جستجوی مقالات مرتبط با کلیدواژه « سرزندگی تحصیلی » در نشریات گروه « روانشناسی »

The present study aimed to investigate the mediating role of academic self-efficacy concerning executive functions and academic vitality in academically gifted students via a descriptive-correlational research method and structural equation modeling (SEM). The statistical population of the research included all the academically gifted students of the first secondary school (7th and 8th grades) who were studying in Isfahan gifted schools in the second half of the academic year 2022-2023. 340 individuals were selected as a sample via a convenient sampling technique. The research tools included the Academic Vitality Questionnaire (AVQ) by Hossein Jari and Dehghanizadeh (2011), the Barkley Deficits in Executive Functioning Scale (BDEFS) by Barkley (2011), and the Morgan-Jinks Student Efficacy Scale (MJSES) by Morgan-Jinks (1999). Structural equation modeling (SEM) was employed to analyze the data. The results demonstrated the optimal fit of the research model. Also, the results showed that executive functions have a positive and significant correlation with academic vitality (P < 0.05). Besides, it affects academic vitality directly and indirectly through the mediation of student self-efficacy (P< 0.05). These results indicated that executive functions could, directly and indirectly, explain academic vitality in academically gifted students with the mediation of self-efficacy.

The aim of the present study was to evaluate the fit of model of the relationship between the perception of parental relationships and parenting styles with the academic vitality of adolescent girls through the mediation of general self-efficacy. This was a descriptive correlational study. The statistical population included all female students of the middle school in Masal City in Gilan province in 2021-22 and their parents. The statistical sample included 238 students who were selected by cluster random sampling method. The Measurement tools include: Grolnick et al.'s (1997) Perceptions of Parents (POPS) Questionnaire; Baumrind's (1988) Parenting Styles; Dehghanizadeh and Chari (2012) Academic Vitality Scale; and Sherer et al.'s (1982) General Self-Efficacy Scale. Data analysis was done by Pearson's correlation and structural equation methods using SPSS24 and AMOS26 softwares. The findings showed a structural relationship between authoritarian and authoritative parenting styles and perception of parental relationships with academic vitality through the mediation of students' general self-efficacy. The path coefficients of the direct effects of authoritarian parenting style and general self-efficacy on academic vitality were also significant. Based on the research findings, it can be concluded that General self-efficacy plays a mediating role in the relationship authoritarian and authoritative parenting styles and perception of parental with academic vitality. the findings have practical implications for counselors and psychologists active in the field of family and education.

The significance of self-directed learning has become increasingly prominent within the current educational system in Iran. Various psychological aspects engage students who actively participate in learning through self-directed methods. While the existing literature has focused on self-directed learning, influential variables such as emotional creativity, critical thinking disposition, academic buoyancy, and achievement motivation have been largely overlooked.

The aim of this study is to design and test the causal model of selfdirected learning based on emotional creativity, critical thinking disposition and academic buoyancy with the mediation of Achievement motivation.

In terms of purpose the present study is applied and the descriptive method is correlational. The statistical population includes all the male students of the second secondary school in Izeh city. The sample size in this study is 400 students based on Cochran's formula, who were selected using a proportional multi-stage random sampling method.The data collection tools in this study include Fisher King and Tagos self-administered learning readiness scale questionnaire (2001(Critical Thinking disposition Questionnaire of Ricketts (2003), Martin and marshs Academic buoyancy Questionnaire (2006), Avrils emotional creativity questionnaire (1999) and the Herman’s AchievementMotivation Questionnaire, (1970).

The results indicated a relationship between emotional creativity, self-directed learning and Achievement motivation.there is also relationship between critical thinking with self-directed learning and Achievement motivation. Academic buoyancy, self-directed learning and Achievement motivation.there is a relationship between Achievement motivation and self-directed learning. The results showed that the critical thinking disposition is related to self-directed learning through the Achievement motivation of and academic buoyancy through Achievement motivation to the self-directed learning.

Based on the results of this study, the variables of emotional creativity, critical thinking disposition, academic buoyancy, and achievement motivation have significant direct and indirect effects on self-directed learning. This model demonstrates its potential as a suitable framework for enhancing self-directed learning among students. Further studies with larger sample sizes can provide a more comprehensive perspective on these relationships and contribute to a deeper understanding of the factors influencing self-directed learning.

