فصلنامه روان شناسی مدرسه
سال نهم شماره 2 (پیاپی 34، تابستان 1399)

Forgiveness is a motivational and multi-dimensional structure that has long entered into the psychology literature but it is a relatively new topic and has received much attention of psychological approaches, especially positive psychology. We conducted the study on 420 male and female high school students in Evaz city. The data collection instruments included interpersonal forgiveness scale, attachment style inventory, life orientation and the Rosenberg self-esteem scale. Multiple regression analysis showed a direct connection between forgiveness and self-esteem and positive life orientation and there was a significant inverse relationship between forgiveness and ambivalent attachment style and avoidance and negative life orientation (p < .05). The model predicted 19% variance of male's forgiveness and 9% variance of female's forgiveness. Participants with insecure attachment style were less inclined to be forgiving. Using strategies to improve self-esteem and increase attention to the positive side of life in students will be effective to improve their psychological well-being and forgiveness.

The aim of this study was to examine the role of the sense of agency and deviant personality traits in predicting addiction tendency in secondary high school students. The study is descriptive-correlational. The population of this study included all male students of a state high school in Pars Abad City during 2017 academic year. 120 people from this population selected by random-cluster sampling and filled out the Addiction Potential Questionnaire of Zargar and et al, Sense of Agency Scale of Woody et al., and Personality Deviant Scale of Bedford et al. The data was analyzed by Pearson’s correlation and multiple regression. The results of correlation coefficients showed that there was a negative and significant relationship between addiction tendency and the components of simplicity and incontinence. The components of deviant characteristics of personality were lack of trust, dependence, and hostile acts has a positive and significant relationship (p < 0.01). The results of multiple regression showed that 37 percent of the total variance of tendency to addiction is explained by the sense of agency and deviant personality traits. The results of this study revealed that the sense of agency and deviant personality traits have the ability to predict the tendency to addiction in teenagers in a meaningful way.

The study aimed to investigate the relationship between quality of school life, career aspirations, and academic burnout mediated by mental well-being. The research method was a descriptive correlational (hierarchical) method. The population consisted of all tenth grade female students in Shahrekord in the academic year 2016-2017, from whom 357 participants were selected as the sample according to Krejcie and Morgan's table, and through multi-stage cluster sampling method. Quality of school life (QSL), mental well-being, career aspirations and academic burnout were used in order to collect data. The results showed a significant positive relationship between quality of school life and mental well-being and career aspirations and a significant negative relationship between quality of school life and academic burnout (p < 0.001). Meanwhile, the results of the hierarchical multiple regression analysis showed that mental well-being is a mediator between the quality of school life and academic burnout as well as career aspirations and academic burnout. Therefore, it can be concluded that an increase in the quality of life of school, career aspirations, and mental well-being plays an important role in reducing academic burnout.

The purpose of the present study was to investigate the relationship between positive emotions and self-efficacy with imagination through intrinsic motivation. The population of the present study consisted of 310 high school female students in Ramhormoz city, among whom 310 were selected by multistage random sampling. To measure these variables, Pecker, Goetz, and Perry, Nezami, Schwarz and Jeroslom Self-efficacy Scale, Amabile Internal Motivation Scale and Sevariide Imagination Questionnaire were used. The research design is correlation and Pearson correlation coefficient and multivariate regression and structural equation techniques were used to test the research hypotheses. Data analysis showed that while modifying the proposed model, positive emotions were positively correlated with intrinsic motivation and imagination, self-efficacy with imagination, and intrinsic motivation with imagination. Since the act of imagination is a skill, it is possible to foster positive emotions, self-efficacy, and intrinsic motivation.

The aim of this study was to investigate the effectiveness of positive psychology-based filial therapy on motivational self-regulation, academic engagement, and vivacity of female students. The population included all sixth grade female students in Khomein City during the academic year of 2017-2018. Thirty students were selected from among the students whose score was below the mean in all the questionnaires via purposive and convenient sampling. They were randomly assigned into experimental and control groups (15 subjects in each group). Mothers in the experimental group received eight 90-minute sessions of positive psychology-based filial therapy treatment. To collect data, motivational self-regulation questionnaire, academic engagement questionnaire, and academic vivacity questionnaire were used. Multivariate analysis of covariance was used to analyze the data. The results revealed that there was a significant difference between the experimental and control groups in terms of the variables of academic engagement and academic vivacity, but there was no significant difference between them in motivational self-regulation. It was concluded that positive psychology-based filial therapy education could be used to increase students' academic engagement and academic vivacity.

