JOURNAL OF SCHOOL PSYCHOLOGY
Year:2019 | Volume:8 | Issue:2 (30) |Papers Count:7

The purpose of the current research is to investigate the relationship between spiritual intelligence and its components with high school teachers’ job performance in Aslanduz city during the 2013-2014 academic year. This study is descriptive– correlational and its population includes high school teachers of Aslanduz city (N=70) who were selected through whole counting. The instruments included two questionnaires of Spiritual Intelligence and Patterson’ s job performance. The data were analyzed by parametric tests of Kolmogorov-Smirnov, Pearson correlation, one sample ttest and multiple regression through SPSS-20. The results showed that there is a significant and positive relationship between spiritual intelligence and teachers’ job performance. Also, analysis of the data revealed that spiritual intelligence could predict 71. 2% of teachers’ job performance variance. Therefore, we can conclude that spiritual intelligence has important role to play in teachers’ job performance.

Self-efficacy is defined as person’ s confidence in relation to his/her abilities and this confidence has an important role in one's success and failures. This study aimed to investigate the mediating role of self-efficacy in the relationship between emotional intelligence and creativity with achievement motivation of students. This research is a descriptive-correlational study. For this purpose, 308 ninth grade students from Salmas city were selected by cluster sampling. General self-efficacy of Sherer, emotional intelligence of Shot, creativity of Abedi and achievement motivation of Hermens questionnaires were administered among the participants. To analyze the data, structural equation modeling was used. The results showed that there is significant positive relationship between emotional intelligence and creativity with self-efficacy. Also, there is significant positive relationship between emotional intelligence and creativity with achievement motivation through the mediation of self-efficacy. Moreover, the results of structural equation modeling indicated the fitness of research models. According to the findings, it can be said that self-efficacy mediates the relationship between emotional intelligence and creativity with achievement motivation. On this basis, and by taking into account the variables such as emotional intelligence, creativity and self-efficacy, we can improve students’ achievement motivation.

The purpose of this study is to model the relationship between achievement goals and academic procrastination with math performance among first grade female junior high school students residing in Yazd. 300 students were selected as the sample by cluster sampling method. For data collection, the Achievement Goal Questionnaire and Academic Procrastination Questionnaire and student’ s marks at end of the second semester, as a general test held in all cities of Iran, were used. The evaluated model had good fitness indicators. The results of structural equation modeling showed that mastery orientation goal had a significant negative impact on academic procrastination (B=-0. 40) but had no significant impact on math performance. Mastery avoidance goal had significant positive impact on academic procrastination (B= 0. 34) and had significant negative impact on math performance (B=-0. 14). Performance orientation goal had a significant negative impact on academic procrastination (B=-0. 18) and had significant positive impact on math performance (B= 0. 22). Performance avoidance goal had no significant effect on academic procrastination and math performance. According to the results, by changing the orientation of the target, it is possible to reduce or correct procrastination and improve math performance.

The purpose of this study was to determine the effectiveness of e-learning methods in educational engagement, educational self-efficacy and self-control of students. The research method was a pretest-posttest design with an experimental group and a control group. The population included all the 7th grade male students who were studying at public and private schools in the 2nd district of Rasht in the academic year of 1397-1398 amounting to 1, 320 people. 40 students were selected as the sample through cluster sampling and were placed in two groups (control and experiment). At first, educational engagement, educational self-efficacy and self-control were used for both groups (pretest). Then, the experimental group received an e-learning program in the form of 8 sessions of 90 minutes in one week, while the control group was provided with the traditional teaching method. After this stage, both groups were evaluated by a questionnaire (posttest). The results showed that the implementation of the e-teaching method has a significant effect on academic engagement (p <0. 01), the implementation of the teaching method on self-efficacy has a significant effect (p <0. 01), and the implementation of e-learning method on self-control has a significant effect (p <. 01). The results of the study showed that in the teaching method, learners are more motivated and more willing to participate in the learning process for ease of access to information and educational content, which leads to self-efficacy and selfcontrol.

Academic achievement refers to all involvements of students in the school environment including self-efficacy, emotional effects, planning, lack of motivation and result control. Several factors, such as academic emotions, academic identity and progress goals, have a role in it. The purpose of this study is to evaluate academic emotions, academic identity and progress goals as academic achievement predictors. 350 participants were asked to complete the questionnaire of academic emotions, academic identity scale, progress goals scale and academic achievement. The results revealed a relationship between the components of academic emotions (positive and negative emotions, optimism, pessimism, and fear of failure), academic identity and progress goals with academic achievement having a meaningful relationship. The results of regression analysis step by step method showed that the linear combination from a set of predictor variables explains 45. 80% of academic achievement. Also, the results of regression analysis step by step entrance method showed that the predictor variables of optimism and academic identity explained 41% of academic achievement.

The purpose of this research was to examine the effect of metacognitive skills training on academic self-efficacy and academic eagerness of 10th grade male students in Ardabil. This research was experimental having pretest and post-test design with control group. The population included all 10th grade male students of Ardabil schools in the academic year of 2017-2018 from whom 24 were assigned to the experimental group and 24 were selected for the control group by multi-stage sampling. For data collection, we used the Academic Self-efficacy Beliefs Questionnaire (ASEBQ) of Zajacova et al. and the academic enthusiasm of Fredricks et al. The experimental group received 8 metacognitive training sessions during which the control group did not receive any training. The data were analyzed using multivariate covariance analysis (MANCOVA). The results showed that metacognitive skills training significantly increased the academic selfefficacy and its components, including the ability to manage homework, family and school, and academic eagerness and its components among the participants in the post-test (p < 0/001).

The present research aims to examine the effect of training studying techniques including planning and time management, concentration and memory on academic achievement and achievement motivation among Iranian students in Tajikistan. To this end, using experimental approach and multi-group pre-test and post-test design, 60 students were considered in three groups (2 experimental groups and 1 control group). Hermans achievement motivation questionnaire was filled by the students in three groups and their Grade Point Average for the previous year was recorded, and the participants in experimental groups were trained during 10 sessions. After the intervention, Hermans achievement motivation questionnaire was filled by the participants and their new Grade Point Average was recorded. Finally, the data were analyzed via Multivariate analysis of covariance (MANCOVA). The results of analyses indicated that training techniques of planning and time management do not affect students' academic achievement, yet they affect achievement motivation. Furthermore, training techniques of concentration and memory affect achievement motivation and academic achievement.