Iranian Evolutionary and Educational Psychology Journal
Volume:4 Issue: 1, Mar 2022

The Aim of this study was to determine the relationship between spiritual intelligence and academic engagement through the mediating role of academic conscience in female high school students in the second district of Zahedan, Iran. The method of study was a descriptive correlation research that was performed via path analysis.The statistical population of this study includes all female high school students in the second district of Zahedan in the academic year 2021-2022 (N = 4191)), which according to Krejcie and Morgan table 352 people were selected by stratified random sampling. For collecting data, three questionnaires were used: spiritual intelligence (King, 2008), academic engagement scale (Salmela-Aro & Upadaya, 2012) and academic conscience (McIllroy and Bunting, 2002). The results indicated that there was a direct and significant relationship between spiritual intelligence and academic engagement and between spiritual intelligence and academic conscience. Also, there was a direct and significant relationship between academic engagement and academic conscience. Furthermore, there was an indirect and significant relationship between spiritual intelligence and academic engagement through the mediating role of academic conscience in female high school students. In general, the research findings have supported the role of personality and motivational variables in academic engagement.

The present study aimed to examine the effectiveness of neuropsychological intervention on reading performance and executive functions in dyslexic children. The research method was quasi-experimental. The statistical population of this study included all third grade dyslexic students who referred to the Learning Disabilities Centers in Zahedan in 2021. A total of 28 patients were selected by convenience sampling method and randomly assigned to experimental and control groups (14 people in each group). The neuropsychological intervention was performed in the experimental group for 15 one-hour sessions. Reading and Dyslexia Test (NEMA) (KaramiNouri & Moradi, 2005) and Behavior Rating Inventory of Executive Function (Gioia et al., 2000) was used to collect data. Multivariate analysis of covariance was used to analyze the research hypotheses. The results indicated that the neuropsychological intervention is effective on both reading performance (except for the elimination of sounds and words-fake reading) and executive functions (P <0.01). Furthermore, the results of repeated measures ANOVA showed that the results were significant in the follow-up phase (P <0.01). The findings generally indicated that the intervention can be used as an effective treatment of dyslexia in learning disabilities treatment centers.

The aim of this study was exploring the effectiveness of compassion-based acceptance and commitment group therapy on adjustment and happiness in patients with major depression disorder. The research method was quasi-experimental with pre-test-post-test, with control group and follow-up. The sample was selected randomly from patients with major depression disorder in Jam city, Pardis and Naft towns, and randomly assigned into experimental and control groups. Compassion-based Acceptance and Commitment Group Therapy was performed for the experimental group, but the control groups did not receive any specific intervention. The research instruments included Sohrabi and Samani (2011) adjustment questionnaire and Argil (2001) happiness scale. The results of analysis of covariance (ANCOVA) with repeated measures showed that intervention increased adjustment in the experimental group, so that intervention in the second stage increased the adjustment compared to the first stage, this is while there was not difference between second and third stages. So it can be said that the treatment in patients with major depression disorder was more effective in the post test. Also, the intervention increased happiness in the experimental group, so that intervention in the posttest increased the happiness compared to the pretest, this is while there was not difference between posttest and follow up. So it can be said that the treatment in patients with major depression disorder was more effective in the post test.

This study aimed to identify the components of managing student learning culture with an emphasis on the elementary course and to provide a conceptual model using Meta-synthesis and Fuzzy Delphi method. In the first stage, the components of managing student learning culture were identified by the meta-synthesis method. The research community in this section included all valid qualitative researches related to managing learning culture, of which 10 of them were selected for final analysis based on regular searches in databases and based on the Critical Appraisal Skills Program. Data was coded at three levels: open, axial, and selective. The reliability of the coding was calculated using the Cohen Kappa formula of 0.81. According to the data analysis, the conceptual model of managing student learning culture was classified into 8 components of organizational policies, educational beliefs, academic skills, professional skills, learning supervision and control, social interactions, learning environment, and cultural barriers. In the next step, the conceptual model of managing students' learning culture was validated by the Fuzzy Delphi method. At this stage, the components and items of the conceptual model were set in the form of a 5-point Likert scale questionnaire and then provided to Delphi panel members to receive expert opinions. The research community in this section included professors and faculty members specialized in the field of learning culture, its management, and culture in education. Using the snowball sampling method, 13 people were selected as members of the Delphi panel. The results of fuzzy calculations showed that the de-fuzzy value for all questions is greater than the threshold (r = 3). As a result, the conceptual model of student learning culture management was approved. DP members agreed on the fact, that in general, the most crucial components for SLC management were learning environment and social interactions. These two components have the highest degree of importance and the components of organizational policies and learning supervision and control have the lowest degree of importance of all components. However, due to the complexity and multidimensionality of learning culture, it is necessary to pay attention to all components to manage SLC effectively.

