مجله مطالعات روانشناسی تربیتی
پیاپی 48 (زمستان 1401)

The Emotional Behavior Regulation Questionnaire is a self-report scale of behavioral strategies that individuals use to regulate their emotions in response to stressful events. The aim of this study was to investigate the psychometric properties of the short form of emotion behavioral regulation scale in students. The research method was descriptive and the statistical population (N = 13000) of the present study consisted of all the male students of the second year of secondary school (first to third grades) of public schools in Ardabil city in the academic year 2018-2019. A total of 239 of these individuals were selected from the above statistical population by multi-stage random sampling and individually responded to the Emotion Behavior Regulation Scale (short form) Kraaij& Garnefski (2019) and the Depression, Anxiety and Stress Lovibond&Lovibond (1995) Scale. For data analysis, internal consistency coefficient, simultaneous validity, exploratory and confirmatory factor analysis were used. Data were analyzed using SPSS 25 and 8.8 LISREL software. The results of internal consistency coefficient showed that this scale has good reliability. The results of exploratory factor analysis revealed 5 factors with specific values greater than one. The fit indices of the confirmatory factor analysis model also confirmed the 5-factor (Seeking Distraction, Withdrawal, Actively Approaching, Seeking Social Support and Ignoring) model of this questionnaire. The results of the correlation coefficient showed that the negative relationship between the emotional regulation components (Seeking Distraction, Actively Approaching, Seeking Social Support) and the positive relationship between the emotional regulation components (Withdrawal and ignoring) with depression, anxiety and stress are significant (P<0/001). Cronbach's alpha coefficient for the total score of negative emotion behavioral regulation is 0.76 and for the total score of positive emotion behavioral regulation is 0.80 and for the components is in the range of 0.60 to 0.68. The results of this study showed that the Persian version of the Emotional Behavior Regulation Scale has good reliability and validity in the Iranian population and is a suitable self-assessment scale for clinical and research situations.

The purpose of the current research was to identify the dimensions and components of the literacy model of assessment and evaluation of the curriculum of primary school teachers. The approach of the current research was qualitative and its meta-composite method was based on the model of Erwin et al. (2011). The research community consisted of 174 scientific-research articles published in reputable scientific journals, which were in the field of literacy assessment and evaluation of teachers and providing models in this field between 2010 and now. The research sample included 39 researches that were purposefully collected and selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents: based on the analysis of the data, the dimensions and components of the teacher's curriculum assessment and evaluation literacy model were classified into 5 dimensions and 18 axes. These dimensions include the knowledge of the curriculum elements (including the axes of knowledge regarding the content, goals, approaches of education, the knowledge of the learners, the space and place of the program, the time and the knowledge of educational evaluation), meta-knowledge (including the axes of perceptual knowledge and knowledge management), knowledge of the program Curriculum planning (including the axes of knowledge of program design and compilation, knowledge of curriculum dissemination, knowledge of implementing curricula and knowledge of curriculum evaluation), background knowledge (including axes of cultural-social knowledge, professional skills) E-organizational and factors and indicators affecting teacher evaluation) and humanistic knowledge (including the axes of interactive knowledge and emotional knowledge).

Academic buoyancy as one of the fundamental concepts in positive psychology is important in the successful and effective learning of learners. Academic buoyancy refers to a student's personal capacity to positively cope with academic challenges and common setbacks in daily school life. The aim of this study was to investigate the relationship between Academic buoyancy with self-regulation, self-efficacy and academic resilience. The research method was descriptive - correlational. The statistical population of the study included all high school students in Kashan city in the academic year of 2020-2021. 375 people students (178 males and 197 females) were selected by cluster random sampling. Using Academic Buoyancy Questionnaire, Cognitive and Metacognitive Strategies Questionnaire, Scherer Self-efficacy Questionnaire and Academic Resilience Questionnaire data were collected. The results showed that self-regulation, self-efficacy and resilience have a significant positive relationship with academic buoyancy. The results also showed that academic resilience has a mediating role in the relationship between self-regulation and self-efficacy with academic buoyancy. Also, findings indicated that academic resilience mediated the relationship between self-regulation and self-efficacy and academic buoyancy. The findings of the present study have practical implications for educational-counseling interventions aimed at promoting students' academic buoyancy based on strengthening self-regulation, self-efficacy and academic resilience so that students can respond to academic challenges in an efficient and adaptive style.

