مجله مطالعات روانشناسی تربیتی
پیاپی 34 (تابستان 1398)

The purpose of this study was to analyze the emotional maturity of secondary school girls living in the city of qom based on the emotional environment of their family at home and the level of religiosity of their parents (N=4980). The research method was descriptive-correlational. The test sample was selection of 357 students who were studying during the year of 2016-2017 and this selection was based on multistage cluster random sampling. The tools used for analysis were three questionnaires based on emotional maturity questionnaire (Singh and Bahargawa, 1991), emotional environment of family namely: (Hill Burn, 1964), Parental Religiousness Questionnaire (Greenwind, 1998).

  based on the results a strong correlation was seen between emotional maturity and the emotional environment of one`s family (P<0/01) as well as between emotional maturity and the level of religiosity of one`s parents (P<0/01).  The change in the emotional environment of the family had 9/99 % effect emotional maturity whereas the level of religiosity had a 1/04 % effect. The overall results showed that emotional atmosphere at home and the religiosity of one`s parents are key factors leading to the emotional maturity of adolescent girls.Therefore, in order to promote the emotional development of children, effective training is required to provide a suitable emotional environment at home as well as to educated parents on religious matters and issues.

The purpose of this study was to investigate the effect of self-determination education on academic motivation and academic flow of students. For this purpose, a quasi-experimental design was carried out with a follow-up pre-test post-test with a test and control group. The statistical population of the study was all students of Birjand Farhangian University in the academic year of 2017. Sampling was carried out voluntarily. 40 female students and 40 male students enrolled voluntarily and each male and female group were randomly assigned to two groups of experimental (20 subjects) and control (20 subjects). The experimental group underwent 12 sessions of 90 minutes self-determination education. The research tools included VallerandŚ academic motivation scale (1989) and Martin- JacksonŚ academic flow questionnaires (2008). The results of covariance analysis indicated that self-determination education has an impact on academic motivation and academic flow (P≤0.001). These results continued during the follow up period (P≤0.05). Considering the effectiveness of self-determination education on academic motivation and academic flow, using this educational program to increase motivation and flow in teaching-learning situations is suggested.

The purpose of this study was to investigate the effect of the meaning in life on students' school adaptation by mediating problem solving and admission. The research method was descriptive, survey type, the statistical population of the study consisted of all female secondary school students in Babol, in the academic year of 2016-17. Among them, 208 subjects were selected using random cluster sampling. To collect the data, a questionnaire for the meaning in life (Steiger et al. 2006), School Adjustment Questionnaire (Kim, 2002), Coping Strategies Questionnaire (Lazarusand Folkman, 1985) and self-acceptance questionnaire (Chamberlain and Hague, 2001) was used. Data analysis was performed by Pearson correlation and path analysis in SPSS version 23 and Amos version 23. The results indicated that the meaning in life has a positive relationship with problem- focused coping, School adaptation and self-acceptance. School adaptation also has a positive correlation with problem- focused coping and self-acceptance. The meaning in life has a positive effect on School adaptation. Also, problem- focused coping has a significant mediating role in relation to meaning in life and adaptation to school, but self-acceptance itself does not play a mediating role in the relationship between meaning in life and School adaptation. In general, the results of this study show that having meaning and purpose in life can ensure student school adaptation. Also, the abstract and intrinsic style of self-acceptance is not effective to solve problems, but a direct behavioral strategy such as a problem-focused counteraction is efficient.

The aim of this study was to develop a student engagement scale in school)SES)Viga 2016 and determine its validity and reliability. This research was acorrelation type of factor analysis (exploratory factor analysis and confirmatory factor analysis). Factor analysis and reliability studies were conducted using data on 420(230 girls, 190 boys) tenth, eleventh, and twelfth graders of Semnan(academic year 2016- 2017) that were selected by Multistage Cluster Random Sampling and completed Students´ Engagement in School Scale(Viga, 2016) and Student engagement to school scale(Wang, Willett & Eccles, 2011 . Result of Confirmatory factor analysis through varimax rotation and Exploratory factor analysis, the axplored factors were behavioural, agency, self-regulation, affective and cognitive. The Cronbach's alpha were 0/78, 0/80, 0/67, 0/60, 0/42 for behavioural, agency, self-regulation, affective , cognitive and %78 for Student engagement in school. Also Confirmatory factor analysis confirmed these factors.To test the validity of instrument, Student engagement to school scale(Wang, Willett & Eccles, 2011) was used and correlation of 0/44 was concluded. The results permitted to find this scale presents psychometric qualities and can be used in research and psychoeducational practice, to assess the multidimensional students’ engagement in school. The future use of the SES is considered and proposed. This scale may be a useful opportunity for psychologists and teachers. and researcher can use to a valid instrument for Measuring engagement in school.

