مجله مطالعات روانشناسی تربیتی
پیاپی 47 (پاییز 1401)

The aim of this study was to predict social adjustment based on the variables of parenting style, perfectionism and creative thinking in ninth grade students in Rasht city. The research method was descriptive-correlational and the statistical population included all ninth grade girls in public and non-profit schools in Rasht in the academic year 2020-2021, from which 150 people were selected as the statistical sample by available sampling method. To collect data ,Bell Adaptation Questionnaire (1961), Bamrind (1967) parenting styles, Hill et al. (2004) Perfectionism Scale, and Welch and McDowell (2002) Creative Thinking Skills Assessment were used. Data analysis was done using Pearson's correlation coefficient and multiple regression analysis in a step-by-step manner.Findings also showed that there is a significant relationship between social adjustment with parenting styles (authoritarian and authoritarian), perfectionism and creative thinking (p ˂ 0.01). The results of regression analysis revealed that among the components of parenting styles, authoritarian style in a negative way with a beta coefficient of -2.74 and authoritative style in a positive way with a beta coefficient of 4.29 equal to the predictability of social adjustment variables. Also, perfectionism and creative thinking each have beta coefficients of 0.37 and -0.24, respectively, for social adjustment, which shows that the predictor variables of perfectionism are positive and creative thinking is negative. Provide criteria for explaining the variable (p ˂ 0.01). Considering above mentioned finding, it seems that  in order to increase social adjustment, the variables of parenting styles, perfectionism and creative thinking  are essential. The type of parenting methods of parents can have the strongest and most stable effects on the emotional and cognitive development of a child, so that its effects will be manifested during adolescence. Also, perfectionism is one of the personality structures that plays an important role in people's compromise. And one dimension of adaptability is social adaptation, which includes the individual's adaptation to his social environment, so positive perfectionism can have logical strategies for the individual.

This research investigates the relationship between attribution styles and psychological capital through the flow with academic engagement. The type of research was descriptive and correlational. The statistical population of the research is male and female students of Yazd University in the academic year 1398-1399 (14470), in which 384 students were selected by convenience sampling. The research instruments included standard questionnaires of attributional styles by Patterson and Seligman (1984), flow by Jackson and Auckland (2002), psychological capital by Luthans, Avolio, Avey, & Norman (2007) academic engagement by Fredericks, Blumenfeld & Paris (2004). Data analysis was performed using SmartPLS2 and software. The results of structural equation modeling showed that psychological capital plays a role in predicting academic engagement. Positive attribution style plays a role in predicting academic engagement. Negative attribution style plays a role in predicting academic engagement. Psychological capital plays a role in predicting academic engagement by mediating the flow. Positive attribution style plays a role in predicting academic engagement by mediating the flow (p<0/05). Negative attritional style plays a role in predicting academic engagement through the mediating role of the flow (p<0/05).Finally, considering the role of document styles and psychological capital in predicting academic enthusiasm, it seems necessary to establish educational workshops to improve psychological capital and improve students' document styles.

The Porpouse of this study was to investigate the effectiveness of interpersonal communication skills training on academic hope and students’ sense of connectedness with school. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included all sixth grade male students in Zahak city (Sistan and Baluchestan province) in the academic year 2021-2022 (N=413). The sample consisted of 30 students who were selected by multistage cluster sampling and randomly assigned to two groups, experimental (n=15) and control (n=15), were assigned. The data collection instrument was the academic hope scale (Khormayie & Kamari, 2017) and students’ sense of connectedness with school (Brew, Beatty & Watt, 2004) questionnaire that all participants completed as the pre-test. Then, the communication skill training program (Ahmadi et al, 2013) was conducted in the experimental group for eight sessions. Finally, the same questionnaire was completed by both experimental and control groups. Then, the data was analyzed using covariance analysis. The findings indicated that communication skills training can affect academic hope and students’ sense of connectedness with school (p-value<0/01). Therefore, interpersonal communication skills should be taught as one of the subjects in order to promote the academic hope and students’ sense of of connectedness with school should be considered.

