جستجوی مقالات مرتبط با کلیدواژه « تعلق به مدرسه » در نشریات گروه « روانشناسی »

The purpose of this study was to Feasibility of the quality of life education package in schools on students' academic motivation and belonging to the school. The research design was semi-experimental with pre-test-post-test with the control group. The statistical population of the research included all female students in the second year of elementary school in Shahr Khorram Abad in the academic year of 2022-2023. Sampling (40 people) was done in a multi-stage cluster, the samples were randomly replaced in two experimental groups (20 people) and control (20 people). Data were collected using academic motivation questionnaires (HEMS, Harter's, 1981) and school affiliation (SSCS, Brio and Betty, 2005). The experimental group received twelve 60-minute sessions (two sessions per week) of the educational package on the quality of life at school. Data were analyzed using a multivariate analysis test. The results of the data analysis showed that there is a significant difference in the level (P<0.001) between the two experimental and control groups by controlling the effect of the pre-test. It can be concluded that the educational package of the quality of life in the school increases the level of academic motivation and belonging to the school of the students.

Background & 

The purpose of this research was to investigate the effectiveness of self-efficacy education on test anxiety and belonging to school in the second high school male students of Birjand city. Materials &

The current research was a semi-experimental type that was implemented with a pre-test-post-test design and a 3-month follow-up. Among the second secondary schools in Birjand city, one school was randomly selected and using G Power software, a sample size of 52 students was considered and the students were randomly divided into three groups (26 students in each group). The data were analyzed with repeated measures analysis of variance.

The findings of the present study showed that self-efficacy training reduce test anxiety and increase the level of belonging to the school of students compared to the control group (p<0.001).

Considering the influence of self-efficacy training on test anxiety and belonging to school in students, counselors and therapists can use these approaches to reduce test anxiety and also increase the level of belonging to school. School students use.

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.

Nowadays, education and learning are the most basic activities of life in progressive societies, and the survival and durability of any society depends on acquiring information and applying it in life. The purpose of this research was to compare the effectiveness of self-efficacy education and education based on acceptance and commitment on test anxiety and belonging to school in second secondary school boys in Birjand city.

The current research was a quasi-experimental type that was implemented with a pre-test-post-test design and a 3-month follow-up. Among the second secondary schools in Birjand city, one school was randomly selected and using G Power software, a sample size of 78 students was considered and the students were randomly divided into three groups (26 students in each group) Self-efficacy test, 26 people were included in the ACT intervention group and 26 people were in the control group. The data were analyzed with repeated measures analysis of variance.

The findings of the present study showed that self-efficacy training and training based on acceptance and commitment reduce test anxiety and increase the level of belonging to the school of students compared to the control group (p<0.001). The results of the Bonferroni test showed that there was no significant difference between the influence of self-efficacy training compared to training based on acceptance and commitment on test anxiety and belonging to school (p<0.05).

Considering the influence of self-efficacy training and education based on acceptance and commitment on test anxiety and belonging to school in students, counselors and therapists can use these approaches to reduce test anxiety and also increase the level of belonging to school.

The Porpouse of this study was to investigate the effectiveness of interpersonal communication skills training on academic hope and students’ sense of connectedness with school. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included all sixth grade male students in Zahak city (Sistan and Baluchestan province) in the academic year 2021-2022 (N=413). The sample consisted of 30 students who were selected by multistage cluster sampling and randomly assigned to two groups, experimental (n=15) and control (n=15), were assigned. The data collection instrument was the academic hope scale (Khormayie & Kamari, 2017) and students’ sense of connectedness with school (Brew, Beatty & Watt, 2004) questionnaire that all participants completed as the pre-test. Then, the communication skill training program (Ahmadi et al, 2013) was conducted in the experimental group for eight sessions. Finally, the same questionnaire was completed by both experimental and control groups. Then, the data was analyzed using covariance analysis. The findings indicated that communication skills training can affect academic hope and students’ sense of connectedness with school (p-value<0/01). Therefore, interpersonal communication skills should be taught as one of the subjects in order to promote the academic hope and students’ sense of of connectedness with school should be considered.