Volume 20 (2024)
Volume 19 (2023)
Volume 18 (2022)
Volume 17 (2021)
Volume 16 (2020)
Volume 15 (2019)
Volume 14 (2018)
Volume 13 (2017)
Volume 12 (2016)
Volume 11 (2015)
Volume 9 (2014)
Volume 10 (2014)
Volume 8 (2012)
Volume 7 (2012)
Volume 6 (2010)
Volume 5 (2009)
Volume 4 (2008)
Volume 3 (2007)
Volume 2 (2006)
Volume 1 (2005)
روانشناسی یادگیری
Modeling the Relationships of Academic Optimism, Emotions and Teacher-student Interaction

Gholamreza Amiri Dahaj; Jalil Fathabadi

Volume 20, Issue 71 , April 2024

https://doi.org/10.22054/jep.2023.68772.3661

Abstract
  This study examined the mediating effect of teacher emotions on the relationship between teachers’ academic optimism and interpersonal teacher behavior model. In a sample consisting of 306 men teachers, the Teacher’ Academic Optimism Scale (TAOS, Woolfolk Hoy, Hoy & Kurz, 2008), the Teacher ...  Read More

The effectiveness of group gestalt therapy on the sense of belonging to school in 10th grade male students in Tehran

Mohammad kahrobaei kalkhuran olia; masoud sharifi; omid shokri

Volume 17, Issue 60 , July 2021, , Pages 271-294

https://doi.org/10.22054/jep.2022.58441.3273

Abstract
  A sense of school belonging is an important psychological trait that affects on other components of schooling. The aim of this study was to investigate the effectiveness of group gestalt therapy on the sense of school belonging in tenth grade students in District 4 of Tehran. The present study was a ...  Read More

The relationship between Social Goal Setting and School Adjustment: The Mediating Roles of Rumination, Empathy and Forgiveness

akbar nasiri; omid shokri; Jalil fathabadi; masoud sharifi

Volume 17, Issue 59 , April 2021, , Pages 57-92

https://doi.org/10.22054/jep.2021.58222.3251

Abstract
  The purpose of this study is to examine the role of mediators including rumination, empathy and forgiveness in the relationship between social goals and school adjustment. The research sample consisted of 404 first-year high school boys who were selected by multi-stage cluster sampling and answered to ...  Read More

Students' lived experience of the phenomenon of academic demotivation: A Phenomenological Study

fateme rashidipour; omid shokri; jalil fathabadi; hossein pourshahriar

Volume 16, Issue 56 , July 2020, , Pages 197-234

https://doi.org/10.22054/jep.2020.46348.2761

Abstract
  Although various researchers such as Keller (2018) have tried, to develop comprehensive theory models such as motivational design models, to strengthen the understanding of psychologists and educationalists of differentiation in learners' motivational profiles, but because of the mere emphasis on the ...  Read More

روانشناسی یادگیری
Relationship between academic self-efficacy beliefs with academic well- being: the role of academic stress and achievement emotions

sohrab sahraei; omid shokri; mehdi khanbani; elham hakimi rad

Volume 14, Issue 49 , October 2018, , Pages 53-84

https://doi.org/10.22054/jep.2019.10366.1388

Abstract
  This study examined the mediating role of the perceived academic stress and academic emotions on the relationship between academic self-efficacy with academic well-being among university students. Method: On a sample consisting of 339 students (142 male 140 female), the Academic Self-Efficacy Questionnaire ...  Read More

Health-Oriented Academic Lifestyle: The Newly Emerging Idea in the Field of Academic Health Psychology

Parvin Salehzadeh; Omid Shokri; Jallil Fathabadi

Volume 13, Issue 46 , January 2018, , Pages 1-30

https://doi.org/10.22054/jep.2018.8474

Abstract
  A review of theoretical and empirical evidence about the last movements of thought within the efforts of researchers interested in research field achievement motivation emphasizes the need to investigate further the reasons for distinguishing behavioral models of students in achievement environments, ...  Read More

The Confirmatory Factor Analysis and Internal Consistency of Class -Related Emotion Scales (CRES)

Behzad Sattari; Hossein Pour‌shahriar; Omid Shokri

Volume 12, Issue 40 , July 2016, , Pages 129-150

https://doi.org/10.22054/jep.2016.5556

Abstract
  In the control – value theory, achievement emotions are defined as emotions tied directly to achievement activities or outcomes. The effect of these emotions on the student’s academic life and achievement has been proved in various researches. Nevertheless, researches concentrate on the anxiety ...  Read More