مجله مطالعات روانشناسی تربیتی
پیاپی 52 (زمستان 1402)

The present study was conducted with the aim of comparing the effectiveness of compassion-focused therapy and dialectical behavior therapy on the adversity quotients and emotional processing of adolescents with a history of self-injury. This research was a semi-experimental study with a pre-test, post-test design with experimental and control groups. The statistical population of the research included all female students of the second secondary level in the academic year of 2020-2021in Bushehr, who had a history of self-injury. Among them, 60 people were selected and randomly assigned to two experimental groups and one control group (20 people each). The first experimental group underwent compassion-based therapy and the second experimental group underwent dialectical behavioral therapy intervention, and the control group did not receive any intervention. The research tool were the self‐harm inventory (Sansone et al., 1998), Adversity Response Profile (Stoltz, 1997) and The Emotional Processing Scale (Baker et al., 2010). The results showed that both interventions increased the adversity quotients and reduced maladaptive emotional processing in adolescents (p<0.05). Also, the findings of the research indicated that there is a significant difference between compassion-focused therapy and dialectical behavior therapy, and compassion-focused therapy is more effective in increasing the adversity quotients and dialectical behavior therapy in emotional processing (p<0.001). According to the results of the research, both interventions can be used to improve the adversity quotients and emotional processing of adolescents with self-injury, along with other therapeutic interventions.

The purpose of the research is to reflect on education in the perspective of ideology, which is an analysis of the contrast between realism and idealism; This research is an analytical-inferential method and in the form of a qualitative research, after explaining and explaining the ideology, the challenges of education in the present era were investigated and analyzed.According to the theoretical foundations, it can be assumed that, in case this thinking dominates the educational system, on the one hand, the goals, content, and even the method of education with foundations (science, religion, and philosophy), due to the dominance of pale ideology, and on the other hand The inconsistency of members and educational elements with the manifesto - in some cases - will make even the goals of the ideology not to be achieved. In fact, the polarized schemas of the special group will control the knowledge and social attitude of the activists in the field of education, and by presenting and implementing mental models, it will guide the discourse and actions of the activists in this field, and in case of disharmony, Incompatibility has formed and education is doomed to stagnation.In this regard, the demonstration of the teacher and inclusive of dissent in order to protect himself in the system, and the cost of identifying and keeping him on the manifest rail by the government, will take the energy of the activists in the field of education, and our polarized belief (positive

The purpose of this study was to predict attitude towards cheating based on spiritual intelligence and the achievement goal orientation (mastery-approach, mastery-avoidance, performance-approach and performance-avoidance) in students. The method of this research was descriptive correlation type. The statistical population of the present study included all female students of the first secondary level in the 15th district of Tehran in the academic year of 2022-2023 who were studying in the fields of math physics, experimental sciences, and humanities. Among 3500 community members, 245 students were selected as the research sample based on the Krejcie and Morgan table and by random sampling method. Research tools included questionnaires of Elliot and McGregor's (2001) achievement goal orientation, Frasat's academic cheating (2012) and King's intellectual intelligence (2008). The results showed that there was a negative and significant relationship between spiritual intelligence and goal orientation (mastery-approach, mastery-avoidance) with the attitude towards cheating, and there was a positive and significant relationship between performance-approach and performance-avoidance with the attitude towards cheating (p0/01). Also achievement goal orientation (mastery-approach, performance-approach and performance-avoidance) and spiritual intelligence together could predict 40% of the variance of attitude towards cheating (p0/001). Based on the findings of the research, it is necessary to investigate and intervene about the basic variables such as spiritual intelligence and the goal-orientation that affect the attitude towards cheating, in order to provide a basis for promoting and improving academic performance and reducing academic cheating.