The main aim of this study was to examine the relation of the sequential implicit learning and visuospatial working memory capacity in childhood. The statistical population for this study were all pre-elementary and elementary female students who are studying at schools of Tehran in 2018 – 2019 academic year. The sample of this study consisted of 27 girls aged 6 to 7.5 and 25 girls aged 9 to 10.5 recruited based on availability sampling method. The participants completed the Corsi span task and a modified version of the Serial Reaction Time (SRT) task in a single session. Data were analyzed using independent sample t-test and the Pearson-r. The results showed that although younger children had a lower visuospatial working memory capacity in comparison with the elder children, there is no significant relationship between the visuospatial working memory capacity and SIL. This means that implicit learning of the sequences is not influenced by the differences of the visuospatial working memory capacity.

The aim of this study was to evaluate the effectiveness of the positive youth development education program with an islamic approach on social health and rumination of male adolescents at risk of methadone addiction in Bushehr city, Iran in 2022. This quasi-experimental study was conducted with a pretest-posttest control group design. The statistical population of the study was male adolescents at risk of methadone addiction in Bushehr. Thirty male adolescents at risk of methadone addiction who had the highest scores in problems of social health and rumination were purposefully selected and randomly assigned into experimental and control groups. After performing the pre-test, the experimental group was exposed to the positive youth development education program with an islamic approach based on Kiani study, for 9 sessions of 60 minutes (one session per week). The Keyes Social Health Questionnaire and the Hoeksema and Morrow Ruminative Response Scale were used to collect data. The results indicated that the positive youth development education program with an islamic approach improved social health and its components including social cohesion, social adaptation, social participation, social prosperity and social acceptance in the experimental group compared to the control group. The intervention also reduced rumination in the experimental group compared to the control group.

Burnout is a state of emotional, physical, and mental exhaustion. The personality trait is one of the major causes of burnout, and schemas as personality traits discussed in personality developmental psychology are very important; therefore, in this study, we investigated the predictive effect of early maladaptive schemas and hardiness on burnout of first grade elementary school teachers. For this purpose, the study questionnaires were distributed to all of the first-grade elementary school teachers in Gonbad Kavous city, Iran (142 people) to collect data. At the end, 108 questionnaires were analyzed. The research instruments included demographic questionnaire, Burnout Scale, Kobasa’s Hardiness Scale –Short Form (1982) and Young's maladaptive schema-short form (2005). According to results, there is a positive and significant relationship between three domains of early maladaptive schemas include impaired performance and autonomy, impaired limits and hyper vigilance/inhibition with burnout. Also, there is a significant inverse relationship between hardiness and burnout. According to the results of multiple regression analysis, the model f study explains the 50.9% of the variance of burnout with the predictive power of two domains of impaired performance and autonomy and hyper vigilance/inhibition. Therefore, we conclude that considering the high predictive power of these two domains at the level of schema-based educational and therapeutic interventions can be effective in preventing or reducing teacher burnout.

The aim of this study was to investigate the relationship between family functioning, marital functioning and perceived social support of mothers with their child abuse mediated by anxiety in order to provide a model. The method of the present study was correlation with the structural equation modeling method. The statistical population of the study was the parents of students in Kerman, Iran, in 2019 (N = 8950). Sampling in the present study was performed in two parts: psychometric properties of instruments (n = 160) and model test (n = 280). The sampling method was multi-stage cluster. Data collection tools were Spielberger Anxiety Questionnaire (2002), Epstein et al.'s Family Assessment Device (1997), Enrich Marital Satisfaction Questionnaire, Sherbourne & Stewart Social Support Questionnaire (1991) and MohammadKhani child abuse questionnaire (2013). The results indicated that the initial model did not fit well with the data, but the modified model showed a good fit with the data. Examination of mediation hypotheses also revealed that anxiety has a significant mediating role in the relationship between social support, family functioning and marital function with the rate of child abuse.

