JOURNAL OF EDUCATIONAL PSYCHOLOGY STUDIES
Year:2010 | Volume:7 | Issue:11|Papers Count:14

The aim of this study was to investigate the relationship between parenting meta- emotional style on self-efficacy and emotional intelligent between the student of Shiraz high schools.Participants included 324 students and one of their parents that selected via random cluster sampling. All parent participants completed parenting meta-emotional philosophy Questionnaire and their children completed self-efficacy and emotion intelligence questionnaires. The data were analyzed by one way ANOVA and T-test methods.The results showed that self-efficacy and emotion-intelligence in children is significant under the difference meta-emotional styles. The mean score of students in coaching and disapproving style was higher than the mean score of student in dismissing and laissez-fair styles.The findings have been discussed according to the related literature and some suggestions for more studies are presented.

This study aimed to study the relationship between children’s social-emotional skills with their sex, age and mother job status in a sample of 712 children (358 girls, 367 boys) 4-6 aged selected from kindergartens and preschools of Tehran. The mothers completed the Persian version of Kindergarten Inventory of Social/Emotional Tendencies (Miller, Michie, & Miller, 1997, Dadsetan et al., 2010). The results of MANOVA and T-test revealed girls were higher in social skills, communication skills and daily living skills and lower in maladaptive/ hyperactivity behaviors than boys.The 5-6 years old children had higher scores in controlling maladaptive/hyperactive behaviors and daily living skills than 4-5 years old group. The children who had employed mothers were higher in communication skills than who had housewife mother. The implications about understanding children behaviors and educational programming were discussed.

The present study aimed to explore the role of organizational support, computer experience, computer anxiety and computer self efficacy in predicting computer implementation among the experts of University of Tehran. In doing so, conceptual model of research has been designed and suggested using TAM model (Technology Acceptance Model) and theoretical and empirical literature has been used. In order to analyze data, path analyze was used. Findings showed that computer experience had direct and positive impact on computer implementation and also had direct and negative impact on computer anxiety, in other hand, organizational support had direct and negative impact on computer self efficacy, and in the same time had not direct and negative impact on computer anxiety.Also, computer self efficacy hadn’t any impact on computer anxiety and computer implementation, but computer anxiety had direct and negative impact on computer implementation. Furthermore, findings showed that only computer experience had indirect impact on computer implementation and this impact has been down by computer self efficacy.In other words, computer self efficacy had a mediator role between computer experience and computer implementation. Finally, the findings showed that the model has a good fitness with research data, and it can explain 20 percent of computer implementation variance.

The aim of this study was to examine the role of parental goal emphases on the self-regulated learning of senior students from Shiraz high schools. The participants were 722 students (379 females, 343 males) from district 1 and 4 of Shiraz high schools selected by multistage cluster sampling method. They completed Parental Goal Emphases, and Self-regulation Questionnaires. The results of examining reliability and validity of the questionnaires were satisfying.The results showed a significant positive relationship between parental mastery and performance goal emphases and students’ self-regulated learning. Furthermore, meta cognition and cognition were positively predicted by both of goal emphases. Motivation was positively predicted by performance goal emphases but negatively predicted by Parental mastery goal emphases. Results showed no significant differences between male and female students in parental mastery goal emphases and learning self-regulation, and cognition. Nevertheless, there was a significant difference between male and female in performance goal emphases, meta cognition, and motivation. Girls mean in goal emphases and meta cognition are more than boys mean. Boy mean in motivation is more than girls mean.

The relationship between identity styles (informational, normative and diffuse-avoidance), and cognitive (Life satisfaction) and affective (positive affect, negative affect) components of happiness was investigated. A sample of five-hundred-thirty students (353 girls, 177 boys) from Shiraz University who were selected via multi-stage cluster sampling method, completed the Identity Style Inventory (ISI-6G), Positive Affect and Negative Affect Scale (PANAS) and Satisfaction With Life Scale (SWLS).To determine reliability of measures, Cronbach Alpha Coefficient was used and to examine validity, factor analysis method was used. The results showed acceptable validity and reliability of instruments. Results of simultaneous multiple regressions showed that, informational style was positive predictor of positive affect. For negative affect, informational style was positive predictor and normative style was negative predictor. Life satisfaction was predicted by normative and diffuse-avoidance styles positively. These results confirmed the research hypothesis about the prediction of happiness by identity styles.

The purpose of the present study was to appraise the relation between emotional intelligence and coping strategies with success or failure in passing the University Entrance Exam. 195 students in their first term of freshman year at Tehran’s public universities and 199 applicants of University Entrance exam who had at least once taken the exam unsuccessfully in the past were selected through convenient sampling respectively as the success and failure groups in the study. All participants completed Emotional Intelligence Questionnaire and Coping Strategies. The success group scored better than the failure group on Optimism and Self-Actualization. They control their impulses better, enjoy from higher level of adjustment, and their overall emotional intelligence is higher than the failure group. The success group copes with stress better as the failure group uses coping strategies that are more emotion focused emotional and physical inhibition). Convergently, the findings indicated that there is a significant relation between language, high school’s grade point average, and level of income in success and failure groups. A significant correlation also was found between emotional intelligence and coping strategies.

In order to forecast math anxiety, the following variables were investigated using one-way ANOVA and regression analysis on self efficacy (Bandura, Kim and Park 1999), goal orientation (Heidary, 2010) and math anxiety (Betz, 1978) and gender. The responses of 581 subjects (295 females and 286 males) for the instruments were used for measuring the above-mentioned variables. The results showed that the level of math anxiety is different in student of various fields in second high school, also all aspect of self-efficacy is related and goal orientation with math anxiety and it is possible forecast around 46 percent of math anxiety based on these variables.