فصلنامه روانشناسی تربیتی
سال نوزدهم شماره 67 (بهار 1402)

During the last three decades, many researchers have investigated gender differences in academic emotions, but many of their results have been contradictory; Therefore, it is necessary to conduct a meta-analysis to achieve a comprehensive result in this field. In this regard, the aim of the current research is to combine the results of existing researches in the field of gender differences in academic emotions. The method used in this research is meta-analysis. The statistical population was all the researches published in the country between 1370 and 1400. After reviewing the primary studies based on the inclusion and exclusion criteria, 146 effect sizes from 80 selected studies were included in the analysis process. In order to collect information from the Mesrabadi checklist (1395) and to analyze the data, combined effect size with two fixed and random models, funnel plot, and sensitivity analysis, were used. In this research, Hedges g index was used among the types of d indices. The results showed that the difference obtained in the index of total academic emotions and types of emotions, according to the interpretation of Cohen's d criterion, is lower than the small level. Considering the heterogeneity of the effect sizes, sub-components were analyzed. Based on the obtained effect sizes, there is no difference between girls and boys in all kinds of academic emotions.

The purpose of this research was to design a management model for the establishment and operation of sports kindergartens in the country using the data theory of the foundation. The research method is analytical, for this purpose qualitative methodology was used. The research strategy was to use the theory arising from the data. The participants in the research were 15 people, including the field of sports management, officials and teachers of sports kindergartens, and the sampling strategy in the qualitative part was targeted and with maximum diversity or heterogeneity. Content analysis of interviews and coding were used to analyze the data. The research tool was open interview and the results were analyzed based on three stages of open, central and selective coding. The findings showed that political factors, economic factors, international factors, environmental factors, marketing factors, intra-organizational factors, education dimension, personal management factors, creativity and innovation, facilities and facilities, technological change, workforce were causal factors. Background factors included human-centered factors, support, macro management factors, support and financial policies, communications, income, and legal factors. Also, the intervening factors were economic problems, political problems, socio-cultural issues, managerial (organizational) weakness, information structure weakness, attitude weakness, professional problems, structural issues and problems, scientific weakness. Supporting strategies, management strategies, structural strategies, professional strategies formed the management model of creating and running sports kindergartens. Social consequences, professional consequences, mental and psychological consequences, economic consequences, sports consequences, employment creation formed the consequences of the present research. Finally, management factors, structural factors, economic factors formed the central phenomena.

In the last decade, there has been a growing recognition of child peer rejection since it has an important role in child's psychological problems and its effects sometimes expend to the future. The main purpose of the present research was to develop a structural model for peer rejection base on a mixed method (quantitative-qualitative). In the qualitative part, we used the triangulation method and developed a structural model base on opinions of educational specialists and sixth-grade teachers as well as research literature. In this model family problems, weakness in understanding others emotions, and language problems had indirect effects on peer rejection while psychological problems, academic failures and apparent lack of attractiveness had direct effects on peer rejection. In the quantitative section, the statistical population is taken from 6th grade elementary school students of Kermanshah in academic years of 2018-19. The total number of the participants is 311 students which were selected by the random cluster sampling method and responded to a researcher-made questionnaire. For analyzing the data, we used a partial least squares approach. After confirming the validity and reliability of the conceptual model, the results showed that the model has been fitted. In sum, it can be said that the results of this study can be a source of inspiration for teachers, educators, and policymakers, and can help them in the process of follow up or treatment.

After the Covid-19 pandemic, university classrooms were closed for a while, but immediately with the immediate decision of university officials, the will was decided to hold classes virtually and electronically; This demand was somehow imposed on the students without examining whether the students had the necessary support in this way or not. The purpose of this study is to demonstrate the readiness of students to learn in the electronic context and the effect of these factors on academic achievement. In the present study, several factors have been studied to explain students' academic achievement in the future, some of which are related to the personality traits of the learner (student), including conscientiousness, self-regulation, academic resilience, and some to their attitudes, including attitudes toward digital technologies. And attitudes towards e-learning systems. After electronicizing the research tool electronically, it was given to the students of the inferential statistics course of the undergraduate course after the end of teaching. In order to analyze the multiple relationships between variables, the structural equation model has been used using the partial least squares and the most important results can be the lack of conscientiousness effect and the direct significance of resilience and self-regulation on academic achievement. Following the results of this research, suggestions have been made for e-learners of universities and officials.

This study was conducted to develop a pattern of academic probation based on lived experiences of students and research texts related to the subject. This study is a qualitative research using phenomenology method and purposive sampling. Twelve semi-structured interviews were carried out with 10 female and 2 male students who were placed on academic probation. The interviews were recorded and transcribed and then, the data were analyzed using the Colizzii analysis method. Also, 25 related research texts were selected through purposive sampling and analyzed using content analysis. In general, 6 themes of individual, family, educational, economic and social factors,and non-adaptive coping strategies with 25 sub-themes were obtained from the analysis.The conceptual pattern of academic probation was developed by organizing themes and sub-themes emerged from the data, in the form of causes (causaltive ,interferring and background), strategies/reactions and consequences. Considering to the pattern of academic probation, it seems that in the case of persisting the conditions and non-interference, the problem of students' failure to study successfully would continue and even intensify. To help such students to come out of this cycle, multidimensional interventions, including psychological counseling, are suggested.

