QUARTERLY EDUCATIONAL PSYCHOLOGY
Year:2019 | Volume:15 | Issue:53 |Papers Count:12

Abstract The purpose of this research is to study the factors affecting the institutionalized curriculum of Islamic Thought Course. The research is descriptive of a survey type. The statistical population consisted of students at the University of Police, manner. Using a relative classified sampling method, 150 individuals including 53 students from the police college and 72 ones from the Department of Traffic, and 25 ones from the Kosar college, who have gone through Islamic Thinking Courses 1 and 2 and three months have passed since their end of the semester period. They were selected as statistical samples. The main instrument for collecting data is a questionnaire of 64 items that is an indicator of the institutionalized curriculum and the factors that affect it. To assess the validity of the tool, content validity method was used. The tool was evaluated acceptable from the view of experts, and to assess the reliability of the curriculum and the effective factors, Cronbach's alpha was used and their values were 0. 74 and 0. 79, respectively. For analyzing the data, Pearson correlation coefficient and regression were used as inter and independent T-test. The results showed that the effect of educational factors, social factors and individual factors on the institutional curriculum of Islamic Thought was significant while geographical factors did not show a significant relationship. On this basis, it can be said that educational, social, and individual factors explained the variations of the curriculum for as much as 29%, 55% and 23% respectively.

The purpose of this study was to evaluate the effectiveness of the executive function training program on verbal reasoning and fluid reasoning in students with visual impairment. The research method was quasi-experimental with pretest-posttest with control group. The study population consisted of all students with visual impairment in elementary school in Tehran that were selected by convenience sampling and were randomly assigned to experimental and control groups. The experimental group received an executive function training program over 8-session period and the control group did not receive any intervention. verbal reasoning and reasoning subscales of Wechsler intelligence were used for data collection. Data were analyzed using analysis of covariance. Results showed that the effect of executive function training program on verbal and fluid reasoning in students with visual impairment (p <0. 05). Therefore, based on the results, it can be stated that the executive function training program can be used as an effective intervention to improve verbal reasoning and fluid reasoning.

The purpose of this study was to investigate the role of moral justice and cognitive abilities predictors of critical thinking in the form of structural equation modeling. The research method was correlation and structural equations. The statistical population of the study was all students of Shiraz universities in the academic year of 97-96. 250 students from these universities were selected through cluster sampling. To collect the data, Rickets's critical thinking scale, Nejati's cognitive abilities, and Birger's moral justice were used. For validity of the scales, second order factor analysis with AMOS software was used and for reliability, Cronbach's alpha was used. Descriptive statistics, Pearson correlation coefficient and structural equation test were used to analyze the data and to answer the research hypothesis. Findings showed that moral justice has a positive and significant effect on critical thinking, but cognitive abilities do not have the potential to influence critical thinking. Conclusion Generally, one can conclude that morality is one of the main factors for the study of critical thinking, but cognitive abilities have no role in the tendency of individuals to think critically.

This study examined the model causal relationship between epistemological beliefs and study skills on academic performance with the mediating role of academic self-efficacy. This study is descriptive (non-experimental) and study design is correlational plans type of the structural equations. Statistical population of the study formed all of secondary school students of Orumieh in 2015-2016 years of academic. Sampling was cluster random and determination the sample size for each of the sub-variable were considered 20 samples and 350 persons were selected as study sample. To collecting data was used of Patrick, Hicks and Ryan’ s the academic self-efficacy scale (1997), Schommer’ s epistemo logical beliefs scale (1991), Congos’ s study skills scale (2009) and to measure academic performance of students was used of average scores of students in the first academic semester 2015-2016. in this study structural equation modeling was used to assess. the results of this study revealed that study skills and academic self-efficacy directly affect the academic performance of students. So the results of this study revealed that study skills and epistemological beliefs indirectly and through academic self-efficacy affect the academic performance of students. in this study the direct affect of epistemological beliefs on the academic performance of students was not proved. these findings of study support the mediating role of academic self-efficacy in the model causal relationship between epistemological beliefs and study skills on academic performance.

The purpose of this study was to prediction of academic self-handicapping behaviors based on academic engagement, quality of school life and sense of belonging to school male students of high school Rey city. The descriptive-correlation method was used. The statistical population consists of all the male students of high school Rey city in year academic 2017-2018 to 4000 male students. According to cluster sampling method, 350 male students were selected as samples and they were asked to fill in self-handicapping scale of Jones and Rhodewalt (1982), academic engagement scale of Fredricks, Blumenfeld and Paris (2004) quality of school life scale of Williams and Baten (1981) and measuring students’ sense of connectedness with school of Brew, Beatty and Watt (2004), and. The data were analyzed by tests of Pearson correlation and multivariate regression. Findings showed that there was a negative and significant correlation between academic engagement, quality of school life and sense of belonging to school with academic procrastination students (P<0/01). Regression analyses also revealed that 27/4 of variance of self-handicapping behaviors was explained by academic engagement, quality of school life and sense of belonging to school. This study confirmed the significant contribution of academic engagement, quality of school life and sense of belonging to school on self-handicapping behaviors of students.

