نشریه انگاره های نو در تحقیقات آموزشی
سال سوم شماره 1 (پیاپی 7، بهار 1403)

Introduction and goal:

 Academic problems and lack of success in education are associated with many consequences and can make students face difficulties in the field of educational and career processes. Therefore, this research was conducted with the aim of predicting academic failure based on mindfulness and family functioning in students.

The research was descriptive-cross-sectional and correlational. The statistical population of the research included all male students studying in the first secondary level of Sarpol Zahab city in 2023, which with the available sampling method and according to the formula for determining the sample size of the plant (n=50+8m) the number 200 people were selected as samples. To collect data, academic failure questionnaire (Conroy et al., 2002), mindfulness (Baer et al., 2006) and family functioning (Epstein et al., 1982) were used. Data analysis was done with descriptive statistics, Pearson correlation coefficient and multiple regression with spss software.

The results showed that there is a negative and significant relationship between mindfulness and each of its components, including observation, description without labels, performance with awareness, acceptance without judgment, and non-reaction with academic failure (P<0.05). Also, this relationship between family function and each of its components including problem solving, communication, roles, emotional companionship, emotional intercourse, behavior control and overall performance with academic failure in students was negative and significant (P<0.05).

Considering the negative and widespread consequences of academic failure and the important role of psychological processes and the institution of the family in various dimensions of students' lives, especially their academic lives, it is necessary for mental health officials and educational psychologists to pay special attention to this issue.

Introduction and goal: 

children with physical disabilities can affect the psychological health of parents. The present study was conducted with the aim of Comparison of hope and Life Satisfaction in two groups of mothers with normal children and children with physical disabilitiy.

The research was descriptive-cross-sectional and post-event type. The statistical population of the research included all mothers with normal children and children with physical disabilities covered by the welfare organization of Mashhad city in 2022, with the available sampling method of 100 people (50 mothers with children with physical disabilities and 50 mothers with healthy children) Selected. Data collection was done with demographic information checklist, Schneider's (2000) hope questionnaire and Diener's (1985) life satisfaction questionnaire. The data was analyzed with variance analysis and SPSS software version 26.

results showed that there is a statistically significant difference between the average scores of mothers with and without physically disabled children in terms of hope, agentic thinking and paths, which means that mothers with physically disabled children have a lower level of hope than mothers with children. have reported normally. Also, in mothers with physically disabled children, the level of life satisfaction was lower than mothers with normal children, and a significant difference was observed between the two groups.

According to the results, it can be stated that mothers with children with physical disabilities are at risk of losing psychological health, and it is necessary for health planners to pay special attention to improving life satisfaction and psychological health level. have this stratum of society.

Introduction and goal: 

Learning disabilities are among the most common problems of children that can seriously damage the present and future life of a child if they are not diagnosed and treated timely. This research was conducted with the aim of determining the effectiveness of sensory-motor integrated therapy on self-concept and loneliness in sixth grade female students with learning disabilities in Jahrom city.

It was a semi-experimental research with a pre-test and post-test design with two experimental and control groups. The statistical population of the research included all female students studying in the sixth grade of primary school in Jam city in 2022, from which 30 people were selected by available sampling method and replaced in two equal groups of 15 people. Sensory-motor integration therapy was applied in 8 sessions as a group and one session every week for the experimental group. Self-concept questionnaire (Sarasot, 1999) and loneliness questionnaire (Russell et al., 1980) were used to collect information. The data were analyzed by descriptive statistics, statistical assumptions test and covariance analysis with SPSS-26 statistical software.

The results showed that the treatment of integrated sensory-motor therapy increased self-concept (F=38.54, P=0.014, η=0.607) and decreased difficulty in emotion regulation (F=28.79, P=0.013, η=0.625) the subjects of the experimental group were effective in the post-test stage (P<0.05).

According to the results, it can be said that sensory-motor integration exercises are effective in improving cognitive-behavioral structures in people with learning disabilities, and therapists and school counselors can use sensory-motor integration exercises to improve the psychosocial performance of these people to use.

Introduction and goal: 

Delinquency during adolescence is one of the abnormal behavior patterns that seriously harms the normal life of the adolescent and the people around him. This research was conducted with the aim of comparing identity styles and attachment styles in delinquent and non-delinquent teenagers in Qom city.

The research was descriptive-sectional and causal-comparative (post-event). All the delinquent teenagers living in the correctional center as well as the normal teenagers of Qom city in 2023 formed the statistical population of the research, among them, 60 people (30 delinquent teenagers and 30 normal teenagers) were selected by the available sampling method, and in addition to questionnaire of identity styles (Brzezunski et al., 2013) and the attachment style questionnaire (Collins and Reed, 1990). The data were analyzed in two levels of descriptive statistics, analysis of variance and LSD post hoc test with SPSS version 26.

The results showed that between the scores of informational identity, normative identity, confused/avoidant identity and committed identity in two groups of teenagers from statistically, there is a significant difference. Also, the mean scores of the two groups in secure, avoidant and ambivalent/anxious attachment were statistically significantly different. The results of the LSD follow-up test indicated that delinquent teenagers had a low level of committed and informational identity and secure attachment compared to normal teenagers and that delinquent teenagers used insecure attachment and difficulty in identification (avoidant and normative).

The results of the research emphasize the need for the increasing attention of experts and officials in the field of mental-social health to the role of identity and attachment style in preventing mental-decisional vulnerabilities in adolescence.

Introduction and goal: 

Anxiety and its high levels, in addition to psychological problems, can also affect the educational and academic issues of students. The aim of this study was to predict academic anxiety based on maladaptive cognitive schemas and perceptions of the school environment in junior high school male students.

This study was descriptive and correlational studies. The statistical population of this study included all male high school students in Bushehr province in the academic year 2021-2022. Using multi-stage cluster random sampling method, 234 people were selected and used as research tools including Academic Anxiety Scale (Sarason, 1957), Short Form maladaptive schema scale (Yang, 2005) and School Environment Perception Scale (Jantri et al., 2002) Replied. Data analysis was performed by descriptive statistics, Pearson correlation coefficient and multivariate regression with SPSS software version 26.

The results showed that there is a negative and significant correlation between the total score of perception of the school environment and each of its dimensions with the academic anxiety of male students (P<0.05). This relationship between the total score of the primary maladaptive schema and each of its dimensions with the academic anxiety of male students was positive and significant (P<0.05). Regression coefficients by simultaneous entry method also showed that 33% of the variance of students' academic anxiety can be explained based on two predictor variables.

According to the results, planners and experts in the field of psychology and educational sciences pay attention to psychological issues and their role in the academic performance of students.