Allameh Tabataba’i University Educational Psychology 2538-3183 10 34 2014 12 22 The effects of Writing to Learn (WTL) interventions on promoting students learning and thinking The effects of Writing to Learn (WTL) interventions on promoting students learning and thinking 1 21 1061 FA Ameneh Ali PhD student at Allameh of Educational Psychology Tabataba,I University Aliakbar Saif professor Parvin Kadivar professor Ali Delavar professor Journal Article 2015 06 20 This study evaluated the effectiveness of writing assignments on the students learning and thinking. Writing assignments as an independent variable was performed in two levels: short writing assignments and analytical essay writing. Research was the quasi- experimental study with a pretest - posttest control group. The study sample included 115 undergraduate students from Amir Kabir Education University who were randomly assigned to two experimental groups and one control group. Instruments were achievement test and thinking inventory (kember, 2000). The result showed that there was a significant different at the levels of student learning and thinking in the short writing assignments and analytical essay writing groups Compared with traditional teaching. This study evaluated the effectiveness of writing assignments on the students learning and thinking. Writing assignments as an independent variable was performed in two levels: short writing assignments and analytical essay writing. Research was the quasi- experimental study with a pretest - posttest control group. The study sample included 115 undergraduate students from Amir Kabir Education University who were randomly assigned to two experimental groups and one control group. Instruments were achievement test and thinking inventory (kember, 2000). The result showed that there was a significant different at the levels of student learning and thinking in the short writing assignments and analytical essay writing groups Compared with traditional teaching.

https://jep.atu.ac.ir/article_1061_33fcbbc191ca0cc2c22a4068e5a13425.pdf

Allameh Tabataba’i University Educational Psychology 2538-3183 10 34 2014 12 22 Dicteyar Educational Multimedia Effectiveness on improving Dysgraphia students ‘Auditory and Visual Memory Problems in learninig spelling Dicteyar Educational Multimedia Effectiveness on improving Dysgraphia students ‘Auditory and Visual Memory Problems in learninig spelling 24 41 1068 FA Esmail Azimi PhD student of Training Technology in Tarbiat Modares University Saeed Mosavipour Assisstant Professor of Psycology and Educational Sciences in Arak University Journal Article 2015 06 21 The purpose of this study is to produce Dicteyar Educational Multimedia Effectiveness on improving Dysgraphia students ‘Auditory and Visual Memory Problems in learninig spelling. An quasi-experimental research method and two-groups with pre-test and post-test research design are used. The statistical universe contain Dysgraphia students in the second grade of primary schools in Arak province during academic year of 1390-91. Among these students, 20 persons in experimental group and 19 persons in control group were randomly replaced. In 15 sessions, Students in experimental group were trained by Dicteyar and control group were trained by the traditional method. Revised Wexler Scale, clinical interviews and spelling test wrer used to identify these students in learning disabilities center. The academic achievement of spelling exam was used in order to collect data. analysing data, Wilcoxon and Mann Whitney U tests were used. The result has shown that the multimedia Dicteyar meaningfully improved Auditory and visual memory problems than traditional method(P<0/001). So, multimedia Dicteyar is more effective in improving Dysgraphia students ‘Auditory and visual memory problems . It is suggested that the multimedia educational dicteyar should be used in training Dysgraphia students and develop multimedia for other learning disability. The purpose of this study is to produce Dicteyar Educational Multimedia Effectiveness on improving Dysgraphia students ‘Auditory and Visual Memory Problems in learninig spelling. An quasi-experimental research method and two-groups with pre-test and post-test research design are used. The statistical universe contain Dysgraphia students in the second grade of primary schools in Arak province during academic year of 1390-91. Among these students, 20 persons in experimental group and 19 persons in control group were randomly replaced. In 15 sessions, Students in experimental group were trained by Dicteyar and control group were trained by the traditional method. Revised Wexler Scale, clinical interviews and spelling test wrer used to identify these students in learning disabilities center. The academic achievement of spelling exam was used in order to collect data. analysing data, Wilcoxon and Mann Whitney U tests were used. The result has shown that the multimedia Dicteyar meaningfully improved Auditory and visual memory problems than traditional method(P<0/001). So, multimedia Dicteyar is more effective in improving Dysgraphia students ‘Auditory and visual memory problems . It is suggested that the multimedia educational dicteyar should be used in training Dysgraphia students and develop multimedia for other learning disability.

