مجله مطالعات روانشناسی تربیتی
پیاپی 40 (زمستان 1399)

The present study aimed to determine the role of the moral intelligence in predicting religious orientation among students of University of Sistan and Baluchestan. The research method was descriptive correlational type. statistical population of the study including all students of Sistan and Baluchestan University in the academic year 2014-2015 that was around 17000 individuals, from which 220 students were selected by multi-stage cluster sampling. To collect the data Religious orientation questionnaire (Allport, 1950) and moral intelligence (Lennick and Kiel, 2005) were used. Data were analyzed using Pearson correlation coefficient, stepwise regression and independent t-test. The data analysis showed that there is a significant positive relationship between inner religious orientation and moral intelligence, but there was a negative significant relationship between external religious orientation and moral intelligence (p < 0.01, r=0.38). The results of stepwise regression analysis of moral intelligence and its components showed its role in predicting internal religious orientation (P <0.01, r=-0.12). Independent t-findings showed that the mean of internal religious orientation and moral intelligence in female students and external religious orientation in male students were higher and the observed difference was statistically significant (p < 0.01). According to the results of this study, inner religion causes peace, hope, positive energy, forgiveness and empathy in people.

The purpose of this study was to investigate the role of teachers' job engagement and job satisfaction in prediction students' school bonding. This research was applied in terms of purpose and correlational in terms of descriptive method. The statistical population of this study consisted of all female high school students in the second district of Ardabil and also teachers in this district in the 2015-2016 academic year, among whom using random sampling method. Clustering, 720 people (144 teachers and 576 students) were selected as the sample. For data collection, Cernkovich, and Giordano School Bonding Questionnaire, Schaufeli and Bakker Job Engagement Questionnaire and MSQ Job Satisfaction Questionnaire were used. Data were analyzed by using Pearson’s correlation coefficient and regression analysis. Findings showed that there is a significant positive relationship between job satisfaction and job satisfaction of teachers with the connection with students' school (p < 0.01). Also, the results of regression analysis showed that teachers 'job motivation and job satisfaction predict approximately 23% of the variance related to students' connection with school (p < 0.01). As a result, it can be said that teachers' job engagement and job satisfaction have the ability to predict the students' school bonding and require programs to improve these variables in teachers.

The present study aimed to investigate the effect of an attention plays on the reading performance of female students with dyslexia. The study was quasi-experimental and benefitting from pretest-posttest and control group design. The statistical population of the study included all third-grade female students with dyslexia in Isfahan who were selected through convenience sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The reading performance of both groups were assessed on a pre- and a post-test employing Karami Nuri and Moradi’ Reading and Dyslexic Test (2005). The experimental group participated in 12 sessions of attention plays intervention while the control group did not. Analysis of covariance (ANCOVA) was used for the data analysis. The results showed that attention plays intervention improved the reading performance of the female students with dyslexia in the experimental group compared with the control participants significantly. Considering the findings, attention plays has an impact on improving the reading performance of female students with dyslexia, therefore these plays can be employed for dyslexic student pedagogically to help them advance their reading skill successfully.

Specific learning disability is a defect in general academic skills that is identified in the areas of reading, mathematics and written expression and creates a significant problem in terms of academic achievement, job performance or daily life activities. The aim of the present study was to evaluate the effectiveness of the combination of cognitive rehabilitation and neurofeedback on specific learning disabilities (math, reading and spelling) on primary school children in District 2.

The method of this research was quasi-experimental with pre-test-post-test design with control group. 30 patients in two groups were selected as experimental group (15 patients for cognitive rehabilitation and neurofeedback) and control (15 patients) using the Learning Disorder Diagnosis Test. Interventions will then be provided to the experimental group and the control group will use the usual school training. Pre-test and post-test were taken from both experimental and control groups, and after two months, follow-up test was performed on both experimental groups. Learning Disorder Diagnosis Test (LDES-R2) (McCarney, 2007). Multivariate analysis of covariance (MANCOVA) was used to analyze the data using SPSS22 software.

The results of the study showed that after the intervention, the treatment group improved in the specific learning variables of reading, writing and mathematics (p <0.01). The difference between the experimental and control groups continued in the follow-up phase (01 / 0p <).

