JOURNAL OF SCHOOL PSYCHOLOGY
Year:2013 | Volume:2 | Issue:3 (7)|Papers Count:9

The purpose of the present study is to determine the effectiveness of teaching time management strategies on the mental health and academic motivation of school students. This was an experimental study with the pre-and post-test design. The statistical population of the study comprised all middle school children in Ardebil. The study sample consisted of 30 school students selected through simple random sampling procedure from defferent districts and assigned to two groups experimental and control, each with 15 students. The data were collected using Goldberg's general health Questionnaire and Herman's Academic Motivation Questionnaire. The data were statistically analyzed using multivariate analysis of variance (MANOVA) and analysis of covariance (ANCOVA). Multivariate analysis of variance revealed that teaching time management strategies affected mental health components. Inasmuch as time is considered, a limited resource, the need for time management especially in learning environments and for school students is of almost importance.

This research was aimed to investigate the efficacy of emotion-regulation skills training on the anxiety components among anxious female school students in Ardabil city. For this purpose, 50 anxious female subjects were selected and assigned randomly to two groups (experimental and control). All subjects filled out whole items of Beck Anxiety Inventory prior to and after the intervention. Gratz and Gunderson emotion regulation training method was taught to anxious students in 13 sessions and the data were analysed with MANOVA method. The results revealed that training of emotion regulation is effective in decreasing anxiety components. The results revealed that the training of emotion regulation skills decrease anxiety by reforming people's unreasonable beliefs and illogical behaviours about their emotions.

Bullying is a kind of low violence in school that has been lately considered by school psychologists. The aim of this descriptive research was to investigate the relations between bullying and its forms in female adolescents’ perception of family climate and parenting styles, and their parents’ parenting styles in public middle schools Tabriz city. 387 students and 147 ones of their mothers were chosen by the multistage-cluster and simple random sampling methods, and accomplished Sheifer, Baumrind Parenting inventories and Bullying Scale. Acounding to results, there were positive relations between bullying and its traditional and cyber forms with mothers’ authoritarian parenting, and perception of parenting styles as authoritarian and neglectful; these relations with perception of parenting as authoritative were negative. Also, there were relations between family climate and bullying and its forms. Love dimension was a better predicting variable than the control one; and just family’s cold climate predicted 9% variance of bullying.

The purpose of the present study is to compare attitude toward marriage, attitude toward divorce and peer attachment of male high school students in divorced and intact families in Ahwaz. The population of this study consisted of male students of divorced and intact families in Ahwaz. The sample consisted of 240 male high school students, who were selected by multi-phase sampling. The instruments used in this study were the Marital Attitude Scale (MAS), Attitudes toward Divorce scale (ADS), and the Inventory of Parent and Peer Attachment (IPPA). The results of data analysis showed that the boys, in intact families had a more positive attitude toward marriage and more negative attitudes toward divorce than those in divorced families. The results also revealed a significant difference between peer attachment of the divorced and non-divorced families.

The purpose of the present study was to investigate the role of procrastination, self-regulation and cognitive beliefs in predicting alexitimea in female highschool students. The study is descriptive corelational. The statistical population of the study includes all female highschool students in Meshkinshahr during the academic year 2012-2013 (1391-92). The 120 subjects were selected from different highschools in the town using the selfregulation, meta cognitive and alexitimea scales. The findings were analyzed using Pierson corelational coefficient method, multivariable regression and path analysis. The results showed significant relation between self-regulation and alexitimea (P<0.001). There is also a positive significant relationship between meta-cognition and procrastination and alexitimea (P<0.001). In order words, 66% of alexitimea is explained by procrastination and meta-cognitive beliefs. The results of path analysis indicated that procrastination and meta cognitive beliefs affect alexitimea through self regulation. Students with high self regulated low levels of procrastination and alexitimea and as a result achieved higher academic achievement.

This study was done on the female teens to deliberate the prospective components of the treatment by parents, and their relevance to the psychological-social dimensions (self-concept-social interaction). Accordingly, 120 school girls with an average age of 14 years, were chosen through software G power random test, among Tabadkan students and the students of Educational zone no.2 in Mashhad, to answer Individual Protective Factors Index (IPFI) test. Their parents also were to answer Young parenting inventory (YPI). The achieved results indicated that the prospective components of the treatment by parents were significantly effective on the teens ‘psychological-social dimensions. It means, the more negative parenting schemas they have in their treatment style, the lower psychological-social level their teens will have; on the contrary, the parents who have less negative parenting schemas, will have the teens with high self-concepts and self-efficacies and strong psychological and social adjustment.

The purpose of this study was to compare the effectiveness of methods of presentation of concept maps and methods of concept mapping on reading comprehension. The subjects consisted of 66 third-year high school students (33 female, 33 male), who were selected randomly by multistage sampling method. Participants were randomly assigned to three treatment groups and one control group. The research instruments were: 1) experimental texts, 2) comprehension test, 3) Camp Tools software, and 4) teacher-generated concept maps. The treatment groups included computer-based concept mapping, paper-pencil concept mapping, and reading text with prepared concept maps. The control group for the study did not receive any concept map. The results of this study indicated that presentation of per-prepared concept maps significantly improved comprehension, compared to the map generation and control group. But the difference between paper-pencil and computer-based concept mapping compared to the control groups were not statistically significant. Based on the research results, it is suggested that the best way to use concept maps is teacher-generated concept maps with texts.

The main purpose of this research was to predict social injuries based on life skills in students. The research method was descriptive-correlational. A sample of 800 students was selected by stratified random sampling method and life skills and social injuries questionnaires were administered among them. The results showed that there is a significant negative relationship between the awareness of life skills and social injuries. Also, the results of stepwise regression analysis showed that the emotions control variable was entered to regression equation in the first step and explained 29 percent of variance of social injuries alone. After that the self-awareness, creative thinking and interpersonal relationship skills had important and significant role in prediction of social injuries, respectively. They predicted 34 percent of variations of social injuries. In general, the results confirmed that awareness of life skills have an important role in prevent of social injuries and they can be prevented from social injuries on by promoting students’ awareness of these skills.

The aim of the peresent study was to compare personality dimensions and self-efficacy in gifted and normal high school students in Ardabil city. The population of this study includes all second-grade high school normal and gifted students in the (2011-2012) school year. Using a multi-stage cluster random sampling, a sample size of 80 patients (40 gifted and 40 normal) were selected and matched. To collect data from the two surveys of personality (NEO-FFI) questionnaire Sherrer et al self efficacy questionnaire were used. To analysis the data, multivariate analysis of variance (MANOVA) was used. The results showed that personality dimensions, neuroticism and conscientiousness of the two components of giftedness, there is a significant difference between gifted and normal students And the self-efficacy variable was significantly different between the two groups (P<0.001). This study showed that gifted students conscientiousness and self-efficacy are higher than normal students. This fact is associated with their health and their commitment and efficacy in doing their academic tasks and accepting responsibilites.