https://jep.atu.ac.ir/article_1068_e46ec9011dd6269f529be9ec62d452e6.pdf

Allameh Tabataba’i University Educational Psychology 2538-3183 10 34 2014 12 22 PhD students’ attitude model about the feedback of academic PhD students’ attitude model about the feedback of academic 44 66 1069 FA Morteza Taheri Assistant professor of training management in Alameh tabataba,I university Jalil Younesi Assistant professor of evaluation group in Alameh tabataba,I university Journal Article 2015 06 21 Purpose: The purpose of this study is to obtain some information about PhD students’ perception and attitude toward the different characteristics of the feedbacks getting from the academic writing and its correlation with the different characteristics of the people who give feedback and the way their revise their decisions affected by these elements and other relative elements. Method: The data was collected from 165 Ph.D Psychology and education science students based on correlation design and performing questionnaire. The data was analyzed with the help of descriptive statistics to describe the answers of the participants. Then, the data was analyzed with the aid of the structural equation modeling for research hypothesis testing and obtaining correlation between academic writing motivation, major and program attitude, feedback request, critical feedback viewpoint, proficiency and knowledge of the person who gives feedback, personality and help of the person who gives feedback, revising the decision-externals and revising the decision-rationalizations. Findings: Structural equation modeling analysis indicates the correlation between the variables involving the process of presenting feedback to PhD students. Finally, some suggestions were proposed for the improvement of feedback process in PhD course. Purpose: The purpose of this study is to obtain some information about PhD students’ perception and attitude toward the different characteristics of the feedbacks getting from the academic writing and its correlation with the different characteristics of the people who give feedback and the way their revise their decisions affected by these elements and other relative elements. Method: The data was collected from 165 Ph.D Psychology and education science students based on correlation design and performing questionnaire. The data was analyzed with the help of descriptive statistics to describe the answers of the participants. Then, the data was analyzed with the aid of the structural equation modeling for research hypothesis testing and obtaining correlation between academic writing motivation, major and program attitude, feedback request, critical feedback viewpoint, proficiency and knowledge of the person who gives feedback, personality and help of the person who gives feedback, revising the decision-externals and revising the decision-rationalizations. Findings: Structural equation modeling analysis indicates the correlation between the variables involving the process of presenting feedback to PhD students. Finally, some suggestions were proposed for the improvement of feedback process in PhD course.

https://jep.atu.ac.ir/article_1069_4de0b31c45724b0832f946b18558f551.pdf

Allameh Tabataba’i University Educational Psychology 2538-3183 10 34 2014 12 22 Quality Assessment of Post-Graduate Curriculum of the Department of Educational Management and Planning Quality Assessment of Post-Graduate Curriculum of the Department of Educational Management and Planning 67 92 1070 FA Reza Shakorzadeh MA of training management in Allameh Tabatabai’ University Hassan Maleki Associate professor of Curriculum planning in Allameh Tabatabai’ University Mahdi Ghasabi MA of training management in Islamic Azad University in Tabriz Branch Journal Article 2015 06 21 The aim of the present research is to assess the quality of the post-graduate curricula of Allameh Tabatabai’ University with an emphasis on the objectives, the content, teaching-learning strategies and the assessment strategies of the curricula. This was a descriptive-longitudinal study which had a statistical population of all post-graduate students and professors of the department of Psychology and Education Sciences in the academic year 2013-2014The 165 students and 53 teachers are.Morgan with a sample size of 114 students and 46 faculty members were estimated The sampling was carried out using the stratified proportional-to-size method. Content-face validity test was performed to ensure the validity of the questionnaire. The reliability of the questionnaire which consists of 68 questions was calculated to be 94% on a thirty-member group using Cronbach’s alpha coefficient. To analyze the results of the questionnaires, a one-sample, independent t-test was used. The findings of the present research, according to the components of the curriculum, show that for the students, the objectives, the content, and the assessment strategies of the curricula have fallen short of meeting their needs and expectations, and for the professors, operational strategy and assessment strategy were the two components that were, to some extent, effective in meeting their needs and expectations, but objective and content components failed to be so. In addition, there was no significant difference between the demographic features of the students and the professors. The aim of the present research is to assess the quality of the post-graduate curricula of Allameh Tabatabai’ University with an emphasis on the objectives, the content, teaching-learning strategies and the assessment strategies of the curricula. This was a descriptive-longitudinal study which had a statistical population of all post-graduate students and professors of the department of Psychology and Education Sciences in the academic year 2013-2014The 165 students and 53 teachers are.Morgan with a sample size of 114 students and 46 faculty members were estimated The sampling was carried out using the stratified proportional-to-size method. Content-face validity test was performed to ensure the validity of the questionnaire. The reliability of the questionnaire which consists of 68 questions was calculated to be 94% on a thirty-member group using Cronbach’s alpha coefficient. To analyze the results of the questionnaires, a one-sample, independent t-test was used. The findings of the present research, according to the components of the curriculum, show that for the students, the objectives, the content, and the assessment strategies of the curricula have fallen short of meeting their needs and expectations, and for the professors, operational strategy and assessment strategy were the two components that were, to some extent, effective in meeting their needs and expectations, but objective and content components failed to be so. In addition, there was no significant difference between the demographic features of the students and the professors.

