فصلنامه روانشناسی تربیتی
سال بیستم شماره 72 (تابستان 1403)

The purpose of the current study has been adapting the AILI questionnaire and determining its psychometric properties and factor structure among the students of Tehran universities; which is an applied research considering the research goal; and a survey research considering the data collection plan. The sample included 427 students who were selected by random from the total population of students of universities of Tehran city in academic year 2016-2017. Having data collected, Question parameters were estimated using the classic theory; and after deletion of unsuitable questions, the Cronbach’s was 0.9. The Divergent and Convergent Validity of the questionnaire were examined using MSLQ questionnaire. In order to fit the questionnaire data to primary model, Confirmatory Factor Analysis was applied using LISREL software; and in order to determine the questionnaire structure in students of Tehran universities, Exploratory Factor Analysis by Main Component Method and rotating ablymn was applied. The parameters of the questions were estimated using GRM Polytomous model and R software. The results showed that the deleted questions in classic analysis had low detection coefficient in here; and their Awareness Functions did not provide any awareness at the level of the measured attribute. Finally, fit the data to one, two and three-parameter and GRM model. In conclusion, the best model to fit the data was GRM model. Considering the data analysis, the new questionnaire _adapted to students of Tehran universities _ was extracted.

The purpose of this study was to explain the effectiveness of attribution training on self-esteem, resilience and achievement emotions of students. The present study was a pilot study with pre-test and post-test with control group. The statistical population of the study consisted of all high school female students of Arak city who were studying during the school year 2022-2023. From this society, 30 students were selected by cluster sampling and pre-test was performed. From this sample, 15 students in the experimental group and 15 students in the control group were randomly lost. Then the training sessions were applied to the test group. Then, from both groups, the post-test was performed. The instruments used in this study were Connor-Davidson Resilience Scale (2003), Rosenberg’s Self-Esteem Scale (1965) and Achievement Emotions Questionnaire (2002). Data were analyzed using covariance analysis. Results showed significant improvement in self-esteem scores, resiliency and achievement emotional of the group as compared with the control group. Therefore, teaching documents can be used to help students improve their academic performance.

The aim of this study was to investigate the effect of extraneous cognitive load on internal task cost and self-efficacy in students. The research design was semi-experimental with pre-test-post-test with an unequal control group and the statistical population consisted of undergraduate female students of Farhangian University of Isfahan in the academic year of 2021-2022. From this population, 30 students were selected by convenience sampling method and assigned to experimental and control groups randomly. The research instruments included the cognitive load questionnaire (Klepsch et al, 2017), the task cost questionnaire (Flak et al., 2015) and the self-efficacy subscale of the MSLQ questionnaire (Pentrich et al., 1991) and the text's influency effect was used to induce extraneous cognitive load. In the pre-test stage, the same text was given to the control and experimental groups to study it, which were similar in terms of fluency. Then both groups answered the task cost scale and self-efficacy scale. In the post-test, the method was the same, with the difference that the text font of the experimental group was manipulated in terms of fluency to make it less readable. The research data was analyzed using MANCOVA. The results showed that the induction of extraneous cognitive load in the form of influency effect has a significant effect on the internal cost of the task and self-efficacy (P<0.01). Therefore, it seems that extraneous cognitive load affects students' self-efficacy by inducing more costs.

The aim of this study was to discover and investigate the factors affecting the academic burnout of students with specific learning disorders. The method of the present study was qualitative using data-based method and data collection was done through semi-structured interviews. The statistical population of the present study included all sixth grade students with specific learning disabilities in Isfahan city in 2022. The research sample was selected as a purposeful sampling and after interviewing 25 students, the factors affecting academic burnout were identified. Data analysis was performed using three steps of open, axial and selective coding. Based on the results of the research, open codes around 123 concepts, core codes including 20 concepts and selective codes in 5 concepts under the headings of intra-school factors, student's educational experiences, factors Intrapersonal, family and social factors were identified and extracted. The innovation of the present research can be explained by the fact that it is very important to pay attention to the academic problems of students with specific learning disorders and the factors affecting the academic burnout of students with specific learning disorders were identified. Therefore, it can be concluded that for any action, the factors affecting their academic burnout must be identified first, and strategies should be designed to prevent it.

The present study aimed to investigate the effectiveness of critical thinking training on attention, cognitive processing and emotion regulation strategies of children with special learning disorders. The research method was a semi-experimental research with a pre-test-post-test design and a control group. The statistical population included all students aged 9 to 12 who referred to the Center for Special Learning Problems in the third district of Tabriz in the second half of 1400. Among them, 40 people were selected by purposive sampling and randomly assigned to two experimental groups and one control group. The tools used in the research were attention and cognitive processing and emotion regulation questionnaires. Research hypotheses were analyzed using multivariate covariance analysis. The results of covariance analysis showed that the significance level in all comparisons was less than 0.05, which showed that the critical thinking training intervention had a significant effect on attention, cognitive processing and emotion regulation (p<0.05). Examining the effect size showed that the biggest difference was observed in the total score of cognitive processing with a coefficient of 0.710. The result of the present study lacked a long-term follow-up study. Therefore, it is suggested to investigate the effectiveness of these interventions in the form of long-term follow-up in future researches and to teach critical thinking training as a new approach alongside educational interventions to the trainers of special learning disorders centers so that these trainers can use these strategies in their interventions.

