فصلنامه روان شناسی مدرسه
سال هشتم شماره 1 (پیاپی 29، بهار 1398)

The purpose of this study was to investigate the relationship between anxiety sensitivity and metacognitive beliefs with test anxiety in students. The population of the study consisted of all high school students in Naghadeh city in the academic year of 2016-2017. 290 students were selected through multi-stage random cluster sampling. To collect data, the test anxiety scale, meta-cognition questionnaire and anxiety sensitivity questionnaire were used. Pearson correlation coefficient and regression analysis were used to analyze the data by SPSS ver. 21. The findings showed that there is a significant relationship between metacognitive beliefs, anxiety sensitivity, and test anxiety (0.01). Also, the result of regression analysis revealed that approximately 21% of the test anxiety variance was predicted based on the metacognitive beliefs and anxiety sensitivity variables. Therefore, it can be concluded that with increasing metacognitive beliefs and anxiety sensitivity, the amount of test anxiety is increased. In other words, metacognitive beliefs and anxiety sensitivity are important variables in students' test anxiety.

The purpose of this causal-comparative study was to compare moral decision making, moral emotion expectancy, and social problem solving style in single-parent and normal students. The population consisted of all male and female students aged 10 to 15 years referred to Tadavom Counseling Center in Sari during three months (May, June, and July of 2017) for counseling (n=43). The sample consisted of 14 single-parent students and 18 ordinary students (based on willingness to participate and collaborate on research). In this research, we used moral riddles and social problem solving questionnaires. The data of moral decision making and prediction of moral emotions were analyzed using Chi-square test and data from social problem solving questionnaire were analyzed using independent t-test. Results showed no significant difference in moral decision-making, the predicted moral emotions and the problem solving style between single-parent and normal students. Education by parents, modeling for parents, interacting with peers, education and culture would be effective in the growth of moral emotions, moral behaviors, and the problem solving style of children.

The purpose of this study was to evaluate psychometric properties of Cyber-Bullying/Victimization Experiences Questionnaire in students. The population consisted of all high school students studying in 2016-2017. For this purpose, 420 students (245 boys and 175 girls) from high schools in Pars Abad city were selected by simple random sampling and they responded to the Cyber-Bullying/Victimization Experiences Questionnaire (Antoniadou et al., 2016). To analyze the data, internal consistency coefficient, test-retest, and confirmatory factor analysis were used. All analysis was done by SPSS 24 and LISREL 8.8. The results showed that Cronbach's alpha coefficient for the cyber bullying experience, cyber victimization experience, and total questionnaire were 0.75, 0.78 and 0.79, respectively. The results of confirmatory factor analysis showed this model has a good fitness (CFI=0.92, NFI=0.91, and RMSEA=0.071). According to the results, it can be said that this questionnaire is a useful instrument for assessment and evaluating of cyber-bullying/victimization behaviors in adolescents.

The purpose of the current study was to compare the issues of being committed to the teachings of Islam, religious orientation, and psychological capital across male and female students. The participants of the study included male and female students at Sama institute- Islamic Azad University, Ardebil Branch in academic year of 2018-2019. Then, the sample of fifty male and female students was equally selected through two-stage cluster sampling. The selected participants answered such questionnaires as commitment to the teachings of Islam, Luthans’ psychological capital, and Allport’s religious orientation. Their internal consistency was estimated through Cronbach's alpha. Chi-square was used to examine the relationship between commitment to the teachings of Islam and gender. Furthermore, considering “doing good and forbidding evil”, the researchers found that there was a high correlation between gender and factors such as control of the look, appropriate cover, swear, avoidance of exploring others, bad guessing, avoidance of bad speech, good work, respect for parents. It is worth mentioning that with the exception of factors such as avoidance of exploring in others, bad guessing, and good work, females outperformed the male students. T-test demonstrated that there was a significant difference in each of the four components of psychological capital and internal-external religious orientations across genders. Comparing means showed that in all cases females enjoyed high value and outperformed the males regarding the mentioned parameters. There was not any significant difference in the total scores of commitment to the teachings of Islam across gender.

The purpose this study was to investigate the effectiveness of personal intelligence and success intelligence on the confidence of gifted students. This research was experimental with pretest and posttest and a control group. The population included ninth grade students of high school to secondary early school gifted students in the academic year 95-96 in Esfarāyen city.  The sample included 48 high school students in grade nine randomly selected and assigned into two experimental groups and one control group. The collect the data, Meir’s personal intelligence, Sternberg’s success intelligence and Rosenberg’s confidence scales were used. Mixed analysis of variance showed that personal intelligence training program leads to success and impacts confidence and it increase. These results have important implications regarding the prevention of social issues, physical and mental health and academic achievement.  So we can conclude that with training personal intelligence and success intelligence students have a great help to experience community health.

