JOURNAL OF PSYCHOLOGY AND EDUCATION
Year:2008 | Volume:38 | Issue:2|Papers Count:9

The purpose of this study was to examine the effect of family-centered early psychological and educational interventions on mental health mothers of children’s with Down syndrome in Isfahan city. An experimental and a pretest-postiest control group design method were applied. Mothers of 36 children with Down syndrome were chosen as sample size of the study. General Health Questionnaire was used to evaluate the mothers' mental health. The analyses of covariance revealed that, the difference between the performance of the control group and the experimental group in the mental health test was statistically significant (p< 0.001), and family-centered early psychological and educational interventions had positive effect on mothers' mental health status.

The purpose of the present study was to investigate the relationship between intelligence beliefs and academic achievement with regard to the mediating role of achievement goals, cognitive engagement and effort. For this reason, 500 third grade high school students (250 males and '250 females) in mathematics discipline were chosen with multi stage sampling. They completed a questionnaire consisted of these 4 subscales: intelligence beliefs (Dupeyrat & Marine, 2005), achievement goals (Middleton & Midgley, 1997), effort (Dupeyrat & Marine, 2005), and cognitive and met cognitive strategies (Pintrich et al., 1991). Their academic performance was also assessed by their total score average. The results by path analysis technique showed that the relationship between intelligence beliefs and academic achievement is influenced by achievement goals, cognitive engagement and effort. Entity intelligence beliefs had a negative and indirect effect on academic achievement through performance-approach goals, performance-avoidance goals, and cognitive strategies. Incremental intelligence beliefs had positive and indirect effect on academic achievement through mastery goals, effort, and metacognitive strategies. The findings confirmed the impact of social-cognitive variables on context of school.

The role of teachers in teaching and learning especially in primary schools is very important. Teacher quality is a factor that matters most for students learning. The importance of student learning quality and the large part of learning should be implemented in teaching and learning environment. Thus assessment cannot be separated from this process.Assessment should be at the heart of teaching and learning to enhance student's learning. On the other hand teachers' professional development has an important role in student learning improvement and any reform in education. The enhancement of teacher and pedagogical knowledge continuing professional development is very important. The aim of this study was designing a model for teachers' professional development based on continuous assessment for student learning in primary schools. To evaluate teachers' professional needs in assessment domain for students learning we used focus group interview. In this article we have tried to introduce focus group method, and analyse teachers' professional needs in primary schools..

This study was conducted in order to investigate the prevalence, frequency, type and reason for verbal and physical violence in Lorestan middle schools. Teachers, deputy administrators and students' point of view were investigated. Subjects consisted of 384 students (boys and girls), 134 teachers and 35 deputies from Broujerd, Khoram-Abad, Poldokhtar educational districts. The results revealed a significance difference between boys and girls (P<0/01): boys were more aggressive than girls. Teachers and deputies considerd personal, social, and familial factors as the main cause for students' violence. Based on the research findings, suggestions for reducing violence at schools were offered.

The aim of this study was to examine the relations of emotional intelligence with alexithymia and interpersonal problems in a sample of students. A correlational analysis was performed to assess the kind of association exist among emotional intelligence with alexithymia and interpersonal problems. Three hundred and fifty seven students (147 boys, 210 girls) from the University of Tehran were included in this study. All participants were asked to complete Emotional Intelligence Scale (EIS), Farsi version of the Toronto Alexithymia Scale (FTAS-20), and Inventory of Interpersonal Problems (IIP). Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, multivariate analysis of variance, pearson's correlation coefficients and regression analysis. The results revealed that emotional intelligence was negatively associated with both alexithymia and different aspects of interpersonal problems including assertiveness, sociability, intimacy, and responsibility. Results of regression analysis revealed that emotional intelligence can predict alexithymia and interpersonal problems regarding assertiveness, sociability, intimacy, and responsibility. It can be concluded that emotional intelligence is associated with alexithymia and interpersonal problems. Results and implications are discussed.

The purpose of this study was to investigate the predictive role of students' perception of family context in the educational factors such as self regulation, study habits, general confidence, and course perception. The sample consisted of341 students (188 females and 153males) from the first grade of high schools in Shiraz. The students answered the questionnaire adopted from Strage (1998). The results showed a significant positive relationship between authoritative family’s context and self-regulation, study habits, general confidence, and positive course perception. For close family, the results were the same as those of authoritative ones. The students in the authoritarian context showed a negative attitude toward the social studies course. Also, there was a significant relationship between both nagging, and worrying families and negative attitude toward the course. Stepwise regression analysis revealed that perception of family contexts can predict self-regulation, study habits, general confidence, and course perception.

The present paper reports the results of an investigation on the effect of cooperative learning on academic achievement of physics. Population consisted of 7109 girls and boys in middle schools level. 220 Participants were selected by simple random method as experimental group (107 students) and control group (113 students). Teachers were trained about cooperative learning (15 meetings). Students were trained about physics course (29 meetings) through cooperative learning method. Physics Academic Achievement Measurement Questionnaire was the essential instrument of this research. In analyzing the findings t test was used. Results indicated that cooperative learning has remarkable effects on academic achievement in physics. Further research is needed to assess the effect of cooperative learning on academic achievement in Iran.

Objectives: The aim of this research was to investigate the relationship between "forgiveness", and "Mental health" in medical school students.Methods: A sample of 420 students were selected with multistage sampling procedure from Tehran and Iran Medical Sciences university’s Modified version of "Enright Forgiveness Inventory as well as Symptom cheek list Test" (SCL-90R) were administered 350 questionnaires were completed. Which was the base of our final analysis? Findings: Analysis of data indicated that higher forgiving individuals in behavioral dimension were lower in depression (P<0.01), anxiety (p< 0.05), interpersonal sensitivity (P<0.01). In addition female students who were higher in affective domain of forgiveness were lower in hostility (P<0.01). Male students higher in behavioral and cognitive domains of forgiveness showed less symptoms in hostility comparing to other group (P<0.05). Moreover, male students higher in cognitive domain of forgiveness showed less depression (P<0.05), lower anxiety (P<0.01), and less interpersonal sensitivity problems (P<0.01)

Philosophical studies in librarianship have consistedly been impressed by the different Philosophical procedures. The formation of Philosophical foundations in librarianship along with the essence and multidimensional aspects of this discipline have resulted in some ambiguity and complexity in the exact definition of librarianship Philosophy. The Importance of explanation of identity and formulating goals that can be helpful in effective planning and flourishing of the discipline have affirmed the necessity of developing the bases for philosophy in librarianship. Accordingly some different Philosophical approaches have been represented in librarianship among which two cognitive and metaphysical ones have been known as the most important and basic Philosophical approaches in librarianship. Based upon these approaches librarianship is regarded as a metascience arised from blending various aspects of natural, social and abstract sciences; hereby can be defined according to its effects and real place in human knowledge. Therefore beginning to prepare the ways for different types of research, a relative and basic theoretical structure will be provided for librarianship.