Purpose: The purpose of this study was to predict addiction to cyberspace and tendency to high-risk behaviors based on emotional self-regulation in high school male students in Tehran. Method: The method of this research was correlational. The statistical population of this study was all male high school students in Tehran during the academic year of 2017-18. They were selected from the statistical population of Tehran city, district 18 of education and from all the schools of this educational area by cluster sampling method two high schools were selected and 150 students were selected in this study out of the student population of schools. In this study, the cyberspace addiction (Yang), Iranian youth risk assessment questionnaire and emotional self-regulation questionnaire (March) were used to collect the data. In order to analyze the research data, descriptive indexes such as mean and standard deviation, and statistical methods of multivariate regression analysis were used. Results: The results of the analysis of the research data showed that there is a significant negative relationship between cyberspace addiction and the tendency towards high-risk behaviors with emotional self-regulation of students, and tendency toward high-risk behaviors in comparison with addiction to cyberspace, Has a higher predictive value in the in students. Conclusion: According to the results of this study, it is suggested that clinical school advisers and psychologists consider psychological variables such as emotional self-regulation to prevent Cyberspace addiction and tendency to high-risk behaviors.

The main purpose of this study was to investigate the relationship between language learning curriculum and elementary components of social intelligence in elementary school students in Shahrekord. The present study is interdisciplinary in terms of research type. A researcher-made scale was used to collect data. The validity of the questionnaire was evaluated through experts 'and experts' opinions, and the reliability of the questionnaire was estimated using PLS software and composite reliability method of 0. 85 and convergent validity was 0. 83. The statistical population in the quantitative section consists of 13682 elementary school students in Shahrekord. Using a Morgan sampling table, 375 people were selected through cluster random sampling as a statistical sample. The qualitative part of the phenomenology method was used by 40 contributors among teachers through targeted sampling and semi-structured interviews for data collection. The main results of the research in the quantitative part showed that there is a significant relationship between linguistic curriculum and social intelligence components of students. Also, the results of the qualitative section indicated that, according to teachers, the highest priority of the effect of "linguistic curriculum enhances the skills of dating, decision making and self-awareness. "

The aim of this study was to investigate the effectiveness of the self-management training program on bullying and social acceptance among offenders. This study was quasi-experimental with pretest-posttest format and using experimental and control groups. The study population consisted of all male elementary prisoner students in the city of Tabriz. Through using available sampling and using Spellige and Holt's bullying behavior checklist (2001) and the social acceptance of Ford and Robin (1970), 50 students were selected as sample and divided into two groups of experimental and control. The experimental group received ten sessions of training in self-management skills classes whereas the control group received no training. And questionnaires were administered to both groups after the training. Data were analyzed using SPSS software and analysis of multiple covariance. The results of analysis of covariance showed there was significant difference among experimental and control group in bullying and item dimensions, and also, dimensions, the results were showed there was significant difference in social acceptance among two groups. Generally, the results showed self-management training could reduce bullying and increase social acceptance among prisoners.

The purpose of this study was to investigate the relation between mindfulness, internal and external academic motivation by mediated time perspective in Shahid Chamran University of Ahvaz’ s Students. The statistical population were all undergraduate students of Shahid Chamran University of Ahvaz. The sample consisted of 300 students who were studying in the academic year of 96-95. Samples were selected by simple random sampling. The Zimbardo and Boyd Time Perspective Questionnaire (1999), the Mindfulness Questionnaire (Bauer et al., 2006) and Hartre's Educational Motivation Questionnaire (1980) were used to measure the variables. The results of the path analysis showed that the mindfulness and future time were involved in predicting external and internal academic motivation, and the present fatalistic was only reciprocally related to external motivation. Results were discussed with respect to theories of motivation, mindfulness and time perspective. Mindfulness directly affects the internal and external motivation and helps improve motivation by improving mindfulness. Accordingly, it is difficult to distinguish relations with the time orientation due to the positive relationships between the two types of internal and external motivation. On the other hand, the prospect of future time orientation and focusing on increasing each motive is appropriate. But in order to improve external motivation, the present fatalistic time orientation must be reduced. In sum, the best prospect of time orientation to improving motivation is future time orientation.

Background: Reforms in higher education due to the advent of new technologies require a shift in traditional education. The flipped classroom approach can be a solution to such educational changes to create a student-centered individual learning environment. Materials and Methods: This approach, which is a type of blended learning, effectively integrates traditional and online education using both in and out of the classroom environment. The paper presents evidence around derived from a systematic review of the literature on the use of flipped classroom approach in higher education. A comprehensive search through multiple known databases identified a dataset of 548 papers from which 31 papers met the criteria for in-depth analysis. Results: The analysis revealed that flipped classroom approach has a positive effect on learning, reducing cognitive load, engagement, accuracy, motivation, attitude, satisfaction from the course, and self-efficacy in higher education. One of the most important challenges of the flipped classroom were the lack of familiarity and adaptation of the students to the flipped method, the increase of teachers' load and the learning issues of the video. Conclusion: According to the analysis of the findings of the selected research studies, it is concluded that the higher education system can effectively use this method.

The study of the transformation of personal epistemology in young children, as a research vacuum, has attracted the attention of specialists in recent years. The results of studies show that the transformation of beliefs in childhood can be studied in conjunction with the theory of mind. the purpose of this study was to investigate the evolution of beliefs in relation to the theory of mind and executive function in preschool children. The research method is cross-sectional. To this end, 110 children aged 6 years old were selected by available sampling method from preschools in Tehran For each child, two ideas of false beliefs (Weimer and Perner, 1983; Perner, Lickman, and Wimmer, 1987), . Two personal epistemology assignments (Bohr and Huffer, 2002) and the Wisconsin Card Classification test were considered Findings: There is a significant positive relationship between personal epistemology, theory of mind and executive function. Also, the results of regression analysis showed that personal epistemology is predictable through the theory of mind and executive functions Accordingly, in the first step, approximately 56% of the variance of personal epistemology was explained through the theory of mind. . In the second step, theory of mind and executive functions explained %73 of the variance in personal epistemology. Therefore, the coefficient of determination increased from %56 to %73 as the variable entered executive functions into the analysis.