مجله مطالعات روانشناسی تربیتی
پیاپی 57 (بهار 1404)

The aim of the present study was to examine the causal model of students' academic hope based on the perception of social support and psychological well-being, with the mediating role of academic engagement. This study is descriptive and correlational in nature and The statistical population of the study included all male middle school students in Yasuj city during the 2023-2024 academic year, from which a sample of 360 students was selected through multistage cluster sampling. For data collection, the study utilized the Academic Engagement Questionnaire by Reeve and Tseng (2011), the Perceived Social Support Scale by Zimet et al. (1988), the Academic Hope Scale by Khormaei and Kamari (2017), and the Psychological Well-Being Scale by Ryff (1995). To analyze the data, Pearson correlation, multiple regression analysis, and structural equation modeling were employed and SPSS and Smart PLS software were used. The results of the regression analysis indicated that psychological well-being and academic engagement significantly predicted academic hope, whereas perceived social support did not predict academic hope scores. Path analysis results also demonstrated that the mediating role of academic engagement in the relationship between perceived social support and academic hope was not significant; furthermore, the indirect effect of academic engagement in this pathway was not significant.  However, the indirect effect of academic engagement on academic hope through psychological well-being was significant (ß=./16). Academic engagement plays a mediating role in the relationship between psychological well-being and academic hope. In fact, psychological well-being enhances academic hope in students by increasing their academic engagement. Enhancing psychological well-being and academic engagement can significantly increase students' hope for education. Schools and counselors should focus on creating supportive environments and motivational activities to achieve this goal.

The present study was conducted with the aim of determining the mediating role of emotional self-regulation in the relationship between family emotional atmosphere and social-emotional competence in students.The descriptive-correlational research method was structural equation modeling. The statistical population of the research included all students of the second year of elementary school in Khorram Abad city in 2023-2024. In this study, 340 female students (143 people) and male students (197 people) were selected as samples by stratified random sampling method. Data collection was done using emotional self-regulation scale (Hoffman and Kashden, 2010), family emotional atmosphere scale (Hillburn, 1964) and social-emotional competence scale Zhou and Ai, 2012. In order to test the structural relationships in the assumed model, the statistical method of structural equation modeling, SPSS-24 and AMOS-24 statistical software were used. The results showed that the proposed model has a good fit. The results showed that the direct effects of family emotionality atmosphere on emotional-social competence, family emotionality atmosphere on emotional self-regulation and emotional self-regulation on emotional-social competence were significant (p<0/05), Also, the results showed that emotional self-regulation plays a mediating role in the relationship between family emotionality atmosphere and social-emotional competence (p<0/05). The findings of the present research have practical implications for educational and counseling interventions for students and families with the aim of improving the emotional-social competence of students based on the strengthening of family emotionl atmosphere and emotional self-regulation so that students can To get a good adaptation to the social and school environment in an efficient and compatible way.

The current research was conducted with the aim of studying the effectiveness of mindfulness-based stress reduction training on the academic expectations stress and self-handicapping of the students. This research is semi-experimental and pretest-posttest control group design is used. The population of the research is consisted of 2000 female students of the second period of high school in academic years 2022-2023 in Charoymaq city which is located in East Azarbaijan province. After implementing Ang and Huan`s (2006) academic expectations stress (AESI) and Jones`s (1979) self-handicapping (SHS) inventories, 30 students were selected from among the students who had severe stress and self-handicapping. Then they were divided in two experimental (15 people) and control (15 people) groups by using random assignment. The members of the experimental group received mindfulness-based stress reduction training during 8 sessions for 90 minutes; which designed by Kabat- Zinn in 2002. The collected data were analyzed by SPSS (version 24) and the analysis of covariance (ANCOVA). The obtained results showed that the mindfulness-based stress reduction training is effective (p<0.001) in reducing the academic expectations stress and self-handicapping of female students of the second period of high school in Charoymaq city. So, according to the findings, mindfulness-based stress reduction workshops can be held to reduce the academic expectations stress and self-handicapping of the students. Also, meetings can be arranged with aim of informing parents and teachers in order to reduce academic expectations from students.

