پژوهشنامه تربیتی
سال دوازدهم شماره 3 (پیاپی 51، تابستان 1396)

The aim of this study is to determine the effectiveness of group training based on hope therapy on psychological well-being in female students. This study was semi-experimental, pretest and post-test design with control group. The study population consisted of all high school female students in second grade II Gilan-e Gharb city public schools were enrolled in the academic year 95-94.To carry out this study, 30 students were selected by cluster random sampling method. That is, of all the high schools in the city, accidentally three selected schools and from every school, on two bases of the second, Psychological well-being questionnaire was implemented. Then, 30 of the population, who earned lower scores on this test were selected. Of these 15 patients for the experimental group and 15 for the control group were assigned randomly.The experimental group received 8 session hope therapy (one session per week). After the sessions posttest was done for both groups. the results showed that hope therapy is effective in increasing student's psychological welfare.

The main aim of the research is to study the relationship between attachment styles and alexithymia, anxiety and hypochondriasis among the students at the Islamic Azad, Ayatollah Amoli branch. From M.A students at the Islamic Azad University, Ayatollah Amoli branch. 330 individuals were selected randomly and completed questionnaires of attachment styles, Alexithymia, anxiety and hypochondriasis. In order to analyze the data, used from the Pearson correlation test and stepwise regression. The results showed that there is a relationship between secure attachment style and such variables alexithymia, anxiety and hypochondriasis.But According to the results obtained for the relationship between mutual avoidance attachment style and such variables as alexithymia, anxiety and hypochondriasis. There is a direct relationship between mutual attachment styleand such variables as alexithymia, anxiety and hypochondriasis. In addition, there is a significant and positive relationship between alexithymia, anxiety and hypochondriasis. Also, there is a positive relationship between hypochondriasis and anxiety.the result of regression was showed that ambivalent attachment was explained 24% of the variance of hypochondria and other predictors were alexithymia, anxiety, secure and insecure attachment ,respectively, that in sum was explained 36% of the variance of hypochondria. In fact, insufficient observation and weaknesses of sensitive and maternal responses will lead to insecure attachment behavior and bars development of the effective skills including emotional regulation and cognitive integrity. In consequence, it will lead to such psychological disorders as alexithymia, anxiety, stress,hypochondriasis as signs of requesting carefulness responses for others due to higher levels ofanxiety.

Due to the fact that the factors affecting the knowledge of the specific learning disorder are very little considered, the necessity of identifying and studying the actions in the particular learning disorder is felt moreThe aim of the study was to investigate the role of executive functions (transfer, retention, update, continuous operation and Planning Organization) in predicting the performance of students with learning disabilities were learning. For this study, 116 primary school students with learning disabilities were selected by random sampling. Measuring instruments used in this study include: WCST, Stroop complex task, Tower of London, working memory test and CPT. To be independent variables predicting academic performance through research and variance explanation of academic performance LISREL structural equation modeling was used. The results showed that among the executive functions, variable response inhibition and working memory more contributions in predicting academic performance of students with learning disabilities in reading, writing and math are. executive functions response inhibition, working memory as a cognitive activity in learning reading, writing and mathematics is essential. Thus, according to the capacity of working memory and response inhibition learners efficient process design and provide training and educational materials that the ultimate goal of all of them create, expand or facilitate learning, provide positive effects.

Test anxiety is a tension mode that can lead to reduction of academic performance, poor learning, and level of grades. The aim of this study was to investigate the relationship between academic self-regulation and responsibility with test anxiety in female students. Design of research was descriptive from correlational method. The statistical population included all of female high school students of Rasht city in 2013-2014 academic years that 128 students were selected by multistage cluster sampling method and they completed academic self-regulation (Kanel & Ryan, 1987), responsibility (Kordloo, 2010), and test anxiety (Abolghasemi, 2000) scales. Results of the Pearson of correlation coefficient showed there are significant negative correlation between test anxiety with total score of self-regulation and subscales internal self-regulation and intrinsic motivation and positive significant relationship with extrinsic motivation (p

