مجله مطالعات روانشناسی تربیتی
پیاپی 45 (بهار 1401)

The aim of this study was to model the structural equations of academic adjustment based on academic self-efficacy mediated by emotional fatigue in students. The method of the present study is descriptive-correlational. The statistical population of the present study was all first and second year high school students in Ardabil in 2020. From this population, a sample of 250 people were selected by available sampling method according to Corona conditions and answered the questionnaires of academic adjustment, academic self-efficacy and emotional fatigue. The obtained data were analyzed using Pearson correlation coefficient tests and structural equation modeling using SPSS 25 and 8.8 Lisrel software. The results showed that academic adjustment had a positive relationship with the overall score of academic self-efficacy and a negative relationship with emotional fatigue. Emotional fatigue is also negatively correlated with the total score of academic self-efficacy (p <0.001). Practically, holding workshops to increase emotion management and academic self-efficacy is suggested by psychologists and counselors.

The aim of this study was to investigate the relationship between stress coping styles and causal attribution with academic achievement of Iranshahr University of Medical Sciences students. The research method was descriptive-correlational and the statistical population of this study was all students of Iranshahr University of Medical Sciences in the academic year 2020-2021 in the number of 1008 people, of which according to Cochran's formula (119 girls and 113 boys) by snowball sampling method. Were selected and answered the questionnaire of coping styles of stressful situations Andler and Parker (1990) and the questionnaire of documentary style of Peterson et al. (1982). Data were analyzed using Pearson correlation coefficient and multiple regression. The results of data analysis showed that there was a positive and significant relationship between problem-oriented style and positive attribution style with academic achievement and a negative and significant relationship between emotion-oriented, avoidance style and negative attribution style with academic achievement (P <0.05). In addition, the results showed that positive and negative documents played a predictive role in students' academic achievement; And with the change of student achievement attribution styles, the coping styles also did not play a predictive role in students' academic achievement. Therefore, the results of this study indicate the importance of causal documents in predicting and increasing academic achievement and show the need for the attention of relevant university officials in teaching internal, stable and general causal documents to students in positive situations. Instructors benefit from a variety of educational strategies for presenting material, and active learning occurs in students, which leads to academic achievement in students.

Social and psychological capital might play an influential role in the academic development of the university students. The purpose of this descriptive/correlational study was to investigate the role of social and psychological capital in predicting students' academic engagement. The population of this study included all the BA students of University of Guilan (n = 12000) in the academic year of 2017-2018 out of whom 529 students (278 girls and 251 boys) were selected by multi-stage random sampling method. Academic Engagement Scale (Friedrichs et al., 2004), Social Capital Questionnaire (Delaaviz, 2005), and Psychological Capital Questionnaire (Lutans et al., 2007) were used to gather the data. The collected data were analyzed by Pearson correlation test and step-by-step multiple regression method. The results of regression analysis showed that the variables of hope, group participation and social trust accounted for 0.29 of the changes in academic engagement of the students. It can be concluded that social and psychological capital plays an important role in the students’ academic engagement. It is suggested that the planners of the higher education system pay due attention to the role of social and psychological considerations in designing the educational programs so that the students' academic engagement can be enhanced.

This study aimed to determine the effectiveness of online intervention of play therapy training based on the parent-child relationship on children's eating behaviors. The present study was a quasi-experimental study with a pretest, posttest design with experimental and control groups. The statistical population of the study included all preschool children referred to counseling centers in Isfahan, from which 30 people were selected by purposive sampling and randomly assigned to experimental(15people) and control groups(15 pepole). The experimental group underwent an 8-session play therapy based on parent-child relationships in the manner of 1-hour weekly group sessions and the control group did not receive any intervention. The research tool was a questionnaire on children's eating behaviors(vardel et al, 2001). The results showed that filial therapy improved the dimensions of food objection, food enjoyment, emotional overeating, and emotional undereating of the child (p<0/05). According to the research results, it can be said that play therapy intervention based on parent-child relationships has the necessary efficiency and effectiveness in improving the dimensions of child eating behaviors.

The present study aimed to investigate the impacts of emotional intelligence and spiritual intelligence on creativity regarding the mediating role of the student’s self-actualization.

This descriptive correlational research was conducted through path analysis. The statistical population includes all male and female freshmen (363 out of 6500 students) at high schools in Zahedan in the academic year of 2020 and 2021which were selected based on Morgan table. Data were collected through stratified random sampling using BarOn Emotional Quotient-Inventory (BarOn EQ-i®) (1980), King  Spiritual Intelligence Self-Report Inventory (SISRI-24) (2008), Torrance Tests of Creative Thinking (1992), and Maslow Self-Actualization Tests (1970). Finally, SPSS software version 26 and LISREL software version 8.8 were used to analyze data statistically.

The results showed that there was a significant direct and indirect relationship between spiritual intelligence and creativity regarding the mediating role of students' self-actualization. There was also a significant direct and indirect relationship between emotional intelligence and creativity regarding the mediating role of students' self-actualization.

This study showed that self-actualization can mediate between spiritual intelligence and emotional intelligence and creativity.

The purpose of this study was to determine the effect of teaching the seventh grade experimental sciences course based on the constructivist approach on students' cognitive styles in 1399.  