This study aimed to investigate the relationship between family function and cognitive regulation of emotion with psychological well-being in high school students in Marand City. The population of the study were all high school female students (N=480) from whom 215 students were randomly selected and participated in the study. The questionnaires used to collect the data included family function questionnaire (Epstein, Baldwin, and Bishop), cognitive emotion regulation questionnaire (Garnefsky, Craij, and Spinhophen) and psychological well-being (Reif). The present study was a correlational study and the data analysis was performed using simple correlation and regression. The correlation results showed that there was a positive and significant relationship between the family function variable and psychological well-being and a positive and significant relationship between the variable of cognitive emotion regulation and psychological well-being (p ˂ .05). The regression coefficient results also indicated that the family function variable and the cognitive adjustment variable can provide psychological well-being in female students with positive and meaningful prediction. Therefore, it can be said that with increasing family function and also with increasing cognitive emotion regulation in female students, their psychological well-being also increases.

The principal aim of this study was to examine the possible relationship between Iranian EFL teachers’ self-efficacy beliefs and their level of anxiety in speaking English. It also investigated whether there is any significant difference between teachers in schools and those in language institutes in terms of their level of self-efficacy and anxiety in speaking English. The participants of the research consisted of 109 male and female Iranian teacher candidates teaching in different language institutes and public schools in provinces of Tehran, Gilan, and Ardabil. The Teacher Self-efficacy Scale and the Public Speaking Anxiety Scale were used in this research as the data collection instruments. The SPSS software was used for data analysis. The data were analyzed through Pearson correlation to examine the relationship between teachers’ self-efficacy beliefs and their attitudes toward their speaking anxiety. A one-way ANOVA was also run to compare teachers’ self-efficacy and speaking anxiety with their teaching affiliation. The findings revealed that as teachers’ self-efficacy increased, their speaking anxiety decreased. Furthermore, the results revealed that teachers in language institutes had higher self-efficacy and lower speaking anxiety than teachers in schools.

The purpose of this study was to compare the attention deficit/hyperactivity disorder, vandalism, and sleep disorder of students using screen time in their room with students using it outside of their room. The method of this study was causal-comparative. The population of this study included elementary students of Ardabil City during the academic year of 2016-2017 with 60 accessible mothers (30 of whom had children having screens in their rooms and 30 others having the screens outside their room). Thet were randomly selected and filled the Conner Children's Behavioral Problem Questionnaire for Parents Form, a researcher-made questionnaire, developed by the factors affecting destructiveness  and  Pittersburgh  sleep quality questionnaire. For data analysis, multivariate analysis of variance was used. The results showed that there was a significant difference between the level of vandalism, behavioral degradation, and sleep disorder between the two groups of screen-time users inside and outside their rooms (p < .05). The extent of vandalism, degrading behavior, and sleep disorder in students using screen time in their room was higher than that of those using screen time outside the room.

The aim of this study was to investigate the role of brain/behavioral systems and temperament and character in predicting psychopathy in students with conduct disorder. This study was correlational and the sample consisted of 600 high school students during the 2016-2017 academic year who were enrolled in high schools in Ardabil and were selected through cluster random sampling. Then, among these participants, 105 students who had a cut-off point on the conduct disorder scale of more than 70 were selected. Finally, the data of 97 participants who had completely answered the questionnaires were entered into SPSS, Ver. 21. To collect data, questionnaires of Conduct Disorder Questionnaire developed by Shahrivari et al., Psychopathy of Lynam et al., Brain/Behavioral Systems Inventory of White and Carver, and the Temperament and Character Inventory of Cloninger were used. The collected data were analyzed using Pearson correlation and multiple regression analysis. The results showed that the psychopathy has positive correlation with components of novelty seeking and BAS (p < .01) but it has negative correlation with components of harm avoidance, self-directiveness, cooperativeness and BIS (p < .01). The results of regression showed that novelty seeking, temperament, and BAS can predict the psychopathy in students with conduct disorder. It seems that in students with conduct disorder symptoms, the more active the activation system is, the more those cases are looking for innovation and risk.

The purpose of this study was to predict educational well-being and mental vitality of high school students based on their feelings of belonging to the school mediated by goal orientation in Ghahavand town. The research method was descriptive and correlational. The population of this study included all high school students (1126) who were selected by cluster sampling. The data were collected by Tuminnin-Sweeney, Elliot, and McGregor et al., Ryan and Frederick as well as Bry, Betty, and Watts’ Scales. The data were analyzed by the structural equation modeling. Findings showed that the hypothesized model, that is the mediating role of goal orientation in relation between mental vitality and feeling of belonging to school with educational well-being is fit, so that the feeling of belonging to school and subjective vitality with the mediating role of goal orientation can explain 54% of the variance of the student's educational well-being. Another part of the findings indicated that the feeling of belonging to the school and mental vitality could predict 8% of the goal orientation variance, respectively. In general, the results of this study indicated that mental vitality only can predict educational well-being indirectly; however, the sense of belonging to the school, indirectly and directly has the ability to predict students' academic well-being.