نشریه مهارت های روانشناسی تربیتی
سال سیزدهم شماره 2 (پیاپی 50، تابستان 1401)

The purpose of this research was to predict the relationship between family communication patterns and aggression with emotional intelligence in students. The descriptive research method is correlation type. The statistical population included all the students of the first high school of Sari city, numbering 6823 people. The statistical sample was determined based on the table of Karjesi and Morgan, the number of 361 people, which was selected through available sampling method. To collect data, three questionnaires were used: Barr-Ann (1980), Ritchie and Fitzpatrick's family communication patterns (1990) and Bass and Perry's aggression (1992). The validity of the tools was checked and confirmed by experts. Reliability through Cronbach's alpha coefficient for the emotional intelligence tool (0.87); Family communication patterns (0.84) and aggression (0.79) were determined. Descriptive statistics such as mean, frequency, percentage and standard deviation were used to describe the variables in the research population. At the level of inferential statistics, Pearson's correlation coefficient and regression tests were used. The research findings showed there is a relationship between family communication patterns and aggression with emotional intelligence in Sari high school students.

The purpose of this study was to investigate the relationship between of authentic leadership and organizational innovation with the mediating role of attitude to organizational change. The research applied in terms of purpose and method was descriptive, correlational one. The statistical population included all Primary school teachers in Miandrood in the number of 255. The statistical sample was 155 people using Krejcie and Morgan table and stratified random sampling according to Gender level. The instruments were Questionnaires of Walumbwa et al authentic leadership (2008), Jimenez- Jimenez et al organizational innovation (2008) & Dunham et al attitude to organizational change (1989) Questionnaire. The collected data analyzed by Structural equation modeling using the partial least squares method (PLS). The results showed there is a significant relationship between authentic leadership and attitude to organizational change with organizational innovation. 66.1% of organizational innovation and 48.7% of attitude to organizational change is explained by authentic leadership and the attitude to organizational change variable has a mediator effect on the relationship between authentic leadership and organizational innovation. Fit indices indicate that the proposed model is an appropriate fit.

The present study was conducted with the aim of investigating the relationship between bullying and organizational silence with the mediating role of social Undermining. The research method is applied in terms of purpose and descriptive-correlation in terms of the type of data. The statistical population was the employees and managers of the urban schools of education and training in Ardabil province, which are 1850 people, and 318 people were selected as a sample to select the sample size, which was done with the cluster sampling method and using the Sample power software. In order to collect data, the questionnaires of social Undermining Hamzeh (2018), Anjum et al. bullying (2019) and Knoll et al. The reliability of the questionnaires with Cronbach's alpha was 0.94, 0.95 and 0.88, respectively.The information collected through the questionnaire was analyzed using spss26 and Amos26 software. The relationship between the constructs of the research model was tested by structural equation modeling. The results showed bullying has a positive and significant relationship with organizational silence. Also, social Undermining also affects organizational silence and had a mediating role in the relationship between bullying and organizational silence.

Today, the media in the virtual space have created a paradigm, unlike the traditional media, where the audience is faced with two real and virtual worlds. The purpose of the current research was to identify dual identities in virtual and real space based on the lived experiences of teenagers, which was conducted using the qualitative research method and thematic analysis method. 16 participants (students) were selected using purposive sampling and were interviewed using semi-structured interviews. Purposive sampling continued until theoretical data saturation was reached. Data were analyzed based on Brown and Clark's thematic analysis process and using MAXQDA software. Data analysis into 274 primary codes in 18 basic themes and 6 main themes including "family identity", "religious identity", "cultural identity", "national identity", "ethnic identity", "" and "gender identity" classification became. The results showed that real and virtual space has led to the formation of different and sometimes dual identities in teenagers.

The objective of the present research was to identify the factors affecting laziness of elementary school students. The research method was qualitative based on grounded theory. The statistical population included all of the primary school teachers in Najaf Abad (1609 public school and 232 non-profit school employees) in 2021-2022 school years. The research was based on grounded theory using model of Strauss and Corbin and purposive sampling method with theoretical saturation, so that the sampling continued to 33 persons with the data sufficiency. To enrich the data, published scientific articles about the students' laziness were used. Data collection was based on two library and field methods. The research tools included in-depth and unstructured interviews. To analyze the data, open coding, axial coding and selective coding were utilized. In general, the results showed that the causal conditions of the students' laziness were including, eight selection codes: 1. despair; 2. negligence; 3. negative self-concep; 4. lack of motivation; 5. lack of self-confidence; 6. lack of academic attachment; 7. lack of academic effort; 8. academic dissatisfaction. Background conditions for improving the students' laziness were including, three selection codes: 1. discovering student intelligence; 2. crystallization of student intelligence; 3. student's self-assertion and compensation of weakness points. Strategic conditions for improving the students' laziness were including, two selection codes: 1. self-regulation metacognitive strategies; 2. cognitive strategies. Intervention conditions for improving the students' laziness were including, 2 selection codes: 1. influence of the people around him/her; 2. academic failure. Consequences of improving the students' laziness were including, three selection codes: 1. attempt and effort; 2. hopeful about the future; 3. academic attachment.

The purpose of this study was to compare the effectiveness of cognitive-behavioral therapy and therapy focused on compassion therapy, hardiness, mental resilience and the quality of life of women on the verge of divorce. The statistical population was all those who referred to social emergency centers in Tehran. From this population, a targeted sampling method (taking into account the entry and exit criteria) 45 people were first selected and then 15 people were randomly grouped in the first test group, 15 people in the second test group, and 15 people in the control group. The current research is part of the semi-experimental design with pre-test - post-test of three groups. Compassion-focused therapy group training (based on the treatment protocol of Gilbert and Neff, 2007) and the schedule of cognitive-behavioral therapy training sessions (based on the treatment plan of Wildermut, 2008) were implemented during 8 90-minute sessions. The research tools included the short form quality of life scale (SF-36) by Virosherbon (1992), Kubasa's hardiness questionnaire (1997), Connor and Davidson's resilience scale (2003). The data results were analyzed by multivariate covariance statistical test. The results showed that the treatment focused on compassion therapy had a greater impact on improving quality of life, hardiness and resilience than cognitive-behavioral therapy.