JOURNAL OF EDUCATIONAL PSYCHOLOGY STUDIES
Year:2011 | Volume:8 | Issue:13|Papers Count:11

The aim of this study was to investigate relationships between emotional intelligence and academic achievement with mediator of academic satisfaction.The 386 high school students were tested using the Emotional Intelligence Questionnaire (Petrides & Furnham, 2001, cited in Marenani, 2003) and Academic Satisfaction Questionnaire (Ahmadi, 2010). Grade point average was selected as an index of academic achievement.Multiple regression analysis (Baron and Kenny, 1986) revealed that scores of emotional intelligence predicted Academic achievement with mediator of academic satisfaction. In addition, the scores of emotional intelligence showed significant direct effect on academic achievement.

According to the important Cultural-Religious scholar’s ideas on society and education, the goal of this research is finding similarities and differences of teacher and the student characteristics and their relations from the viewpoints of Imam Mohammad Ghazali and Thomas in order to find to what extend there is a fit between this educational strategy and the context of Iranian culture.In this study, Analytical –comparative research has been used. So, the related writings related with research questions has been obtained from current references and then comparative study of these two viewpoints has been used and their similarities and differences has been obtained.The research results show that these two scholars have similarities and differences on teacher and student characteristics and their relations Of course their similarities are more than their differences. The research results shows that both of two scholars have many common viewpoints about teacher and student characteristics and their relations, for example both of them believe that the God is the real teacher of humans, the teacher task is purification and guidance of students, so the teacher is responsible to help the students to reach to prosperity happiness and obey God commend. However these two religious thinkers have some differences about the priority of learning science, learning voluntary and compulsory science and process of education.

This paper researches the effect of assertiveness training on the social skills of pre-university female students.In this semi-experimental research 50 Students from Varzagan schools were randomly selected and then assigned in to two experimental (25 Students) and control (25 Students) groups. In this study, Matson social skills scale was used and data were analyzed by one way analysis of covariance (Ancova).The findings revealed that Assertiveness Training has positive and significant effect on social skills. These data implicitly indicate that the application of assertiveness training in academic environments has a significant effect on the improvement of the students social skills and their life (p<0/001).

This study was performed using a mix method research model. The purposes of the research were trifold, first a deep understanding of the private tutoring phenomena, second, describing its nature and scope, and finally, assessing participants’ effective attitudes regarding private torturing’s impacts on the learning from different views.There were 900 participants in three groups: teachers, high school students and their parents in Sanandaj, capital of Kurdistan province in Iran. To collect data, thick interviews and questionnaires with good reliability and validity were applied.Results showed that most students felt that they do not receive enough formal instruction and family support, and they have to seek private tutoring at the same time. While they were in school, they received private tutoring. Results showed that five factors have influence on the trends in the private tutoring that include advertising of institutions, families income level and social economic class, low capacity to accept students in public and famous universities, the low quality of education and teaching in the formal education system and the lack of conformity between content taught and content tested on national test. On the other hand, the factors that influence on low participation in tutoring: fear of being ridiculed by teachers, classmates or family members, high cost of tutoring, and more physiological and emotional pressure on students. Ministry of Education oversees the activities of these centers, but in practice does not seem very successful. More monitoring is needed to improve the current situation.

Sense of humor is one of the teenagers' needs manifested in many forms including telling jokes. Encountering with jokes creates some experiences for students that are researchable in hidden curriculum.In this study carried out via content analysis method, the participants (1713 girls from 6 secondary schools in Mashhad) were asked to write the three of the latest jokes they had heard from their classmates and submit them to the researchers. Accordingly, 5162 jokes were analyzed through inductive and deductive methods. The categories in the deductive analysis were derived from the educational goals for the secondary school students including ideological, ethical, social and political issues. In the current research, the correspondence or lack of correspondence of these jokes with the stated goals were examined. The categories in the inductive analysis were also discovered after reading the half of jokes by the researches. In order to determine the validity of the data, a second person was asked to code 10 % of the data. The degree of the agreement between the two stages of coding was 0/83.The findings of the study revealed that the content of the jokes did not correspond to the educational goals for the secondary school students.

Spiritual transcendence is internal manifestation of religiosity (piedmont, 2004). Purpose of present study was to investigate relation between facets of spiritual transcendence and resilience.Participants were 270 students from Shiraz University and Islamic Azad university of Arsenjan. Spiritual transcendence was measured by spiritual transcendence scale (STS) that scale consists of three subscales: Universality, Prayer Fulfillment, and Connectedness. For measuring resilience Connor-Davidson Resilience Scale (2003) was used. To Alpha Cronbach and test-retest methods were used to determine reliability of measures. Alpha coefficients for the Universality, Prayer Fulfillment, and Connectedness subscales and total score were 73, .74, .75 and.84, respectively, and test-retest coefficients for three subscale and total score were.73, .91, .68 and.84 respectively. Test-retest and alpha coefficients for CD-RISC also were.73 and.87, respectively. Factor analysis was applied to investigate validity information of the scales. Findings confirmed three factors for STS and a general factor for CD-RISC.There were significant correlations between STS and CD- RISC. The Correlation coefficients were.41, .32, .45, .48 for Universality, Prayer Fulfillment, and Connectedness subscales and total scale, respectively. All coefficients were significant at.001 levels.Results of simultaneous regression of resilience on spiritual transcendence facets have been shown Connectedness (b=0.30 p<0.001) and Universality (b=0.19 p<0.01) factors are significant predictors of resilience.

This paper presents the results of reliability and validity of existential anxiety scale (Good & Good, 1974).To this aim, 226 boys and 274 girl students from Ilam high school were selected based on random multistage sampling. All students completed the scale. The reliability of the scale was computed through internal consistency and through test-retest.Results indicated excellent internal consistency (86%), good test-retest reliability (80%) for the existential anxiety scale and good convergent validity (53%) between existential anxiety scale and social anxiety scale.These data suggest that the existential anxiety scale has satisfactory psychometric properties and can be administered amongst high school students. In addition, social anxiety scale had more correlation (r=66%) with work aimless and less Correlation (33%) with lack of interest to do works. The results of exploratory factor analyses and factor rotation through varimax method indicated that theoretical structure of the scale were comprised from a 5-factor. The following factors were found: 1-works aimlessness, 2- devalues of life meaning, 3- lack of ability to persuade others, 4- lack of interest to do works, and 5- lack of responsibility feeling to others. In general, these factors explained 38/19 % of total variance of the existential anxiety scale.