جستجوی مقالات مرتبط با کلیدواژه "امید به تحصیل" در نشریات گروه "پزشکی"

Background & This research aims to investigate the effect of the causal model of the relationship between the tendency to psychosocial harms and the hope of education in students with a statistical population and statistical sample of about 1050 people in 26 schools, of which 14 were in District 1 and 12 were in District 2. Psychological injuries result from the complex interaction of biological, psychological and socio-cultural factors. In this context, there are different views, including Freud's psychodynamic view, which emphasizes the role of unconscious determinants of behavior, and focuses on unconscious motivations and conflicts in the case of psychological injuries. Another view in this regard is the view of humanism, which believes that psychological damage occurs when people are not able to experience life in the present, and the socio-cultural point of view considers the cause of psychological damage to be factors outside the individual, social damage to any type of individual action with A group is defined as a group that does not fall within the framework of moral principles and general rules of formal and informal collective action of the society where the activists are active, and as a result, it faces legal prohibition or moral and social disgrace. The law of public morality and social order is hidden. Because otherwise, they face prosecution, moral excommunication and social exclusion. which was selected based on the proportional multi-stage cluster random method. Considering the size of 1050 people in the statistical population, the target sample was calculated using Cochran's formula, and its number was determined to be approximately 281 people.
The research tool was the tendency to psycho-social harms with a standardized 60-question questionnaire by Oruji, Marzieh (2015) with a 5-point Likert scale and to collect data related to educational hope from Sohrabi and Samani's educational hope scale. (2011) was used based on Snyder's theory of hope and Omid Shouri and Snyder's questionnaire. In the present study, the educational hope scale of Sohrabi and Samani (2011) based on Snyder's theory of hope and Omid Shouri and Snyder's questionnaire is used to collect data related to educational hope. Omid Shouri prepared the educational hope scale and adapted it for the Iranian society. This scale includes 9 items that are scored based on an 8-point Likert scale (from 1 for completely false to 8 for completely true). The academic hope scale measures the two components of agency and pathways. The sample items of these two components are, respectively, "I have many academic goals", I am looking for different ways to get good grades". Shuri and Snyder (2004) reported favorable concurrent validity as well as Cronbach's alpha reliability of the original instrument with which this instrument has high content consistency. In Iran, Sohrabi and Samani (2011) also extracted the factor structure of this instrument using the factor analysis method. Also, by calculating the correlation of hope scale with similar tools, its concurrent validity was confirmed. In addition, in the mentioned study, Cronbach's alpha higher than 0.70 for both dimensions indicated the good reliability of the tool. In the research of Sohrabi and Samani (2011) using confirmatory factor analysis method and calculating Cronbach's alpha coefficient, the psychometric properties of academic hope scale were investigated. The results of the confirmatory factor analysis indicate the presence of two factors of passage and agency for this questionnaire, so the factor structure of the academic hope scale was confirmed. In the transit factor, the range of factor loadings of the transit factor items was between 0.63 and 0.72 and the agency items were between 0.63 and 0.73.
the causal model of the relationship between the tendency to psychosocial injuries has an effect on the hope of education of the second year high school students of Sanandaj city; And it can be analyzed in this way that the F value of the effect of the independent variable in the fourth row of the table (204.3127) is significant, that is, after removing the effect of the pre-test, there is a significant difference between the average scores of the students' expectation of learning in the two groups in the post-test of the predicted educational program. Based on the mentioned model, there is; Therefore, the null hypothesis of the non-significance of the difference in the average of the two groups in the post-test after removing the possible effect of the pre-test is rejected.
In explaining the above findings, it can be said that mental health is "finding individuality" and the first condition of individuality is to be aware of the aspects of the self that are sometimes neglected, and the level of psychological toughness and the type of excitement can determine the type of relationship with the school. Communication with the school, which includes communication with school parents (principal, assistants and other personnel), teachers and classmates can be the main form and a specific predictor of the tendency to social harm. In other words, if a person has high psychological toughness, or in other words, the level of commitment, control, and struggle of a person, as the main components of psychological toughness and the type of positive emotion, can have positive tendencies towards the school, school staff and parents. creates and practically creates a range of student's interests to the school, which determines the form and type of relationship with the school, and this can lower the tendency to social and psychological harm in the individual, and the reverse of this characteristic Based on the obtained model, it can create a positive result in the tendency to psychological and social harms.It can be said that the causal model of the relationship between the tendency to psychosocial injuries and the hope of education of the second year high school students of Sanandaj city is effective.

The purpose of this research was to investigate the effectiveness of the educational program based on the hope of learning on the academic persistence and emotional intelligence of the twelfth grade students.

