جستجوی مقالات مرتبط با کلیدواژه « خوش بینی تحصیلی » در نشریات گروه « پزشکی »

Background &

One of the important challenges of professors in classrooms is to focus students' attention on subjects and help them learn. One of the fundamental changes that happened in recent decades in the field of psychology is that, unlike the previous psychologists, they focused their research and scientific works on the disturbing aspects of thoughts and pathological aspects of the psyche. Focused on human beings, today many psychologists, in addition to dealing with the morbid and pathological aspects of the human psyche, also pay attention to the positive aspects of human thoughts, beliefs, feelings, and behaviors. The concept of optimism is one of the central and important topics of positive psychology, which emerged in the field of psychology as a result of the value change in beliefs, in recent decades, by people such as Allport, Erikson, Fromm, Maslow, Rogers, and Peterson. Tries to make the presence of positive components in various aspects of human life more vivid and impressive with scientific methods and perspective. Therefore, the purpose of this research was to investigate the effect of classroom management training on the academic optimism and academic vitality of Farhangian University of Kermanshah students.

In terms of purpose, the present study is applied, and in terms of method, it is correlational descriptive research with the aim of investigating the effect of classroom management training on the academic optimism and academic vitality of 2022 incoming students of Farhangian University in Kermanshah province. There have been. In this research, measures academic optimism from Baird et al.'s academic optimism questionnaire (2010) and academic vitality from the academic vitality questionnaire with 9 items, modeled after the academic vitality scale of Martin and Marsh-2006, which had four items, and classroom management from The classroom management style questionnaire was based on Wolfgang and Glickman's theoretical framework and modeled after the teachers' beliefs about classroom control (ABCC) questionnaire by Martin et al. (1998). SPSS-22 software was used to analyze all statistical data.

 According to table (3), because the significance level of the variables of academic optimism and classroom management of teachers (Sig=0.000) is smaller than the predicted error value, so the relationship between the variables is statistically significant and where the calculated correlation coefficient is equal to 0.421. Therefore, with a confidence level of 95%, we can conclude that there is a direct and meaningful relationship between academic optimism and classroom management of professors; That is, with the increase in the classroom management of professors, academic optimism increases and vice versa. According to Table (4), because the value of the significance level of the variables of academic vitality and classroom management of professors (Sig=0.000) is smaller than the predicted error value, therefore the relationship between the variables is statistically significant and since the correlation coefficient calculated It is equal to 0.497. Therefore, with a confidence level of 95%, we can conclude that there is a direct and meaningful relationship between academic vitality and classroom management of professors; That is, with the increase in the classroom management of professors, academic vitality increases and vice versa. The results of Table (5) show that the direct effect of classroom management on academic vitality with the path coefficient (0.555) and (t=6.317), the direct effect of classroom management on academic optimism with the path coefficient (0.408) and (t = 3.887) and the direct effect of academic optimism on academic vitality with the path coefficient (0.259) and (t = 3.034) is significant and positive, and according to these results, the relationship between the research variables is confirmed. To investigate the relationship between classroom management and students' academic vitality and academic optimism, the indirect effect coefficient should be calculated. There is a relationship between professors' classroom management students' academic vitality and their academic optimism. The coefficient of the indirect effect of class management on academic optimism and academic vitality of students is equal to 0.660, which shows that the variable of classroom management has an effect on the relationship between academic optimism and academic vitality of students. Because the significance level of academic optimism and academic vitality variables (Sig=0.000) is smaller than the predicted error value (0.05), therefore the relationship between the variables is statistically significant, and since the calculated correlation coefficient is equal to 0.421, so the null hypothesis is rejected and the research hypothesis is confirmed. Therefore, with a confidence level of 95%, we can conclude that there is a direct and meaningful relationship between academic optimism and the academic vitality of students; That is, with the increase in academic optimism, the academic vitality of students increases. According to the amount of variance analysis obtained, the paths of predicting academic vitality by the components of professors' classroom management are significant at the level of 0.01.