The aim of this study was to investigate the effectiveness of Captain Log's computer-based intervention on planning-organizing performance of students with special learning disabilities. The research method was experimental with pretest-posttest design with control group. The statistical population of the study consisted of all students with special learning disabilities who referred to the center for Learning Disabilities in Ardabil in 2021, from which 40 people were selected by available sampling method and in experimental (n= 20) and control (n= 20) groups were replaced. The experimental group was exposed to Captain Log's computer-based intervention for 8 sessions. The London Tower test (1982) was used to collect data. Data were analyzed by multivariate analysis of covariance. The results showed that Captain Log's computer-based intervention improved the ability to plan-organize in students with special learning disabilities (P<0.05). Therefore, this type of intervention can be used to improve the planning-organizing performance of students with special learning disabilities.

The aim of this study was to determine the relationship between help seeking and self-determination and flourishing with the mediation of academic engagement by correlational method. For this purpose, from the statistical population of public high school students in Tehran, who were studying in the academic year 2019-20, a sample of 539 students were selected by cluster random sampling and responded to Help seeking questionnaire (Ryan and Pentrich ,1997), academic engagement (Schaufeli and Bakker ,2006), Basic Self-Determination Needs (Deci, and Ryan ,1993) And Flourishing Scale (Diner et al,2008). Data were analyzed using SPSS-23 and AMOS-23 software. The results showed that the structural model of help seeking based on self-determination and flourishing with the mediating role of academic engagement had a good fit with data. there is a significant relationship between self-determination, flourishing, academic engagement, with help seeking. Academic engagement also played a mediating role in predicting help seeking based on self-determination. The mediating role of academic engagement in predicting help-seeking based on flourishing was not significant. According to the results of the present study, it can be said that the rate of students help seeking is predicted directly based on self-determination and flourishing and indirectly based on students' academic Engagement.

The present study was conducted with the aim of determining the role of perceived teaching style dimensions in predicting psychological empowerment and connection with the school of students of the first secondary level of Hirmand city. In this descriptive-correlational study, 206 boys and 143 girls were selected using the stratified random sampling method. In order to collect data, questionnaires of teaching style (Blument et al., 1988), psychological empowerment (Spritzer, 1998) and connection with school (Rezaee Sharif et al., 2013) were used. Data were analyzed using descriptive statistics and regression analysis. SPSS version 24 software was used for data analysis. The data analysis showed that the three dimensions of teaching style predicted 41% of the changes in students' connection with the school. In addition, only two dimensions of structure and autonomy support were identified as predictors of empowerment. In total, these two dimensions of teaching style were able to identify 34.8 percent of the empowerment component among the sampled students. In this study, the strongest predictor for the component of connection with the school and empowerment was the structure dimension of teaching style.

the present study aims to compare the emotional and emotional intelligence among students with a faking response .the research method used in this study was Comparative causality. The population of 20,000 students from the Faculty of Psychology and Education was studying in the 1399 - 1400 Open University of South- Tehran. In this research, a sample of 295 students was selected using available sampling in two groups of pretend (149 people) and normal (146 people).They completed emotional intelligence questionnaires of Shot et a(1998) and Nejati cognitive ability (2012). Data were analyzed using multivariate analysis of variance. Considering the significance of F in the variable of emotional intelligence (F=8.730 and p<0.05) and the significance of the value of F in the variable of cognitive ability (F=10.773 and p<0.05), the results of variance analysis showed that the emotional intelligence and cognitive ability of students pretended to answer And normally there is a difference. The average emotional intelligence and cognitive ability in the faking group is higher than the normal group (p<0.05). Therefore, it can be said that in the self-report scales, it seems that the respondents have the ability to faked and this ability has a positive relationship with the cognitive ability and emotional intelligence of people, therefore it is necessary to select people and use personality tests should be done according to people's cognitive ability and emotional intelligence.

