فصلنامه روان شناسی مدرسه
سال پنجم شماره 3 (پیاپی 19، پاییز 1395)

In the information age¡ continuous learning to become a source of competitive advantage and organizations that learn faster than your competitors have greater chances of survival. Thus¡ organizations are more oriented to have learning and Most organizations are aware of the importance of learning So object of this article is studying the sources and methods of assistants and manager''s learning in high schools of Ardebil city. In order to become familiar with this resources and knowledge of production methods and promotion experimental and theoretical knowledge in the field of management and related fields. This research is applied and research method is Quantitative (Reliability= 0/96). Statistical population was300 assistants and managers in high schools of Ardebil city that 168 people of them were selected by usingcocran formula .Data were analyzed through spss and Result shows that Learning by doing is the most important among other learning resources and Learning through social interaction and learning byeducation and publications are important in the later stages¡ respectively.

The main goal of this study was to compare social stress and sensitivity to rejection in students with and without stuttering. The method of this study was causal-comparative. The statistical population included all students with stuttering according to DSM-5 in which 20 students with stuttering were selected using census sampling method and 20 normal subjects were selected by the random sampling. Then¡ they responded to Watson and Friend avoidance and social turmoil scale questionnaires and Rejection Sensitivity Questionnaire (RSQ). Data were analyzed using the analysis of variance method and SPSS software. Results showed that individuals with stuttering had higher scores in social pressure¡ fear of negative evaluation¡ social anxiety and sensitivity to rejection than normal ones. The results of Wilks Lambda test showed that 71% of the difference between the two groups was determined by social pressure and sensitivity to rejection. Therefore¡ students with stuttering are exposed to increase their problems and frustration because of social pressures that they endure as well as sensitivity to rejection.

This study investigated the effectiveness of problem solving training on interpersonal sensitivity & aggression in students for this purpose¡ with use of a semi-experimental design and multistage cluster sampling method¡ 30 students were randomly to put in the experimental and control group. To collect the data¡ both groups filled Interpersonal Sensivity Scale & Aggresion Questinare in the pre-test and 3-month fallow up. The participant of the experimental group learned problem-solving skills. The results of covariance and variance analysis with repeated measurement showed that Eta Square (0.47) with (F= 69.35) & (0.54) with (F= 54.73) confirmed decreases in interpersonal sensitivity & aggression level of students receiving problem-solving skills. It can be concluded that the experimental intervention has made changes in the experimental group that 0.47 & 0.54 of them results from the experimental action¡ and with 0.99 assurances there is significant difference between the studied groups in the three measurements or intervention stages. The results indicated that training problem-solving skills is effective for decreasing interpersonal sensitivity & aggression level of students.

The purpose of the present research is to evaluate the effects of interschool components and social self-efficacy on predicting educational anxiety of students. The sample¡ was selected 160 male students in third grade of high school in region 1 in Arak city in academic year of 2013-2014 by multi-phase and answered to standard questionnaires of interschool factors¡ self-efficacy in social situations and educational anxiety. The data gathered from the research have been analyzed by SPSS software¡ multi-variable regression and step by step regression and Consequently¡ about 33.9 percent of the variance related to anxiety was presented by the interschoolcomponents and about 30.7 percent was presented by the social self-efficacycomponents .In addition¡ As the result of regression design presents¡ 45 percent of the total educational anxiety variance is due to two independent variables ¡ 32.9 percent for the interschoolcomponents and 12.1 percent for social self-efficacy. According to these results¡ the interschool components and social self-efficacy have a significant effect on predicting educational anxiety of third grade high school male students.

