JOURNAL OF SCHOOL PSYCHOLOGY
Year:2018 | Volume:7 | Issue:3 (27) |Papers Count:9

The purpose of this study was to investigate the role of Internet addiction and self-disclosure in predicting cyberbullying in students. In this research, 400 second-grade students in Ardabil were selected through cluster sampling and filled in the Internet addiction questionnaire (Young, 1996), cyberbullying questionnaire (Lam & Li, 2013) and self-disclosure questionnaire (Valkenburg & Peter, 2007). The results revealed that there was a significant relationship between cyberbullying and cyber victimization among internet addicts. There was also a significant relationship between online self-disclosure and cyberbullying and cyber victimization. The results of stepwise regression showed that online addiction and self-disclosure alone accounted for 39% of cyberbullying variance and 10% of cyber victimization. According to these results, the role of online self-disclosure and Internet addiction as a predictor of cyberbullying and cyber victimization should be given special attention. The findings have important implications for professionals, authorities and families who play a vital role in managing the cyberspace of their children.

This study aims to predict social anxiety in high students through the variables of behavioral activation/inhibition system, cognitive emotion regulation strategies and the temperament and character. The research method was descriptive and correlational. All male and female high school students studying in Bostan Abad county in academic year 2015-2016 comprised the population of this study among whom 120 participants (60 boys and 60 girls) were selected by cluster sampling. The data were collected through behavioral activation/inhibition systems, cognitive emotion regulation strategies, temperament and character and social anxiety questionnaires. It was analyzed using correlation and regression analysis. The findings revealed a relationship between BIS, cognitive emotion regulation strategies and two temperaments (harm avoidance and innovation) and one of the character dimensions (leadership), and a significant relationship with social anxiety symptoms. The high sensitivity of BIS system and the difficulty of cognitive strategies as well as novelty seeking, harm avoidance and self-direction were involved in the development and maintenance of social anxiety. By examining these variables, the target disorder can be prevented.

The goal of this study is to present the structural relationship pattern between psychological capital and national identity mediated by selfefficacy, social competence and civic culture of female students in secondary high schools in Marand by using a correlational approach. The population consisted of all female students in secondary high schools (n=2252). Morgan table was used to determine the sample size. The number of participants was 330 students. In the present study, cluster sampling was used to sampling. The instruments included three standardized questionnaires: the national identity measurement questionnaire of Lotfabadi, the psychology capital questionnaire of Lutanz (PCQ) and civic culture questionnaire of Hemmati and Ahmadi. The results showed that social competence has significant effect on national identity mediated by civic culture. Psychological capital has not significant effect on national identity mediated by self-efficacy. Psychological capital has not significant effect on national identity. Psychological capital has significant effect on national identity mediated by social competence.

The purpose of this study was to examine the relationship between personality characteristics and cognitive emotion regulation with academic burnout among female high school in students Tehran. The research method was descriptivecorrelational. The population included all female high school students in Tehran in 2016-2017 year academic amounting to 85747 people. According to Cochran formula, 382 female students were selected as the sample through multistage sampling. The instruments for data collection included three valid and reliable scales of Costa and McCrae (1992), Granefski, Kraaij and Spinhoven of cognitive emotion regulation (2002) and Breso, Salanova and Schoufeli's academic burnout (2007). The data were analyzed using Pearson correlation coefficient and multi regression analysis. Findings showed that there was a positive and significant correlation between neuroticism and academic burnout (p<. 05). There was a negative and significant correlation between extraversion, agreeableness, conscientiousness and openness and academic burnout (p<0. 05). There was a positive and significant correlation between non-adaptive cognitive emotion regulation and academic burnout (. <0. 05). There was also a negative and significant correlation between adaptive cognitive emotion regulation and academic burnout (p<. 05). Regression analysis revealed that personality characteristics and cognitive emotion regulation play a significant role in explaining academic burnout of female students. According to the results, it can be concluded that personality characteristics and cognitive emotion regulation are essential determinants of academic burnout among female students.

