QUARTERLY EDUCATIONAL PSYCHOLOGY
Year:2019 | Volume:14 | Issue:50 |Papers Count:10

Child upbringing is an essential principle in life and is considered to be a key element of parenthood. But this important task and essential parenting mission for parents requires obtaining the moral merit necessary for the process of education, in order to obtain moral merit in behavior Moral parenting. For this purpose, it is necessary for Wald to first have a proper understanding of merit and ethical competence, in order to gain theoretical knowledge and to analyze related issues of being able to move towards ethical conduct. In this research, we propose a definition for moral merit. We have been developed in a general way so that it can be used Different times, in different contexts and for different purposes be provided. The meaning of the term moral competence has also been operationalized in a conceptual framework that utilizes both research on merit and ethics, parenting and education, and a look at the usefulness of research And action. In addition, we believe that the program of moral eligibility for child rearing should be based on the overall development or growth of the entire parental personality, and the duration of the programs is planned in such a way that the parent is continually assigned to the parent's duties and ethical competencies required for Inform them.

The purpose of current study was the effectivness of mindfulness training in reducing the test anxiety and increasing the attitude toward school in 11th grade students in Tehran. The research method is experimental with pretest-posttest design with control group. The statistical population of the study consisted of all students of the 11th grade students of Tehran in the academic year of 2017-2018. From this population, by using a multi-stage clustering method, 88 students (44 girls and 44 boys) who had high scores in Friedben's Anxiety Inventory (1997) and low scores in attitudes toward Schools the McCoach & Siegle Inventory (2003), were selected and randomly assigned to 4 groups (2 experimental and 2 control groups). Then, experimental groups received a Mindfulness protocol in 8 sessions of 2 hours. After completion of the sessions, all subjects were re-evaluated. The data were analyzed by using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA). The findings of this study showed that mindfulness training is effective in reducing the test anxiety and increasing the attitude toward the school.

The purpose of this study was to investigate the relationship between self-awareness and Excitement of teaching in Conservatory teachers in Qaemshahr city. The research method was descriptive and correlational (regression). The statistical population of the study was all students of Ghaemshahr, who were studying in the academic year of 2017-2018. And using Cochran's formula, 114 of them were selected randomly for both men and women Equally. Standard questionnaires were used to collect data. The content validity of the research tool was confirmed by the experts and the reliability of the research tool was measured using Cronbach's alpha coefficient. Pearson correlation test and multivariate regression were used to measure the relationship between variables. Data analysis was performed using SPSS21 software. Findings of the research show that self-knowledge of educational skills and background knowledge can anticipate the feeling of pleasure from teaching, positively and significantly. And emotions, feelings of anger of teaching and feeling of anxiety of teaching can be described negatively and meaningfully.

The purpose of this study was to investigate the relationship between basic psychological needs and life satisfaction as well as the mediating role of Achievement motivation and psychological capital. The method used in this study was correlational, the path analysis. To do this research, 201 male and female students (110 girls and 91 boys) from Tehran University were selected by available sampling method And responded to the Basic psychological needs, Life satisfaction, Achievement motivation, psychological capital. Data analysis was done using R software. The results showed that the designed model was well fited to the data. According to the findings of this study, the relationship between basic psychological needs and life satisfaction was positively and significantly evaluated. In addition to direct impact, basic psychological needs and life satisfaction through intermediate variables Achievement motivation and psychological capital also have an indirect relationship. In general, we can approve the positive role of these factors in process of life.

The present study was performed by a qualitative-phenomenological method seeking to understand and comprehend this concept. Data collection and sampling methods were respectively semi-structured and targeted interviews. The sampling process was continued according to the prevailing "theoretical saturation" rule in qualitative methods with the sample size up to 23 interviews with three groups of students, parents, and teachers. The Colaizzi multi-stage model was used to analyze the data. All relevant data were organized in the form of sub-, primary/macro, and central categories. Accordingly, 61 sub-concepts, 5 main categories (group of students), 3 categories (parents), and 4 categories (teachers) were obtained. Examining the lived experiences of these actors was accompanied by contradictions in views and some similarities. The similarities included success in exam (competitive examination), score (grading), and occupation and emphasis on "multiple successes", "family status", "emphasis on exam results", and the "empirical discipline model" also indicated some differences in viewpoints. The students' lived experience in understanding academic achievement oversaw more diverse and multiplied achievements, while they were limited to more centralized successes such as the proudness of the family in parents’ perspective. From the teachers’ viewpoints, the academic achievement was reduced to the precise result of the competitive examination of the Experimental Science Discipline. According to the findings, one can say that the reductionism view rate of academic success was the highest in teachers’ view and the lowest in students’ perspective. Moreover, the narratives of the teachers group showed more eccentricity with the prevailing trend of competitive examination system.

