Iranian Evolutionary and Educational Psychology Journal
Volume:1 Issue: 3, Sep 2019

Over the past two decades, academic resilience has encouraged a great deal of research. However, there is a clear shortage of suitable standard tools for assessing academic resilience in Iran. The purpose of this study was to investigate the validity and reliability of the Academic Resilience Scale (ARS-30) in Iran. For this aim, 409 high school students (202 girls and 207 boys) completed the Academic Resilience Scale and self-regulation scale. Criterion validity analysis showed that there is a correlation between academic resilience scale and academic self-regulation. The results of factor analysis of the content of the scale in terms of principal components revealed there are three factors i.e. Represents Perseverance, Reflecting and Adaptive Help-seeking, and Negative Affect and Emotional Response. Internal consistency analysis showed that items related to each factor had the most significant correlation with the total score of that factor. There was also a significant correlation between the scores for each factor and the total score. The reliability of this scale was calculated by Cronbach's alpha coefficient and test-retest method. Generally, the results showed that the academic resiliency scale has good psychometric properties and can be used as a valid and reliable tool for Iranian students.

The present study was designed to see how individuals with different self-efficacy beliefs respond to and learn from the learning potentials of different types of feedback provided on linguistic aspects of their writing. More specifically, a multiple-case study approach was adopted and the performances of three EFL students with different levels of self-efficacy beliefs in writing were compared. The qualitative analysis and comparison of narratives constructed for each individual revealed that different individuals can benefit from the learning potentials of corrective feedback in different and their own unique ways. Accordingly, it can be concluded that we cannot suggest and provide a one-size-fits-all solution to the learning problems and writing instructors must, to the extent possible, consider the individual learners’ cognitive and affective characteristics and their needs while providing them with corrective feedback in writing.

This investigation is an exploratory study of one participant as an endeavor to appraise children in the integration of gesture and speech into one another to create co-speech gestures, i.e. gesticulations (McNeill, 2005) while telling a story in their native language. This study adopts a case study approach in order to obtain a more in-depth understanding of how meaning is mediated during a child’s story-telling in the mother tongue. In this vein, as a discourse analysis, concentrating on Hodge and Kress’s (1988) theoretical framework, which associates and mingles semiotics with teaching contexts, this investigation dissects the co-speech gestures in the 6-year-old Kiamehr’s story-telling while wielding McNeill’s (2005) scheme or Kendon’s (2004) Continuum with four categories of iconic, metaphoric, deictic, and beat gesticulations as its analytical tool. Results exhibited how the creation of gesticulation by a child entails a sort of mediation between what is in the mind of the child and what is expressed to the audience, and how this mediation of gesticulations facilitates and clarifies the meaning in the child’s story-telling process, so that the audience can better comprehend the child’s intentions or stories. The findings have some implications for language teachers and researchers to understand the dialectic relationship of oral speech, and gesture in language during children’s story-telling process, and include some pedagogical implications to apply this knowledge into practice in the classroom.

The purpose of this study was to explain the causal model between motivational beliefs and self-efficacy with the mediating role of academic hope in high school students. The research method was descriptive and correlational.  The sample size was 558 (248 girls and 310 boys) from high school students (tenth, eleventh and twelfth grade) in Shiraz, Iran in 1997-98. They were selected through multistage cluster sampling method. The tools used in this research included Pintrich and De Groot self-regulation learning strategies scale; Sohrabi and Samani academic hope scale and Gink and Morgan student self-efficacy scale. LISREL software was used for statistical calculations. Path analysis was used for data analysis that showed the academic hope plays a significant mediating role in the relationship between motivational beliefs and academic self-efficacy. Also, results indicated the proposed model has the good fitting indices. Generally the results revealed the role of motivational variables in self-efficacy.

