مجله مطالعات روانشناسی تربیتی
پیاپی 36 (زمستان 1398)

This quasi-experimental study aimed at examining the effect of self-efficacy training on academic help-seeking and academic engagement among junior high school students in Zahedan in the academic year 2018-2019. Given the number of people considered as the statistical population, a school was selected among all junior high schools in District 2 of Zahedan, using the purposeful sampling method. Out of all the students studying at this school, 30 students who gained low academic help-seeking and engagement scores were selected and divided into two groups, i.e., an experimental group and a control group. To collect data, the Ryan and Pintrich Academic Help-Seeking Questionnaire (1997) and the Fredricks et al. Academic Engagement Scale (2004) were applied as the pretest and completed by both experimental and control groups. Then, 8 self-efficacy training sessions were conducted for the experimental group, and a post-test was performed on both groups after holding all the sessions. Data were analyzed using the analysis of covariance via SPSS ver. 22. The results demonstrated that self-efficacy training had significant effects on academic help-seeking and academic engagement.

Innovative behavior refers to the introduction and application of new ideas, products, processes, and procedures to a person's work role, work unit, or organization. workplace happiness and psychological capital can be related with innovation. The purpose of this research was to study relationship between workplace happiness and innovative behavior with mediation role psychological capital of among primary teachers. The study adopted a descriptive correlational method. The statistical population of the study consisted all primary teachers in Birjand, from which 306 members were selected as the participants by using cluster sampling with proportional distribution. Workplace happiness was examined using Shirom questionnaire (2004) and Psychological capital was examined using Luthans questionnaire (2007), Innovative behavior was examined using Counter questionnaire (1998). Through Cronbach’s alpha coefficient, reliability coefficients were obtained equal to 0.91, 0.81 & 0.88. The results show that workplace happiness account for about 44% of the variance of innovative behavior, 42% of variance related to psychological capital and psychological capital predicts 49% of variance innovative behavior. Also psychological capital played a mediating role in the relationship between workplace happiness and teacher's innovative behavior. Thus, innovative behavior will improve by improving happiness and psychological capital.

The purpose of this study was to investigate the modeling of self-assessment impact on mathematics achievement with intermediation of self-regulation. This research was conducted by field method. The statistical population consisted of all secondary school students of Qom province who were studying in the academic year of 1397-98. The sample size consisted of 278 female students in11th grade who were selected by multistage cluster sampling. Data were collected through self-assessment Questionnaire of Jaje, Currency, Bono and Thoresen(2003), Self-regulation Questionnaire of Bufard et al(1995) and Mathematics Test. Then structural equation modeling was used for correlation analysis and analyzed by Amos software. The results showed that the model fits well with the data of this study and self- assessment mediated by self-regulation has a direct impact on the progress of mathematics achievement. The correlation between self- assessment and academic achievement (r=0.42) and self-regulation and academic achievement (r=0.40) was significant at 99% confidence level. The results show the importance of self-assessment strategies on mathematics achievement. Accordingly, to increase students' mathematics achievement, more attention should be paid to teaching these strategies.

In this study,the role of different types of teachers' thinking styles in the effectiveness of classroom instruction in primary schools in Shiraz were studied. Participants of this study included 120 teachers and 360 primary school students in the city of Shiraz were selected by multistage random cluster sampling.Scales used in this research included Sternberg thinking styles inventory, the classroom teaching effectiveness through the perspective of the teachers and teacher classroom teaching effectiveness through the perspective of the students. Factor analysis was used to investigate the validity of research tools and Cronbach alpha coefficient was used to assess reliability.The results showed acceptable reliability and validity of the scales. The multiple regressions and SPSS software was used for data analysis. Results showed that the most common thinking style is the "judgment thinking style". All the three thinking styles had a significant positive correlation with the classroom teaching effectiveness. Legislative thinking style and executive thinking style could predict the classroom teaching effectiveness, but judgment thinking style could not be a significant predictor for effectiveness of classroom teaching.The results indicate that there is statistically no significant difference between correlation of thinking style and classroom teaching effectiveness in four districts (what districts?).Also in the fifth and sixth grades, there was no significant differences in regard to correlations between thinking style and classroom teaching effectiveness. This shows the role of thinking styles of teachers in the classroom teaching effectiveness ( this doesn’t make sense here?).Detailed discussions about the justification of the results, presented in the thesis

