JOURNAL OF SCHOOL PSYCHOLOGY
Year:2012 | Volume:1 | Issue:2|Papers Count:7

The aim of the present research was to determine relationship between social desirability, mental health and self-efficacy in predicting academic achievement of gifted and normal students. The research sample consisted of 240 normal and gifted students who were selected through random sampling method. To collect the data, Reality Distortion Scale, General Health Questionnaire and Self-Efficacy Scale were used. The research results showed that social desirability (-0.29 vs -0.52), mental health (0.21 vs 0.24) and self-efficacy (0.21 vs 0.38) are related to academic achievement in normal and gifted students.The results of multiple regression showed that social desirability, mental health and self-efficacy accounted for 12 percent of variance of academic achievement in gifted students, while 31 percent of variance of academic achievement in normal students. The results indicated that high levels of mental health and self-efficacy, and low level of reality distortion increases academic achievement.

The aim of this study was to study individual identity in high school girl students of Ardabil city in which the self-esteem, religious orientation, mental health, and the influences of peers and parents on students were studied as correlatives of identity. In accordance with the nature of the topic, the current study was descriptive correlation in method. The sample involved 357 female high school students who were selected by cluster sampling. All the data were gathered from adolescence female students, using Adams's identity questionnaire, religious orientation of Alport, self-esteem of Rosenberg, mental health of Goldberg and the researcher made questionnaire. In order to analyze the data, the multiple regression analysis, and one way ANOVA was used. The results showed that the various levels of identity can be predicted fairly from religious orientation, self-esteem, mental health, relationship with peers, and parental influence. The obtained results have been discussed in theoretical and empirical framework.

This study investigated the effectiveness of a program developed on the basis of combining Questioning the Author and Triarchic Reading Comprehension approaches to improve the students' comprehension of different texts in Persian language (ancient fiction, modern prose and short story). To this end, 71 second grade school boys of middle school from two classes were randomly chosen and assigned to experimental and control groups. The instruments of research were researcher-developed pre-test and post-test reading comprehensions. The program was in 8 sessions of (5 sessions whole class discussions and 3 sessions group discussions) for experimental of group the result indicated the effectiveness of the program in improving reading comprehension of students in experimental group in the whole test and also in all the subtests. Using the questions of Questioning the Author and Triarchic Reading Comprehension approaches, teacher's modeling, and peers discussion led to an increase in the students' reading comprehension.

The aim of this research was to investigate the effectiveness of group counseling emphasizing the effect of Rational–Emotive–Behavioral Therapy on sub-scales General Health Questionnaire in third grade male high school students in Ahvaz city.200 male students of education 1 and 4 regions were randomly selected and General Health Questionnaire (GHQ-28) completed. Then 30 male participants were selected according to cut-off point in inventory.Next, the participants were randomly assigned into experimental and control groups (each group comprising 15 students). The method of this study was experimental design using pre-test and post-test with control group. The participants in the experimental group received 8 sessions of Rational–Emotive–Behavioral Therapy, and no control group.Data analysis was done through the analysis of covariance. The findings by pre-test controlling showed that group counseling training significantly increase general health components among experimental group. As a result, group counseling emphasizing Rational–Emotive –Behavioral Therapy is an effective method in reducing and improcing high school students psychological sysmptoms.

The purpose of this study was to investigate the family processes (including family cohesion, family communication, family coping strategies and family problem skills as predictors of behavior problems among second grade high school students in Yasuoj. The sample included 590 second grade from high school students who were selected by cluster random sampling from among 38 male and female high schools. The students completed Achenbach Youth Self-Report Scale (YSR). The students whose scores of YSR were upper than one standard deviation above the mean were classified as behavior problem group and students whose scores of YSR was lower than one standard deviation from mean was classified as without behavior problem group. Therefore the students of the two groups completed Self-report Family Processes Scale (SFP scale). The results of discriminant showed that linear composition of family processes can predict the behavior problems among second grade high school students in Yasuoj.

The aim of the present study was to investigate meta-cognitive beliefs in normal and gifted students.60 male students (in 2 groups of 30) were randomly selected. The research hypothesis was this: There is a significant difference in meta-cognitive beliefs between gifted and normal students. To test the research hypothesis, the meta-cognitive questionnaire with 30 questions was administered. The data were analyzed using independent t-test. The results of the study indicated that there is significant difference in meta-cognitive beliefs of gifted and normal students. It was also found that the two groups of students are significantly different with regard to micro-factors of cognitive self-awareness. However, no significant difference was found between the members of the two groups regarding cognitive confidence factors, positive beliefs about anxiety and negative beliefs about uncontrobaility and risk. It seems that due to higher levels of IQ, gifted students are trying to closely control their mental behavior, and as a result of this, enjoy higher standards of self awareness. It seems, however, that the components of positive and negative beliefs as well as cognitive confidence are independent of IQ.

The present study has been done to determine the relationship and contribution of family functioning variables (Problem solving, communication, role performance, emotional responsiveness, emotional intercourse, behavior control and overall functioning, locus of control and self-esteem) in the prediction of discipline desired behavior among high school students.For this purpose, 380 high school students and deputies of schools were selected with multi-stage sampling method and studied. Pearson correlation and regression analysis were used to analyize the data. The results indicate that: there are significant positive correlation there are between family functioning in all dimensions (problem solving, communication, role performance, emotional responsiveness, emotional intercourse, controlling behavior and overall performance) and the disciplinary desired behavior of students. Between locus of control of students there is positive relationship and discipline desired behavior. Between self-esteem of students there is a significant positive relationship with discipline desired behavior. From among the predictive variables studied, variables of emotional intercourse, self-esteem, and behavior control have been able to predict the disciplinary desired behavior of student.