نشریه مشاوره مدرسه
سال یکم شماره 1 (تابستان 1400)

In addition to structured methods, teacher development can be achieved through professional relationships. There is a special kind of development-oriented relationship that is formed between an experienced, influential, and successful person with an inexperienced one. This relationship leads to the development of teachers' competencies by providing scientific, technical, and psychological support. This type of relationship is conceptualized as mentoring.

The current study was conducted to validate a scale designed by Noe for the quantification of this concept. Using a descriptive-correlational design and collecting data from a sample of 178 primary school teachers, the technical characteristics of our questionnaire were evaluated after translating and correcting the scale, its content validity was evaluated based on the criteria of appropriateness, clarity, and comprehensiveness and using the opinion of 10 experts. Agreement on the three criteria was equal to 80, 78, and 90 percent. To evaluate the model’s fit, indices such as chi-square/ df, the goodness of fit index, incremental fit index, Tucker-Lewis index, comparative fit index, root mean square error of approximation, and standardized root-mean-squared residual were used.

The results of confirmatory factor analysis showed that the two-factor model has a good fit with the data; as the factor loads of the materials were obtained to be between 0.42 and 0.66 and were evaluated as moderate and strong. The internal stability of the scale was evaluated by Cronbach's alpha and composite reliability. Cronbach's alpha was obtained for dual dimensions to be 0.87 and 0.77 and the whole scale was equal to 0.90. The correlation of dimensions with the whole scale was also significant.

Overall, the results show that the Noe mentoring scale has acceptable reliability and validity and is a good tool for measuring this type of relationship among elementary teachers.

This study investigated the relationship between mindfulness, problem-solving styles, and self-efficacy with academic achievement in 10th grade male students.

 The leading research method was descriptive-correlational. The statistical population included all 10th-grade male students, of which 240 were selected by convenience sampling. The Five-Dimensional Mindfulness Questionnaire (FFMQ), the Problem-Solving Styles Questionnaire (PSSQ), and the Self-Efficacy Scale (GSES) were used to collect research data. Last year, the student's grade point average was determined as a criterion for academic achievement. Multiple regression analysis was used to analyze the data.

 The results showed a positive and significant relationship between the variables of mindfulness, self-efficacy, and constructive components of problem-solving styles with academic achievement and a negative relationship between non-constructive elements of problem-solving techniques and academic achievement. There is the significance (P <0.01).

 Therefore, increasing mindfulness, self-efficacy, and problem-solving styles' building blocks can be part of school programs to improve academic achievement.

The purpose of this study was to investigate the role of encouragement and perfectionism in students' self-regulation. The research method was descriptive-correlational. The statistical population of this study consisted of all male and female high school students in Mehristan (Sistan and Baluchestan) in the academic year 2019-2020; 303 students were selected by Stratified random sampling according to the table of Krejcie and Morgan (1970). Data were collected using the Amos, Smith & Purkey (2004), 44 points of Evangelistic Motivational Perfectionism Questionnaire (2004), the Evidence-Based Multidimensional Perfectionism Questionnaire (2007), and the Bufard et al. The results showed that all the coefficients of correlation calculated between encouragement training and its components (consideration, commitment, coordination, skill and expectation), perfectionism and its components (self-centered perfectionism, other-oriented perfectionism, and community-oriented perfectionism) and self-regulation. Overall, the results showed that encouragement and perfectionism predicted students' academic self-regulation. In general, the results showed that persuasive and perfectionist education will affect students 'self-discipline and can lead to planning, reliability, focused attention, foresight, self-monitoring, delayed camaraderie and the tendency to succeed by actively solving students' problems.

The purpose of this study was to investigate the relationship between socio-economic status and parents' religious attitudes toward child exposure to domestic violence in Kabul in the academic year 98-97.The statistical population of the study consisted of 275736 elementary school students in Kabul city. Based on Morgan-Krejcie table, 384 students and parents out of 13 schools were selected by cluster sampling method and Power Socioeconomic Status Scale, Khodayari Fard and Associates Religious Attitude Scale. And the child exposure scale to domestic violence were used by Adelson et al. Data were analyzed using descriptive statistics and Pearson correlation coefficient and multiple regression. These results indicated that there is a significant relationship between socioeconomic status and parents' religious attitudes with domestic violence and socioeconomic status variable has a positive role in predicting domestic violence against children. Also,parents' religious attitude variable has a negative role in predicting domestic violence against children. This means that by improving the socio-economic status of the family, violence against children increases and by increasing the religious attitude of parents, the rate of domestic violence against children decreases. Suggestions include identifying these children through education and the use of social workers, educating parents and teachers about the effects of violence on children, and teaching life skills and self-care to children at risk.

The aim of this study was the role of the tendency to teachers' organizational bureaucracy and the moral leadership of principals in school organizational health (structural equation modeling).The research method was descriptive-correlational and the statistical population was the primary school teachers of Mako city, 245 of whom were selected by stratified random sampling.Hall's organizational bureaucracy (1961), the ethical leadership of principals Brown et al. (2005) and the organizational health of Hui and Fieldman (1996) schools were used to collect data.In this study, SPSS23 and Amos23 software were used to analyze the data and explain the model as well as the construct validity of the questionnaires.The reliability coefficient of the questionnaires was calculated using Cronbach's alpha equal to 0.75, 0.86 and 0.88, respectively.Findings showed that there is a high correlation between variables and their components and organizational bureaucracy and ethical leadership have the ability to predict the organizational health of schools (P <0.001).The structural equation model also supported the direct impact of organizational bureaucracy and ethical leadership of principals on the organizational health of schools with impact coefficients of 0.49 and 0.96, respectively.

The purpose of this study is to investigate the role of academic self-regulatory mediator in the effect of educational vitality on academic achievement of high school students in Ardabil, District 2, for which we have used the correlation method for this study. The statistical population in this study includes all high school students in District 2 of Ardabil city that in the academic year 2021-2020, their number is 9576 people (4470 girls and 5106 boys). The statistical sample of the research includes 368 students (172 girls and 196 boys) of the secondary school in the 2nd district of Ardabil city by a sampling of selected classes. have become. The study's first hypothesis, entitled " The effect of academic vitality on academic motivation is positive and significant due to the mediating role of academic self-regulation in high school students in Ardabil, District 2," is positive and significant. The effect of two variables of academic vitality and academic self-regulation on the structure of academic motivation has been tested in different hypotheses, and their significance has been confirmed. The effect of educational spirit on academic self-regulation was also confirmed in this study. According to the results of the present study; It is suggested that special courses for parents and teachers be held to familiarize them with ways to increase the motivation and desire to study in students and the relationship between passion and academic achievement.