فهرست مطالب haideh saberi

Academic procrastination causes a drop in academic performance, and should be look for ways to reduce it. As a result, this study was conducted with the aim of presenting the academic procrastination model based on self-directed learning strategies and parenting styles with the mediating role of academic self-efficacy.

The research design was cross-sectional from type of correlation. The statistical population of the present study was all secondary school students of Tehran city in the academic years of 2022-23, which out of 23552 students number of 400 people were selected by multi-stage cluster sampling method. In this research were used the tools of academic procrastination (Solomon and Rothblum, 1984), self-directed learning strategies (Pintrich and De Groot, 1990), parenting styles (Baumrind, 1991) and academic self-efficacy (Jinks and Morgan, 1999). In order to analyze the data were used correlation coefficients and structural equation modeling methods in SPSS-V23 and Lisrel-V8.8 software.

The findings showed that the academic procrastination model based on self-directed learning strategies and parenting styles with the mediating role of academic self-efficacy had a good fit. Also, self-directed learning strategies (cognitive and metacognitive) on academic procrastination and self-efficacy directly and indirectly through academic self-efficacy on academic procrastination had a significant effect (P<0.05). In addition, parenting styles (authoritative, authoritarian and permissive) on academic procrastination and self-efficacy directly and indirectly through academic self-efficacy on academic procrastination had a significant effect (P<0.05).

According to the results, it can be stated that a person has more self-directed learning strategies, authoritative parenting style and academic self-efficacy and less permissive and authoritarian parenting styles, the amount of academic procrastination will decrease.

This research was conducted with the purpose of mediating the role of academic self-efficacy in the relationship between psychological capital and academic procrastination in academic students.

The cross-sectional research method is correlational. The statistical population of the present study included all secondary school students (boys and girls) in the 2nd and 4th districts of Tehran in the academic year 1401-1402, out of 23552 students, 400 were selected by multi-stage cluster sampling method. were selected In this research, the tools of academic procrastination (Solomon and Roth Bloom, 1984), psychological capital (McGee, 2011) and academic self-efficacy (Jinks and Morgan, 1999) were used. In order to analyze the data, SPSS-V23 and Lisrel-V8.8 software were used. Also, in order to respond to the research hypotheses, structural equation modeling was used.

The research findings showed that the model has a good fit. The results showed that psychological capital has a direct effect on academic procrastination in students. Also, the results showed that psychological capital has an indirect effect on academic procrastination in students (through the mediating role of academic self-efficacy).

According to the results, it can be stated that the more psychological capital and academic self-efficacy a person has, the less academic procrastination will be. Therefore, paying attention to the mentioned variables helps researchers and therapists in prevention and designing more suitable treatments.

This study by comparing the performance of students in technology-free and technology-free classes answers the question whether the academic achievement, academic performance, motivation for progress and attitude towards student's technology in these two educational settings (with and without technology) are different. ? And can classrooms with technology predict the variables of academic achievement, academic performance, motivation for progress, and attitudes towards student technology? This study was a descriptive survey. The statistical population of all high school students in Qom and 600 students were randomly selected. The tool used to measure the grade score for academic achievement, the technology lesson score for technology attitude, McGuak and Siegel's attitude toward education and Herman's motivation to motivate the students, which has a desirable validity and reliability. The average attitude toward technology, academic achievement, motivation for progress and attitudes towards studying in technology classes is higher than those with non-technology education status. Technology classes have had a significant impact on strengthening technology attitudes, academic achievement, motivating progress, and attitudes toward education. Technology classes were effective in explaining the attitude toward technology (11.5%), in explaining academic achievement (16%), in explaining the motivation of progress (16.6%), and in explaining the attitude toward education (5.4%).

The research Purpose is to investigate the Prevalence degree of behavioral and affective disorders in male and female students in the elementary- school level and in the school Year 85- 86, therefore among from 1660 students studying in Rudehen's Primary schools, 350 students (175 female, 175 males) were selected through cluster sampling and tested by affective and behavioral disorders inventory. The results indicated that the Prevalence degree in the research was 34/29% (27/43% females, 41/14% males) the affective disorder with 14/28% (12% females, 16/6% males) the anxiety disorder with 14% (16% females 12% males) and the hyperactive disorder with 13/14 (12% females, 14/3% males) had the most amount of Prevalence degree among the 6 studied disorders. The results also demonstrated that the anxiety disorder with 16% was the most Prevalent disorder in females and behavioral disorder with 19/4% was the most prevalent disorder in females and behavioral disorder with 19/4% was the most prevalent one in males.