The purpose of the present study was to compare the effectiveness of education based on positive psychology with education based on cognitive-behavioral method on the resilience of students of gifted schools. The research method was a pre-test-post-test experiment with a control group. The statistical population included all the students of gifted schools, studying in the first secondary level in the academic year 2016-2017 (about 12000 people), from which a sample of 45 people was selected using cluster random sampling method. and randomly placed in two experimental groups and one control group. Connor and Davidson (2003) resilience questionnaire was used to collect data. The experimental groups were trained for 14 sessions of 90 minutes based on positive psychology (Seligman and Rashid, 2006) and cognitive-behavioral method (Beck et all, 1988), but the control group did not receive any intervention. The findings showed that the difference between the experimental and control groups is significant in both approaches, and education based on positive psychology and cognitive-behavioral education had the greatest impact on the resilience of gifted school students, respectively (P=0.001). ). Based on the findings, it can be concluded that people can achieve more resilience by learning techniques based on positive psychology and cognitive-behavioral methods, but education based on positive psychology is more successful than cognitive-behavioral methods. have.

Evidence shows that persistence is considered as a fundamental aspect to achieve goals in developmental situation Due to the lack of access to a reliable tool to measure this strength focused on purposeful efforts in the Iranian sample, the present study was conducted with the aim of adapting and standardizing the motivational persistence scale among students.In this correlational study, 400 students who were selected using the convenience sampling method, were answered the Academic Self-Efficacy Questionnaire ( Zajacova, Lynch & Espenshade, 2005) , the Achievement Emotion Questionnaire-Revised( Abdollahpour, 2015) and the Motivational Persistence Scale (Constantin, Holman & Hojbotă, 2011) . The results of statistical method of confirmatory factor analysis showed that the three factor model of Motivational Persistence Scale including long-term purposes pursuing, current purpose pursuing and recurrence of unattained purposes had fit well to the data. The results related to the correlation between aspects of motivational persistence with positive and negative progress emotions and self-efficacy beliefs provided evidence in defense of the criterion validity of this scale. the internal consistency coefficients of the subscales the long-term purposes pursuing, current purpose pursuing and recurrence of unattained purposes subscales was 0/90, 0/89 & 0/87 . In sum, the results of this research, by repeating the factor structure consisting of three components, on the one hand, support from strength of theoretical foundation of Motivational Persistence Scale, and the other hand, these findings provide further psychometric evidence for the Motivational Persistence Scale and support the utility of the questionnaire in Iranian students.

The aim of this study was to investigate the effect of faculty members'educational philosophies on learning principles with the mediating role of epistemological beliefs.The research method used in this study was descriptive-correlational. The statistical population of the study included the professors of Sistan and Baluchestan University in the academic year 1300-1400 with 341 people and the volume of the sample population was estimated to be 181 based on the sample size determination table of Singh and Masko.The class sampling method was proportional to the volume (according to the faculty) and sampling was available. Data were collected from three questionnaires of Kant's educational philosophies (2004), Sedler and Zeitelman (2013) and Schumer's epistemological beliefs (1993), whose validity was calculated to be 0.84, 0.76 and 0.89, respectively. One-group t-test was used to examine the studied variables, confirmatory factor analysis was used for construct validity and structural equation method was used to test research hypotheses with the help of SPSS20 and Lisrel8 software. The results showed that the effect of the variable of educational philosophies on the principles of learning and epistemological beliefs are 0.59 and 0.52, respectively, and this effect was also significant. Also, the effect of educational philosophies on the principles of learning mediated by epistemological beliefs was 0.11 and this effect was significant; Therefore, the variable of educational philosophies had a positive and significant relationship with the principles of learning and epistemological beliefs. The mediating role of epistemological beliefs in the relationship between educational philosophy and learning principles was also confirmed