The aim of this study was to predict the tendency to high-risk behaviors based on psychological flexibility and attachment styles in male and female high school students. This research is applied in terms of purpose and descriptive and correlational in terms of data collection. The statistical population of this study was all high school students in the academic year 2020-2021. Using cluster random sampling method, 300 people were selected as a sample. In the descriptive statistics section, the mean, standard deviation, minimum and maximum scores and in the inferential statistics section, Pearson coefficient and multiple regression have been used. The results indicated that the flexibility and secure attachment have a negative and significant relationship with the tendency to high-risk behavior and the avoidant attachment and ambivalent attachment have a positive and significant relationship with the tendency to high-risk behavior. Also flexibility (p <0.05, β = -0.17), secure attachment style (p <0.05, β = -0.19), avoidance attachment style (p <0.05, = 0.18) β) and ambivalent attachment style (p <0.05, β = 0.13) were significant predictors for the tendency to high-risk behavior.

Cyberbullying, harassment of others through new technologies, is a growing phenomenon that has important consequences for its victims. The purpose of this study was to compare psychological problems (depression, anxiety & stress) and sleep quality in two groups including victims of cyberbullying and a normal group using a causal-comparative design. The design of this research was causal comparative. The statistical population of this research included all male adolescents in Zanjan City, Iran during the 2020 year. The participants of this study were 100 male adolescents (50 victims of cyberbullying & 50 normal people), who were selected by multi stage random sampling. The instruments used in this study were Cyberbullying Experiences Questionnaire (CEQ), Depression- Anxiety- Stress Scale (DASS) and Petersburg Sleep Quality Questionnaire (PSQI). Results indicated that index of F in Quality of sleep was equal to 28.54, in Depression, 15.82, in Anxiety, 22.71, and in Stress, 34.87. The results of Multivariate Analysis of Variance (MANOVA) showed that there were significant differences (p<.01) between Quality of Sleep, Depression, Anxiety and Stress in victims of cyberbullying group and the normal group. The results of the current study showed that there were differences between victims of cyberbullying adolescents and normal adolescents in quality of sleep, depression, anxiety and stress. In fact, victims of cyberbullying group had higher scores on depression, anxiety and stress than the comparison group and also they had lower quality of sleep than the comparison group.

Academic engagement is a multidimensional structure that consists of various behavioral, cognitive and motivational components. The purpose of this study was to investigate the factors affecting students' academic engagement through the schools of idealism, realism and pragmatism. The research method is descriptive-correlational and a researcher-made questionnaire based on the qualitative stage of the research was used to collect data. The statistical results of the study included all high school students in districts one and two of education in Urmia, Iran. The research sample was selected by stratified random sampling. Accordingly, 440 students (220 people from each education district) were randomly selected and answered the research questionnaires. Data were analyzed using statistical method of structural equation modeling in LISREL software. The reliability of the developed questionnaire was estimated to be 0.95, which indicates its optimal reliability. Also, based on the results of confirmatory factor analysis and standard factor loads, the measures of the latent variables of the schools of idealism, realism and pragmatism had a positive factor load that supported the validity of the measures in measuring the structure. As a result, the factor structure of the questionnaire for these variables can be confirmed. In general, the research findings supported the measurement of the structure of academic engagement through the educational schools of idealism, realism and pragmatism. Therefore, the questionnaire can be used to measure academic engagement through educational schools in research and educational contexts.