 This study aimed to apply emotional intelligence and spiritual intelligence to improve EFL learners’ performance through a quasi-experimental pre-test posttest design.  In addition, the effect of the intervention on learners’ emotional intelligence and spiritual intelligence was investigated. The population included all intermediate EFL learners and the sample included 120 intermediate EFL learners who were studying in 5 different classes. They were divided into experimental (65) and control (55) groups. Subjects of the experimental group underwent mediation sessions in six weekly sessions which was designed by the researchers, while the control group received the typical instruction of the institute. Petrides et al.’s (2006) Trait Emotional Intelligence Questionnaire was used to assess learners’ emotional intelligence and King’s (2008) Spiritual Intelligence Inventory was applied to assess their spiritual intelligence. Findings showed that compared to the control group, the experimental group had higher grades in speaking, writing, reading and listening skills and the mediation led to a significant increase in EFL learners’ emotional intelligence and spiritual intelligence. Considering the results of this study, we can apply emotional intelligence and spiritual intelligence to enhance these variables and improve learners’ performance and achievement in the foreign language setting.

divorce is one of the major concerns of today's societies,which has raised increasing concerns due to its.full destructive effects,especially in adolescents.Most of these effects are due to a change in their beliefs that can be effective in coping with divorce stress.Considering that quality of attachment plays a key role in the use of,stress coping strategies,the purpose of this study was to test the mediator effect of quality of attachment among the girl-adolescent students’s beliefs about parental divorce and stress coping strategies.The sample consisted of242high school girl students inTehran who were selected by available sampling method.Participants responded to the Children’s Beliefs About Parental Divorce Scale(CBAPS),The Inventory of Parent and Peer Attachment(IPPA),Coping Inventory for Stressful Situations(CISS).In this study, the statistical method of structural equation modeling(SEM)was used to test the mediator effect.The results showed that the relationship between students' beliefs about parental divorce and quality of attachment and stress coping strategies were negative and significant.Also,in this model,the relationship between quality of attachment and stress coping strategies was also negative and significant.the results showed that after the correction,the model’s fitness parameters reached to an optimal level.Overall results showed:that,on the one hand,self blaming and mother blaming in adolescents' beliefs about divorce have the most impact on the phenomenon of divorce and,on the other hand,the quality of attachment to the parent plays a more important role than attachment to peers in creating more suitable conditions later.It also plays a role of divorce andthe avoidance coping strategy,is the most common type of coping.in adolescents affected by divorce.

Introduction. Social development as an important part of the transformation process has many positive and negative impacts on children's mental health. The study, by emphasis on the mediating role of social competence, was done to identify the impacts of empathy on social development of preschool children. Method. The present study design was descriptive-correlational. The statistical population included Tehran’s preschool children in 2019 which 370 children were selected by multi-stage cluster sampling. Vineland (1953) Social Growth Scale, Bryant Empathy Questionnaire (1982) and Bellini Social Satisfaction Questionnaire (2007) with acceptable validity and reliability were used to collect data. Structural equation modeling was used to analyze data. Findings. The empathy had a direct impact on social development and social competence (β=0.24; p < 0.001) and an indirect impact on social development of children with a mediating role of social competence (β=0.12; p < 0.02). Also, social competence had a direct impact on their social growth (β=0.43; p < 0.001) and the fit indices showed that the model had a good fit. Result. The variables of empathy and social competence are effective in the social development and can be used in basic form of skills in formal education and parenting skills to prevent and treat interpersonal problems.

The aim of the present study was to predict the communication skills and individual adjustment according to the components of positive psychology in students of Farhangian University of Mashhad in the academic year 1399-98. The present study was a correlational study. Among 3200 college students of Shahid Rajaei and Shahid Beheshti Universities in Mashhad in the 98-99 academic year, 314 students (182 males and 132 females) were selected by cluster random sampling. The instruments of this study included the questionnaires of positive psychological states (Rajaei, Khoynejad and Nesai, 2012), communication skills (Jarabak, 2004) and adjustment (Bell, 1961)) which had the necessary validity and reliability. The data of this study were statistically analyzed by path analysis method using AMOS software. The results showed that the path of explaining communication skills based on adaptation to the mediating role of the components of trust in God, appreciation and forgiveness has become significant (P <0.05). These findings indicate the need to pay attention to positive psychological states in explaining students' communication levels. Also, in explaining this finding, it can be said that paying attention to the components of positive psychology in individuals along with adjustment can be a strong explanation for the level of communication skills.

The present research was conducted with the aim of investigating the relationship between goal orientation and students' responsibility through the mediation of perfectionism. The research method was descriptive-correlation. The statistical population of this research was all 3,903 boy students in the first grade of the second level of high school in Zahedan in the academic year of 2018-2019. Through multi-stage cluster random sampling method 351 students were selected and were studied through three questionnaires of Achievement Goal Questionnaire-Revised version (AGQ-R) (Elliot and Murayama, 2008), Positive and Negative Perfectionism (Terry Short et al., 1995) and the California Psychological Inventory Responsibility (CPI-RE) scale. The research results showed that the goals of tendency dominance and tendency performance have a positive and significant relationship with responsibility at 99% confidence level (P <0.01). Also, no significant relationship was found between avoidance dominance goals and avoidance performance with responsibility. The results of path analysis indicate that the goals of tendency dominance and tendency performance indirectly and with the mediation of positive perfectionism can have relationship with responsibility. The results also show that negative perfectionism plays a reverse mediating role in the relationship between avoidance dominance goals and avoidance performance with responsibility. Therefore, it can be concluded that the goals of tendency development impact on positive perfectionism, which this issue in turn will lead to students' responsibility.