مجله مطالعات روانشناسی تربیتی
پیاپی 49 (بهار 1402)

Test anxiety and academic burnout are an important issue of  students all around the globe. Present survey has been done with the aim of comparing between educational perfectionism schema based strategies training and cognitive-behavioral training on test anxiety and academic burnout among high school female students with educational perfectionism.

the research method was semi-experimental with pretest and posttest design and a control group. Statistical population of study includes female high school students in Giroft province during Fall of year 2021. Among them 48 students, who have the entrance criteria, has been selected and then randomly assigned in two experimental groups and one control group (with 16 people in each group). Friedman and Bendas-Jacob test anxiety scale and Maslash academic burnout have been used for assessment of dependent variable. educational perfectionism schema based strategies training and cognitive-behavioral training have been done for eight meetings which has been lost for 90 minutes. Data has been analyzed by analyses of covariance and Bonferroni post-hoc test.

The results has been shown that there are significant differences between educational perfectionism schema based strategies training and cognitive-behavioral training with control group in  test anxiety,  and in academic burnout only there is a significant differences between cognitive-behavioral training and control group. There is no significant difference between educational perfectionism schema based strategies training and cognitive-behavioral training in test anxiety and academic burnout.

Based on the results of this research two interventional approach can decline the exam anxiety, in addition, cognitive-behavioral approach can reduce the academic burnout high school female students who are perfectionism.

The purpose of this study is to develop and evaluate the effectiveness of creative education program on spiritual vitality, creative thinking and problem solving skills in university students. Based on applied-experimental research of pre-test-post-test with control group and implementation of tests for measuring Abedi creativity (CT), Afrooz spiritual vitality (SHS) and Basador bproblem-solving skills (CPS), the necessary information on the components of creative thinking (fluid, Expansion, flexibility, and initiative ) ,spiritual vitality (feelings, behaviors, and beliefs) and problem-solving skills were collected. The study sample consisted of 72 students at the undergraduate level who were selected by multi-stage random sampling method from different faculties of humanities of Mashhad universities. After 10 sessions of sessions related to creative teaching techniques of Triz, scamper and brainstorming with subjects in experimental groups and data analysis by multivariate analysis of covariance and analysis of covariance (SPSS software version 22), the results showed that Creative education program has a positive effect on spiritual vitality, creative thinking skills and problem solving skills of students, so that the effect was 53.2% according to the ETA coefficient squared. The findings also showed that fluid skill in the experimental group was not significantly higher than the control group. The results also showed that there is no difference between male and female students in terms of the effectiveness of the creative education program.

The aim of this study was performed to evaluating the effectiveness of motivational interview (MI) in reducing academic self-handicapping in senior high school’s male students in city bookan. This study was an experimental one with a pre-test, post-test and a control group. The statistical population includes all secondary high school male students in the city of bookan in the number of approximately 4150 people in the academic year 2013-2014 that 52 students selected by random multi-stage cluster sampling method and randomly assigned into two groups of experimental (n=26) and control group (n=26). The independent variable was the motivational interview training package based on Fields (2006) model, which was taught to the experimental group in 5 sessions for 90-minute were, while the control group followed its normal program. The instrument used in the study was Midgley self-handicapping Scale (2000). For analyzing data, univariate analysis of covariance (ANCOVA) were used. Findings from analysis of covariance showed the effectiveness of motivational interview on reducing academic self-handicapping (p <0.01). Based on the results of the current research, the MI reduces academic self-handicapping against students.

The purpose of the present study was to determine the effectiveness of the multimedia phonological awareness program on the reading skill of students with borderline intellectual functioning in the first grade. In this research, which was carried out as single-subject research and as baseline approach, the statistical population included students with borderline intellectual functioning of the first grade in Tehran. Among them, two female students with borderline intellectual functioning were selected by purposive sampling. One of these students had reading problems and the other had none. Then, the phonological awareness program was performed for them during 12 sessions of 45 minutes. Additionally, the subjects were evaluated in three stages with the Reading and Dyslexia test (NEMA). The results obtained from the visual analysis of the data and the effect size index indicated that the performance of both subjects in the subscales of the reading skill increased significantly in the intervention stage compared to the baseline stage. Therefore, it seems that the multimedia phonological awareness program is effective in increasing the reading skill of students with borderline intellectual functioning in the first grade.

The objective of this research is to develop a model of structural relations of successful academic identity which the basic psychological needs were included in the research as input variables, mindfulness, and academic self-efficacy as the mediating variables, and the successful academic identity as the output variables. This is descriptive-correlational research that was conducted using structural equation modeling (SEM). All the students of the first secondary school of Qom city in 2022-2023 were selected as the research population by a multi-stage cluster random sampling method who was 355. Data was collected using the basic psychological needs of La Guardia et al. (2000) inventory, the multifaceted mindfulness scale of Baer et al. (2006), Jinks and Morgan's (1999) academic self-efficacy questionnaire, and Was & Isaacson (2008) successful academic identity. The collected data was analyzed using AMOS22 software. The findings of the research showed that basic psychological needs have a positive and significant relationship with mindfulness mediation's role on the successful academic identity directly and indirectly. However, academic self-efficacy does not have a significant mediating role in the effect of basic psychological needs on a successful academic identity (p<0.05). According to the results and regarding the role of basic psychological needs and mindfulness in the successful academic identity, it is essential to pay attention to the basic needs of each student by family and teachers by holding family education workshops, on-the-job training, and increasing students' mindfulness using psychologists and school counselors and holding training classes.

