فهرست مطالب mahdi barzegarbafrooei

In today's era, one of the main concerns of societies is effective education, which requires the creation of constructive relationships between learners and the educational environment. This relationship can include a range of personality and environmental variables. In this regard, this research was conducted with the aim of investigating the relationship between the perceptions of the constructivist learning environment and belonging to the school with the mediating role of step stability in students.

The method of this study was descriptive-correlation of structural equations modeling type. The statistical population included all High school students of Mybod city in the academic year 2021-2022 in the number of 12,000, of which 220 people were randomly selected as a sample. Research data using questionnaires constructivist learning environmen of Taylor & et al. (1997) of constructivist learning environmen of Taylor & et al. (1997), grit questionnaire of Duckworth (2007) and sense of connectedness with school of Brew & Beatty (2005) Was collected.After collecting the data, structural equation modelling was used to test the proposed model and hypothesis as well.

The results showed that the proposed model has a good fit (RMSEA = 0.078). The modeling results showed that the perception of the constructivist learning environment has a significant direct role on the students' sense of belonging to the school (p<0.01). Also, the perception of the constructivist learning environment has a significant effect on belonging to the school indirectly and through stability (0.041).

The findings show that by enriching constructivist learning through equipping the physical environment of education and strengthening the skills of teachers and teaching the variables that are effective in the stability of academic progress to students, we can expect an increase in the sense of belonging to the school in them.

Academic hardiness is a personality characteristic that researchers have a long standing interest in better understanding why some students avoid challenging academic course work at the risk of harming their academic standing, whereas others are willing to pursue these types of challenges. This study examined the hardiness training on imposter syndrome and academic buoyancy and students. The research was an experimental study with control group pretest-posttest design. The population included all the First -grade high school male students of in City Maybod in academic year 2020-20121. Out of the population, 48 students were selected through cluster random sampling and were assigned randomly in one experimental (n=24) and one control (n=24) group. Both groups completed an of imposter syndrome Questionnaire and academic buoyancy Questionnaire in pre-test and post-test stages. To analyze the data, multivariate analysis of covariance was used with the help of SPSS20 software. The results of analysis of covariance showed that hardiness training significantly reduces the student's imposter syndrome. The results of analysis of covariance also showed that hardiness training significantly increases students' academic buoyancy. The results of the present study indicate that participation in hardiness training sessions can be effective in reducing imposter syndrome and increasing students' academic buoyancy.

Life satisfaction is very important due to its simultaneous and long-term relationship with the results of adolescent adjustments, such as higher academic performance, favorable social status, reducing behavioral problems, and increasing adolescent participation. Therefore, the purpose of this study was to examine the relationship between adolescence’ gratitude and satisfaction of life with the mediation of social support and emotional problems. 

The statistical population of the study consisted of all male students who studied at Meybod high school in the academic year of 2019-2020. Two hundred eighty-seven people were selected by random sampling method. The data were collected using gratitude, the satisfaction of life, social support, and me and my school questionnaires. 

The results of path analysis showed that direct relationships of gratitude, social support, and emotional problems with the satisfaction of life were significant. Also, the indirect effects of gratitude on the satisfaction of life through mediation of social support and emotional problems were significant. 

According to the results, by increasing social support and implementing programs such as education, to increase appreciation and regulate emotional problems, students can be helped to have higher life satisfaction.

The purpose of this study was to investigate mediating effect of Psychological Empowerment the relationship between collective teacher efficacyand teaching emotions on elementary school teachers in the city of Maybod. The method of this study was descriptive-correlation of structural equations modeling type. The population included 550 primary school teachers who have been teaching in academic years 2018-2019. Among them, 234 teachers were selected using cluster random sampling. The measurement tools in this research were collective Tschannen-Moran & Barr’s (2004) Teacher Efficacy Questionnaire, Spreitzer’s (1995) psychological empowerment Questionnaire and Frenzel et al’s (2010) Teaching Emotions Questionnaire. Data were analyzed using Pearson correlation coefficient and Modeling. The results showed that the proposed model has good fit (GFI= 0.94 & RAMSEA= 0.07). The results of Modeling showed that collective teacher efficacycan predicts positively teachers’ Positive emotions through the mediation of Empowerment Dimensions. Besides, collective teacher efficacycan predict positively teachers’ negatively emotions through the mediation of empowerment dimensions. These results suggest that promoting of collective self-efficacy among teachers increases the effectiveness of teaching and enjoyable experience in the teaching profession.

