JOURNAL OF EDUCATIONAL PSYCHOLOGY STUDIES
Year:2017 | Volume:13 | Issue:24 |Papers Count:9

One of the major problems in educational systems is students' probation during their course of study. With regard to the importance of identifying factors affecting on the probation, this study was performed to determine the status of use self-regulating learning in normal and probation students of Islamic Azad University Sepidan Branch. In order to achieve this goal, 268 students were selected that included 59 probation students (39 male, 20 female) and 209 normal students (129 male, 80 female). Data was gathered by two questionnaires including demographic characteristics questionnaire and Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990). Independent sample t-tests were performed to identify the presence of significant differences in the scale scores at group level. The analyses of data showed that, normal students reported significantly higher scores for cognitive and meta-cognitive strategies compared to the probation group of students. The same group also reported higher scores for, motivational beliefs, which is more of a surface strategy. But, no significant difference was found among girls and boys in motivational components and self-regulated learning strategies.

iveness is an important component of social relationships and social skills that can be influenced by various factors such as parenting styles and discipline styles. Thus this study aimed to investigate the relationship between parenting styles and discipline styles with assertiveness of students was conducted. The research method was descriptive-correlation (the regression type). That among high school students in the city of Zabol in the academic year 2015-2016. A stratified random sampling of 360 students that through three parenting styles questionnaire responded Diana (1972), Dare Interrupt Gambrills and Ritchie (1972) and disciplinary practices perceived Ramezani (2010) were studied. To analyze the data, Pearson correlation coefficient and multiple regression were used. Results showed Permissive parenting style is associated with assertiveness (p>0. 05). But between authoritative parenting style with assertiveness positive and significant relationship and there is a significant negative relationship between authoritarian style of assertiveness (p<0. 01). The regression results also showed that parenting styles explain their assertiveness 50. 9 percent of the variance. Another finding of this study showed that there is no significant relationship between discipline styles Forty-with assertiveness (p>0. 05). But between disciplinary partnerships style with assertiveness there is positive and significant relationship and there is significant negative relationship between arbitrary disciplinary styles with assertiveness (p<0. 01). The regression results also showed that 54. 3 disciplinary styles percent of the variance explain their assertiveness. According to the results, parenting holding courses for parents and recommended disciplinary styles courses for administrators and teachers. Assertiveness is an important component of social relationships and social skills that can be influenced by various factors such as parenting styles and discipline styles. Thus this study aimed to investigate the relationship between parenting styles and discipline styles with assertiveness of students was conducted. The research method was descriptive-correlation (the regression type). That among high school students in the city of Zabol in the academic year 2015-16 A stratified random sampling of 360 students that through three parenting styles questionnaire responded Diana (1972), Dare Interrupt Gambrill and Ritchie (1975) and disciplinary practices perceived Ramezani (2010) were studied. To analyze the data, Pearson correlation coefficient and multiple regression were used. Results showed Permissive parenting style is associated with assertiveness (p>0. 05). But between authoritative parenting style with assertiveness positive and significant relationship and there is a significant negative relationship between authoritarian style of assertiveness (p<0. 01). The regression results also showed that parenting styles explain their assertiveness 50. 9 percent of the variance. Another finding of this study showed that there is no significant relationship between discipline styles Forty-with assertiveness (p>0. 05). But between disciplinary partnerships style with assertiveness there is positive and significant relationship and there is significant negative relationship between arbitrary disciplinary styles with assertiveness (p<0. 01). The regression results also showed that 54. 3 disciplinary styles percent of the variance explain their assertiveness. According to the results, parenting holding courses for parents and recommended disciplinary styles courses for administrators and teachers.

