فصلنامه روان شناسی مدرسه
سال سوم شماره 1 (پیاپی 9، بهار 1393)

This research was conducted to study the relationship between self-forgiveness and positive and negative emotions with academic procrastination. To do so, 354 students out of all third grade high school students of Ardabil (4029 students) were selected using random cluster sampling method. Data was collected through Academic Procrastination Scales (APS), Positive and Negative Affect Scales (PANAS) and Heartland Forgiveness Scales (HFS). Stepwise multiple regression analysis and path analysis were used to analyze the data. Results revealed that there is a significant relationship between self-forgiveness and positive and negative emotions and academic procrastination. In addition, the results showed that the self-forgiveness and positive and negative emotions are capable of anticipating academic procrastination. Path analysis has also showed that negative emotion as a mediator variable can adjust relationship between self-forgiveness and academic procrastination.

The aim of the present research was investigating the relationship between study habits and reading metacognition strategies and academic motivation. The research employed a correlational design. The population of this research included all high school female students in 2011-2012 academic year in governmental high schools of Semnan City. The sample of this study was 240 female students selected through using random cluster sampling method. They completed Hermans achievement motivation, Study Habit Inventory (PSSHI) and reading metacognition strategies questionnaires. Pearson correlation coefficient and Step by Step Regression were applied for analyzing the data. The results showed that 60% of achievement motivation was determined by supportive and global reading metacognition strategies. Also, 22.9% of achievement motivation was predicted to be the result of factors like: memory, physical status, learning motivation and note taking study habits. Since reading metacognition strategies were important predictor in prediction of student’s achievement motivation, this variable should be considerd more in schools.

This research was conducted with the aim of investigating the role of psychological empowerment and organizational commitment in teachers’ job burnout. From teachers in Shahreza schools as the statistical population, 110 teachers were selected using multistage random sampling method. Data was collected through making use of Psychological Empowerment Scale, Organization Commitment Questionnaire, and Burnout Inventory (with emotional exhaustion, depersonalization, and personal accomplishment dimensions). The results of Pearson’s correlation coefficient showed that psychological empowerment has significant negative relationship with emotional exhaustion and depersonalization and significant positive relationship with personal accomplishment. In addition, organizational commitment has significant negative relations with emotional exhaustion and depersonalization. In addition, hierarchical regression analysis showed that psychological empowerment has predicted emotional exhaustion and personal accomplishment, and organizational commitment has predicted emotional exhaustion.

The aim of the study was to develop a questionnaire for assessing students’ school bonding. The method used in this study was mixed research method and the research population included all students in all levels of Ardebil in 2011-2012 academic year. In the part of focal discussion a sample including 12 groups with 84 school students (42 female and 42 male) were selected in a purposeful manner from schools of different areas and were interviewed in groups with seven students. In quantitative research, 1071 students were chosen through multiple steps random sampling. The result of the validation through internal consistency method based on alpha Cronbach was 0.93. Evaluation of the content validity, predictive and construct validity of the questionnaire confirmed the validity of the questionnaire. The results obtained from exploratory and confirmatory factor analyses revealed that School Bonding Questionnaire (SBQ) consists of six factors: attachment to teachers, attachment to school, attachment to school’s staff, involvement in school, belief and commitment to school.

The purpose of this study was to investigate the effectiveness of Attributive Retraining on intelligence beliefs and academic achievement. To do so, 28 girls of first grade high school who have failed at least at one course in school year of 2012-2013 were selected through simple random sampling and were randomly assigned to experimental and control groups. Experimental group received 10-sessions Attributive Retraining Intervention, while the control group received no intervention. All participants answered the Intelligence Beliefs Questionnaire before and after intervention. Mean of student's failed scores and mean score of the same courses at Shahrivar were considered as pre-test and post-test scores of academic achievement. Data analysis showed that mean of academic achievement, incremental intelligence beliefs and effort beliefs scores of students in experimental group were significantly higher than control group. No significant difference has been found between experimental and control groups in entity beliefs, but paired sample T-test showed that in experimental group mean of pre-test scores significantly differ from mean of post-test scores. In control group, this comparison wasn’t significant.