The purpose of this study was to analyze the content of the book of Thinking and Research on the sixth grade of the elementary school according to the amount of attention to thinking processes in the academic year of 96-95. The research method was descriptive and content analysis was quantitative. The statistical population of the study consisted of the sixth elementary school of thought and research textbook and sampling method was census, this book was selected and analyzed as a sample. The research tool was a checklist. To determine the validity of the research, formal and content validity was used and to determine the reliability of the two half-way method, the correlation coefficient of the two halves was 0.75. It is calculated. Unit of analysis; sentences, activities and images contained in the text of the book Thinking and Research. In content analysis using Shannon entropy method, the importance of the coefficients of thinking processes (mental organization of information (0.41), critical thinking (0.336) and creative thinking (0.171) were calculated. The results of the findings showed that the textbook of thought and research has less consistency in terms of attention to the processes of thinking, and has paid close attention to some of the processes of thinking (critical thinking) and to the process (creative thinking) has been somewhat paid attention . Therefore, the content of the book of Thinking and Research is based on the sixth primitive in terms of observing the processes of thinking needs to be reviewed and rewritten.

Current study aims to Investigating the mediating role of quality of family life in relationship between parenting stress and children’s behavioral problems. Statistical population of this study were all parents of female elementary school students in Kermanshah city in the year 95-94, Among them 500 parents of students  by Multi-step cluster random method were selected. The participants answered the questions of Rotter’s behavioral problems(RBP), parenting stress index-short form (PSI-SF), and family quality of life (FQOL). The data were analyzed by structural equation modeling method using Amos software version 21. Results showed a positive and meaningful relationship (p<0.01, r=0.42) between parenting stress and children’s behavioral problems. Furthermore, relationships between parenting stress and family quality of life (p<0.01, r=-0.47), and family quality of life and children’s behavioral problems were negative and meaningful (p<0.01, r=-0.15). It was also confirmed that mediating role of family quality of life in relation between parental stress and child behavioral problems. Therefore, by improving the quality of family life, moderating the effect of parental stress on the behavioral problems of children. In addition, the implementation of stress management strategies in parents can somewhat prevent the occurrence of children's behavior problems.

The purpose of this study was making and standardizing a computer-aided aptitude assessment tool for students. The research method was descriptive survey. The statistical population consisted of students from the tenth and eleventh grades of Ardabil high schools in 2017 (N = 3000). The sample size were 200 students (elementary school student) and in the second stage (400 pupils of the 10th grade, 240 elementary school students) who were selected by multistage random cluster sampling. The research instrument consisted of a researcher-made test of academic aptitude that contained seven 25-point The method of analysis of research was factor analysis and Pearson correlation coefficient and discrimination analysis. The results of the reliability of each subtest by re-test showed that the reliability of abstract reasoning (r = 0.78); spatial ability reliability (r = 0.73); form-based reasoning (r = 0.74); reliability The numerical reasoning (r = 0.77); the reliability of the mental rotation (r = 0.79); verbal comprehension reliability (r = 0.74); verbal fluidity (r = 0.80) and The total reliability of the test was 0.75. Also, the results showed the validity of the test the validity were 0.71, 0.67, 0.73, 0.67 and verbal comprehension and verbal fluidity with general information test was 0.71 and 0.65. Also, based on the results of the audit function,Therefore, it can be said that with confidence 68% of students are classified into their field of study.

Nowadays, many students move away from their hometown to continue higher education and face a variety of problems. The current study is done with the aim of comparison of the place attachment, stress in life & academic motivation of local and nonlocal students in public universities. The research method was descriptive and the design was ex post facto. The population of this study was all male and female students studying in public universities of Tehran during the academic year of 2016-2017. The sample consist 195 local & nonlocal students were selected by convenient and voluntary method. For data collection, place attachment scale by Williams and Roggenbuck (1989), Harter's classroom affect and motivational scale (1998) & Student-Life Stress Inventory by Gadzella & Baloglu (2001) were used. The results of MANOVA test showed that there was significant difference in place attachment (F=11.78, p<.001), stress in students’ life (F=4.3, p<.001) and internal academic motivation (F=3.36, p<.001) but there was no significant difference in scores of external academic motivation between local and nonlocal students (F=1.71, p>.1). Providing conditions for students to study in higher education in their hometown or preparing them at the beginning of entrance to the university play an effective role to decrease the stress of living in dorm & increase the academic outcomes in students.

The present study investigated effect of the forgiveness group training on the quality of life in female students. This study is semi-experimental (pre-test, post-test and follow up and control group). The study population was comprised of all female of first grade students of high schools that had 15 - 16 year old in Saravan, in academic year of 2013-2014. From this among, 30 students who their scores were highest from the questionnaire of Transgression Related Interpersonal Motivations (TRIM-12) (McCullough, Rachal,Sandage & Worthington, 1998), were chosen through purposive sampling method. They were assigned into two equal groups (15 participants) as experimental and control groups. Quality of life (KIDSCREEN -52) (Ravens-Sieberer Prof., et al ,2008) questionnaire was used as the pre-test, post-test and follow-up test for the two groups. The forgiveness intervention protocol was implemented on the experimental group during 12 sessions (twice per week). Then post-test, and follow up were conducted on each of the two groups. The data were analyzed by using the analysis of variance of repeat measure. The result showed that teaching of the forgiveness has been effective to improve the quality of life of female adolescents. Therefore, we can improve the quality of life of female adolescents by teaching instructional packages of forgiveness in which the ways that forgiveness effected quality of life were interpreted.