فصلنامه پژوهش در نظام های آموزشی
پیاپی 31 (زمستان 1394)

The purpose of this study was to determine the relationship between control and self-efficacy with academic motivation in students. The statistical population of the study consisted of all students of state-ofthe- art undergraduate and graduate high school students who studied in Tehran during the academic year of 93-92. A multistage cluster sampling method was used to select the sample. According to the research plan, 200 people were selected and responded to the scale of academic motivation (Valerand et al., 1989), internalism, powerful people and luck (Levinson, 1981) and generalized self-efficacy questionnaire (Jayge et al., 1998). The results of regression analysis showed that the two variables of control and self-efficacy were able to explain 13% of internal motivation variance, 7% of external stimulation variance and 9% of non-motivational variance. Finally, the findings were discussed based on the importance of academic motivation in student's academic achievement.

The purpose of this study was to analyze teacher's perceptions about the weaknesses and strengths of the implementation of the assessment program in elementary schools. It was attempted to use the interpretive approach to redefine the semantic perceptions of teachers about the strengths and weaknesses of the evaluation system, the socalled assessment evaluation, and to show that these participants, both their perceptions and assessments, are well versed in the weaknesses and strengths of the evaluation plan. A qualitative semi-structured interview was used to collect data. Using targeted sampling, data saturation was obtained after conducting 23 interviews with teachers, mostly experienced teachers, with an educational tendency for elementary education. The deep analysis of teachers 'views has led to the identification and categorization of six points of view, such as "reducing the craving, sensitivity and motivation of student's endeavors to learn and study," and "increasing the drop in student learning and education," and the eight strengths of the appraisal program, such as "eliminating The Effort of Teachers to List the Students List "and" The Possibility of Using Multiple Methods in Student Assessment ". The findings showed that the interviewed teachers have experienced different outcomes of the effects of the implementation of the appraisal assessment program.

The purpose of this study was to compare negative mood setting and emotional expression in students with and without specific learning disorder. The method of this research is causal-comparative. The sample consisted of 90 students (45 students with learning disabilities and 45 normal students in the same way), which were selected by simple random sampling. To collect the data, Neutral Mental Setting (NMR) questionnaires, Catanzar and Mears, and Emotional Balance (BEQ) Gross and John were used. Data were analyzed using descriptive and multivariate analysis of variance (MANOVA). The results of this study showed that there is a significant difference between students with learning disabilities and normal in the setting of negative mood and emotional expression. The findings of this study indicate that students with learning disabilities have behavioral and emotional issues. Behavioral and emotional deficiencies are usually associated with problems with academic growth and individual capabilities. Therefore, recognizing the behavioral and emotional characteristics of patients with learning disabilities is one of the essential steps in the diagnosis and rehabilitation process of these students.

Feeling of frustration is a common experience that has had its harmful effects on the learning and academic performance of students in the focus of attention of researchers. In this research, the role of Ali's characteristics of personality traits and coping strategies in explaining academic frustration was investigated. Participants included 718 students (380 girls and 338 boys) from Shiraz high schools selected by a cluster sampling method. To collect data, a short version of the Goldberg personality trait questionnaire, the scale of coping strategies with academic bells, and the degree of boredom associated with the class and learning was used. In order to investigate the model using structural equation method and to determine the role of mediation of coping strategies, the Bootstrap method and Baron and Kenny stages were used in AMOS software. The results of the study showed that, except for consensus, other personality factors predict academic frustration. Avoidance cognitive coping strategies will mediate the effect of task-oriented traits and the openness of experience on academic frustration. Avoiding behavioral strategy also mediates the impact of extraversion, duty and openness on academic frustration. In addition, the study of fit indices indicated that the model was consistent with the observations. The implications of the findings in the light of theoretical foundations and previous research are the subject of this article.

The purpose of this study was to investigate the role of trust and collective efficacy mediators on the relationship between transformational leadership and teamwork. This research is applied in terms of the purpose and from the perspective of the method is a descriptive correlation. The statistical population consisted of all the staff of the General Directorate of Education in Hormozgan province, which was selected using the Cochran formula of 176 people and selected by stratified random sampling method in the form of 10 working teams. For collecting data, Boston Leadership Style Leadership Questionnaire, Michael West Teamwork Questionnaire, Zarei & Associates Organizational Trust Inventory and Chen Individual and Individual Self-Efficacy Questionnaire were used for data analysis. Structural Equation Methodology was used with PLS software. The results indicate that collective self-efficacy has a moderating role on the relationship between transformational leadership and team performance, but no such role was found for organizational trust.

The purpose of this study was to investigate spiritual intelligence and religious orientation with psychological well-being and existential anxiety among students of Islamic Azad University, Ahwaz. The sample size was 380 students who were selected by classical sampling. Four intelligence questionnaires, religious attitude questionnaire, psychological well-being questionnaire and existential anxiety inventory were used to collect information. This research was correlational and for focal analysis, statistical analysis was used. The results of the analysis of the data showed that all four types of analysis of variance related to the focal analysis between spiritual intelligence variables and religious orientation with psychological well-being and existential anxiety can be said. Among the variables studied in this hypothesis, there is a significant relationship And these variables affect each other and can have a positive and direct effect on each other. In other words, the correlation coefficient was 0.97 and their standard deviation was 93. Of course, their particle value is reported at 14.35, which means that the focal correlation coefficient at the first root is approximately 0.97, which means there is a very significant and meaningful relationship between the variables.

