JOURNAL OF EDUCATIONAL PSYCHOLOGY STUDIES
Year:2013 | Volume:9 | Issue:16|Papers Count:9

This study designed to identify the efficacy of friendship training to children and by parent training to Girls who have Relationship Problems to increasing friendship quality.Method: The subjects who participated in the study included 27 girls in primary school (forth & fifth grades) who are in neglected or withdrawal rejected children in socio-metry. They were selected from 7 primary schools on 3 areas, and randomly assigned to three groups (two experimental and one control). The data was gathered using the Friendship Quality Questioner (Hejazi & Zohrevand, 1380) completed in pretest and posttest stages by the participants. Friendship training was conducted in the direct training (9 sessions) on the first experimental group and parent training (8 sessions) on the second experimental group. The control groups don’t receive any treatment. The obtained data was analyzed through the analysis of covariance (ANCOVA).The results of analysis of covariance indicated that the mean score obtained in experimental group (1) or training to children were significantly higher than those of the control group (P<0.05).But parent training (experimental group 2) did not showed significantly differences.Children who had difficult in their peer relationships and received friendship training, showed increase on the Friendship Quality than those of the control group. The results demonstrate the effectiveness of friendship training to children than parent training on the increase of friendship quality.

Since critical thinking is one of the main goals of university education system and quality is one of the main attributes of educational systems, identifying quality factors effecting critical thinking of students is necessary. So the purpose of present study is to investigate the role of teaching quality and its 4 components-including Lesson plans, teaching performance, teaching and assessing interpersonal relationships- in critical thinking of students. This paper is a correlation survey. Findings showed 1-There is a significant relation between teaching quality and students' critical thinking (p<0.001, r=0.55). Lesson plan has the least relation (p<0.05, r=0.20) and interpersonal relationship has the highest relation (p<0.001, r=0.52) with students' critical thinking. The teaching quality of professors can predict 30% of critical thinking variance of students (F (1, 147)=62.65, p<0.001) 4- The interpersonal relationship component More power to predict of Students' critical thinking (t=5.23, p<0.001). Since the important role of teaching quality in students' critical thinking is proven in several studies, it is necessary to improve the teaching quality in higher education and consider teaching as a professional task for educators.

Studying psychological and managerial characteristics of educational managers can be helpful for presenting guidelines to improve educational management. The goal of this survey is to study the relationship among educational managers' self-control, creativity and leadership styles. The research method is descriptive and correlation. The statistic population of the research consists of all educational managers in Education Organization of Kerman city. The sample is comprised of 47 managers that were selected randomly. Information gathering tools were self-control (Nikmanesh, 2008), leadership styles (Moghimi, 2002) questionnaires and a researcher-made manager's creativity questionnaires. The results from the Pearson correlation showed that there is positive and significant relationship between self-control and educational managers' creativity.Also, there are negative and significant relationship between self-control and directing style, between self-control and rewarding participating style, and between self-control and participation style. There is also positive and significant relationship between self-control and educational managers' delegating style. The results from stepwise regression showed that directing leadership style was the strongest predictor of managers' self control decrease, and delegating leadership style was the strongest predictor of educational managers' creativity.

The purpose of this study is a survey of Relationship between fulfill basic psychological needs (such as relationship with others, autonomy and competence) and creativity. To measure basic psychological needs (communication, autonomy and competence) Ryan and Deci’s Scale of basic psychological is used and to measure creativity Torrance creativity test (TTCT) is used. The statistical universe in the study consisted of 310 secondary school students - 167 boys and 143 girls who were selected using stratified sampling method. Data analysis consisted of descriptive statistics and inferential statistics, including mean, standard deviation, T test for independent groups and one-way analysis of variance and regression analysis. The Result of regression Analysts shows that the creativity is predictable by three variables (communication, autonomy and competence). The Result of T test analyses about a relationship between a variable of Sex and the degree of fulfill basic psychological needs shows that boys have a high degree in compare with girls. Also the boyshad higherscoresincreativity. Neither the Result of variance and regression analysis show that a field of course study (discipline) have no affected creativity nor a degree of fulfill basic psychological needs.

The present study investigated the relationship between self-efficacy, achievement goals (mastery-approach, mastery-avoidance, performance approach and performance-avoidance), with metacognition, and compared the students' metacognition factors (knowledge of cognition and knowledge of regulation). The population of this study consisted of female high school students (1389-1390) in Mamasani. The sample of this study consisted of 230 first-grade female students who were selected randomly by multi-stage random sampling method. The instruments for collecting data consisted of self-efficacy subscale of MSLQ (Pintrich, Smith, Garcia& Mckeachie, 1993), three subscales (mastery-approach, performance approach and performance-avoidance) of Patterns of Adaptive Learning Scales (Midgley, 2000), mastery-avoidance subscale of Achievement Goals Scale (Andrew, Elliott, Holly, Mc-Gregor, 2001) and Metacognition Awareness Inventory (Schraw & Dennison, 1994). The regression analysis also revealed that self-efficacy and achievement goals have important roles in predicting metacognition factors. Results of Canonical analysis showed that linear combination of metacognition factors (declarative knowledge, procedural knowledge, conditional knowledge, planning, monitoring, information management, debugging and evaluation) was predicted by a linear combination of motivational factors (self-efficacy, mastery approach, mastery-avoidance, performance-approach and performance avoidance goals). In addition, the repeated measures ANOVA showed that students have significant differences in terms of levels of knowledge of cognition (declarative knowledge, procedural knowledge and conditional knowledge) and knowledge of regulation (planning, monitoring, information management, debugging and evaluation).

The current investigation was aimed toward standardization of learning environment perceptions survey (PES-HS). Method: Four-hundred students (204 female and 196 male) were selected through multi-stage stratified sampling method. Students completed the Farsi version of PESHS.The exploratory factor analysis and confirmatory factor analysis and internal consistency were used to compute the PES-HS factorial validity and reliability, respectively. The results of principle component analysis (PC) and voarimax rotation replicated the five-factor structure of the PESHS.Based on item content, factors were named Engagement, Membership, Authenticity, Ownership and Support. Based on linear Structural Relations (LISREL) software, Goodness-of-fit indices of confirmatory factor analysis confirmed the 5 extracted factors. The multidimensional Scales of PES-HS were shown to be an acceptable measurement model in this sample. Cronbach's alpha coefficients for the five factors of the PES-HS were ranged from 0.74 to 0.89.Conclusion: PES-HS is a valid measure of learning environment perceptions for Iranian students.

The aim of this research is to study the relationship between Perceived Autonomy supportive, Perceived Structure and Gender with creativity. A sample of 500 (girl & boy) third grade higher school students in Zahedan were selected, by Cluster multi – level sampling. The Torrance tests of creative thinking (TTCT, 1992) (verbal form A & B) and Teacher as a social context questionnaire (TASC) (Belmont & others, 1991) were administrated on all subjects. The questionnaires validity and reliability were satisfied with methods: Convergent validity, Equivalence reliability, Cronbach’s Alpha, Test- retest, and Confirmatory factor analysis. The results of multiple regression shows positive and significant relationship between Perceived Autonomy supportive, Perceived Structure and Gender with creativity. Also results shows girl’s creativity is higher from boy’s creativity.