Aim: The purpose of this study was to determine the variations of the daily and weekly cycles of students' mathematical logic. Methods: The research was done in correlation method. The statistical population of the research was 11th grade of female students in human science in Khodabandeh city in 1396-1397. They were selected by random cluster sampling of 36 people in two classes. The test was performed for two weeks in two rounds of morning (8, 9. 30, 11) and afternoon (13, 14. 30, 16. 15). The Horn and ostburg questionnaire (1976) was used to measure the chronotype, and the parallel forms tests of researched mathematical logic were used to measure the mathematical logic. The mixed analysis of variance was used to analyze the data. Results: The results showed that there is a significant difference between the efficiency of students' mathematical logic at different hours of the day(f=4/215, p=. /0001), but the efficiency of mathematical logic was not significant in different days of the week. The efficiency difference of mathematical logic among the morning, afternoon, and evening was significant(f= 2/71, p=. /0004). The efficiency of students' mathematical logic differed significantly in terms of chronotype at different hours of the day(f= 3/028, p<. /0005). Conclusion: Regarding the differences in the efficiency of students' mathematical logic in terms of day and night rhythms as well as the individual differences in terms of chronotype, it is necessary that these results to be considered in the teaching and learning process in educational settings.

Comparison of brain activity in 2D and 3D educational images (15 images) for high school students with low and high level of spatial intelligence is the main goal of this study. Educational image contents were about heart functioning. From the manipulability perspective, this study belongs to the semi-experimental category. Image dimensions and spatial intelligence are experimental and non-experimental variables respectively. The target population in this study is 2017-2018 high school students in Bardaskan. 50 students with high level of spatial intelligence and 50 students of low level were selected (25 men and 25 women in each group) by cluster sampling method. Their brain activities while watching images were recorded by EEG. Recorded data after noise and artefacts removing (neat data) was analyzed by two way-ANOVA. there wasn’ t a significant difference in brain activity between students with low and high level of spatial intelligence ( P value>0. 05). there wasn’ t a significant difference between brain activity in 2D and 3D and for image dimension and spatial intelligence interaction too ( P value>0. 05) but spatial activity is dependent to participants sex (male and female) and there is a significant difference in sex and image dimension interaction ( P value<0. 05)

The perpose of this study was to investigate the structural relationship ( compilation modeling) of critical thinking based on the learning style metacognition mediation among students of the Army Medical University. This study was a quantitative and correlational study. Participants of the study included 300 students from Army Medical University stratified random sampling was done. The instruments for. Collecteing data for this study were Kolb's Learning Style Questionnaire (1985), wells meta-cognition Questionnaire(1997), Rickets's Critical Thinking Questionnaire (2003), data analysis done with Amos software with path analysis method the findings showed that ther is significant relationship between learning style of reflective learning active, abstract testing and metacognitive with mediation critical thinking, at the P≤ 0. 1 level. However objective learning style indirectly with mediation critical thinking. There is a direct and meaningful relationship between the learning style. there is no meaningful relationship between of reflective learning active and abstract testing with critical thinking at P≤ 0. 01 levels. But there is no direct relationship between objective learning style and critical thinking. also there is a significant relationship between learning style of reflective learning active, objective, and abstract, directly related to metacognition, at P≤ 0. 01.

The purpose of this study was effectiveness of instruction of self-regulated learning strategy to increase educational buoyancy and educational conscience of procrastinating students. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population of the present study included all male students of the non-public schools in the second branch of the second grade (eleventh) secondary schools of the first and second rasht in the academic year of 2017-2018. Of these, 40 of them were selected by multi-stage cluster sampling and randomly divided into 2 groups (experimental and control). questionnaires educational conscience McIllory and Bunting (2002) and educational buoyancy of Dehghani-Zadeh and Hossein-Chari (2012) completed all of the subjects in the pre-test and post-test phases. The experimental group received 15 sessions of 90 minutes under the self-administered learning strategy learning curriculum, while the control group did not receive any interventions during this period. The results of covariance analysis showed that instruction of self-regulated learning strategy increased educational buoyancy and conscience of procrastinating students (P˂ 0. 001). The result of this study showed that using self-learning learning strategies is effective in reducing procrastinating students.