The main purpose of this study was to identify the pattern of promoting happiness in high school students. The method of study was qualitative research via Grounded theory. This grounded theory study explored the pattern of promoting happiness in high school students. Based on it, the semi-structured interviews were conducted with 14 experts and specialists who were selected by theoretical sampling method. To ensure the validity of the research, we used the members checking (interviewees) and triangulation (faculty members) and to calculate the reliability of the coding method, the methods of inter-subject agreement (agreement between two coders) and Kendall agreement formula were used that coefficient of 0.78 was obtained, which is in the favorite range. In order to analyze the data obtained from the interview, thematic analysis method was used. After reaching theoretical saturation, the dimensions and components of happiness promotion in schools were extracted and the pattern of happiness promotion in high school students was identified. Findings revealed that the most important dimensions of promoting happiness in high school students include two dimensions, internal and external. In the internal dimension, the main categories of the model include: characteristics of students, characteristics of teachers, characteristics of principals, teaching methods, communication and interactions, activities, actions and educational programs of the school, organizational factors and physical space and equipment. In the internal dimension, the main categories include family factors and social factors.

The purpose of this study was to investigate the role of self-esteem, five personality factors and age in the prediction of Nomophobia in Bandar Abbas city students. The method of this research was correlational and the statistical population consisted of all  male and female students of Bandar Abbas universities in the academic year of 2018. For this purpose, 378 students (250) female and (128) male of Bandar Abbas universities were selected by Stratified random sampling. The participants completed the Azadmanesh et al.’s Nomophobia Questionnaire, Five-Factor Personality Questionnaire, Short Version (BFI 10) and Rosenberg Self-Esteem Scale. Data were analyzed using descriptive statistics methods  and regression. The results showed that self-esteem variable with beta coefficient of 0.16, variable of   conscientious personality trait with beta coefficient of 0.18, and age variable with beta coefficient of 0.21 could predict negatively and significantly the students' nomophobia. The variable of Neuroticism personality trait with beta coefficient of 0.16 predicted positively and significantly the students' nomophobia. Also, the results indicated that 19% of students’ nomophobia variance was explained by predictor variables.

The aim of this study was to investigate the effect of Individual Education Intervention (IEI) on academic attitudes and academic self-efficacy in sixth grade elementary school students in Bushehr, Iran. The research method was quasi-experimental. The statistical population of the present study was 671 sixth grade students in Bushehr in 2022. The research sample was 30 people who were selected by accessible sampling and were randomly assigned to experimental and control groups. After performing the pre-test, the experimental group was exposed to IEI for 5 sessions (one session per week). The control group did not receive any special training during this period. Morgan and Jinks (1999) academic self-efficacy scale and Akbari (2004) academic attitude questionnaire were used to collect data. The research hypotheses were analyzed using the analysis of covariance. Results indicated that IEI improved academic attitude, academic self-efficacy and its components (talent, context and effort) in the experimental group compared to the control group. In general, the research findings support the effectiveness of Individual Education Intervention on students' motivational outcomes.                 

This study draws primarily on ZPD and concept of mediation (a key element in the sociocultural theory) to analyze the mediational talk in speaking group-works. The authors present an analysis of how EFL learners' speaking skill is socioculturally mediated and developed through teacher-student and student-student collaborative interactions. Situated micro genesis was used as a tool for analyzing the interactions generated between the participants during a dialog making task. The results showed the characteristics of a dialogic communication among the learners as they took part in diverse conversation-making tasks collaboratively. Consequently, the analysis of the communicative discourse of the EFL speaking tasks was indicative of precious insights into the nature of the peer-peer and student-teacher interactions as well as their pivotal contributions to scaffolding the EFL learners' speaking skill in different forms. The findings provide worthwhile evidence substantiating that dialogic exchanges in collaborative tasks are crucial as a mediationally facilitative activity conducive to the improvement of second language speaking ability. Finally, the study proposes some constructive implications for EFL instructors encouraging the integration of collaborative tasks in their speaking classes.  

The purpose of this study was to investigate and explain the dimensions and psychological components of Successor Program in higher education. The present research is applied in terms of purpose and qualitative in term of method. The population of research was managers and full-time faculty members of the Islamic Azad University of Tehran. Data were collected using exploratory and semi-structured interview, which after 12 interviews, theoretical saturation was obtained. For analysis of data, the content analysis method was used. Reliability was achieved using the triangulation method at the appropriate level. Results indicated that the succession model consists of six main components including causal factors of succession, contextual factors of succession, intervention factors of succession, central phenomena, succession strategies and consequences of succession. These six main components were measured by 86 indicators.  Consequently, all six variables were identified as psychological factors related to succession program in higher education.