Class management by professors and its effect on academic optimism in the field of education is like a double-edged sword, one edge of which is a threat that causes weakness in the moral system, which leads to a decrease in communication and an increase in damages. Academic optimism is the belief that the student will be successful academically, this belief increases the expectation of success in students, and as it was said, this increases the student's motivation for better performance. On the other hand, today, based on the realities and relying on the natural needs of humans, they rely on a series of human values and principles, on the strategic role of humans in the organization, and consider humanitarian activities in strategic planning. They know it is necessary. Academic optimism is a personal belief that is formed in a person under the influence of environmental factors. This belief points to the fact that in the case of establishing trusting relationships between students and teaching staff, the presence of academic emphasis in the environment, and the formation of a sense of unity with the educational environment, a person will gain high motivation and achieve success in the path of progress. If the learning process in students is to go well, it is necessary to pay attention to various factors. Apart from internal and individual factors that have a colorful role in learning, external factors also have a direct impact on the learning process. According to the obtained results, classroom management training of professors has an effect on the academic optimism and academic vitality of Farhangian University of Kermanshah students.

Students' academic success and failure is one of the most important events during their studies that has short-term and long-term social and emotional effects on them. Accordingly, the present study was conducted with the aim of the effectiveness of mindfulness-based cognitive therapy on attributional styles and academic optimism of students.

The present study was a quasi-experimental pretest-posttest with a control group and a follow-up stage. The statistical population consisted of all male high school students in Qazvin in the academic year 1399-1400, in which 40 students were selected by cluster sampling and after matching were placed in two experimental and control groups. Research instruments included the Academic Optimism Questionnaire (Tschenen-Moran et al., 2013) and the Attribution Styles Questionnaire (Peterson and Seligman, 1984). The experimental group received therapeutic interventions related to cognitive therapy based on mindfulness. Data were analyzed by repeated measures analysis of variance.

The results showed that mindfulness-based cognitive therapy was effective on the components of attributional styles (P<0.01) and the variables of academic optimism (P<0.01) and these results continued in the follow-up period (P<0.01).

Students who were influenced by cognitive-based mindfulness attributed positive events more to internal, stable and general causes and negative events more to external, unstable and specific causes. Mindfulness can also be effective in promoting optimism by providing a framework for interpreting life experiences, being in the "here and now", a sense of cohesiveness and existential cohesion, and student confidence.

One of the important challenges of classroom is to focus students' attention on subjects and help them learn. One of the factors affecting the academic progress of students is the existence of variables such as theory of mind, self-compassion, and academic optimism that can affect learning. Academic optimism is an individual belief of that consists of three components: "Feeling of teacher's efficiency", "Trust in parents and students" and "Academic emphasis" which despite the economic and social level of students is related to academic progress. On the other hand, self-compassion includes taking care of oneself in the face of difficulties or perceived inadequacies; in such a way that painful and uncomfortable feelings are not avoided; rather, he approaches them with kindness, understanding, and a feeling of human commonality. The recent theoretical and research literature about the cognitive processes of understanding oneself and others, which is known as the ability of theory of mind, has been one of the major developments in evolutionary psychology during the last two decades. Therefore, according to the importance of the content mentioned above and the fact that no research has been found that includes all three components, the purpose of this research is to determine the relationship between the theory of mind and self-compassion with teachers' academic optimism and also to determine the level of predictability of optimism. The academic vision was based on the theory of mind and self-compassion.

This research is applied in terms of purpose and correlational in terms of descriptive method. The statistical population includes all students of the second secondary level in Eslamshahr who were working in the year 1400, which was equal to 1600 people, and the statistical sample size was 310 people selected by the simple random sampling method through the Kargesi Morgan table. To collect data, Stirenman's theory of mind questionnaire (1999), Neff's self-compassion (2003), and Baird et al.'s academic optimism (2010) were used. Pearson's correlation coefficient test and multivariate regression were used for statistical analysis of data.

