نشریه مهارت های روانشناسی تربیتی
سال دوازدهم شماره 4 (پیاپی 48، زمستان 1400)

The aim of this study was to evaluate the factors affecting the development of a perceived religious identity-building curriculum mediated by individual worldview. The statistical universe of present research was consisted of Isfahan city’s all high school teachers of Education Department in the academic year of 1392-1393 that number of 340 teachers were selected through the multiphase cluster random sampling method. The present study is applied in terms of purpose and descriptive in terms of method. The data collection tool included 3 researcher-made questionnaires. 1-Effective quadruple values questionnaire (religious, spiritual, moral, human) 2- Personal world view questionnaire in students ‘learning process 3. Questionnaire for developing a perceived religious identity curriculum. To evaluate the reliability Cronbach's alpha was used. Cronbach's alpha of the questionnaires were 0.91 and 0.93 respectively and 0.94 calculated. Factor analysis and construct validity methods were used to evaluate the validity of the questionnaires. Data analysis was performed using SPSS 18 software. The results showed that religious, spiritual and moral values affect the development of perceived religious identity-building curriculum, but the effect of human values on the development of perceived religious identity-building curriculum was not significant. Also, in the fitted corrective model, religious values have a direct effect on the religious identity-building program, both mediated and mediated by an individual worldview. Spiritual and moral values have only a direct effect on the program of perceived religious identity. Human values also indirectly affect the program of religious identity only through the mediation of individual worldview.

The study aimed to evaluate and compare working memory and cognitive flexibility of monolingual and bilingual Arabic-Persian students. The method of the present study was descriptive. The study population consisted of 473 female monolingual and bilingual 10- to 12-year-old female students in Kangan city in the 1396-97 academic year, which among them, 100 students, 50 of whom were Persian-speaking and the other 50 bilingual (Arabic-Persian-speaking), were selected by random sampling. A computer version of the Wisconsin test was used to measure cognitive flexibility (Grant and Berg, 1948) and the Wechsler IV Digit Span subscale (Wechsler, 2003) was used to measure working memory. Data were analyzed using descriptive statistics and Independent T-Test. The results showed a significant difference between monolingual and bilingual students in working memory and cognitive flexibility. The performance of bilinguals in both variables is better than monolingual children.

The purpose of the research was to explain the relationship between philosophical mindedness and psychological capital with the teaching quality of elementary teachers. The purpose of the research was applied research, and in terms of method, it was a correlational description. The statistical population includes all the elementary teachers of Bojnord city (1814 people), stratified random sampling was used for sampling (sample size 253 people). Research tools include philosophical mindset questionnaires (Jehangiri, 2013), Lutans psychological capital (2007) and teaching quality (2003), whose Cronbach's alpha values ​​were 0.71-0.87-0.91, respectively. In order to analyze the data, descriptive and inferential statistics including Pearson's correlation coefficient and step-by-step regression were used with the help of SPSS 23 software. The results show that the correlation between psychological capital and teachers' philosophical mindset is 0.18 and philosophical mindedness with teachers' teaching quality is 0.14, which can be said to be significant at the 95% confidence level, but the correlation between psychological capital and teachers' teaching quality is It is 0.7 which is not significant due to the significance level below 5%.

The aim of this study was to investigate the relationship between body image and physical fitness of girls with depression, anxiety and stress. The statistical population was all the students 13-15 years old, from secondary schools of Nour city in the 2020-2021 academic year. 100 students were selected by cluster sampling method. AAHPERD fitness test, participants' personal-social information questionnaire, Multidimensional Body-Self Relations Questionnaire and DASS 21, were used. Pearson correlation tests showed that there is a significant and inverse relationship between body image of girl students and their anxiety, depression and stress. There is also a significant and direct relationship between decreased body image satisfaction due to overweight and depression, anxiety and stress. In addition to physical problems, obesity also causes mental problems. Therefore, attention and treatment of mental problems in addition to physical problems of obesity is important. Levels of physical fitness are significantly associated with depression, anxiety and stress in adolescent girls.

The aim of this study was to evaluate the effectiveness of study skills training on students' satisfaction, enthusiasm and academic performance. The research method was quasi-experimental with a post-test pre-test design with a control group. The statistical population was all fifth grade students in Ardakan schools. Using the available sampling method, 32 people were selected as a sample and randomly assigned to two groups of 16 people. The research instruments were Bahrani and Jokar Academic Satisfaction Questionnaire (1999), Academic Achievement Questionnaire by Frederick, Bloomfield, and Paris (2004) and a research made performance test. The experimental group received study skills training in 8 one-hour sessions and two sessions per week but the control group did not receive any intervention during the study. Finally, the research data were analyzed by analysis of covariance at the significance level of 0.05. The results showed the mean scores of academic satisfaction, academic enthusiasm and academic success of the experimental group compared to the control group increased significantly in the post-test stage (p<0.001).According to the research results, teaching study skills can be considered as an effective intervention method in improving the components related to students' academic.

The study was done with aim of investigation the relationship between organizational climate and job involvement of primary school teachers in first region of Ardabil. The method of study was descriptive correlational. The study population included all primary school teachers of first region in Ardabil city that it has a total number of 1280 persons. sample of 303 people were selected from this population according to Morgan table using stratified random sampling and required data were collected using a questionnaire of Edwards and Kilpatrik (1984) of job involvement and organizational climate questionnaires of Sussman and Deep (1989) and content and face validity of both instruments were determined using the experts, and reliability were determined by Cronbach's alpha of organizational climate were 0/920 and were 0/7 for job involvement respectively. Data were analyzed using Pearson and T test. The results showed that there is a positive and significant relationship between organizational climate and job involvement and the extent of job involvement in girl’s schools is higher than boys' schools.