فصلنامه روان شناسی مدرسه
سال دوازدهم شماره 2 (پیاپی 46، تابستان 1402)

The aim of this study was to compare responsibility, procrastination and academic vitality in students with and without web addiction.

The research method was descriptive causal-comparative. The statistical population of this study was all high school students (third grade) in Talesh in the academic year of 2019-20. For this purpose, 160 students (80 students) With Internet addiction and 80 ordinary students) who were randomly selected from multi-stage clusters. The assessment tools used in this study were Gaffe's responsibility test, Solomon and Rothblum procrastination test, Chari and Dehghanizadeh vitality and Yang Internet addiction questionnaire. In this study, analysis of variance was used to analyze the data.

The results of analysis of variance showed that there is a significant difference between responsibility, procrastination and academic vitality in students with and without web addiction (P <0 /05).

Therefore, it can be concluded that addiction to web browsing and cyber browsing in students is effective in reducing responsibility and academic vitality and increasing procrastination.

Basing the increasing of addictive use of social networks, determining factors related to it is essential.  This study aimed to investigate the structural model of relations of addictive use of social networks basing on social rejection and familial emotional atmosphere with mediating role of shyness in students. The present research method is descriptive and correlational. The statistical population of this study consisted of male secondary high-school students studying in public schools in Ardabil city in the academic year of 2019-2020. A sample of 248 people was randomly selected by multistage sampling method and answered to the questionnaires of addiction to social networks, social rejection, family emotional atmosphere and shyness. Data were analyzed using Pearson correlation coefficient and structural equation modeling using SPSS25 and Lisrel8.8 software. The results showed that addiction to social networks has a positive relationship with social rejection and its components (except accusations) and with the total score of shyness and with family emotional atmosphere and its components (except Caress) has a negative relationship. Also, shyness is positively related to the social rejection and its components and negatively related to the family's emotional atmosphere and its components (except caressing) (p<0.001). The fitness indicators of the model also confirmed the effect of social rejection and family emotional atmosphere on addictive use of social networks through shy mediation. The results showed that social rejection and family emotional atmosphere are predictors of addictive use of social network in students; furthermore, shyness can play mediating role in these relationships.

The purpose of this research was to investigate the prevalence of attention deficit/hyperactivity disorder in 12th grade students in the academic year of 2016-2017 in Ardabil city.

The current research method was descriptive-cross-sectional in the form of random cluster sampling and the sample size included 443 people (237 boys and 206 girls). The data collection tool was the Adult Attention Deficit/Hyperactivity Disorder (ASRS) self-report scale. Data were analyzed with spss 22 and X2 test.

The results showed that the prevalence of mixed type of disorder was 75.6% in boys and 31.6% in girls, attention deficit type was 3.79% in boys and 4.39% in girls, and hyperactive-impulsive type was 53.2% in boys and 91.91% in girls. It was 2 percent. Also, data analysis showed that there is no significant relationship between the prevalence of mixed type, hyperactive-impulsive and inattention with parents' education, birth order and economic status in both genders (P<0.05).

According to these results, it seems that early identification of these people and their referral to clinical specialists can prevent the severity of symptoms.

The present study aimed to investigate the role of emotional self-regulation, self-compassion, and attachment styles to God in predicting cell phone addiction among students.

The present study is descriptive-correlational. The statistical population of this study was all students in Guilan province in 2020, from which 231 students were selected by multi-stage cluster sampling. The questionnaires Savari Mobile phone addictive, Mars emotional self-regulation, self-compassion, and attachment styles to god were used to collect data. The collected data were analyzed on SPSS-26 using descriptive statistics (mean and standard deviation) and inferential statistics including Pearson correlation coefficient and multiple regression.

The results of this study showed that emotional self-regulation (r = -0.203), self-compassion (r = -0.382) and secure attachment to God (r = -0.150) have a negative and significant relationship with mobile phone addiction. The results of multiple regression analysis also showed that 27% of the variance of mobile phone addiction is explained based on emotional self-regulation, self-compassion, and secure attachment to God (p <0.001).

According to the present study, it is possible to prevent the occurrence of mobile phone addiction among adolescents and strengthen the psychological and physical injuries caused by it by strengthening and teaching the skills of emotional self-regulation, self-compassion, and secure attachment to God.

The aim of present research was presenting casual model of academic well-being based on motivational self-regulation and emotional self-efficacy by mediating role of academic hardiness in female students in the third year of high school in Sanandaj in the school year of 97-98.

The research method was descriptive-correlational and structural equation modeling. 600 students were selected using the multi-stage cluster sampling method. The Tuominen-Soini et al. s academic well-being questionnaire (2012), Benishek et al. s academic hardiness scale (2005), Wolters motivational self-regulation scale (1999) and Beverly et al.'s emotional self-efficacy scale (2008) were used for data collecting. Data analysis was done by SPSS and Amos softwares.

The findings showed an indirect and significant effect of motivational self-regulation and emotional self-efficacy on academic well-being through academic hardiness. In other words, the findings showed that motivational self-regulation and emotional self-efficacy have a direct and significant effect on academic hardiness and academic hardiness affect academic well-being directly and significantly. Also, motivational self-regulation has a direct effect on emotional self-efficacy and a significant and indirect effect on academic hardiness.

The results of the present study showed that in general, motivational self-regulation and emotional self-efficacy can be suitable predictors for the academic well-being of students through their academic hardiness. The results of the present study, in accordance with the theory of self-determination, indicate that motivational self-regulation or the same as self-motivation increases academic welfare by increasing the capacity for challenge and problem-solving ability and striving for better learning.