The results of the research showed that there is a positive and significant relationship between the overall score and subscales of the theory of mind and self-compassion with academic optimism. The results of the regression analysis show that among the components of the theory of mind, the overall score of the theory of mind is a variable that entered the regression model and was able to explain about 7% of the changes related to academic optimism, and also among the components Self-compassion, subscale of self-judgment, is the first variable that entered the regression model and together with self-kindness variable and human commonalities variable, it was able to explain about 11% of the variance of academic optimism.

In general, it can be said that the theory of mind and self-compassion are important and effective factors in increasing the level of academic optimism in  students, so paying attention to these factors is very important in achieving educational goals. One of the achievements of psychology and the field of mental health in recent years is highlighting the role of well-being, altruism, compassion towards oneself and others, and care in the mental and physical development of humans. In other words, mental stress and pressure are the opposite of human health and mental health. However, it is important to note that it is not possible to eliminate stress and psychological pressure in today's world. However, increasing mental abilities and creating effective capacities in improving mental health can be a good facilitator in enduring daily stresses and pressures. The theory of mind acts as an umbrella that covers people's understanding of their states of compassion for themselves and others. People like to understand the beliefs of others because they can predict, explain, and adjust their behavior and it can increase self-compassion and academic optimism. Also, according to the findings of the current research, it can be concluded that by providing training and exercises related to the promotion of the theory of mind as well as strategies for increasing self-compassion, the level of academic optimism has increased, and as a result, it can be accepted that there is a relationship between theory of mind and self-compassion. There is a relationship in predicting academic optimism. This research, like other research, has limitations. The results of the current research, it was limited to the community that participated in the research and cannot be generalized to other research communities. The existence of limited sources in the field of the role of theory of mind on academic optimism, especially experimental research inside and outside the country, did not allow the comparison of research results with other research done accurately. Since the parents' association is a great opportunity in the field of solving the educational and educational challenges of schools, it uses this golden opportunity to inform parents about their roles and skills in increasing the quality of self-compassion and training courses. The theory of mind was held and continued in Madras to realize the above effects.

One of the most important resources of any organization is the human force of that organization. Organizational health is one of the most telling and obvious indicators of organizational effectiveness. In a healthy organization, the manager has a very friendly and supportive behavior with his employees and has unity in his plans. Employees also have a greater desire to work in the organization and do things more effectively. Organizational health is more about the durability and survival of the organization in its environment and adaptability to it and the promotion and expansion of its ability to compromise. Factors such as the perception and perception of employees, the way of managing affairs, the policies of the organization, the nature and extent of supervision, job security, working conditions, status and dignity, the level of salaries and wages, the establishment of mutual relations, supervisors, peers, and supervisors, and the personal life of employees. The general public thinks of optimism as seeing the glass as half full seeing a shiny layer in every phenomenon, or the habit of expecting a happy ending for every real problem. The angle of positive thinking from positive thinking and optimism indicates that optimism requires repeating self-reinforcing phrases such as "I am improving in different ways every day" or visualization. That all work is done successfully. In all these cases, there are manifestations of optimism and positive thinking, but optimism is deeper than these. Therefore, the study aimed to investigate the relationship between the dimensions of organizational health on the academic optimism of the professors of Islamic Azad University Sari branch.

The current research is applied in terms of purpose and descriptive and correlational in terms of method, which was carried out in the field. The statistical population of this research includes all the professors of Islamic Azad University, Sari branch, who were working in 1401. The number of the statistical population was 360 people according to the inquiry from the recruitment unit of Azad University of Sari. According to the table of Karjesi and Morgan, 186 people were selected through a simple random sampling method. The research tools included two organizational health questionnaires by Hoy and Feldman (1996) and an academic optimism questionnaire by Baird et al. (2010), both of which were standard questionnaires. Their reliability coefficient was calculated through Cronbach's alpha coefficient for organizational health (0.92) and academic optimism (0.79), which indicates the appropriate reliability of this questionnaire. Descriptive statistics were used to describe the demographic variables and SPSS software was used to check the research hypotheses. One of the most important prerequisites for performing parametric tests is checking the normality of data distribution in the dependent variable. For this purpose, for each of the studied variables, the test of normality of data distribution has been done.

