مجله مطالعات روانشناسی تربیتی
پیاپی 35 (پاییز 1398)

The purpose of this study was to investigate the pedagogical uses of information and communication technology in self-regulation and self-efficacy of postgraduate students of Sistan and Baluchestan University. The research method was correlation. The research population consisted of about 3,000 graduate students of Sistan and Baluchestan University with a sample of 248 people in accordance with Morgan's table with using simple random method. The research tool was three questionnaires the pedagogical uses of information and communication technology Charles & Issifu (2015), self-efficacy and self-regulation Senkbeil & Ihme(2017), that the reliability and reliability of all three tools reported appropriate. The data analysis method was using the LISREL software and the structural equation model. The results indicated direct and indirect effects of the pedagogical use of information and communication technology on self-efficacy and self-regulation. self-efficacy has also had a direct impact on self-regulation. The result is the use of information and communication technology has a constructive role in teaching and learning through self-regulation and self-efficacy. On the other hand, self-efficacy will lead to technology self-regulation in learners.

The aim of this research was to determine the effectiveness of harm reduction training and matrix intervention program on academic procrastination among harmed female students due to the relationship with opposite sex. The research design was semi-experimental with two experimental and a control group in three stages of pre-test, post-test and two month follows up. Among 60 female students who harmed from relationship with opposite sex, 36 girls were selected on the basis of entry criteria, and then randomly assigned to three equal groups of 12 people. The research instrument was Solomon and Rothblum's (1984) academic procrastination scale. The matrix intervention group and harm reduction training group received 10 sessions of treatment. Results of multivariate analysis of covariance and post hoc test revealed that there was a significant difference between the harm reduction training group and matrix intervention with the control group in sub-scale of "the readiness for exams" (F=9.68, P=0.001) and "readiness for assignments" (F=15.47, P=0.001) in post-test. Also in sub-scale of "final assignments" (F=7.83, P=0.002), the matrix intervention group had a significant difference with harm reduction training group and the control group in post-test. In the follow-up stage, only there was a significant difference between the matrix intervention and control group in sub-scale of "readiness for assignments"(F=4.82, P=0.015). According to the findings, it is suggested to use the matrix intervention program and then the harm reduction training program to reduce the academic procrastination of female students who harmed from relationship with opposite sex.

The aim of the present study was to investigate the role of architectural characteristics of environment and attachment to educational place in social adjustment of Ardabil’s public school students in the academic year of 1395-1396. The research method was descriptive-correlation and its sample implicates 285 secondary school students in Ardebil (147 males, 138 females) who were selected using stratified random sampling method. They responded to Bell's social adjustment questionnaire (1961), attachment to Safarinia (2011) and researcher-made questionnaire of architectural characteristics of environment. Data were analyzed utilizing Pearson correlation coefficient and multiple regressions. The results showed that there was a positive meaningful correlation between the attachment components to the location and the architectural characteristics of environment with students' compatibility (p <0.01). The results of stepwise regression show that environmental attractions, Behavioral-emotional attachment and psychological security, respectively, played the most influential role in predicting social adjustment of students, as they explained 16% of the social adjustment variance of students. Therefore, it is concluded that however the social compatibility of students is being payed much more attention, student’s social adjustment will increase as well.

The aim of this research was to determine the effectiveness of harm reduction training and matrix intervention program on academic procrastination among harmed female students due to the relationship with opposite sex. The research design was semi-experimental with two experimental and a control group in three stages of pre-test, post-test and two month follows up. Among 60 female students who harmed from relationship with opposite sex, 36 girls were selected on the basis of entry criteria, and then randomly assigned to three equal groups of 12 people. The research instrument was Solomon and Rothblum's (1984) academic procrastination scale. The matrix intervention group and harm reduction training group received 10 sessions of treatment. Results of multivariate analysis of covariance and post hoc test revealed that there was a significant difference between the harm reduction training group and matrix intervention with the control group in sub-scale of "the readiness for exams" (F=9.68, P=0.001) and "readiness for assignments" (F=15.47, P=0.001) in post-test. Also in sub-scale of "final assignments" (F=7.83, P=0.002), the matrix intervention group had a significant difference with harm reduction training group and the control group in post-test. In the follow-up stage, only there was a significant difference between the matrix intervention and control group in sub-scale of "readiness for assignments"(F=4.82, P=0.015). According to the findings, it is suggested to use the matrix intervention program and then the harm reduction training program to reduce the academic procrastination of female students who harmed from relationship with opposite sex.