This study was conducted to investigate the mediating role of academic self-concept in the relationship between family communication patterns and achievement motivation. The present study is correlational type of study. The study population included 13000 students of Kerman Shahid Bahonar University, which 380 (150 males, 230 females) were selected by multistage cluster sampling. Participants completed the Family Communication Patterns Questionnaire (Fitzpatrick and Ritchie, 1997), Academic Self-concept Questionnaire (Li Yu and Wang, 2005), and Achievement Motivation Questionnaire (Herman, 1970). Data were analyzed using descriptive statistics and path analysis test. The results showed that family communication patterns positively and significantly predict the academic self-concept and academic self-concept positively and significantly predict the achievement motivation. Communication patterns through a mediator variable of academic self-concept predict the achievement motivation. As a result, as general effects of two direct and non-direct paths increase, dimensions of family communication patterns and academic self-concept will have a mediating role for academic self-concepts in the relationship between communication patterns and achievement motivation. It is concluded that by training and paying more attention to the relationship between the family and self-concept of people, we can increase the achievement motivation of people.

The goal is to evaluate and analize the content of hadiyehay Aseman on The basis of lipmen critical thinking in (analizing , compounding , evaluating and explaining ) level. The method is descriptive – Analgtic from The kind of content analgsis. The statistical society is The hole content of hadiyehay Asemani,s book that contains all of The books in second and sixth educational period which all of the books are chosen as a sample . The tool of data collecting is The researcher – made checklist on The basis of lipmen yualification with special apparent admissibility . The data collected of mentioned books shown : 1- There is a difference between attendant rate of books in educational ranks to critical thinking on different levels. 2- The level of analizing in critical skils between all books is lesser than desirable extent . 3- The combined skill in hadiyehay Aseman,s critical thinking skils is lesser ihan expectation . 4- The level of evaluating related to critical thinking skils in all of the books of elementary period,s hadigehay aseman is lesser than desirable extent . 5- The explaining,s skil of critical thinking skils in hadiyehay aseman elementary period (unless) is further than skils but it is letter than expectation . 6- Totallg, The attendance scale of hadigehag Aseman books with critical thinking is in low level .

Entrepreneurship education have impact on various aspects of knowledge, skills and behavior of individuals and universities develops entrepreneurial vision aids to help people to increase their knowledge and skills. Higher education and universities is a process in which the people who are in search of self-improvement or community will help, to increase their knowledge and skills and in the process of growth and development of society an active role. The aim of this study was to evaluate educational programs in Islamic Azad University of Bandar Anzali in entrepreneurial characteristics training of students. Accordingly, the population of 4500 people, 354 students selected through random sampling. The required data were collected using a questionnaire with reliability of %97, to extract relevant structural equation model using statistical tests to analyze the assumptions discussed. Results have shown that RMSEA=%98, GFI =%98 , AGFI=%93 NFI=%97 and confirmed the whole model, educational programs performance on each of the variables (establishing and managing a business, risk-taking, creativity and innovation, opportunity recognition and its use and Behavioral variables), both directly and indirectly and interactive have influenced.

The purpose of this study was to survey of schools hidden curriculum and offering solutions In order to reduce the negative effects and increase the positive effects. For this purpose, a community of schools teachers and administrators of Mazandaran province was considered (4330) that a sample of 255 teachers and 71 administrators were selected by cluster sampling. Survey research was carried out using a Researcher made questionnaire. The reliability of the questionnaire was 79/0. The results show that teachers and administrators believe the negative effects of hidden curriculum are weak and the effects of positive are rich. In other words, they regard the status of the effects of the curriculum in their student's experiences as positive. In order to navigate the views of the participants, they were asked to provide the appropriate solutions in the hidden curriculum. Offered 12 solutions from view of teachers and administrators reduce the negative effects hidden curriculum. Such as Students should not be classified according to their economic situation (question 14 with average of 37/4), There is a need for group work in the school (item 7 with an average of 16/4), success in the school is not the result of unconditional obedience to the authorities (item 11 with an average of 95/3), to increase the positive effects of hidden curriculum, 10 solutions were proposed such as Student's knowledge development (with a mean of 50/4), school emphasis on student's self-awareness (with a mean of 29/4), attention to mental health of children (with a mean of 04/4).