The findings of the research show that the significance level of the variables of organizational health and academic optimism (Sig=0.000) is smaller than the predicted error (α=0.05), so the relationship between the variables is statistically significant. It is significant and since the calculated correlation coefficient is equal to 0.585, it can be concluded that there is a direct and significant relationship between organizational health and academic optimism of professors. In a more detailed explanation, it can be said that so far, different conceptualizations of optimism have been implemented, an example of which is nature optimism and explanatory optimism. Optimism of nature or tendency is a general expectation based on the fact that in the future, more good events will happen than bad events. Shier et al. argue that optimistic people, in the face of difficulties, continue to pursue their valued goals and by using effective coping strategies, they and their states adjust their personalities so that they can reach their goals. One of the fundamental changes that happened in recent decades in the field of psychology is that unlike the previous psychologists who focused their research and scientific works on the disturbing aspects of thoughts and pathological aspects of the psyche. were focused on human beings, today many psychologists, in addition to dealing with the morbid and pathological aspects of the human psyche, also pay attention to the positive aspects of human thoughts, beliefs, feelings and behaviors. The concept of optimism is one of the central and important topics of positive psychology, which emerged in the field of psychology as a result of the value change in beliefs, in recent decades, by people such as Allport, Erikson, Fromm, Maslow, Rogers, and Peterson. and tries to make the presence of positive components in various aspects of human life more vivid and impressive with scientific methods and perspective. Higher education is one of the most basic and important organizations in the world today, and most people have direct and indirect relations with this organization, and this shows the key and vital role of this institution in the complex life of humans. Knowledge of organizational health can be a facilitator and predictor of the quality and continuity of the health system, and it can lead to the implementation of programs in a scientific and expert manner, avoiding imprudent actions. Organizational health refers to an environment that facilitates the growth and development of an organization and enables the achievement of goals. Organizations, while thinking about their preservation and survival, should take a step beyond this view and pay attention to their consequences and effects on the society. Social responsibility is considered as an important issue for any organization, the factor of its survival or decline.

The results of the research showed that there is a significant relationship between organizational health and the academic optimism of teachers, and according to the results of this research, it was determined that the contribution of each component of organizational health in predicting the academic optimism of teachers is different.

The aim of this study was to investigate the effect of curriculum interventions based on academic engagement model on academic fascination of male students with low academic engagement. The research method was quasi-experimental with a pretest-posttest design and a control group. The statistical population of the study included 11th grade male high school students in the cities and regions of Oramanat in the academic year 2019-2020. To this aim, 30 male students with low academic involvement were selected by multi-stage cluster sampling and were randomly assigned into experimental and control groups, 15 students each. The curriculum interventions based on academic engagement model were implemented in the experimental group. Then post-test was performed for both groups. The instrument used in this study was the Academic Fascination Questionnaire (Martin and Jackson, 2008). The data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (multivariate analysis of covariance). The results showed that curriculum interventions based on academic engagement model have a significant effect on the students' academic fascination (P <0.05). Findings also indicated that by relying on concepts such as competency perception, academic optimism and academic excitement, curriculum interventions based on academic engagement model can be used as an effective way to enhance the academic fascination of students with low academic engagement.

Academic performance is one of the important components in education that has always been addressed by programmers, school principals, teachers, and parents, who have always tried to provide appropriate conditions for enhancing the academic efficiency of students. This study was conducted to investigate the mediating role of meaning of education in the relationship between academic optimism and academic performance.

