Educational Psychology

Abstract The purpose of this study was to determine the effect of cognitive hope enhancing training on the victimization of female bullying victims in junior high school students of Sanandaj city (the academic year of 2013-2014). This has been a half-experimental research with a pre-test/post-test plan and a control group. For this reason, 30 pupils were randomly selected as the sample group and then randomly divided into two 15-person groups, (an experimental group and a control group). The experimental group was taken under cognitive hope enhancing training during 8 sessions (each 90 min) and one session per week, while the control group was not present. Data were analyzed with descriptive statistics and inferential statistics (Covariance Test) using SPSS software. The results showed that applying this program as an effective intervention reduced their victimization (p<0.05). According to the results of this study, it is suggested that cognitive hope enhancing training program be as part of an in-service training for schools counselors.

Abstract The aim of this study was to investigate the impact of life skills training on academic self-efficacy. The study population consisted of all elementary school students in Boolbanabad city. The sampling method used in this study was random sampling. For data gathering, the academic self-efficacy questionnaire MJSES (1999), before and after life skills training, was distributed among the students. Content intended to train students in the life skills program was cognitive skills, how to record maintenance information, wise use of resources, self-esteem, resiliency, problem solving thinking. The data were analyzed by SPSS-19 software, using analysis of covariance. The results showed that life skills training can affect students’ academic self-efficacy. Because these skills increase their knowledge of learning how to be better able to remember information and therefore have less forgetfulness. Therefore, their self-concept and academic achievement will be positive.

Abstract This study aims to study developing English curriculum in the first period (grades1-3) of primary schools in Iran. The method is descriptive which was carried out by collecting data from successful Asian countries in teaching English as a foreign language. Then the viewpoints of national experts on the subject were collected through three researcher made questionnaires by Delphi method. All “absolutely agree” or “relatively agree” viewpoints were selected. In the third pause of the questionnaire confirmed views were evaluated and viewed. Average, standard deviation and one sample T-test was conducted for 5 point rating scale of the questionnaire. Due to the research results most of the experts (average of 4/64) believed that teaching English in primary school is essential and the aims of teaching English as well as language skills were determined from the experts’ viewpoints. Since there is a growing tendency from parents to learning English in the early years of primary schooling it seems that implementing English education to primary curriculum can support the establishment of an equanimity education for all the students.

Abstract This research was administered with the aim of studying the role of educational ethic in relationship between educational justice and injustice with educational cheating. Research statistical population was the psychology students of Islamic Azad University, Esfahan branch, Iran. Research instruments consisted of Golparvar’s (2010) educational ethic, educational justice and injustice, and educational cheating. Data which were gathered from research questionnaires were analyzed using structural equation modeling (SEM). Results revealed that for educational cheating structural model, there is a positive significant relationship between educational justice with educational ethics, and between educational injustice with educational cheating, but there is a negative significant relationship between educational ethic and educational cheating (p<0.01). The results of current research revealed that educational justice through reinforcing educational ethic can decrease educational cheating. In contrast educational injustice can directly reinforce educational cheating.

Abstract Parenting styles is a determining and effective factor that has an important role in psychopathology and child development. Quality of parent-child relationship has significant effects on self-esteem and mental health of children. The aim of this study was to determine the relationship among parenting styles with resiliency and happiness of students. Research method in this study was correlation. The study population was all of students (male-female) of Islam Shahr that were studying in 2012. The final sample of research was 386 students (193 girls-193 boys) who were selected by multistage cluster sampling. For data gathering Baumrind parenting styles questionnaire, Oxford happiness test and Connor Davidson resilience scale were used. Also for data analysis Pearson correlation test and regression analysis were used. The results showed that there is a negative significant relationship between authoritarian parenting style and resiliency and happiness in students. In addition, there is a positive significant relationship between permissive parenting styles and happiness of students. But permissive parenting style was not significantly related to resiliency. Also there was a relation among authoritative parenting style with happiness and resilience of the students. Totally, results indicated that authoritarian parenting style can predict resiliency and happiness negatively in students. Also permissive and authoritative parenting styles positively predict happiness in students. But, authoritative parenting style can predict resiliency and happiness more strongly in students.

Abstract The main goal of the present study is to investigate the effects of social skills teaching on the self-esteem and identity dimensions of the male labor children in Gorgan, Iran. So, 96 labor children (both girl and boy) of 125 labor children were selected, in Gorgan, as the sample participants by the available targeted sampling method based on the Cohen table; next, 50 male labor children who obtained low score in terms of Matson social skill scale, Cooper-Smith self-esteem questionnaire as well as Cheek identity dimensions questionnaire, were randomly chosen, placed in the test and control group through using pretest and posttest experiment patterns; then, Matson social skills scale test, Cooper-Smith self-esteem test and Cheek identity dimensions test were performed as the pre- and post-tests. Moreover, the children in the test group participated in 12 one-hour sessions of teaching social skills. The test and control groups were compared following the intervention plan. The results showed that intervening plan have a significant impact (p<0.01) on improving self-esteem and identity dimensions of the labor children in the test group.

