afzal akbari balootbangan; siavash talepasand; ali mohammad rezaei; isaac Rahimian Boogar,
Abstract
AbstractThe aim of this study was the effectiveness of bullying control training program on interpersonal problems of bullying adolescents. The present study was performed by quasi-experimental method with pre-test-post-test design and one-month follow-up with experimental and control groups. The statistical ...
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AbstractThe aim of this study was the effectiveness of bullying control training program on interpersonal problems of bullying adolescents. The present study was performed by quasi-experimental method with pre-test-post-test design and one-month follow-up with experimental and control groups. The statistical population included adolescents aged 14 to 17 years in district 17 of public schools in Tehran. Forty adolescents who met the inclusion criteria and scored high on the Harter Bullying Questionnaire were randomly selected and assigned to the experimental and control groups. The research instruments included Barkham et al.'s (1996) Interpersonal Problems Questionnaire, which was completed by both groups in three stages: pretest-posttest and one-month follow-up. The bullying control training program was performed in 8 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures multivariate analysis of variance using SPSSV22 software. The results showed that bullying control training to bullying adolescents in explicit and demographic variables (F=7.98 and P=0.001), openness to experience (F=10.95 and P=0.0005), consideration of others (F=22.86 and P=0.0005), aggression (F=10.59 and P=0.0005) and supportiveness and participation (F=19.77 and P=0.0005) are effective. However, this rate was not effective for the dependency variable (F=0.07 and P=0.930). Finally, based on the results of this study, it can be said that bullying control training is effective on interpersonal problems of bullying adolescents aged 14 to 17 years and this training can be used to solve their interpersonal problems and therefore parents, teachers, administrators and other professionals are aware of this. Trainings can be helpful.
Ahmad Ghodsi; Siavosh Talepasand; alimohammad rezai; mohammadali mohamadifar
Abstract
The present paper seeks to review the antecedents of academic engagement on the basis of Wigfield- Eccles expectancy- value theory. Accordingly, a model was designed in which social culture was considered as exogenous variable, student's perception of learning environment, attribution style, emotional ...
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The present paper seeks to review the antecedents of academic engagement on the basis of Wigfield- Eccles expectancy- value theory. Accordingly, a model was designed in which social culture was considered as exogenous variable, student's perception of learning environment, attribution style, emotional memory, academic self-concept, expectation of success, and task value as moderator variables, and academic engagement as the consequence. To examine the model, a sample including 710 high school students in grade two and three in the courses of experimental sciences and mathematics in Qom high schools were selected through random sampling. All of them completed the questionnaires of student's interaction with teacher, peers, and parents, student's perception of learning environment, attribution styles, academic self-concept, emotional memory, expectancy- value, and academic engagement. The internal relations of variables were examined by structural equations model and EQS6.1 software. The findings show that social culture has a direct structural effect on student's perception of learning environment and attribution style, and a positive structural effect on expectation of success and task value through self-concept and emotional memory. Self-concept and emotional memory has also positive structural effect on academic engagement through task value. Only structural effect of self-concept on academic management through expectation of success is not significant. The expectancy-value theory is a suitable model for students' academic engagement. The role and contribution of motivational beliefs and cognitive processes are of importance in explaining academic engagement and the structure of their internal relations.
