جستجوی مقالات مرتبط با کلیدواژه "academic failure" در نشریات گروه "روانشناسی"

This study aimed to determine the effectiveness of mindfulness-based cognitive therapy on procrastination and self-handicapping of students with academic failure. The research method was quasi-experimental with a pre-test-post-test and control group design. The statistical population of the present study was male high school students in Tehran in the academic year 2020-2021 who had a drop in education. Thirty students were selected by purposive sampling method and randomly assigned to experimental and control groups. The Solomon and Rothblum (1984) academic procrastination questionnaire (APQ) and the Jones and Rudwalt (1982) academic self-handicapping questionnaire (ASHQ) were used to collect data. Mindfulness-based cognitive therapy was presented in 8 sessions of 60 minutes (Two sessions per week) for the experimental group. Multivariate analysis of covariance was used to analyze the data. The results showed that mindfulness-based cognitive therapy had a significant effect on academic procrastination (F = 28.54; P = 0.001) and academic self-handicapping (F = 11.534; P = 0.001). Therefore, the use of mindfulness-based cognitive therapy to improve procrastination and self-handicapping of students with academic failure is recommended.

One of the problems and obstacles of educational systems is academic failures that impose unpleasant financial and attitude burdens on the educational system, family, and students. Thus, this study aimed to examine the effectiveness of positive psychotherapy on motivational beliefs in secondary school boy students with academic failure. The present study was a quasi-experimental pre-test-post-test and follow-up with a control group. The sample consisted of 30 male students with academic failure in Dezful schools in the academic year of 2018-2019. The participants were selected by the available sampling method and were randomly assigned to experimental and control groups. The experimental group received eight ninety-minute sessions over two months. The applied questionnaire in the study was Motivated Strategies for Learning Questionnaire. Data were analyzed through multivariate analysis of covariance. The results showed that positive intervention affects motivational beliefs in students with academic failure. Therefore, according to the present study's findings, positive intervention can efficiently increase self-efficacy and intrinsic value and reduce test anxiety, which are the subcomponents of motivational beliefs in students with academic failure.

The use of online games has become a popular pastime among teenagers in recent years. The high attractiveness of games along with the significant prevalence of addiction to them has made these games the focus of experts. The present study aimed to explain the model of online gaming addiction based on academic failure, concentration skill, and aggressive behavior with the mediation of family life events and changes. This study was designed with descriptive-correlational and structural equation modeling. The statistical sample of the study was 4200 young and youth people who lived in Mashhad and Shahre Kurd cities. The instruments were Ponets Internet Gaming Disorder-20(IGD), Hamilton Young Adult Family Inventory of Life Events and Changes (Y A-FILES), Sevari and Oraki Concentration Skill Questionnaire, and Buss and Perry Aggression Questionnaire. Findings showed that the structural equation modeling of academic failure, concentration skill, aggressive behavior, and internet gaming disorder use relapse demonstrated significant fitness directly and indirectly. Moreover, 8.2%, 9.9%, and 9.1% of the internet gaming disorder were predicted by academic failure, concentration skill, and aggression. Family life events and changes could also predict 0.88% of the internet gaming disorder. The findings showed that family life events and changes as a meditating variable could predict online gaming addiction based on academic failure, concentration skill, and aggressive behavior. According to the results, family experts can reduce the rate of internet gaming addiction by emphasizing the ability to cope with stressful stimuli and pressures of family changes.