The aim of this study was to investigate the effect of mindfulness-based cognitive education (MBCT) on the quality of attention of junior high school students. In a quasi-experimental research project, out of 2,500 high school students in Lordegan, 126 were randomly selected and after completing the Attention Quality Questionnaire, 40 of them received the lowest scores and were randomly divided into two experimental groups. Controls (20 people in each group) were assigned. The experimental group then received 60 minutes of cognitive training based on mindfulness in 12 sessions. Subjects completed the Attention Quality Scale during the pre-test, post-test, and 2-month follow-up stages (Brickenkamp, ​​2002). The results showed that in the pre-test stage there was no significant difference between the mean scores of the experimental and control groups, but in the post-test and follow-up stages the mean attention scores of the experimental group were significantly higher compared to the control group (P= 0.01). It was concluded that mindfulness-based cognitive education can be used to improve the quality of students' attention.

The purpose of this study was to predict of students' academic engagement based on achievement goals and the mediating role of academic resilience. The statistical population of the present study were all students who studying in Tehran Azad University in the academic year 2021-2022 that 352 students were selected as the research sample by convenience sampling method and virtually answered the questionnaires of Fredricks, Blumenfeld, & Paris's academic engagement scale (2004), Midgley's & et al Achievement Goal Orientation Questionnaire (1998) and Samuels's Academic Resilience Scale (2004). Data after collection, were analyzed by Structural equation modeling method. The results showed that the developed model had a complete fit with the data of this study. The results also showed that the avoidance goal orientation in a negative way (P<0/011) and the approach (P<0/011) and mastery goal orientation (P<0/001) as well as academic resilience (P<0/001) in a positive and significant way predicted the academic engagement in students. In addition, academic resilience mediated the relationship between avoidance goal orientation and academic engagement (P<0/011) in a negative way and the relationship between approach goal orientation and academic engagement (P<0/011) in a positive and significant way. According to the results of the research, academic engagement is one of the factors affecting academic performance and one of the essentials of learning, which can be increased in students by strengthening academic resilience and mastery and approach goal orientation and reducing the use of avoidance goal orientation.

Several factors have an effect on educational failure, which interactively intensify and strengthen each other, and the result of this causes the loss of social and human capital of a society. The present research was conducted with the aim of the effectiveness of teaching metacognitive techniques on the causal documents of learning problems of English language course of secondary school students of Qeshm city. The research method is a semi-experimental type, based on the initial monitoring, randomly among the student population, 36 students who had a score of less than 12 in the English course were randomly selected (18 in two groups, experimental and 18 controls) were selected. The research tools included the Auestionnaire of English Language Learning Problems in secondary schools (Javadan, 2014) and the Package of Meta-Cognitive Techniques (Qadampour, 2016), which dealt with meta-cognition, problem solving techniques and critical thinking for six sessions. Data analysis was done using the SPSS23 program and the analysis of the covariance method. According to the F values for the causal documents of English language learning (0.133) and the significance level (P≤0.05), no significant difference was observed between the control and experimental groups. Therefore, the main and secondary hypotheses of the research are rejected. In general, it can be concluded that the training of metacognitive skills takes place face-to-face and in the context of time, and applying these trainings in real life conditions and training in virtual conditions is effective for this group of students. not much