This study aimed to Comparison of the effectiveness of problem-solving training and behavior management to mothers on communication skills of children with autism spectrum disorderin Tehran. The research method of the current study was semi-experimental with a pre-test and post-test design with a control group. The statistical population included mothers with children with autism spectrum disorder with high functioning levels who were referred to care centers for children with autism in Tehran in 2019. The statistical sample consists of 45 mothers selected by available and voluntary sampling method, randomly assigned into three groups of 15 people: the experimental group, problem-solving training, the second experimental group, behavior management, 15 people, and the control group, 15 people. Were replaced. All three groups were measured in the pre-test and post-test with Achenbach's Child Behavior Inventory. According to the results of covariance analysis, there was a difference between the two educational approaches of problem-solving and behavior management in aggressive behaviors, law breakers, social behavior, and attention problems between the two groups (P<0.05) and in attention problems, withdrawal/depression. Physical complaints, anxiety/depression, and the difference between the training of the two records were not evident (P<0.05). Based on this, it can be concluded that there were no difference in effectiveness between anxiety/depression and withdrawal/depression in the problem solving and behavior management groups. Still, there was a difference with the control group, which indicates the effectiveness of teaching both approaches to mothers on behavioral problems.

The purpose study was to investigate the effectiveness of educational program with optimistic approach on conflict resolution strategies, cognitive assessment and parental-adolescent conflicts.

The present study was quasi-experimental with pre-test, post-test and control group. One month after the end of the intervention sessions, a follow-up phase was conducted. In this study, 32 mothers (16 in the experimental group, 16 in the control group) participated before and after the implementation of the parent-adolescent conflict score questionnaire (APCQ), conflict resolution strategies (CSRI) and cognitive stress assessment (SAM-R). The optimistic group training program for mothers in the experimental group was conducted in 7 two-hour sessions.

The results showed that the intervention program was effective in increasing the optimistic approaches and strategies of conflict resolution and reducing the non-adaptive strategies and reducing the cognitive assessment and conflict intensity at significant level (P˂ 0/001).

Based on the research, it can be concluded that the optimistic education program is not only effective in reducing conflict in parent-adolescent relationships, but also helps them focus on conflict resolution and positive evaluation strategies.

The purpose of this study to determine the effectiveness of social problem-solving training on reducing aggression among adolescent students in Tabriz city.

In order to achieve these goals and hypotheses, 4 eligible subjects with signs of aggression in a single-subject pilot project with multiple bases were trained during 10 sessions of social problem-solving training. The population of the study consisted of 4 high school students from girls’ public schools in District 2 in Tabriz in the academic year of 2017-2018. Participants were also re-evaluated 1 month later to assess the stability of the training. The data were collected using Buss and Perry aggression questionnaire. In order to assess the research hypotheses, the method of visual analysis of charts, the percentage of recovery, and effect size have been used.

Findings after the plan training and the follow-up period, according to the percentage of recovery and the size of the effect, show that the mentioned method has a relatively good effect in reducing the level of aggression.

Based on this, it can be concluded that teaching social problem solving skills can significantly reduce the level of aggression in students.

The aim of this study was to investigate the effectiveness of mind map-based study method on students' academic engagement and Its components.

The current study method is a quasi- experimental and Statistical population consisted of all the grade eight male students of Yazd schools were in 2019-2020. 50 students were selected by cluster random sampling method and they were divided into two groups (25 students in each group) by a simple random sampling method. The experiment group had 10 sessions of mind map-based studying method, while the control group received no intervention. To measure the variants, Reeve's academic engagement survey (2013) were used for both groups. The obtained data from pre-test and post-test were analyzed using multivariate and univariate analysis of covariance.

The results showed that teaching the study method based on mind map improved the academic engagement of students in comparison with the control group in the post-test (P<0/01).

Thus, mind mapping study method can be used to increase student academic engagement in educational centers.

The study was conducted to determine the role of self-compassion and perfectionism components in predicting students' psychological well-being and academic burnout.

The study was descriptive correlational in terms of method. The study population consisted of talented students of all governmental high schools in the year 2018-2019, city Yazd, which was 234 people from they were selected by multistage cluster random sampling method. Self-compassion scale, Hewitt and Flett (1991) multidimensional perfectionism scale, Reef (1989) psychological well-being inventory, and Berso et al. (1997) academic burnout questionnaire were used for data collection.

The study results showed that a significant relationship was found between self-compassion and perfectionism strategies and psychological well-being, self-compassion and perfectionism and academic burnout (P<0.01).

Self-compassion and perfectionism strategies predict psychological well-being, and academic burnout in students.it is suggested teachers’ pay attention to the learning needs and intrinsic enthusiasm of learners to encourage them for self-learning to internalize learners' academic motivation for self-learning rather than merely approved performance.

The present study was conducted with the aim of The role of birth factors in predicting hyperactivity disorder in children. Considering its purpose and application, this research was a case-control research, which is one of the types of descriptive-analytical and quantitative research methods. The statistical population includes hyperactive and normal male and female students of Ardabil city in the age group of 7-12 years old in 2022, from this population, 50 students with hyperactivity disorder were selected by available sampling method and 50 normal students were selected by purposive sampling and participated in this research. The final diagnosis is made by examining the information contained in the medical records of the students in the clinic and health center of Ardabil city and examining all the archived family files (birth weight, head circumference, premature birth, jaundice) and interviewing the mothers (parents). done. The data was also analyzed using audit analysis test.  According to the coefficients obtained from the diagnostic analysis, it was determined that hyperactivity disorder can be predicted based on the variables of birth weight, head circumference, premature birth and family history of hyperactivity, and finally, the diagnostic analysis model was able to predict hyperactivity Identify students correctly with a value of 90%. Therefore, it can be said that the results of this research can be used by family and school counselors and psychologists, health and mental health caregivers, so that by using these results, they can play an important role in preventing this disorder.