Educational Psychology

Abstract This study aimed to develop and validate an educational package for brain-friendly learning based on Cain's theory and to assess its effectiveness on the academic engagement of female elementary school students. The statistical sample used to validate the educational package consisted of 15 experts specializing in brain-friendly learning, selected through a purposive sampling method. In the quantitative section, the sample included 40 elementary school students from Tehran's District 2, who were chosen using a multi-stage sampling method. The research instrument employed was the Academic Attraction Questionnaire (Rio, 2013). This questionnaire was administered to both the experimental and control groups as a pre-test, post-test, and follow-up three months after the implementation of the educational package. Statistical analysis in the quantitative section was conducted using analysis of covariance in SPSS version 25. The results from the qualitative section indicated that the educational package for brain-friendly learning based on Cain's theory demonstrated appropriate validity. In the quantitative analysis, the results of the multivariate analysis of covariance revealed that the average academic engagement of the group receiving brain-friendly learning training based on Cain's theory was significantly higher than that of the control group (sig = 0.001). The effects of this educational intervention remained stable after three months. Therefore, the brain-compatible learning educational package, based on Cain's theory, was effective in enhancing the academic engagement of female elementary school students. This educational package can serve as an effective and practical tool for fostering meaningful learning and improving the academic performance of female students.

Abstract Academic buoyancy refers to a capacity which can cause students to overcome setbacks, challenges, and difficulties that are part of everyday academic life. One of the goals of researchers is to identifying the factors that have effects on academic buoyancy since this construct has several positive outcomes. The main goal of this research is developing a structural model for academic buoyancy base on motivational factors and mediator roles of grit, mental toughness, and control. We will examine the fitness of conceptual model through partial least squares approach (PLS). The statistical population consisted of all Shahed high school students in Tehran, Iran, and participants were 370 who were selected by multi-stage random sampling. Among the significant findings of this study, we can mention the mediator roles of mental toughness, grit, and academic control as well as the direct effects of motivational factors, grit, mental toughness and control on academic buoyancy. In sum, the revised model of the present study could explain 15% of the variance of academic buoyancy.

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 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.

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The Internet has far-reaching effects on various aspects of human life and the extreme use of the Internet is associated with numerous personal and social harms. The present study investigates the mediating role of emotion regulation strategies and psychological distress in the relationship between insecure attachment and problematic internet use. The present study was descriptive-correlational and structural equation modeling. The statistical population of the present study was all students studying in the undergraduate and graduate courses of the Islamic Azad University, Research Sciences, Center and Karaj Branch in the academic year 2019-2020. By cluster sampling method, 397 people were selected as the sample group. Data collection tools included Problematic Internet Use Questionnaire, Cognitive Emotion Regulation Questionnaire, scale for Depression, Anxiety and Stress Scale and Adult Attachment Scale. Data analysis was performed by Pearson correlation coefficient and path analysis using LISREL software. The results showed that psychological distress (0.50), maladaptive strategies (0.23), adaptive strategies (-0.21), avoidant attachment (0.11), and ambivalent attachment (0.10) have the highest to the lowest correlation coefficient with harmful use of the Internet (P <0.05). Strategies for regulating emotional distress and distress also mediated the relationship between insecure attachment style and problematic internet use. Accordingly, in the field of designing the necessary measures to reduce the problematic internet use, programs can be developed to improve insecure attachment styles, emotion regulation strategies and psychological distress.

Abstract The purpose of this work is to look into the impact of the need for closure and cognition on the degree of working memory in Tehran high school students, with the role of attitudes toward learning and ambiguity tolerance as mediating factors. To this end, 385 subjects consisting of 155 girls and 230 boys were selected using multi-stage cluster sampling to complete the questionnaires on working memory (Nejati, 2013), the need for cognition (Cachiupo, 1996), the need for closure (De Baker & Krausson, 2008), attitude toward learning (Eiken, 1979) and ambiguity tolerance (McLean, 1993). The study was descriptive, and a correlation design was given in light of investigating the relationships between the variables using a causal model of route analysis. The results revealed that the need for cognition has an indirect effect on working memory through the mediation of the attitude to learning and ambiguity tolerance. Furthermore, the need for closure has an indirect influence on working memory by the mediation of attitude toward learning and ambiguity tolerance. Similarly, the need for cognition has a significant effect on working memory, whereas the need for closure has no such impact. Additionally, the need for cognition has a significant effect on attitude toward learning and ambiguity tolerance, whereas the need for closure has no significant effect on attitude toward learning and ambiguity tolerance. The findings were explored in depth in the conclusion section.

