نشریه پویش در آموزش علوم تربیتی و مشاوره
پیاپی 18 (بهار و تابستان 1402)

Externalized behavioral problems in children present numerous challenges and difficulties for their parents and caregivers. This research aimed to investigate the effectiveness of the Home-School Collaboration Intervention on maternal self-efficacy and parental stress in children with externalized behavioral problems. The research design employed a quasi-experimental pretest-posttest with a control group. The target population consisted of all mothers of 8-10-year-old children with externalized behavioral problems in Isfahan city in the year 2021. After applying inclusion and exclusion criteria, a sample of 30 participants was selected using multi-stage cluster random sampling and randomly assigned to the experimental group (15 participants) and control group (15 participants). The Home-School Collaboration Intervention was implemented in eight 150-minute sessions for the experimental group. The research instruments consisted of the Child Behavior Checklist (Achenbach & Rescorla, 2001), Parental Self-Efficacy Questionnaire (Dumka, 1996), and Parental Stress Scale (Abidin, 1995). The results of repeated measures ANOVA analysis showed a significant increase in maternal self-efficacy (F = 10.30, p < 0.001) and a significant decrease in parental stress (F= 23.51, p < 0.001) in the experimental group, indicating the effectiveness of the Home-School Collaboration Intervention. These effects were maintained in the follow-up stage. Based on the research findings, the Home-School Collaboration Intervention can be considered an effective intervention for mothers of children with externalized behavioral problems.

Smartphones have been used for various purposes in people's lives in recent years, but excessive use has turned into addiction in many cases. The present study was conducted with the aim of investigating the relationship between personality traits and attachment styles with the level of smartphone addiction in Semnan University students. This research was descriptive and correlational, and for this purpose, 130 students of Semnan University were selected by available sampling method. The research tools were NEO-FFI short form, Hazen and Shaver adult attachment style questionnaire and Greenfield smartphone addiction test. The data were analyzed using Pearson correlation coefficient tests, multivariate regression analysis. Step by step and t-test for independent groups were analyzed. The results of data analysis showed that the variables of ambivalent attachment style and conscientiousness personality trait have a predictive role in smartphone addiction. This means that people with ambivalent attachment style are more likely to get addicted to their smartphone, while this relationship is reversed for the conscientious personality trait, and conscientious people have a higher chance of not getting addicted to their smartphone than others. Also, male students show more addictive behaviors towards their smartphones than girls.

The aim of the present study was to investigate the psychometric properties of the Elementary School Quality of Life Questionnaire for Iranian students. The study was applied in terms of purpose and descriptive in terms of methodology. The statistical population of the study consisted of all fifth and sixth-grade students in Kerman city, from which a sample of 200 students was selected using simple random sampling. The research instruments included the Hang and colleagues' (2017) Elementary School Quality of Life Questionnaire, the Warren and colleagues' (2003) Children's Quality of Life Questionnaire, and the Huebner (2001) Student Life Satisfaction Questionnaire. Data analysis was performed using confirmatory factor analysis, Pearson correlation, and Cronbach's alpha with SPSS22 software. The results of data analysis showed that the Persian version of the Elementary School Quality of Life Questionnaire in the Iranian sample has the same factor structure as the original version of the test. The content validity of the test was confirmed, and the structural validity was examined using confirmatory factor analysis, which showed that all factors had a very good fit.

A considerable number of students worldwide engage in computer games and find entertainment in them. However, computer games and their use as models can lead to inappropriate behaviors. Therefore, the aim of this study was to investigate the role of aggression and loneliness in computer games. This study employed a descriptive correlational design. The statistical population included all secondary school students in District 4 of Qom province, totaling approximately 560 students. Using Morgan's table, a sample of 172 male students was selected through multistage cluster random sampling. The research instruments consisted of the Buss and Perry (1992) Aggression Questionnaire and the Russell, Peplau, and Cutrona (1980) Loneliness Scale. The research model was tested using path analysis and bootstrapping methods, and data analysis was performed using SPSS version 21. The results showed an acceptable fit for the tested model, and significant relationships were found between computer games and aggression (p < 0.001), aggression and loneliness (p < 0.001), and computer games and loneliness (p < 0.001). Students' engagement in computer games leads to aggression, which in turn contributes to feelings of loneliness. Therefore, reducing the level of computer game involvement can help mitigate aggression in students and provide an opportunity to reduce their feelings of loneliness.

