روانشناسی یادگیری
Abolghasem Yaghoobi; arash bahrami; afshin afzali
Abstract
This study aimed to predict mental vitality based on resilience with the mediation of moral intelligence of undergraduate students at Bu Ali University. The present research design was explanatory and correlational with the structural equation technique (regression). The statistical population studied ...
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This study aimed to predict mental vitality based on resilience with the mediation of moral intelligence of undergraduate students at Bu Ali University. The present research design was explanatory and correlational with the structural equation technique (regression). The statistical population studied was all undergraduate students at Bu Ali Sina University in Hamedan in the academic year 1402-03, numbering 6701 people. The statistical sample was selected using a stratified random method with students classified based on gender and faculty. The required data were collected using Ryan and Frederick's (1997) State Mental Vitality Questionnaire, Connor and Davidson's (2003) Resilience Questionnaire, and Lennick and Keel's (2011) Moral Intelligence Questionnaire and analyzed using the linear regression statistical method in the context of structural equation modeling and using SPSS and AMOS version 21 software.Findings and Conclusion: The results of the research model estimation showed that resilience as a whole has a direct effect of 0.491 units in explaining the variance of the mental vitality variable (p<0.01). However, regarding the indirect effect of resilience on mental vitality through moral intelligence, the results showed that resilience through moral intelligence has a negative and significant effect of -0.192 units on mental vitality (p<0.05). Also, resilience has a direct effect of 0.68 units in explaining the variance of mental vitality and a direct effect of 0.71 units in explaining the variance of moral intelligence (p<0.01). Finally, moral intelligence has a negative and inverse effect of -0.270 units in explaining the variance of mental vitality (p<0.05).
روانشناسی یادگیری
esmaeil saadipour; Masoume Zangeneh; Zahra Shabani
Abstract
Executive functions are recognized as a set of higher-order cognitive processes responsible for controlling, monitoring, and regulating goal-directed behaviors. The present study was conducted with the aim of comparing planning–organization and wisdom between individuals who have memorized the ...
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Executive functions are recognized as a set of higher-order cognitive processes responsible for controlling, monitoring, and regulating goal-directed behaviors. The present study was conducted with the aim of comparing planning–organization and wisdom between individuals who have memorized the entire Quran and typical individuals. The statistical population consisted of two independent groups: full Quran memorizers registered in the Central Dar-al-Quran Information Bank of Tehran Province, and a comparison group of typical individuals matched in age and educational level, selected through convenience and voluntary sampling. The Wisconsin Card Sorting Test was used to assess planning–organization, and the Ardelt Wisdom Scale was employed to measure wisdom. Multivariate analysis of variance (MANOVA) was used for data analysis. The findings revealed that Quran memorizers demonstrated significantly higher performance in executive function indices, specifically planning–organization, compared to the control group. Furthermore, results indicated that the level of wisdom was significantly higher among the memorizers relative to the comparison group. These findings suggest that memorizing the Holy Quran may contribute not only to cognitive enhancement but also to the development of wisdom. The results of this study can be utilized in designing educational and developmental interventions aimed at improving cognitive functioning and fostering wisdom at both individual and societal levels.
روانشناسی یادگیری
maryam salmasi; akbar rezaei; alinaghi aghdasi
Abstract
This study aimed to investigate the structural model of the relationship between mindfulness and socio-emotional competence, with the mediating role of executive functions, among secondary school students with low academic performance. The research followed a descriptive-correlational design, and the ...
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This study aimed to investigate the structural model of the relationship between mindfulness and socio-emotional competence, with the mediating role of executive functions, among secondary school students with low academic performance. The research followed a descriptive-correlational design, and the statistical population consisted of second-level high school students in Khoy during the 2023–2024 academic year. A multi-stage cluster sampling method was employed, and 330 students were selected. The research instruments included the Socio-Emotional Competence Scale, the Barkley Deficits in Executive Functioning Scale (BDEFS), and the Five Facet Mindfulness Questionnaire (FFMQ). Data were analyzed using Pearson correlation and structural equation modeling (SEM) via SPSS version 26 and AMOS version 21. The data analysis revealed that mindfulness had a significant negative effect on socio-emotional competence (β=-0.251) and on executive functions (β=-0.494). Furthermore, executive functions showed a significant negative effect on socio-emotional competence (β=-0.457). The analysis of indirect effects indicated that mindfulness had a significant positive indirect effect on socio-emotional competence through executive functions (β=0.226, P=0.003). Based on these findings, it can be concluded that mindfulness and executive functions play a significant role in the socio-emotional competence of students with low academic performance, and enhancing these cognitive and emotional capacities should be a key focus in psychological interventions.