Today, self-efficacy beliefs and vitality are extensively foregrounded. Studies show that to change behavior and cognition, it is imperative to strengthen individuals’ psychological relationships with their thoughts and feelings by enabling them to select appropriate alternatives from various choices and not perform actions to avoid bothersome thoughts, feelings, memories, or desires. Thus, can Acceptance and Commitment Therapy (ACT), with its six principles of diffusion, acceptance, contact with the present moment, the observing self, values, and committed action lead to self-efficient beliefs and academic vitality?

The present study aimed to investigate the effectiveness of ACT on students’ self-efficacy beliefs and academic vitality.

This research was a quasi-experimental study with a pretest-posttest control group design. The statistical population included all grade 2 high school students in district 3 of Tehran during the 2020-2021 academic year. Thirty students were selected by mixed (simple and convenience) sampling and assigned into experimental and control groups. Sherer’s (1980) self-efficacy scale and Martin and March’s (2006) academic vitality questionnaire were used for data collection, and Multivariate Analysis of Covariance (MANCOVA) was employed for data analysis.

The results showed that ACT improved students’ self-efficacy beliefs and academic vitality in the posttest (p<0.01).

According to the findings of this research, we can assert that ACT improves self-efficacy beliefs and academic vitality by enhancing psychological flexibility. Hence, awareness of these interventions can positively impact students.

The study aimed to compare the effectiveness of spiritual care and choice theory on the academic vitality and prosperity of female high school students in Tabriz. This study was experimental in the design pre-test and post-test with a control group. Forty-five students with inclusion criteria were selected after screening through a cluster sampling method, of seventh and eighth-grade female high school students in the first district of Tabriz, and 15 students were randomly divided into two experimental and one control groups. The experimental groups received their specific intervention in 12 sessions of 70 minutes and the control group did not receive any treatment. The data were collected using the academic vitality questionnaire and the psychological flourishing scale (HPFS). Data analysis was done through the multivariate covariance analysis test using SPSS software. The findings showed that spiritual care has an effect on the academic vitality (0.241) and flourishing (0.425) of female students, and Choice theory has an effect on the flourishing (0.386) of female students and the effect of spiritual care on the satisfaction and happiness, and social participation was greater than the effect of choice theory. The results showed the importance of spiritual care education and choice theory on academic vitality and prosperity. According to the results of the research, it can be said that spiritual care and choice theory with the application of their special techniques and methods have probably led to the acceptance of problems and conscious exposure to them, and as a result, increased academic vitality and prosperity. Therefore, the findings of this research can be used in developing the content of the curriculum for teenagers.

academic vitality and academic resilience are important variables that affect the mental health and academic achievement of students, these two variables attracted the attention of experts in the fields of education and research in recent years. The purpose of this study was to investigate the effect of spiritual therapy based on self-awareness on the academic buoyancy and academic resilience of Shahed high school students in Ahvaz.

The research method was quasi-experimental; a pre-test-post-test design with a control group. The statistical population of the research included all the students of Shahed high schools in Ahvaz city, 36 of them were selected by multi-stage cluster random sampling method and randomly replaced in two experimental and control groups. To collect data, the academic buoyancy assessment scale (Hossein Chari and Dehghanizadeh, 2013) and Samuels (2004) academic resilience questionnaire (ARQ) were used.

The analysis of the obtained findings by statistical method of mixed analysis of variance showed that in the post-test phase of the experimental group, there was a significant increase in the scores of academic buoyancy and resilience compared to the control group.

Based on the findings of this research, it is recommended to use of spiritual therapy based on awareness in order to increase the academic buoyancy and resilience of students.

