روانشناسی یادگیری
Ezatolah Ghadampour; Hasanali Veiskarami; Mahbobeh Golsanamlo; davud kazemifard
Abstract
The purpose of this study was to investigate the relationship between Sense of Belonging to School and academic engagement by examining the mediating role of academic self-efficacy and Academic Hardiness Among high school students in Khorramabad city. The current of research is basic in terms of purpose ...
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The purpose of this study was to investigate the relationship between Sense of Belonging to School and academic engagement by examining the mediating role of academic self-efficacy and Academic Hardiness Among high school students in Khorramabad city. The current of research is basic in terms of purpose and in terms of the type of survey method of research was descriptive type of correlational and and specifically type of the structural equation modeling. the statistical population included all students of all secondary school students of Khorramabad in the academic year 2023-2024, that among the samples, 357 students are entered to the analysis by were selected using random cluster sampling. The data are collected by Academic Engagement Scale (Reeve, 2013), Sense of Belonging to School Questionnaire Brew and Beatty, (2005), Academic Efficacy Scale Patrick and et.al (1997) and Academic Hardiness Questionnaire (Benishek & Lopez, 2005). The structural equation modeling was used to evaluate the relationships between variables. The results show that Sense of Belonging to School have a positive, direct, predictive effect on students’ academic engagement (p<0.01). Additionally, Sense of Belonging to School indirectly predict academic engagement through academic self-efficacy and Academic Hardiness (P<0.05). This research confirmed the mediating role of Academic Self-Efficacy and achievement emotions, based on the Sense of Belonging to School and academic engagement.
Maryam Darvishi; Maryam Bakhshesh
Abstract
The current study was conducted with the aim of conducting structural equation modeling of emotionality in teaching based on attributional styles and social capital with the moderating role of Job Burnout. This study utilized the descriptive-correlational method and employed structural equation modeling ...
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The current study was conducted with the aim of conducting structural equation modeling of emotionality in teaching based on attributional styles and social capital with the moderating role of Job Burnout. This study utilized the descriptive-correlational method and employed structural equation modeling (SEM). The sample consisted of 341 middle and high school teachers from Tehran in the academic years 2023-2024. The participants were selected through a multi-stage cluster sampling method. Data were collected using various inventories including: Teacher Emotion Inventory (Chen, 2016), Attributional Styles Questionnaire (Peterson et al., 1982), Social Capital Questionnaire (Nahapiet & Ghoshal, 1998), and Job Burnout Inventory (Maslach et al., 1997). Statistical analysis was carried out using SPSS-25 and Smart-PLS-4 software. The results of path analysis and factor loadings in this research showed that pessimistic attribution styles and job burnout have a positive significant direct effect on the increase of negative emotionality in teaching such as experiencing sadness, anger and fear. While the calculation of the path coefficients and factor loadings for social capital with negative emotionality in teaching showed a negative and significant direct effect. Furthermore, the calculated results of mutual effects revealed that all the observed components of job burnout have a both positive and negative significant impact on the intensity of the relationship between attributional styles and social capital with emotionality in teaching in two different directions. These results have practical implications for psychotherapy intervention and community-based programs for teachers with pessimistic attributional styles, burnout, and negative emotionality.
روانشناسی یادگیری
nastaran nekokar; zohreh khosravi
Abstract
The purpose of the current research was to investigate the relationship between perceived stress and striving for superiority with the mediating role of hope in university entrance exam students. For this purpose, in a correlational descriptive method, 386 university entrance exam students were selected ...
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The purpose of the current research was to investigate the relationship between perceived stress and striving for superiority with the mediating role of hope in university entrance exam students. For this purpose, in a correlational descriptive method, 386 university entrance exam students were selected through Cochran's formula and through available and voluntary sampling. the participants filled out the perceived stress questionnaires (Cohen et al., 1983), the hope questionnaire (Snyder et al., 1991), the need questionnaire (Steers, Porter, 1979) and the striving for superiority in the university entrance exam. Spearman’s correlation and structural modeling were used for data analysis. The innovation of this research was to use the variable of striving for superiority, because the entrance exam leads students to be superior to others. The results showed that there was an inverse and significant relationship between the variables of perceived stress and hope, perceived stress and striving for superiority. Also, there was a positive and significant relationship between the variables of hope and striving for superiority. In addition, hope mediated the relationship between perceived stress and striving for superiority. Therefore, it can be said that striving for superiority can affect perceived stress directly as well as indirectly through the variable of hope.
zahra khosrojerdi; Shahriar Shahidi
Abstract
The aim of the study was to investigate the effect of character strengths training on children's psychological well-being and positive and negative effect. The research was a quasi-experimental study with a pretest, posttest, and follow-up with a control group. The statistical population included female ...