In terms of methodology, the current research is part of the semi-experimental designs of pre-test, post-test and follow-up with a control group. The statistical population of the research was all 12th grade female high school students in Hamedan city who were studying in the academic year 2008-2019. 30 students with low academic tenacity were selected from this population using the purposeful sampling method and randomly replaced in two groups of 15 people, experimental and control. The experimental group was taught 10 90-minute sessions of the program based on hope for education. The members of both groups completed the pre-test, post-test and follow-up questionnaires of Benishek and Lopez's academic tenacity in all three stages. The data were also analyzed by mixed variance analysis.

The findings showed that the mean scores of the academic tenacity variable in the experimental group compared to the control group increased significantly in the post-test and follow-up phase.

Therefore, the educational program based on the hope of learning has been effective in increasing the academic tenacity of students.

The main purpose of this structural model was the relationship between transformational capital, educational expectation and academic well-being, behavioral inhibition mediated by parental psychological control in students volunteering to enter universities. The method of the present study is descriptive-correlational. 

The statistical population of the present study includes all male and female students volunteering to enter the university in District 1 of Rasht in 1398 in the number of 1560 people. The sample size was 500 people (236 boys and 264 girls). Sampling was done by cluster random sampling. Data collection tools include 7 scales: 1- Skels and Benson (2005) Transformational Capital Questionnaire, 2- Sonnes et al.'s (2010) Psychological Control Questionnaire, 3- Date and Lumbar Education Expectancy Scale (1396) 4- Welfare Scale Tominen-Sweeney et al. (2012). 5 - Behavioral Inhibition Scale includes Adult Scale (2005), used to analyze data obtained from Kolmogorov-Smirnov tests, factor analysis test and structural equation modeling Has been. 

Findings showed that there is a relationship between transformational capitals with mediation of parental psychological control through behavioral inhibition, between transformational capitals with mediation of parental psychological control through academic well-being (P <0.01). There is also a relationship between education expectation mediated by parental psychological control through behavioral inhibition, and between education expectation mediated by parental psychological control through academic well-being. (01/0> P). 

In a general conclusion, it can be said that since the two variables of academic hope and academic well-being - as the first effective variables - affect both the objective and subjective dimensions of academic achievement, they can be considered as the most important factors in the process. Academic counseling should be considered. Therefore, creating and strengthening a positive academic self-concept in students by providing positive feedback and verbal reinforcements; it is also suggested to increase academic skills through methods of increasing concentration, study and learning methods, overcoming entrance exam anxiety with different behavioral and cognitive methods.

Promoting academic well-being and academic retention or competence could lead to individual academic advancement. The aim of this study was to determine the relationship between developmental capital and academic achievement and academic well-being and behavioral inhibition with the mediating role of academic retention in students volunteering to enter university.

The method of the present study is descriptive-correlational. The statistical population of the present study included all male and female students volunteering to enter the university in District One of Rasht in 2019 in the number of 1560 people. The sample size was 500 people. Sampling was done by random cluster sampling. Data collection tools include seven scales: Transformational Capital Questionnaire, Academic Retention Scale, Education Expectancy Scale, Academic Welfare Scale, and the Behavioral Inhibition Scale. Structural equation modeling using SPSS software version 22 and AMOS software version 22 has been used to analyze the research data.

The mean (SD) age of male students was 17.4 (6.4), and female students was 17.8 (6.5). With the increase of transformational capital with a mean (SD) of 3.5 (0.4), educational expectation with a mean (SD) of 3.5 (0.4), academic retention with a mean (SD) of 3.6 (0.6), academic well-being increases with a mean (SD) of 3.5 (0.4) and behavioral inhibition increases with a mean (SD) of 3.6 (0.5). Academic retention, behavioral inhibition, and academic well-being also increase with increasing education expectations. Academic retention plays a mediating role in the relationship between transformational capital and academic achievement with academic well-being and behavioral inhibition (P<0.01).

It can be concluded that with the increase of transformational capital, educational expectation, academic retention, academic well-being, and behavioral inhibition increase. Academic retention had a mediating role in the relationship between transformational capital and educational expectation with academic well-being and behavioral inhibition. With the direct effect of transformational capital and academic expectation on academic sustainability, academic welfare, and behavioral inhibition increased.

The main purpose of this study was to investigate the academic self-concept about the hope of educating female high school students in district one of Shiraz. The purpose of this research was applied research and the correlation research was performed.

This study was an applied research component and a correlational research one. In this study, the statistical population of all high school girl students of Shiraz city, about 9000, was selected by multistage cluster sampling method using 200 criteria. Data gathering tool was a questionnaire. To this end, the Education Hope Questionnaire (Khorrami & Kamari, 1396) and the Academic Self-concept Questionnaire (Chen Yi Sin, 2004) were used. The data were then collected and analyzed by LISREL software.

Regarding path estimation coefficients, it was found that the paths of "academic self-regulation in the hope of education" have relatively appropriate estimation coefficient (more than 0.3). That is, academic self-concept has a mediating role in the relationship between academic self-regulation and educational hope.

The results showed that academic self-concept and its dimensions positively predict students' educational hope and academic self-concept has a mediating role in the relationship between educational hope and self-regulation.