مجله مطالعات روانشناسی تربیتی
پیاپی 44 (زمستان 1400)

The purpose of this study was to compare executive function, emotional regulation and Working memory in students with and without anxiety. The present study was descriptive and used a causal-comparative design. The population of the study consisted of all sixth grade male elementary students in Varamin in academic year 2017-2018. A sample of 150 students (75 students with anxiety And 75 students without anxiety) gathered by Cluster random sampling and participated in a causal- comparative study. In order to diagnose Anxiety disorder, an executive function test was first taken. Both groups of students were Matched in terms of intelligence, parental education, age and gender. The data were collected through the Coolidge Executive Functioning Questionnaire (2002), the Garnfsky Cognitive Emotion Regulation Questionnaire (2002), the Daneman & Carpenter Working Memory Questionnaire (1980), and the Reynolds & Richmond Manifest Anxiety Scale (1987). Independent t-test and multivariate analysis of variance were used to analyze the data. The Findings showed that Students with anxiety have lower mean scores in executive function test than students without anxiety and the difference is statistically significant (t =- 5.51, df = 59, sig = 0.001). Findings also showed that the mean scores in refocusing / planning strategies, positive evaluation and acceptance (components for emotional regulation) in the group without anxiety is higher than with anxiety and other strategies in the group with anxiety are higher than the group without anxiety. Finally, the different mean score for working memory (t = 0.84, df = 59, sig = 0.4) in the two groups (students with and without anxiety) was not significant. high anxiety is more likely to result in problems for executive functions, emotional regulation and working memory. Considering above mentioned finding, it seems that in order to increase the physical, mental and social health of students, executive functions and cognitive emotion regulation strategies training is absolutely essential.

The purpose of this study is to evaluate the effectiveness of training critical thinking based on the Paul-Elder model, on students' critical thinking skill. The study method was quasi-experimental with Non-equivalent control group design and follow-up stage. The statistical population included all female students aged 15 to 18 years in Tehran. Using simple multistage sampling method, 40 students in grade ten were selected and put into two groups, 20 in the experimental group and 20 in the control group. After conducting the research, five students from each group were removed due to unwillingness to continue participating in the research, failure to complete the questionnaire in the post-test or follow-up stages. Interventions related to teaching critical thinking were performed in 10 sessions of 90-minute training, two sessions per week, for the students in the experimental group. The instrument of this research was the California Critical Thinking Questionnaire Form B. Multivariate analysis of covariance (MANCOVA) and SPSS software version 21 were used to analyze the data. The results showed that with pre-test control, there was a significant difference in increasing of critical thinking between experimental and control groups (p <0.05). This difference is also maintained in the follow-up stage. Therefore, it can be acknowledged that teaching critical thinking with Paul -Elder model leads to the promotion of critical thinking and this growth and development of levels of critical thinking will be maintained over time.

The purpose of this study was to investigate the effect of teaching based on art educational tools on students' academic burnout. This research based on the main strategy; is quantitative, based on data collection; is whole experiment with the control group and random assignment; based on analytical technique; is whole experiment type of pre-test and post-test design with the control group. The statistical population of this study was the students of intelligent schools in the 9th grade (first grade high school) in Sanandaj city in the academic year of 2017-2018. Sampling method was purposeful and 40 students selected randomly in two groups of experimental group (20 people) and control (20 people). Geography lessons were taught in the experimental group with teaching method based on art teaching tools and in the control group by conventional teaching methods in schools. To assess the burnout, a scalar burnout questionnaire was used. The data were analyzed by using the Multivariate covariance analysis (Mancova) with spss.vs.22 software. The result of the analysis showed that after modifying the pre-test scores, the effect of the factor between the subjects (membership in the experimental group and using method based on art tools, membership in the control group and the lack of use of the aesthetic method) on the dependent variables of burnout, academic fatigue, academic unwillingness and inadequacy are significant and causes the difference between the burnout and its triple components, in the control and experimental groups. The findings of the present study highlight the necessity of paying attention to teaching based on art educational tools and their positive effects in schools.