https://jep.atu.ac.ir/article_1070_41a4b374c7b2c5c24bfbe59cb8e397e5.pdf

Allameh Tabataba’i University Educational Psychology 2538-3183 10 34 2014 12 22 The Effect of Mindfulness-Based Stress Reduction Program Training on Students’ procrastination The Effect of Mindfulness-Based Stress Reduction Program Training on Students’ procrastination 94 109 1071 FA Ali Sheykholeslami Assistant Professor of Education Group in mohaqeq Ardebily Fariborz Dortaj Associate Professor of Educational Psycology in Alame Tabataba,i Ali Delavar professor Soghra Ebrahimighavam Associate Professor of Educational Psycology in Alame Tabataba,i 0000-0002-9853-331X Journal Article 2015 06 21 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. 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.

https://jep.atu.ac.ir/article_1071_5d2ab0ba5ed73c05e54980b63dac54b4.pdf

Allameh Tabataba’i University Educational Psychology 2538-3183 10 34 2014 12 22 Explanation of students’ critical thinking disposition according to their epistemological beliefs Explanation of students’ critical thinking disposition according to their epistemological beliefs 112 126 1072 FA Hamideh Pakmehr Ph D Student of Curriculum planning, Ferdowsi University of Mashhad Hossein Karshki Ferdowsi University of Mashhad Associate professor Journal Article 2015 06 21 Considering the importance of critical thinking disposition and its’ the factors affecting, the present study was aimed to assess and explain the impact of students’ epistemological perspectives critical thinking disposition. This research method was causal-comparative. The statistic population consisted of all humanities students in Bafg PNU (460). 146 students were selected through stratified and sample size formula. They completed Ricketts’ critical thinking disposition (2003) and Schommer’ epistemological belief (1998) questionnaire’s. The findings showed that (1): There was significant difference between the two groups of students with complex and raw epistemological belief’s to critical thinking disposition .2- Most students were complex epistemological beliefs. 3. The students’ critical thinking disposition was not desirable. According to the results, change on the raw beliefs into complex beliefs, can be used to strengthen critical thinking and advanced the higher education goals. Considering the importance of critical thinking disposition and its’ the factors affecting, the present study was aimed to assess and explain the impact of students’ epistemological perspectives critical thinking disposition. This research method was causal-comparative. The statistic population consisted of all humanities students in Bafg PNU (460). 146 students were selected through stratified and sample size formula. They completed Ricketts’ critical thinking disposition (2003) and Schommer’ epistemological belief (1998) questionnaire’s. The findings showed that (1): There was significant difference between the two groups of students with complex and raw epistemological belief’s to critical thinking disposition .2- Most students were complex epistemological beliefs. 3. The students’ critical thinking disposition was not desirable. According to the results, change on the raw beliefs into complex beliefs, can be used to strengthen critical thinking and advanced the higher education goals.