The aim of this study was to investigate the effect of academic buoyancy and academic self- handicapping on life satisfaction of second high school students through the mediation of adolescent perception of parenting educational methods by path analysis. The statistical population included students of Arak city who were studying mathematics, experimental and humanities in the Second Period public high schools and were selected by multi-stage cluster sampling method. The number of sample people was considered as 719 students, considering the probability of failure in completing the questionnaires. Data collection tools included Academic Boyancy Questionnaire (Dehghanizadeh & Hossein Chari), Academic Self- handicapping (ASHS) ( Schwinger & Stiensmeier-Pelster), Multidimensional Students’ Life Satisfaction (MSLSS) (Huebner) and Adolescent Perception of Parenting Educational Methods (POPS)( Robbins). The obtained data were analyzed by the structural equation model of latent variable type. In order to verify the model's fit, the values of the ratio of chi-square to degree of freedom, (RMSEA), (CFI), (NFI), (TLI), (IFI) and Cronbach's alpha were reported that indicate appropriate model reliability. Findings showed that buoyancy and academic self- handicapping have a direct and significant effect on life satisfaction and adolescent perception of parenting educational methods. The direct effect of the mediating variable on life satisfaction was also confirmed. By doing this research, by observing educational problems or lack of mental health and identifying the factors affecting it in students, appropriate programs can be implemented to increase life satisfaction in students.

The research was aimed at structural equation modeling of academic procrastination based on motivational beliefs with the mediating role of academic vitality among students. This descriptive research was of correlation type based on structural equation modeling (SEM). The statistical population consisted of all 2nd grade high school students in Hamedan in the academic year 2022. In this research, 304 people were selected using cluster multistage sampling. Data collection tools included Solomon and Roth Bloom’s Academic Procrastination Questionnaire (1986), Pintrich and Digrott’s Motivational Strategies for learning questionnaire (1990), and Martin and Marsh’s academic vitality questionnaire (2008). Data was analyzed by SPSS-25 and Amos-24 software. The results showed that motivational beliefs predicted academic procrastination directly (β= -0.47), academic vitality predicted academic procrastination directly (β= -0.45), and motivational beliefs with the mediating role of academic vitality predicted academic procrastination (β= -0.26). According to the results, motivational beliefs and academic vitality are among effective factors on academic procrastination. In other words, students can be helped to overcome their own academic procrastination by intervening and improving motivational beliefs and academic vitality.

The purpose of this study was to investigate the mediating role of positive adolescent development in the relationship between social competence, academic well-being, and academic buoyancy in the second-year students of the second secondary school in Behbahan City. The method of this study was descriptive-correlational using the structural equation modeling method. The statistical population included all secondary school students in Behbahan city in the academic year of 21021-2022 and 580 students were selected by multistage random sampling method. To collect data, the Academic Well-Being Questionnaire (AWBQ, Tuominen-Soini et al., 2012), the Academic Buoyancy Questionnaire (ABQ, Dehghanizadeh and Hossein Chari, 2012), the Social Competence Scale (SCS, Felner et al., 1990) and Positive Youth Development Scale (PYDS, Geldof et al., 2014) were used. The findings showed that the coefficients of social competency pathways to positive adolescent development, academic well-being, and academic buoyancy were positive and significant (p<0.05). The findings of indirect relationships indicated that social competence indirectly had a significant effect on academic well-being and academic buoyancy through positive adolescent development (p<0.05). Accordingly, positive adolescent development has a mediating role between social competence and academic well-being, as well as between social competence and academic buoyancy. Therefore, positive adolescent development has a key role in the relationship between social competence and academic well-being, and between social competence and academic buoyancy, so it can be concluded that social competence influences academic well-being and academic buoyancy in students by affecting positive adolescent development.

Academic buoyancy is an important variable for high school students succession. The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral training and educational perfectionism schema-based strategies training on academic buoyancy of high school female students.

The study method was quasi-experimental with pre-test-post-test and control group with two-month follow-up. The statistical population of the research includes female high school students in Jiroft province during Fall of year 2021. In the first stage, 48 female high school students were selected as the statistical sample of the study based on the convenience sampling method, and in the next stage, they were divided into three groups through a simple random sampling method (16 students in each group). For data collection, Hosseinchari & Dehghanizadeh 's academic buoyancy (2012) were completed in three stages: pre-test, post-test and follow up. Cognitive-behavioral training and educational perfectionism schema-based strategies training was performed in 8 sessions (one session per week) for 90 minutes. To analyze the data, repeated measure analysis of variance and Bonferroni post-hoc test was used by SPSS.26.

The results of the research indicated that there was a significant difference between cognitive-behavioral training and educational perfectionism schema-based strategies training with control group in academic buoyancy (p<0/001, F=26.11). There is no significant difference between cognitive-behavioral training and educational perfectionism schema-based strategies training in academic buoyancy.