The aim of this study was to provide a causal model of academic vitality based on academic attitudes, emotional self-regulation and positive youth development. The method of this research was descriptive-correlation and structural equation modeling. The statistical population of this study included all high school male students in Bandar Lengeh in the academic year 2021-2022. The sampling method in this study was cluster random. The sample size was estimated to be 264 people using Klein's (2004) model. In this study, Martin and Marsh (2006) Academic Vitality Scale, Akbari Educational Attitude Scale (2004), Larsen & Prize Mike (2000) Emotional Self-Regulation, and the positive development of Goldoff et al. (2014) were used to measure the available variables. The results of multiple regression analysis showed that the variables of academic attitude (p <0.03, ß = 0.19), emotional self-regulation (p <0.001, ß = 0.31) and positive youthful development (p <0.0001, ß = 0.47) were positive and significant. Have predicted education. Also, the process of modeling structural equations and modeling indices showed that the general research model in the community of high school students in Bandar Lengeh has a good fit (p <0.05). From these findings, it can be concluded that if adolescent students can achieve a high academic attitude and good emotional self-regulation and at the same time focus on the positive aspects of their development, they can have a good vitality during their studies.

The aim of this study was to "designing and developing a model of psychological and social consequences of Covid19 anxiety pandemic and to identify mediating role of sense of cohesion in nurses of Tehran hospitals”.This research in terms of purpose was applied and in terms of nature and method of data collection was descriptive-correlative research based on structural equation. The statistical population of this study included nurses working in coronavirus department of Tehran hospitals in 2021. The statistical sample was 384 cases that selected based on cluster sampling method. The research tools included Kessler's psychological distress questionnaire (2002), Pierce et al.'s (1991) interpersonal relationship, Antonovsky al.'s (1987) self-cohesion and dortaj al.'s (2021) coronavirus anxiety. Descriptive indicators and structural equation were used to data analysis.Findings showed that sense of cohesion had a mediating role in the causal relationship between coronavirus pandemic anxiety and psychological distress and interpersonal relations of nurses.Based on these findings, it can be concluded that focusing on interventions based on improving the sense of cohesion can be an appropriate tool to alleviate anxiety caused by the spread of coronavirus pandemic among nurses and psychologists and governors must pay attention to this important practical factor.

The aim of this study was to investigate the effectiveness of Lyubomirsky happiness training on positive Learning emotions and academic self-regulation among students of Isfahan University. The study was quasi-experimental (pretest-posttest with a control group). The statistical population of the study was all female undergraduate students of Psychology at the Isfahan University in the academic year 2020-2021, who 30 people were selected using convenience sampling method and randomly assigned to experimental and control groups (15 people for each group). Both groups completed the Pekrun et al. Learning Emotions Questionnaire (2002) and the Ryan and Connell Academic Self-Regulation Questionnaire (1989) in two stages: pretest and posttest. Lyubomirsky Happiness Training (2008) was conducted during six-session in the experimental group. Data were analyzed using descriptive statistics and inferential statistics (univariate and multivariate analysis of variance) in SPSS. Findings showed that Lyubomirsky happiness training had a significant effect on increasing the positive learning emotions and academic self-regulation in female undergraduate students of the Isfahan University (P <0.001). Since Lyubomirsky happiness training has a positive effect on students' positive learning emotions and academic self-regulation, therefore it is recommended to use this intervention to improve the variables discussed in universities or other educational institutions

This study aimed to investigate the effect of integrated subject-based instruction on learning and academic achievement motivation of professional-skills of students with special mental needs in Chabahar. The research method was quasi-experimental with pre-test-post-test design (with experimental and control groups). The statistical population of this study consisted of all students of professional skills in Chabahar who were studying in exceptional children's schools in Chabahar in the academic year of 1998-99. The statistical sample consisted of 30 people who were selected through purposive sampling and were divided into two groups of control (15 people) and experimental (15 people). Data collection tools included a 20-item academic achievement motivation questionnaire and a teacher made test. Analysis of covariance was used to analyze statistical data. The results showed that at a significant level of 0.28, integrated subject-based instruction could have an effect on students' academic achievement motivation. This has had a significant effect of 0.22 on the effectiveness of integrated subject-based instruction on learning, and in the meanwhile the effect on the learning index has been more due to the better significance. It can be concluded that integrated subject-based instruction has an effect on the rate of learning and academic achievement motivation of students of professional skills with special mental needs. 

Nowadays, due to the complexity of societies, many factors cause stress. Especially when students move from school to college, they are vulnerable to stress in order to be in a new environment. Therefore, the aim of the present study was to investigate the psychometric properties of the Post- Secondary Student Stressors Index (PSSI), i.e. reliability, validity, confirmation of its factorial structure in the student population of University of Zanjan in the academic year 2020. PSSI is a 43-item self-assessment questionnaire and has five subscales: academic, learning environment, culture-university environment, interpersonal and personal. 345 students were selected by convenience sampling and according to Cochran Cochran's sample size formula and completed the student life stress scale. In order to determine the validity of the construct using the factor analysis method, Cronbach's alpha coefficients were used to determine the internal consistency. In order to analyze the data, reliability through Cronbach's alpha coefficient for five scales: education, learning environment, university environment culture, interpersonal and personal communication, respectively 0.80, 0.82, 0.80, 0.78 and 0.88. was obtained. Convergent validity was estimated through the correlation of PSSI with the score obtained from the Godzella student stress questionnaire, and the correlation between the total score of the two tests was 0.64, which is statistically significant (P<0.05). The construct validity of PSSI was also checked and modified through confirmatory factor analysis. In general, it can be concluded that the student stress scale is a valid and reliable tool for measuring student stress.