https://jep.atu.ac.ir/article_1072_4300865dc1ef82f372a0f0fdb086d444.pdf

Allameh Tabataba’i University Educational Psychology 2538-3183 10 34 2014 12 22 Construction and Validation of Peer-Assisted learning Scale (PAL) forVocational High-School Students. Construction and Validation of Peer-Assisted learning Scale (PAL) forVocational High-School Students. 127 153 1073 FA Seydeh Mahrokh Moosavi PhD Candidate of Educational Psychology Mahnaz Akhavan Tafti Associate Professor, Alzahra University. Ali Reza Kiamanesh Professor, School of Humanities and Social Sciences, Islamic Azad University, Tehran Molok Khademi Ashkezar Assistant Professor, Alzahra University. Journal Article 2015 06 21 The purpose of this study was to construct and validate a questionnaire for peer -assisted learning. The population consisted of all students in vocational-training high schools in Tehran in the academic year 1391-92. Through the use of multistage cluster sampling, 979 students ( 519 girls and 460 boys ) in 19 vocation program and 39 classes responded to the peer -assisted learning questionnaire (r=0.87) . For the validity of the questionnaire, content validity, construct validity, and exploratory factor analysis were used. Three factors were extracted, which explained the total variance of the questionnaire for girls (44.81%), boys (46.40%), and the total sample (45.56%) respectively. Results showed that the questionnaire is capable of assessing three factors related to peer -assisted learning: peer-assisted instruction, peer relationships, and a sense of belonging to the peer group. This questionnaire can be used as a measure of peer -assisted learning in samples with regard to, or regardless of gender. The purpose of this study was to construct and validate a questionnaire for peer -assisted learning. The population consisted of all students in vocational-training high schools in Tehran in the academic year 1391-92. Through the use of multistage cluster sampling, 979 students ( 519 girls and 460 boys ) in 19 vocation program and 39 classes responded to the peer -assisted learning questionnaire (r=0.87) . For the validity of the questionnaire, content validity, construct validity, and exploratory factor analysis were used. Three factors were extracted, which explained the total variance of the questionnaire for girls (44.81%), boys (46.40%), and the total sample (45.56%) respectively. Results showed that the questionnaire is capable of assessing three factors related to peer -assisted learning: peer-assisted instruction, peer relationships, and a sense of belonging to the peer group. This questionnaire can be used as a measure of peer -assisted learning in samples with regard to, or regardless of gender.

https://jep.atu.ac.ir/article_1073_37b4508296495817435177ceea00d4b3.pdf

Allameh Tabataba’i University Educational Psychology 2538-3183 10 34 2014 12 22 Ferdowsi, Haft Bazm & Social Skills Training “Psychological Introduction to Haft Bazm Story in Abolghasem Ferdowsi’s Shahnameh” Ferdowsi, Haft Bazm & Social Skills Training “Psychological Introduction to Haft Bazm Story in Abolghasem Ferdowsi’s Shahnameh” 151 174 1075 FA Ali Reza Moghadas Journal Article 2015 06 21 In today’s world, issues in life skills have come to enjoy a special position because if such issues are not dealt with seriously and efforts are not made toward enhancing the mental health of individuals in today’s industrial and galloping world, the psycho-social abilities of individuals would diminish, thus leading to mental fatigue and a rise in social injuries**. In the past recent decades, psychologists have emphasized that many disorders and injuries** arise from failure to control emotions, an individual’s incapability of encountering difficult situations, and unpreparedness to solve life problems. In line with such beliefs, psychologists have mobilized to prevent mental diseases and social abnormalities, provide life skills education, increase psycho-social abilities, and ultimately prevent behaviors injurious to health and well-being and enhance mental health in individuals (WHO 1996, cited by Ghaleh Asadi 2007). Hakim Abolghasem Ferdowsi paid special attention to such areas of education over a millennium ago and described them in the forms of thoughts and behaviors of different persons in his stories and poems. One of such stories is one entitled “Haft Bazm” (Seven Feasts). This story which Ferdowsi depicted in his masterpiece, the Shahnameh, is set in a sublime atmosphere and a splendid meeting and in the form of question and answer sessions. The atmosphere of the question and answer sessions and the questions raised by Ferdowsi in such sessions by quoting them from Bozorgmehr and other scholars and the way the Sassanid King and rest of the audience, who are all among the great thinkers of their era, approach the thoughts presented in the words of Bozorgmehr are all prominent examples of the requirements of social skills which is indicative of this great poet’s mastery of the knowledge of communication skills and his great social and spiritual intelligence.The present study seeks to provide an introduction to Haft Bazm and offer an analytical paper for researchers and instructors engaged in social skills and other interested readers. Dr. Mohamed Yousef of Malaysia believes that in the same way that the west Europeanized or westernized Islamic philosophy, astronomy, medicine and mathematics, the Muslims too must Islamize and use the communications theories in which Europeans have made good progress (citation from Bolton, Shahvali’s translation 2001, p 4). In today’s world, issues in life skills have come to enjoy a special position because if such issues are not dealt with seriously and efforts are not made toward enhancing the mental health of individuals in today’s industrial and galloping world, the psycho-social abilities of individuals would diminish, thus leading to mental fatigue and a rise in social injuries**. In the past recent decades, psychologists have emphasized that many disorders and injuries** arise from failure to control emotions, an individual’s incapability of encountering difficult situations, and unpreparedness to solve life problems. In line with such beliefs, psychologists have mobilized to prevent mental diseases and social abnormalities, provide life skills education, increase psycho-social abilities, and ultimately prevent behaviors injurious to health and well-being and enhance mental health in individuals (WHO 1996, cited by Ghaleh Asadi 2007). Hakim Abolghasem Ferdowsi paid special attention to such areas of education over a millennium ago and described them in the forms of thoughts and behaviors of different persons in his stories and poems. One of such stories is one entitled “Haft Bazm” (Seven Feasts). This story which Ferdowsi depicted in his masterpiece, the Shahnameh, is set in a sublime atmosphere and a splendid meeting and in the form of question and answer sessions. The atmosphere of the question and answer sessions and the questions raised by Ferdowsi in such sessions by quoting them from Bozorgmehr and other scholars and the way the Sassanid King and rest of the audience, who are all among the great thinkers of their era, approach the thoughts presented in the words of Bozorgmehr are all prominent examples of the requirements of social skills which is indicative of this great poet’s mastery of the knowledge of communication skills and his great social and spiritual intelligence.The present study seeks to provide an introduction to Haft Bazm and offer an analytical paper for researchers and instructors engaged in social skills and other interested readers. Dr. Mohamed Yousef of Malaysia believes that in the same way that the west Europeanized or westernized Islamic philosophy, astronomy, medicine and mathematics, the Muslims too must Islamize and use the communications theories in which Europeans have made good progress (citation from Bolton, Shahvali’s translation 2001, p 4).