Covid-19 pandemic conditions have affected various aspects of students' lives, One of the most important effects in the field of education is academic failure. In-depth and extensive research is needed to investigate the factors affecting academic failure in the Covid-19 pandemic. Therefore, the purpose of this study is to investigate the perceptions of high school students who have suffered quantitatively or qualitatively in the covid-19 pandemic than before. The method of this study is qualitative and with a descriptive phenomenological approach and semi-structured interviews have been used to collect data. Using criterion-based purposive sampling, after 10 interviews with eighth to eleventh-grade students in Mashhad in 1400, the results were saturated. An in-depth analysis of students' perspectives showed that various factors have influenced their academic failure during the pandemic. Which includes three axes: individual, environmental and educational. Individual focus includes distraction, nervousness, Depression, stress (psychological problems), Decreased quality of learning, motivation, cheating, poor reading, shortening of time (learning), And playfulness, electronic games, harmful information, and virtual. Environmental factors include school, recreation (uplifting environments) and family behavior, friends, and classmates (relatives). Educational factors include Internet problems, problems with educational software (educational platform), low quality of teaching, change in class hours, teacher disorder, and teacher non-response. It is recommended that those in charge of this matter try to improve the quality of education, improve the virtual education capability of teachers, take care of mental health and increase the skills of students to be more adaptable to these conditions.

The purpose of this study was to determine the effectiveness of mindfulness-based stress reduction program on self-efficacy beliefs of female students with academic failure. The research method was semi-experimental with pretest-posttest design with a control group. The study population included all high school female students in first grade and second course on the 2015-2016 academic year in Ardabil city, that among them by convenience sampling method 30 students were selected with academic failure and then randomly were assigned to the experimental group (15 subjects) and control group (15 subjects). The participants of the experimental group received 8 sessions mindfulness-based stress reduction program. Scherer self-efficacy questionnaire (1982) was used to collect the data. Data were analyzed using analysis of covariance (ANCOVA). The results showed that mindfulness-based stress reduction program has significant impact on increasing of self-efficacy of students. According to these results it can be concluded that this method can be used by school administrators and especially school psychologists and counselors.

In the present research, the relationship between family structure and academic failure is considered with mediator role of  identity styles. The research method was correlation of path analysis. The statistical population consisted of all Secondary school students in the Khorramabad city. A sample of 365 students was selected using multi-stage random sampling and Purposive method. The research instrument consisted of Family structure Questionnaire (FAD) and Identity Styles (ISI), and the average less than 15 considered as a criterion for academic failure. For data analysis the path analysis method was used. Based on the results the research proposed model was approved. There was no direct relationship between family structure and academic failure, but there was an indirect relationship through all the components of identity styles, Also, there was a direct relationship between family structure and all components of identity styles. In addition, among the components of identity styles, two components of confused-avoidance identity styles and informational identity showed a direct relation with academic failure. In sum, the family structure through the identity styles as an influential mediator, can affect students' academic failure. Therefore, the central role of styles of identity and family structure should be at the center of attention of interventions and planning related to improving the academic performance of students.

The attribution process is one of the most fundamental psychological phenomena that produces negative thoughts and emotions in academic failure settings, whereby may manifest academic maladaptive behaviors. The purpose of this study was to examine the efficacy of attributional retraining intervention (AR) in the college student’s term probation.

In an additive experimental design, 110 student’s term probation of University of Tehran in the first semester of 98-97 were recalled. After preliminary screening based on last term probation and low score on Perry's Perceived Academic Control Scale (2001), 30 participants were assigned to 3 groups including 2 attributional training groups (ABCDE AR and ABCDE + video AR) and a waiting list control group. Two experimental groups participated in 9 sessions of AR intervention (each sessions120 minutes) for five weeks. The ABCDE group received AR intervention including group discussion and writing tasks and the second experimental group received AR intervention including watching 3 video-taped, group discussion and writing tasks. Participants completed the perceived control scale, life satisfaction scale (Cantril, 1965) and positive and negative affect scales (Mroczek and Kolarz ,1998) before and after the intervention and two months later. Student’s previous semester grade point average and current semester grade point average obtained from educational services office.

The Results of mixed variance analysis indicated that the AR intervention significantly enhanced the perceived academic control in the student’s term probation, improved academic performance and subjective well-being relative to the control group. Also, adding film to the induction of attribution training had some positive effects, although it did not reach a statistically significant level.

Correcting maladaptive causal attributions appears to enhance the sense of control and strategic effort of the failed individuals, and which in turn leads to positive academic outcomes.

