فصلنامه روان شناسی مدرسه
سال دوم شماره 1 (پیاپی 5، بهار 1392)

The purpose of this study was to compare psychological characteristics of foster students with those living in families based on Apperception Test. Research design was causal-comparative and the statistical universe consisted of all female and male students in first to fourth grades at primary schools (academic year 1387- 88) in deprived areas and all students of 7 to 10 years living in the orphanage in Rasht. The sample group included 13 girls and 4 boys (7 to 10 years old) assigned in foster and natural group. Foster students were selected by available method and normal students were selected by multi stage sampling. The research tool was children's Apperception Test. Statistical analysis was performed based on Chi Square test. The results showed significant differences between foster and normal children in attitude toward parents specific father, identification with sibling, anxiety, fear, moral concept training by parents. Life in the orphanage has a negative impact on some aspects of psychological growth of children.

This study investigated the relationship between classroom management style of teachers and mathematics motivation and achievement in fifth grade elementary students. For this purpose, all teachers of fifth grade elementary (51 teachers) and 621 fifth grade elementary students randomly selected in Islamabad-e-Gharb city. The teachers were filled out the Attitude and Beliefs on Classroom Management Control Inventory and the students filled out the Mathematic Motivation Subscale of Elementary School Motivation Scale. Student's math scores in the first term were used to assess the mathematical achievement. Method of the research was correlation. Results indicated that there is meaningful correlation between interactionist classroom management style of teachers and mathematic motivation (r=0.322) and between interactionist (r=0.106) and interventionist (r=0.103) classroom management styles of teachers with mathematic achievement. According to the results was regression, the strongest variable for predicting the mathematic motivation is interactionist classroom management style of teachers and the strongest variables for predicting the mathematic achievement of students are interactionist and interventionist classroom management styles of teachers (p<0.05). Attention to interactionist classroom management style can play an important role in improving the mathematic motivation and achievement in fifth grade elementary students.

The current study investigated the stressors of some of their related factors in high school students in Ardabil city and the. In one cross sectional study, 157 persons were selected through multistage random cluster sampling frome among high school students population in Ardabil during 2010-2011 school year. They responded to the demographic and the adolescent stress questionnaires. The collected data were analyzed by t test, one way ANOVA and the Pearson correlation test. The results showed that stressors related to concern about the future, not enough money to buy the wanted things, having to make decisions about future work or education, putting pressure on self to meet future goals and being ignored or rejected by the loved person were respectively the main five stressor of the subjects. The stress severity of romantic relationships and peer pressure factors were higher in the female students and the stress severity of future uncertainty and school/leisure conflict factors were higher in the male students. Stress of future uncertainty had high severity in weak socio-economic situation. The stressors of the future uncertainty and school/leisure conflict were related to the age. These results reveal that high school students are at risk for experiencing multiple stressors. This suggests the importance of training stress management skills in school environments.

The objective of this study is to compare self-perception and safety behaviors in students with social anxiety disorder sigens and normal students. The method of this study is of the type causal-comparative. The sample of this research was 100 high school students with social anxiety disorder and 100 normal high school students in Paveh city who were selected by random cluster sampling. To collect data Liebowitz Social Anxiety Scale for Children and Adolescents, Harter Self-Perception Profile and Social Phobia Safety Behaviours Scale were used. The results of the multivariate analysis of variance showed the self-perception in students with social anxiety disorder compared to the control group were more impaired. Also, safety behaviors in students with social anxiety disorder were more than the control group. The results of the multiple regression analysis showed that self-perception and safety behaviors explained 22 percent of the variance of social anxiety disorder symptoms in students with social anxiety disorder.

The present study investigated the efficacy of teaching learning and study strategies on the development of self-concept in female high school students with test anxiety. This study is experimental with a pretest-posttest design. The study population was all the female high school female students of first to third grade in Tehran. Twenty students who had failing grades at TAS diagnostic test (Test Anxiety Inventory) were chosen randomly based on cluster sampling method and were randomly divided into two equal (10 participants) experimental and control groups. Pyryt self-concept scale (PMSPS) was used as the pre-test, post-test, and follow-up for each of the two groups. Learning and study strategies wer tought to the experimental group for 12 sessions (two per week), whereas the control group did not receive any teaching. Variance analysis test in frequent measurements was applied to analyze the data. Self-concept scores in the subjects of experimental group significantly increased compared to control group. Teaching and study strategies were remarkably effective in increasing self-concept in the students with test anxiety. The results have implications for future research in the field of learning and study strategies for test anxiety prevention and improving mental health of students

The meta-anaylsis investigated the effectiveness of psychological interventions on the rate of test anxiety. To this purpose, 28 authorized researches were selected and meta-analysis was performed on them, using Rosenthal and Robin method. The resereach instrument was a checklist of meta-analysis. The amount of effect of psychological interventions in reduction of test anxiety was 0.70 (P<0/01). Matching the results with Cohen's showed that the effect of psychological interventions was high in reducing test anxiety.

The present study surveys the relationship between social capital and happiness and academic achievement in female high school students in Ardabil city. The research sample consisted of 405 subjects who were randomly selected from among the famale students. To collect the data, Social Capital Scale, Happiness Scale and Academic File were used. The results of Pearson correlation showed that social capital (r=0.33) and happiness (r=0.15) have a significant effect on academic achievement (P<0.05). The result of multiple regression showed that social capital and happiness explained 13 percent of variance in academic achievement. The results indicated that high levels of social capital and happiness increase academic achievement in female students.