This research aims to determine the effect of forgiveness therapy on students happiness and the quality of their academic life . research method is semi-experimental regarding academic. statistical population of the research consisted of all male students in first good of high school in zahak city in academic year 2018-2019 . Finally , sample size of 30 people was selected using multi-stage cluster sampling .   to measure research variables , tow oxford happiness questionnaires (OHI) and the quality of life at school questionnaire (QOSL) were used which reviewed by Anderson and brou (2000) and forgireness therapy training was held for tweleve 60 minutes sessions (fire weeks and tow sessions each week) for test group based on main therapy pattern . in this research , descriptive (frequency distribution , calculation of central indices) and inferential statistics ( Kolmogorov – smirnor test , levene test , single variable covariance analysis and multi – variable covariance analysis ) were used to data analysis . the results showed that forgiveness therapy training has effect on students happiness and the Quality of their academic life . ie . forgiveness  therapy training causes increase in happiness and improve students .quality of academic life.

The present research set to evaluate the structural modeling of academic hope on academic involvement with the mediating role of academic self-efficacy conducted by correlational model and SEM. The statistical population consisted of the first-grade nomad high school students of Sistan and Baluchistan province in 2019-2020; 300 individuals were selected as a research sample using From Krejcie and Morgan's table, they were selected as a stratified random sample. Khormaei and Kamari's academic self-efficacy questionnaire (2017), Ryu Tisang's academic involvement (2011), and the academic self-efficacy questionnaire of Migli et al. (2000) were used to collect data. The questionnaire structure validity was calculated and confirmed using confirmatory factor analysis. The questionnaire reliability was obtained at 0.83, 0.90, and 0.85 using Cronbach’s alpha coefficient, respectively. Data was analyzed by Lisrel software. The results showed that academic hope had a direct effect on academic engagement (B = 0.55), academic hope had a direct effect on academic self-efficacy (B = 0.59), academic hope on academic engagement with the mediating role of academic self-efficacy had an indirect effect (B =26/0). According to the findings, the high academic hope level of nomad students has an effective role in their academic involvement. It is recommened to design and execute some plans to increase students’ academic hope.

The consequences of personal, family, social and educational harm caused by students' emotional breakdowns in society are very significant. The present study aimed to evaluate the effectiveness of an integrated emotional failure intervention on improvement of love trauma syndrome, academic resiliency, academic well-being, and self-differentiation in students with emotional failure. The research method was quasi-experimental research and pre-test, post-test, follow-up with equal control group were used. The statistical population included all government students of Neishabour city in the academic year 2018-2019 (N = 2215). Among the students with emotional failure (scoring above 16 in the list of Ross Love Trauma Syndrome, 1999) who were 89, 36 were selected by random sampling method and then in two groups of experimental (18) and control (18). Were randomly assigned. The experimental group was trained in an integrated emotional failure intervention program Akbari, Talepsand, Rahimian Bogar and Amin Beidakhti (2018) in 8 sessions of 70 minutes and the control group did not receive any training. This treatment program was an integrated combination of positivist psychotherapy theory and selection theory, which was set in 6 treatment units and 27 themes. Participants completed questionnaires on love trauma syndrome (Ross, 1999), academic resilience (Samuels, 2004), academic well-being (Petrinen, Sweeney, & Pihalto, 2014) and their differentiation (Scorron and Friedlander, 2003). ‌ were analyzed by repeated measures analysis and LSD post hoc test using SPSS-25 software. The results showed that the integrated-emotional intervention of emotional failure with an agreement coefficient above 0.90, which was measured by 9 expert judges, was able to improve love trauma syndrome (Eta = 0.79), communication skills (67.67). Eta = 0), future orientation (Eta = 0.38), problem orientation and positivity (Eta = 0.95), academic well-being (Eta = 0.23), integration with others (= 0.11) Eta), emotional attachment (Eta = 0.14) and my position (Eta = 0.78) had positive effects in the post-test phase and this effect was not significant only in relation to the emotional response dimension in the post-test phase. In the follow-up stage, the effectiveness of the intervention was significant in all variables except problem-orientation and positivism (educational resilience dimension) and all dimensions of self-differentiation (p <0.01). Integrated emotional failure intervention can be an effective and efficient program in promoting mental health and preventing emotional and academic problems in students. Therefore, this program can be used to protect students against various psychological, social and academic problems, and it is suggested that university counseling centers make extensive use of this intervention.