This study aimed to compare self-regulatory behaviors and meta-mood in students with and without separation anxiety. Its design was descriptive and casual-comparative. The population consisted of all high school students in Roodsar in 2015-2016. 160 (80 female, 80 male) students were selected via purposive sampling. The data were collected by Adult Separation Anxiety Questionnaire (Manicavasagar, 2003), Self-regulation Questionnaire (Brown et al., 1999), and Meta-mood Scale (Palmer et al, 1999) and analyzed by multivariate analysis of variance. The results indicated significantly lower levels of self-regulatory behaviors and meta-mood in students with separation anxiety compared to those without (p=. 05). Therefore, these students face more difficulties in regulating their behaviors and emotions and highly likely be exposed to psychological damages.

The present study aims to explain the effect of attachment styles on workaholism and engaging in work among teachers at different educational levels. The population included all male and female teachers in different schools of Lahijan. According to the nature of this study, 215 teachers from different schools of Lahijan were selected as the sample amounting to 443 teachers. For the analysis of demographic variables and their measurement, descriptive statistics and SPSS software were used as well as inferential statistics. Data analysis and the hypothesis-testing were performed using structural equation modelling based on partial least squares using Smartpls software. The results of fitting the research model showed that unsafe attachment has a positive effect on workaholism and has a reciprocal effect on engagement at work. The results also revealed that the secure attachment style of teachers on engagement in work has a direct effect on workaholism. Also, the results of the study showed that the secure attachment style of teachers on work engagement has a direct effect on workaholism to work and has a reverse effect on workaholism to work.

This study aimed to investigate the role of theory of mind, brain-behavioral systems and social problem solving method in predicting social anxiety in elementary school students. This method was descriptive and correlational. The population included all the elementary school students in Sareyn city. The sample consisted of 120 students who were selected by convenience sampling. The data were collected using social anxiety (Watson et al. ), theory of mind (Astyrnman), brain-behavioral systems (Carver & White) and social problem-solving (Dzvryla et al. ) questionnaires. The data was analyzed using Pearson correlation and multiple regression analysis. Pearson correlation's results showed that was a significant relationship between students' social anxiety, theory of mind (r=-0. 69), behavioral inhibition system (r=0. 77), behavioral activation system (r=-0. 78), and social problem-solving method (r=-0. 85) (p<0. 01). Regression analysis showed that social problem-solving method (32 percent), theory of mind (35 percent) and brain systems behavior (44 percent) were able predict variance in social anxiety. According to the results, brain-behavioral systems, theory of mind, and problemsolving method have a decisive role in predicting social anxiety symptoms.

The present descriptive and correlational study was conducted to investigate the role of irrational beliefs, self-efficacy and mindfulness in the prediction of bullying in the students. The population included all high school male students in Ardabil during 2015-2016, 122 of whom were selected using multistage cluster sampling. For data collection, irrational beliefs scale, self-efficacy scale, mindfulness scale and bullying scale were used. The data were analyzed using Pearson correlation coefficient and multiple regression. The results showed that is a significant relationship between irrational beliefs, self-efficacy and mindfulness with bullying among students. The results of multiple regression revealed that irrational beliefs, self-efficacy and mindfulness predict 0. 53 of the variance in student bullying (p<. 05). Thus, it can be concluded that irrational beliefs, selfefficacy and mindfulness be considered in predicting variables related to bullying.

This mixed methods research was conducted to study the educational implications of the constructivist psychological approach in designing the electronic and smart learning environments. The population of the study was studied in two quantitative and qualitative phases. In the qualitative phase, the sample included the experts of the field of e-learning. In quantitative phase, it included the experts and teachers of this field in Tehran. The sampling method was purposive in the qualitative phase and random in the quantitative section. The sample size was 16 in the qualitative section, and it was 193 in the quantitative section. The qualitative data included interview and questionnaire was used in quantitative phase The reliability of the extracted questionnaire was 0. 886. The quantitative analysis was an exploratory factor analysis which identified the factors including goal, content, teaching method, evaluation, materials and learning resources, learning activities, time, location and grouping of 61. 29 percent of educational implications explain the constructivist approach in designing an e-learning and smart environment. It is suggested that researchers use the constructivist psychological approach in designing e-learning and smart environments.