روانشناسی یادگیری
mahdi vojdani hemmat; Akbar Pouresmaeil Amini; seyed hasan tabatabaei
Abstract
Aim: Puberty is a period of various challenges. Despite the importance of this period and its physical, psychological, and social effects, puberty anxiety has been less studied as a specific type of anxiety that students experience on the verge of entering adolescence and adopt different strategies to ...
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Aim: Puberty is a period of various challenges. Despite the importance of this period and its physical, psychological, and social effects, puberty anxiety has been less studied as a specific type of anxiety that students experience on the verge of entering adolescence and adopt different strategies to cope with it. This study aimed to investigate the perception of puberty anxiety and coping with it in adolescent students.Method: This study was conducted using a qualitative and content analysis method, and data were collected through semi-structured interviews with 16 adolescent students who were selected through purposive sampling.Results: Data obtained from interviews were divided into nine main themes. These themes were organized into three general categories: factors underlying puberty anxiety, strategies for constructively dealing with puberty anxiety, and the role of peers in stabilizing or transitioning from puberty. Finally, the core category of “constructive coping strategies based on underlying factors and the role of peers” was obtained.Conclusion: The findings of this study indicate that increasing awareness and education about puberty changes, empathetic and facilitative relationships, and creating supportive environments can play an important role in reducing puberty anxiety and helping adolescents successfully transition from this developmental stage.
روانشناسی یادگیری
Maryeme zarei chagha
Abstract
This study aimed to predict academic engagement based on a lifestyle influenced by cyberspace with the mediating role of social capital in high school students. The statistical population of the study included all female students studying in the second level of secondary education in Sar-e-PulZahab city ...
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This study aimed to predict academic engagement based on a lifestyle influenced by cyberspace with the mediating role of social capital in high school students. The statistical population of the study included all female students studying in the second level of secondary education in Sar-e-PulZahab city in the academic year 2024-2025, from which 240were selected through multi-stage cluster random sampling. The research tools for data collection included the Academic Engagement Questionnaire (Reeve, 2013), the Lifestyle Influenced by Cyberspace Scale (Taheri, 2014), and the Social Capital Questionnaire (Paiva et al., 2014). Data analysis was performed using structural equation modeling and AMOS and SPSS software. The results showed that the proposed model has a good fit (X2/df=3.930, GCI=0.963, RMSEA=0.020 & P<0.05). The findings showed that lifestyle influenced by cyberspace has a direct and significant effect on the academic engagement of female students (β=0.355). Also, social capital had a positive and significant effect on female students' academic engagement (β=0.413). lifestyle influenced by cyberspace has a significant effect on academic engagement indirectly through social capital (β=0.192 & P=0.001). Based on the results of this study, to improve students' academic engagement, it is recommended that educational institutions, especially schools, hold training programs and skill workshops to teach how to effectively use cyberspace and social networks, and help increase academic engagement and improve students' academic performance by strengthening social capital and creating an online supportive environment.
روانشناسی یادگیری
Yasser Rezapour; Qamar Fattahi
Abstract
The present study aimed to examine the relationship between perceptions of constructivist learning environments and academic well-being, with self-control as a mediating variable, among upper secondary school students in Ardakan, Iran. This descriptive-correlational study was conducted on a statistical ...
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The present study aimed to examine the relationship between perceptions of constructivist learning environments and academic well-being, with self-control as a mediating variable, among upper secondary school students in Ardakan, Iran. This descriptive-correlational study was conducted on a statistical population of 3,498 students (1,870 boys and 1,628 girls). Using a stratified cluster random sampling method, 346 students (185 boys and 161 girls) were selected. Data were collected using the Constructivist Learning Environment Perception Questionnaire, the Academic Well-Being Questionnaire, and the Self-Control Scale. Data analysis was performed using structural equation modeling (SEM) with SmartPLS software. The results indicated that perceptions of constructivist learning environments had a significant effect on academic well-being both directly and indirectly through self-control. The R² values were 0.82 for self-control and 0.79 for academic well-being, indicating strong explanatory power of the model. Sobel’s test further confirmed the mediating role of self-control in the relationship between constructivist learning environment perceptions and academic well-being (p < .01). These findings suggest that fostering self-control skills within constructivist learning environments can enhance students’ academic well-being. The study highlights the importance of designing participatory and interactive learning environments that not only improve educational content but also facilitate the development of students’ self-regulatory abilities.
