جستجوی مقالات مرتبط با کلیدواژه "امید تحصیلی" در نشریات گروه "پزشکی"

Adolescence, as an important growth period and accompanied by all-round changes, can be associated with many problems. Therefore, the current research was conducted with the aim of developing "Education Based on Psychological Empowerment" and its effectiveness on academic hope and acceptance and action of adolescents.

The current research consists of 2 parts in terms of method. The first part was to design the educational intervention and the second part was semi-experimental with a pre-test, post-test and follow-up plan with the control group. The statistical population of the present study included all the male students of the first secondary level in the first district of Ahvaz city in the academic year of 2023-2024. Among them, 40 people were selected by the convenience non-random sampling method and were replaced by a simple random method using lottery in the intervention group (20 people) and the control group (20 people). The research tools included demographic questionnaire, "Academic Hope Scale" and "Acceptance and Action Questionnaire-II". The content validity of the instruments was measured by qualitative method and reliability by internal consistency method by calculating Cronbach's alpha. After conducting 10 sessions of "Education Based on Psychological Empowerment" for the intervention group, the data were analyzed in SPSS .23.

The findings showed a significant difference between the performance of the intervention and control groups in the score academic hope and acceptance and action in the post-test and follow-up phase (P<0.001).

"Education Based on Psychological Empowerment" is an effective training to increase the academic hope and acceptance and action of adolescents. Therefore, the implementation of such education sessions for adolescents is recommended by education officials, counseling centers and managers of all organizations related to adolescents.

Background &

Always, various causes and factors can be considered in academic progress. One of these factors is academic hope, considering more than 20 years of research in the field of hope, it shows that students are more hopeful in education and life , show better performance than less promising students. The hopeful thought indicates the belief that the path to the goals can be found and motivates the use of that path, and as a result, hope directs people's feelings and well-being and is an essential part of happiness and fulfillment in life. Hopefully, education can prepare the learner for life and having a better and dynamic future and has a close relationship with academic progress. Students who are emotionally and cognitively involved with learning, spend more time and effort on studying and have higher academic progress, cope with their academic needs appropriately, and solve problems. The period of education is over. A detailed examination of the issue of educational progress and the factors affecting it should be the top priority of the education workers of that society. Because improving the academic status of learners is one of the basic goals of contemporary education systems. Academic hope is one of the factors influencing academic progress. Hope is not a feeling, but a dynamic motivational cognitive system that promotes the academic progress of students. Studies have shown that hope is a reliable predictor of academic success and is a basic need for students. In other words, hope is related to more competence in many areas of life, such as education. Hope empowers students to overcome problems by focusing on success, and by increasing this possibility, they achieve their goals. Psychologists consider hope as a feeling of vitality that is experienced when a person expects a better future ahead of their eyes. Hope facilitates crossing important obstacles and deep abysses along the way. Hope gives a person the courage to face difficult situations and find the ability to overcome them. In the theory of hope, it is assumed that the failure to achieve the goals, repeatedly and comprehensively, reduces the thinking of the agent and the passage and as a result, the hope, and this is the first stage of depression. On the other hand, creative thinking skills are important cognitive aspects that are needed for meaningful learning in all disciplines. Creative thinking skills aim to combine ideas, create new ideas, and determine the effectiveness of existing ideas. Considering the importance of the discussion of learning and education in the education system and the relationship between academic progress and thinking in order to direct the effective education of students, the aim of the study was to investigate the mediating role of emotional self-efficacy in the relationship between creative thinking and academic hope.

This research is based on the type of applied goal and is considered among the descriptive research, and the method used in this research was a correlation survey using structural equations. The statistical population of this study included male students of the first and second high schools of Kazeroon city. In this research, a multi-stage cluster sampling method was used. This article was taken from the doctoral thesis and was carried out under the supervision of the ethics committee of the Islamic Azad University of Morovdasht with the code of ethics IR.IAU.M.REC.1403.224. The multi-stage cluster sampling method in this research is as follows: Kazeroon City was divided into Kazeroon, Khesht, Kanaratakhteh, Baladeh, and Jareh cities. First, from these 5 cities, the number of secondary schools for boys through education and the number of students in the second and third levels of education were investigated, and then a random sample of those who were eligible and willing to cooperate was selected from each school. The questionnaire was distributed among them. 266 students were selected as samples. In this research, in order to collect data, Peter Hani's standard creative thinking questionnaire was used in the two dimensions of analytical thinking and innovation and creativity thinking, and Sohrabi and Samani's educational hope questionnaire, in the two dimensions of agency and crossings, and the 32-question emotional self-efficacy questionnaire. For data analysis, the approach of variance-based structural equations was used using smartpls4.0 software.

