فصلنامه روان شناسی مدرسه
سال نهم شماره 3 (پیاپی 35، پاییز 1399)

The purpose of this study was to compare the effectiveness of teaching strategies to coping with stress and helping strategies on academic stress. The research population of the first grade high school students was 4th educational district of Tabriz City in 1965-96, 60 of which were selected by purposeful sampling method and randomly assigned to two experimental groups (education stress management strategies and training strategies for counseling) and a control group was replaced. Research method was a semi-experimental pre-test-post-test design with two experimental and one control groups. The research tool was the academic stress scale. The results were analyzed using combined analysis of variance (intra-group). The results showed that teaching strategies for coping with stress and helping strategies significantly reduce academic stress. Also, based on the results, there is no meaningful difference between the two methods of effectiveness. Therefore, it is suggested that the training program on stress coping strategies and assistance be used as an intervention program at the levels of target groups and on the general population of counseling centers at schools for reducing educational stress.

The aim of this study was to investigate the role of cognitive flexibility and mindfulness in predicting students' academic procrastination. The research design was descriptive-correlational. The statistical population included all male and female high school students in Damghan city in the academic year 1396-1397. Among them, a sample of 220 people was selected using multi-stage cluster random sampling method and answered the Solomon and Rathblum procrastination questionnaire, mindfulness questionnaire, and cognitive flexibility questionnaire. Pearson correlation test and multiple regression were used to analyze the data. The results of correlation test showed that there is a negative relationship between the component of action with awareness and lack of reaction of mindfulness to academic procrastination (P <0.01). There is a negative relationship between cognitive flexibility and students' academic procrastination (P <0.01). The results of regression analysis showed that cognitive flexibility and mindfulness can predict academic procrastination. Cognitive flexibility enables one to deal appropriately and effectively with pressures, emotional and social issues, and mindfulness enables one to live in the moment and appreciate the opportunities and value of time. Therefore, each of them somehow reduces the academic procrastination in students.

The aim of this study was to investigate the relationship between academic resilience and students' academic performance and mediate academic meaning among second grade high school girls in Khorramdareh. The method of the present study was applied in terms of purpose and descriptive-correlational in terms of data collection method. The required data were collected from a sample of 196 second grade female high school students in Khorramdareh by random sampling method. Samuels Academic Resilience Questionnaire, Henderson-King and Smith Academic Meaning Questionnaire were used to collect data. Also, the grade point average obtained by students in the first and second semesters was used to measure academic success. The extracted data were analyzed by SPSS and LISREL software. Findings showed that there is a significant relationship between academic meaning with academic performance and between academic resilience with academic meaning and between academic resilience with academic performance of female high school students in Khorramdareh. (P<0.01). On the other hand, the results of Sobel, Arvian and Goodman tests showed that the variable of academic meaning was mediated between academic resilience and academic performance was statistically significant.

The purpose of this study was to investigate the effect of academic support on academic engagement with the mediating role of academic hope in education among high school students. The research was applied in terms of purpose and in terms of descriptive method of correlation type using structural equations. The statistical population of the study consisted of all second grade high school students in Sallas Babajani city, that using a multi-stage cluster sampling method, 252 individuals were selected as samples. The data were collected through questionnaires of academic support, academic hope and academic engagement. SPSS software and Lisrel were used to analyze the data. The results of data analysis showed that the direct effect of academic support on academic engagement with beta was 0/43, and on academic hopes with a beta of 0.55 is significant, The academic hope on academic engagement has a direct effect with 0.33 beta. Also, the indirect effect of academic support on academic engagement is significant through the academic hope.

This study aims to predict academic self-handicapping is done, It is based on resilience and identity styles in high school female students. The research was descriptive and correlational. In order to achieve this goal, It was from the first high school female students in Tehran, who have been studying in 2015-2016 school year; using cluster sampling, 200 students were selected as sample, and inventory of academic self-handicapping, style of identity, resilience scale was administered as a research tool for each student of sample group, In the end, the data gathered by using the Pearson correlation test regression, was analyzed step by step by SPSS software. The results of data analysis showed there is a significant relationship between informational identity style, commitment identity with academic self-handicapping. Also, there is an inverse relationship between academic disability and commitment identity (P<0.05).but there is no significant relationship between normative identity style and disability Finding of other researches showed there was a significant relationship between academic self-handicapping and resilience(P<0.05), and resiliency and identity styles are able it explain and predict self-handicapping of teenage girls(P<0.01).

