مجله مطالعات روانشناسی تربیتی
پیاپی 46 (تابستان 1401)

The present study was conducted to investigate the modeling creativity in Relationship between behavioral activation/ inhibition systems with Academic Self-Efficacy in male students. correlation studies based on structural equation modeling technique. Population Were all of male students in high school of Gonbad city that 230 people selected by cluster sampling. Measurment tools were were behavioral activation/ inhibition systems, Academic Self-Efficacy and Abedi creative questionnairs . data analysis was performed using SPSS-22 using Pearson correlation and path analysis. Result showed that has been Relationship between Creativity behavioral systems with Academic Self-Efficacy in students. And result showed that the research model was confirmed and in general 0.15 of academic self-efficacy  can be explained by Creativity and behavioral systems(P <0.01). According to result of this study with increasing of Creativity and behavioral systems can increase of academic self-efficacy and self-steam is necessary.

One of the important type of errors is differential item functioning (DIF). The aim of this study, using the Monte Carlo simulation method, was to determine whether the effect of missing data on the bias and precision of the Likelihood Ratio test for DIF detection differ across different missing data methods? The factorial design was used to examine the effect of six MDM methods on the effectiveness of IRT-LR test for DIF detection in the GRM, in terms of Type I error and statistical power. The statistical population in this study was all university students with undergraduate degrees in educational sciences and psychology in Tehran. A sample of 1100 students from this community were among the students studying at Allameh Tabataba’i, Tehran, Shahid Beheshti, Kharazmi, Islamic Azad University Tehran North Branch, Islamic Azad University Tehran South Branch and Islamic Azad University Central Tehran Branch in 2019. The academic alienation questionnaire was administered to them. G2 index and the effect size η2 were calculated for all first-order interactions. Multiple imputation and single regression substitution methods had the lowest contribution in the control of the type I error and the methods based on maximum likelihood and the person mean substitution showed the highest contribution in terms of error control, respectively. The statistical power of the test was similar in all methods in this study. The results of this study indicated that the missing data and observations and the length of the test had an important role in the effectiveness (bias and precision) of the test.

The present study aimed to compare the effects of “computerized cognitive rehabilitation game of attention and memory (ARAM)” and “practical games of attention” on sustained attention, response inhibition, reading speed, and accuracy of reading in students with a specific learning disability of dyslexia. This was a field experiment with an extensive control group design, which included two test groups and a control group. The statistical population included second to fifth-grade elementary students of Andimeshk, Iran in 2021-2022. In total, 60 subjects were selected by purposive sampling and were randomly divided into three groups of 20 (two test groups and one active control group). The students were tested by having them complete the Continuous Performance Test, the Go/No-go test, and the Reading and Dyslexia Test (Nema) in the pretest and posttest stages. Data analysis was performed using multivariate analysis of covariance and the Bonferroni test. According to the results, both games had significant effects on the cognitive and reading skills of dyslexic students (P<0.001). In addition, the Bonferroni test results were indicative of the higher effectiveness of computerized cognitive rehabilitation, compared to the practical games. Conclusion according to the results of the study, rehabilitation games (computerized and practical) could be used as an efficient method for the treatment of learning disabilities of individuals by consultants and specialists.

The present study aimed to investigate the effectiveness of concept mapping teaching method on students' intelligence beliefs and comprehension in Science. This research was conducted in a quasi-experimental method with a pretest- posttest control group design. The statistical population of the study included male students in the sixth grade of elementary school in Farahan city in the academic year 2018-2019, 34 of whom were selected by convenience sampling and divided to experimental and control groups. To collect the data, Babaei’s Questionnaire of Intelligence Beliefs (1998) and Wechsler’s Comprehension Subscale (1974) for children were used. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results indicated significant difference in the linear composition of dependent variables (intelligence beliefs and comprehension) in two groups. (Pillai's Trace= 0.724, F2, 29= 38.015, p< 0.001, Partial Eta Squared= 0.724). Furthermore, univariate analysis of covariance indicated that the concept mapping teaching methods had significant effect on intelligence beliefs (p< 0.001, Partial Eta Squared= 0.640) and comprehension (p< 0.001, Partial Eta Squared= 0.562). In conclusion, it proposed using the concept mapping teaching method to improve students' intelligence beliefs and comprehension in science.

The present study was done with the aim of presenting a causal model of the effect perceptions of classroom quality and educational justice on academic cheating with regard to the mediating role of self-efficacy. The research method was descriptive-correlational and the statistical population of the study included all upper secondary girl students in khorramabad city in the academic year 2015-2016 to 9981 students, of which 240 were selected based on stratified random sampling method. To collect the required data from perceptions of classroom quality Gentry, Gable and Rizza (2002), educational justice golparvar (2011), Jinks and Morgan academic self-efficacy (1999) and academic cheating aliverdini, janalizade & amrani (2016) was used. Data analysis was performed by the SPSS-22, and AMOS-24 software. The results showed that educational justice had a negative and direct effect on academic fraud (p<0.01); But it did not have a direct effect on academic self-efficacy (P<0.05). Perceptions of classroom quality had no direct effect on academic fraud (P<0.05); But it had a positive and direct effect on academic self-efficacy (p<0.01). Also, the direct effect of academic self-efficacy on academic fraud was negative and significant (p<0.01). The indirect results of the pathways showed that only perceptions of classroom quality mediated by self-efficacy can reduce students' academic cheating. According to the results obtained, it is recommending for reduce academic cheating, develop appropriate perceptions based on challenging, engaging, meaningful tasks with choice and self-efficacy; and also, creating equal educational opportunities in schools can lead to a decrease in students' academic cheating.