Learning anxiety is a psychological state which exerts a critical effect on performance of learners. Absence of explicit physical symptoms and lack of an agreed-upon educational approach for diagnosing and removing anxiety motivated the current research to integrate interactionist-formative dynamic intervention with concept of zone of proximal development and present a model for diagnosing and removing anxiety symptoms inside the educational context. In the second phase of the research, a quasi-experimental design is used to examine the efficacy of the model on 6 anxious students. The scores obtained from pre/post tests and follow-up conditions were collected and analyzed through repeated-measures ANOVA. The findings showed that the model had a significant effect on decreasing anxiety scores in post-test and follow-up conditions. This model is an efficient one which diagnoses and removes anxiety symptoms during regular instructing. These findings have implications for English teachers, Educational counselors, psychotherapists and researchers in the field of educational psychology.

The aim of this research was to determine the effectiveness of harm reduction training and matrix intervention program on academic procrastination among harmed female students due to the relationship with opposite sex. The research design was semi-experimental with two experimental and a control group in three stages of pre-test, post-test and two month follows up. Among 60 female students who harmed from relationship with opposite sex, 36 girls were selected on the basis of entry criteria, and then randomly assigned to three equal groups of 12 people. The research instrument was Solomon and Rothblum's (1984) academic procrastination scale. The matrix intervention group and harm reduction training group received 10 sessions of treatment. Results of multivariate analysis of covariance and post hoc test revealed that there was a significant difference between the harm reduction training group and matrix intervention with the control group in sub-scale of "the readiness for exams" (F=9.68, P=0.001) and "readiness for assignments" (F=15.47, P=0.001) in post-test. Also in sub-scale of "final assignments" (F=7.83, P=0.002), the matrix intervention group had a significant difference with harm reduction training group and the control group in post-test. In the follow-up stage, only there was a significant difference between the matrix intervention and control group in sub-scale of "readiness for assignments"(F=4.82, P=0.015). According to the findings, it is suggested to use the matrix intervention program and then the harm reduction training program to reduce the academic procrastination of female students who harmed from relationship with opposite sex.

The aim of the present study was to investigate the effectiveness of teaching image-based arithmetic problems on students' active memory performance and their processing efficiency. This research is applied in nature, and quasi-experimental design, pretest- posttest- follow up with control group was used as the method of the study.After studying and educational designing, 40 students of an elementary school in Yasouj voluntarily participated in the study. They were randomly assigned to experimental and control group (20 students in each group), and students in experimental group were taught for 9 sessions (one session per week) using representation- based instruction method. Researcher-made test was used as the data collection instrument. Variance analysis test with repeated measures was utilized to analyze data. The results revealed that there is a significant difference in the mean of active memory and processing efficiency (p≤/05) between the control and experimental group; therefore, it can be concluded that teaching image-based arithmetic problems leads to an increase in students' active memory function and their processing efficiency. In addition, the results indicated that the improvement in students' active memory performance and their processing efficiency in answering arithmetic problems are consistent over time. Finally, the results of comparing different representations in active memory performance and processing efficiency showed that the effects of different images are not the same. Therefore, using visual representation in the verbal problems of arithmetic with the priority of helpful images, bare images, useless images, and finally essential representation improves students' active memory performance.

The purpose of this study was examining the effect of positive parenting program to parents on enhancing the sense of responsibility of aggressive students in elementary school and decreasing their behavioral problems.The research method was a semi-experimental and statistical population of this study was all parents with elementary school aggressive children, from Lord Egan town in 2016. From this population by a single-stage sampling method, sample consisted of Parents 30 aggressive elementary students were selected and randomly assigned into an experimental group and a control group. The Sanders' positive parenting program (triple P) was taught to the experimental parents during 8 sessions of 120 minutes. The study instruments included Overt and Relational Aggression Questionnaire of School Children (ORA), Revised Behavior Problem Checklist (RBPC), and California Psychological Inventory-RE (CPI-RE).The results of MANCOVA indicated that positive parenting program had a significant effect on decreasing aggressiveness and behavioral problems and increasing the level of responsibility taking among aggressive elementary students.The results of the present study showed that teaching positive parenting program to parents led to a decrease in behavioral problems among aggressive elementary students and an increase in the level of their responsibility taking.

The purpose of this study was to investigate the effectiveness of educational games on the academic achievement of elementary school students in the Persian language. This research is an experimental and quasi-experimental research. In this method, the pre-test-post-test design with the control group consists of two groups of test and control. The statistical population of this study was all primary school students in the city of Khomein in the academic year of 2016-17, their number is 1841 people. The method of sampling is randomly clustered. In this way, three elementary schools were selected randomly from Khomeini elementary schools, and then a class was selected from each school. Considering that the research method of this research is quasi-experimental, the sample size was selected in each group of 15 people. To answer these hypotheses 1 and 2, the reading and writing skills test in the Persian language was used. Kim-Karad visual memory test was used to measure the matter reminders. Images were used to measure the understanding of words and words. Also, to analyze the data, covariance analysis was used and the results showed the effectiveness of educational games on increasing the academic achievement of first grade elementary students in the Persian language.