This study with the aim of investigating the effect of group discussion method on social skills and Academic achievement in primary six students in City Maybod. The research method is quasi-experimental and it is based on pretest-posttest procedure involving a control group. The sample was composed of 32 students of the sixth grade, the number of students were selected using multi-stage cluster sampling. Data were collected through the social skills questionnaire and researcher-made achievement test. The results of MANCOVA indicated that there is statistically significant differences between the means of social skills and behavioral problems of the students trained through group discussion method and the students trained through traditional method. Also, the results of ANCOVA indicated that there is statistically significant differences between the means of academic achievement of the students trained group discussion method and the students trained through traditional method. Thus, it can be concluded that the group discussion method has a substantial role in increasing students’ social skills and academic achievement and reducing students’ behavioral problems.

Math anxiety is one of the factors that disrupt students 'math performance, but the question is, are mathematical anxiety and math self-concept correlated with students' math anxiety and math performance?

To investigate the mediating role of mathematical memory and math self-concept in the relationship between mathematical anxiety and mathematical performance in students.

This was a descriptive correlational study. The statistical population of the study consisted of all students in the experimental period of Meybod city during the academic year of 1398-1989. 260 students were selected by cluster random sampling., Dale and Azov Paradat (2012), Marsh's Mathematical Self-Concept Questionnaire (1990), and Mathematics Lesson Score at the end of term. Data were analyzed using path analysis.

Math anxiety predicts students' math performance negatively (P<0/05). Mathematical anxiety had a direct and significant effect on mathematical performance with the mediator role of activator memory and mathematical self-concept (P<0/05).

Active memory and self-concept can influence students' mathematical anxiety and performance.

The aim of the present study was to examine students’ attachment to parents, sexual knowledge and attitude and attitude to mate selection in  divorced and normal families. The statistical population consisted of all female high school students in Korramabad in the academic year 2017-18. 180 students (90 from divorced and 90 from normal families ) participated in this study, completing  the Attachment to Parents (IPPA-R), the Sexual Knowledge and Attitude Scale(SKAS) and the  Attitude to Mate Selection Scale (ARMSS). The results showed a significant difference between divorced and normal groups in terms of attachment to parents, sexual knowledge and attitude and attitude to mate selection (P<0.05). students from normal families scored higher on attachment to parents, sexual knowledge and attitude and attitude to mate selection than those from divorced families. However, no significant difference was observed between the two groups in terms of sexual knowledge . The based on the results of this research it is suggested that results of such research available to different centers and organizations so that they can plan well based on the results of the research.

The aim of this study is to examine the role of dimensions of epistemological beliefs in anticipating students’ academic procrastination. This research is a descriptive-correlational study. The study population comprised of all students of Yazd Teacher Education University in academic year of 2014-2015. 300 of these people were selected as sample by one-step cluster sampling method based on Morgan and Krejcie table. Epistemological beliefs and academic procrastination questionnaires were used to collect data. Data were analyzed using Pearson correlation and multiple regression analysis methods. Pearson correlation analysis showed that there is a significant and positive relationship between epistemological beliefs and dimensions of academic procrastination. Results of Multiple regression analysis showed that the belief that ability is inherent, that learning takes place fast, and that Knowledge is Simple and certain predicts procrastination in tests significantly and Positively. Believing in fast learning, Simplicity of Knowledge and certainty of knowledge predicts procrastination in doing homework Positively. In addition, believing in fast learning, Simplicity of Knowledge and certainty of knowledge predicts procrastination in writing articles. Regarding that epistemological beliefs predict academic procrastination, it is essential to take special measures in order to modify these beliefs to reduce academic procrastination of student-teachers .