JOURNAL OF SCHOOL PSYCHOLOGY
Year:2020 | Volume:9 | Issue:1 (33) |Papers Count:11

The aim of this study was to investigate the relation adolescent’ s attitudes to their parents with tendency to communicate with opposite sex and adjustment levels in adolescence period. The statistical population of this study were all of high school girl students of Rasht city, from among them 110 people were selected via random cluster sampling method and answered to adjustment inventory, attitude toward premarital sex and child’ attitude to parent. The regression basedcorrelation findings was indicated positive and significant relation among child attitudes’ to mother but not father on tendency to communicate with opposite sex(P<0. 01). As well as, there was positive and significant relation between child attitudes’ to father with all three types of emotional, educational, and social of adjustment (P<0. 05). Also, there was positive and significant relation between child attitudes’ to mother with all three types of emotional, educational, and social adjustment (P<0. 01). There was positive and significant relation between tendency to communicate with opposite sex on emotional adjustment (P<0. 01), educational adjustment (P<0. 01) but not social adjustment. Also, the results of multiple regression was showed that child attitudes’ to mother anticipates tendency to communicate with opposite sex. This study is indicative the impotence of feeling and emotions in teenage girl with their parents, specially mothers. So that, the interaction difficult mother-daughter is good forecast for their communications out of cultural framework and adjustment level.

This study was done with the aim of identifying factors affecting the development of research culture in elementary education in academic year of 2017. In this research, qualitative method with phenomenological approach was used. The participants in the study were selected among the faculty members and experts in the field of education. The purposeful sampling method was used for which deep and semi-structured interviews were conducted with 20 participants. The data were saturated in the twelfth interview, but to confirm the results, the data were gathered until the 20th interview and the data were analyzed using a Colaizzi method. Then, the results of this study were presented to the participating faculty members in this study and the results of the study were confirmed. The findings were extracted in 980 initial codes, 26 sub-themes and 8 main themes, including students researching skills, family factors, educational factors, school climate, research encouragement culture, financial resources, organizational factors and social – cultural factors.

The aim of current research was to investigate the Role of Perceived Family Resilience and Emotion Regulation in Prediction of Internet Addiction of Students. The research method is correlation. The statistical population of this study consisted of high school students in Parsabad city in the academic year of 2016-2017that among them 250 students were selected as sample through a Random cluster sampling method. The tools used in this study were three standard questionnaires of family resiliency, emotion regulation and internet addiction. The collected data were analyzed using version 21 of the spss software. The findings of this study showed that there is negative and significant relations between family resilience(and its dimensions) and emotion regulation with internet addiction (P<0. 01). Also regression analysis showed that the predictor variables could significantly predict 27 percent of variance of internet addiction among students (P<0. 01). The findings of this study highlight the importance of Perceived Family Resilience and emotion regulation as important family and individual skills in explaining Internet addiction as one of addictive behaviors in students.

The purpose of this study was determination the effectiveness of courses methods motivational interview and emotion regulation training on reduction of the bullying traditional and cyber and academic burnout user virtual social networking with considering of role countervailing of gender. This research is a probationary from kind multi collective pretest and posttest. The statistical population of the study was selected from all male and female students of secondary second user virtual social networking of Tehran city in the (2016-2017) per annum academic. 90 user students virtual social networking who was selected with means an accidental polymorphous of cluster sampling and at experimental and control groups into accidental. Geared of collect the data from the questionnaires of communication with virtual social networks of Alinaghi & Ataei, the bullying in school (BS) of Patchin & Hinduja and academic burnout the Bersou used. For data analysis the method of Multivariable analysis of covariance and oneway analysis of variance used. The results showed that motivational interview and emotional regulation training compared with the control group had an effect on bullying general and cyber and academic burnout (exhaustion, cynicism and inefficiency), but did not affect traditional bullying and emotional exhaustion (p< 0. 05). In addition, the role of gender as a countervailing variable was confirmed only in relation to the effectiveness of emotional regulation training in reducing the variables of bullying (general), cyber bullying and academic cynicism. Those findings show that motivational interview and emotion regulation training have been effective in improving the level of awareness of teenagers User, especially girls, about the disadvantages of bullying behaviors and academic burnout, and has been effective in motivating behavior change, as well as in identifying, controlling and managing problematic excitements.

The comparison of vulnerability dimensions to addiction between student with and without oppositional defiant disorder

The aim of this study was to investigate the effect of group reality therapy on moral intelligence and academic adjustment of high school students in Gorgan. The research was applied in terms of purpose, and the method was quasi-experimental (pre-test and post-test with a control group). The statistical population consisted of all-male high school students in Gorgan in the school year of 2015-2016. Of these, 15 were randomly assigned to the experimental group and 15 to the control group. Data were collected using the standard Link and Keil Moral Intelligence Questionnaire and the Farahbakhsh Academic Adjustment Questionnaire. The intervention tool was a group reality therapy training based on Glasser's model in eight 90-minute sessions. Univariate and multivariate analysis of covariance was used for data analysis. Findings showed that reality therapy had a positive effect on the dimensions of moral intelligence (honesty, responsibility, forgiveness, empathy) as well as the dimensions of academic adjustment (adjustment to the educational environment, the field of study, academic and educational skills). Therefore, using content and reality therapy guidelines will be helpful in promoting students' moral intelligence and academic adjustment.