The aim of this present study was to investigate the effect of blended learning on students' mental health, academic motivation and academic engagement. This research was an applied research in terms of its purpose and a descriptive semi-experimental research in terms of implementation. From the statistical population of 721 students of Payam Noor Khalkhal University in the academic year of 2023-2024, using the purposeful sampling method, based on the Kerlinger formula, 60 people were randomly divided into two groups of 30 people, an experimental group and an alternative control group were replaced. The tools used include teaching the combined teaching method; Erikson and Nanon's mental health (2018); Harter's academic motivation (1981) and Zarang's academic engagement (2011). Covariance analysis was used to analyze the data. The results of the research showed that combined training on interaction, hetagogy, pedagogy, Technology and has an effect on mental health (p<0.01). The effect of combined training on external motivation and internal motivation was also positive and significant. Also, the results of the effect of combined training on motivational involvement, cognitive involvement, behavioral involvement and academic engagement (p< 0.01) were also positive and significant. The final result is that, if the combined education approach as an effective external educational factor based on multimedia, hypertexts, hyperlinks, mocks, podcasts and metaverse is well assessed, designed, implemented and evaluated; It will increase the satisfaction, competence, trust in personal beliefs and participation of learners, which will eventually lead to mental health, academic motivation and academic involvement of learners respectively.

Various attempts have been made to classify dysfunctional personality traits. Among these, the classification of dark three traits has attracted much attention over the past decade in the areas of social psychology and personality. The aim of this study was to evaluate the validity and reliability of comparing the Dark Tetrad Personality in a group of students aged 13 to 18 years. The research was conducted in the form of a correlational research project. The statistical population consists of all students aged 13 to 18 years in Khorramabad city in the academic year of 2019-2020. The research sample was 300 students (150 girls and 150 boys) of Khorramabad city who were selected by multi-stage cluster sampling method. Exploratory and confirmatory factor analysis were used to analyze the data using SPSS-26 and AMOS-21 software. The results showed that there was a positive and significant relationship between the components of the Dark Tetrad Personality and the Dark Tetrad of Jones and Webster (P≥0.001). The results of the exploratory factor analysis identified three factors that together explain 40.72% of the dark triple variance of personality. The results of the confirmatory factor analysis confirmed 24 items in three factors. Cronbach's alpha was 0.79 for the whole Dark Tetrad Personality questionnaire and 0.803 for the Machiavellian subscales, 0.78 for narcissism, and 0.68 for psychopathy. The Dark Tetrad Personality scale of personality has desirable psychometric properties in the Iranian student community.

The purpose of this research was to evaluate and analyze the content of Persian literature books in elementary schools in order to determine the extent to which the conditions that facilitate wisdom growth are addressed based on Brown's model. This is a fundamental and descriptive research of content analysis type. The unit of analysis is pages (including text, images, questions, or activities). The statistical population is the content of Persian literature books of elementary school. This investigation illustrates that among the Components of wisdom growth, analysis, and judgment component, and also the life knowledge component It experienced the highest and lowest frequency respectively. The results also indicated in Persian literature textbooks, proper attention has not been devoted to the components of wisdom. It is worth noting, there is a considerable need to change the content of textbooks. In conclusion, strongly proposed that scholars provide a comprehensive understanding of the components of wisdom in writing textbooks. Also, in the following phases, scholars have to facilitate to preparation of suitable content for use in Persian literature textbook design.

The research was aimed at structural equation modeling of academic procrastination based on motivational beliefs with the mediating role of academic vitality among students. This descriptive research was of correlation type based on structural equation modeling (SEM). The statistical population consisted of all 2nd grade high school students in Hamedan in the academic year 2022. In this research, 304 people were selected using cluster multistage sampling. Data collection tools included Solomon and Roth Bloom’s Academic Procrastination Questionnaire (1986), Pintrich and Digrott’s Motivational Strategies for learning questionnaire (1990), and Martin and Marsh’s academic vitality questionnaire (2008). Data was analyzed by SPSS-25 and Amos-24 software. The results showed that motivational beliefs predicted academic procrastination directly (β= -0.47), academic vitality predicted academic procrastination directly (β= -0.45), and motivational beliefs with the mediating role of academic vitality predicted academic procrastination (β= -0.26). According to the results, motivational beliefs and academic vitality are among effective factors on academic procrastination. In other words, students can be helped to overcome their own academic procrastination by intervening and improving motivational beliefs and academic vitality.