مجله مطالعات روانشناسی تربیتی
پیاپی 55 (پاییز 1403)

The present study aimed to determine the effectiveness of cognitive load theory-based group instruction on understanding science concepts and academic motivation in sixth-grade elementary school boys. The research design was a quasi-experimental pre-test-post-test with a control group. The statistical population consisted of all sixth-grade boys in non-public elementary schools in Kordkuy city, Golestan province, in the academic year 2020-2021. A sample of 50 students was selected using a multi-stage random sampling method and randomly assigned to an experimental group (n = 25) and a control group (n = 25). Participants completed a researcher-made science concept understanding test and the Academic Motivation Questionnaire (Fredricks et al., 2004). The cognitive load theory-based group instruction program was implemented over 6 sessions. The hypotheses were tested using the analysis of covariance model. The findings indicated that the cognitive load theory-based group instruction strategy was effective in improving science concept understanding (p < 0.01) and academic motivation (p < 0.05, t = 3.01). The results of the study suggest that cognitive load theory-based group instruction helps students better understand science concepts and improves academic motivation. The implications of this study are particularly important for the science curriculum in the elementary school years.

The purpose of this study is the investigation of the role of competence perception in predicting emotional self-awareness and bullying and victim behavior in elementary students. The research method was descriptive-correlational. The statistical population was were 1200 Zahedan elementary school students in the year 1398. The 268 numbern of the students (138 girls, 130 boys) were selected by random multi-stage cluster sampling. The variables were measured using the Harter competency perception questionnaire (1982), Tanjani et al. (1990) emotional self-awareness questionnaire, and Rigby and Esley bullying-victim (1993). Data were analyzed using Pearson correlation and regression methods. The results showed that emotional self-awareness was positively and positively correlated with competency perception (r = 0.675, P <0.001) and has negatively correlated with bullying with competency perception (r = -0.547, P <0.001). Inaddition, with a one score of change in competency perception, emotional self-awareness and bullying-victim behavior change 0.67 and -0.54, respectively. According to the results, it is concluded that by increasing students' perception-competence, they can increase their emotional self-awareness and reduce bullying behavior.

The present research was conduted with the aim of desigining a self – regulation training program and invastigating its effect on the educational motivation of Shahed and isargar High School students zahedan.this study Was performed as a Semi - experimental method in the form of pre-test ;post-test design with two experimental and control groups. The statistical population included all male and female shahed and isargar High school students in zahedan in the academic School year2020-2021and60 students( 30girls and 30 boys)were selected among them by using a multi stage claster method and were randomly divided in to tow experimental groups (15 boys and 15 girls) and tow control groups (15 boys and 15 girls). wallrands educational motivatin quistionnaires (1989) were used to collect data. Data were analayzed by using analasis of covariance test. The obtained results indicate that there is a significant difference between average scores of the pre-test and post test in the variable of educatinal motivation.(p<0/001) and as a result; the mean post- test scores of the exprimental groups in the variable of educational motivatin;are significantly higher than the control groups;whic can be resulting from the design and performance of the researchers self- regulation trainig program. According to the results; it is concluded that public and private organizations and centens in the student education should use this self- regulation traning program design to in crease educational motivation in the form of classes and workshaps.

Value-control theory has been used in recent years to predict academic emotions. However, academic boredom as one of the negative emotions has been less investigated. Therefore, the aim of the current research was to test the validity of the value-control theory in predicting academic boredom in the mathematics course of first year high school students. The method of this research was descriptive (causal modeling). The statistical population included all the first tuberculosis students of the second year of secondary school in Urmia city, of which 384 people were selected as a statistical sample using a multi-stage cluster random method. Data were collected using the questionnaires of academic boredom by Acee et al. (2010), academic control by Perry et al. (2001), academic motivation by Vallerand et al. (1992), educational value, academic self-efficacy by Owen and Fronman (1998), and self-regulated learning by Pintrich & De Groot (1990). SPSS23 and Amos26 software were used for data analysis. Data analysis was done using Pearson correlation and structural equations. The findings showed that the components of control-value theory have a significant negative relationship with academic boredom. Based on structural model fit indices, value-control theory was a valid model to explain academic boredom in mathematics. Therefore, it is suggested that those involved in the field of education should inform teachers and students about the components of value-control theory as effective factors in the process of classroom education, so that the probability of academic boredom will decrease.

The aim of this study was to investigate the effect of generative learning strategies (drawing and imagining) on the reading comprehension of junior high school students. The design of this research was a quasi-experimental pretest-posttest one with a control group. The target group were junior high school first-grade students in Bojnourd. Therefore, two classes including 69 people were selected by cluster sampling method. The research tools consisted of a test of comprehension and a researcher-made text. Data were collected by using a 20-item comprehension test and analyzed by SPSS22 using covariance analysis. The results of the study showed that after controlling the effect of the pre-test, learning by drawing with an effect size of (72%) and learning by imagining with an effect size of (53%) could significantly improve students' comprehension compared to the control group. The mean effect size of these two generative learning strategies on reading comprehension was 0.56. There was no significant difference between the effect of the two generative strategies.

