JOURNAL OF SCHOOL PSYCHOLOGY
Year:2015 | Volume:4 | Issue:2 (14)|Papers Count:8

The aim of the present research was to investigate the effectiveness of resiliency training on stress reduction of high school students living in dormitories. To achieve this goal, from the target population, which included all the high school students living in dormitories in Abadeh, a sample 30 students were selected by purposive sampling and were randomly assigned into two groups of experimental (15) and control (15). This study is a quasi-experimental design with pretest, post-test, and follow-up design. The experimental group received nine sessions of twist resiliency training. Stress scale was used as a measurement instrument. In order to analyze the data, independent-samples t-test was used. There were significant differences between the experimental and control group. This means that resiliency training program significantly reduces the stress scores of the control group in comparison to experimental group. The results showed that resiliency training program can be useful as an intervention method for reducing the stress if applied to the students.

The aim of the present study was to investigate the effect of cognitive-behavioral stress management on decreasing academic expectation stress in first grade high school students who suffered academic stress. Eighty five students were screened based on acquiring scores higher than mean (one standard deviation higher than the mean) from among 250 first grade high school girls who were found to be suffering from academic stress. Fifty four students were selected by simple random sampling and were assigned to the intervention and control groups. With a pre-test and post-test control group design, the participants in the experimental group undergone 10 sessions of cognitive-behavioral stress management training. Then, both groups were evaluated using Academic Expectations Stress Inventory (AESI) in pre-test and post-test. The data were analyzed by MANCOVA. The results showed that there were not significant differences between two the groups in pretest, but cognitive-behavioral stress management training significantly decreased the academic expectation stress scores in experimental group. The cognitive behavioral stress management training could be considered as an intervention program in target groups and general population in university counseling centers. By reducing academic stress of high school students, it can increase educational productivity of schools.

The purpose of the present research was to examine the effectiveness of communication skills training on the self-concept and loneliness of students with hearing impairment. The research method was experimental with a pretest-posttest design including a control group. The sample consisted of male students with hearing impairment studying at junior high school in Sari. Thirty students were selected by simple random sampling and randomly assigned to one experimental (n=15) and one control (n=15) group. To collect data, revised loneliness scale and Rojerse's self-concept scale were used. The program of communication skills was executed in 8 weekly sessions for 90 minutes in the experimental group. Multivariate analysis of covariance showed that communication skills training decreased loneliness feeling but increased self-concept in students with hearing impairment. These results could support the application of social skills training in academic courses for students with hearing impairment.

The aim of the present research was to investigate academic procrastination in high school students and its relationship with achievement motivation and academic performance. The research method was correlation. The population of this research was all high school students who were studying during 2012-2013 in Khalkhal high schools. The sample consisted of 303 students (128 boys and 175 girls) who were selected by categorical sampling. Hermans Achievement Motivation Questionnaire and Academic Procrastination Scale were administered among the participants. ANOVA, Pearson Correlation Coefficient, and Multiple Regression were used to analyze the data, using SPSS-16 software. The results showed that there is significant difference between the academic procrastination of students with respect to their gender and educational grades. The results indicated that there is also a significant relationship between students’ academic procrastination and achievement motivation (P<0.01). These results have implications for understanding academic procrastination and the use of academic interventions to address procrastination.

The purpose of this study was to compare behavioral activation-inhibition systems and emotional clarity in students with and without trauma. In a cross-sectional study, 1000 students were selected by cluster sampling from among schools of Mashhad. After screening, they were assigned to two groups, those with trauma (253) and those without trauma (309). To collect data, the Traumatic Events Screening Inventory (self report form), Event Scale (Revised), Trait Meta Mood Scale, and BIS/BAS scales were used. The results showed that the mean scores of students with trauma on behavioral activation-inhibition systems and emotional clarity were significantly less than those without trauma (p<0.001). The results of multiple regressions showed that behavioral approach system, behavioral inhibition system and emotional clarity could account for 19% of variance in post-traumatic stress symptoms. The findings suggested that students with trauma in behavioral activation-inhibition systems confronted more difficulty and less emotional clarity.

The aim of this research was to study teachers trust and organizational-itizenship behavior and their relationship with the school organizational characteristics. The population included all boys’ high school teachers of district II, Urmia among whom 159 teachers were randomly selected as the sample. The research method was descriptive-correlative. The questionnaires of organizational citizenship behavior, organizational trust, organizational culture, and organizational formalization were implemented to collect the data. Regression and correlation were utilized to analyze the data. The results showed that there is a relationship between school organizational characteristics and teachers trust and organizational-citizenship behavior. In other words, there is no relationship between organizational size with trust and organizational-citizenship behavior. Further, there is significant positive correlation between school organizational characteristics, organizational culture, and teacher trust and organizational-citizenship behavior. Organizational culture specifies 51 percent of the variance of teachers trust and 18 percent of the variance of organizational-citizenship behavior.

The aim of this study was to determine the relationship between altruistic behavior and religious orientation in predicting the social and political participation of high school students. The research sample consisted of 395 high school students who were selected through random sampling. To measure the altruistic behavior, religious orientation, social and political participation, questionnaires were used. The results indicated that altruistic behavior and religious orientation (practical) correlate with student's social participation and altruistic behavior is only related to political participation. Also, the results of multiple regression analysis indicated that altruistic behavior and religious orientation determine 21.8 percent of variance of social participation and 11.1 percent of political participation.

This study examined the effectiveness of cognitive rehabilitation on maintenance and math achievement in students with ADHD. To achieve this goal, the target population included fourth, fifth, and sixth grade students with attention deficit hyperactivity disorder in Ardabil studied 2014-2015. Thirty-two students with ADHD were randomly selected. A researcher-made questionnaire, Conner’s parent questionnaire, clinical interview, attention deficit/hyperactivity scale, standardized tests of arithmetic or math achievement test, diagnostic Shlu, and continuous function test were used in this study. As the present study is an empirical research with a pilot study performed with a pre-test and post-test, the data were analyzed through multivariate analysis of variance (MANOVA). The results showed that there are significant differences between two groups of students with ADHD and control groups in attention maintenance and academic achievement in mathematics. This means that there is a difference in terms of attention maintenance and math achievement between the two groups after cognitive rehabilitation training. It can be concluded that cognitive rehabilitation intervention can be used to improve the academic achievement and attention maintenance of students with impaired and mathematical applications.