JOURNAL OF EDUCATIONAL PSYCHOLOGY STUDIES
Year:2020 | Volume:17 | Issue:37 |Papers Count:15

This study aimed to evaluate the efficacy of centered training on modifying teachers 'learning orientation on teachers self-efficacy and fourth grade students academic self-concept. Sixty teachers were selected by screening method and 30 teachers in the experimental group and 30 in the control group were replaced. 3 students were randomly selected from each teacher. 90 students were assigned to the experimental and control groups and The experimental group received 6 sessions training of teacher orientation learning focused on international teacher professional learning preparation. . The questionnaire of teachers 'self-efficacy and academic self-concept was used. Data analysis showed that training focused on moderating teachers orientation learning was effective on teachers self-efficacy and students academic self-concept. training focused on modifying teacher orientation learning resulted in a significant difference between groups in teacher self-efficacy of 58%. It also led to a significant difference between the groups in students academic self-concept by 26%. According to the findings, it can be concluded that changes in teacher learning orientation can affect on teachers self-efficacy and students academic self-concept.

The purpose of this study is to investigate the relationship between critical thinking skills and math problem solving ability of students by mediating role of achievement motivation and attitude toward mathematics. The statistical population of this study includes all sixth grade students in Mashhad in the academic year 2018. For this reason, a sample of 440 students was selected using multi-stage cluster sampling. Students completed Cronel Level x Critical Thinking Questionnaire, Achievement Motivation, Attitude toward Mathematics and Mathematical Problem Solving Test. This research is correlational and data analysis was performed using path analysis method. The results showed that critical thinking skills had a significant positive effect on the math problem solving ability of students. In addition, it turned out that the attitude toward mathematics has a significant positive effect on the math problem solving ability of students. The achievement motivation does not effect on the math problem solving ability of students, but it has a positive and significant impact on the attitude toward mathematics. It was also found that despite the positive and significant effect of critical thinking skills on the attitude toward mathematics and the achievement motivation, these two variables, namely, the attitude toward mathematics and the achievement motivation, do not have a mediator role between critical thinking skills and the math problem solving ability of students.

The purpose of this study was to determine the effectiveness of positive education on meaning in life and savoring among high school students. The research design was a quasi-experimental with pretest-posttest control group. The statistical population was all Shiraz secondary school students in academic year 1395-96. The participants were 240 students (120 boys and 120 girls) in tenth and eleventh grades, which were selected using multi-stage random cluster sampling method and randomly assigned into experimental and control groups. They completed the meaning in life questionnaire (Steger et al, 2006), and savoring scale (Bryant & Veroff, 2007) in their regular classes. The experimental group received the positive education training based on positive psychotherapy program (Rashid & Seligman, 2011) for fourteen sessions and two sessions per week. The findings using multivariate analysis of covariance and univariate analysis of covariance showed that experimental group had a statistically significant progress in sense of meaning and savoring in comparison with control group. According to this research findings, it can be concluded that the positive education training in schools can promote students’ psychological strengths to attain academic success.

aim Mathematics disorder is one of the most common disorders in students. The first step in the treatment of this disorder is correct and timely diagnosis; therefore, the tools and methods for the diagnosis of mathematics disorder are reviewed in this study. Methods This descriptive-causative study is a comparative study using a library method for collecting data and information. The statistical population includes all researches in the field of mathematics disorders which 58 valid studies are selected as the samples by objective method from internal valid sites that indexer of the scientific and research achievements. Diagnostic methods and tools related to mathematics disorders are extracted in this research and the results are analyzed using SPSS software. Results The results indicate that 46/6 percent of internal researches connected with mathematic disorder used the criterion-based diagnosis for the diagnosis of mathematics disorder (27 diagnosis from 58 diagnosis) which is not recognized valid by the statistical diagnostic guide and psychiatric disorders (5), since the exact components of the disorder in this diagnosis it is not clear. Also, the results show that the other weakness of the criterion-based diagnosis is that there is no meaningful agreement in the use of unit and valid criteria. Conclusion The performed diagnosis is thoughtful and there is a great deal of difference in the diagnosis of the disorder based on the used criteria; therefore, the development of standard tools for the diagnosis of mathematics disorder is important.

The purpose of this study was to investigate the effectiveness of verbal self-instruction skills training on social anxiety (fear of negative evaluation, social avoidance and distress in new situations, social avoidance and distress general) of shy students. The research method was semi-experimental with pre-test and post-test design with control group. The statistical population of the study consisted of all secondary school students in Ardabil during the academic year of 2018-2019. Among them, 40 students with shyness were selected using cluster random sampling method. They were selected as the sample and were replaced in experimental groups (20) and controls (20 people). The experimental group received 10 sessions of verbal self-instruction skills and the control group did not receive any training. Lagresa Social Anxiety of Adolescents Questionnaire (1998) and the Revised Shyness Questionnaire (1983) was used to collect data. Data were analyzed by multivariate analysis of covariance analysis. Findings showed that training of verbal self-instruction skills caused a significant decrease in social anxiety (fear of negative evaluation, social avoidance and distress in new situations, social avoidance and distress general) in schizophrenic students. Therefore, this kind of training can be used to promote the social skills of shy people.

