JOURNAL OF EDUCATIONAL PSYCHOLOGY STUDIES
Year:2019 | Volume:16 | Issue:33 |Papers Count:10

the aim of this study was to test the mediating role of emotion-regulation in the relationship between dysfunctional attitudes and social-anxiety disorder' symptoms. The sample of the research was including 241 high school girl's students in Tehran which were in the second multi-stage and was selected by random cluster sampling. The participants answered the questions of Social-Anxiety Scale for Adolescents(SASA), Dysfunctional Attitudes Scale for Child and Adolescents(DAS-CA)and Emotion-Regulation Questionnaire(DERS). In this study, inorder to test the mediating role at emotion-regulation in the relationship between dysfunctional attitudes and social-anxiety disorder' symptoms, structure equation model have been used. The results of the study showed that dysfunctional attitudes is having a positive and significant relationship between emotion-regulation and social-anxiety disorder. Also, this model showed that there is a positive and significant relationship between emotion-regulation and social-anxiety disorder. In this model, the relationship between emotion-regulation and social-anxiety was positive and significant. In addition, results showed that the partially mediated model of emotion-regulation on the relationship between dysfunctional attitudes and social-anxiety, had acceptable fit to data. In sum, on the one hand, the results provide further support for prediction of social-anxiety disorder's symptoms by dysfunctional attitudes and on the other hand, these findings show that the differentiation in numerical values related to emotion-regulation's variable is playing a role in anticipation he shared variance between conceptual cicles of dysfunctional attitudes and social-anxiety in adolescents.

Objective of this survey is to evaluate the mental-social and conceptual-kinetic ergonomic relationship of smart classes with students’ health. Its statistical population is all girl and boy students of grade six in primary schools who were studying in the smart classes in the city of Behshahr and includes 540 students. 225 samples were selected through convenience sampling by the use of Krejcie and Morgan Table. Survey tools included Goldberg-Hill General Health Questionnaire and the researcher-made questionnaire of mental-social and conceptual-kinetic ergonomic measurement. Validity of the questionnaires was approved by experts of ergonomy, specialist doctors and test-making professors after their modifications were exerted, and their reliability was measured respectively as 0. 87 and 0. 81. Data analysis was done by the use of SPSS for descriptive analysis (number, mean value, standard deviation, minimum, maximum, variance, view and median) and for deductive analysis (Pearson’ s correlation test and regression test). The survey findings showed that there is a significant and positive relationship between ergonomy of mental-social and conceptual-kinetic factors in the smart classes and students’ health. It means that by increase of ergonomy of mental-social and conceptual-kinetic criteria, students’ level of health increases; and ergonomy of mental-social criteria is more effective on students’ health than the ergonomy of conceptual-kinetic criteria.

The purpose of this study was to investigate the effect of metaphoric therapy on school satisfaction and resilience of students with decreasing academic performance in the second grade secondary school of Lenjan, 96-95. The statistical population of the study consisted of all students with poor academic performance in the academic year of 1996-96. 30 students were selected by multi-stage random cluster sampling and randomly assigned to two experimental groups (15 subjects) and control (n = 15). The research method was pre-test and post-test with control group. Meta-therapy interventions were performed for 8 sessions of 90 minutes in 2 sessions per week in the experimental group. The instrument used was Hubner's academic satisfaction questionnaire (1994) and the persistence of Connor and Davidson (2003). Data were analyzed using Mannova's covariance analysis. Analysis of the research data showed that the intervention of meta-therapy based education in two variables of school satisfaction and resilience led to a significant increase in performance in the experimental groups compared to the control group in the post-test phase. Education based on the meta-therapy approach on non-survival and resilience satisfies 92% and 84% of variation variation, respectively. Independent variable at this stage on the resiliency variable subscales including personal competence and solidity, trust in personal instincts and tolerance of negative emotions, positive admission of emotions and safe relationships, control and spiritual influences were 59, 77, 84, 77 and 58 percent, respectively. It explains the changes in dependent variables (P <0. 05).

The purpose of this study was to investigate students’ achievement motivation according to factors determining the quality of higher education. A descriptive and correlation design was used for the research with data collected using questionnaire. The statistical population included students in Colleges of agriculture at Universities of Tehran, BouAli Sina, Ilam, Shahid Bahonar Kerman, and Shiraz (N=6958). According to Cochran Formula, a sample of 273 students selected, using proportional random sampling method. To assess achievement motivation, Pintrich et al. scale of motivated strategies was used and to assess quality determinants, researcher-made a scale was used. Reliability and validity of instrument were determined through opinions of faculty members and application of Cronbach's Alpha (achievement motivation=. 86 and factors determining the quality=. 91). The findings showed that there were positive and significant correlation between achievement motivation and determinants of quality (including: quality of process, interaction, educational atmosphere, object, and infrastructure). Also, discriminate analysis indicated that about 51% of variation of discriminate score could be explained by the three variables including satisfaction toward quality of process, educational environment, and interactions. Accordingly, it is impotant to pay attention to the aforementioned factors.

