جستجوی مقالات مرتبط با کلیدواژه « دانش آموزان مقطع متوسطه » در نشریات گروه « روانشناسی »

The purpose of the present study was to compare the bullying and social exclusion between boy and girl primary and secondary high school students of Isfahan city in the academic year of 2022 – 2023. The research method was causal – comparative study. The population of this study consisted of all boy and girl primary and secondary high school students of Isfahan city that including 130068 students. The sample size using G Power Software included 316 boy and girl primary and secondary high school students that consisting of 158 boy and 158 girl students which were selected through convenience sampling method. To collect the data Illinois Bullying (2001) and Social Exclusion Questionnaires (Modaresi Yazdi, Farahmand, and Afshani, 2016) were used. The reliability of questioners were .83 for bulling and .79 for social exclusion, respectively. To analyze the data one way MANOVA was used and results revealed that there was a significant difference between boy and girl students on the mean scores of battling sub – scale of bullying and inability sub – scale of social exclusion. Boy students obtained significantly higher mean scores in comparison to girl students (p<.05). But there was not observed any significant differences on the mean scores of the other sub – scales of bullying and social exclusion. Therefore, according to the results of this research, it can be concluded that one of the reasons why boy students engage in physical aggression compared to girl students is their defensive behavior in front of self-protection. It can also be concluded that during adolescence, boy students lack important skills that can reduce loneliness and social isolation, and girl students have effective communication skills, and this issue can reduce social isolation, especially the level of disability in them.

The impact of teaching methods on educational quality has been proven in many research studies. The purpose of this research was to determine and rank the components of a quality educational scaffolding model in the Iranian secondary education system.

The research method was qualitative-quantitative. The qualitative section's population included experts and specialists in the fields of learning-teaching, teaching methods, and educational scaffolding, as well as related written documents including articles, scientific research, and relevant authored books. The priority-setting section included top and middle managers from education department deputy offices. In the qualitative part, deep interviews were conducted with 13 experts using snowball sampling until theoretical saturation was reached, and 18 documents (texts) were examined using a purposive method. In the priority-setting part, 35 individuals were selected through purposive sampling and responded to a matrix questionnaire. The validity and reliability in the qualitative phase were ensured through necessary reviews including acceptability (expert review) and confirmability (re-review by experts), and in the priority-setting phase, the content of the matrix questionnaire was verified for understandability and clarity by five academic and organizational experts, and reliability was calculated with inconsistency rates between 0.01 to 0.06. Qualitative data were analyzed through theoretical coding, and priority-setting data were analyzed using the Analytic Hierarchy Process (AHP) technique in Expert Choice software.  

The results of the qualitative part indicated that the quality educational scaffolding model in the Iranian secondary education system consists of 10 categories (development of human and non-human resources, improvement and development of the educational system, teaching-learning methods, culture building and communications, supportive laws and behaviors, performance monitoring, strategies based on cognition and metacognition, motivation-based strategies, mental development, and scientific advancement), 21 subcategories (human resource development, student empowerment, development of hardware and software facilities, participatory and interactive teaching, task simplification, virtual learning, teaching based on scientific theories, culture building among parents and teachers, effective communication, supportive behaviors, internal and external organizational strategies and guidelines, mental and academic engagement, continuous assessment, metacognitive strategies, cognitive strategies, cognitive and metacognitive strategies, motivational strategies, psychological well-being, actualization of potential talents, improvement of learning process and academic progress), and 134 indicators which were categorized under causal, contextual, interventional, strategies, and outcomes in the research's paradigmatic model.

The results of the priority-setting part also indicated the greater importance of "outcomes" and the component of "academic progress".

Academic engagement plays an important role in predicting the academic achievement of students. Students who find meaning and purpose for their activities, enjoy learning increasingly and have more energy to succeed. The purpose of the present study was to examine the effectiveness of logotherapy training on academic engagement of middle school students in khorramabad.
The statistical population comprised all middle school students in khorramabad in the academic year of 2015- 2016 among whom 32 students were selected through step random sampling method. Participants were assigned to either test or control groups following the pretest -post test and follow up experimental design (16 students were assigned to test group and 16 to the control group). The test group received interventions related to logotherapy training for 12 sessions of 90 minutes in a one-week period of time. The applied tool was zerang academic engagement questionnaire (1391). The obtained data were analyzed using the multi-variable covariance analysis (MANCOVA).
Findings demonstrated a significant difference between the groups. Similarly, results from the single variable research showed a meaningful difference between the two test group and control group and findings were also preserved in the follow-up phase.
Accordingly, it is recommended to teachers to embark on teaching logotherapy training during their training period.

The purpose of the present research is to study the prevalence of child abuse among highschool students in Tehran townships.A sample of 738 high school students (355 girls) were selected based on clu-stered and stratified sampling.A questionnaire for measuring phy-sical and emotional abuse and neglect was developed. The questionnaire was standardized in a pilot study. Data was analyzed using factor analysis and mu-ltivariate analysis of variance (MAN-OVA). Prevalence of physical abuse, emot-ional abuse, and neglect respectively were 17.5%, 49.46%, and 36.4%. The most prevalent type of physical abuse were slapping and kicking; for emot-ional abuse, shouting and insulting; and for negligence, lack of attention to the child’s interests, sicknesses and not taking the child to the doctor.Moreover, results showed that there are significant differences in prevale-nce of child abuse according to gender of students, grades, and divorce hist-ory in the family.Results indicated that prevalence of child abuse is not as high as western countries, however it is similar to other studies that have been conducted in Iran and indicates that we need fun-damental strategies for preventing chi-ld abuse