Separation anxiety disorder is the most common childhood anxiety disorder, so the present study was conducted with the aim of comparing the effect of teaching rhythmic movement games and play therapy based on parent-child relationship on emotional self-regulation and separation anxiety of first grade students in Malayer city. This research was a type of field experiments with a pre-test-post-test design with a control group. The statistical population of this research was all the students of the first grade of primary school in Melair city in the academic year of 1402-1401, who were randomly selected by purposeful sampling from among the primary schools of the city using the separation anxiety disorder screening questionnaire, the emotional self-regulation questionnaire and conducting a structured clinical interview. They were assigned to two intervention groups and one control group. Two types of play therapy interventions were implemented and finally the post-test data were collected one week after the interventions. In general, the results showed that both play therapy interventions have a significant effect on reducing separation anxiety symptoms and increasing emotional self-regulation in students (p>0.05). But the play therapy intervention based on the parent-child relationship was more effective in reducing the symptoms of separation anxiety than teaching rhythmic movement games. Therefore, it is suggested that play therapy techniques be taught to counselors and teachers of elementary schools as well as preschool teachers so that they can use it in dealing with anxious children in their class.

The purpose of this study was to discrimination forecast of academic well-being based on self-compassion, happiness and academic self-efficacy. The research approach had a practical aim and correlational data collecting. The statistical population of the research was all students of high school in Tehran city in academic year of 2021-2022. The sample size is 443 people based on Morgan's table by multi-stage cluster sampling method and were selected as samples and they were asked to academic well-being questionnaire (AWBQ) of Tuominen-Soini and et al (2012), short form of the self‐compassion scale (SF-SCS) of Raes and et al (211), oxford happiness questionnaire (OHQ) of Hills and Argyle (2002) and academic self-efficacy questionnaire (ASEQ) of Jinks and Morgan (1999). For this purpose, 74 students with low academic well-being and 87 students high academic well-being were selected and discriminant analysis and SPSS-26 software was used for analyzing data. The results of analysis showed that by self-compassion, happiness and academic self-efficacy can help to academic well-being and function discriminant analysis assigned 90/1 percent of the students with high and low academic well-being.

Happiness and a comfortable life is one of the important goals of human life, one of the things that provide happiness and comfort for a person is to be free from the vice of avarice. The meaning of absolute stinginess is self-restraint when there is merit in forgiveness. Diagnosing and identifying the trait of miserliness has complications that are sometimes not easily possible for people, so the aim of the upcoming research is to develop a test of miserliness to accurately diagnose this trait. In this regard, with the descriptive-analytical method, first, the Islamic teachings regarding the symptoms of miserliness have been collected and categorized descriptively from verses and traditions, and then they have been compiled and analyzed. In the next stage, based on these symptoms and also according to psychometric methods, a test with 30 questions has been designed, the findings and results of which are as follows: the average opinion of twenty experts in Islamic issues and psychology has a validity score of 6. It states 87% for questions. The validity of the test was conducted on 353 subjects and was calculated with statistical methods and specialized SPSS program. The alpha correlation between the two halves and the correlation of the three cognitive, emotional, and behavioral components; With the total score of the test based on Pearson's correlation, it is higher than 7%, which indicates the high validity of the test. According to the results of the T test, there is a significant difference in the meanness score

The purpose of this research is to identify the organizational factors affecting the mental health of employees with an educational approach. The research method is a mixed method, in the first stage, the qualitative content analysis method was used to analyze the interviews, and in the second part, the Delphi technique was used. The statistical population of this research includes all the personnel with the level of mental and nervous health in the police stations of Shiraz. And the Delphi section also includes 15 internal and external experts.

Organizational factors affecting mental health in six dimensions including: instrumental and authoritarian management and leadership including 2 components and 16 indicators, organizational culture dimension including 7 components and 23 indicators, organizational climate dimension including 4 components and 7 indicators, and organizational structure dimension including 3 components and 12 indicators, and the occupational stress dimension including two components and 7 indicators, and finally, mental health education was identified with 3 components and 9 indicators.

organizational structure, organizational climate, job stress, instrumental management and organizational culture and mental health education. And then for prioritization using the Delphi Weber technique based on the opinion of experts, the dimension of management and instrumental leadership, in the first priority, job stress and mental health education in the second priority, mental health education in the third priority, organizational culture and atmosphere both in priority Fourth and finally, the organizational structure is the fifth priority as the most important factors affecting the mental health of employees