روانشناسی یادگیری
Gholamreza Amiri Dahaj; Omid Shokri; Jalil Fathabadi
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 ...
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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 Emotion Inventory (TEI, Chen, 2016) and the Questionnaire on Teacher Interaction (QTI, Lourdusamy & Khine, 2001) were administered. Structural equation modeling was used to assess the mediating effects of teacher emotions on the relationship between teachers’ academic optimism and interpersonal teacher behavior. Results showed that there is a positive significant correlation between teachers’ academic optimism with positive emotions and positive interpersonal teacher behavior and a negative significant correlation with negative emotions and negative interpersonal teacher behavior. Results also indicated that there is a negative significant correlation between positive emotions with negative interpersonal teacher behavior and a positive significant correlation whit positive interpersonal teacher behavior and there is a negative significant correlation between negative emotions with positive interpersonal teacher behavior and a negative significant correlation whit negative interpersonal teacher behavior. Results showed that the fully mediated model of teacher emotions on the relationship between teachers’ academic optimism and interpersonal teacher behavior had acceptable fit to data. Overall, the results of the present study showed that trying to understand the interpretative capacities of academic optimism in predicting positive and negative models of teacher-student interpersonal behavior can be interpreted in the context of differentiation between positive and negative teachers' emotional experiences.
Mohammad kahrobaei kalkhuran olia; masoud sharifi; omid shokri
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 ...
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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 quasi-experimental study with pre-test and post-test design with control group and follow-up test. The statistical population included 10th grade male students in Tehran's 4th district in 2018-19. The final subjects(n=17) were randomly assigned to experimental (n = 9) and control (n = 8) groups. The experimental group underwent 8 sessins of group gestalt therapy and the control group did not receive any intervention. Then, after the test and also after 3 months, follow-up test was received from both groups and the results were compared with each other. The results of analysis of covariance showed that in general, the sense of scjool belonging in the experimental group is more than the control group (P = 0.001 and F = 19.08). Also, the effectiveness of the intervention was stable after 3 months (P = 0.001 and F = 46.72). Based on the findings of the present study, it can be concluded that group gestalt therapy is effective in increasing the sense of school belonging of tenth grade male students and this effect has a significant stability; Therefore, this intervention method can be used to improve the sense of school belonging in tenth grade students.
akbar nasiri; omid shokri; Jalil fathabadi; masoud sharifi
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 ...
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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 social achievement goals (Ryan & Shim, 2008), Rumination about an Interpersonal Offense (Wade, Vogel & Goldman,2008),Empathy(Bar-Ann,1997), Trait Forgivingness (Berry, Worthington, O'Connor, Parrott &Wade,2005) and Adjustment Inventory For High School (Sinha and Singh, 1993). In this study, descriptive method and correlational research design of path analysis type were used. The results showed that the assumed pattern of Intermediate rumination, empathy and forgiveness related to social achievement goals, including social development, social demonstration approach, and social demonstration avoid to emotional, social, educational adjustment has good fitness. In addition, all correlational pathways (except for Social development and emotional adjustment, social demonstration approach and academic adjustment, social demonstration avoid and socio-academic adjustment) were statistically significant. The results of the present study show that the goals of social progress through predicting the increase of empathy and forgiveness and reduction of rumination have an important role in the occurrence of emotional, social and educational adjustment of students.
fateme rashidipour; omid shokri; jalil fathabadi; hossein pourshahriar
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 ...
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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 paradigm of empiricism and the sheer focus on the logic of quantitative research, certainly, in the process of developing educational programs to reinforce students' motivational positions, they are survived with a deep and comprehensive understanding of the Health-centered educational lifestyle inhibitory behaviors Therefore, the researchers in this study attempted to answer the question by using descriptive phenomenological research method that are the most important antecedent elements of demotivation in Iranian students? For this purpose, 50 students in the seventh and eighth grades were selected from among students of Ray city in Tehran province to reach information saturation level and were interviewed in the form of 12 focus groups of 4-5 peoples. After recording and transcribing the interviews, data were analyzed using Colaizzi method. From the data analysis, eight main themes are included Perceived relevance with life, academic self-efficacy, a sense of control and coercion, intimate relationships, perceived unfairness, lack of interest and attention to the lesson, self-regulation, and classroom experience of emotion were extracted. In sum, the results of the present study align with the mental angles of the comprehensive model of Keller motivational design, it provided further evidence in defense of the interpretive role of the emotional information element in predicting Iranian learners' motivational deficits. In addition, the results of the present study showed that improving the student / teacher / parent interpersonal relationship model of behavior with emphasis on understanding and improving learners' emotional experiences is the most effective way to improve their motivational profile.
