مجله مطالعات روانشناسی تربیتی
پیاپی 42 (تابستان 1400)

The main purpose of this study was to investigate the relationship between religious beliefs, epistemological beliefs and moral justice with academic performance as a mediator of social adaptation in Payame Noor University students. This research was descriptive in terms of applied purpose and method and structural equation correlation. The statistical population of this study consists of all students of Payame Noor University of Tehran in 1398. The sample of the study was 384 students who were selected by available sampling. Research data were collected using the Questionnaire of Religious Beliefs of Khodayari Fard et al., Birger Moral Justice, Schumer Epistemological Beliefs, and California Social Adaptation. Validity of the scales used second-order factor analysis with AMOS software and Cronbach's alpha was used for reliability. Descriptive statistics and Pearson correlation coefficient and structural equation test were used to analyze the data and answer the research hypothesis. Findings showed that religious beliefs, moral justice and epistemological beliefs have a positive and significant effect on social adjustment and academic performance of students. The results of structural equation modeling showed that 52% of the variance of social adjustment and 62% of students' academic performance is explained by religious beliefs, moral justice and epistemological beliefs. Recognizing the factors affecting students 'social adjustment and academic performance provides the possibility of forecasting and planning to help ensure their mental health and can be done by creating a suitable religious context in universities to increase students' academic performance and clarify the type of thinking. Students pay at the university.

The present study was done with the aim of presenting the causal model of the effect environment of social constructivist on motivational orientations with regard to the mediating role of self-efficacy and outcome expectation. The research method was descriptive-correlational and the statistical population of the study included all postgraduate students of Lorestan University in the academic year 2016-2017 to 1643 students, of which 310 were selected based on stratified random sampling method. To collect the required data from University Social Constructivist Learning Environment Survey (USCLES), Academic Self Efficacy Beliefs Questionnaire (ASEBQ), Student Outcome Expectations Scale (SOES), and Academic Motivation Scale (AMS-C 28) was used. Data analysis was performed by path analysis by AMOS software. Social constructivism, self-efficacy and outcome expectation had a positive and significant direct effect on intrinsic and extrinsic motivation (p < 0.01). Self-efficacy had a negative effect on amotivation (p<0.01); But social constructivism and outcome expectation had no direct effect on amotivation (p>0.05). Social constructivism had a positive effect on self-efficacy and outcome expectation (p<0.01). In addition, the indirect effects of social constructivism with intrinsic, extrinsic motivation and apostasy through self-efficacy became significant (p<0.01). Also, the indirect effects of social with intrinsic and extrinsic motivation mediated by outcome expectation were significant (p < 0.01); But the indirect effects of social constructivism with amotivation mediated by outcome expectation were not significant (p > 0.05). The results of this study suggest the use of a constructivist approach in teaching as a strong and effective theory for educational circles.

Adolescence is one of the critical stages of life. The present study aims to investigate the needs of adolescents aged 11-14 years in their relationship with their parents. This research was qualitative and with a hermeneutic phenomenology approach. The data collection was performed by interviewing adolescents 11 – 14 aged was carried out until reaching saturation. 24 adolescents were selected by purposive sampling method and interviews were continued until saturation was reached. After that, the recordings of interviews were transcribed and analyzed by thematic analysis method. The analyses revealed 6 themes including warm and encouraging atmosphere, freedoms accompanied by supervision, unconditional acceptance, receiving attention to one’s emotions, and secure and accessible relationship with parents. Each theme consisted of 4 to 6 subthemes. The findings of this study showed that from the perspective of adolescents, having a family relationship with security, intimacy, happiness, acceptance, and freedom is one of the most important needs in this period of life, and recognition of these needs by parents can help adolescents to have a healthy transition through this stage of life with satisfaction and mental health. It also helps psychologists and counselors and other individuals and organizations involved with adolescents and their problems to design intervention protocols to improve the parent-adolescent relationship.

The Present Study Aims to Determine the Relationship Between the Mediating Role of Academic Engagement, And Self-Determination and Time Management of High School Students. The Analyzing Procedure Used in This Study Is Based on The Descriptive-Correlational Method. The Primary Statistical Population Is the Entire Female High School Students in Yazd (8860 Participants), From Whom 314 Students Are Selected for Conducting This Research, Through the Multi-Stage Random Cluster Sampling. The Research Instruments Are Three Questionnaires Consisted of Macan Time Management (1994), Self-Determination Guardia, Desi And Ryan (2000), And Rio (2013) Academic Engagement. In Order to Analyze the Data, Path Analysis Method and LISREL Software Are Used. The Findings Suggest That the Relationship Between Self-Determination and Time Management Is Positive, Direct and Meaningful. Moreover, Academic Engagement and Time Management Have A Positive, Direct and Meaningful Relationship. The Results Also Point Out That Not Only Self-Determination Have A Positive, Direct and Meaningful Relationship with Academic Engagement, But Also Self-Determination on Time Management Has an Indirect and Positive Relationship with The Mediating Role of Academic Engagement. It Can Be Concluded That by Creating Educational Environments That Prioritize the Satisfaction of Students' Psychological Needs, Academic Engagement Can Be Increased and Effective Time Management Can Be Helped. To This End, School Counselors Are Advised to Conduct A Workshop on Self-Awareness, Goal Setting and Communication Skills for High School Students and A Workshop on Time Management, Communication Skills and Classroom Management for Teachers.

