JOURNAL OF SCHOOL PSYCHOLOGY
Year:2017 | Volume:6 | Issue:3 |Papers Count:8

The aim of this study was to evaluate the psychometric properties of Persian version of the Dependency-Oriented and Achievement-Oriented Psychological Control Scale in high school students. The method of this study was descriptive and correlational. All high schools of Dehdasht during the school year of 2013-2014 formed the population of the study. 310 students were selected by random multistage cluster sampling. All of the students completed psychological control scale, Beck Anxiety Inventory and Rosenberg Self-Esteem Inventory. For data analysis, exploratory factor analysis, Cronbach's alpha and Pearson correlation were used. The results of exploratory factor analysis showed that this scale was saturated with two factors, Dependency-Oriented psychological control and Achievement-Oriented psychological control. The validity of Dependency-Oriented and Achievement-Oriented Psychological Control Scale obtained 0.88 for the whole scale and each of the subscales including Dependency-Oriented Psychological Control obtained 0.86 and Achievement-Oriented Psychological Control obtained 0.83 by Cronbach alpha which showed the high power of the instruments. The results showed that Dependency-Oriented and Achievement-Oriented Psychological Control Scale had acceptable psychometric properties for high school students and it can be used as a reliable instrument in psychological studies.

This study aimed to investigate the relationship between basic psychological needs of self-determination and personal adjustment in gifted and normal students. To this end, 280 gifted and normal students using stratified sampling were selected to participate in this study. California Personality Inventory and the basic psychological needs scale were used as the research instrument. The results revealed that self-determination in normal students is more than of self-determination in gifted students, but in terms of personal adjustment, they were not significantly different from each other. There was a significant relationship between personal adjustment and self-determination in students. However, the results of stepwise regression analysis showed revealed that only relatedness and competence were useful in the model and can be considered as predictors of personal adjustment.

The purpose of the present study was to investigate the mediating role of school atmosphere with respect to teachers’ empowerment and organizational citizenship behavior. The population of this correlational study included all teachers of Naein during 1394-1395 academic year. 197 teachers were selected by random cluster sampling and responded to school participant empowerment scale (SPES) and extra-role behavior scale (ERBS). To investigate organizational citizenship behavior of the teachers, the organizational climate index for schools (OCIS) was employed. The data were analyzed by regression and structural equation modeling. The results showed that empowerment of teachers had significant effect on their organizational citizenship behavior and school climate. Also, empowerment of teachers by improvement of school climate indirectly affected teachers’ organizational citizenship behavior (p<.001). The results indicated that the proposed model of the study had a good fitness and school climate had a significant mediating role regarding teachers’ empowerment and organizational citizenship behavior. Therefore, by improvement of teachers’ empowerment, we can improve both school climate and organizational citizenship behavior.

The purpose of this study was to investigate the effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement. The research method was semi-experimental with pretest-posttest design an control group. The population consisted of all male students of the high school of Ardabil in 2016-2017 academic year. By using cluster random sampling, 30 students with low academic achievement were selected and randomly assigned into experimental (15) and control (15) groups. The experimental group had eight sessions of cognitive and meta-cognitive learning strategy training. Solomon and Rothblum academic procrastination scale (1984) was used to gather data. The data were analyzed by analysis of covariance. The results indicated that the research hypothesis of effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement had been proven, and participants of the experimental group in comparison with the control group, in posttest had a significantly less academic procrastination (P<0.01). So, we can conclude that cognitive and meta-cognitive learning strategy training has a significant effectiveness on decreasing the academic procrastination of students with low academic achievement.

The purpose of this study was to determine the effectiveness of critical thinking training on problem solving (efficient and inefficient) students. The research method was quasi-experimental with pretest-posttest design and control group. The population of the study included all first grade high school students in the second district of Ardabil in 2015-2016 academic year. Using cluster random sampling, 60 students were selected and randomly assigned to the experimental group (30 participants) and control group (30 participants). The experimental group received 6 sessions of critical thinking training. Dzorila, Nezoo and Mead-Olivers’ social problem solving inventory-revised (2000) was used to gather the data. The data were analyzed by multivariable covariance analysis. The results proved the effect of critical thinking training on problem solving of students. So, the average post-test score of students in the experimental group compared to the control group students was significantly high regarding the efficient problem solving style (positive orientation to problem and rational style of problem solving) and less in the inefficient problem solving style inefficient (negative orientation to problem solving, avoidance style and impulsive style of problem solving). So, we can conclude that critical thinking training has a significant effect on increasing efficient problem solving style of students.

The purpose of this study was to predict the academic achievement based on academic self-concept and locus of control. The design of this study was correlational-descriptive. The population consisted of all male and female pre-university students in public high schools of Tehran majoring in natural sciences in the academic year of 2014-2015. From this population, 560 male and female students were selected using multi-stage random sampling. The instruments were academic self-concept scale, and interiority, powerful people and chance scale. Also, the students’ GPA was considered as the criterion of their academic achievement. Data analysis was performed through Pearson's correlation coefficient and regression analysis in SPSS 21. The results showed a positive significant correlation between academic self-concept and locus of control with academic achievement (p<0.01). The result of regression analysis also revealed that almost 23% of students’ academic achievement variance was predicted positively based on academic self-concept and internal locus of control. Hence, it can be concluded that by increase of the level of academic self-concept and locus of control, the academic achievement increases accordingly. In other words, academic self-concept and locus of control are the most important variables in academic achievement of the students.

The aim of the present study was to examine the effect of self-regulated learning strategy training on critical thinking of students. This quasi-experimental study had a pre-test/post-test and follow-up design with a control group. The population included all high school female students in the second grade in Khorramabad public schools in the academic year 1394-1395 with a total number of 905 students. Using multi-stage cluster random sampling, a sample of 56 participants (28 in the experimental group and 28 in the control group) were selected. The experimental group received self-regulated learning strategy training. After the training sessions, both the experimental and control groups took a post-test. And two months later, both groups were followed up. The instrument was critical thinking questionnaire Ricketts. The results revealed that self-regulated learning strategy training had a significant effect on critical thinking. Meanwhile, the results were almost the same in the follow-up phase.

The purpose of this study was to examine the role of HEXACO personality dimensions and attachment styles on predicting bullying adolescence adjustment behaviors. This study was descriptive and correlational. The population was all bullied adolescents in Tehran. To the study’s aim, 170 bullied adolescents were identified among the students and selected by availability sampling. To collect the data, Illinois Bullying Scale (Esplage & Holts, 2001), HEXACO-PI-R Characteristic Dimensions Inventory (Ashton & Lee, 2004), Attachment Styles Inventory (Hazan & shaver, 1993) and Adjustment Inventory (Sinha & sing, 1993) were used. The data were analyzed by Pearson's correlation coefficient and multiple regression. The results revealed a positive relationship between honesty-humility, agreeableness, conscientiousness, openness to experience and secure attachment with bullied adolescence adjustment behaviors (p<0.01), and a negative relationship between extraversion and unsecure attachment with bullied adolescence adjustment behaviors (p<0.01). No relationship between emotionality and bullied adolescence adjustment behaviors was observed. Multiple regression analysis showed that Hexaco personality dimensions and attachment styles explain 76.7% variance of bullied adolescence adjustment behaviors.