The present study aimed to determine the role of the belief in a just world in predicting life satisfaction among female university students. The method of this study was descriptive-analytical followed a correlational design. 368 female students at University of Sistan and Baluchestan were selected using the cluster sampling method. The data was collected using the Beliefs in a Just World Scale (BJWS) and the Satisfaction with Life Scale (SWLS) and in the data analysis, the Pearson correlation coefficient and stepwise regression analysis were used. The results indicated that the dimension of the belief in an unjust world was significantly and diversely related to life satisfaction and the beliefs in a just world for everyone, in a just world for others, and in a just world for self were significantly and positively correlated with life satisfaction. Moreover, the results of stepwise regression analysis conducted to predict life satisfaction revealed that in the first step, the beliefs in a just world for self alone predicted 0. 19 and in the second step, the beliefs in a just world for self and the beliefs in an unjust world together predicted 0. 21 of the variations in life satisfaction. Therefore, the belief in a just world decreases negative emotional states and increases positive emotional experiences and, in general, such a belief leads to high levels of satisfaction with life. The present study aimed to determine the role of the belief in a just world in predicting life satisfaction among female university students. The method of this study was descriptive-analytical followed a correlational design. 368 female students at University of Sistan and Baluchestan were selected using the cluster sampling method. The data was collected using the Beliefs in a Just World Scale (BJWS) and the Satisfaction with Life Scale (SWLS) and in the data analysis, the Pearson correlation coefficient and stepwise regression analysis were used. The results indicated that the dimension of the belief in an unjust world was significantly and diversely related to life satisfaction and the beliefs in a just world for everyone, in a just world for others, and in a just world for self were significantly and positively correlated with life satisfaction. Moreover, the results of stepwise regression analysis conducted to predict life satisfaction revealed that in the first step, the beliefs in a just world for self alone predicted 0. 19 and in the second step, the beliefs in a just world for self and the beliefs in an unjust world together predicted 0. 21 of the variations in life satisfaction. Therefore, the belief in a just world decreases negative emotional states and increases positive emotional experiences and, in general, such a belief leads to high levels of satisfaction with life

The present research was aimed to investigate predicting academic burnout based on alexithymia, negative emotions and self-esteem in university students. For this purpose, participants who were a group of 407 students of Kerman Islamic Azad University and were selected via multi-stage cluster sampling method; completed four scales including academic burnout, mental severity (negative emotions: depression, anxiety, and stress), alexithymia and self-esteem. Findings: Results of regression analysis showed that self-esteem negatively predicts all of academic burnout dimensions. Alexithymia, stress and self-esteem, positively predict academic apathy. In addition, alexithymia positively predict academic exhaustion and academic apathy. The results also showed that the anxiety does not significantly predict dimensions of academic burnout. Conclusion: findings indicate the role of self-esteem, alexithymia, stress and depression in academic burnout. As this phenomenon is an obstacle in the academic improvement pathway, it is necessary for educators to develop and apply special programs for preventing academic burnout while considering above mentioned variablesPurpose: The present research was aimed to investigate predicting academic burnout based on alexithymia, negative emotions and self-esteem in university students. For this purpose, participants who were a group of 407 students of Kerman Islamic Azad University and were selected via multi-stage cluster sampling method; completed four scales including academic burnout, mental severity (negative emotions: depression, anxiety, and stress), alexithymia and self-esteem. Findings: Results of regression analysis showed that self-esteem negatively predicts all of academic burnout dimensions. Alexithymia, stress and self-esteem, positively predict academic apathy. In addition, alexithymia positively predict academic exhaustion and academic apathy. The results also showed that the anxiety does not significantly predict dimensions of academic burnout. Conclusion: findings indicate the role of self-esteem, alexithymia, stress and depression in academic burnout. As this phenomenon is an obstacle in the academic improvement pathway, it is necessary for educators to develop and apply special programs for preventing academic burnout while considering above mentioned variables.