The quality of teacher-student relationships significantly impacts students' academic and non-academic outcomes. Attachment theory has been recognized as a practical framework for developing interventions to enhance this relationship's quality. This systematic review aimed to examine the current state of attachment-based interventions developed to improve the quality of teacher-student relationships globally and in Iran, analyze and compare their content, and provide recommendations for their application in the Iranian context. Using the PRISMA systematic approach, 24 eligible studies were identified, and the content of 19 associated interventions was analyzed. The findings revealed substantial challenges in the development of such interventions. Results indicated that most existing interventions have been developed in individualistic Western cultures, with no interventions tailored to Iran's cultural and contextual needs. Additionally, on a global scale, there is a lack of interventions targeting educational levels beyond elementary school and insufficient attention to the developmental needs of students. These findings highlight the necessity of developing attachment-based interventions tailored to the cultural context and developmental needs of students in Iran. The outcomes of this study can inform educational policymakers, researchers, and teachers in designing effective interventions to enhance teacher-student relationships in Iran.

The present study was conducted with the aim of determining the relationship between the dark traits personality and counterproductive academic behaviors with the mediating role of academic entitlement-concept in students. The present research method was descriptive and correlational. The statistical population of the research was all students of the second secondary school in Ramhormoz city in the academic year of 2023-2024. Among the statistical population, a sample of 480 people was selected by multi-stage cluster random sampling. The data collection tool included the dark triats personality questionnaire (jonason and Webster, 2010), academic entitlement (Chowning and Campbell, 2009) and the scale of counterproductive academic behaviors (Rimkus, 2012). For data analysis, Pearson's correlation method and structural equation modeling and SPSS version 22 and AMOS version 21 were used. was used The findings of the research indicate the appropriate fit of the model and the direct effect of the dark triad of personality traits on academic entitlement was confirmed. Also, academic entitlement had a direct effect on cunproductive academic behaviors. The model showed that dark triad traits of personality with the mediation of academic entitlement were positive and significant predictors of cunproductive academic behaviors of students (P≤0.001). According to the obtained results, it is recommended that in order to reduce cunproductive academic behaviors, students with these characteristics should be identified and educational workshops should be held to reduce the effect of these variables on students' cunproductive academic behaviors.

Today, it’s very important to improve academic enthusiasm and goal orientation and reduce negligent behaviors among students, especially teenagers, and to carry out interventions leading to such changes. Therefore, the aim of the current research was to determine the effectiveness of Borba's moral intelligence training on academic procrastination, academic goal orientation and academic enthusiasm of female students. The research method was a semi-experimental pre-test-post-test type with a control group and a follow-up period. The statistical population consisted of female students of the second year of non-government schools in Rajai city of Karaj in 2024, 30 people were selected by purposive sampling and placed in two experimental and control groups, 15 people in each group. The experimental group underwent 11 sessions (90 minutes) of Borba's moral intelligence training (2020). The research tools were Savari et al.'s academic procrastination questionnaires (2013), Bouffard et al.'s (1998) academic goal orientation, and Fredericks' academic enthusiasm (2004). The findings showed that Borba's moral intelligence training was effective on academic procrastination, academic enthusiasm and academic goal orientation of teenage girls (P<0.05) and this effectiveness continued in the 2-month follow-up period. According to the research findings, it is important and necessary to teach moral intelligence skills in schools by counselors and teachers, as well as to include the main concepts of these skills in life skills books.

The purpose of this study was to comparison of effectiveness of training based on self-regulated strategy development model and cognitive strategies training on reading disorder of students with learning disorder. This semi-experimental study was conducted with a pretest-posttest design with control group and follow-up 2 month. In this research, the statistical population was all students with learning disorder in Tehran city in year 1401. Using convenience sampling method, 45 students were selected and then into 2 experimental groups and one control group (each group 15 students) were replaced and experimental groups underwent self-regulation and cognitive strategies training. To collect data learning difficulties questionnaire (CLDQ), reading and dyslexia test (NEMA). Analysis of variance with repeated measures with SPSS software was used for data analysis. The results of the study showed that of strategies training in post-test and follow up had a significant effect on reading disorder (P<0.05). In addition, the results of Bonferroni post hoc test showed that cognitive strategies is more effective in reading disorder (P<0.05). Based on the results of the present study, it can be said that self-regulation strategies and cognitive strategies can be used as a treatment method to on reading disorder for students with learning disorders