The present study investigated the simple and multiple relationship between school connectedness and academic satisfaction with tendency to vandalism of male students high school in Ahvaz. The study population consisted of all male students at second-grade of Ahvaz high school in academic year of 2015-2016. The sample consisted of 360 students who were selected through multistage random sampling method. They completed the School Connection questionnaire related to the work of Brown and Evans, Ahmadi’s Academic Satisfaction Questionnaire (ASQ) and the vandalism Questionnaire by Thawabieh and Ahmad. Statistical methods for data analysis were Pearson correlation and multiple regression analysis. The results showed that the correlation between school connectedness and academic satisfaction with tendency to vandalism was significantly negative. Moreover, showed that the regression analysis from both school connectedness and academic satisfaction, only academic satisfaction predicted vandalism.Therefore, it is important to pay attention to these two psychological components in students' vandalism behaviors.

The main goal of this study is to compare emotional self-efficacy, self-regulation learning strategies and motivational beliefs in the students. The design of this study was a causal-comparative study. The statistical population in this study included all female secondary school students in the 3rd district of Tehran. Among the statistical population of this study, 120 people were selected through a multistage cluster random sampling method. Multivariate analysis of variance was used to analyze the research data. The results showed that there is a significant difference between emotional self-efficacy, self-regulated learning strategies (cognitive and metacognitive) and motivational beliefs (self-efficacy, internal evaluation and test anxiety) in excellent and non-excellent students (P <0.01). In the field of the three studied variables, superiority with students is excellent. Therefore, it can be concluded that there is a significant difference between these two groups in terms of emotional self-efficacy, self-regulatory learning strategies and motivational beliefs. Therefore, providing appropriate conditions for the development of emotional self-efficacy and motivational beliefs and teaching self-regulated learning strategies can provide more opportunities for students to progress and learn.

The purpose of this study was to determine the effectiveness of empathy education on aggression and quality of relationships with male students' male peers.  The research method was a semi-experimental design with pretest-posttest design with control group.  The statistical population of this study was all male primary school pupils in Yazd in the academic year of 2016-2017.  30 randomly selected cluster random sampling and assigned to two groups (15 people) and control (15 people).  Participants in the experimental group received sympathetic training in seven sessions of 90 minutes.  The data were collected using the Bass & Perry Aggression Questionnaire and Hudson's Relationship Questionnaire and analyzed by multivariate covariance analysis.  Findings indicated that 75% of the variance in the post-test scores of the experimental group was due to the effect of empathy education on aggression and relationships with peers.  Therefore, it can be concluded that empathy education affects the reduction of aggression and the quality of relationships with peers.  Also, empathy education is effective in reducing the dimensions of aggression (physical, verbal, anger, hostility) of students.

The main purpose of this current study is Presenting Causal Model of Goals Orientation Dimensions Relations and Academic help seeking with the role of academic engagement and self-efficacy occur in analysis method. The research  method was correlation. The population includes all high school students (second level) in Shiraz city (N=43700). According to the Cochran formula, the sample size was 265 people who were selected by multi-stage cluster sampling method. For data collection used academic help seeking questionnaire (Ryan & pintrich), academic engagement (Brink Lynn & pintrich), goal orientation (Elliot & Mc Greger) and self-efficiency (Morris). It used LISREL Software in order to data analyze. It used fit indicators for studying model fitting. It reported fitting indicators as x/df=2/44, RMSEA=0/073, CFI=0/97, GFI=0/94, AGFI=0/93, p-value=0/048 in this research. According to the results, education goal orientation and its component through academic of the indirect effects to students' academic help seeking. All variables in this study of current changes explain 0/37 of help seeking variable.  Paying attention to fit features is in a suitable level.