The present study aimed to investigate the effectiveness of healthy behavior training in problem solving styles and strategies of coping with problems in adolescent students in second education and training region of Zahedan. The study population of research consisted of all high school male students. At first stage, one high school was selected by simple random sampling method and pre-test was administered among third grade students. The sample population involved 50 participants that were randomly selected and placed into two experimental and control groups. The study method was experimental with pre-test, post-test and follow up. In order to collect data, two scales were administered: Problem Solving Styles (PSS) and Adolescent Coping Scale (ACS). The experimental group received 10 ninety minute sessions of healthy behavior training with emphasis on problem solving but the control group received no training. All subjects were assessed in before training, after training and after 2 months follow up stages. To analyze data, Multivariate Analyze of Covariance (MANCOVA) and Analysis of Covariance (ANCOVA) were used. The results indicated that healthy behavior training with emphasis on problem solving was effective in enhancement of constructive problem solving styles and adjusted coping styles in both post and follow up stages (P <0. 001). The present study aimed to investigate the effectiveness of healthy behavior training in problem solving styles and strategies of coping with problems in adolescent students in second education and training region of Zahedan. The study population of research consisted of all high school male students. At first stege, one high school was selected by simple random sampling method and pre test was administered among third grade students. The sample population involved 50 participants that were randomly selected and placed into two experimental and control groups. The study mehtod was experimental with pretest, post test and follow up. In order to collect data, two scales were administered: Problem Solving Styles (PSS) and Adolescent Coping Scale (ACS). The experimental group received 10 ninty minute sessions of healthy behavior training with emphsis on problem solving but the control group received no training. All subjects were assessed in before training, after training and after 2 month follow up stages. To analyze data, Multivariate Analyze of Covariance (MANCOVA) and Analysis of Covariance (ANCOVA) were used. The results indicated that healthy behavior training with emphsis on problem solving was effective in enhancement of constructive problem solving styles and adjusted coping styles in both post and follow up stages (P <0. 001).

The main purpose of this research was the relationship between the self-compassion and mindfulness with female students' academic stress. Research method is correlation. The population consisted of 2, 900 female students. Sampling method was multistage random cluster which includes 341 female students. Measurement tools included Neef’ s self-compassion, Baer’ s mindfulness and Zajacova’ s Academic Stress. The results showed that significant relationship mindfulness with academic stress (P<0/01) and the self-compassion with academic stress (P<0/01). Regression analysis showed that 32 percent of the variance in academic stress predicted by mindfulness and self-compassion. Consequently, mindfulness and self-compassion as the positive constructs is effective in reducing female students' academic stress.

Teacher-targeted anti-bullying programs are recent educational proceedings to control the prevalence of bullying in schools. This study aim was to determine the relationship between teachers' beliefs about bullying and behavior management strategies in class. The research method is descriptive and correlation. In order to implement these research 207 male and female teachers were selected from ahar elementary schools by using stratified random sampling. The students' social behavior scale and classroom behavior management strategies (Troop & Ladd, 2002) were used to gather information. Based on the results, there is a positive and significant relationship between normative beliefs of teachers and strategies of separation of students and advocate avoidance, also there is a positive and significant relationship between avoidance beliefs of teachers and strategies of advocate avoidance and parents' involving. Given the role of teachers’ knowledge and beliefs about students bullying and bullies, it can be predicted that the inappropriate behavior management strategies to increase the bullying behavior in class. According to this, increase teachers’ knowledge about behavioral phenomena such as bullying and appropriate classroom behavior management strategies should be considered as an important part in school-based anti-bullying programs. Teacher-targeted anti-bullying programs are recent educational proceedings to control the prevalence of bullying in schools. This study aim was to determine the relationship between teachers' beliefs about bullying and behavior management strategies in class. The research method is descriptive and correlation. In order to implement these research 207 male and female teachers were selected from ahar elementary schools by using stratified random sampling. The students' social behavior scale and classroom behavior management strategies (Troop & Ladd, 2002) were used to gather information. Based on the results, there is a positive and significant relationship between normative beliefs of teachers and strategies of separation of students and advocate avoidance, also there is a positive and significant relationship between avoidance beliefs of teachers and strategies of advocate avoidance and parents' involving. Given the role of teachers’ knowledge and beliefs about students bullying and bullies, it can be predicted that the inappropriate behavior management strategies to increase the bullying behavior in class. According to this, increase teachers’ knowledge about behavioral phenomena such as bullying and appropriate classroom behavior management strategies should be considered as an important part in school-based anti-bullying programs.