The aim of this study was to evaluate the effectiveness of multidimensional treatment of Lazarus on self-esteem and adjustment of children with separation anxiety disorder. The research method was quasi-experimental with pretest-posttest design with control group. The statistical population included all children with separation anxiety disorder who referred to Ibn Sina Hospital in Mashhad in 1397. 16 of them were selected by convenience sampling method and then based on random assignment of individuals to two experimental and control groups, each group (8 people) were appointed. Subjects answered the Rosenberg Self-Esteem Questionnaire (1965), the Spence Anxiety Questionnaire (1997), and the Sinha and Singh Students' Adjustment Questionnaire (1993). While the control group did not receive any intervention during this period. Research data were analyzed using univariate analysis of covariance. The results of univariate analysis of covariance showed that multidimensional treatment of Lazarus increased self-esteem and adaptation of children with separation anxiety disorder in the experimental group compared to the control group. Based on this, it can be concluded that the multifaceted treatment of Lazarus by relying on 7 different dimensions and influencing it, can be an effective way to treat separation anxiety disorder and increase self-esteem and compromise in these children.

The aim of this study was to evaluate the effectiveness of parent-child play therapy on improving reading performance in children aged 8 to 10 years with learning disabilities. The method of the present study was quasi-experimental and its design was pretest-posttest and control groups. The statistical population of the study included the parents of 8 to 10 year old students who referred to specialized pediatric clinics (Tohid Counseling Center) in Isfahan in 1400. according to the inclusion criteria, 28 people were selected by available sampling method and randomly assigned to two experimental groups (14 people) and control (14 people). The experimental group underwent parent-child play therapy in 10 sessions of 90 minutes once a week, while the control group did not receive any intervention. The research tools were a reading performance questionnaire (Karami Nouri and Moradi, 2005 ). Research data were analyzed using analysis of variance. The results of the analysis showed that parent-child play therapy improves reading performance in students with learning disabilities (p <0.005). Therefore, it can be said that parent-child play therapy is an effective way to treat reading performance in children with learning disabilities.

Working memory is an active system for maintaining and manipulating information temporarily to accomplish complex cognitive tasks such as learning, reasoning, perception, and thinking. Therefore, improving the memory performance can lead to better performance of these assignments.

The purpose of this study was to determine the impact of using the cognitive strategies including organization and elaboration on working memory improvement in elementary school students.

In this research, a experimental design, a pre-test, post-test with experimental and control group were used. Participants included 24 students (12 experimental group, 12 control group), sixth grade elementary boys school from Shiraz who were selected by multi-stage cluster sampling and assigned into two groups randomly. For working memory evaluation, Letter-Number Sequencing subtest of the fourth-edition of Wechsler complementary scale was used. At first, a pre-test was conducted for the two groups, then the organization and elaboration strategies were taught to the experimental group, and finally the post-test were run on the two groups. Data were analyzed by using descriptive statistical methods and ANCOVA tests.

The findings showed that there is a significant difference between the performance of the students' working memory in the experimental and control groups. Also, the Eta coefficient is 0.77, which indicates that 77% of the variance of memory is explained through training.

The research finding showed that training organization and elaboration strategies has improved the performance of students' working memory.

The aim of this study was to investigate the causal relationship between academic support and academic engagement with the mediating role of psychological capital. For this purpose, 230 students (108 females, 122 males) at the Farhangian University of Kurdistan were selected by systematic random sampling. Data were collected using Sands and Plunkett’s, Academic Support Scale, Luthans and Avolio’s Psychological Capital Questionnaire, and Reeve’s Academic Engagement questionnaire. Data was analyzed via path analysis using structural equation modeling. The findings corroborated the good fitness of the model with the research data. According to the results, the direct path from academic support to academic engagement, psychological capital to academic engagement, and academic support to psychological capital was significant (P <0.01). The indirect path from academic support to academic engagement through psychological capital was also significant (P <0.01).  In sum, the results of this research show that academic support by affecting psychological capital can lead to effective involvement of students in educational and learning activities.

According to the UNESCO’s 2020 report on the state of education in different countries of the world due to the Covid-19 pandemic, more than 195 countries have been forced to stop their educational activities at different times, which is equivalent to 91% or 1.6 billion students. This study aimed to investigate the rate of students' learning through virtual education in the Covid-19 pandemic and compare it with face-to-face education.The study method was descriptive cross-sectional and the target population of all second to fourth year students of University of Sistan and Baluchestan in the year 1400 was over 15,000 subjects. 375 students (154 boys and 222 girls) were selected as the sample population using Singh and Masuku sample size determination table. A researcher-made questionnaire in a five-choice Likert scale was used to collect data. Statistical methods such as, paired and independent t-test, analysis of variance, and Bonferroni post hoc test were used for statistical analysis of data. The software used was SPSS21. The results showed that the effectiveness of face-to-face education in the field of cognition was relatively good (3.82±1.13) and concerning virtual education was relatively moderate (2.84±1.05). Also, the effectiveness of face-to-face classes in the emotional field has been relatively good (3.64±1.13) and concerning virtual education has been lower than average (2.84±1.05), and at the same time the effectiveness of face-to-face classes in the field of competence (social-communication skills) has been good (3.80±1.09) and in communication with e-learning has been below average (2.71±1.12). In all three domains of cognitive, emotional, social skills, a significant difference was observed at the level of P≤01 between the two educational approaches. The amount of students' academic activities during virtual education was relatively less compared to face-to-face education. Due to the unwanted experience of the Covid-19 pandemic, it seems that educational centers at all levels, especially higher education, should design and implement coherent and rapid measures and programs to familiarize students with information technology related to virtual education to make such a course effective.