روانشناسی یادگیری
sohrab sahraei; omid shokri; mehdi khanbani; elham hakimi rad
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 ...
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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 (ASEQ), the Perceived Academic Stress Questionnaire (PASQ), the Achievement Emotions Questionnaire-Short Form (AEQ-SF), the School/University Burnout Inventory (SBI) and the Schoolwork Engagement Inventory (SEI) were administrated. Structural equation modeling was used to assess the mediating effects model of the perceived academic stress and academic emotions on the relationship between academic self-efficacy with academic well-being among university students. Results: Results showed that both models -partially mediated models of positive and negative emotions on the relationship academic self-efficacy and academic well-being - had good fit to data. In these hypothesized models, all of the regression weights were statistically significant. Also, in the mediating model of positive emotions and academic stress, model predictor’s emphases accounted for 33 and 22 of the variance in academic engagement and academic burnout, respectively. Furthermore, in the mediating model of negative emotions and academic stress, model predictor’s emphases accounted for 33 and 20 of the variance in academic engagement and academic burnout, respectively.Conclusion: These findings show that the part of covariance between conceptual loops of academic self-efficacy beliefs and academic well-being is accounted for by achievement emotions and perceived academic stress.
Parvin Salehzadeh; Omid Shokri; Jallil Fathabadi
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, ...
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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, clearly. Focus on the preferred forms of the behavioral models, review of the behavioral models through systematic attempt argue any differentiation in academic lifestyle of students. Interpretive potential of contemporary theoretical perspectives achievement motivation provides platform capability information about the emergence of these behavioral models are either facilitating or inhibiting in the student academic health. Undoubtedly, relying on the conceptual teaching approach embodied in the Academic Health Psychology, any attempt to emphasize the theoretical foundations of academic lifestyle behaviors causes the need to develop the frontiers of theoretical knowledge and so to create opportunities to identify the functional capacities of this emerging research field. These efforts, in addition to directing the efforts of scientific activities of educational researchers, play undeniable role in improving mental markers of the effectiveness of achievement environment. Hence, in addition to trying to provide new ideas in the field of academic health psychology, the researchers in this study attempt with appropriate emphasis on intellectual powers of contemporary approaches in the realm of achievement motivation take persistent steps to conceptualize and subsequent operationalization of the new concept of the health-oriented academic lifestyle behaviors. Accordingly, based on contemporary theories of achievement motivation, this analytical research offered a conceptual model of behaviors of students in educational settings, depending on their nature partially, improved students' academic health or prevent them. The purpose of this model named as health-oriented academic lifestyle behaviors, is to identify the motivational aspects of those different behavioral patterns picked out by students in academic situations. So that through it, provides the possibility of predicting and mapping profile students' motivation.
Behzad Sattari; Hossein Pourshahriar; Omid Shokri
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 ...
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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 emotion. The neglect of these emotions and lack of reliable instrument is one of the important problem in educational system of Iran. This study surveys the class emotions of Iranian Collage students and psychometrics properties include reliability, validity and internal correlation of Class-Related Emotion Scales. The sample consisted of 221 students in several undergraduate courses in Iranian Shahid Beheshti University. In this research, items of CRES analyzed and aimed to validate for the society of Iranian college students. Confirmatory factor analysis showed that indexes of model include CFE, GFI, AGFI are fit and factor loads (b, B) are significant. Inter-correlations of theClass-Related Emotion Scales are significant.TheClass-Related Emotion Scales can be used as a useful instrument for studying and researching the class emotions of Iranian College students.