This study aimed to determine the effectiveness of behavioral activation therapy and stress inoculation training on academic emotions and social problem-solving of students with high social anxiety. The research design was a quasi-experimental design with pretest-posttest and two-month follow-up, including a control group. The statistical population consisted of all 15 to 18-year-old students with social anxiety in Isfahan during the academic years 1400 and 1401. Through random sampling from the six educational districts of Isfahan, District 2 was selected, and eight high schools were randomly selected through multistage sampling. The Pakravan et al. (2002) Academic Emotion Questionnaire and the Dehghani et al. (2002) Social Problem-Solving Questionnaire were used as measurement tools, which were completed by the control and experimental groups before and after the intervention. Data analysis was conducted using repeated measures analysis of variance and Bonferroni post hoc test in SPSS-24 software. The results showed that behavioral activation therapy had a stronger efficacy than stress inoculation training in improving social problem-solving and academic emotions of students aged 15 to 18 with social anxiety (p < 0.01). The effects of the interventions remained constant over time. Based on these findings, it can be concluded that behavioral activation therapy can be employed as a therapeutic intervention for enhancing social problem-solving and academic emotions in adolescents with social anxiety.

This research aimed to explore the assessment of emotions and feelings of primary school students and investigate the relationship between teacher's classroom management styles and the level of student happiness. The statistical population included all first-grade classes in districts three, four, and six of Mashhad, with a sample size of 28 classes where internships’ students were present. The sampling method was convenience sampling. To measure classroom management styles, a researcher-developed questionnaire based on the Wolfgang and Glickman questionnaire, translated into Persian by Yazdi et al., was used. To measure the level of happiness, the Oxford Happiness Questionnaire developed by Argyle was employed. The content validity of each questionnaire was confirmed by three experts separately. The reliability of each questionnaire was assessed and confirmed using Cronbach's alpha coefficient, with a score of 0.86 for classroom management style and 0.82 for happiness. The results revealed no significant relationship between classroom management style and gender or between classroom management style and teacher experience. However, a significant inverse correlation was found between classroom management style and student happiness. Furthermore, an interventionist classroom management style exhibited a negative impact on student happiness. The novelty of this research lies in the selection of student age and the method of questionnaire response, transitioning from self-report to other-report. Finally, serious recommendations were provided to superiors, stakeholders, educators, future researchers, and teacher-researchers to promote student happiness and create new opportunities.

The purpose of this study was to investigate the effectiveness of story therapy on emotion regulation and anxiety symptoms in children with autism spectrum disorder. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the present study included children with autism who referred to autism treatment centers in the age range of 9 to 14 years in Gonbad (42 people) and the number of 30 sick children was selected in a purposeful way and randomly divided into two experimental groups and Controls were assigned. The experimental group underwent the story therapy protocol of Moradian et al. (2013) during 8 sessions of 60 minutes, while no intervention was done for the control group. The questionnaires used in the present study included the emotion regulation questionnaire (Shields and Chiketi, 1995) and the anxiety symptoms questionnaire (Spence, 1999). Data were analyzed using multivariate covariance test (MANCOVA). Findings showed that story therapy is effective in regulating emotion and anxiety symptoms in children with autism spectrum disorder. Based on the results of the present research, it can be seen that the regulation of emotions and anxiety symptoms is the basis of physiological and emotional flexibility in a person, which enables him to have the optimal level of resilience. In this optimal state, a person can successfully participate in social activities and find the ability to increase the continuity of social interactions, effective communication and adaptation to changes in the surrounding environment, that it is suggested to be considered by counselors and psychologists in rehabilitation programs.

Virtual education provides an opportunity to overcome the limitations of traditional classroom teaching. This research aims to identify the opportunities and challenges of teaching in the Shad educational network based on the lived experiences of teachers in Khuzestan province. A qualitative research design with a phenomenological approach was employed. Data were collected through purposive sampling and semi-structured interviews with 30 formal teachers (elementary and secondary school) who worked in the Shad educational network during the year 2020. Thematic analysis of the teachers' perspectives led to the identification of 10 opportunities, including increased parental involvement in the teaching and learning process of students, unrestricted access to educational materials, more attention to struggling students, elimination of commuting costs, identification of competent and creative teachers, student engagement in research activities, mandatory quarantine for students, improved digital literacy of teachers and students, reduced stress in face-to-face classrooms, and an exciting and engaging virtual learning environment for students. Additionally, 12 challenges were identified, including limited internet access for all students, the difficulty of student assessment, lack of student mobility, high internet costs for some families, student addiction to smartphones and tablets, neglect of individual differences, social growth disorders among students, increased possibilities of cheating, difficulty in correcting exams and reviewing assignments, focus solely on teaching at the expense of student development, loss of healthy competition among students, and decreased student motivation and lack of seriousness in class.

