JOURNAL OF EDUCATIONAL PSYCHOLOGY STUDIES
Year:2020 | Volume: | Issue: |Papers Count:8

The purpose of this study was to investigate the mediating role of moral disengagement in the relationship between mindfulness and social-emotional loneliness in the undergraduate students of Shiraz University. This study was a correlational design and it was conducted by structural equation modeling. The Statistical population of the research included all undergraduate students at Shiraz University who were studying during 1397-98 year. Participants were 360 (190 girls and 170 boys) undergraduate students at Shiraz University which were selected via random cluster sampling method, and completed the mindfulness scale of Droutman et al. (2018), moral disengagement of Bandura et al. (1996), and social-emotional loneliness of Di Tommaso et al. (2004). The validity and reliability of the research scales were also verified by confirmatory factor analysis (AMOS software version 24) and Cronbach's alpha coefficient (SPSS version 24 software). The results indicated that the research model fits well with the data collected. Also, The findings revealed that the negative effect of mindfulness on social-emotional loneliness (β, =-0/40, p<0/003), negative effect of mindfulness on moral disengagement (β, =-0/42, p<0/01), positive effect of moral disengagement on social-emotional loneliness (β, = 0/31, p<0/02), and The negative effect of mindfulness on social-emotional loneliness mediated by moral disengagement (β, =-0/13, p <0/02) were significant. In general, the findings of the present study illustrate the role of mindfulness and moral disengagement in explaining social-emotional loneliness.

This study examined the impact of psychological needs on future education orientation and academic identity students in Bandar Lengeh in first year high school student in academic year 2015-2016. The study is causal-comparative research. 280 students of first year high school were selected by random sampling. Basic needs psychological questionnaire (BNSS), academic identity status (AIS) and future orientation (FO) were used for testing students. For statistical analysis of unilabiate analysis of variance study was used (ANOVA) and multivariate (MANOVA). The results showed that there was a significant relationship between future education orientation of students with psychological needs need in autonomy and relation. There was a significant relationship between future education orientations of students with competence. The results also showed that between late academic identities, confusion, While that between male and female students in the next academic orientation difference was not significant. the results also showed that there was a significant difference between The identity of the successful education of students with Psychological needs of competence and self-determination and the identity of the continuing education of students with psychological needs for autonomy and there was a significant relationship. The results also showed that there was a significant difference between late academic identities, confusion and succeed in male and female students, While there was not significant between male and female students in future education orientation.

The objective of the present study was evaluating the relationship between Parent and Peer Attachment of teenagers and social self-efficiency as well life satisfaction. This study was descriptive, correlative type. The target includes all by second-grade High school of Zahedan Township within academic year of 2014-15. The sample volume is 373 persons, who are selected based on the multi-stages cluster sampling. Parent and Peer Attachment Questionnaire (Armsden & Greenberg, 1987), Teenager Social Self-efficiency Questionnaire (Kenoly, 1989) and student life satisfaction (Huebner et al., 1994) are used to collect data. Data are analyzed using Pearson correlation coefficient and step-by-step Regression. The results of Pearson Correlation showed there is a significant relationship between the aspects of attachment to father, attachment to mother and attachment to friends in respect to social self-efficiency and life satisfaction. The results of step-by-step Regression showed relationship with friend has the most share of predicting for social self-efficiency, while the least one is allocated for relationship with parents. The result step-by-step Regression for life satisfaction showed relationship with friend has the most share of predicting for trust to friends, while the least one is allocated for relationship with parents.

The purpose of this study was to investigate the effect of sand play on reducing Alexithymia in dyslexic students. The study was a pretest-posttest with control group. The statistical population of this study was all dyslexic male students with second and third grade Alexithymia who were referred to counseling and learning disorders centers of Qorveh city in 1389-99 academic year. The samples of this study included 20 dyslexic male students with second and third grade Alexithymia who were selected by purposeful sampling. Then, these samples were randomly divided into two groups of 10 experimental and control groups. Research instruments included researcher made Alexithymia scale, Wechsler IV test and NEMA dyslexia test. Pre-test was performed in both experimental and control groups. Then, the intervention group received the same intervention and the control group did not receive any similar intervention. The results of multivariate analysis of variance showed that the subjects in the experimental group showed a significant decrease after the boating method compared to the control group (p<0. 002). The results of this study showed that boating method reduced the difficulty describing feelings (p<0. 03), decreased the difficulty in fantasies (p<0. 02), reduced the difficulty in distinguishing emotions from physiological changes (p<0. 002) and There was a significant difference in reduction of externally orientated thinking style (p<0. 001). But there was no significant difference in decreasing difficulty identifying one's own feelings (p> 0. 05).

This study focused on identify and analyze the factors which affect tolerance, ethics, complaisance, and respect for others' ideas for the school year 2018-2019 in the case of Islamshahr primary schools' environment. The statistical population of this study consisted of elementary teachers in Islamshahr. In the qualitative phase, 11 individuals were selected through a purposeful sampling and 298 random individuals were selected for the quantitative phase. A questionnaire-based collected data represented a Cronbach's alpha coefficient of 0. 82 within the qualitative phase. To analyze the findings of the qualitative interviews, the inductive content analysis method based on open coding was used. To analyze quantitative data, the structural equation model with PLS software was implemented. An unstructured interview using the three-dimensional approach and participant feedback to validating was accomplished for the qualitative phase. The research findings revealed that organizational factors included (ethical discussion in the class, schools' culture, schools' atmosphere, respectful behavior in the class, and social skills training programs) and family factors (education level of parents, family culture, student characteristics) influence tolerance, ethics, and respect for others' ideas in the school environment. Moreover, based on standardized factor loadings with the statistical significant of 0. 05, this research declared that creating ethical discussion in class 0. 752-factor loading is the most influential of tolerance for the other thoughts and the least effective factor 0. 918-factor loading is students' characteristics.

The purpose of this study was to predict academic vitality based on perception of learning environment and hope for employment in physical education students. The research method was descriptive correlational. The statistical population of the study consisted of all physical education students of Mohaghegh Ardabili University in the academic year of 1389-99. 210 students were selected using available sampling method. To collect data, Sweeney, Sorensen and Commission learning environment questionnaire, Qureshi Rad employment hope questionnaire and Dehghanizadeh and Hossein Chari academic vitality questionnaire were used. The obtained data were analyzed using Pearson correlation coefficient and multiple regression analysis. The findings showed that there is a positive and significant relationship between perception of learning environment and employment hope with students' academic vitality. The results of regression analysis also revealed that perceptions of learning environment and hope for employment are able to predict 0. 33 of changes in academic life in a positive direction. Therefore, it can be concluded that perceptions of learning environment and hope for employment are important variables related to students' academic vitality.