The present study aimed to investigate the role of motivational beliefs, self-determination, and subjective well-being in predicting students' academic flow. The research method was descriptive and correlational. The statistical population of the study included all female students of the second year of secondary school in District 1 of Ardabil city in the academic year 2023-2024. G-Power software version 1.3 was used to estimate the sample size. Considering an effect size of 0.15, power of 0.95, and alpha of 0.05, a sample size of 120 was obtained. In order to increase the generalizability of the results, 150 students were selected as a sample using the convenience sampling method. To collect data, the Pentrich and De Groot Motivational Learning Strategies Questionnaire (1990), the Dessie and Ryan Basic Self-Determination Needs Questionnaire (2000), the Keyes and Magiarmo Subjective Well-Being Questionnaire (2003), and the Martin and Jackson Academic flow Questionnaire (2008) were used. The data were analyzed using the Pearson correlation coefficient and multiple regression methods in the SPSS statistical software. The findings showed that there is a significant positive relationship between motivational beliefs, self-determination, and subjective well-being with students' academic flow. Also, the results of the regression analysis revealed that 68% of the variance in students' academic flow can be predicted based on motivational beliefs, self-determination, and subjective well-being (p<0.01). Therefore, it can be concluded that motivational beliefs, self-determination, and subjective well-being play a role in predicting students' academic flow, and to increase academic flow in students, it is necessary to conduct interventions.

The present study aimed to investigate the psychometric properties of the Writing Motivation Questionnaire in students. The research method was descriptive and psychometric studies. The statistical population of the study consisted of all students of the first secondary schools of Germi city (Ardabil province) in the academic year 2023-2024, from which 314 students were selected as a sample using cluster random sampling. To collect data, the Writing Motivation Questionnaire of Graham et al. (2023) and Students’ Basic Psychological Needs at School Scale of Tian et al. (2014) were used. The internal consistency coefficient method (Cronbach's alpha) was used to examine reliability, and confirmatory factor analysis and convergent validity were used to examine validity. Analyses were performed using SPSS25 software and LISREL8/8 software. The results of confirmatory factor analysis confirmed seven factors of curiosity, Involvement, social Recognition, grades, competition, emotion regulation, and boredom relief for the writing motivation questionnaire. The results of Pearson correlation coefficients to examine the concurrent validity of the writing motivation questionnaire showed that there was a significant positive relationship between the students' scores on the writing motivation questionnaire and the Students’ Basic Psychological Needs at School Scale. The internal consistency of the writing motivation questionnaire was calculated in terms of Cronbach's alpha coefficients and was confirmed with correlation coefficients of 0.73 to 0.81. Therefore, based on the findings of this study, it can be concluded that the writing motivation questionnaire has sufficient validity and reliability to measure this construct in samples of Iranian students.

The aim of the present study was to investigate the effectiveness of self-regulation learning strategies training on students' academic vitality and sense of belonging to school. The present study was a quasi-experimental study with a pre-test and post-test design with a control group. The statistical population of the present study was made up of all the fifth and sixth grade male students of Ashkosteg village of Sarbaz city in the academic year of 2022-2023 (n=85), 30 of them were selected by purposive sampling and randomly in There were two experimental groups (15 people) and control (15 people). Subjects in the experimental group received self-regulated learning strategies training during 8 sessions, while subjects in the control group did not receive any intervention. Before and after the training, all subjects completed the questionnaire of academic vitality and sense of belonging to the school. Data analysis was done using univariate analysis of covariance in SPSS-26. The results of data analysis showed that in the post-test phase, the subjects of the experimental group had experienced a significant increase in academic vitality (P< 0/01) and sense of belonging to the school (P< 0/01) compared to the control group. Based on the results of the present study, it can be said that The self–regulation learning strategies training was effective in enhancing boys elementary school students’ academic buoyancy and academic achievement; thus, through presenting these training strategies to students with academic vitality or Sense of belonging to school problem, it is possible to improve their academic conditions.