روانشناسی یادگیری
Malihe Ahmadi; Kianoosh Hashmian; Fariborz Dortaj; Khadijeh Abolmaali Alhosseini
Abstract
The purpose of this study was to compare the effectiveness of social-emotional cooperative learning and mindfulness training on improving social problem solving skills of students in Zanjan who were studying in the 96-95. The research method was a quasi-experimental design with a pre-test and post-test ...
Read More
The purpose of this study was to compare the effectiveness of social-emotional cooperative learning and mindfulness training on improving social problem solving skills of students in Zanjan who were studying in the 96-95. The research method was a quasi-experimental design with a pre-test and post-test with an experimental group and control group and a one-month follow-up. The statistical population included all female students in the first grade of high school in the academic year 1395-96. 339 students were selected by multi-stage cluster sampling and completed a short form of social problem solving questionnaire and among them 45 subjects were selected and randomly assigned to the two experimental groups and one control group. The first experimental group received 12 sessions of social-emotional cooperative learning and Group II received 8 sessions of mindfulness training. The statistical method of Two-way Mixed Design (ANOVA) was used in order to analyze the data. The results indicate that implementation of social-emotional cooperative learning and mindfulness training increased the positive problem attitude scores and reduced the negative problem attitude, the avoidance style, and impulsivity-carelessness style scores but they did not significantly change in rational problem solving style. However, there was no significant difference between the two independent variables. The social-emotional cooperative learning compared with the control group, resulted in a significant decrease in mean, but mindfulness training did not affect it. The follow-up results indicate that their effect had remained over time.
Leila zamani kokhaloo; Mojgan Sepah Mansour; Khadijeh Abolmaali Alhosseini
Abstract
The aim of this study was to determine the effectiveness of peace education on interpersonal relationships and students' academic motivation in a quasi-experimental method with a pre-test-post-test design, taking into account the one-month control and follow-up group. The statistical population of the ...
Read More
The aim of this study was to determine the effectiveness of peace education on interpersonal relationships and students' academic motivation in a quasi-experimental method with a pre-test-post-test design, taking into account the one-month control and follow-up group. The statistical population of the study was all female students in the first year of high school in District 19, Education, Tehran, in the academic year of 1998-99, amounting to 5901 people. The statistical sample size of the study was 40 junior high school students who were selected by purposive sampling.The data collection tool was the section on interpersonal relationships and academic motivation from the Academic Competency Questionnaire (ACES), Elliott and Diperna(1999). After performing the pre-test, the experimental group underwent peace training in 8 consecutive 90-minute sessions according to the peace education protocol, and the control group did not receive any training in this area. Finally, both groups were tested for interpersonal relationships and academic motivation (post-test). After one month, both groups were exposed to the same test again (follow-up). Data were analyzed by repeated measures analysis of variance and Bonferroni post hoc test. Analysis of variance showed that peace education explains 57% of variance changes in interpersonal skills scores and 46.1% variance variations in academic motivation scores; Therefore, it can be said that peace education has been effective in increasing interpersonal skills and academic motivation of students. And this effect remained stable after the follow-up stage (p <0.01). The results of this study indicate the need to learn how to live together. Peace education has a positive effect on interpersonal relationships and students 'academic motivation, improves students' interpersonal relationships in school and increases their motivation to study.
Arezoo Asfa; Khadijeh Abolmaali Alhosseini
Abstract
purpose of this study was to predict academic procrastination based on basic psychological needs with the mediation of psychological well-being. The research method was descriptive-correlational. The statistical population of this study consisted of undergraduate students of Shahid Rajaee Teacher Training ...
Read More
purpose of this study was to predict academic procrastination based on basic psychological needs with the mediation of psychological well-being. The research method was descriptive-correlational. The statistical population of this study consisted of undergraduate students of Shahid Rajaee Teacher Training University in the 2016-2017 academic year. 420 participants were selected via multi-stage random sampling and completed questionnaires of academic procrastination (Savari’s, 2011), Basic psychological needs (Gardia, Desi Varian, 2000), and psychological well-being (Ryff and Keyes, 1995). The data were analyzed by structural equation modeling. The findings showed that all fitness indicators are in the accepted range and the assumed model is fitted with the collected data. The effect of basic psychological needs and psychological wellbeing on students' academic procrastination was negative and significant (P <0.05). Also, psychological well-being plays a negative and significant mediator role in the relationship between basic psychological needs and academic procrastination (P<0.01). The findings of this study reveal the role of psychological well-being and the basic psychological needs in explaining academic procrastination.
Azam Keshavarzi; Khadijeh Abolmaali Alhosseini; Kianoosh Hashemian
Abstract
This study aimed to comparison of the effectiveness of spiritual skills training and cognitive-social skills on school orientation in elementary school students. The method of the present study was a quasi-experimental pre-test-post-test-follow-up design with a control group. The statistical population ...
Read More
This study aimed to comparison of the effectiveness of spiritual skills training and cognitive-social skills on school orientation in elementary school students. The method of the present study was a quasi-experimental pre-test-post-test-follow-up design with a control group. The statistical population of the present study included all fifth and sixth-grade female students of an elementary school in District 2 of Tehran who were studying in the academic year of 2019-2020 with a total of 234,356. Fifty-one students based on the proposal of Delavar (2011) were selected by multi-stage random cluster sampling method and randomly assigned to 3 groups. The research instrument included Positive Orientation toward School Questionnaire by Ahmadi (2017). In the present study, the first experimental group underwent 12 sessions of 90 minutes of cognitive-social skills training; The second experimental group underwent 12 sessions of 90 minutes of spiritual skills training and the control group did not receive any intervention. The Analysis of variance with repeated measures with mixed method was used to analyze the data. The results of the present study showed that the difference between the effect of spiritual skills training and cognitive-social skills training was significant only in the component of the sense of belonging to school (P<0.01, F=8.51) of orientation to school at the level of 0.01. Based on the results of the present study, it is suggested that students be taught cognitive-social skills and spiritual therapy as a course during the school year.