It can be concluded that, cognitive-behavioral training and educational perfectionism schema-based strategies training were effective in increasing the academic buoyancy, therefor these training can be used for high school female students.

 This study was conducted with the aim of the structural model of perception of parental relations and perception of teacher-student relations with the academic vitality of gifted students, the mediating role of emotional-social competence and perceived academic pressure.

The research method was correlation of structural equation modeling. The statistical population included all gifted students of Tehran in the academic year of 1402-1401. According to the structural equation modeling formula, the research sample was 300 gifted students who were selected based on the criteria for entering the study using available sampling method. To collect data from the academic vitality questionnaires of Dehghanizadeh and Hossein Chari (2012), questionnaire of perception of parental relationships (Gronik et al., 1997), perception of teacher-student relationships (Bilmont et al. (1992), Beauchamp et al.'s transformational teaching scale (2010), Zhao and Ai's (2012) social-emotional competence questionnaire, and parents' perceived academic pressure scale (Kainak et al., 2020) were used. For data analysis, Pearson's correlation coefficient and Structural equation modeling was used using SPSS.26 and AMOS.24 software.

The results of Pearson's correlation coefficient showed that there is a relationship between the perception of parental relationships, the perception of teacher-student relationships and emotional-social competence with the academic vitality of knowledge. Gifted students, there was a positive and significant relationship (P≥0.001). There is a negative and significant relationship between perceived academic pressure and academic vitality (P≥0.001).

The proposed model had a good fit. 32% of social-emotional competence and 34% of perceived academic pressure were explained by perception of parental relationships and perception of teacher-student relationships, and 44% of academic vitality was explained by the proposed variables.

The aim of the present study was to investigate the relationship between self-esteem and academic vitality of visually impaired students (case study: Mehr Blind Center, Zahedan). The research method was descriptive, survey approach and correlational. The statistical population of the research includes 53 blind people (26 boys and 27 girls) who are studying in this center, due to the limited number of students, all 53 people were selected by census. The measurement tools of Hossein Chari and Dehghanizadeh's academic vitality questionnaire (2011) and the self-esteem questionnaire by Cooper Smith (1967) were used. Also, to estimate the reliability coefficient of the test, Cronbach's alpha coefficient was used, and the alpha coefficient for the questionnaires was 0.88 and 0.81, respectively. As a result, the reliability of the test was confirmed. The obtained data were analyzed using Pearson's correlation coefficient test and stepwise regression with SPSS 20 software. The results showed that there is a positive and significant relationship between self-esteem and academic vitality of students with visual impairment.

The aim of this study was to model the structural relationships between academic life and creativity with the mediating role of computer literacy. For this purpose, from the statistical population that included undergraduate students of Tehran Azad University in the fields of humanities, 384 people were selected as a sample to participate in this study using cluster random sampling method. The instruments used in this research are Dehghanizadeh and Chari academic life questionnaires, Abedi cognitive creativity, Bagherpour computer literacy, Abolmaali. After collecting the questionnaires and collecting the data at the descriptive level, the mean, standard deviation, skewness, and elongation have been used separately for the research variables. At the level of inferential statistics, correlations based on structural equations have been used. The results showed that the model of structural relationships in academic life has an effect on creativity with the role and mediator of computer literacy.

The current research was conducted with the aim of designing and validating Sternberg's successful intelligence training package and its effectiveness on the vitality of 11th grade students. The research method was semi-experimental and in terms of quantitative and qualitative underlying paradigm, it was practical in terms of purpose. The statistical population of the research was 11th grade female students of Zahedan city in the academic year of 1401-1400. The research sample consisted of 60 female students of Farzangan, Zahedan city, who were first selected through available sampling method and then randomly assigned to experimental and control groups (30 people in each group). After the pre-test, the students of the experimental group were exposed to the training of the components of successful intelligence for 10 sessions. Then the data related to the post-test was collected. The research tool was the academic vitality questionnaire (Martin and Marsh, 2008). Data analysis using covariance analysis method showed that there is a significant difference (p>.1.) between the experimental group and the control group in terms of academic vitality. Therefore, teachers can use Sternberg's theory of successful intelligence in their educational system as an effective teaching method to increase the academic vitality of students.

