JOURNAL OF SCHOOL PSYCHOLOGY
Year:2016 | Volume:5 | Issue:4 |Papers Count:8

The present study aimed to examine the relationship between loneliness and social support and addiction to cell phone among students. This was a descriptive-correlational study in which 250 male and female fourth grade high school students studying in Khash in January 2015 were selected using stratified random sampling and were assessed applying three standard questionnaires of Mobile Phone Addiction, Loneliness, and Social Support. To analyze the collected data, the Pearson correlation coefficient and simultaneous multiple regression analysis were applied using SPSS version 21. The results indicated that the mean scores of students, considering loneliness and cell phone addiction, were higher than the theoretical mean and regarding social support, their mean was lower than the theoretical mean which was considered 3. The results of correlation coefficient demonstrated that there was a significant positive relationship between loneliness and cell phone addiction (P<0.001) and there was a negative significant correlation between social support and cell phone addiction (P<0.001). The results of regression analysis revealed that among components of loneliness, family and social loneliness and among components of social support, family support were the best predictors of students’ addiction to cell phone. Therefore, it is recommended that schools hold some sessions through which the necessity of creating friendly and intimate relations with teenagers be raised andparents become aware of the risks of teenagers’ indiscriminate use of the Internet. Additionally, it is suggested that families, despite their various work and life concerns, spend more time with their children and support them by all means.

This study aimed to investigate the role of social support in life satisfaction of students and the mediating effects of school satisfaction, academic competency, and general self-efficacy. The population of the study were all secondary school students (N=7167) in District 2 of Urmia, from whom 365 students were selected through convenience sampling based on Morgan table. In this descriptive-correlational study, the data were collected using standard questionnaires of social support by Vaux et al., satisfaction (life satisfaction and school satisfaction by Gilman et al.), academic competency by Harter, Straathof, and Treffers, and finally general self-efficacy by Sherer and Maddux. Structural equation modeling was used to evaluate the relations among measured and latent variables in the conceptual model. The results showed that there are significant positive relationships between social competency, selfefficacy, and life satisfaction with social support. Also, there are significant positive relationships between competency, self-efficacy, and school satisfaction with life satisfaction. Moreover, social support can predict life satisfaction of students through mediating role of school satisfaction, academic competency, and general self-efficacy. Based on the findings, we conclude that any increase in the social support of schools leads to an increase in students’ school satisfaction, academic competency, and general self-efficacy.

Students test anxiety is one of the most important issues that influences young people. Several factors are involved in formation and strengthening of test anxiety which can be noted as family function and differentiation of people. This study examined the relationship between family functioning and anxiety with an eye on the mediating role of differentiation between the male students. This quantitative study using a descriptive and correlational approach was performed through path analysis. Using the multi-stage cluster sampling, we selected 140 students from among high school students in Malayer city as our sample. They filled Family Assessment Device (FAD), the Differentiation of Self Inventory (DSI), and Test Anxiety Questionnaire (TAQ). The data were analyzed through correlation and path analysis using the SPSS and AMOS showing that the family function directly (-0.298) and indirectly (through differentiation) (-0.037) has effects on test anxiety. Furthermore, each variable of family function and differentiation has significant negative relationship with test anxiety.

This study was conducted to determine the role of empathy and Islamic lifestyle in explaining prosocial behavior in teachers. Population of this study included all teachers in Isfahan in the school year of 94-95 out of whom 100 teachers were selected through stratified random sampling. In this descriptive-correlational research, the data were gathered through Interpersonal Reactions Inventory by Davis, Eisenberg's Prosocial Reasoning and Kaviani's Islamic Lifestyle Scale. The data were analyzed using regression, Pearson correlation, and the analysis of variance. The results revealed a relationship between empathy and prosocial behavior with Islamic lifestyle. Also, Islamic lifestyle was a predictor of prosocial behavior. Therefore, it can be claimed that Islamic lifestyle plays an important role in social interaction in society and leading to a decrease in the social anomalies. Moreover, there was high capacity for empathy in every individual, due to the influence, devotion, attention to the needs of others and empathizing with them.

The main aim of this study was to investigate the role of achievement goals orientation in students' math performance and the mediating role of self-regulation. The sample included 358 students of randomly selected through cluster sampling. This research is a correlational study. Predicting variables were achievement goals orientation as well as self-regulation, and math performance was the criterion variable. The instruments were Middleton and Midgley achievement goals orientation as well as Pintrich and de Groot self-regulation questionnaires. Math scores were used to reflect the math performance of the students. The results indicated a significant correlation between the variables of self-regulation, mastery orientation, and achieving goals orientation with math performance, but there was not a significant correlation between achieving goals orientation with self-regulation and math performance. The results also showed a direct effect of self-regulation and the direct and indirect effects of performance approach and mastery goals orientations on math performance as positive and significant. Therefore, self-regulation plays a significant and facilitative, mediating role between motivational orientations and math performance.

Attention-deficit/hyperactivity disorder (ADHD) as the most prevalent deficit in school age associated with many impairment in educational attainment requires the use of appropriate interventions. One of the most effective strategies in the field of education for these students is computer based instruction (CAI). This study aims to offer a solution to use such a strategy: identifying the time a learner needs for attention in order to prepare and design an appropriate timeframe for instruction. To analyze the connection between visual pattern and attention, the present study, using an experimental design, attempted to find the link between visual attention and memory in ADHD students. The population included 702 students (aged 9-11) and the sample consisted of 34 ADHD students who were selected according to the ADHD diagnostic test (teacher's scale) and 30 normally developing students as the control group. In order to get to our end, we used Word Memory Test, analyzed FL (fixation length), FC (fixation count) and the number of correct remembered words (CRW) parameters which were recorded with an eye-tracking instrument. The results indicated a higher index of coherence between what is seen and what is recalled in both clinical and non-clinical children. The findings could be used in the design of instructional materials for ADHD students.

The present descriptive-correlational study aimed to examine the role of students’ family function and self-efficacy in social adjustment. The sample included 250 high school students of Amiriyeh city who were selected by random sampling. Bell adjustment, general self-efficacy and family function questionnaires were administered among the participants. The results showed that there was a relationship between family function and selfefficacy with students’ social adjustment, and family function and selfefficacy predicted participants’ social adjustment. Since our environment is constantly changing, the ability to adapt to these conditions is crucial; therefore, it is necessary to pay attention to the factors influencing adjustment.

This study aimed to investigate the prevalence and factors associated with drug abuse among high school students of Semnan. To this end, 400 male and female high school students using stratified sampling were selected to participate in this study. Demographic questionnaire and mental health scales (28-GHQ) and the scale of causes of drug abuse among young people were used as research instrument. The results revealed that 7.8% of the sample (31 students) had at least once experienced drug abuse of whom 26 were male and five were female. There was a significant relationship between some of the sub-scales' of attitudes towards drugs and their use. There was a significant relationship between all sub-measures of mental health and substance abuse. However, the findings of Logistic regression showed that only gender, physical symptoms, social dysfunction and depression were useful in the model and can be considered as predictors of drug abuse.