This research was done to predict academic adjustment based on school engagment, academic identity and academic buoyancy among students. This research describ the type of correlation and its statistical society was consist of all the female students of secandary schools of Qom in academic year of 2018-2019  Out of approximately 20,000 students, 377 students were selected by multi-stage cluster random sampling. Sinha and Singh academic adjustment standard questionnaire(1993), Was and Isaacson academic identity status standard questionnaire(2008), Fredricks, Blumenfeld and Paris school engagment questionnaire(2004) and Martin and Marsh academic buoyancy questionnaire(2008) were our research tools. Statistical analysis of data was done by Pearson correlation test and with SPSS22 software, multivariate regression was achieved. Reseasrch findings showed a positive and meaningful relation between school engagment components(Behavioral, cognitive and emotional school engagment), successful academic identity, follower academic identity and academic buoyancy with academic adjustment and there was a negative and meaningful relation between confused academic identity and serotinous academic identity with academic adjustment (p<0/05).  Regression analysis results showed that 58.3% of the variance of academic adjustment can be predicted through  the  school engagment components, academic identity components and academic buoyancy. Reseasrch findings showed that  Various interventions aimed at improving school engagment, academic buoyancy and successful academic identity and reducing the social, emotional and academic adjustment problems of students and Improves their level of academic adjustment.

The purpose of this study was to investigate the relationship between academic performance and academic motivation with self-directed learning in order to present an appropriate model. The research method was descriptive-correlational and the statistical population consisted of high school students in public schools of Sirjan city in the academic year of 2015-2016. 90 of them were selected by multistage cluster random sampling. Ninety high school students from the public schools of Sirjan, who were studying in the academic year of 2015-2016, were selected using multistage cluster random sampling. Data were collected using Fam and Taylor (1999) Academic Performance Scale, Valerand et al. (1992) Academic Motivation Scale, and Fisher et al. (2001) Self-directed Learning Questionnaire. Data were analyzed using structural equation modeling and LISREL software. The results showed that the root mean square approximation index (RMSEA) is 0.016 and the model has good fit. Also the power of the relationship between academic performance with self-directed learning was 0.78 and the power of the relationship between academic motivation with self-directed learning was 0.59 (p <0.05) which indicates a good correlation. Therefore, improving academic performance and academic motivation in schools have an impact on self-directed learning.

The aim of this study was to modeling the tendency of students to cyberspace based on individual, contextual and environmental factors and its psychological consequences. The research method was descriptive-correlational and all high school students in Ardabil were 21,714 statistical population of this study, of which 340 students were selected as a research sample using Krejcie and Morgan sampling table using multi-stage cluster sampling method. To collect the data, a researcher-made questionnaire and standard questionnaires of Young Internet Addiction Test (1998), Lovibond Depression, Anxiety and Stress Scale (1995), Russell Social Isolation Scale (1976) and a questionnaire The character "Woodworth" (2001) was used. Data analysis was performed using factor analysis and path analysis methods using SPSS 26, LISREL and AMOS softwares. The results showed that all the direct effect coefficients of the routes are significant and among them the direct effect coefficients of individual factors on user satisfaction (effect coefficient 0.14 and T value=2.40) and tendency to cyberspace (effect coefficient 0.10 and The value of T value=2.46 and the coefficient of direct effect of environmental factors on user satisfaction (effect coefficient of 0.10 and T value=1.66) are significant at the level of P<0.05 and other coefficients at the level of P<0.01. Also, all the indirect effect coefficients of the variables, except for the indirect indirect effect coefficient, are significant on the tendency to cyberspace through user satisfaction at the level of P<0.01. The data showed that the vastness of the Internet, easy access, cheapness and low cost, as well as the content of sites and social networks, feelings of loneliness and interaction with others are among the factors tending to cyberspace and its high impact on Internet addiction, violence, social isolation. Anxiety and depression indicate that the tendency to cyberspace originates more from what sources and how much they can be effective in the occurrence or exacerbation of mental disorders, and this can be a wake-up call for parents and school, as well as community leaders and decision makers so appropriate and effective syntax in managing the use of this technology to play a role.