The aim of this study was to determine effectiveness of the training of emotion regulation strategies on the growth of moral judgment, prosocial behavior and Inhibition of anger in Ahwaz city students. The research method was pre-test and post-test with control group and follow-up. The participants of this 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, 160 students were selected from 40 students and randomly divided into two groups Experiments (20 people) and control group (20 people) were assigned. The experimental group was subjected to training of emotion regulation strategies for 2 months 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, Prosocial Behavior Questionnaire and Eiseng -Wilson Anger Questionnaire. Data analysis was using Multivariate Covariance Analysis (MANCOVA) and ANCOVA single-variable. The results of the research showed a significant level of education (p < 0.001) Showed that the training of emotional adjustment strategies affects the growth of moral judgment, prosocial behavior and Inhibition of anger in students, and this result was persistent during the follow up phase.

The aim of this study was to investigate the relationship of self-regulation and time management with second period high school students’ educational procrastination. The method of present study was descriptive and its type was correlative. The population included all students of Bonab city at educational year of 95-96 which 346 students were determined by Morgan and Krejcie table as a sample size. Then, the samples were selected by multistage cluster sampling method. The Solomon and Rothblum questionnaire of educational procrastination, the Buffard and et al. questionnaire of self-regulatory in learning and the Truman and Hartley questionnaire of time management were used to collect data. The data were analyzed by using the Pearson correlation coefficient, multiple regression analysis and multivariate analysis of variance (MANOVA). The results of Pearson correlation showed that there was a negative and significant relationship between self-regulation and educational procrastination. Furthermore, there was a negative and significant relationship between time management and educational procrastination (P<0.01). The results of multiple regressions exhibited that in the self-regulating components, only the cognitive component as a significant predictor could predict educational procrastination and the coefficient of meta-cognitive component was not significant. Also, the results showed that among the time management components, only the long-term planning component could predict the procrastination as a significant predictor and the regression coefficient of short-term planning component was not significant. Therefore, in the context of student procrastination, these two variables should be considered.

The objective of this study was to investigate the effectiveness of step-by-step self-regulation in academic procrastination of elementary school students in Arak. The method of this study was experimental in which a pre-test-post-test design with control group was used. The statistical population consisted of all fifth and sixth grade students in Arak in the academic year of 2017-2018Eighty students (i.e., 40 boys and 40 girls) with high range of procrastination which was identified by means of Procrastination scale were selected. They were divided into 4 groups: two experimental groups (i.e., 20 girls and 20 boys) and two control groups (i.e., 20 girls and 20 boys). A Step-by-step self-regulation package was implemented in the experimental groups. However, no intervention was applied to the control groups. For the sake of data collection, Savari’s Academic Procrastination scale  used. The results indicated that there was a significant difference between the mean of academic procrastination in girls, and that of boys in the experimental and control groups. Moreover, the results showed that there were significant differences between the means of girls' performance in terms of intentional academic procrastination, academic procrastination caused by physical-mental fatigue, academic procrastination caused by unscrupulousness and the mean of boys' performance in terms of deliberate academic procrastination, academic procrastination caused by physical-mental fatigue, and academic procrastination caused by unscrupulousness (P<0.01). The results of t-test showed that step-by-step self -regulation method did not have any significant effect on girls and boys 'academic procrastination. In general, the results of the study showed that step-by-step self-regulation was effective in decreasing the students' procrastination and could be a helpful method for school counselors and psychologists to reduce the students ’procrastination.

The aims of this study was to determine the amount the prevalence of Traumatic bereavement and its related factors in high school students in Iranshahr. The research design was descriptive and cross-sectional. The statistical population of the present study included all the bereaved senior high school female students of Iranshahr City in the school year of  2018-2019 (N=500). 500 students were selected by multistage cluster sampling method and responded to the Hogan Grief Reaction Checklist (HGRC). Data were analyzed using descriptive statistics and Chi-square, Kolmogorov-Smirnov tests using SPSS software. The findings showed that out of 500 students, 106 people (21.2%) scores above the cut-off score. The results of the Chi-square test showed that the prevalence of bereavement in higher education students is higher. In addition, the prevalence of bereavement is higher in those who lost their father. The results of Kolmogorov-Smirnov test showed that there is a significant difference between the duration of death of the two groups of bereavement and non- bereavement  (P<0/001). Given that Traumatic bereavement can lead to serious problems in different areas, A careful understanding of prevalence can help to the mental health professionals to help the bereaved people recover from the greif.

