فصلنامه روان شناسی مدرسه
سال یازدهم شماره 4 (پیاپی 44، زمستان 1401)

Addiction to online games is one of the problems of students in recent years, Therefore, the present study was conducted with the aim of investigate the role of empirical avoidance, social pressure and emotional regulation in predicting internet gaming disorder in adolescent students in Ardabil.

In this study, 422 high school students of Ardebil Secondary School were selected by cluster sampling method in year of 2016-2017 and completed the Internet Games Disorder Questionnaire, Emotion Regulation Questionnaire, Avoidance and Disorder Scale the acceptance and practice questionnaire responded.

The results showed that there was a positive and significant relationship between empirical avoidance and social pressure with Internet gaming disorder (p <0.01). There was also a significant negative relationship between emotional self-regulation and Internet game disorder (p <0.01). Step-by-step regression results showed that experiential avoidance, social disclosure, and emotional adjustment account for 40% of Internet game disorder in students.

Therefore, the results show that attention to empirical avoidance, social pressure, and emotional regulation can play a significant role in reducing adolescents' tendency to online games.

The purpose of the current study was to determine the effectiveness of Cognitive-Behavioral Play Therapy (CBPT) on improving Attention and Planning in Children with Attention-Deficit/ Hyperactivity Disorder.

This was an experimental study with the pre- and post-test design and group control. The study population consisted of children ages 7-12 years old was diagnosed with ADHD in Ardebil city. Among them, 30 were selected by Convenience Sampling method. They were randomly assigned to equal rations in the intervention and control group. The research instruments were: Short Form and Revised Conforming Rating Scale for Parents (CPRS-R: S), Toulouse. Pieron’s attentional Test and Tower of London. Intervention group received Cognitive-Behavioral Play Therapy (CBPT) in 10 sessions. The data were analyzed using multivariate analysis of covariance (MANCOVA).

Results showed that cognitive behavioral Play Therapy (CBPT) had significant impact on the improving attention and planning in students with Attention-Deficit/ Hyperactivity Disorder (P<0/05) and the students who received Cognitive-Behavioral Play Therapy (CBPT) in the experimental group had higher levels of planning and attention than the students in the control group.

The findings indicated that Cognitive-Behavioral Play Therapy (CBPT) can be considered as an effective way to improve the attention and planning of students with Attention-Deficit/ Hyperactivity Disorder.

Objective:

 The aim of this study was to predict traditional and cyber bullying based on identity styles and emotional maturity in adolescents.

The statistical population included all male and female high school students in Isfahan. To achieve the goals of this descriptive-correlational study, 225 students (112 girls and 113 boys) were selected by stratified random multi-stage sampling method and the Patchin and Hinduja Bullying Questionnaire (BS), Berzonsky Identity Styles and Singh and Bhargaqa Emotional Maturity. Data were analyzed using Pearson correlation test and stepwise regression by SPSS-23 software.

 The results of data analysis showed that informational and normative identity variables predict the dimensions of traditional bullying identity styles and emotional maturity (p<0.05). But confused identity styles and commitment could not predict traditional bullying. The identity variable also predicts information on the dimensions of identity styles and emotional maturity of cyber bullying (p<0.05). But normative identity styles, confusion, and commitment could not predict cyberbullying.

According to the findings of this study, adolescents with high information and normative identity and emotional maturity are less likely to engage in traditional bullying and adolescents with high informational identity and emotional maturity are less likely to engage in cyber bullying. Therefore, since informational and normative identity styles and the development of adolescent’s emotional maturity reduce bullying behaviors, it is suggested that programs be developed and implemented to form appropriate identity and emotional maturity development to reduce adolescents bullying behaviors.

This study was conducted to determine the role of growth capital on students' academic hope and academic performance.

The method of descriptive research was correlation. The statistical population of this study includes all female high school students in Bandar Lengeh in the academic year 1401-1400 in the number of 600 people, which according to Krejcie Morgan table, 234 people were selected randomly. The research instruments used were three questionnaires: education expectancy Khormaei and Kamri, academic engagement Tinio and growth capital profile Benson et al. Linear regression test and Pearson correlation coefficient were used to analyze the research questions.

The results of this study showed that between growth capital and students 'academic hope and also between growth capital and students' academic activity (P <0.01). There was a positive and significant relationship. Also, a positive and significant relationship was observed between students' academic hope and academic performance (P <0.01). Other results indicated that growth capital could predict students' academic hope and academic engagement at a high level (P <0.01).

The results showed that with increasing growth capital, students' academic hope and academic activity should increase.

The present study aimed to predict adolescents’ self-compassion based on family function and psychosocial climate of the classroom.