Shahab Fatin; Simin Hosseinian; Ali Asghar Asgharnejad Farid; Khadijeh Abolmaali Alhosseini
Abstract
The aim of this research is to assess the model of academic burnout based on social problem-solving skills, psychological capital, academic conscience, and seeking academic help as well as determine the proposed theoretical model fit with the real data. This study is a descriptive-correlational research ...
Read More
The aim of this research is to assess the model of academic burnout based on social problem-solving skills, psychological capital, academic conscience, and seeking academic help as well as determine the proposed theoretical model fit with the real data. This study is a descriptive-correlational research with an emphasis on possible causal relationships based on structural equation modeling. The population included senior high school students studying science in their fourth year in the first district of Ardabil during 2016-2017 school year. We used proportional stratified random sampling. The sample size was determined to be 291 participants using Morgan Table. The instruments included “Salmela-Aro and Naatanen’s Academic Burnout Questionnaire”, “D'Zurilla and Nezu’s Social Problem-solving Skills Inventory”, “Luthans’s Psychological Capital Questionnaire”, “Ilroy and Bunting’s Academic Conscience Questionnaire” and “Ryan and Pintrich’s Academic Help-Seeking Scale”. The results consistent with the hypotheses showed that adaptive social problem-solving skills had negative effect on academic burnout. Maladaptive social problem-solving skills and psychological capital had positive effect on academic burnout. In addition, the negative effect of seeking academic help as a mediator in the relationship between adaptive social problem-solving skills and academic burnout was confirmed. Furthermore, the positive effect of seeking academic help as a mediator in the relationship between maladaptive social problem-solving skills and academic burnout was confirmed. Academic conscience, as the mediator between psychological capital and academic burnout, was found to have an indirect and negative effect. And finally, the model with the experimental data from the study has a good fit.
Khadijeh Abolmaali Alhosseini
Abstract
The purpose of this study was to identify the psychological and instructional consequences of Corona disease (Covid-19) in students and coping strategies with it. The research method was descriptive-analytical. A total of 23 articles in the Corona disease field in the databases PubMed, Scopus, SID, Google ...
Read More
The purpose of this study was to identify the psychological and instructional consequences of Corona disease (Covid-19) in students and coping strategies with it. The research method was descriptive-analytical. A total of 23 articles in the Corona disease field in the databases PubMed, Scopus, SID, Google Scholar, Science Direct, and Civilica were reviewed and analyzed. The findings showed that students experienced psychological problems such as anxiety, depression, post-traumatic stress disorder, stress, failure, fear, anger, feelings of loneliness and boredom as a result of Corona disease and quarantine. In the interpersonal dimension, students have experienced problems such as difficulty in communication with family members, limited communication with friends and teachers, insufficient social support, and reduced family income. In the educational dimension were identified problems such as poor cognitive and social presence in the online learning process, increased cognitive load, lack of motivation, problems in time management, and concern about evaluations. Based on the findings of this study, it is recommended that students be taught in health crises, social problem-solving skills, resilience, communication, time management, and self-caring skills. It is also recommended that parents be taught communication skills and stress management. It is suggested that in-service teacher training emphasizes the increasing teaching presence and the use of participatory learning in the online teaching process.
Emat Ebrahimi; Khadijeh Abolmaali Alhosseini
Abstract
The purpose of this study was to predict high-risk behaviors based on cognitive abilities by mediating motivational structures in high school adolescents in Tehran. A total of 426 girls and boys in Tehran second high school were selected by cluster sampling, and responded to the high risk behaviors questionnaire ...
Read More
The purpose of this study was to predict high-risk behaviors based on cognitive abilities by mediating motivational structures in high school adolescents in Tehran. A total of 426 girls and boys in Tehran second high school were selected by cluster sampling, and responded to the high risk behaviors questionnaire (Zademohammdi & Ahmadabadi,1390), the motivational structure questionnaire (Cox & Klinger, 2004), and the cognitive abilities questionnaire (Nejati, 1392a). For data analysis, statistical analysis of structural equation modeling using the LISREL software was used. Fit indices indicated the fitting of the conceptual model with the data. Comparative Fit Index (CFI = 0.94), fitting goodness index (GFI = 0.95), fitted goodness softened index (AGFI 0.92), and root mean square error approximation (RMSEA = 0.08). They showed that the model fitted with the gathered data. The findings showed that the motivational structure (adaptive Non-adaptive) mediates the role of the relationship between cognitive abilities and high-risk behaviors. Also, the direct effect of adaptive and non-adaptive motivational structure on risk behaviors was significant. The direct effect of cognitive abilities on the adaptive and non-adaptive motivational structure was significant. Also, cognitive abilities were able to explain 5% of adaptive behavior variance and 28% of non-adaptive behavior variance. In addition, two variables of motivational structure (adaptive and non-adaptive behavior) and cognitive abilities could together predict 20 percent of the variance of risky behaviors.