This study was an applied research in terms of research objective and a descriptive-correlational study in terms of gathering the data. Data were collected from a sample of 250 secondary school girls in Khorramdareh by random cluster sampling. Meaning of education Questionnaire (Henderson-King& Smith, 2006) and Academic Optimism Scale (Tschanen-Moran et al., 2013) were used to collect the data. Also to evaluate the academic achievement, the average score of students in the first and second semesters were used. Data were analyzed by structural equations in SPSS22 and MPLUS 7.4.

Findings showed that there was a significant positive relationship between academic optimism and academic performance (P<0.01) and that meaning of education plays a mediating role in this relationship.

The results show that academic optimism directly improves students chr('39')academic performance, but it affects indirectly the academic performance through the mediating role of meaning of education.

The purpose of the present study was to develop a causal model of academic satisfaction based on academic self-confidence and academic optimism mediated by cognitive strategies among male students.

The research method was correlational descriptive type. The statistical population included male high school students in Hamedan in the academic year 2019-2020. The sample size consisted of 338 persons which were selected randomly through two-stage cluster sampling method. The research tools included Lent et al satisfaction questionnaire, Azadichrs academic self-confidence, Tschannen‐Moran et al Academic Optimism Scale, and Karamichrs meta-cognitive strategies. Data were, then analyzed by means of structural equation modeling approach.

The findings obtained from statistical analysis showed that there was a significant causal relationship between academic self-confidence and academic optimism with metacognitive strategies and academic satisfaction. It was also found that the causal relationship between metacognitive strategies and academic satisfaction was significant.

Finally, the results emphasized the mediating role of metacognitive strategies in establishing the relationship between these variables. Based on the findings, it is suggested to use metacognitive strategies, academic self-confidence and academic optimism to increase studentschracademic satisfaction.

The aim of this research is to study the mediating rule of cognitive flexibility in the relationship of academic optimism and academic vitality.

For this purpose the descriptive correlation method has been used. The research population includes 4834 female second-grade secondary high school students of Zanjan in the academic year of 2018 and using the relative multi-stage cluster method, sample size was determined to be 400. In order to collect data, Dehghanizadeh and Husainichary’s academic vitality questionnaire (2012), Tschannen-Moran’s academic optimism questionnaire (2013) and Dennis and Vander wal’s cognitive flexibility questionnaire (2010) were used. Data analysis and structural equation analysis were performed using Pearson correlation, and Lisrel and SPSS 18 softwares, respectively.

The research findings indicate that the model is fitted and the research hypotheses, except for one case, are confirmed. The suggested model shows that academic optimism has an indirect (by mediation of cognitive flexibility) positive and meaningful relationship with academic vitality (p<0.01). Correlation analysis showed that there is a positive and meaningful relationship between academic optimism and academic vitality (p<0.05), while according to the model, such a result was not observed. The model also showed that there is a meaningful and positive relationship between academic optimism and cognitive flexibility, as well as between cognitive flexibility and academic vitality (p<0.05).

The findings highlight the role of academic optimism on cognitive flexibility, for arriving to academic vitality. The findings of the study were discussed regarding to theoretical and empirical evidence and suggestions have been made for this purpose.

The main purpose of the present study was to investigate the effectiveness of life skills training on self-monitoring, spiritual health, and academic optimism.

The research method was pretest-posttest with control group. The statistical population of the study was all male and female students of secondary school in Karaj in the school year of 99-98. 100 students (50 girls and 50 boys) were selected using cluster sampling method. Spiritual, self-monitoring, and academic optimism responded. Then, based on the questionnaire scores, 50 of those who scored lower on the cut-off point in the spiritual health, academic optimism and self-monitoring questionnaire were selected as the sample of the study and randomly divided into two control groups (n = 25) and Experiments (n = 25) were inserted. The experimental group received eight 90-minute sessions of life skills training. But the control group did not receive the training. After the training, data analysis was done using SPSS22 software and covariance analysis.

The results showed that life skills training increased students' self-supervision (p> 0.001), spiritual health (p> 0.001) and academic optimism (p> 0.001).

Life skills training is effective on self-monitoring, spiritual health and academic- optimism.