https://jep.atu.ac.ir/article_1075_ae3e714c99a533048320a8f80b54b10c.pdf

Allameh Tabataba’i University Educational Psychology 2538-3183 10 34 2014 12 22 The relationship between the circadian rhythms and academic performance of female students in sixth grade of school The relationship between the circadian rhythms and academic performance of female students in sixth grade of school 175 206 1077 FA Esmaeil Sadipour Fatemeh Geramy Journal Article 2015 06 21 Everything in the world has a slow motion. Taking a look around, we find that life, in the form of periodic activity is orderly fashion. The purpose of this paper was to examine the relationship between circadian rhythms of the students and their academic performance.The research methods were correlation. The study population was formed of sixth grade school female students of Tehran 12th region using stratified random sampling method was adopted 70 persons.To assess the circadian rhythm of students of morning and evening time, Horne and ostberg questionnaire (1976) was used. Student’s academic performance was measured through toulouse pieron attention test, math test, a test of visual memory (visual) and verbal memory test (oral). To compare the circadian rhythms of students (morning and evening time) T-test is used and to compare the relationship between circadian rhythm and shifts in student’s assessment analysis of variance (ANOVA) was used. The results showed that there is a relationship between the type of circadian cycle and academic performance including verbal memory, mathematical performance and accuracy. But there was no significant(meaningful) relationship with visual memory. Also, there was a significant difference between the academic performance of students in the morning and evening time. Therefore, in order to optimize the processes of learning and teaching and useful planning, it is necessary directors and training officers be informed of high and low efficiency hours of students. Everything in the world has a slow motion. Taking a look around, we find that life, in the form of periodic activity is orderly fashion. The purpose of this paper was to examine the relationship between circadian rhythms of the students and their academic performance.The research methods were correlation. The study population was formed of sixth grade school female students of Tehran 12th region using stratified random sampling method was adopted 70 persons.To assess the circadian rhythm of students of morning and evening time, Horne and ostberg questionnaire (1976) was used. Student’s academic performance was measured through toulouse pieron attention test, math test, a test of visual memory (visual) and verbal memory test (oral). To compare the circadian rhythms of students (morning and evening time) T-test is used and to compare the relationship between circadian rhythm and shifts in student’s assessment analysis of variance (ANOVA) was used. The results showed that there is a relationship between the type of circadian cycle and academic performance including verbal memory, mathematical performance and accuracy. But there was no significant(meaningful) relationship with visual memory. Also, there was a significant difference between the academic performance of students in the morning and evening time. Therefore, in order to optimize the processes of learning and teaching and useful planning, it is necessary directors and training officers be informed of high and low efficiency hours of students.