AbstractThe purpose of the present study was to examine the causal relationship of academic self-efficacy and negative incentives with academic performance mediated by perceived control, task value, hope and hopelessness of female secondary high school students in Dezful. The population of this study was all of the students who were studying in 2012-2013 academic year. The method of the study was path analysis. The subjects consisted of 250 students who were selected by multiple-stage random sampling method. Academic performance of the students was measured by their grade-point average. The research instruments used in this study were Academic Volitional Strategy Inventory, the Student Perceptions of Control Questionnaire, Motivational Strategies for Learning Questionnaire, Miller hope Scale and hopelessness Scale for Children. The proposed model of the relationship between variables was tested, using path analysis. The indirect relationships were tested by using bootstrapping method. The results revealed that self-efficacy and negative incentives had indirect relationships with hope and hopelessness through perceived control and task value. Also self-efficacy, negative incentives, perceived control and task value had indirect relationships with academic performance through hope and hopelessness. Also, %74 of the variance in academic performance was determined by the proposed variables.

Identify learning styles of the students and making adaption between teaching patterns and learning styles is of vital importance in effectiveness of teaching and learning processes in the educational system. Therefore, the aim of this study is to investigate the relationship between student's learning styles and adaptive teaching method. The population of this study includes all high school students in math and physics field of study in the academic year 2012-2013 in Zanjan City. Of this population, 205 students (145 males and 60 females) were selected by Simple Random Sampling model. For collecting data, the learning styles of Kolb and adaptive teaching method questionnaires were used. The data were analyzed using descriptive statistics and inferential statistics (Pearson correlation and Regression analysis) through Spss software. The results showed that all learning styles have positive and significant relationship with adaptive teaching method. Converging learning style was the strongest factor in predicting adaptive teaching method.

The aim of this study was to investigate the effectiveness of group training based on Hope therapy on hope and subjective well-being in Students. This study enjoined an experimental design femalewhich used pretest-posttest plan with a control group. The subjects included 30 high school students in khorramabad city. At first, the tests of Snyder Hope and Riff Subjective Well-being were administrated to 170 students. Then 30 students who got the lowest scores in these tests were selected. These students were randomly assigned to an experimental group (n=15) and a control group (n=15). The experimental group received hope therapy for eight 90-minute sessions that each (one session each week). Upon the completion of the training, hope and subjective well-being questionnaires were administrated as a post-test to both groups. Findings showed there was a significant difference between post-test scores of both experimental and control groups (P<0/01) and hope therapy had increased the hope and subjective well-being in the experimental group. Group hope therapy also increases hope and subjective well-being in Students. So, increasing the quality of life, giving educational services, and hope promoting programs are needed and should be accomplished by suitable methods, for instance, PBL or by Students’ active participation in programmed process.

The present study is designed to identify the effect of time management training on test anxiety and academic achievement motivation among the first grade high school girls in Hamadan city. This study has been conducted on the basis of experiment through a pretest-posttest plan and a control group. The research population included all first grade high school girls in Hamadan (3734 students). Sixty of research population had been randomly chosen based on their ranking after the implementation of the questionnaires namely: Test Anxiety Inventory (TAI) and Inventory of School Motivation (ISM). They were randomly assigned to an experimental (n=30) and a control groups (n=30). The experimental group received time management training for 10 sessions, but the control group did not received any intervention. After the sessions, the students were given posttest questionnaires and the data have been analyzed using covariance analysis method and Pearson correlation. Findings showed that time management training leads to reducing test anxiety and increases student's academic achievement motivation. There was a negative relationship between test anxiety and student's academic achievement motivation, and the effect of time management training on test anxiety was more than the effect of academic achievement motivation.