Abstract The present study aimed to construct and validate the coping style questionnaire in the feacing of the corona epidemic. The statistical population of the study included all people living in Lorestan province who faced the effects of coronavirus epidemic in 1398. The sample was 384 people based on the Cochran's formula, which was selected as a sample of men and women in relatively equal proportions. For data analysis, factor analysis; included exploratory factor analysis and confirmatory factor analysis based on the structural equation model was used. In the findings , the reliability of the questionnaire was confirmed based on Cronbach's alpha. The correlation between anxiety and coping styles;Confrontation, Escape and avoidance, Emotional distancing and responsibility was 0.62, 0.37, -0.38 and -0.57; which indicates the Critical validity of the questionnaire. The results of exploratory analysis showed that the adequacy of sampling and the fact that the questionnaire was eight factors were confirmed. Also, Confirmatory factor analysis confirmed the results of content validity and exploratory analysis based on Multidimensional construct of coping styles questionnaire in the face of the Corona epidemic. the finding showed that the constracted questionnaire in this study is a proper tool for determining the type of individual reactions in the crisis of epidemic diseases such as Coronavirus; by measuring the types of coping styles in feacing with Coronavirus epidemic,

Abstract This research deals with the effectiveness of mindfulness training on procrastination and academic stress among female students of the eighth- grade of district 1 Tehran city. This study was a quasi-experimental design, using a pre and post-test exam with the control group. The statistical population of the research was female students in district 1 of Tehran who was studying at the 8th grade in the academic year of 2016-2017. Two schools selected by accident among the female schools in the district of Tehran. Using a primary screening, 80 students randomly replaced by the Tuckman’s Procrastination Questionnaire (2001) and the Zajacova, & et al.’s academic stress Questionnaire (2005) on the acquisition of high scores in Procrastination and academic stress in 2 experimental groups and 2 control groups. The experimental groups were taught in 8 basic techniques. While, during this time, the control groups did not receive the training. The results of the study using the covariance analysis and independent t-test showed that as a result of mindfulness training, there is a significant difference (p<0.05) between the experimental and control groups in the level of procrastination and stress of the students in the pre and post-test. The result is that the use of mindfulness can decrease students' procrastination and academic stress.

Abstract The purpose of current study was the effectivness of mindfulness training in reducing the test anxiety and increasing the attitude toward school in 11th grade students in Tehran. The research method is experimental with pretest-posttest design with control group. The statistical population of the study consisted of all students of the 11th grade students of Tehran in the academic year of 2017-2018. From this population, by using a multi-stage clustering method, 88 students (44 girls and 44 boys) who had high scores in Friedben's Anxiety Inventory (1997) and low scores in attitudes toward Schools the McCoach & Siegle Inventory (2003), were selected and randomly assigned to 4 groups (2 experimental and 2 control groups). Then, experimental groups received a Mindfulness protocol in 8 sessions of 2 hours. After completion of the sessions, all subjects were re-evaluated. The data were analyzed by using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA). The findings of this study showed that mindfulness training is effective in reducing the test anxiety and increasing the attitude toward the school.

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the purpose of this research was efficacy of hope therapy on procrastination high school students who live in area 1of Qazvin city . the procrastination. the present study using a treatment based on hope tries to solve this problem. The sample of the research includes Fifty eight boys were chosen in clustering among 1815 boys of high school the first and second area of Qazvin. After to answer the Solomon and Rothblums(1984) procrastination questionnaire, marked that twenty four of those involved procrastination in the three domain examinations, homeworks and articles of this questionnaire that led to low performance of students .after the training of hope period in the experiment group that involve 10 students in the 6 session, and comparison with control group with equal number ,Data were analyzed by multivariate analysis of covariance and result show that of students to be decreased with creation trainings of hope and selfesteem in students

Abstract Current solution to the problems of education requires more sophisticated and smart approach by choosing that an important part of the (brain-compatible learning) is provided. Brain compatible learning considers how naturally learning take place. It seeks for changing the frame to make an effective teaching based on the structure and functions of human brain.The main objective of this study was to determine the effectiveness of brain compatible learning on the components of planning and problem solving of executive functions of 4th grade of elementary school. This study has been conducted with unequal control group design from quasi-experimental design. The statistical society consisted of all male students in Salam elementary private school of Tehran) 7 school) in 2015-2016 academic year, and the target sample chosen from 38 students of the 4th grade in Salam schools in the district 5. Fifty hours of brain compatible education for experimental teachers’ group and 3 months education were performed for students according to brain compatible lesson plans for mathematics, science and literature lessons. Pre-test and post-test data were collected by using Tower of London Test and they were analyzed by one way analysis of covariance, and multiway analysis of covariance (MANCOVA). Results showed that brain compatible learning has been effective on planning component of executive functions and also brain compatible learning has been effective on problem solving component of executive functions (F=24/94, P<.0001/0, Effect Size=./416). These findings smart learning with regard to the elements and principles of brain-compatible learning emphasizes the ability to plan and problem solving.