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The aim of the study was to investigate the effect of character strengths training on children's psychological well-being and positive and negative effect. The research was a quasi-experimental study with a pretest, posttest, and follow-up with a control group. The statistical population included female elementary school students in the academic year 1403-1404. 78 fifth grade students (39 in the experimental group and 39 in the control group) from District 4 of Tehran were selected using multistage cluster sampling method. Both groups responded to the Psychological Well-Being Questionnaire (PWBS) and Positive and Negative effect for Children (PANAS-C-SF) before and after the program, and one month after the training. The character strengths training program was implemented in a group manner in nine ninety minute sessions. Data analysis was performed using independent T and repeated measures analysis of variance. The findings showed that character strengths training has a significant impact on children's psychological well-being and positive and negative effect. This effect remained stable at one-month follow-up Therefore, it can be concluded that character strengths training increases children's psychological well-being and positive emotions and reduces their negative emotions. Therefore, educators can design and develop character strengths interventions in school to increase children's well-being and strengthen their positive emotions and reduce their negative emotions.
روانشناسی یادگیری
ebrahim namani; Narges Sharbati
Abstract
The present study was conducted with the aim of investigating the mediating role of family cohesion in the relationship between the level of self-separation and self-esteem with identity formation. The present research method was descriptive and correlation type. The statistical population of this research ...
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The present study was conducted with the aim of investigating the mediating role of family cohesion in the relationship between the level of self-separation and self-esteem with identity formation. The present research method was descriptive and correlation type. The statistical population of this research included all female high school students in Sabzevar city in the academic year of 2023-2024. 340 students from the mentioned society were selected as the sample of the research by available sampling method. The data collection tool was Drake's self-differentiation questionnaire (shortened form), Rosenberg's self-esteem scale, Berzonsky's identity styles questionnaire and Samani's family cohesion questionnaire. Pearson statistical method and structural equations were used to analyze the data. The results of the Pearson correlation test showed that the relationship between the components of self-separation and self-respect with identity formation is significant (P-value <0.05). Also, the results of the structural equation test showed that the mediating role of family cohesion in the relationship between self-separation and self-respect with identity styles is significant (p-value <0.05). According to the results of the research, it can be concluded that strengthening family cohesion is an efficient method to increase the level of self-separation and self-respect in order to form a normal identity style in teenagers.
روانشناسی یادگیری
Noushin Derakhshan
Abstract
The present study aimed to investigate the relationship between psychological well-being and academic self-efficacy of educational psychology students with the mediating role of self-esteem. This research is of an applied, quantitative and correlational type. The statistical population of the study was ...
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The present study aimed to investigate the relationship between psychological well-being and academic self-efficacy of educational psychology students with the mediating role of self-esteem. This research is of an applied, quantitative and correlational type. The statistical population of the study was educational psychology students at the University of Tabriz and the sample size was determined using GPower software, 119 people who were selected by stratified random sampling. The data collection tools were the Riff Psychological Well-Being Questionnaire (1989), the Jinks and Morgan Academic Self-Efficacy Questionnaire (1999) and the Rosenberg Self-Esteem Questionnaire (1965). In order to analyze the data, in addition to descriptive analysis, Kolmogorov-Smirnov tests, structural equation modeling and Sobel were used in SPSS version 23 and SmartPLS version 3.1.1 software at a significance level of 0.05. The results of the study showed that the research model has a good fit and that psychological well-being is significantly related to self-esteem (t=23.086; p=0.001) and academic self-efficacy (t=6.306; p=0.001) and self-esteem is also significantly related to academic self-efficacy (t=4.118; p=0.001). The results of the study also showed that self-esteem plays a mediating role in the relationship between psychological well-being and academic self-efficacy (z=6.718; p=0.001). Therefore, optimal psychological functioning and high self-esteem make students feel capable in facing challenges and succeed in dealing with academic problems.