The purpose of this study was to investigate the role of academic achievement anxiety, academic burnout and academic procrastination students.  

The statistical population of this study consisted of 2990 male and female students of the sixth and seventh grades of Varamin city in the academic year of 2017 who were randomly selected from cluster of 8 schools and selected by random sampling from the sixth and seventh grades according to the number of sixth grade students 1510 students) and the seventh grade (1480 students) were sampled for 306 students per academic year and a total of 612 students from each of the two bases were selected as sample size. They were then asked to answer the Alert and Haber Academic Achievement Anxiety Inventory (1960), Rudder Educational Injury (1390), and Academic Burnout Questionnaire (Brosu et al., 1997). The data were analyzed using correlation coefficient, regression and the mean difference between the two groups of girls and boys and the sixth and seventh bases, using multivariate analysis of variance.

In analyzing the anxiety regression, academic achievement with a standard beta score of 0.16 and academic procrastination with a beta of 0.19 had a significant predictive effect on academic burnout (P <0.01). The results of multivariate analysis of variance indicated that there was a significant difference between the two groups of students in the sixth grade and the seventh grade, with academic achievement anxiety, educational upheaval and academic burnout (p <0.01). Also, there were significant differences between academic achievement anxiety and academic procrastination (p <0.01) between male and female students, but there was no significant difference between students 'and students' educational burnout (p <0.01).  

The findings of this study showed that there is a positive correlation between academic burnout and academic achievement anxiety and there is a significant negative relationship between academic achievement anxiety and academic achievement anxiety among students.

Academic failure is the root of many psychological and emotional disturbances in students. In spite of its importance, there has not been enough studies to represent the academic failure indicators with an exploratory approach in Iran. This study is to identify the signs of academic failure in undergraduate students by using a meaningful understanding of the perception and experience of a group of professors and students of University of Tehran. For this purpose, we selected the research participants from the professors and students of the faculties of Electrical and computer Engineering, Foreign Languages, Management, Science and Fine Arts, using criterion sampling. In the professors' group after the 19th interview and in the students' group after the 10th interview, theoretical saturation of the data was obtained, but for more confidence in the findings, we continued the interviews in the professors' group up to 28 subjects and in the students group up to 20. Data were collected using semi-structured interviewing technique and analyzed using the MAXQDA software based on Colaizzi's method. In order to increase the credibility, transferability, dependability and confirmability, peer debriefing, negative case analysis, triangulation, explaining the exact details of the data collection and analysis process, and long-term immersion were utilized. The results revealed 3 themes: Functional, behavioral, and psychological subcategories, 8 sub-themes, and 26 symptoms. Findings showed that students with academic failure experience worse functional, behavioral and psychological symptoms of it and face numerous challenges and problems.

This study aimed to explain the diagnostic equation of successful and unsuccessful students based on individual components (self esteem, school and gender) in the first grade students of the first high school in Shiraz. The type of cross-sectional study is descriptive-analytical and applied. The statistical population of the first grade elementary school students of Shiraz city was selected through purposeful sampling. The sample size was 400 (200 females and 200 females). In order to measure the degree of involvement of the school from the Denver National Center for School Intervention (2006), we used the Cooper Mastim Self-Esteem Scale (1967) to measure self-esteem among students. Achieving group differences and, more importantly, for predicting group membership and achieving the equation of equilibrium, the statistical method of the analysis was used. This analysis was carried out using a concurrent method. The results of the data analysis showed that self-esteem variables, school conflict, the severity of successful students and comparison with unsuccessful students, in other words, the correlation between these variables with the probability of positive academic success was obtained.

Researchers have always tried to prevent the formation and escalation of academic failure by making decisions for educational system administrators. For this reason, they have been using forecasting statistical methods. Bayesian network is one of the Predictor Data mining methods and Academic failure is one of the major problems in the higher education system.

The purpose of this study was to identify factors associated with academic failure using educational data mining and Bayesian networks.

