فصلنامه روانشناسی تربیتی
سال سیزدهم شماره 46 (زمستان 1396)

A review of theoretical and empirical evidence about the last movements of thought within the efforts of researchers interested in research field achievement motivation emphasizes the need to investigate further the reasons for distinguishing behavioral models of students in achievement environments, clearly. Focus on the preferred forms of the behavioral models, review of  the behavioral models through systematic attempt argue any differentiation in academic lifestyle of students. Interpretive potential of contemporary theoretical perspectives achievement motivation provides platform capability information about the emergence of these behavioral models are either facilitating or inhibiting in the student academic health. Undoubtedly, relying on the conceptual teaching approach embodied in the Academic Health Psychology, any attempt to emphasize the theoretical foundations of academic lifestyle behaviors causes the need to develop the frontiers of theoretical knowledge and so to create opportunities to identify the functional capacities of this emerging research field. These efforts, in addition to directing the efforts of scientific activities of educational researchers, play undeniable role in improving mental markers of the effectiveness of achievement environment. Hence, in addition to trying to provide new ideas in the field of academic health psychology, the researchers in this study attempt with appropriate emphasis on intellectual powers of contemporary approaches in the realm of achievement motivation take persistent steps to conceptualize and subsequent operationalization of the new concept of the health-oriented academic lifestyle behaviors. Accordingly, based on contemporary theories of achievement motivation, this analytical research offered a conceptual model of behaviors of students in educational settings, depending on their nature partially, improved students' academic health or prevent them. The purpose of this model named as health-oriented academic lifestyle behaviors, is to identify the motivational aspects of those different behavioral patterns picked out by students in academic situations. So that through it, provides the possibility of predicting and mapping profile students' motivation.

The aim of this study was to investigate the mediating role of social cognition in the relationship between intelligence beliefs and academic engagement. The method of present study was descriptive and correlational research. The statistical population comprised all students in Shiraz in the school year 95-96, of which, 300 (174 female and 126 male) samples were selected by cluster sampling. Data were gathered by social cognition questionnaire, academic engagement questionnaire and intelligence beliefs questionnaire. The methods used for analyzing was Pearson correlation and path analysis. The results of the correlation matrix showed that there is a significant correlation between all variables of this study, which includes social cognition, academic engagement and intelligence beliefs in the p.

Structural analysis of the role of personality factors in academic achievement during the stressful transition to college, with a focus on coping strategies and college learning at university as an intermediary in a chain of events is presumed. The present study is descriptive correlational, and the population consists of new students of the University of Kerman. The multi-stage cluster sampling, 273 persons were selected. Scales consists of five personality factors, (BFI) (Goldberg, 1999), coping strategies (COPE) (Carver, Scheier, & Weintraub, 1989), College Learning Effectiveness Inventory (CLEI) (Kim, Newton, Downey & Benton, 2010). Data analysis partial least squares method, which includes: Measurement models (Cronbach's alpha, composite reliability, convergent and divergent validity) and Structural Model (significant factor "T-values" and "R Square", the prediction model  "Stone-Geisser", GOF "Goodness of fit") was used to evaluate the hypothesis showed that conscientiousness and openness to experience has a direct and positive correlation with active coping; but a negative correlation with Behavioral disengagement. There is an indirect positive relation between conscientiousness and openness to experience due to mediation of active coping. Conscientiousness however has an indirect negative relation with stress due to mediation of behavioral disengagement; neuroticism has no significant relationship with coping strategies. Synergy coping strategies and college learning (Organization and Attention to Study, Stress and Time Pressure) with a focus on personality traits leads to achievement. With development of educational programs is desirable to foster educational model. Thereby guiding manpower resources the right direction will follow positive education and training implications.

The purpose of this study was to determine the effectiveness of planning social-educational inoculation program with the approach of Islamic teachings on the resiliency of students with risky behaviors.  This study was executed as a half trial method and by design of pretest-posttest with the control group. The statistical population of the study was the second grade of students in public high schools in Yazd. The sample size consisted of 36 students with risky behavior, so that the subjects were divided into control and experimental groups after of cluster sampling. In order to gather data risky behavior and resiliency scales were used. The data were analyzed by t-test. In general, the results of this study indicated that planning social-educational inoculation program with the approach of Islamic teachings is effective in increasing the resilience and reducing the high risk behaviors of adolescent girls with high risky behaviors.

