JOURNAL OF EDUCATIONAL PSYCHOLOGY STUDIES
Year:2012 | Volume:8 | Issue:14|Papers Count:9

This article presents an account of the stages of a reliability objective instrument in order to measure life skills. In this way, we can understand the students’ weakness in different domain of life skills in the yard of five elementary schools. And we can help students based on their cognitive and affective characteristics and normalizing it in Tehran city. This test has four subdivisions such as social skills, self regulation, self controlling, and social responsibility. Primary designee of life skills test has contained 50 questions. After administering the pre test (to 120 students) and the final administration of the test to 300 students in the fifth grade level of elementary school in Tehran (81_82), the designee was analyzed. The results obtained from the classical model and Item Response Theory (IRT) indicated that the mentioned scale consisting of 42 questions was significant to measure the life skills of the society subject group.

This study was designed to examine the relationship between mothers' childrearing styles and intelligent, slow paced and normal teens' social maturity. For this purpose, 194 girls and boys students from gifted (a simple randomized), exceptional (census method) and public (multi-stage cluster sampling) schools of Ghaenat city (South Khorasan Province) were selected in the 89-90 school year. The instruments used in the present study are questionnaires of Bamariend childrearing styles and Rao social maturity (RSMS). Results showed that the logical authority style is a positive and significant predictor for social maturity and its dimensions. Also, IQ differences between groups in terms of social maturity dimensions are significant. Between intelligent and slow paced normal and slow paced is a positive and significant difference in social maturity dimensions. This difference is higher between intelligent and slow paced in personal and social adequacy dimension and also between normal and slow paced in interpersonal adequacy dimension. There is no significant difference between intelligent and normal groups in social maturity dimensions. The best mothers' childrearing style is logical authority style. In reaching social maturity, intelligence has a significant role. Intelligent, slow paced and normal persons don't reach social maturity at a certain age.

This study reviews and compares maladaptive and maladaptive social behaviors of students who were dependent or independent to computer games. The study population included all students in the second year of public guidance schools in the city of Isfahan. For this purpose, 600 students were selected by multiple steps stratified sampling. For collecting data, two questionnaires including: 1) Anuthawarn’s questionnaire for measuring students’ games addiction and 2) Inderbitzen & Foster’s questionnaire for measuring adaptive and maladaptive social behavior skills were used. For measuring demographic information, researcher made questionnaire was used. Data were analyzed by using t test by SPSS software. Results indicated that social behavior between students who were dependent to computer games was different with students who were independent to computer games. There were significant differences between two groups in terms of adaptive behaviors such as (cooperation, responsibility and fearless) and maladaptive behaviors such as (selfishness, low self esteem, and lack of responsibility, and aggressiveness). There were no differences between two groups in terms of sympathy and openness.

The purpose of the present study was to examine the relation of internet addiction with family functioning and mental health among students. Two-hundred and eighty students from Tehran middle schools were selected by multiple cluster sampling method. They participated in the present study by completing internet addiction questionnaire, family functioning scale and mental health questionnaire. The method of this study was descriptive and correlational. in order to analyze the results, descriptive statistics (frequency and percentage) and inferential statistics (correlations and regressions) were used. The results showed negative significant correlation between internet addiction and some subscale of family function such as assertiveness, entertainment orientation and religious emphasis. Results also indicated positive significant correlation between 3 subscales of family functioning including dissociation، conflicts and authoritarian family style with internet addiction. No significant correlations were found between other subscales and internet addiction. Regarding the relationship between mental health and addiction to Internet, research results indicate a significant positive correlation between overall mental health score and two subscale of depression and somatization with internet addiction. Results of regression analysis also showed that, among all the predictive variables related to family functioning, entertainment orientation and dissociation explains the most variance of internet addiction. The results of the regression analysis between the scores of Internet addiction and mental health also suggests somatization role in explaining the variance of Internet addiction. The results of this study confirmed the negative effects of Internet addiction on mental health and emphasized the importance of family on intensifying internet addiction. Hence in designing treatment programs, family environment must be considered.

The main aim of current survey was to evaluate the validity and reliability of the multidimensional student’s life satisfaction (MSLSS). A sample of 765 of the secondary school students (Female=376, 389=Male) has been selected using clustered multiple stage random sampling and were asked to complete the multidimensional students life satisfaction (MSLSS). The psychometric findings of the reliability coefficients (that the Internal Consistency (a) and Split-half Coefficients) for all sub-scales as well as the total score of MSLSS were found high and acceptable. Applying the factor analysis, using main components and values more than 1, eleven factors was obtained and 57.64 of variance can be determined, in general, current study provide more evidence for the validity and reliability of the multidimensional students life satisfaction (MSLSS).

This study was aimed to explain academic procrastination based on locus of control and religious beliefs. A sample of 447 Shiraz University students (225 females and 222 males) who were selected via purposive sampling procedure participated in the research. Academic Procrastination Scale, Internal Locus of Control Scale, and Scale of Religious Orientation with Emphasis on Islam were completed by participants. Generally, results showed that academic procrastination, as a total score, can be negatively predicted by internal locus of control and ethic component in religious orientation. It was revealed that ethic component in religious orientation and internal locus of control are significant negative predictors for procrastination in preparing homework (assignments) and procrastination in preparing term papers، as two components of academic procrastination. Procrastination in preparing for exams, as another component of academic procrastination, can be predicted by none of independent variables. Comparison for gender differences showed that male students scored significantly higher than females in general academic procrastination and procrastination in preparing assignments. Also, it was revealed that students who were studying in religion-relevant disciplines, scored significantly lower than students who were studying in religion-irrelevant disciplines in academic procrastination scale and its subscales. In the final section of article, findings are discussed in the light of previous literature and suggestions for further research in this area are set forth.

The aim of this study was to determine the relationship between self- perceptions and self-efficacy with test anxiety of high school student in Zahedan. Correlation method was used in this research. Statistical population comprises all students of high school in Zahedan. The sample was consisted of 320 students. The selection of samples was based on random cluster. The instruments used were 3 questionnaires: 1) self- perception scale 2- self-efficacy 3-test anxiety. Results showed that there is a significant negative correlation between self-efficacy and test anxiety. Also a significant positive correlation was found between self- perception including passiveness, actorness and aggressiveness perception and test anxiety. Result of stepwise regression showed that from the components of self-perception, the passiveness lonely predicted 0.25 and along with actorness 0.29 of anxiety variances. Moreover, results indicated that self-efficacy of boy students was more than girl students. Test anxiety of girl students was significantly more than boy students. But there is not significant difference between self- perception of boys and girls.