JOURNAL OF SCHOOL PSYCHOLOGY
Year:2018 | Volume:6 | Issue:4 |Papers Count:9

The aim of this study was to examine the relationship between academic performance and the variables of working memory, self-efficacy belief, and test anxiety. The population of this descriptive-correlational study consisted of male students studying at 6th grade elementary school in Tehran. According to Krejcie and Morgan, 373 students were selected, using cluster random sampling. Daneman and Carpenter questionnaire was administered to assess students’ working memory. Pintrich and De Groot learning questionnaire was administered to assess students’ educational self-efficacy belief and test anxiety. In addition, students’ grade point average was used as the indictor of academic performance. In this study, in addition to measures of central tendency and measures of dispersion, Pearson correlation and stepwise regression were used to predict the relationship between academic performance and the independent variables. The result indicated that there were positive and significant relationship between academic performance and the variables of working memory and self-efficacy belief, and negative and significant relationship between academic performance and test anxiety. Regression analysis showed that test anxiety had a greater effect on the dependent variable. Therefore, it is imperative that schools and teachers use appropriate strategies to reduce test anxiety and improve academic performance of students.

This study examined the effectiveness of life skills training on adaptation and impulsivity (inattention, motor, and disorganization) in bullying students. The research method was experimental with pretest-posttest control group. The sample consisted of students bullying who were selected during the school year 1393-1394 with multi-stage cluster sampling from the population. To collect data, the revised scale of bullying, school adjustment questionnaire and impulsivity scale were used. Multivariate analysis of variance showed that there was a significant difference among bullying students in the experimental group and the control group compatibility (academic, social and emotional) and impulsivity (inattention, motor, and disorganization). In other words, the average component of compatibility and impulsivity group improved after learning different life skills. These results suggest that life skills can be adapted and impulsivity can amend bullying students' behavior.

This research tries to explain the role of organizational citizenship behavior of teachers and its relationship with psychological empowerment and job satisfaction. The research method is descriptive-correlational. The population included all the male and female teachers in secondary schools (Districts 1 and 2) during the 1395-1396 school year in Sanandaj city. Based on single-stage cluster sampling, 109 teachers were randomly selected as the sample. For data collection, we used the following questionnaires; Job satisfaction by Field and Ruth (1951), psychological empowerment by Spreitzer (1995), and organizational citizenship behavior by Organ and Kanvsky (1996). Data analysis was performed by Pearson correlation and multiple regression. The results showed that the components of psychological empowerment and organizational citizenship behavior predict about 37 percent of job satisfaction of teachers. Among dimensions autonomy and professional growth correlated with job satisfaction of the teachers. There was a significant relationship (p<0.05). There was a significant relationship among the altruism components of conscience and deontology, civil behavior and politeness with job satisfaction (p<0.05). Among the dimensions, there was a significant relationship (p<0.05) between meaningful jobs, self-efficacy, autonomy with organizational citizenship. In addition, there was no difference between job satisfaction and psychological empowerment for male and female teachers. Attention to psychological empowerment and organizational citizenship behavior can help to establish them in the educational system in order to improve the performance and efficiency of training centers.

The present study aims to investigate the relationship between achievement goal and the sense of connectedness with school and subjective vitality among students. The participants were 300 Kerman’s high school students (93 boys, 207 girls) who were selected by stratified random sampling. Three instruments were used for data collection. The participants filled out the achievement goal questionnaire (Elliot & Mc Gregor), the connectedness with school (Bety & Bery) and the state subjective vitality scales (Ryan & Frederick). For achievement goal, findings showed positive and meaningful relationship between mastery attitude orientation and performance attitude orientations and the sense of connectedness with school and subjective vitality. Also, regression analysis results revealed mastery attitude orientation was able to predict sense of connectedness with school and influence it with 7.1% variance. Besides, performance attitude orientation was able to predict subjective vitality and influence it with 0.11% variance. Then, mastery-attitude orientation was able to predict subjective vitality and influence it with 0.13% variance.

The aim of this research was investigate the effectiveness of resilience training on anger control and psychological well-being in impulsive students. The research was quasi-experimental and the design was pretest-posttest with control group. The population included all female students with aggressive behavior in 1394-1395 academic year in Kamyaran Shahid Ghafari high school among whom 30 students who had high scores in Barratt Impulsiveness Questionnaire were randomly selected and assigned into a control group (n=15) and an experimental group (n=15). For data collection, the Spielberger state-trait anger and psychological well-being questionnaires were used. For the experimental group, resilience training was administered at 8 weekly sessions in 60 minutes whereas the control group did not receive any training. The results of multivariate covariance showed that resilience training can be effective in psychological well-being and anger control in students with impulsive behavior (p<0.00). Therefore, attention to the efficacy of resilience training on variables related to psychological well-being and anger control in students with impulsive behavior has special importance.

The purpose of this study was to evaluate the efficacy of eye movement desensitization and reprocessing (EMDR) in reducing symptoms of anxiety disorders in sexually-abused students. The research method was semi experimental with pretest and posttest with control group. Fourteen adolescent girls who were sexually abused at the age of 12 to 18 years old were selected through convenient sampling and randomly assigned into the two experimental and control groups. Data in pretest were obtained by using the screen for child anxiety related emotional disorders-71 (SCARED-71). Then the EMDR therapy was performed for the experimental group through 5 to 8 sessions and at the end, a posttest was taken by all subjects of the experimental and control groups. The data were analyzed by multivariate analysis of covariance. The results revealed that the therapy is effective for reducing anxiety disorders including panic, GAD, OCD and PTSD in sexually-abused students. Therefore, we conclude that eye movement desensitization and reprocessing (EMDR) is effective to ameliorate this group of disorders.

The purpose of this study was to investigate the relationship between self-efficacy and burnout of teachers with their performance in teaching English among high school teachers. The research method was descriptive and correlational. The population included all English teachers of high schools in Karaj, who taught in the schools of this city during the academic year of 1394-1395. A group of 144 (58 females and 86 males) teachers teaching English as a foreign language was selected as the sample through purposive sampling. To collect the data, a standard burnout questionnaire and a researcher-made self- efficacy questionnaire were used. After analyzing and studying the variables, the following results were obtained: English teachers' self-efficacy affects their burnout and there is an inverse relationship between these two. Based on the results, English teachers with higher self-efficacy were less likely to experience burnout during their teaching and vice versa. The findings of the present study can have messages for teachers, principals and those involved in education.

The purpose of the present study was to investigate the relationship between attachment style to parents, spiritual intelligence and gender with psychological well-being in gifted students. The population of this research included all the gifted students of Qom in the academic year of 2015-2016. The sample consisted of 299 students (151 boys and 148 girls) from the second grade who were selected using availability sampling. The questionnaires for attachment to parents, Spiritual Intelligence Self-Report Questionnaire, and the 18-item scale of the Ryff Psychological Well-being Questionnaire, were used to collect the data. Pearson correlation test and multivariate regression were used to analyze the data. The results showed that there is a meaningful and direct relationship between spiritual intelligence and secure attachment to parents with psychological well-being and its components in gifted students, and attachment to parents reflects 37% of changes in psychological well-being. The results also showed that the girls' psychological well-being score was better than that of boys, but gender had no moderating role. As a result, spiritual intelligence and secure attachment to parents have a direct relationship with psychological wellbeing and gender is also effective.