https://jep.atu.ac.ir/article_1077_6c2c96ef947539c2111afecbe511e520.pdf

Allameh Tabataba’i University Educational Psychology 2538-3183 10 34 2014 12 22 Providing the Psychological Model of Human Flourishing based on The Grounded Theory: A Qualitative Research Providing the Psychological Model of Human Flourishing based on The Grounded Theory: A Qualitative Research 207 232 1074 FA Journal Article 2015 01 19 The aim of this study was to determine the constituent elements and affecting Factors of human flourishing in a paradigm model. In order to achieve this goal, due to special features of flourish construction, qualitative research approach and grounded theory method was used. Participants in the study were 36 expert psychologists who specialize in Topics related to human flourishing. They were interviewed using a semi-structured questionnaire. Data analysis was done based on three coding methods used in grounded theory consist of open coding, axial coding and selective coding. Findings indicated that human flourishing is formed of three essential components including achievement/ accomplishment, community involvement and a sense of satisfaction / happiness. Factors affecting flourish contain teleological thinking, flourish motivation, and social-environmental-cultural conditions, positive emotions, positive relationships, personality characteristics (openness, conscientiousness) and competencies. Some of these factors appear as causal variables and some of them are contextual or mediator variables. Provided the right combination and interaction of these factors, human flourishing can be achieved. The results of this study can be considered in formulating intervention programs to facilitate and accelerate flourish of people. The aim of this study was to determine the constituent elements and affecting Factors of human flourishing in a paradigm model. In order to achieve this goal, due to special features of flourish construction, qualitative research approach and grounded theory method was used. Participants in the study were 36 expert psychologists who specialize in Topics related to human flourishing. They were interviewed using a semi-structured questionnaire. Data analysis was done based on three coding methods used in grounded theory consist of open coding, axial coding and selective coding. Findings indicated that human flourishing is formed of three essential components including achievement/ accomplishment, community involvement and a sense of satisfaction / happiness. Factors affecting flourish contain teleological thinking, flourish motivation, and social-environmental-cultural conditions, positive emotions, positive relationships, personality characteristics (openness, conscientiousness) and competencies. Some of these factors appear as causal variables and some of them are contextual or mediator variables. Provided the right combination and interaction of these factors, human flourishing can be achieved. The results of this study can be considered in formulating intervention programs to facilitate and accelerate flourish of people.

https://jep.atu.ac.ir/article_1074_d47b00e35c51b2b6d38e3685eebb00fc.pdf

Allameh Tabataba’i University Educational Psychology 2538-3183 10 34 2014 12 22 Studying The relationship between Student academic engagement with dropout among high school students, male and female first year of isfahan province Studying The relationship between Student academic engagement with dropout among high school students, male and female first year of isfahan province 233 247 1076 FA Ezatollah Qadrpour Davood Mrzaeefar Saideh Sabzian Journal Article 2015 06 21 The purpose of this essay was to study The examination relationship between Student academic engagement (cognitive, affective and behavioral) with dropout among high school students, male and female first year of isfahan province. the Statistical population included male and female students in the 1390-91 academic year. Statistical sample was 360 persons, selected by Random sampling. Descriptive research method - and correlational data collected through the questionnaire with a Likert’s scale. analyzing data, Appropriate statistical tests to using descriptive and inferential levels. The results showed the dimensions of the academic engagement (cognitive, affective and behavioral) negatively related to academic failure, there was a negative correlation between them. The purpose of this essay was to study The examination relationship between Student academic engagement (cognitive, affective and behavioral) with dropout among high school students, male and female first year of isfahan province. the Statistical population included male and female students in the 1390-91 academic year. Statistical sample was 360 persons, selected by Random sampling. Descriptive research method - and correlational data collected through the questionnaire with a Likert’s scale. analyzing data, Appropriate statistical tests to using descriptive and inferential levels. The results showed the dimensions of the academic engagement (cognitive, affective and behavioral) negatively related to academic failure, there was a negative correlation between them.

https://jep.atu.ac.ir/article_1076_edf425f28f0bc3a6228b9d9346d86001.pdf