The purpose of the present study was explanatory role of parenting styles in predicting students' claimed self-handicapping by considering the role of self-efficacy mediation. Studies have shown that the use of self- handicapping strategies is one of the main causes of performance shortcomings in students that has been commonplace among learners to justify a possible future failure. The study method was descriptive correlational. The statistical population of the study was Shahid Beheshti University students in Tehran, Which 393 of them includes 160 men and 213 women were selected by stratified random sampling. And Jones and Berglass self-handicapping scale (1978), Self-efficacy questionnaire by Sherer et al. (1982) and questionnaire from Baumarind's parenting style (1949) were implemented on them.To test the hypotheses, the structural equation modeling has been used. The findings showed that the authoritative parenting style had a direct positive effect on self-efficacy and the authoritarian parenting style had a direct negative effect on self-efficacy. Also, self-efficacy has a direct and negative effect on claimed self-handicapping, and authoritative and autocratic, through self-efficacy have indirect negative effects on claimed self-handicapping. In sum, it can be said that self-efficacy plays a mediating role in the prediction of claimed self-handicapping by authoritative and authoritarian parenting styles. Therefore, promoting and improving self-efficacy can play an effective role in preventing and moderating the use of self-handicapping strategies.

Evaluating the effectiveness of behavioral interventions in various educational and therapeutic situations in experimental designs requires identifying the structure of collected data and appropriate methods of data analysis. Considering that researchers mainly use ANCOVA to analyze the data of the pretest-posttest control group designs in dyadic samples, in this article with a research example of the data collected from a pretest-posttest control group design, the application and the accuracy of the ANCOVA results and the actor-partner interdependence model (APIM) approach have been compared. The results showed that the APIM model contains more information than ANCOVA; The APIM model makes it possible to estimate the effects of actors and partners and consider them in interpretation and conclusions. When the significance level of rejecting or accepting the hypothesis is close to the critical level of 0.05, there is a contradiction between the results of these two methods, and in these cases, one should act very cautiously for interpretation and final conclusions. In cases where the significance level is far from 0.05, there is no problem and the results of the two approaches are consistent. The shift in focus to the unit of analysis allows researchers to study the complex processes and underlying processes of social interactions with much greater validity.

The purpose of the current research was to find the causal modeling of school anxiety based on educational stressors and educational competence with the mediation of difficulty in emotion regulation in students. The current research was a descriptive correlational type in terms of its practical purpose and the method of data collection. The statistical population of the research included all the students of Region 1 of Ardabil city in the academic year of 2021-2022. 240 students participated in the research by cluster sampling method. To collect data, Phillips school anxiety questionnaires (1978), Masoumi and Dashti's educational stressors questionnaire (2016), Diperna and Elliott's educational competence (1999) and Gratz and Romer's (2004) emotion regulation difficulty were used. The collected data were analyzed using the structural equation modeling method. The results related to the model fit indices also showed that the difficulty in emotion regulation can mediate the relationship between educational stressors and educational competence with school anxiety (p<0.01). According to the research findings, educational stressors and educational competence are related to school anxiety through difficulty in regulating emotions. Therefore, it can be concluded that due to anxiety and weak ability to face challenges in school, students are at risk and this finding can be used as a research support for psychological problems in teenagers and students.

Theaim of this study was to determine theeffectiveness of peace education on interpersonal relationships and students' academicmotivation in aquasi-experimental method with apre-test-post-test design, taking into account theone-month control and follow-up group. The statistical population of the study was all female students in thefirst year of high school in District 19, Education, Tehran, in the academic year of 1998-99, amounting to 5901 people. The statistical sample size of thestudy was 40 junior high school students who were selected by purposive sampling.Thedata collection tool was the section on interpersonal relationships and academic motivation from the Academic Competency Questionnaire (ACES), Elliott and Diperna(1999). After performing thepre-test, theexperimental group underwent peace training in 8 consecutive 90-minute sessions according to thepeace education protocol, and thecontrol group did notreceive any training in thisarea. Finally, both groups were tested for interpersonal relationships and academic motivation (post-test). After one month, both groups were exposed to thesame test again (follow-up). Data were analyzed by repeated measures analysis of variance and Bonferroni post hoc test. Analysis of variance showed that peaceeducation explains 57% of variance changes in interpersonal skills scores and 46.1% variance variations in academic motivation scores; Therefore,it can be said that peace education has been effective in increasing interpersonal skills and academic motivation of students. And this effect remained stable after thefollow-up stage (p <0.01). Theresults of thisstudy indicate the need to learn how to live together. Peace education has a positive effect on interpersonal relationships and students 'academic motivation, improvesstudents' interpersonal relationships inschool and increases theirmotivation tostudy.