Abstract This research aimed at explaining the effects of psycho-social factors on the altruism of charity school- builders. Research method was correlational, and the sampling method was multi-stage cluster sampling. According to the numbers of variables and Kerjesi-Morgan Table, the sample size was determined as 370 people. The following instruments were used to collect data: Personality tests ( Neo) , Optimism, Schwartz' General Self- efficacy, Hermance 's Achievement Motivation, material values, metaphysics, moral autonomy and moral sentiments. Data were analyzed by Pearson correlational matrix and the multivariate regression was analyzed based on a simultaneous model. The research findings showed that there is a significant relationship between various dimensions of personality and the donors' altruism. The characteristics of self-efficacy, optimism and achievement motivation have also a significant relationship with the donors' altruism. Meanwhile, social factors or moral autonomy, material values, moral sentiments as well as metaphysic values have a significant relationship with the donors' altruism. According to the calculation of slope coefficient, psychological factors consisted of extroversion, agreement; life orientation and self-efficacy have clarified the donors' altruism. Social factors such as material values, metaphysics and moral sentiments have influenced the donors' altruism.

Abstract The purpose of this study was to investigate the effect of mindfulness-based stress reduction program training on procrastination of pre-university male students. The research method was experimental with pretest-posttest design with control group. The statistical population included all pre-university male students in shahryar city in the 2012-2013 academic year, that among them by using simple random sampling, 30 students with high score on procrastination questionnaire (one standard deviation above the mean group), were selected, and randomly assigned in experimental (15) and control (15) groups. The experimental group had 8 session of mindfulness-based stress reduction program training. Tuckman's procrastination questionnaire used to gather data. The data was analyzed by covariance statistical method. Findings indicated that the research hypothesis “ effect of mindfulness-based stress reduction program training on procrastination” had been proven, and students of experimental group in comparison with control group, in posttest had a significantly less procrastination. So, we can conclude that mindfulness-based stress reduction program training has a significant effect on reducing the procrastination of students.

Abstract Test anxiety is related to academic performance and if sever, it damages performance and leads to academic failure. The homework value as an important factor in academic achievement can affect test anxiety by goal orientation. This research aims at evaluating the direct and indirect effect of homework value through goal orientation on test anxiety. The study is conducted in 2012 on 350 high school students in Kerman city who are selected through multi-stage random clustering method. The participants answered questionnaires of homework value by Pintrich and DeGroot, goal-orientation by Elliot and McGregor and Friedben test anxiety. In order to evaluate the relations between latent variables and the ones measured in the suggested model, structural equations modeling is used. The findings show that the latent variable of homework value has a direct and indirect effect on test anxiety through goal orientation. Also, all regression weights in this model are significant. The results are also indicative of direct effect of goal orientation on test anxiety.

Abstract For the purpose of studying students' mathematics study skills in Shahid Bahonar University, the sample includes 150 students who were selected through randomization method. The questionnaire includes queries and has a total of micro tests that estimates factors. After performing and grade the questionnaire students were ranked by excellent, good and poor levels in the view of mathematics study skills. As well in this research the relationship between mathematics. Study skills' grade and demography characteristics such as sex and the field of study had been studied. The findings indicate that generally the mathematics study skills of the students are poor and the existence of a meaningful difference between the grade of males andfemales in the view of mathematics study skills. Moreover, it also displays a meaningful difference in the average of the students by different fields ofstudy considering some of the micro-tests.

Abstract Visual perception is interring predations of the sensuous stimulation, which is received by visual system, and it is one of the essential processes of brain. It plays one of the important roles in acquiring reading ability . A research regarding relationship between dyslexia (reading disability) and deficiency in visual perception among 120 both girls and boys in elementary school (grade 1 &2) by cluster method. For selection of this student a check list from symptoms of child dyslexic has been used. To be sure regarding student's natural intelligence, an intellectual test has been done. Then frostig visual perception test Has carried. This test has another five smaller tests that evaluates: 1) Eye-hand coordination ability, 2) Figure ground perception, 3) Visual constancy, 4) Position in space and 5) Spatial relation. This research revealed that there is a meaningful relation between dyslexia and visual perception deficit. Also this relation in and the skills of figure ground perception and position in space perception whit dyslexia is seen, but there isn't any relation between dyslexia and the skills of eye-hand coordination, visual constancy and spatial relation. Also deficiency in visual perception in girls more than boys causes dyslexia.