Abstract The aim of the present study was to investigate the relationships between personality traits, family communication patterns and assertive behavior. To do this, on a sample of 223 students were chosen who completed the revised version of Personality Traits Scale (Eysenck, 1973), Family Communication Patterns Scale (Fitzpatrick & Ritchie, 1994) and Assertive Behavior’s Questionnaire (Herzberger et al, 1984). Cronbach’s alpha were used for investigating the reliability and validity of instruments. The findings showed that all instruments have sufficient reliability and validity. Analysis of data using multiple regression analysis (enter method) revealed that dimension of introversion-extraversion was a positive and significant predictor and neuroticism was a negative and significant predictor of assertive behavior. Conversation orientation was a positive and significant predictor for assertive behavior and the conformity orientation was a negative and significant predictor of assertive behavior. As a result, it can be said that having some personality characteristics and high conversation orientation in family can increase children's assertive behavior.

Abstract The importance of childhood preschool education in qualifying children lives, their future educational performance, and post-education years is well documented. Yet, what demands more attention is the quality of the education children receive. In the context of Iran, it has been less the case that educational practices tailored to preschool levels are grounded in an explicit rationale. Even, in cases where a specific approach has been adopted, it has fallen prey to a comprehensive implementation and its realization has been a function of individual favors, conditions, and facilities. Overall, thematically speaking, it can be arguably claimed that present approaches are adult-oriented. Originally, the present work has evolved from hands-on experiences of the researcher with multidimensional planning plans during BA course, participation in related workshops, extensive study of relevant literature on the issue, and exploration of the impact of multidimensional curriculum-based pre-school education on flourishing social skills (as one of the key skills in our information and communication boom time) of pre-school children. The study was causal-comparative in design and Elliot and Garsham’s (1990) (SSRS) was used to collect data. The test has been normalized in the context of Iran by Beheshteh Abadi (1387). According to the findings of the study, there was a statistically significant difference between the control and experimental groups on the three social skill components of the test, suggesting the positive effect of multidimensional curriculum-based pre-school education on the development of children’s social skills in comparison to other prevalent procedures.

Abstract This study aimed to investigate the effectiveness of of music training on intelligence ability of preschoolers. Using convenience sampling method, 30 children (5 year old, 16 males and 14 females) were selected and examined in an intervention group and a control group. Intervention group received music training two hours a week for six months. Wechsler preschool and primary scale of intelligence (1967 quotation of Razavieyh, 2005) were then administered to both groups. Covariance analysis indicated that music training significantly increased verbal and nonverbal intelligence of preschoolers. The results were discussed in terms of effect of music training on intelligence ability of preschoolers.

Abstract This study aimed to investigate the predicting role of individual factors included perfectionism, academic self-regulation, and self-efficacy in general procrastination and academic procrastination. For this purpose, statistical population among the public universities Markazi province using multistage cluster sampling412 students were selected and surveyed by questionnaire. The questionnaire included: Tuckman procrastination assessment scale, a questionnaire study of procrastination, frost multidimensional perfectionism scale, academic self-regulation questionnaire and academic self-efficacy questionnaire. Data using descriptive and inferential statistical methods including regression were studied. To analyze the data obtained from the questionnaires were analyzed by SPSS statistical software. The results showed that perfectionism, academic self-regulated and self-efficacy are generally suitable predictors for general procrastination. The findings also suggest that perfectionism, academic self-efficacy and self-regulated are generally suitable predictors for academic procrastination.

Abstract This article is about the effectiveness of experiential-processing therapy (emotion focused therapy) on test anxiety reduction in female high school students in Tehran. Emotion focused therapy is an integration of person-centered therapy, Gestalt therapy and experiential therapy that made by Leslie Greenberg, Robert Elliotte and Susan Gohnson. Research on EFT demonstrates that we have two systems of processing information: the rational and experiential systems.  The sample of research is 70 female high school students that was chosen randomly and allocated to 2 group with 35 individuals. The experimental group received the EFT strategies in 8 sessions. The instrument is Ahvaz anxiety test questionnaire. Statistical analysis contains T-student and co-variation analysis showed that the research hypothesis (instruction of experiential-processing therapy (emotion focused therapy) on test anxiety reduction in female high school students in Tehran is effective) have proved with 99% in this research.