مجله پیشرفت های نوین در علوم رفتاری
پیاپی 25 (آبان 1397)

The purpose of this study was to prediction of academic self-handicapping based on academic engagement, resilience and tolerance of distress in female students. The descriptive- correlation method was used. The statistical population consists of all the female students’ high school Tehran city in year academic 20172018 to 82099 female students. According to cluster random sampling method, 400 female students were selected as samples and they were asked to fill in the self-handicapping scale of Jones and Rhodewalt (1982), academic engagement scale of Fredricks, Blumenfeld and Paris (2004), resilience scale of Conner and Davidson (2003) and distress tolerance scale of Simons and Gaher (2005). The data were analyzed by tests of Pearson correlation and multivariate regression. Findings showed that there was a negative and significant correlation between academic engagement, resilience and tolerance of distress with academic self-handicapping (P<0/01). Regression analyses also revealed that 70/7 of variance of academic selfhandicapping was explained by academic engagement, resilience and tolerance of distress. This study confirmed the significant contribution of p academic engagement, resilience and tolerance of distress on academic self-handicapping

Teens are the future capital of society. The difference between two educational environments can enhance or create different personality and emotional characteristics in the two groups of students in these schools. The purpose of this study was to compare personality traits, emotional intelligence, and cognitive-emotional adjustment strategies in students of ordinary schools and government samples. This is a causal-comparative study. The statistical population consisted of all female students studying in primary schools in Bushehr city in 2017 in primary schools. A multistage randomized cluster sampling was conducted on 150 students (75 students of normal schools and 75 students of state-run schools). Data collection was done using five-personality trait (NEO-FFI), Predictive Intelligence (PFEIQ), and cognitiveemotional regulation (CERQ) questionnaires. Descriptive statistics and covariance data were analyzed. The results showed that there is a significant difference between the students of ordinary schools and the government sample in the personality characteristics of extraversion, openness and acceptability, so that ordinary school students have an extraversion score higher than that of students in state-run public schools and in features Openness and acceptability, students in ordinary schools have a lower score than students in state-run public schools. Also, the data show that there is a significant difference in emotional intelligence and cognitive-emotional adjustment between students of ordinary schools and government samples. Students in state-run sample schools have a higher score in their positive emotional setting than in regular school students. According to the results of the study, the attention of planners to educational and educational programs in the field of emotion and the reduction of maladaptive personality traits is felt.

The purpose of this study was to determine the effect of mobile phone harm on the psychological wellbeing of students of Payame Noor University in Kermanshah. The statistical population of this study included all female students of Payame- Noor Kermanshah University in the academic year of 2017-2018. Using a simple random sampling method, 269 subjects were selected as sample, according to Morgan's table. Then, the injury questionnaire they came from the mobile phone operator (COS) and psychiatric wellbeing Riff. Data were analyzed using Pearson correlation coefficient and simultaneous regression. The correlation between harmful use of mobile phone and psychological well-being was 0.26, which has a positive and significant correlation in the level of 005/0 <p. Also, for prediction of psychological wellbeing, simultaneous regression analysis was used and the results showed that the total psychological wellbeing score with β = 1.37 and t -6.66 have predictive power of psychological well-being and predictive variables are 0.29 the variance of psychological well-being is explained. Therefore, according to the results of this research and the importance of using mobile phones in student psychological well-being, using a variety of empirical methods, a suitable basis for developing educational programs and improving psychological well-being is used