The qualitative results of the reflected research showed that to develop media and information literacy, it is necessary to act in three areas: access, evaluation, and application. For example, to improve the fields of sports science students, responsible and involved institutions should develop internet infrastructure and communication networks.

In general, it can be stated that the results of the research show that the development of media and information literacy among sports science students in Mazandaran universities requires focusing on three key areas: access to information, evaluation of information, and application of information. Improving access to reliable information sources is the first step in this direction, which enables students to access up-to-date scientific data.

The increasing use of the Internet by students can lead to problems such as addiction and dependence, which can have an adverse effect on their academic and personal achievements. Therefore, this study aimed to compare the effectiveness of self-determination theory (SDT) training and Acceptance and Commitment Therapy (ACT) on sleep quality and academic hope in students with Internet gaming disorder (IGD) with and without comorbidity of Attention Deficit / Hyperactivity Disorder (ADHD).

The study was designed as a quasi-experimental pre-test-post-test study with a control group and a follow-up phase. The statistical population consisted of all students aged 12 to 14 years with IGD in Khorramabad in 2019 (N=5200); From which 42 children were selected by purposive sampling method and randomly assigned to two experimental groups (n=28) and one control group (n=14).The instruments used included IGD-20 Test (Pontes et al. 2014), the Child Symptom Inventory-4 (CSI-4; Sprafkin & Gadow, 1994), Academic Hope Scale (AHS, Khormaei & Kamari, 2018) and Pittsburgh Sleep Quality Index (PSQI, Buysse et al, 1989). The intervention groups received 9 two-hour sessions of SDT training (intervention group 1) and ACT (intervention group 2)). Data analysis was performed using analysis of covariance in SPSS26 environment.

The results of data analysis showed that in both groups of SDT training and ACT, there was a significant difference between the two stages of post-test and follow-up in sleep quality and academic hope (p <0.0001); Also, by controlling the effect of pretest, the interaction of two variables of group membership and comorbidity of ADHD group in students' academic hope was significant (p <0.0001).

SDT training and ACT can both benefit students with Internet gaming disorder and have a significant impact on their sleep quality and academic hope.

Studies have shown that academic achievement is not only the consequence of personal intelligence or the hardware consequences of the social environment, but is also influenced by the psychological aspects of individuals, So this research The aim of this study was to investigate the role of self-regulation learning strategies, academic participation and hope of education in predicting academic achievement in Karaj.

The study was a descriptive and correlational study among 380 high school female students in Karaj. Multistage random-cluster sampling was used. To collect the data, Pintrich and De Grout self-regulation questionnaire, Rio and Tsinghoo academic engagement questionnaire and Sohrabi and Samani academic hope questionnaire were used. SPSS-16 software and Pearson correlation and multiple regression tests were used for data analysis.

Results showed self-regulated learning strategies and academic engagement (r = 0.23), self-regulated learning strategies for hope (r = 0.55), academic engagement and Academic hope (r = 0.29). Academic achievement was predicted with a coefficient of determination of R2 = 0.23.

The results of the present study showed that there is a direct and significant relationship between the research variables and also the variables of self-regulated learning strategies, academic engagement and educational ability to predict students' academic achievement.

Educational well-being is one of the most important factors affecting educational outcomes. The purpose of this study was to investigate the role of academic hope and perceived emotional support in predicting the academic well-being of medical students.. This is a descriptive-analytic study of correlation type. Statistical population included all students of Yazd University of Medical Sciences (n=5363) during the academic year of 2017-2018. The sample size was 352 (47.4% female and 53.6% male) according to Morgan table and they were selected by cluster random sampling. The instruments used included the standard questionnaire for the education of Khormaei and Kamari, the perceived emotional support of Pourbirgani and colleagues, the well-being of Peitrin et al. Data were analyzed using Pearson correlation coefficient, multiple regression analysis, and independent t-test through SPSS. The findings showed that there was a positive and significant relationship between the variables of academic hope and perceived emotional support with educational well-being (p<0.05). On the other hand, the perceived emotional support variables (%18) hopefulness opportunities (%23), hope for the university's benefit (%27) and the hope of earning (%30) predicted variance of educational well-being respectively. In this regards, the results of independent groups showed that there was a significant difference between perceived emotional support of male and female students, so that the difference was in favor of girls (p<0.001). According to the results of this study, academic hope and perceived emotional support play a significant role in the prediction of educational well-being So, It is suggested by addressing the fundamental needs of students through families and the community, the educational well-being of the students could be provided.