This study aimed to provide a causal model for perception of the educational atmosphere of creative and problem-solving skills with academic motivation.This study was descriptive and correlational. Statistical population includes all postgraduate students of Lorestan University that 1643 was of through the table Krejcie and Morgan the sample size of 310 person determination and through stratified random sampling method were selected. To collect the required data from questionnaires creative educational atmosphere mohebi and colleagues (1392), problem solving Heppner and Petersen (1982), academic self-efficacy beliefs Zajacova et al (2005), and academic motivation Vallerand & et al (1989) were used. The correlation matrix, path analysis and Goodness of Fit Index with use of software Lisrel 8.5 was used for data analysis. The results of path analysis showed that the creative educational environment on academic motivation direct impact and with self-efficacy mediation indirect impact but problem-solving skills on academic motivation, has no direct effect, but mediated by self-efficacy indirect effect it had. The results of the mediating role of self-efficacy in structural relationship between creative educational atmosphere and problem-solving skills with students' academic motivation provides support.

The emphasis on ethical values, especially the protection of moral behavior, has increased dramatically in the recent years. The aim of this study was to investigate the relationship between self-concept, moral metacognition and moral behavior with the mediating role of moral reasoning students from high schools in shiraz. For this purpose, 300 students were randomly selected by using multi-stage cluster sampling method and filled out questionnaires of self-concept (Rogerz, 1975), questionnaires of metacognitive knowledge (Swanson and Hill,1993), and moral development scale (Manavipour). Data were evaluated by multiple regression analysis with synchronized method based on baron and Kenny(1989). Results demonstrated that self -concept (β=0/42, P<001), and moral metacognition had positively direct effect(β= 0/18, P<001) on moral reasoning. Also, self-concept and moral metacognition have an indirect effect on moral behavior through mediating role of moral reasoning. Moral reasoning positively predicts moral behavior. Therefore, it can be concluded that the moral reasoning has a mediating role in the relationship between self-concept and moral metacognition with moral behavior.

The present study aimed to identify the function of physical bullying behavior, develop and evaluate the effectiveness of multifaceted function-based intervention, and to compare antecedent and consequence- based interventions and replacement behavior training on the bullying behavior and social competence of bully students. The study subjects consisted of sixty bully students, fifteen pro-bully students and nine fifth-grade teachers, who were selected using the purposeful sampling, simple random sampling and screening procedures. Measurement instruments include the Participant Role Scale, Peer Nomination Form, Teacher Nomination Form, Illinois Bullying Scale, Self-report Scale for Social Competence, Motivation Assessment Scale and Problem Behavior Questionnaire. A pre-test/post-test and control group, semi-experimental design was used for the research. In this study, receiving sensory reinforcement was found to be the function or cause of bullying behavior in 45% of the bully subjects. The results of multivariate analysis of covariance revealed that reduced bullying behavior and improved social competence among the students are significantly associated with the multifaceted function-based behavioral intervention, but not alone with the antecedent- and consequence-based intervention and replacement behavior training. The results thus indicate the importance and the role that multifaceted function-based interventions have on reducing bullying behavior and improving the social competence of bully students, given the simultaneous change in antecedents, consequences and target behaviors. Limitations of research and implications for educational psychologists are discussed.

The purpose of this study was to predict high-risk behaviors based on cognitive abilities by mediating motivational structures in high school adolescents in Tehran. A total of 426 girls and boys in Tehran second high school were selected by cluster sampling, and responded to the high risk behaviors questionnaire (Zademohammdi & Ahmadabadi,1390), the motivational structure questionnaire (Cox & Klinger, 2004), and the cognitive abilities questionnaire (Nejati, 1392a). For data analysis, statistical analysis of structural equation modeling using the LISREL software was used. Fit indices indicated the fitting of the conceptual model with the data. Comparative Fit Index (CFI = 0.94), fitting goodness index (GFI = 0.95), fitted goodness softened index (AGFI 0.92), and root mean square error approximation (RMSEA = 0.08). They showed that the model fitted with the gathered data. The findings showed that the motivational structure (adaptive Non-adaptive) mediates the role of the relationship between cognitive abilities and high-risk behaviors. Also, the direct effect of adaptive and non-adaptive motivational structure on risk behaviors was significant. The direct effect of cognitive abilities on the adaptive and non-adaptive motivational structure was significant. Also, cognitive abilities were able to explain 5% of adaptive behavior variance and 28% of non-adaptive behavior variance. In addition, two variables of motivational structure (adaptive and non-adaptive behavior) and cognitive abilities could together predict 20 percent of the variance of risky behaviors.

The purpose of the present study was to predict academic procrastination of the undergraduate students at Shahid Madani University of Azarbaijan based on perfectionism. Research method was descriptive and correlational study. Out of the undergraduate students 250 individuals (115 female and 135 male) were selected as sample using stratified random sampling method. Subjects completed Solomon and Ruth Bloom's Academic Procrastination Scale (1984), Perfectionism Questionnaire (1991).Data analysis performed using statistical methods such as descriptive statistics, regression, simultaneous, stepwise regression. The results indicated that the self-oriented perfectionism predicts positively and significantly academic procrastination and other-oriented perfectionism is negatively and significantly predict academic procrastination. Given these findings, rising perfectionism among the undergraduate students will lead into increasing the amount of academic procrastination.