نشریه مشاوره مدرسه
سال دوم شماره 4 (زمستان 1401)

 The aim of this study was to investigate the effect of parents' attitudes to life on social adjustment, resilience and subjective vitality of first grade high school students in the Merhamatabad area of Miandoab city in the academic year of 2020-2021. The research method was post-event. For this purpose, based on Krejcie and Morgan table, 200 students were selected from the multi-stage cluster sampling method. The parents of the students answered the Batista and Almond Attitudes to Life Questionnaire and the students themselves answered the Sinha and Singh Social Adjustment Questionnaire, the Connor and Davidson Resilience Questionnaire, and the Ryan and Frederick subjective Cheerfulness Questionnaire. Based on the scores obtained from the parents (average score of both parents) in the life attitude questionnaire, four groups (very high, high, low and very low life attitudes) were determined by the quarter method. Then their children's scores in each questionnaire were statistically analyzed. Data were analyzed by one-way analysis of variance. The findings showed that as life becomes more meaningful for parents (a more positive outlook on life), students' social adjustment and subjective vitality also increase. But attitudes toward parental life did not affect students' resilience.

The aim of the present study was to investigate the effectiveness of impulse control training on problem solving, frustration and social competence of adolescents with behavioral disorders. The experimental research method was of experimental type with a pre-test-post-test design with a control group.The statistical population of the research included all the students of Nowshahr high school in the academic year of2018-2019, whose number was2060. The research sample consisted of36 students with behavioral disorder who were randomly selected from among the students with behavioral disorder and replaced by simple random in two experimental and control groups.To collect data, the revised checklist of behavioral problems,the short form of the social problem solving questionnaire, the frustration questionnaire and the social adequacy test were used.The results of covariance analysis showed that impulse control training in the experimental group has been associated with an increase in positive and logical problem solving and a decrease in negative,impulsive,avoidant problem solving,frustration,and an increase in the social competence of adolescents with behavioral disorders.

Impulse control training gives adolescents with behavioral disorders the ability to control their destructive behavior, which can reduce their impulsive and destructive behavior and increase correct problem-solving skills,which in turn It can improve relationships with peers in the long term,which ultimately reduces their sense of frustration,which results in an increase in their sense of social competence.In the end, based on the findings of this research, it is suggested that the effectiveness of impulse control training on other interpersonal and academic problems and adolescents be investigated.

In the present paper, the modeling of academic procrastination based on Covid-19 anxiety with the social networks-addiction as the mediating role in high school students was studied.

This paper is a descriptive, correlational study that was carried out in the statistical population of high school students in Someh-sara city in academic year 2021-22. 300 students participated in this study through convenience sampling method and answered the following questionnaires: Corona Anxiety Scale (CDAS), Cellphone-based Social Network Addiction Questionnaire (AMQBSN) and Solomon and Roth Bloom Academic Procrastination Questionnaire (PASS). Data analysis was performed using SPSS and Amos statistical software through path analysis.

Bootstrap results showed that the direct effects of Corona anxiety on procrastination (β = -0.10), Corona anxiety on addiction (β=0.16), addiction on procrastination (β=-0.66) were significant and meaningful. The results also showed that the indirect effect of Corona anxiety on procrastination mediated by addiction (β=0.10) is significant and has a minor mediating role (P <0.05).

The results also indicate that the proposed model has a good fit. Therefore, it can be concluded from the present study that Covid-19 anxiety is directly related to academic procrastination through the mediation of social media addiction

Today, the world has become a field of many challenges due to the spread of coronavirus, and in the meantime, the educational space has shifted from face-to-face to virtual. Due to the novelty of this space, it is important to examine the effects of education in a new way. In this regard, The aim of this study was to investigate the relationship between the use of tools and facilities of Shad network with academic engagement and academic performance of high school students in Poldakhtar city. Method This research was applied in terms of purpose and descriptive-correlational in terms of method. The statistical population of this study included male and female high school students in Poldakhtar city in 2021-2022, which was equal to 3500 people. The statistical sample of this study was 346 people based on Krejcie and Morgan table who were selected using random sampling method. The research tools included the Rio Academic engagement Questionnaire (2013), Pham and Taylor Academic Performance (1399) and the researcher-made facilities and tools of shad Network. In addition to descriptive indicators, structural equation analysis was used to analyze the data. The results showed that students' use of facilities and tools of the shad network has a significant effect on academic engagement and their academic performanc

The study aimed to evaluate the role of several factors in students’ happiness, including educational factors (effective teaching, perceived constructivist learning environment), human factors (students’ sense of humor, overall life satisfaction, and positive affectivity), and organizational factors (teachers’ job satisfaction, work engagement, and organizational commitment). This was a practical study in terms of objective, with a descriptive-correlational research design. Sample population consisted of all the female high school students (11th grade), teachers, head teachers, and deputy head teachers of the Department of Education District 3 in Tabriz, Iran. We used multistage cluster sampling. Sample size was determined to be 246 students using Krejcie & Morgan table. We also selected 246 teachers, head teachers, and deputy head teachers from the schools. Data collection tools were the sense of humor scale, the life satisfaction scale, and the positive affect and negative affect schedule. Further, the participants completed the Oxford Happiness Questionnaire, the effective teaching questionnaire, the perception of constructivist learning environment scale, the Minnesota Satisfaction Questionnaire, the organizational commitment questionnaire, and Utrecht Work Engagement Scale. The Findings showed a positive correlation between the students’ happiness and effective teaching, perceived constructivist learning environment, sense of humor, life satisfaction, positive affectivity, job satisfaction, organizational commitment, and work engagement. Based on the regression analysis and coefficient of determination, educational factors had the most significant impact on the students’ happiness, followed by human and organizational factors, respectively.

Evidence has shown that play therapy has been effective in reducing behavioral disorders, but can it be effective in improving social anxiety disorder, segregation, and isolation of students? The female students were elementary school students. This study was a quasi-experimental study with pre-test and post-test design with a control group. The statistical population included all first-grade female students of Haj Mohammad Jafari Namin School (68 students). Among them, the samples of students with the highest anxiety scores on the Separation Anxiety and Isolation Scale of (Mani Kawasgar ,2009) were selected and randomly divided into experimental and control groups. The experimental group received 10 sessions of play therapy intervention and no interventions were performed on the control group. Students' anxiety screening test score was considered as a pre-test and after the intervention, children's anxiety test was performed on both groups again and its score was considered as a post-test. Data were analyzed using analysis of covariance and independent group t-test. The results showed that play therapy had a positive and significant effect on reducing separation anxiety and isolation in children because it was) P <0.5(. Play therapy can be effective in treating separation anxiety and isolation students.