Ali Sheykholeslami; Hossein Ghamarigivi; Roya Hoghoghi Esalou
Abstract
The purpose of this study was to determine the effectiveness of mindfulness-based stress reduction program on self-efficacy beliefs of female students with academic failure. The research method was semi-experimental with pretest-posttest design with a control group. The study population included all ...
Read More
The purpose of this study was to determine the effectiveness of mindfulness-based stress reduction program on self-efficacy beliefs of female students with academic failure. The research method was semi-experimental with pretest-posttest design with a control group. The study population included all high school female students in first grade and second course on the 2015-2016 academic year in Ardabil city, that among them by convenience sampling method 30 students were selected with academic failure and then randomly were assigned to the experimental group (15 subjects) and control group (15 subjects). The participants of the experimental group received 8 sessions mindfulness-based stress reduction program. Scherer self-efficacy questionnaire (1982) was used to collect the data. Data were analyzed using analysis of covariance (ANCOVA). The results showed that mindfulness-based stress reduction program has significant impact on increasing of self-efficacy of students. According to these results it can be concluded that this method can be used by school administrators and especially school psychologists and counselors.
Ali Sheykholeslami; Zahra Bashshashi; Ali Jafari
Abstract
This study aimed to compare the emotional processing, help seeking and goal achievement in students with high and low test anxiety. The research method is Descriptive with causal-comparative type. The population of this study consisted of all students of High School Level II of Ardabil city in the academic ...
Read More
This study aimed to compare the emotional processing, help seeking and goal achievement in students with high and low test anxiety. The research method is Descriptive with causal-comparative type. The population of this study consisted of all students of High School Level II of Ardabil city in the academic years of 2014-15, that of these, 160 students (80 ones per groups) were selected by random multi stages clustering sampling method and responded to the Backer emotional processing questionnaire, Ryan and Pentrich help seeking questionnaire, Midgley and et al achievement goals questionnaire and Spielberger test anxiety questionnaire. Multivariate Analysis of Variance was used to analyze the data. Results showed that there exist a significant differences between students with high and low test anxiety in terms of emotional processing, help seeking and goal achievement (P<0/01). So that compared with students low test anxiety, the average score of emotional processing techniques, accepting help seeking, Mastery and performance-approach goals of students with high test anxiety were significantly lower (P<0/01) and the average score of avoidance of help seeking and performance-avoidance goals were significantly more (P<0/01). Thus, we can conclude that emotional processing, help seeking and achievement goals are among the variables of interest in students with high test anxiety and requires programs for managing correctly of these variables.
روانشناسی یادگیری
esmaeil soleimani; hengame moharam zade
Abstract
The purpose of this study was to determine the effectiveness of Social Problem solving training on adjustment and self-efficacy of bullying students. The research method was quasi-experimental with pretest-posttest design and a control group. The population included all bullying students in Parsabad ...
Read More
The purpose of this study was to determine the effectiveness of Social Problem solving training on adjustment and self-efficacy of bullying students. The research method was quasi-experimental with pretest-posttest design and a control group. The population included all bullying students in Parsabad city schools during 2015-2016 academic year. By using random multi-step cluster randomization, 32 students were selected and randomly assigned to the experimental group (16 individuals) and control group (16 individuals). Revised scale Olwis bullying, students adjustment questionnaire and self-efficacy scale was used to collect the data. The experimental group had received 8 session of social problem Solving Training and during these meetings, no teaching was given to the control group. The data were analyzed by multivariate covariance. The results of multivariate analysis of covariance showed that there is a significant difference among bullying students in the experimental and control group in adjustment (academic, social and emotional) and self-efficacy (academic, social and emotional). In other words, is different average components adjustment and self-efficacy experimental group after learning social problem solving training. These results indicate that social problem solving training can modify the adjustment and self-efficacy in bully students.
Esmaiel Soliemani; Ali Sheikholeslami; Mahnaz Mousavi
Abstract
This study examined the effectiveness of emotional intelligence training on the social competence and emotional regulation of the bullying students. Research method was experimental with pretest-posttest control group. The study sample consisted of the bullying students that were selected in the school ...
Read More
This study examined the effectiveness of emotional intelligence training on the social competence and emotional regulation of the bullying students. Research method was experimental with pretest-posttest control group. The study sample consisted of the bullying students that were selected in the school year 94-1393 with multi-stage cluster sampling from the population. To collect data, the Revised Bullying Olwis Scale, Social Competence Questionnaire and Emotional Regulation Scale were used. The experimental group received 8 sessions and during the meetings the control group was not given any training. Multivariate analysis of variance showed that there is a significant difference among bullying students in the experimental and control group in social competence and emotional regulation. In other words, there is a difference in the component average of social competence and emotional regulation in experimental group after learning social-cognitive problem solving. These results suggest that emotional intelligence training can modify social competence and emotional regulation in the bullying students.
Ali Sheykholeslami; Ghaffar Karimianpoor; Roonak Veysi
Abstract
This study was carried out to predict academic burnout based on quality of college life and hope for employment among university students. The research method of study was correlational descriptive. The statistical community included all undergraduate university students living in Mohaghegh Ardibili ...
Read More
This study was carried out to predict academic burnout based on quality of college life and hope for employment among university students. The research method of study was correlational descriptive. The statistical community included all undergraduate university students living in Mohaghegh Ardibili University dormitories in academic year 2015-16, among whom there were selected 210 sample individuals using available sampling method. For data collection, there were employed Sirgy et al's questionnaire on quality of college life, Ghoreishirad's questionnaire on hope for employment and Bersos et al's questionnaire on academic burnout. Data were analyzed using Pearson’s correlation coefficient and multiple regression analysis. The findings indicated that there exists a significant negative relationship between the quality of college life and hope for employment in one hand and academic burnout on the other hand. Also regression analysis revealed that academic burnout can be predicted negatively with determination coefficient of %19 by quality of college life and hope for employment. Therefore, it can be concluded that the quality of college life and hope for employment may be taken into account as the important variables in relevance to the academic burnout of the university students