Bullying is a pervasive problem that can disrupt one's learning process and lead to undesirable personality and social consequences. The aim of this study was to determine the relationship between empathy, self-efficacy and bullying with the mediating role of parenting styles in high school students in Zabol city, Iran. In this descriptive-analytic study, 386 boy and girl high school students who were eligible for inclusion in the study were selected through multistage cluster sampling. Data were collected using demographic information form, Davis Empathy Scale (1980), Sherer General Self-Efficacy Scale (1982), Olweus Bullying Scale (1996), and Baumrind Parenting Styles Scale (1973). The results indicated that there was a negative significant relationship between empathy and self-efficacy dimensions with bullying variable (p <0.001). There was a positive relationship between the variable of bullying with permissive and authoritarian parenting styles and a negative relationship with the authoritative (p <0.001). Also, the components of empathy and self-efficacy were only indirectly related to the variable of bullying through authoritarian parenting style (p <0.05). Providing insight into the concepts of empathy and self-efficacy, its application and reinforcement among social institutions such as family, school, and other adolescent-affiliated networks can provide valuable assistance in reducing adolescent bullying. Also, given the mediating role of parenting styles, identifying and improving parenting styles can be effective in reducing bullying in adolescents.

The present study was a correlational study using structural equation modeling. The statistical population of the study was all first-grade high school students in Kamfirooz region (1366 people) in the academic year 1398-99. Participants were 311 students (139 boys and 172 girls) who were selected by cluster random sampling and completed his school atmosphere perception scales, Way, Reddy & Rhodes, Academic Avoidance Questionnaire (Khormai and Saleh Ardestani), and Chen and Thompson's academic self-concept checklist. Structural equation modeling was used to answer the research hypotheses. The results showed that the direct effect of perception of school atmosphere on academic avoidance was not significant; But the direct effect of school atmosphere perception on academic self-concept and the direct effect of academic self-concept on academic avoidance were significant; Also, the effect of perception of school atmosphere on academic avoidance mediated by academic self-concept was significan (P=0/002, β=-0/21). In general, the findings of this study show the role of perception of school atmosphere and academic self-concept in explaining academic avoidance. Overall, the findings of this study indicate the importance of paying attention to the role of perception of school atmosphere and academic self-concept in reducing students' academic avoidance.

The purpose of this study was to elaborate the casual modeling of academic emotion based on the achieve‐ment goal orientation with regard to the academic self-concept and the task value. The method of the research was a descriptive correlational and structural equation model. The statistical population in this study was all students of Hamedan University of medical science between the years 1998-97[A1] . Six hundred students from them were selected using multistage cluster sampling. Questionnaire of educational excitement of Peakan et al. (2005), Elliot & McGregor Development Goal Orientation (2001), Lewand & Wang's academic self-concept (2005) and academic task value of loo et al.  (2012) were used as measuring tools. Data analysis was done with SPSS and Amos soft wares. The findings indicated the indirect and significant effect of the domination-tendency and domination-avoidance orientation on the positive and negative academic emotions through the self-concept and the task value. In other words, the findings showed that the orientation of domination-tendency and domination-avoidance on self-concept and also academic self-concept on positive and negative emotions had a direct and significant effect. Also, the value of the task on academic self-concept and on the positive academic emotion, performance- orientation on self-concept and negative emotions of academic have a direct and significant effect as well as positive emotions through academic self-concept. The results of this study showed that the achievement goal orientation can be a suitable predictor of students' academic emotions through their self-concept and the task value overally.

The aim of this study was to examine the effect of classroom psychosocial climate on students’ academic boredom by mediating the roleof academic self-efficacy dimensions. The research method was descriptive-correlational. The statistical population included all male and female students in the third grade ofhigh school in Borazjan in the academic year 2017-2018. 328 people were selected as the sample by cluster random sampling method and answered the research questionnaires, which included Pekran, Goetz and Perry (2005) academic boredom scale, Michaud, Comeau, and Goupil (1985) classroom psychosocial climate scale, and Morris academic self-efficacy scale (2001). Structural equation analysis was used to analyze the data. Results showed that the dimensions of student participation in classroom activities, application of rules, and teacher support were directly able to predict academic boredom. Indirect effects also showed that attaches toother students and teacher support dimensions of classroom psychosocial climate mediated academic self-efficacy, leading to a decrease in academic boredom. On the other hand, the attachment dimension leadsto increased academic boredom of students by the mediation of social self-efficacy. Based on these results, teachers can be advised to take action to reduce boredom towards class and learning by creating a participatory, regular, and supportive psychosocial atmosphere that enhances academic self-efficac.

In this study, the research method is descriptive of correlation and structural equations and the statistical population of the study includes all high school students in Kerman who were 7370 in the academic year 1399-99 and the research sample was estimated 380 people according to the multi-stage cluster sampling method. In this sampling method, a sample will be selected; which is probable and each sampling unit is a set or group of members. Data were collected through school adaptation questionnaires (Sinha and Singh, 1993), academic achievement (Salehi, 2014), Islamic lifestyle (Kaviani, 2009) and Western lifestyle (LSQ) (Lali, Abedi and Kajbaf, 2012), and The structural equation model was analyzed by correlation method using AMOS23 software and bootstrap technique. Results showed that the model has a good fit with regard to fitness indicators. The direct effect of school adjustment on academic achievement (0.43), on Islamic lifestyle (0.56) and on Western lifestyle (0.24) was significant. The direct effect of Islamic lifestyle on Western lifestyle (0.65) was significant on academic achievement (0.16) and the direct effect of Western lifestyle on Islamic lifestyle (-0.19) was on academic success (-0.19) was also significant. Also, the indirect effect of school adaptation on academic achievement mediated by Islamic lifestyle and Western lifestyle (0.18) was significant. Therefore, effective steps can be taken to improve academic achievement by guiding and guiding students in acquiring adaptation skills and teaching them a healthy lifestyle. Incorporating the concept of lifestyle improvement into the school curriculum helps students to play an effective role in the development of their community.