The aim of this study was to investigate the effectiveness of social adjustment training program on perceived competence, academic enthusiasm and sense of school belonging in boy students. The research method was semi-experimental with pretest-posttest design with control group. The statistical population consisted of all boys' secondary high school students in the academic year of 2020-2021in the city of Saqqez (N = 2300) and 30 people were selected through the convenience sampling method and randomly divided into experimental (n=15) and control (n=15) groups. For gathering data the questionnaires of perceived competence (Harter, 1982) academic enthusiasm (Fredericks, Blumenfield and Paris, 2004) and sense of school belonging (Barry, Batey and Watt, 2005) were used. The students of the experimental group underwen 10 sessions of 90 minutes for 5 consecutive weeks (2 sessions per week) of social adjustment training program (Najari, Jaidi, Moradi and Karimi, 2017) and the control group did not receive any intervention. data were analyzed using multivariate analysis of covariance. The results of this study showed that social adjustment training program had a significant effect on increasing the perceived competence (p=0.048), academic enthusiasm (p=0.049) and the sense of school belonging (p=0.040) in boy students. overall, the results showed the effectiveness of the social adjustment training program as an effective method for increasing perceived competence, academic enthusiasm and the sense of school belonging in boy students. It is suggested that this program be used by custodians of education and educational institutions to design preventive educational programs and improve educational achievements.

The purpose of this study was designing and fitting an causal model of the relationship between cognitive appraisal, perceived social support, achievement emotions and achievement motivation in graduate students. The research design was descriptive- correlational by use of structural equation modeling. The target population included all postgraduate students of Shiraz University) about 3400 people) in 2019-2020 academic year. The sample size was 400 (224 girls and 176 boys), selected by multistage cluster sampling method. Data were gathered using Peacock & Long (1990) Cognitive Appraisal, Zimet, Dahlem, Zimet, & Farley (1988) Perceived Social Support, Pekrun, Goetz, and Perry (2005) Achievement Emotions, and  Rashid, Zakeri, Salahshouri and Kordnoghabi (2012) Educational Motivation Questionnaires. Data was analyzed by use of Structural Equation Modeling method in Amos software. The results showed that the proposed model fit the data. Also cognitive appraisal due to negative and positive emotions, and perceived social support due to positive emotions had a significant effect on achievement motivation, but perceived social support due to negative emotions did not have a significant effect on achievement motivation. Based on the findings, it is suggested  that parents and teachers train students adapted cognitive assessment and emotional management from primary education in order to face the stressful academic situations favorably Especially in postgraduate studies; Also family, friends, professors and universities by providing emotional, informational and financial support as well as providing and upgrading scientific equipment mediating to arise positive emotions, cause more achievement motivation in students.

The present study was conducted with the aim of the effectiveness of problem-solving skills training with a storytelling approach on students' academic self-handicapping. The method of this research was quasi-experimental with a pretest-posttest design with a control group. The statistical population of the present study included all male students of the sixth grade of primary school in Anbarabad in the academic year 2019-20 (323 people) that one school was selected from among the primary schools for boys by available sampling method. Then, from the sixth grade students who had high scores in academic self-handicapping based on the Jones and Rhodewalt (1982) self-handicapping scale, 40 people were selected and randomly divided into experimental and control groups (20 people in each group). The experimental group received problem-solving skills training with a storytelling approach in 10 sessions of 60 minutes. At the end of the course, the self-handicapping scale was performed for both groups and the results were analyzed using univariate analysis of covariance. The results showed that due to the lower mean scores of the experimental group in the post-test, the value of F obtained is equal to 31.14 which is significant at 99% confidence level (P <0.01). Also, the effect of problem-solving skills training with storytelling approach on students' academic self-handicapping was 45.7% and was significant at the level of P <0.01. Therefore, it can be concluded that to reduce students' academic self-handicapping, problem-solving skills training with a storytelling approach has been effective.

Psychological contract is defined as the belief of employees about the extent to which the organization adheres to its commitments in employment relationships. The mechanism that explains the relationship between the fulfillment of various types of psychological contracts (transactional, relational and ideological) and behavioral outcomes, has received less attention so far. Therefore, based on the social exchange theory and positive norm of reciprocity, the conceptual model of the present study was formed. This paper focused on the mediating role of employee engagement in the relationship between fulfilment of psychological contract (PC) types and outcome behaviors (i.e., organization citizenship behavior, counter-productive behavior). The sample of this cross-sectional study included hospital nurses (N=338) in Iran. First, the measurement model of study was confirmed using Amos package and then Macro PROCESS v.4 in SPSS which is based on bootstrapping method, was used to analyze the data and investigate the mediation variable. The results confirmed the mediating role of employee engagement in the link between fulfillment of all three types of PC and both outcome behaviors. The results and research suggestions taken from the results are provided at the end.