روانشناسی یادگیری
saeed rezayi
Abstract
The research was conducted with the aim of teaching a sensory program on the preverbal skills of children with autism. The research method is experimental with single-subject design (AB), and, it is applied in terms of purpose. The statistical population of the research includes all children with autism ...
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The research was conducted with the aim of teaching a sensory program on the preverbal skills of children with autism. The research method is experimental with single-subject design (AB), and, it is applied in terms of purpose. The statistical population of the research includes all children with autism in rehabilitation centers in Tehran in 2024. Three child were selected from the entire target population by purposive sampling. The intervention program was taught individually for two months, three sessions per week. The results were visually and graphically examined and analyzed and drawn in the form of tables and graphs, based on the information contained in the data recording sheet. In this plan, stage A is the baseline drawing stage, and stage B is the training stage. The results showed that the sensory training program is effective on the preverbal skills of children with autism. Given the effectiveness of the training program, the use of this type of program is recommended to facilitate and strengthen the verbal development of children with autism.
روانشناسی یادگیری
Mohammad Reza Karimi; javad khodadadi sangde
Abstract
This study aimed to identify the contexts, strategies, and outcomes of academic achievement among high-achieving adolescents in the socio-cultural context of Iran. The research employed a qualitative method based on thematic analysis (Braun & Clarke, 2006). The study population included 21 male and ...
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This study aimed to identify the contexts, strategies, and outcomes of academic achievement among high-achieving adolescents in the socio-cultural context of Iran. The research employed a qualitative method based on thematic analysis (Braun & Clarke, 2006). The study population included 21 male and female adolescents with an average grade above 19 in the 2024 national final examinations in Qazvin, who were purposefully selected and interviewed through semi-structured interviews. Data analysis led to the extraction of three main themes: psychological competencies, family virtues, and school-based facilitators. The findings revealed that academic achievement is not merely the result of cognitive abilities, but is shaped through the interaction of individual, familial, and educational factors. High-achieving adolescents employed strategies such as academic self-awareness, active and effective learning, academic self-management, and emotional regulation, which resulted in multidimensional outcomes at the individual level (self-confidence, resilience, sustained motivation), family level (increased parental trust, family cohesion), socio-cultural level (enhanced civic participation, prevention of social harms), and economic level (greater job opportunities, entrepreneurial growth). The results indicate that academic achievement is a dynamic and multilayered process that cannot be reduced to quantitative outcomes; rather, it is realized in the complex interplay of personal meanings, social expectations, and environmental supports. Accordingly, simultaneous attention to psychological, familial, and school-related dimensions provides a more comprehensive perspective for educational policymakers
روانشناسی یادگیری
Zahra Jahanbakhsh; Mehdi Vafayizadeh
Abstract
The purpose of the present study was to compare the effectiveness of cognitive emotion regulation strategies training in comparison with emotional behavioral regulation strategies training in reducing the test anxiety level of teacher-students of Farhangian University. The research design of this study ...
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The purpose of the present study was to compare the effectiveness of cognitive emotion regulation strategies training in comparison with emotional behavioral regulation strategies training in reducing the test anxiety level of teacher-students of Farhangian University. The research design of this study was true experiment. The statistical population included all the undergraduate teacher-students of Farhangian University of Tehran province, a sample of 400 people voluntarily answered the research questionnaire online. The criterion for entering the research was an exam score above 20 (severe exam anxiety); Based on this, 80 people were separated from these people. The criterion for leaving the study were absence of more than two sessions during the training period and failure to answer more than 5 questions of the questionnaire. Finally, 36 people were voluntarily selected to cooperate in the research and after random assignment in the groups, these people were invited to carry out the training. In the experimental groups, in 10 sessions of 150 minutes. There were 23 girls (63.88%) and 13 boys (36.11%). In order to collect data, Sarason's test anxiety questionnaire was used. Covariance analysis was used to analyze the collected data. The results of this research indicated that the test anxiety level of participants in both CER and BER groups had been decreased in the post-test and follow-up phase compared to the pre-test phase. In addition, training on the cognitive emotion regulation strategies in the result stage has a greater reduction compared to training on behavioral emotion regulation strategies