The purpose of the present study was to investigate the effectiveness of spiritual intelligence training on social adjustment, alexithymia and integrative self-knowledge among divorce students. The research design was experimental with pretest-posttest that used control group. Population of the study incorporated high school male students of divorces parents in Meshkin City in the academic year 2014-2015. Participants were 32 male students were selected using randomly sampling method and located in experimental group and control group randomly. For data collection, we used Social Adjustment, Alexithymia and Integrative Self-knowledge questionnaires. Results of MANCOVA analysis showed that statistically significant differences were between control and experimental groups. Thus, the Social Adjustment, Alexithymia and Integrative Self-knowledge In the experimental group improved after Spiritual Intelligence training (P<0.01). Therefore, it is important to pay attention to the effectiveness of spiritual intelligence training on social adjustment, mood and mood self-awareness in students.

The present study aimed at comparing the effectiveness of note-taking, punctuation, annotation, and conceptual map on comprehension and learning speed of high school second grade females. The research plan was experimental and pretest-posttest with control group. The statistical population included all high school second grade females in experimental sciences at the morning shift in Tehran in the academic year 2015-2016. A number of 60 students were selected by convenience sampling and each one was randomly assigned in different experimental and control groups. For data collection, the experimental texts, a researcher-made comprehension questionnaire, and timer were used. SPSS16 software and multivariate analysis of variance analysis were used for data analysis. The findings indicated a significant difference between the means of experimental and control groups in terms of learning speed (P<0.05). However, there was no significant difference between the learning speed of experimental groups (note-taking, punctuation, annotation, and conceptual map (P>0/05). A significant difference was found between the note-taking group and the control group in terms of comprehension while there was no significant difference between the punctuation group, annotation group, conceptual map, and control group. Using the learning strategies increases the learning speed and note-taking enhances the comprehension among the students.

The objective of this study was to the role of school culture in predicting sense of connectedness to school of students. The present study In terms of purpose was practical, and In terms of method was Predictive correlation. Statistical population constituting of all male elementary school students who were 5250 students in academic year 2019-2020. A random sampling method was applied and 358 questionnaires were distributed among the students. To collect data, Gruenert School Culture Survey and Students’ Sense of Connectedness with School were used. Pearson Correlation and regression analyze were used. Results of a stepwise regression analysis showed that colleges support and share learning predicted 0.16 of the variance sense of connectedness with school among the normal students (P<0.01). So, school culture has a huge impact on student’s sense of connectedness to school.

The present study aims to investigate the emotion recognition (primary and secondary emotions) and cognitive impairments and their impact on movement skills among children with Autism spectrum Disorder. The present study was descriptive and correlational. The population und emotion recognition study included all exceptional elementary school students in District 2 of Tehran in 2017 (N=4000). The Cambridge Mindreading (CAM) Face-Voice Battery (Golan et al), Computer Version of Revised Reading the Mind in the Eye Test (Baron-Cohen and et al), Cognitive Failures Questionnaire (Bradbent, Cooper, Fitzgerald and Parks) and Movement Assessment Battery for Children-2 (Henderson, Sugden and Barnett) were used to measure the research variables. Date analyzed using of Confirmatory Factor Test via LISREL software. Result of confirmatory factor test indicate an appropriate fitting the model. The second root of the mean square for the test case model is closer to zero. Study of the state of emotion recognition in ASD children can help them provide educational, therapeutic and counseling programs for improving social relationships and self-esteem.

The present study aims to investigate the relationship between family emotional climate and epistemological beliefs with academic performance among senior high school students in Buokan. For this purpose, 384 samples were selected from among 980 senior students according to Morgan table. The research method was descriptive and correlational. Updated Hill Burn family emotional climate questionnaires, Schumer's Epistemological Beliefs Questionnaire and researcher-made questionnaire of academic performance were used. The validity and reliability of the research questionnaires were confirmed. Statistical analysis of correlation, regression and structural modeling was performed on the data. The results showed that there was a significant positive correlation between academic performance and family emotional climate. There was a significant positive correlation between academic performance and epistemological beliefs. The results showed that there was a positive and significant correlation between academic performance and emotional atmosphere of the family. There is also a positive and significant correlation between academic performance and epistemological beliefs (P<0.01). The end result of the study is that optimizing epistemological beliefs and promoting family atmosphere can be improved by improving academic performance.