The aim of the present study was to determine effectiveness of teaching philosophy for children (P4C) on the growth of moral judgment, prosocial behavior and inhibition of anger in Ahwaz city students. The research method was pre-test, post-test with control group, and follow-up. The participants of the study consisted of all second-grade secondary school students in Ahwaz city in the academic year of 2016-2017. Using multi-stage cluster random sampling, 40 students were selected from 160 students and randomly were assigned into experiments (n=20) and control (n=20) groups. The experimental group was subjected to teaching philosophy for children for 2 months (10 sessions, once a week for 90 minutes) and the control group did not receive any intervention, after the post-test program and one and a half months after the intervention, a follow-up phase was performed. The tools used for data, Lotf Abadi's Moral Development Questionnaire (2007), Prosocial Behavior Questionnaire of Carole et al. (2003) and Eysenck & Wilson's aggression questionnaire (1975). Data analysis was using multivariate covariance analysis (MANCOVA) and ANCOVA single-variable. The results showed that the teaching of philosophy affects the moral judgment development، prosocial behavior and anger control in students, and this result was persistent during the follow up phase (p<0.001). The teaching of philosophy increased the power of moral judgment in children, in addition, improved communication, social responsibility and anger control.

The aim of this study was to investigating Prediction of the role of self-efficacy on the basis of meta-cognitive beliefs and executive functions in 15-12 year old students in Nuk abad city. The research method was descriptive correlational. The statistical population of this study consisted of 500 high school students (230 girls and 270 boys) in the first grade high school in Nuk abad city of Zahedan in the year 2018-19. Of these 218 students (101 girls and 117 boys) with Using Cochran formula by simple random sampling method, they were selected as the research sample and responded to the Sherrer General Self-efficacy Scale, Pinterch Meta cognitive Strategies Questionnaire, and Barkley Deficits in executive functioning scale. Data were analyzed using Pearson correlation coefficient and step wise multiple regression. The results of data analysis showed that there was a significant and positive relationship between meta cognitive beliefs and executive functions and their components with self-efficacy. The results also showed that the components of theory and control, self-control, self-organization and self-management were able to predict students' self-efficacy. The results also showed that meta cognitive strategies and executive functions in boys predicted self-efficacy more than girls. The results of this study show the positive effect of meta cognitive beliefs and executive functions on self-efficacy of first grade high school students

Human gains from the industry and new technologies have also caused damage to human beings. Although many inventions and innovations have been motivated to provide welfare and consolidation of human values and to achieve perfection, but at the same time, due to some crooked thoughts and incorrect use of new tools, these inventions sometimes the body and soul, morality and psychology of human beings have been damaged and sometimes changed its culture and social behaviors. The purpose of this research was to investigate the relationship between social networks and social behaviors with the educational curriculum of secondary school students in the second period of educational areas 1 and 2 Zahedan in the year 97. The statistical population of this study was all second-grade female and middle school students in Zahedan (10700). The sample size was 375 people based on cluster randomized sampling method. According to the results, there are significant relationships between social behaviors and educational process of high school students in Zahedan. But there is not a meaningful relationship between social networks with the academic curriculum of high school students in the second period of Zahedan 1 and 2 areas.

The purpose of this study was to investigate the relationship between creative self-efficacy and cognitive learning style with academic achievement motivation in second grade high school students in Kerman. The statistical population is all students in the second grade secondary school of Kerman, who study in the academic year of 1963-96. 150 samples were selected using cluster sampling. This research was descriptive-correlational and survey method. Data were collected using the Creative Self-efficacy Scale (CSES), the Hidden Image Collection Test (GEFT), and the Hermann's Motivation Exercise Test (AMT). Data analysis was performed using multiple regression analysis and SPSS software. Findings of the research showed that the creative self-efficacy variable of 0.20% of the variability of the variable predicted the academic achievement motivation. Also, the cognitive style variable of variable 142/0 predicts the variable of motivation for academic achievement. As a result, there is a relationship between creative self-efficacy and cognitive style with the motivation for academic achievement. Creative self-efficacy and cognitive learning styles are the best predictors for the variable of academic achievement motivation.

Successful intelligence is an integrated set of abilities needed to success in life that helps to select, adapt and change the environment in order to achieve ones goals in life. The purpose of this study was to determine the effectiveness of successful Intelligence teaching on the academic achievement of girl students. The present study was a semi-experimental design with pre-test and post-test design with control group. The statistical population of the study consisted of all secondary school students in Shahrekord city 6323 people in the academic year of 1396-1397. A multi-stage random cluster sampling method was used to select 50 students and randomly divided into two groups of 25 participants. The experimental group was trained for 12 sessions under the Intelligent Learning Program. Both groups were evaluated in the pre-test and post-test by the Valereland& etal Educational Motivation Inventory (1992). covariance analysis was used to analyze the data . The findings showed that successful instilling education has a significant effect on students' academic achievement (p <0.001). Accordingly a successful intelligence education program can be used to improve the motivation of students' academic achievement.