جستجوی مقالات مرتبط با کلیدواژه « خوداثرمندی » در نشریات گروه « روانشناسی »

The main purpose of this study was to explain the effectiveness of group therapy based on quality of life on self-efficacy and mental well-being of my patients. It was done. The design of the present study was a quasi-experimental pretest-posttest with a control group. The statistical population of the study includes all women members of my association. Shiraz city was in 1396, which was selected by purposive sampling method and using random assignment were divided into two experimental groups (including 15 people) and control group (including 15 people). The Hollande (1984) Self-Efficacy (1984) and Keys and Magyarmo (2003) Mental Well-Being Questionnaires were used to collect data. After performing a pre-test, the experimental group was affected by group-based quality of life therapy for 10 sessions of 90 minutes, but the control group did not receive any intervention. After collecting the questionnaires, the obtained data were analyzed using the statistical method of analysis of covariance and statistical software (SPSS). Findings showed that there is a significant difference between the experimental and control groups after the implementation of group therapy based on quality of life and training group therapy based on quality of life significantly increases self-efficacy and mental well-being of my patients. اس شد. Regarding the dimensions of mental well-being, the results showed that group therapy based on quality of life had a significant positive effect on emotional, psychological and social well-being.

The purpose of this study was to evaluate the effectiveness of teaching critical thinking based on the Powell-Elder model on improving the cognitive and self-efficacy of teens in Tehran. The research method was an applied and experimental type (post-test pre-test with control group). The statistical population consisted of all adolescents aged 13 to 16 years old in District 2 of Tehran. Data were analyzed by using a sampling method for 40 primary school students in Spring school as a sample group. A randomized trial was performed on 20 subjects in the experimental group and 20 in the control group. The data gathering tool was a Cognitive Distortion Questionnaire (Abdollahzadeh and Salar, 2010), Self-Efficacy Questionnaire for Children and Adolescents (SEQ-C) (2001). The experimental group was placed under the teaching of Powell-Alder Critical Thinking for 9 consecutive 90-minute sessions. Data were analyzed by multivariate covariance statistical tests using SPSS software. The results showed that there was a significant (P> 0.05) critical thinking education on reduction of cognitive distortions and increasing self-efficacy in adolescents in Tehran. Considering the importance of the role of critical thinking on self-efficacy and cognitive distortions, school curricula should be organized in such a way as to rethink curriculum planning and curriculum in order to find ways to develop adolescents themselves and plan to prevent cognitive impairment.

Identifying and assessing the emotional factors affecting academic achievement in the areas of active and educational psychology is important. In this study, standardization, validity and reliability of self-efficacy has been studied. The questionnaire contained 23 items measuring the academic, social and emotional components. 247 freshman high school students were selected by random cluster sampling and multi-stage sampling as the sample. To review the questionnaire, confirmatory factor analysis using principal components analysis and Cronbach's alpha were used to assess reliability. The results of the factor analysis showed that removal of seven items of the questionnaire and factor analysis the rest of the questions and results with varimax rotation reveals three components The results of a parallel analysis was employed to identify the exact components of the results of this analysis also confirming those three components. Thus, the number of components as well as questions obtained with high loadings were the three components. It was also found that the entire questionnaire and all sub-tests of reliability were high. At a general look, the results of the study showed that self-efficacy questionnaire (SEQ-C) was suitable for students to measure this feature and can somewhat meet the current needs.

This study aims to determine effectiveness of group conceptual mapping on cognitive - emotional indicators of chemistry courses. Participants include 147 first grade high school female students and the intended educational content is chemistry. The research project is designed based on a quasi-experimental plan along with post-test and comparison group. Participants are selected using single-stage cluster sampling and specified to the test group (60 individuals) and control group (87 individuals) randomly. In test group, group conceptual maps were drawn by participants after teaching, while in control group participants were learning the same contents with common methods. Cognitive and emotional indicators of the study were evaluated by a researcher designed test and self-effectiveness questionnaire (Morris, 2001), respectively. Results of the study show conceptual group mapping has positive effect on cognitive indicators of learners on chemistry courses, however, other parts of the findings indicate conceptual group mapping can only meaningfully influence educational self-effectiveness as one of the elements of emotional indicators, and has no meaningful effect on other elements (social and emotional) of self-effectiveness.

This study examines the relationship between four dimensions of self-efficacy (emotional, social, academic, physical) and peer rejection among adolescents. 385 adolescents (208 girls & 177 boys, mean =16.5, SD=1.14 for age) participated in the presentstudy. Samples were selected through multi-stage cluster sampling. Participants completed self-efficacy questionnairechildren, physical self-efficacy questionnaire and peer rejection questionnaire. Analysis was based on stepwise regression analysis. Findings suggested social self-efficacy and physical self-efficacy predicts peer rejection. But there was no significant relation between academic and emotional self-efficacy and peerrejection. Also emotional self-efficacy predicted peer rejection in the early adolescence. The implications for gender are briefly discussed.

The present study examines the role of parents’ education in their children social, academic, emotional, and physical self-efficacy. The selected sample was 946 high school students (471 girls) from north, south, west, east and centre of Tehran. The schools were selected randomly. Participants completed Children’s Self-Efficacy Qustionnaire (SEQ-C) and Physical Self-Efficacy Questionnaire. Analysis of variance followed by Post Hoc was carried out. Results showed that parents’ education have significant role in girls’ social, academic, emotional and physical self-efficacy but no significant role in boys’ self-efficacy.