The purpose of this study was to investigate the relationship between family communication patterns and academic vitality: the mediating role of self-regulated learning strategies. The research method was correlation and structural equations. Participants in this study were 240 ninth grade male students in Behbahan, who were selected by multi-stage (relative) random sampling. The instruments used in this study were a revised version of the Fitzpatrick and Ritchie family communication patterns, the Martin and Marsh Vital Life Questionnaire, and the Pintrich and De Groot self-regulatory, cognitive, and metacognitive learning strategies scale. Confirmatory factor analysis and Cronbach's alpha coefficient were used to evaluate the validity and reliability of these instruments. The evaluation of the proposed model was performed using the structural equation method. Bootstrap method was used to test indirect relationships. The results showed that the direction of dialogue has a direct positive and significant relationship with academic vitality and self-regulated learning strategies. Also, the orientation of dialogue with academic vitality through self-regulated learning strategies has a significant indirect relationship. But compliance orientation was not directly related to academic vitality and self-regulated learning strategies and this relationship was indirectly insignificant with the mediation of self-regulated learning strategies (cognitive and metacognitive) with academic vitality. Finally, self-regulated learning strategies have a significant relationship with academic vitality. Better fit of the model was achieved by eliminating non-significant paths of compliance orientation to academic vitality and compliance orientation to self-regulated learning strategies (cognitive and metacognitive).

The purpose of the current study was to study the mediating role of perfectionism in the relationship between helicopter parenting and students' academic vitality. The research method was descriptive -correlation. Samples of this study were all the students of Eslamshahr University in the second semester of the academic year 2020-2021, and among them, 220 students were selected as samples by Purposive sampling. Research questionnaires included: the academic vitality questionnaire of Dehghanizadeh and Hossein Chari (AB, Dehghanizadeh and Hossein Chari, 2012), the perfectionism questionnaire of Frost et al. (FMP, Frost et al, 1990), and the helicopter parenting questionnaire of Limvin and Bachatan (HP, Limvin and Bachatan, 2011). For analyzing data we used the Pearson correlation test and path analysis. Findings showed that there is a negative and significant relationship between perfectionism and helicopter parenting with academic vitality(P<0.001). Also, the results showed helicopter parenting y had a negative and significant indirect effect role on students' academic vitality(P<0.001). The results showed that the research model provided the optimal fit to the data. Considering the effect of helicopter parenting and perfectionism on students' academic lives, it is suggested to focus on these two variables and increase parents' awareness of the effect of these variables on their children by holding courses and workshops for them.

The present study was conducted with the aim of predicting academic vitality based on emotional self-regulation strategies and perfectionism in female students. The design of the research was descriptive and correlational. Among all the students of the first secondary level in the three cities of Tehran, 152 students were selected by multi-stage cluster sampling method and were selected by Chari and Dehghanizadeh's academic vitality questionnaire, Hoffmann's and Kashdan's emotional self-regulation questionnaire. and Tehran's multidimensional perfectionism scale answered. Research data were analyzed using statistical methods and indicators including frequency, percentage, mean, standard deviation, Pearson correlation coefficient and multiple regression analysis using spss26 software. Based on the results of regression analysis, emotional self-regulation strategies, concealment component, tolerance component and self-perfectionism were predictors of academic vitality in female students. Based on the findings of this research, it can be concluded that emotional self-regulation strategies and self-centered perfectionism increase vitality.

The aim of this study was to compare responsibility, procrastination and academic vitality in students with and without web addiction.

The research method was descriptive causal-comparative. The statistical population of this study was all high school students (third grade) in Talesh in the academic year of 2019-20. For this purpose, 160 students (80 students) With Internet addiction and 80 ordinary students) who were randomly selected from multi-stage clusters. The assessment tools used in this study were Gaffe's responsibility test, Solomon and Rothblum procrastination test, Chari and Dehghanizadeh vitality and Yang Internet addiction questionnaire. In this study, analysis of variance was used to analyze the data.

The results of analysis of variance showed that there is a significant difference between responsibility, procrastination and academic vitality in students with and without web addiction (P <0 /05).

Therefore, it can be concluded that addiction to web browsing and cyber browsing in students is effective in reducing responsibility and academic vitality and increasing procrastination.