The research method was descriptive-correlational. All of the statistical population of the study were high school students in Bandar Abbas city in the academic year of 2018-2019, from which 302 students (124 males and 178 females) were selected by multi-stage random cluster sampling. The data collection instruments included Self-Compassion Scale, Family Assessment Device, and My Class Inventory questionnaires. Simultaneous multiple regression analysis was used to analyze the data.

The results of regression analysis revealed that roughly, 35% of the total variance of self-compassion is predicted through family function and psychosocial climate of the classroom components (P<.01). The findings indicated that problem solving, role, emotional involvement, behavioral control, and friction were positive and significant predictors of self-compassion. In addition, task orientation was a negative and significant predictor of self-compassion.

According to the results, self-compassion is one of the characteristics that the family and educational environments play an important role in its development, which highlights the need for attentions of parents and teachers to improve the conditions of these two environments.

The purpose of this study was to investigate the relationship between academic optimism and Academic self-regulation with help-seeking in Athlete students.

The research method was descriptive correlational. The statistical population of the study consisted of all Athlete students of Ardebil in the academic year of 2019-2020. That 186 students were selected using stratified sampling method. To collect data, Tschannen-Moran, et al. Academic optimism questionnaire, Savari and Arabzade Academic self-regulation questionnaire and Ryan & Pintrich help-seeking questionnaire were used. The obtained data were analyzed using Pearson correlation coefficient and multiple regression analysis.

The findings showed that there is a positive and significant relationship between academic optimism and academic self-regulation with help-seeking (P<0.01). The results of regression analysis also revealed that help-seeking are able to predict 0.47 of changes in help-seeking a positive direction.

  Therefore, to increase the level of academic vitality, we can pay attention to the variables of between academic optimism and academic self-regulation.

The purpose of the present research was Comparison the effects of sports vision and SPARC training on academic achievement and cognitive function of overweight female students.

The present study is a quasi-experimental research. The population of this research has consisted of overweight female students in third grade and fourth of district 5 of Isfahan (N=1000). 36 students aged 9 to 10 years were selected through purposeful sampling and randomly divided into three groups of 12. For Measure of cognitive function Revised Wechsler IV Intelligence test was used and the math test and dictation were used to measure academic achievement. To analyze the data, Univariate analysis of covariance and Bonferroni post hoc test were used using SPSS software at a significant level of five hundred.

 results showed that sports vision training had a statistically significant effect on the cognitive function of participants (p≤0/05). But, these exercises training did not have a significant effect on academic achievement (p≥0/05). Spark's exercise training did not statistically significant effect on cognitive function and academic achievement (p≥0/05). There was no significant difference between the two methods of training on academic achievement achieved (p≥0/05). However, there was a significant difference in cognitive function between these two training methods (p≤0/05).

to improve cognitive function, the use of a sports vision training program for the target community is recommended.

The aim of this study was to investigate the relationship between professional ethics of physical education teachers and their Work engagement with the mediator role of self-efficacy and psychological empowerment.

The research method was descriptive-correlational, which was done using structural equation method. The statistical population of the study consisted of all physical education teachers of Kohgiluyeh and Boyerahmad and Chaharmahal and Bakhtiari provinces, which included 643 people that the sample size was determined by Krejcie and Morgan table equal to 240. To measure the variables, the Professional ethics, Self-efficacy, Psychological Empowerment and Work engagement questionnaire were used. That validity and reliability were confirmed.  For data analysis, confirmatory factor analysis and structural equations were used by Liserel software. 

The findings indicated that professional ethics had a direct impact on self-efficacy, psychological empowerment and work engagement, and professional ethics also indirectly influenced work engagement through self-efficacy and Psychological Empowerment.

According to the findings concluded the professional ethics of physical education teachers caused motivate them and increase their work engagement by developing positive beliefs about themselves and their jobs.

Current study was conducted with the aim of investigating the relationship between attentional bias and cognitive inhibition among smoker and non-smoker male teenage students.

The research design was causal-comparative and the Statistical population of this study was 62 teenage students that randomly selected from 10 high schools of Gorgan and Kordkoy. Attentional bias has been measured by spatial cueing software and cognitive inhibition through Complex Stroop software. Also, short form of Wechsler Adult Intelligence Scale test has been executed and used as a control variable.

Data analysis using ANCOVA and MANCOVA showed that smokers’ group performance in stroop and behavioral tests were weaker the non-smokers group (p<0.01), smokers achieved higher scores in spatial cueing task (p<0.01).

The results showed cognitive inhibition ability was lower in smokers group. The findings of the present study can have implications for prevention and treatment of adolescent smoking.