روانشناسی یادگیری
hafez padervand; b h; k r; Asma soleimani
Abstract
Background and Objectives: School sports are an effective approach to increase students' physical activity through sports programs, activities, and events in a supportive environment with safe and comfortable infrastructure and facilities. The purpose of this research was to predict the motivation for ...
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Background and Objectives: School sports are an effective approach to increase students' physical activity through sports programs, activities, and events in a supportive environment with safe and comfortable infrastructure and facilities. The purpose of this research was to predict the motivation for sports participation among adolescent male students during school sports hours based on basic psychological needs and social responsibility. Methods: The research method was a correlational survey. The statistical population of the study included all male high school students in Khorramabad during the 2024-2025 academic year. From this statistical population, 240 male students were selected as the research sample using random cluster sampling, with a mean age of 15.21 and a standard deviation of 1.68. Participants responded to Gill's (1983) Sport Participation Motivation Questionnaire, Kordloo's (2014) Social Responsibility Questionnaire, and Guardia et al.'s (2000) Basic Psychological Needs Questionnaire. The results were analyzed using Pearson correlation and multiple regression.Findings: The results showed a positive and significant relationship between basic psychological needs and social responsibility with students' motivation for sports participation (P<0.01). Furthermore, the results from the overall regression model test indicated that basic psychological needs and social responsibility explained 21% of the variance in students' motivation for sports participation (P<0.001). Conclusion: The results of this study provide useful information regarding the role of basic psychological needs and social responsibility variables in predicting sports participation motivation among adolescent students.
روانشناسی یادگیری
parvin Salarichine; mozhgan ghaneaa malati
Abstract
The purpose of this study was to examine the factors influencing the gap between the current and the desired state in implementing interdisciplinary education based on the Fundamental Reform Document among elementary teachers. A narrative inquiry approach was adopted, and purposive criterion-based sampling ...
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The purpose of this study was to examine the factors influencing the gap between the current and the desired state in implementing interdisciplinary education based on the Fundamental Reform Document among elementary teachers. A narrative inquiry approach was adopted, and purposive criterion-based sampling was employed. Sixteen knowledgeable teachers from elementary schools in Kerman Province during the 2024–2025 academic year were interviewed until theoretical saturation was reached. Data were collected through narrative and semi-structured interviews as well as field notes, and thematic analysis was applied. The findings revealed four main themes as influential factors shaping the desired state of interdisciplinary education: structural and infrastructural conditions, teaching and learning processes, cultural and social aspects, and managerial and leadership factors. Results indicate that the existing gap arises primarily from these elements, hindering the effective application of the reform document in classrooms. In particular, the lack of infrastructure and limited awareness among school leaders regarding the benefits of interdisciplinary education emerged as major obstacles. Moreover, teachers’ insufficient knowledge of practical strategies and assessment methods, along with parental cultural and social attitudes, further contribute to this gap. This study highlights the importance of contextual realities and the alignment between classroom practices and desired outcomes. It recommends the development and implementation of specialized teacher training programs, the integration of students’ real learning needs into curricula, and the strengthening of managerial support. Creating supportive environments for teachers is also proposed as a key strategy to improve the quality and sustainability of interdisciplinary education.
روانشناسی یادگیری
Parvin Aghababaei Beni; Mostafa Khanzadeh
Abstract
The present study aimed to investigate the mediating role of meaning in life in the relationship between identity styles and academic amotivation among high school students preparing for the university entrance exam. The statistical population consisted of all female candidates taking the entrance exam ...
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The present study aimed to investigate the mediating role of meaning in life in the relationship between identity styles and academic amotivation among high school students preparing for the university entrance exam. The statistical population consisted of all female candidates taking the entrance exam in Isfahan during the academic year 2024–2025. Based on the structural equation modeling sampling method, a convenience sample of 240 students was selected from this population and responded to the study questionnaires. Data collection instruments included Berzonsky’s Identity Styles Questionnaire, the Academic Motivation Questionnaire, and the Meaning in Life Questionnaire. Following data collection, analyses were conducted using SPSS and AMOS. Findings indicated that the mediating role of meaning in life was confirmed in the relationships between the informational identity style and academic amotivation, the normative identity style and academic amotivation, and the diffuse-avoidant identity style and academic amotivation. Based on these results, it can be inferred that informational, normative, and diffuse-avoidant identity styles indirectly affect academic amotivation through the mediating variable of meaning in life among entrance exam students. Therefore, having a clear and purposeful sense of meaning in life can mitigate the negative consequences of maladaptive identity styles. Consequently, goal orientation may serve as an effective strategy for reducing academic amotivation and promoting mental health in university entrance exam candidates, which educational planners and academic counselors should consider.
