70 students that were selected by multi-stage random cluster sampling method. Herman's Achievement Motivation Scale (1970), Lang and Goulet hardiness Questionnair (2003) and Social Support Questionnaire (friend and family scale) (1983) were used to gather data. Data were analyzed by multiple regression analyses and Pearson correlation coefficient. The results indicated that hardiness (r= 0.561), social support of family (r=0.549) and social support of friends (r=0.408) were related to achievement motivation. The results of multiple regression analyses indicated that hardiness (P

The purpose of this study was to investigate the effectiveness of Instructional method based on Four-Component Instructional Design Model on male Students' Creativity of Eighth Secondary school in the Experimental Science Lesson. The research method is a quasi-experimental pre-test design _ Post-test with a control group. The population included all eighth gradeof Secondary students in public schools in Khorramabad during academic year of 2015-16, and the sample ofthis Research was 70 Eighth grade male students (35 cases in Test Group, and 35 in control Group), respectively. Due To Performance limitation, Sampling was taken in Convenience one. The researcher operated the course content on the test group, during eighth 90-minute sessions, Based on Four-Component Instructional Design Model. The data collecting tool was Abedi's creativity test. To analyze data, we used multivariate covariance analysis. According to The ontained results, it can be said that there is a significant correlatom between the creativity rate of students taught With Four-Component Instructional Design Model and the students taught with traditional Education Model, And this Difference is beneficial toward the group taught With Four-Component Instructional Design Model. It is suggested that the Four-Component Instructional Design Model is utilzed as suitable Model to prepare the students with deep understanding From Issue, and to increase the divergent thinking and creativity.

This study aimed to investigate the effects of psychological-educational institutions grounded theory method exam is done. A significant proportion of students in the country, much of the time learning and training in these centers spend and the allocation of human and material capital and claim the fulfillment of learning, and provide the best advice for students from these institutions, we intended to investigation and analysis of the consequences and current context and in the centers in the form of a deep approach and deal basis. To accomplish this goal by using snowball sampling, experiences and statements of 17 undergraduate students (those 1 year of their students in institutions Minecraft attended) and 17 teachers and administrators had been exploring. Data were collected by semi-structured interviews were conducted. Analysis of the data by coding used in grounded theory methods, including open coding, axial and selective coding was done. Based on the results obtained, the central phenomenon in grounded theory, a phenomenon called "paradoxical orientation eclectic interests, institutions, environment and individual. T he consequences of psychological, educational institutions exam consists of meta-cognition, undermining problem solving, stress, lack of motivation, sensitive inferiority comparison, the loss of efficacy, undermine the friendship and outcomes of education including the improvement plan, school failure, learning level, purposeful learning and dependency. Also as a result of the findings, unprincipled advice and special features tests of educational institutions was identified as the causal conditions and policies governing bodies as well as the underlying substrates were discovered.

Academic achievement, which happens when there is no distance between learning capacity and academic performance, is affected not only by differences in IQ, but also by personality variables. The aim of this study was to investigate the role of brain/behavioral systems and morningness-eveningness types in predicting academic achievement in elementary school students in Baneh County, Kurdistan. The method used in this study was correlational, and the statistical population consisted of 160 primary school students, in fourth, fifth and sixth grades, in the academic year 2015-2016 (1394-1395), which were selected by cluster sampling. To collect data, Behavioral Inhibition/Activation systems scale (BIS/BAS) questionnaire of Carver and White, and the Horne & Östberg's Morningness-Eveningness questionnaire were used, and the collected data were analyzed by the Pearson correlation coefficient and Multiple Regression Analysis. The results showed that academic achievement has a positive correlation with sensitivity to reward (r= 0.34: p<0/002), drive (r=0.45, p<0/001) and behavioral activation system and morningness (r= 0/34: p<0/002), but it has a negative correlation with fun seeking (r=-0/22: p<0/043) and sensitivity to punishment (r=-0/39:p<0/001).The results also showed that drive and the extent of morningness-eveningness components could predict 22/2% and 11/6% of changes in students’ academic achievement, respectively. The results also showed that the more sensitive students are to reward and drive, and are more of morningness types, they show more academic achievement.