Conceptual discussions on vulnerability highlight the importance of courage and effort in situations where outcomes cannot be controlled, rather than focusing on winning or losing. Accordingly, this research aims to identify the barriers to teacher vulnerability and present a model to promote and cultivate a culture of vulnerability.

This qualitative research adopts a phenomenological approach. The research population comprises teachers with a minimum of 20 years of experience in the school setting. Semi-structured interviews were conducted with 16 teachers, and the data were analyzed using thematic analysis and the coding technique by King and Horrocks. Finally, an interactive management approach and structural interpretive modeling software were used to develop a model based on the data.

The research findings reveal that the barriers to teacher vulnerability in the education system include lack of self-teaching, superiority thinking based on experience, a culture of teacher perfectionism, concerns about economic and social issues, fear of criticism, fear of losing credibility, resistance to accepting mistakes due to a lack of accountability and the importance of outcomes, fear of breaking habits and change, sense of competition among teachers, lack of error acceptance training, teacher fatigue, lack of error-confronting protocols, lack of closeness and intimacy with students, lack of motivation due to lack of recognition, and a sense of irresponsibility towards others.

The aim of the present research is investigating the relationship between the three components of motivational beliefs (self-efficacy, internal valuation and test anxiety) and family performance with academic procrastination in second year high school students of Borkhar region. The design of the research is descriptive-correlation. The statistical population includes all includes all the male and female secondary school students of Borkhar region, who studied in the academic year of 1401-402. From this population, 384 people were selected by multi-stage cluster sampling method. Then the questionnaires of motivational strategies, measuring family performance and academic procrastination were implemented on them as a group. The findings of the research were analyzed using Pearson's correlation coefficient, independent t-test and regression analysis. The results of regression analysis showed that motivational beliefs and family performance can predict academic procrastination in students. Also, the results of this research showed that the components of self-efficacy (r = -0.20) and internal valuation (r = -0.18) have a negative and significant relationship with students' academic procrastination; While the relationship between the anxiety component and academic procrastination is not significant (p = 0.14). The relationship between family performance and academic procrastination (r = 0.20) in students was also significant (p < 0.01). According to these results, the three components of motivational beliefs and family performance play an important role in the academic procrastination of second course high school students.

The aim of this case study was to examine how the accelerated feedback group thinking contributes to the formation of professional identity among English teachers during a five-week offline professional development course for teachers in Iran. Three English teachers who participated in these courses and engaged in group feedback activities were involved in this research. Data was obtained in the form of narratives through focused group discussions with the participants. The thematic analysis method was used to uncover the themes regarding the impact of feedback thinking on accelerating the formation of professional identity for teachers. The findings of the research showed that group feedback thinking, through recalling professional experiences, equal participation, mutual communication, and positivity, accelerates the formation of professional identity among teachers. Group feedback thinking, when personal, acknowledged, and data-driven, promotes individual growth. It is essential to incorporate feedback thinking related to identity in teacher professional development courses to assist teachers in the nurturing and cleansing of their professional journey.

The present study was conducted with the aim of predicting academic procrastination based on social behavior (bullying and victimization) and the emotional atmosphere of the adolescent's family. The research design was descriptive-correlation. The statistical population in this research was all the students of the first and second secondary schools of Isfahan city in the academic year of 1402, of which 210 people were selected by multi-stage cluster sampling method and answered the questionnaire of academic procrastination of Sawari (2011), bullying and victim behaviors. Elvis (1983) and the emotional atmosphere of The Hillburn Family (1964). The data were analyzed using Pearson's correlation and multiple regression. Pearson's correlation results showed that there is a positive and significant correlation between bullying and victim behaviors as well as the emotional atmosphere of the family with academic procrastination (p<0.001). The results of the multiple regression analysis also showed that 11.8% of the variance of academic procrastination is explained by bullying and victim behaviors and the emotional atmosphere of the family, and finally, based on the results of the present study, it is suggested that in order to reduce academic procrastination, the necessary measures to reduce bullying behaviors and Sacrifice and improving the emotional atmosphere of teenagers' families should be considered.