فصلنامه روانشناسی تربیتی
سال هفدهم شماره 62 (زمستان 1400)

the purpose of this study was to design a model for curriculum development in Preschool (4-6 age) period. in this regard , the present study was applied in terms of purpose and in terms of data collection , phenomenological approach was used and semi - structured interviews were used to identify the most important components of non - structured curriculum elements. Data collection method was phenomenological approach and semi-structured interviews were used to identify the most important components of Model. The statistical population were specialists in the field of Preschool education. In order to analyze the findings, open, axial and selective coding was used. In order to determine the validity and reliability of the findings, the survey of colleagues and a number of questionnaires were used for validation. The obtained results were analyzed using van Manen method. The results showed that in the field of goal, 17 component, in the field of content 14 component, in the field of teaching 10 component, in the field of evaluation 7 component, in the field of place 18 component and in the field of time 10 component and totally 76 component realized.

The aim of this study was to investigate the mediating role of authenticity personality dimensions in the relationship between perceptions of school climate and academic well-being of students. The statistical population of the study involved all the high school students in Behbahan, Khuzestan, south of Iran, out of which 354 individuals were finally selected using multi-stage random sampling. The research instruments consisted of the Academic Well-Being Scale (Tomenin Sweeney et al., 2012), Personality Authenticity Questionnaire (Wood et al., 2008), and Perceptions of School Climate (Beer et al., 2016). Descriptive data and correlation matrix were analyzed using SPSS software, version 26. Besides, AMOS software, version 26, was used to test the research hypotheses and research model. Based on the results, the proposed model has a good fit with the collected data. Perception of school climate had a direct and positive effect on the academic well-being of the students. On the other hand, perception of school climate directly and negatively affected the components of alienation and acceptance of external influences, which, in turn, had a direct and negative effect on the students’ academic well-being. Moreover, perception of school climate had a direct and positive effect on the students’ authentic life, which also exerted a direct and positive effect on the students’ academic well-being. Accordingly, in order to increase the academic well-being of the students, further attention should be paid to the dimensions of students’ authentic personality and perception of school climate.

The purpose of this study is to present a structural model of academic self-disability based on perceived parenting style and intelligence beliefs mediated by daring in students. The present study is applied in terms of purpose and correlation based on structural equations in terms of method. The statistical population of the study was all high school students in Tehran in the academic year 2009-2010. The sample size was 537 students who were selected by cluster random sampling. Research instruments included Gambrill and Ritchie (1975) audacity questionnaire, Jones and Rodwalt (2005) Academic Self-Disability Questionnaire, Perceived Parenting Questionnaire, Implicit Beliefs Assessment Scale (Abdolfattah and Yates, 2006), Abdolfattah and Yates Intelligence Beliefs Questionnaire. There were two subscales of incremental intelligence theory and innate intelligence theory. The collected data were analyzed by structural equation modeling and AMOS software. The results of data analysis showed that the structural model of academic self-disability is perceived based on parenting style and intelligence beliefs mediated by daring in students based on experimental data have a good fit. Also, the indirect effect of perceived and IQ beliefs on students' academic disability was confirmed. Therefore, the present study showed that disability itself has a mediating role in explaining and predicting students' audacity. These variables are influenced by intelligence beliefs and perceived parenting style and can have a significant effect on students' courage.

The purpose of this study was to investigate the effectiveness of neuro linguistic programming strategies training on emotional intelligence, achievement motivation and academic self-concept. This study was experimental pre-test, post-test with the control group design. The statistical population of this study consisted of all female fifth grade elemantary school students in Izeh city in the academic year of 2020-2021. Then 30 people with learning disabilities were selected through random multi stage cluster sampling and were assigned randomly to experimental and control groups. The instruments used in this study were emotional intelligence (Petrides & Furnham, 2001) achievement motivation (Hermance, 1977) and academic self-concept (Liu & Wang, 2005). The experimental group received neuro linguistic programming strategies training for ten 60-minutes sessions, one sessions in a week lasting for two month. Analysis of the data was done using descriptive (average & standard deviation) and inferential (multiple covariance analysis) tests. Experimental group showed significant increase in achievement motivation and academic self-concept after being trained, But no significant effect was observed on emotional intelligence. Based on the result we can say that neuro linguistic programming strategies training is an important method in improving of achievement motivation and academic self-concept students with learning disability.

Gamification is an innovative approach that aims to increase user interaction and motivation and provide sustainable experiences. This approach has recently become widespread and is an approach that is used in many fields. The present article has been conducted with the aim of investigating the effect of gamification on learning, identifying important elements in gamification, and the design and composition approach of the elements. This article uses a systematic review that uses document and content analysis. Based on the findings of this study in research studies, the effect of this approach on learning has been reported positive and also the elements used in most studies are the same, the most important of which include feedback, score, time, ranking, competition, participation, progress bar, badge, Rewards, challenges, guides, warning signals, and missions. In the field of design and composition of these elements, a comprehensive view is emphasized, which means that the use of limited elements in the game of warfare will not have a positive effect, and it is better to use a set of these elements in the design of the game of warfare.