The present study was performed in order to evaluate the effectiveness of life goal training (based on life style) on academic motivation and self - efficacy among female students in secondary schools.The method of this research was semi-experimental. In order to measure the variables of the research¡ Vallerand Academic Motivation Scale and Sherer General Self Efficacy Scale were used. The survey includes the female students in secondary schools of Baharestan¡ 1393 - 94. The method of collecting samples was using available samples. Students with the lowest score in Academic Motivation Scale were randomly selected and divided into experimental group and control group of 20 subjects. For statistical analysis between groups¡ The analysis of covariance was performed.In this research¡ in order to use the analysis of covariance¡ Kolmogorov–Smirnov¡ Levine¡ and homogenous slope tests were performed. The findings of this study suggested that life goal traing increases both extrinsic and intrinsic motivation and self-efficacy among female students.According to the findings of the research¡ it is concluded that using life goal training in secondary school students is a beneficial factor in developing their personal growth and educational success. So it is proposed that life goal training (according to life style) to be taught as a course in secondary schools and the results to be analyzed.

The aim of this research was Survey the Relationship Error Management Culture with Organizational Learning and Innovation at office of Education in Ardabil state. The research method was descriptive – Correlation and the study population consisted of employees of the office of Education Ardebil (250 people) have formed and according to the sampeling formula Morgan random sample of 136 was determined. In this study¡ three questionnaires¡ error management culture¡ organizational learning process and organizational innovation was used. The formal and content validity of the questionnaires by a number of specialists were approved¡ and to assess the reliability of questionnaires with Cronbach''s alpha coefficient was used to arrange reliable (0.718¡ 0.934¡ 0.883). The results showed that between the error management culture with organization learning and innovation there is a positive and significant relationship. And Error management Culture components predict significant positive of organizational learning and organizational innovation.

This main aim of this research was evaluating the effectiveness of life skills training on children''s social adjustment in preschool children. The target population for this study was chosen randomly and both experimental and control groups consisted of 60 participants who had been matched on the basis of age and intensity of social adjustment. Social adjustment was assessed by Tahmasian peer rejection test and Mattson social skills test. The data analyses with moncova method.The results showed that training life skills to children promote their social adjustment and decreased impulsive and unsocial behaviors. In respect with results ¡life skills training was effective in children social adjustment.

The purpose of this study¡ «Comparison of coping styles and Emotional processing in normal students and students gifted high school» was. The method of this study is causal-comparative. The study population consisted of all normal and gifted students in the city of Karaj in the 93-94 school year (N= 1200). The study sample is consisted of 100 normal students and 100 gifted students. These samples were available for sampling. To collect data¡ a questionnaire of emotional processing Baker (2007) and coping strategies questionnaire Endler and Parker (1990) was used. For data analysis¡ multivariate analysis of variance (MANOVA) was used. Based on the findings there is a significant difference between the two groups of students (gifted and ordinary) of coping style (P

This study explored the effectiveness of teaching coping skills to deal with unpleasant emotions on decreasing students'' revealed and relational aggression. The design of this study was quasi experimental. Statistical population included all elementary students of Training Center in Tehran. Using cluster method¡ 217 students (118 girls and 99 boys) were randomly chosen and were given Shahim''s (2006) apparent and relational aggression questionnaires. Using cut-off point of this questionnaire¡ we selected 68 students who were considered aggressive out of which 30 students were randomly were chosen for the purpose of the study (15 students for experimental group and 15 students for control group). The experimental group were received six-sessions to be taught coping skills for dealing with unpleasant emotions. The data were analyzed by the statistical method of multivariate analysis of covariance. The findings showed that teaching coping skills to deal with unpleasant emotions on decreasing students'' revealed and relational aggression were effective (P

The present study aimed was to compare Behavioral disorders¡ self-esteem and life satisfaction in Derelict and normal adolescents. The research method was causal-comparative research method which is categorized as descriptive research method. The sample included 60 Derelict students and 60 normal students that selected by convenience sampling with consideration of entrance criterion. Achenbach behavioral disorders¡ Rozenberge self-esteem and Diner life satisfaction questionnaires administered among selected sample. The results indicated that there is a significant difference between Behavioral disorders¡ self-esteem and life satisfaction in Derelict and normal adolescents. So that Behavioral disorders mean scores of Derelicts were higher than normal adolescents. Also self-esteem and life satisfaction mean scores of Derelicts were lower than normal adolescents. Given that today''s teens¡ are the owners of the immediate future of society and Health and disease will have significant effects in future generations¡ therefore¡ more attention and better planning is required for derelict teens.