  The design of this research was quasi-experimental with pre-test-post-test with control group and follow-up stage, sample size according to Cochran's formula of 60 people, which was performed using purposive sampling method.Data collection was done with questionnaire of cognitive styles of group test of latent bugs (GEFT), Witkin, Oltman, Raskin,1971The training based on the constructivist approach was performed in 10 sessions, each session lasting 60 minutes, and

The results indicate that according to the effect size (0.72), education with constructivist approach in sciences course is effective on students' cognitive styles.There is also a statistically significant difference between the mean of pretest and posttest, mean of pretest and follow-up (P <.01). So that the mean of post-test and follow-up is statistically higher than the mean of pre-test in the variable of cognitive styles.Also, there is no statistically significant difference between the mean scores of post-test and the mean scores of follow-up test, which shows the sustainability of the results affected by the educational intervention over time.descriptive and inferential statistics (repeated measures test and paired sample test) were used to analyze the data.

In addition to physical symptoms, coronavirus has had many psychological effects on various segments of society. Among these, children and adolescents are considered vulnerable groups that show different psychological reactions to this emerging phenomenon and its effects. The aim of this study was to compare the strategies of cognitive regulation of emotion, mindfulness and cognitive flexibility in normal and gifted high school students during the home quarantine of Qovid-19 disease. The research method was descriptive and causal-comparative. The statistical population of this study included 800 students that studying in the academic year of 98-99 in normal and gifted schools in Rudan City in the secondary school, 160 student were selected by available sampling method (80 students of normal schools and 80 students of gifted schools). Research data were collected using the Garnfsky Cognitive Emotion Regulation Questionnaire (2001), Freiburg Mindfulness Questionnaire (2006) and the Dennis and Vander Wall Cognitive Flexibility Questionnaire (2010). Data were analyzed using descriptive statistics and one-way analysis of variance. The results showed that gifted school students scored higher on the subscales of self-blame, acceptance, positive reassessment, mindfulness and cognitive flexibility than normal school students. In general, it can be said that the ability to cognitively regulate emotions, mindfulness and flexibility affect students' academic performance. According to the results of the study, it is necessary for planners to pay attention to correcting emotions and self-awareness and reduce negative emotion regulation strategies for students to cope with crisis situations and prevent academic failure.

The purpose of this study was to investigate The effect of game-based math education on the social skills and academic self-efficacy of preschoolers, and first and second bases through flipped learning. This study was cross-sectional in terms of purpose, time of data collection, and Solomon's method in terms of method. The statistical population was preschool students. 40 people were selected by multi-stage cluster random sampling and divided into 4 groups (2 experimental and 2 control groups). Starmath game training was performed during 27 sessions (two sessions per week). The Talk and Trend Social Skills Questionnaire (2014) and the Jings and Morgan Academic Self-efficacy Questionnaire (1999) were used. The results of Kruskal-Wallis H, Mann-Whitney U and Wilcoxon tests showed that in the between groups study, the increase of social skills and its components were all observed, and in the within groups study, the ineffectiveness of the talent component was observed. In the between groups study of academic self-efficacy, an increase of all cases except the component of cooperation was observed, and in the within groups study, an increase of all cases except the communication component was also observed. Thus, Starmath training increases the social skills and self-efficacy of preschool students.

The aim of present study was to examine the mediating role of perfectionism in the relationship between anxiety and self – efficacy among students. The research method was descriptive-correlational and participants were 396  students from Tehran city which selected based on stratified random sampling method and completed general self-efficacy scale, Multidimensional Perfectionism Scale, state - trait anxiety, procrastination assessment scale – students. The results of structural equation modeling showed that state – trait anxiety, self – efficacy and positive perfectionism could significantly predict Academic procrastination and also negative perfectionism were statistically significant predictor of Academic procrastination. Moreover, finding showed that perfectionism played a mediating role in the relationship between state – trait anxiety and self – efficacy with Academic procrastination. According to the research finding, it can be concluded that decrease of anxiety and  negative perfectionism, improving self – efficacy and positive perfectionism can be effective in decrease of  students' Academic procrastination. Therefore, these components can be considered in the design of interventions related to reducing Academic procrastination.

The aim of this study was to investigate the individual factors affecting the non-suicidal self-injury in adolescence. The research method was qualitative and phenomenological type. The statistical population of the study was 13-5 year old girls of Shiraz in 2020 that experienced non-suicidal self-injury. The sampling method was non-probability purposive method and the sample size according to data saturation criteria was 20 adolescent girls aged 13 to 15 years who had experienced non-suicidal self-injury. Data were collected through semi-structured interviews. The data analysis process was performed in three coding steps (open, axial, selective) through which the main codes and categories were identified. The results of the study revealed that the individual factors affecting adolescents' self-harm are: thoughts (selfdissatisfaction, identity, religion), emotions (feeling lonely, feeling misunderstood, temporary mental discharge, depression, anger, anxiety, hatred and repression) and behaviors (styles of coping, attracting attention, manipulating). Among these factors, the role of emotions was substantial and fundamental. In general, the results obtained can help counselors in dealing with adolescents with nonsuicidal self-injury. Also, the results can be used in the development and implementation of new treatment plans.