The present study aimed at investigating the impact of executive functions-based intervention on school engagement and academic self-concept of students with dyslexia. The research design was pretest-posttest with control group. For this purpose, from the third grade students of primary schools in Bandar Abbas in the academic year of 2011-2012, 30 boy students with dyslexia were selected according to the research criteria and randomly assigned to experimental (n=15) and control (n=15) groups. The data were collected by School Engagement Questionnaire and School Self-Concept Inventory in pre- and post-test. The training package designed based on executive functions was taught to the experimental group during seven weekly sessions each lasted 90 minutes. The control group received no intervention. The results of the analysis revealed that the executive functions-based intervention significantly influenced school engagement and academic self-concept of students with dyslexia. Considering the greater efficacy of executive functions-based intervention, it is suggested that this intervention be used to promote school engagement and self-concept in students with dyslexia.

This study aims to test the proposed model of the relationship of some cognitive and motivational variables. The research method was correlational and structural equation modeling. The statistical population consisted of all female highschool students in Bandar Abbas in the academic year of 2018-2019 (1633 students) and the sampling method was multi-stage. The sample size was 600 people. Data collection tools were Hosseinchari and Dehghanizadeh Academic Well-being Questionnaire, and Human-Vogel & Rabe Academic Commitment Scale, and high school final exam score. Spearman correlation test and factor analysis were used for analysis. Results indicated significant relationship between academic commitment and academic achievement (r = 0.097, P≤0.05), academic achievement and investment dimension (R = 0.129, P≤ 0.01), and academic satisfaction and academic achievement dimension(R = 0.098, P≤0.05) and academic commitment with academic achievement level(R = 0.147, P≤0.01). There was also a significant relationship between dimension of commitment replacement and academic achievement (r = 0.132, P≤0.01). The analysis of standard and non-standard coefficients showed that except for the relationship between the dimensions of commitment and the overall score of commitment that was expected, other paths were not significant. Despite the results above, the model fit indices were good and indicated the moderate model fitness.

The purpose of this study was to provide evidence of the construct and concurrent validity of the Social Emotional School Readiness Scale (SESRS) among Iranian preschool children. Using a sample of 193 parents of Iranian kindergarten children, evidence for the SESRS’s construct validity was provided using confirmatory factor analysis, with four factors confirmed. Evidence for the SESRS’s concurrent validity was also presented by analyzing the relationship between subscales of the social emotional school readiness scale and home to school transition scale. Factor analysis indicated that self-awareness, self-regulation, social relationships, coping skills subscales items loaded on their respective factors, and internal reliability coefficients at all levels were satisfactory to good. Support for validity was shown by associations in the expected direction of home to school transition. This inventory shows promise as a measure of social emotional school readiness in students from Iran.

The purpose of the present study was to investigate the effectiveness of creative thinking training in thinking and research lesson on students' critical thinking and media literacy. The sample size of this study consisted of 40 students (20 female and 20 male) in sixth grade elementary school of Isfahan in 2019 who were selected through cluster sampling. The data gathering tool were California Critical Thinking Skills Test and Falsafi Media Literacy Questionnaires. Statistical analysis of covariance was used to analyze the research hypotheses. The Creative Thinking training Package of Karami (2016) was used to teach creative thinking. The results indicated there was a significant difference between the two groups in terms of critical thinking and media literacy in the post-test; in other words, creative thinking training increased the critical thinking and media literacy in the experimental group. The overall result of the study showed that promoting students 'creative thinking can help to promote students' critical thinking and media literacy.

The prevalence of perfectionism among university students has been reported particularly high, and new theories have been presented to explain its impacts. This study was conducted to evaluate the effect of adaptive and maladaptive perfectionism on psychological well-being in undergraduate and graduate university students. 668 university students (386 undergraduate and 282 graduate students) who studied at Shahid Chamran University of Ahvaz and Shiraz University participated voluntarily in this study. They completed the Revised Almost Perfect Scale (APS-R) questionnaire and Ryff’s Well-Being Scale. The results showed that the mean scores of adaptive perfectionist students in the psychological well-being and its sub-scales, autonomy, purpose in life, positive relations with others, and environmental mastery, were higher than the group of students with maladaptive perfectionist and non- perfectionist. The statistically significant difference was found (P <0.01). As a result, it can be said that adaptive perfectionist is accompanied by better and higher performance and consequently leads to a higher psychological well-being.