The aim of this study was to examination of the role of sensory processing sensitivity and cognitive functions in predicting students’ psychopathological symptoms. The method was a descriptive and correlation study that the statistical population included all male high school students at 2017-2018 in Ardabil city. The sample consisted of 300 students that were sampled by cluster sampling method. Data were collected using Highly Sensitive Person Scale (HSPS), Cognitive Abilities Questionnaire (CAQ), and Symptoms Checklist-90-Revised (SCL-90-R) and were analyzed using Pearson correlation coefficient and multiple regression analysis. The results showed that psychopathological indexes such as GSI, PST and PSDI have positive relationship with sensory processing sensitivity (P<0. 01), and negative relationship with cognitive functions (P<0. 01). Also, the result of multiple regression analysis showed that sensory processing sensitivity and cognitive functions have significant role in explaining of students psychopathological profile (P<0. 01). According to these findings, it seems that sensory processing sensitivity and cognitive functions have important role in students’ mental health problems, and can be considered as therapeutic objects in clinical work with students’ psychopathology.

The aim of this study was to investigate the role of time perspective in academic emotions of secondary school male students. Therefore, 200 students in Shiraz were selected by random cluster sampling and completed time perspective questionnaire of Zimbardo and Boyd (1999) and academic emotions of Pekrun et al (2005). Data were analyzed using Pearson correlation coefficient and path analysis. The results of the correlation indicated that there was a positive and significant relationship between the time perspective of hedonist present, future, fatalist present with positive academic emotions; Also, only the negative past, hedonist present, transcendental and positive past had a positive and significant relationship with negative academic emotions. Also path analysis results showed that the proposed model fit the data and among the dimensions of time perspective, hedonist present, future and fatalist present played role in prediction of positive academic emotions and also negative past, hedonist present and higher education future in prediction of negative academic emotions. Regarding the results of this study, it is suggested that time management training programs should be provided to specialists to guide the students to a balanced time perspective in order to increase positive emotions and decrease negative emotions.

The present study is an attempt to examine the psychological processes of noticing, retrieval, and generation and their possible contribution to the process of vocabulary learning and retention among intermediate students. The research method was experimental. Ninety intermediate students were randomly assigned to three groups, namely Noticing through Input enhancement (n=30), Input Enhancement plus Input-Based Reviewing (n=30), and Input Enhancement plus Output-Based Reviewing (n=30). The target Academic Words were contextualized in Focus on Vocabulary 2: Mastering the Academic Word List (Schmitt, Schmitt, & Mann, 2011). A pretest composed of the VKS items was administered to the participants. The first group encountered the target words that have been already highlighted to absorb their attention. Encountering the already highlighted words, the second group reviewed the words through researcher-made word cards. The third group, besides encountering the already highlighted words, reviewed the words through paraphrasing the sentences including the target words. One week after the last treatment session, an immediate posttest, and after two weeks, a delayed posttest were administered. Based on the results of Friedman’ s ANOVAs, subsequent Wilcoxon Signed Rank Tests, and Kruskal Wallis Tests, it was revealed that noticing without any intervention has no significant effect on vocabulary learning and retention. It was also found that both types of inputbased and output-based reviewing have positive effect on vocabulary learning and retention and their effects are not significantly different.

This research is aimed at comparing academic procrastination and academic self-regulation in male students with epilepsy and normal students of 12-16 years old in South Khorasan province. This research is a causal-comparative study. The population includes all the male students with epilepsy and normal students of 12-16 years old in South Khorasan province in the academic year 2016-2017. Out of the mentioned population, 30 students with epilepsy were selected by convenience sampling, and 30 normal students were selected by simple random sampling. The samples were homogenized in terms of GPA and grade. The research tools were academic procrastination scale (Solomon and Ruth Bloom) and self-regulation questionnaire. The results of multivariate analysis of variance (MANOVA) for the hypotheses showed that there is a significant difference between academic procrastination and self-regulation in students with epilepsy and normal students (P≤ 0/05); i. e. students with epilepsy had a higher level of academic procrastination and a lower level of academic self-regulation compared to their normal peers. The findings suggest that since epilepsy is accompanied with cognitive, emotional, and academic deficits, teachers and counselors should pay attention to academic procrastination and selfregulation among students.

This study is done based on evaluating the role of educational emotions, autonomy protection cognition and school dependency in predicting the educational – social adaptation of headless students. The study method was conducted descriptive method. Under study population contain all of headless students in Ardabil on 1396 (2018), that 120 of them were selected achievably as statistical population. Collecting data was done using educational emotion, protection of cognition, school dependency and students adaptation questionnaires. The connected data were analyzed using correlation coefficient of Pearson, and regression analysis. Results show that there is a meaningful positive relationship between positive educational emotions, protection of cognition autonomy and school dependency, and there is significant negative relationship between negative educational emotions and social– educational adaptation. The regression analysis result show that educational emotions, autonomy protection cognition and school dependency can predict of educational– social adaptation of students respectively (p<0/01). These results show that educational emotions, protection of cognitive autonomy and school dependency are useful in predicting the educational and social adaptation.