The research population was all undergraduate students of Tehran University. A sample of 800 people was selected by Stratified Random Sampling. After performing and eliminating confused questionnaires, 746 questionnaires were analyzed and data were collected using   researcher-made students' academic failure questionnaire, which had a validity of professors and Cronbach's alpha coefficient of 0/971.

Data collected from students was analyzed and Bayesian model was obtained.The accuracy of the algorithm was equal to 95/84% .

The results showed that all factors of the questionnaire were effective in the occurrence of academic failure and individual factors were the only factors that directly and indirectly affect the occurrence of academic failure. The accuracy of the algorithm indicates that the Bayesian network model can predict the academic failure well.

The present study investigated Factors affecting cognitive failure including, Age, Sex, occupation, type of degree,  Terms of conditional  and also Cognitive failure associated with Academic failure.  The study is descriptive and correlation.  Statistical Society Includes all students  of Azad University , Yadegar-e-Emam Khomeini (RH) SHahreray  Branch(N=22904). Students were studying in 93-92 first term. Relative cluster random sampling method was used. 384 samples were selected as the main studied participants. . Cognitive Failure Questionnaire (CFQ) and Personal profile were the data collection instruments. Cronbach's alpha for the Cognitive Failures Questionnaire ./79 Obtained. In order to investigate the relationship between variables and comparing them appropriate statistical  procedure, Pearson correlation coefficient, Path Analysis,  T-Test and one – way ANOVA were used. There was not significant discrepancy between cognitive failure and academic failure. Also the relationship between cognitive failure and Sex, occupation, type of degree,  Terms of conditional was  not significant. The relationship between Age and cognitive  failure was Positive. Although cognitive failure predicted Occupational accidents and traffic , but  cognitive failure could not be a predictor of Academic failure. Could be due to the anxiety of test conditions. Because it increases the level of consciousness and cognitive control students.

The present study investigated Factors affecting cognitive failure including, Age, Sex, occupation, type of degree,  Terms of conditional  and also Cognitive failure associated with Academic failure.  The study is descriptive and correlation.  Statistical Society Includes all students  of Azad University , Yadegar-e-Emam Khomeini (RH) SHahreray  Branch(N=22904). Students were studying in 93-92 first term. Relative cluster random sampling method was used. 384 samples were selected as the main studied participants. . Cognitive Failure Questionnaire (CFQ) and Personal profile were the data collection instruments. Cronbach's alpha for the Cognitive Failures Questionnaire ./79 Obtained. In order to investigate the relationship between variables and comparing them appropriate statistical  procedure, Pearson correlation coefficient, Path Analysis,  T-Test and one – way ANOVA were used. There was not significant discrepancy between cognitive failure and academic failure. Also the relationship between cognitive failure and Sex, occupation, type of degree,  Terms of conditional was  not significant. The relationship between Age and cognitive  failure was Positive. Although cognitive failure predicted Occupational accidents and traffic , but  cognitive failure could not be a predictor of Academic failure. Could be due to the anxiety of test conditions. Because it increases the level of consciousness and cognitive control students.

This study aimed to compare the effectiveness of counseling and supplementary tutoring on academic achievement, classroom behavior and self-esteem of students at risk of academic failure. The experiment conducted in this research is based on a pre-test-post-test design with a control group. The sample consisted of grade-one high school students of Sanandaj in Kurdistan province. Based on random substitution, at multiple stages, 88 students were randomly chosen and were assigned to four groups of 22- subject. Utilizing the instruments of self-esteem questionnaire, the class behavior checklist and mathematics scores, the rate of dependent variable of individuals was calculated and the results were, finally, re-assessed following a 10-session intervention group on the three experimental fields in high schools. The Multivariate analysis of covariance to examine the effect of pre-test intervention method was used. Our analysis showed that there are significant differences in the dependent variables among subjects in the experimental and control groups Assumption about the effectiveness of tutoring, academic counseling, and a mixture of these two approaches on academic achievement, classroom behavior and self-esteem among students, was approved. The combination of educational counseling and tutoring methods to reduce the academic failure, improves students’ self-esteem and class behavior.