The purpose of this study was to predict the motivation of academic achievement by coping styles with the problems of adolescent girls in Tehran province. The research method is descriptive and the statistical population consists of all female high school students in district 2 of Tehran in the academic year of 1393-94. The sample size of the study was 150 students from Isfahan Shahed high school with the available sampling method from different fields of study (mathematical, experimental, and human). Data collection was done through the Adolescent Coping Strategies Questionnaire and the Progress Measurement Scale. For analysis, multiple linear regression was used. The results show that predictive power is related to referring to others, effective coping and ineffective coping. The relationship between effective coping and referring to others with progressive motivation is significant at 5% level. With increasing relaxation and hard work, the motivation for progress increases and with the increase of worries and belonging to the order decreases the amount of motivation for progress. Therefore, it can be used to increase the motivation of students to develop their coping styles.

Students of each nation are considered to be cultural and spiritual. Knowing the damage to the cortex will be effective in improving their health and well-being. The present study was conducted with the aim of pathology in social-behavioral social sciences of high school students in Tehran. This research was carried out based on the necessity of recognizing and comparing the types of injuries (6 criteria) on 275 male and female students from Tehran high schools using cluster randomized method with division of north, south, east, west regions The center was run by a researcher-made questionnaire of 116 questions. The results of this study indicate that firstly, socialbehavioral harm is high among high school students (29) and girls (19.5%). There is a significant relationship between injuries such as escape and illicit relationships, addiction and escape, suicide, aggression and violence, addiction, and so on. In other words, there is a relationship between various types of injuries that through the system are effective in the damage and other disorders and its frequency is evident. The number of injuries in boys was significantly higher than girls. In this research, 6 hypotheses and 4 questions have been addressed. The results, while identifying helplessness and helplessness disorders, send a message to the students and their families for evolution and development, and for decision makers.

To solve the growing problems in children and adolescents with behavioral disorders, various therapeutic programs have been developed, among which the most important are behavioral interventions; social skills training; family and family education ♦ Therapeutic and pharmaceutical interventions. The purpose of this study was to investigate the effectiveness of communication skills training program in impulsivity of adolescent girls with behavioral disorder symptoms. First, they were referred to the girl's primary schools of Alborz Province, which were available and handicap disorder questionnaire was conducted at guidance level (range from 12 to 15 years old). After having high scores in the conduct disorder questionnaire (those who calculated the scores of all scales and the CBCL profile, their peak in the clinical range), out of a total of 90 companies Were selected and subjected to a structured interview based on DSM_IV_TR. Finally, 30 people who met the criteria for entering the study were selected as sample groups. Subsequently, 30 of them were randomly divided into two groups of 15 control and control groups, and both groups responded to Persian version of impulsive questionnaire (BIS). The experimental group received communication skills training in a group and the control group did not receive any interventions. Experimental interventions were performed for 10 experimental sessions. At the end of the tenth session, every 30 participants responded to the first impulsive questionnaire. The results showed that at a significant level of 5% error, there was a significant relationship between communication skills training and reduction of impulsive symptoms in adolescents with behavioral disorder. Therefore, communication skills training reduces impulsivity symptoms (cognitive and non-cognitive component).

The purpose of this study was to investigate the relationship between individual and environmental motivational beliefs with learning English through the English language anxiety and cognitive strategies of self-regulation learning. The relationship between variables was investigated in the form of an causal model. The population of this study included high school students in Qom and a sample of 313 fourth-year high school students in District 1 and 3 of Qom in 94-95 academic years were selected through multi-stage cluster sampling. The tools used in this research were: two subscales of homework value and cognitive strategies of the motivational strategies for learning questionnaire (Pintrich et al., 1991), Cheng's English selfefficacy scale (2001), anxiety questionnaire in the foreign language classroom (Horowitz et al. , 1986) and the subsystem of the structure of perceived class objectives (Migley et al., 2000). This model was tested by path analysis and fitted to the data. The results of the model test and intermediate analysis showed that cognitive strategies have a mediatorial role in the relationship between value and self-efficacy and the goals of mastery with language performance as well as the anxiety variable in the relationship between the value of the task and the avoidance goals and the goals of the function with the language function. Value variables, self-efficacy, goals of mastery, performance and avoidance explain 30% of the anxiety scores and 34% of the scores of cognitive strategies.

The purpose of this study was to investigate the relationship between communication skills and entrepreneurship skills among students of science and social sciences faculties and psychology of Allameh Tabatabai and Khwarazmi universities. This research is applied in a descriptive-correlational manner. The statistical population consisted of 6000 students of Allameh Tabatabai and Kharazmi Universities of Education Sciences and Psychology. Using 360 degree random sampling method, 360 students were equally from the two universities studied as The statistical sample has been studied. In this research, two standard tools including the Barton Gay Communication Skills Questionnaire (1990) and the Ellenbach Entrepreneurship Skills Questionnaire (2007) were used. Their validity was assessed through the views of experts and experts in this field and its reliability. The tools have been calculated using Cronbach's alpha coefficient of 72% and 82% respectively. In the preliminary research, inferential statistics, independent t-test, one-way ANOVA and Pearson correlation coefficient were used for t-test. The results show that there is no significant difference between the mean of communication skills and entrepreneurship skills of students of Allameh Tabatabaie and Kharazmi. In addition, there is a positive and significant relationship between communication skills and entrepreneurship skills. .