Exam anxiety as a cognitive-attention construct plays an important role in performance. Because people with anxiety tests focus on activities that are unrelated to homework, occupancy, self-critique, and physical concerns, resulting in less attention to the assignment, which reduces their performance.

The purpose of this study was to investigate the effectiveness of meta-cognitive therapy on of test anxiety in high school girl students in Khorramabad city.

The design of the study was quasi experimental with control group in pretest, post-test and follow up. Statistical population was of all girl students in the 1391-92 in Khorramabad city ,that among the them, 40 persons were selected randomly stage. Measuring data tool in this research,were Sarason test anxiety questionnaire and leaf samples demographic information. After the intervention, post-test and after 4 months follow-up tests were performed. Results analysis with software spss- 20 and Statistical analysis of covariance.

The results showed that intervention based on therapeutic metacognitive reduce were the 64% test anxiety symptoms at post-test and 62% of these symptoms at follow-up (p<0.01).

Based on these findings, can conclude that intervention of metacognitive therapy was effective in reducing symptoms of anxiety and therefore, can use this intervention to reduce symptoms of anxiety in the students.

The aim of this study was to identify the characteristics of school refusal and the components contribute to develop it and to present a conceptual model of school refusal for of elementary school students. This research data was collected and analyzed through qualitative approach and grounded theory. The study population included all the parents, educators and specialist of school refusal in the year of 2018-2019. In pursuit of this goal, 7 child Specialist and 10 parents and educators of student with school refusal meeting the criteria to enter the research were chosen according to the targeted sampling. After semi-structured in-depth interviews was conducted, the obtained findings were as follows: in the characteristics section, a main category and 7 subcategories were obtained. Also, in the section of effective components, 12 subcategories and finally 4 categories was extracted. After comparing the data obtained from the three groups of interviewees, we tried to design a conceptual model.As school refusal behavior in many cases in the coming years will lead to antisocial behavior and eventually dropping out of school, provide a conceptual model of school refusal behavior in schools, cultural and counseling centers in order to identify this phenomenon better is suggested to use therapeutic methods and prevent the occurrence of several disorders at the same time.

Positive youth development is a comprehensive and integrated approach that emphasizes youths’ strengths and adaptive processes. smooths the way for adolescents to reach a sense of competence in physical, emotional, cognitive, and moral dimensions and its aim is to create positive behaviors in adolescents.In line with this,this study aimed to investigate the relation of ethical climate school to destructive academic behaviors by mediating positive youth development. The research was a correlation design. Participants were 671 high school students (293 boys and 378 girls) from Shiraz selected using a multistage random cluster sampling method. They completed the ethical climate school scale (Schulte and et al, 2002), positive youth development scale (Geldhof and et al, 2014), and destructive academic behaviors scale (Kashkoli, 2017). Data were analyzed using Structural Equation Modeling in AMOS. The results showed that the model of this research has a suitable fitness. According to the finding, ethical climate school and positive youth development had a direct and negative effect on destructive academic behaviors. Also, ethical climate schools had a direct and positive effect on positive youth development. The results of the Bootstrap test showed that positive youth development has a mediating role in the relation of ethical climate school to destructive academic behaviors. Based on the results, to reduce harmful academic behaviors, one should pay attention to moral climate of school and promoting the components of positive youth development.

Academic engagement is a very important variable in any stages for student’s success. The aim of this study was to determine the effectiveness of academic meaning-oriented training based on healthy human theory and positive psychology training on academic engagement in Iranian students in Denmark. The research method was semi-experimental with three groups in two stages of pre-test and post-test. The statistical population of the study included 12 to 18 years old Iranian Students in Copenhagen, Denmark, in winter 2021. From them, 60 students were selected through voluntary sampling and then randomly assigned to three groups (20 people in each group). Schaufeli et al (2002) academic engagement questionnaire was used to measure the dependent variable. Academic meaning-oriented training based on healthy human theory and positive psychology training groups were trained in 10 sessions, respectively. Data were analyzed by analysis of covariance and Bonferroni post hoc test. The results showed that in academic engagement there is a significant difference between academic meaning-oriented training based on healthy human theory and positive psychology training with the control group (P<0.01), but there is no significant difference between academic meaning-oriented training based on healthy human theory and positive psychology training (P>0.05). Based on results, positive psychology training and academic meaning-oriented training are two effective training manners for increasing the academic engagement of Iranian students in Denmark