The aim of present study was to compare effectiveness of time management training, motivational strategy and self-regulation strategy packages on academic self-concept in students with exam anxiety among second year of elementary school. Research method was quasi-experimental with pre-test-post-test design and two-month follow-up period. statistical population included all students with exam anxiety in academic year 2022-2023 in second term of Chadegan elementary school, after the implementation of exam anxiety questionnaire by Abolghasemi et al (1997)., 72 students were purposefully selected and randomly assigned in 3 experimental groups and 1 control group, each including 18 students. For experimental groups, time management by Brian Tracy (2008) and motivational strategy training by Nazemy, et al. (2020) was carried out for 8 sessions of 60 minutes each and self-regulation by Dansereau et al (1979) for 8 sessions of 90 minutes, and control group did not receive any intervention. Then, all groups answered Chen and Thompson (2004) Academic self-concept Scale in three phases: pre-test, post-test and follow-up. Data analysis was performed using ANOVA with repeated measures. The results showed that time management training, motivational strategies, and self-regulated learning strategies was effective on increasing academic self concept) p<0/05), and according to the Bonferroni test, no significant difference was observed between the effectiveness of the packages (p>0/05). According to the results of the research, it is suggested to the policymakers of the education system that the use of these three educational packages to increase the academic self-concept of students should be placed in the educational priorities.

The aim of the current research was to design the ideal model of academic performance based on psychological capital, individual adaptation and problem solving skills in female students of Kerman city (academic year 1402-1401). The descriptive research method was of the correlation type and in the form of structural equation modeling. The statistical population of this research included all female students of the second level of secondary school in Kerman city with a number of 3875 people and the sample size was estimated to be 384 people based on Cochran's formula. Considering the possibility of removing and usability of some questionnaires, the number of 400 students was determined After removing incomplete questionnaires, 380 people were selected by two-stage cluster random sampling method. Psychological capital Luthans (2007), problem solving Hepner and Petersen (1982), Individual compatibility California Clark et al.'s (1953), and academic performance Dortaj (2013) questionnaires were used to collect information. According to the appropriate fit of the research variable measurement model, the results showed that all indicators were acceptable. The results obtained from the model test have shown that the direct relationship between the variables of psychological capital, Individual compatibility, problem solving skills and academic performance is positive and significant.

The aim was to investigate the effectiveness of interactive augmented reality technology on creativity and problem solving of sixth grade students. The current research method was a semi-experimental type and a pre-test-post-test design with a control group. The statistical population of this research included all the male students of the 6th grade of the elementary school in the 1st district of Karaj in the academic year 2022-2023. Available sampling method was used to select the statistical sample. In this way, 70 people were selected from among them and randomly replaced in two experimental (35 people) and control (35 people) groups. Data collection tools included creative thinking questionnaire and Heppner problem solving questionnaire. The experimental group was trained for 8 sessions of 45 minutes (2 sessions per week) with the augmented reality-based training protocol for the science lesson. The group was trained in the traditional and common way. After the end of the sessions in the experimental and control groups, the creativity and problem-solving questionnaire test was again implemented as a post-test on both groups and after collecting the data was analyzed. Descriptive and inferential statistics from SPSS statistical software were used for data analysis. The result of the research showed that interactive augmented reality is effective on the creativity of secondary school students. Also, the result of the research showed that interactive augmented reality is effective on problem solving ability and its sub-components, including scales of confidence in solving problems,

The present study was conducted to compare the effectiveness of the therapeutic approach of adolescent-centered mindfulness (ACM) and integral deep listening (IDL) on the academic vitality of students with anxiety disorder. The research method was semi-experimental with a pre-test, post-test &follow-up design with a control group. The statistical population of the research included all students with anxiety disorder in the first secondary school of the 6th education district of Isfahan in the academic year of 2022-2023. For this aim, 1400 students in Isfahan were screened using the multi-stage cluster random sampling method by implementing the anxiety questionnaire of Beck et al. Two experimental groups and one control group were replaced. Individuals in the experimental groups participated in parallel sessions of ACM and IDL, but there was no intervention for the control group. The measuring tool included Martin and Marsh's academic vitality questionnaire (2008). In data analysis, mixed analysis of variance test and Bonferroni correction test were used in SPSS-24. The results showed that both treatment methods, ACM and IDL, were effective on the academic vitality of students with anxiety disorders. Also, to compare the effectiveness of the two treatment approaches, ACM has a stronger effect on increasing academic vitality than other treatments for students with anxiety disorders and the effects of the intervention have remained constant over time. According to the results of the present research, it is possible to suggest the use of these two therapeutic approaches to counselors to increase the academic vitality of students with anxiety disorders.

The aim of this study was to determine the effectiveness of brainstorming teaching method on students’ academic engagement, academic vitality, and perception of the learning environment. This study was a quasi-experimental type with a pretest-posttest design with one experimental group and one control group. The statistical population of the study consisted of male students from secondary schools in Germi city in the academic year 2022-2023, with a total of 750 students, of which 30 students were selected using Convenience Sampling and after meeting the inclusion criteria, they were assigned to two groups of 15: experimental and control groups. The tools used in this study were the Academic Vitality Questionnaire by Dehghani Zadeh and Hossein Chari (2012), the Academic Engagement Scale by Reeve (2013), and Perception of the Learning Environment Scale by Sweeney et al. (1994). The brainstorming teaching method program was implemented in 6 sessions of 90 minutes only for the experimental group. The results of multivariate analysis of covariance showed that brainstorming teaching method had a positive effect on improving students’ academic engagement, academic vitality, and perception of the learning environment (P<0.01). Based on the results, it is recommended to use brainstorming teaching method instead of traditional methods in schools.