نشریه آموزش و ارزشیابی
پیاپی 43 (پاییز 1397)

The current study aimed to investigate the relationship between academic self-concept and hopelessness with test anxiety. The statisticed population consisted of all primary students in sixth grade. A total of 231 students were selected using random cluster sampling method. Spiel Berger’s test anxiety inventory hopelessness scale for children Kazdyn et al. (1983) and academic self-concept questionnaire Yasin Y. Chen (2004) were administered. Correlation coefficient and regression analysis were used to analyses the data. The results correlation coefficient test showed significant negative relationship between academic self-concept and test anxiety. There was positive significant relationship between hopelessness and test anxiety. Additionally, the results of concurrent regression revealed that self-concept significantly predicts students' test anxiety among other predictor variables. The Implications of this study with respect to importance of some personality traits on academic achievement are discussed.

Researches in the field of children with learning disabilities show that these children often have disturbances in perception, language, phonological processing, motor disorders and memory. Memory problems of many of children with learning disabilities associated with various auditory and visual processes and memory disorders in these children may be deficient in other cognitive domains. On the one hand, the researches in the field of cognitive rehabilitation show the improvement of executive functions such as attention and memory through this method. Considering the findings and aimed to compare the effectiveness of cognitive rehabilitation in children with learning disabilities (with and without ADHD) in auditory and visual memory improvement, 26 cases of children with learning disabilities (10 with ADHD and 15 without ADHD) was selected and assessed with CSI-4 and rehabilitated through N-back software (21 half-hour sessions) and data were analyzed using multivariate analysis of covariance and t-test. Results showed that cognitive rehabilitation for groups have been effective and differences in effectiveness for auditory memory in the two groups was significant and effective for auditory memory in LD children with ADHD was significant compared to the group without ADHD. The difference for visual memory was not significant.

The purpose of this study was to determine the relationship between academic stress, academic impulsivity and negative academic negativity with a sense of social unconsciousness based on educational frustration mediation. The research method was descriptive correlational. The statistical population of this study includes all second grade high school students in Isfahan city in the academic year of 2016- 2017with 50707 people. A multi-stage cluster sampling method was used to select 382 people based on cochran's formula for random sampling. The research instrument consisted of five questionnaires including: Academic stress questionnaire, academic absence questionnaire, negative self-concept, social Identity questionnaire, and educational desperation questionnaire. Data were analyzed by pearson correlation, multiple stepwise regression analysis and structural equation modeling. Overall, the results showed that there was a significant relationship between academic stress, academic impulsivity and negative self-concept with social unconsciousness at P <0.05. Academic stress, academic impulsivity and negative academic self-concept with a sense of social unconsciousness through educational and indirect frustration have a significant relationship with P> 0.05.

This study was aimed to determine the effectiveness of program based on successfulness on academic achievement and social competence of adolescent girls in city of Mashhad. The interventional program was including two package: “Promoting of successful strategies” and “Strengthening parents program”. The research method was quasi-experimental with a pre-test and post-test design with two experimental groups and one control group. The statistical population of the research included all of girl high school students in grade 10 of Mashhad in school year 2017-18. From among them 45 students randomly were selected by multi stage cluster random sampling method and randomly assigned in two experimental and one control groups. All participants answered the flener social competence questionnaire in pre and post test and also academic achievement was measured using students grade average in before and after intervention. Finally, the data were analysed using multivariate analysis of covariance. The results from this study demonstrated that the training of program could be effective in improving academic achievement and social competence of the students.

For many years, it was believed that Intelligence Quota (IQ) was the benchmark showing how successful one is. However, recent researches have revealed that IQ is not the only factor in one's success but also, other criteria called as Emotional Quota (EQ) has taken its place in many researches. Since the inception of this structure, psychologists mainly paid attention on its cognitive aspects, such as memory and problem solving. Soon, they realized that non-cognitive aspects like emotional and social factors played a key role as well. To study the importance of this issue, a random sample of 81 Electronic and Mechanic engineering graduates from Islamic Azad University, Yadegar Emam Branch, were selected. They were handed out a questioner on EQ derived from Travis-Bradberry book. The collected data evaluated applying Data Enveloping Analysis (DEA) models. In order to rank and distinguish the students’ performance, super efficiency models were employed. The results show that the Electronic graduates scored some higher rank. Top of all, the study conflicts the selected four factors in evaluating EQ and reveals that the relationship- management factor has the most effect and self-management factor can take the least influence in this evaluation.

This study aimed to examine the relationship between social acceptance and attitude to mothers with school anxiety of sixth grade students in primary schools in District 2of Uremia city. The research method was descriptive -correlational and study population include the sixth grade students in primary schools. The sample consisted of 358 girl and boy students who were selected by random cluster sampling. In this study, data were collected from questionnaires such as: attitude to the mother of Hudson (1992), school anxiety of Phillips (1978) and social acceptance of Ford and Robin (1970). Then to analyze the data, Pearson correlation and multiple regression were used. Analytical results showed that there is significant relationship between social acceptance and attitude to the mother with school anxiety. There is a significant difference between girls and boys in terms of school anxiety.

This research was purposed to study role of knowledge sharing behavior and professional development in predicting the acceptance of educational innovations among faculty member’s university of Isfahan. The method of the research was descriptive correlative and its analyzing method was structural equations modeling. Statistical population of the research consisted in all faculty member’s university of Isfahan, totaled 650 persons in year 2017-2018. The sample size was selected totaled 242 persons based on Krejcie and Morgan (1970) table. Nineteen questionnaires were not returned, and so 223 questionnaires were analyzed. Sampling method was proportional stratified random sampling. To collect information, researcher has used three questionnaires, one acceptance of educational innovations Alizadeh (2007), and knowledge sharing behavior Bohloul (2013), and the other Researcher-made questionnaire, professional development of Faculty Members. Collected data were analyzed using software SPSS 23 and Lisrel. The results of correlation coefficient test showed that the acceptance of educational innovations has a direct and significant relation to knowledge sharing behavior and professional development of Faculty Members (P≤0.01). Also, the results of structural equations showed that the professional development and knowledge sharing behavior with path coefficients of 0.61 and 0.28, respectively explain 37 and 8 percent of the variance of the acceptance of educational innovations among faculty members. According to the results, professional development and the motivation of faculty members to share their knowledge plays an important role in accepting of educational innovations.

The purpose of the present study was to analyze the content of the Persian textbooks of the elementary school from the perspective of emphasizing the components of multiple intelligences (linguistic-verbal, mathematical-logical, visual-spatial, kinetic-physical, intrapersonal, interpersonal, naturalistic, musical and Existential). The present study is a descriptive and It's the kind of content-based analysis using the Shannon Entropy method. The statistical population includes all elementary Persian language textbooks. The statistical sample is equal to the statistical population. The research tool was a checklist of multiple intelligence components based on the scientific basis of multiple intelligences (Gardner and Fleetham), which the researcher developed and its content validity was verified by five experts. The reliability obtained using the re-run technique is 0.86 for the check list. The results of content analysis showed that in Persian textbooks, the coefficient of importance of verbal and natural language intelligence (0/115), visual-spatial intelligence, mathematical-logical, kinetic-physical, interpersonal, interpersonal and Existential (0/111) and musical intelligence (0/103). In other words, each of the components of multiple intelligences in Persian textbooks has not been considered in a balanced way, and Persian textbooks do not cover in same size multiple components of intelligence. Regarding the role of multiple intelligences in student’s life, and given the researchers' emphasis on this constract, it is essential for the authors of Persian textbooks to pay much attention to this in subsequent editions.