نشریه مشاوره مدرسه
سال دوم شماره 2 (تابستان 1401)

The objective of the current study, Examining the relationship between academic skills and academic performance intercession academic procrastination and school absenteeism. This inquiry is a correlational study that with regards to the nature of the research and its objectives, the structural equation modeling method is used. The statistical population includes all 11th grade high school students in Ilam province and the research sample includes 625 subjects selected as cluster sampling. Data were collected using the Rajaei (1382) Student academic skills Questionnaire, and Solomon & Roth Bloom (1984) academic procrastination questionnaires. The first half of the academic year 1401-1400 was calculated. Structural equation modeling was used to calculate the results. The model indices showed that the model is data fit. The results indicated that there is a direct positive and significant relationship between academic skills and academic performance of students. There is also a direct negative and significant relationship between academic skills and school absenteeism and academic procrastination. that there is a positive and significant direct relationship between academic procrastination and school absenteeism of students. The results also revealed that there is a direct negative and significant relationship between school absenteeism and students' academic performance. Although there was a direct negative relationship between academic procrastination and academic performance. Other results of the study are that there is an indirect relationship between academic skills and academic performance academic procrastination and absenteeism through academic mediation, and a positive significant indirect relationship between academic skills and academic performance by means of academic procrastination.

The present study was conducted with the aim of evaluating the formulation and evaluation of the causal model of health-promoting lifestyle based on self-efficacy and emotional regulation with the mediation of parent-child conflict.

The descriptive research method was correlational. The statistical population included male and female high school students of brilliant talents in Sanandaj city in the academic year of 1401-1400 (equal to 600 people). Based on the table of Karjesi and Morgan, 234 people (81 girls and 153 boys) were selected by multi-stage cluster sampling method. The research tools included Walker's health-enhancing lifestyle questionnaires, Strauss' parent-child conflict, Gratz's and Ramer’s emotional regulation, and Scherer's, Mercandant's, Jacobs' and Rogers' general self-efficacy.

The findings showed that the fitted model had a good fit. Based on this, the two variables of self-efficacy and cognitive regulation of emotion have a direct effect on the health-promoting lifestyle. On the other hand, the two variables of self-efficacy and cognitive regulation of emotion have a direct effect on the parent-child health conflict. And thus, the two variables of self-efficacy and cognitive regulation of emotion, in addition to the direct effect through parent-child conflict resolution styles, also have an effect on health-promoting lifestyle.

As a result, it can be concluded that the conflict between parent and child is a fundamental variable that can explain many destructive effects of difficulty in emotion regulation. Therefore, it is necessary to increase the self-efficacy of gifted students by teaching a health-promoting lifestyle in schools and families.

The present study was conducted with the aim of investigating the structural equation model of achievement motivation based on self-handicapping and cyberspace engagement with the mediation of happiness.

The descriptive research method was correlation type. The statistical population included secondary school students in Pol Dokhtar city. 346 people were selected by multi-stage cluster sampling method.

The findings showed that the obtained model has a good fitness. Based on this, there was a negative relationship between the involving in cyberspace with achievement motivation and happiness, and on the other hand, there was a positive and significant relationship between happiness and achievement motivation. Also, the mediating role of happiness in relation to cyberspace engagement and achievement motivation was confirmed, but However, the direct and indirect relationship between self-handicapping and achievement motivation was not significant.

Therefore, according to the significant role of the mediator variable of happiness, it is possible to prevent the negative consequences of cyberspace by creating a happy and pleasant environment for students in the school and family environment.

The aim of this study was to investigate the role of responsibility and emotional intelligence in predicting the academic achievement of female high school students.

The leading research method was descriptive-correlational. The statistical population included all female high school students, of whom 250 were selected by multi-stage cluster sampling based on Morgan table. To collect academic achievement data, students' GPA of two semesters, Gaffe responsibility assessment checklist and standard shot of emotional intelligence scale were used. Multiple regression analysis was used to analyze the data.

The results showed that there is a positive and significant relationship between the variables of responsibility and emotional intelligence with academic achievement in female high school students (P <0.01).

Therefore, with increasing responsibility and emotional intelligence, academic achievement also increases. Therefore, healthy parenting styles are very important to increase the responsibility of future students and to teach curriculum planning appropriate to adolescence, in order to help increase the responsibility of school counselors. Also, due to the educability of emotional intelligence, school training courses in this field can, in addition to increasing self-control and healthy interpersonal relationships, lead to an increase in students' academic achievement.

The aim of "Investigating the Relationship between Emotional Intelligence and Self-Esteem with Job Satisfaction of Middle School Counseling Teachers in Zanjan Province" was carried out; The research method is applied in terms of purpose. The statistical community includes all Zanjan province counseling teachers in 2022, which is203. The sample size was selected based on Morgan table 132, but in the research process, only 100 participated (satisfaction), which was considered the sample size.

This descriptive study was conducted in middle schools in Zanjan province in Data collection tools were Daniel Gelman's emotional intelligence, Rosenberg's self-esteem, and Minnesota's job satisfaction. PLS test was used to analyze the data.

The results and findings of data analysis showed that there is a relationship between emotional intelligence and job satisfaction, as well as between self-esteem and job satisfaction of counselor teachers in middle schools of Zanjan province.

According to the results of this study, when people do not feel satisfied in their jobs, their self-esteem can be damaged as a result. When people feel valued and satisfied at work, they can go above and beyond what is asked of them, which helps them feel more successful and more confident. Also, employees with high emotional intelligence can see the positive aspects of the emotions needed in the workplace. understand the workplace and better control their emotions. This in turn helps increase job satisfaction

The aim of this study was to investigate the relationship between perception of learning environment and love to learning: The mediating role of students' academic optimism. The research method was descriptive-correlational structural equation (SEM The statistical population of this study included all high school students in Karaj that 331 people were selected as the sample using the available sampling method. The learning environment questionnaire, academic optimism and love of learning were used to collect data. The results of data analysis showed that perception of learning environment has a direct effect on academic optimism, academic optimism has a direct effect on love of learning and perception of learning environment through academic optimism has a direct effect on love of learning. Therefore, it can be concluded that perception of the learning environment and academic optimism are important variables related to the love of learning. Therefore, it can be concluded that perception of the learning environment and academic optimism are important variables related to the love of learning.