The present study was carried out to investigate the effectiveness of cooperative Teaching-learning method Jig-Saw on academic performance of students of educational sciences in Shahid Motahari pardis at Farhangian University in Sistan and Baluchestan Province in 1395. A quasi-experimental research was a pretest-posttest and follow-up study with control group. The statistical population consisted of all undergraduate students in the field of educational science of the pre-school-elementary school of shahid Motahari Pardis at Farhangian university of Sistan and Balouchestan province in the year 1395. 60 subjects(30 experimental group and 30 control group) were selected using purposeful sampling. For data analysis, one-factor and multi-variable covariance analysis (MANCOVA) and repeated measures variance (ANOVA) analysis were used. The results showed that there is a significant difference in the control group between the mean of academic performance of the follow-up period with pre-test and post-test. In other words, the passage of time has reduced the academic performance of students over the pre-test and post-test time.

The aim of this research was investigate the role of analytical intelligence in career interests with mediated by academic achievement of specific subjects in students. This is a descriptive-analytical study of structural equation modeling. The population included all high school students at the mathematical, experimental and humanistic fields of Urmia. Totally 370 students were selected by cluster random sampling method and completed the analytical intelligence scale and career interests’ scale. The mean of specific lessons of mathematical, experimental and humanistic considered as an indicator of academic achievement. The data were analyzed by structural equation modeling. The findings showed analytical intelligence with mediated academic achievement at the mathematic, physics, chemistry and biology lessons has direct and indirect positive and significant effect on all aspect of vocational interests. In addition the analytical intelligence with mediated academic achievement at the islamic studies, arabic, english and persian literature lessons has an indirect negative and significant effect on all aspect of vocational interests. The findings emphasize the importance of the impact of analytical intelligence and academic achievement at the specific lessons on career interests of high school students.

This study aimed to examine the relationship of meanings of education with perceived stress and academic optimism. A corpus of 375 senior high school students in Neishabur (125 female students and 250 male students) was selected as a sample using a stratified random sampling method. The participants were evaluated by Meanings of Education Scale, Perceived Stress Inventory, and Academic Optimism Survey. Data were analyzed using a Pearson correlation coefficient, a one-sample t-test, an independent t-test, and a stepwise regression analysis. Results indicated that meanings of education were not significantly related to perceived stress and academic optimism. However, there was a significant difference in meanings of education between the male and female students. The female students’ mean score on meanings of education (301. 76) was higher than that of their male counterparts (284. 85).

Parental divorce is considered as a form of children's security umbrella that can put a significant impact on their mental health, and social. The aim of this study was to examine the effectiveness of problem-solving skills training on increasing social adjustment and regulatory self-strategies in children of divorce in Tehran that took place a half way test of the type of test in advance – so the test with the control group. Statistical research community includes all children of divorce was the regions 10 and 11 in Tehran in 96. Using the method of sampling was considered available, a sample number of n = 60 (male) who were subjected to random testing for 30 people 30 people in the Group and in the control group. For data collection was used questionnaire social adjustment of California (a short form of the 90 questions) and its learning strategies questionnaire setting (question 47). For the analysis of Covariance analysis of data was used to one-way. Therapeutic intervention for group testing was performed for 90 minute session 5. The results of the study showed that the problem-solving skills training has caused an increase in social adjustment and regulatory self-strategies in children of divorce.

The purpose of this study was to investigate the effect of the curriculum integration approach on the academic achievement of fourth grade female students in Khash city. The research method is quasi-experimental. The statistical population of the whole population is the fourth grade of elementary school in Khash city in the academic year 95_94 (n = 4922); 60 female students (30 in the experimental group and 30 in the control group) were sampled Random sampling were selected. The researcher's academic achievement questionnaire has been developed in three areas (cognitive, emotional, and psycho-motor). Validity was obtained by the professors and experts of the faculty of sciences in the University of Sistan and Baluchestan and reliability was 0. 88 by Alpha-Cronbach test. The results of the comparison showed that the academic achievement of female students in the control and post-test groups was different (after completing the syllabus curriculum), which means that the implementation of the integrated syllabus has been able to increase the score The academic achievement of mathematics, science, social studies, Farsi, and arts in three areas of cognitive, emotional, psychoanalytic, and behavioral learning of students in the group will be tested.