This study aimed to determine the effectiveness of supportive parenting program training on parenting patterns and decreasing mother's stress, depression, anxiety and children externalizing behavior problems. The present study was a quasi-experimental trial with a pre-test post-test design with control group in which Iranian mothers participated with their children who studied in elementary schools in city of Tehran in 2021 and had externalizing behavior problems. Subjects included 32 mothers who were selected by purposive sampling method and randomly divided into intervention and control groups (in each group, the number=16). The 16 mothers in the intervention group participated in a 10-session training course of a supportive parenting program based on Sanders Positive Parenting Program (Triple p) (Sanders, 1999), Acceptance and Commitment Therapy (ACT) (Hayes, 2012), and Life Skills Training (WHO, 2015). In contrast, the 16 mothers in the control group did not receive any education. Participants were evaluated using the Parenting Scale (Arnold, O'Leary, Wolff & Acker, 1993), Depression, Anxiety and Stress Scale (DASS-42) (Lovibond and Lovibond, 1995), and Eyberg Child Behavior Inventory (EBCI) (Eyberg & Pincus, 1999). Also, the teacher reported the quality of each child's behavior using Teacher Observation of Classroom Adaptation Revised (TOCA-R) (Johns Hopkins Center for Prevention and Early Intervention, 1991). Data using variance analysis was analyzed with a recurrent measurement plan. Results after the end of supportive parenting training sessions, at first showed a significant improvement in parenting patterns and reducing mothers' depression, anxiety and stress. At the 6 months follow-up, the status of these mothers in the intervention group was significantly better compared to their baseline score as well as the control group (p <0.05). Also, their children externalizing behavior problems decreased significantly in the intervention group and this effect of the intervention was significantly maintained after 6 months. The results supported the effectiveness of a supportive parenting training program as an effective approach to reducing children externalizing behavior problems and also improving the quality of parenting behaviors of mothers with children with behavioral problems.

The purpose of this study was to develop a critical thinking model based on moral justice and cognitive abilities mediated by metacognition in students. Therefore, the research method was correlation type and the statistical population included all the students of Semnan city, based on Norman and Streiner's (2003) view, 300 of them were selected as a sample using the sampling method. Data collection tools included Ricketts (2003) Critical Thinking Questionnaire, the short form of the Wells Metacognition Questionnaire (1997), the Rescue Cognitive Abilities Questionnaire (2013), and the Birger Ethical Justice Questionnaire (2012); Data analysis was performed using Amos software and path analysis method. Findings showed that there is a significant positive relationship between metacognitive, moral justice and cognitive ability with critical thinking 0.24, 0.45 and 0.21, respectively. The results of structural equations also showed that there is a significant relationship between cognitive ability and moral justice indirectly through the mediation of metacognitive beliefs with critical thinking; There is also a direct and significant relationship between critical thinking and metacognitive beliefs with moral justice and cognitive ability, and the assumed model indices has also shown that the model has a suitable and acceptable fit. Based on the findings of the research, the necessity of combining different structures in individual performance was confirmed, so it is suggested that, by confirming the above relationships, basic education should be paid attention to by experts and planners from early childhood and in preschool stages.

This study aimed to investigate Senior high school student's experience of social self-efficacy. This study was a qualitative study and was performed with a phenomenological approach. The research population includes all female secondary school students of Ahvaz city in 2019, who were in total number of people. For the research sample, first, a class of 30 students was randomly selected from all five secondary schools of the second period for girls, and a questionnaire was distributed among them. Based on this, the questionnaire was distributed among 150 students and finally 25 female students were selected purposefully. The social self-efficacy questionnaire of adolescents (Connelly, 1989) and interviews were used to determine the research sampl. A questionnaire was used to identify the students who had the highest social self-efficacy than the rest, and then the final sample size was obtained determined through semi-structured interviews. The findings of this study included six main themes (self-expression, performance in social status, participation in social groups, friendship and intimacy, helping, mutual respect) and 19 sub themes. According to the findings of this study, it seems that the best way to increase social self-efficacy in adolescent girls is to create an adequate understanding of social self-efficacy by parents, school officials, and community policymakers. Culture-building, family awareness and elimination of sexual discrimination in the community can help to increase the social self-efficacy of adolescent girls.