This study aimed to investigate the role of family communication patterns and classroom psychosocial and social environment in addiction to mobile-based social networks. The current study had a statistical population including all male senior high school students in Zahedan. 244 students were selected by using a multistage sampling method. In order to collect data, Koerner and Fitzpatrick Family Communication Patterns Questionnaire, Fraser et al. Classroom Psychosocial Environment Inventory, and addiction to mobile-based social networks questionnaire were used. The results indicated that both dimensions of family communication patterns were significantly and negatively related to addiction to social networks and among the dimensions of classroom psychosocial environment, friction and competition had significant and positive relationships with addiction to social networks and cohesion and discipline had significant and negative relationships with it. The results of a stepwise regression analysis showed that conversation, friction, conformity, competition, and cohesion could explain a total of 49% of variances in addiction to social networks. Therefore, according to the findings of the present study, families can be suggested to adopt conversational strategies when interacting with their children and teachers are recommended to direct their classroom environments towards cohesion and constructive engagement.

The main purpose of this research was the role of life satisfaction in predicting Anger in the school environment. The research method was descriptive correlation. The statistical population included all the Secondary School students in saravn. The statistical population size was 7054 students. The number of 248 students, using Morgan's table were selected as a research sample. A cluster sampling was used as the sampling method. The Satisfaction With Life Scale (SWLS(1985, and Multidimensional School Anger Inventory (MSAI)1998 were used to obtained the necessary date to test research hyposis. The mentioned data’ s content-related reliability was estimated to arrange 0/81, and 0/79by using the Cronbach's Alpha Coefficient. To analyze the data, Pearson correlation coefficient, and linear regression have been used. The results showed that There was a negative and significant relationship between life satisfaction and Anger in the school environment. The Results revealed that life satisfaction predicted Anger in the school environment.

The subject of "self-consciousness" has been mentioned in the Islamic narrative texts with titles such as superior knowledge, ultimate knowledge and superior wisdom. Islamic philosophers and mystics have in turn examined this important issue. The purpose of this study was to investigate the effectiveness of self-awareness training on reducing stress in students of Quran Science Department and Hadith of Sistan and Baluchestan University of Theology. This was a quasi-experimental study with experimental and control group. The statistical population of the study consisted of 30 students (15 in experimental group and 15 in control group) who were assigned by available sampling method. Perceived stress questionnaire (pss14) was used for data collection. The experimental group received 8 sessions (90 minutes, one session per week) of self-awareness training program based on Quranic teachings and traditions and the control group received no training during this period. Analysis of covariance analysis showed that self-awareness training is effective on reducing stress and anxiety of students, so it is suggested to use self-awareness training from the perspective of Islamic teachings to reduce psychological stress in students.

Computer games have made a profound change in teenagers' leisure time and have become the most popular form of entertainment. Attitudes toward violence, empathy, and moral development are important variables associated with a variety of computer games. The purpose of this study was to compare attitude toward violence, empathy and moral development in adolescent users of computer games in a descriptive and correlational study. 144 students were selected through cluster random sampling from male and female students in the first grade of high school in district 15 of Tehran's education district. O, the Attitude toward Violence-Adolescents Scale, Social Moral Reflection Questionnaire-Short Form, and Emotional Empathy Questionnaire. Data were analyzed using multivariate analysis of variance and Scheffe post hoc test. According to the results, the use of computer games was positively correlated with attitude toward violence and negatively correlated with empathy and moral development. There was also a significant difference between users of different types of computer games in empathy, attitude toward violence and the amount of use of computer games, while there was no significant difference in moral development. Accordingly, attitudes toward violence and empathy are relevant and important variables in relation to the types of computer games that can affect different types of computer games that, according to them, may be relevant. By designing and implementing programs and interventions, one can reduce positive attitudes toward violence and increase empathy.

The purpose of this study was to investigate the effect of negative emotions (anxiety and depression) on reading comprehension and problem solving in order to elaborate a structural model in the elementary period of the city of Hamedan in the 96-95 academic year. For this purpose, 8000 primary school students of 287 students (159 girls and 128 boys) were selected through random cluster sampling in the fourth grade. Selected sample at a meeting, a researcher-made reading comprehension test, Hepner and Kreskov problem-solving questionnaire (1987), anxiety and depression inventory questionnaire of Abishotani et al. (2016) completed the parental version. The results of the estimation of the final model of the research show that among the variables considered in the prediction of problem solving, the highest coefficient was related to the direct anxiety variable (p <0. 01) and (0. 71) Directly through the reading comprehension, it was 10. 10 (p = 0. 01). This value was in the direct mode (-0. 44) (p = 0. 01) and indirectly through comprehension-0. 90 0 = p). Based on this, it is clear that understanding comprehension has a mediator role in reducing the effect of depression and anxiety on problem solving.