This study aimed to investigate the relationship betweenethical leadership and knowledge sharing with the mediating role of psychological empowerment of teachers. This is a descriptive, correlational research. The population included all primary school teachers in 1395 academic year in Bijar city amounting to 500 teachers. 217 teachers were selected through stratified proportional sampling as the sample. For data collection, ethical leadership questionnaire, knowledge sharing scale and empowerment scale were used. For data analysis, structural equation modeling of PLS was used. The results showed that ethical leadership directly (β =0.32) is based on and knowledge sharing impact, ethical leadership directly (β = 0.714) affects psychological empowerment, and psychological empowerment directly (β = 0.271) affects knowledge sharing. Also, the impact of ethical leadership on knowledge sharing is indirect by the mediator variable of psychological empowerment (β = 0.37). In other words, it can be said that ethical leadership with the mediating role of psychological empowerment increases knowledge sharing (β = 0.37) among school teachers.

The purpose of this applied research was to identify the factors impacting professional development of second-grade high school teachers at Districts I and II of Ardabil Education Administration. From the community of professors, experts and key knowledgeable persons, using the theoretical adequacy of data, 51 persons were selected as the sample. This research was a qualitative research collecting data through the focus group interviewing method. The data was analyzed using content analysis technique (open source, axial, and selective coding). The results indicated that factors impacting the development of teachers include individual factors, including personality traits, incentive of progress, background and attitude, and scientific vigor; organizational factors including organizational culture, managers’ roles, performance management system, and educational courses; and economic factors including reward and progress systems, sustenance and material conditions and facilities.

Students with attention deficit hyperactivity disorder suffer from a variety of cognitive and behavioral problems. Research shows that language plays a role as an intermediary in cognitive and behavioral control in this disorder. The present research aimed at comparing the verbal performance in different kinds of categories of this disorder and also comparing it with normal students. The sample of this research consists of 240 people. 180 individuals (90 girls and 90 boys) were selected from among the students with attention deficit hyperactivity disorder who had referred to the education department-affiliated clinic in the city of Shahriar in academic year 2017-2018 and the subjects of the control group were randomly selected from among the normal students (30 girls and 30 boys) and the data were collected using Wechsler's neuropsychological scale. The results showed that students with attention/ hyperactivity disorder generally have a lower verbal comprehension than normal students; moreover, it was found that from among the three categories of this disorder, the hyperactive-impulsive group showed the significantly lowest performance. Accordingly, it can be concluded that verbal comprehension plays an important role in the regulation of students' cognitive and behavior and should be emphasized in therapeutic interventio.

The present study aimed at studying the role of self-esteem, parenting styles and family cohesion and flexibility in predicting female students’ depression. This was a correlational, descriptive study. The population included 2500 female students of the primary school in Tehran. 250 girls were selected using multistage-cluster sampling among whom the questionnaire of self-assessment (DSRS) and self-esteem (SEI) for children were as distributed. Then, parenting styles inventory (PSI) and family cohesion and flexibility (FACES-III) were distributed to their mothers. The data was analyzed by regression analysis. Pearson correlation results showed that self-esteem and its dimensions which include public, social, family, and educational self-esteem, the authoritative parenting style and family cohesion, were significantly related to their depression (p<0.01). Stepwise multivariable regression results indicated that the child’s self-esteem, parenting styles and cohesion and flexibility account for 43%, 16%, and 12% of the variance of their depression. The results of the study show that child’s self-esteem, authoritative parenting style and family cohesion, are among the factors affecting the prediction of depression in girls (p<0.01).

The purpose of this study was to examine the role of quality of school life and academic self-regulation in predicting students’ academic vivacity. This is a correlational study. The population of this study included all Ardebil high school students during 2016-2017 academic year, among whom 230 students were selected by cluster random sampling. For data collection, quality of school life questionnaire, academic self-regulation questionnaire, and academic vivacity questionnaire were used. The data were analyzed by using Pearson’s correlation and regression analysis. The results showed that there exists a significant positive relationship between the quality of school life and its components and academic self-regulation and its components with academic vivacity. Also, regression analysis revealed that 57% of the total variance of academic vivacity can be explained by the quality of school life and academic self-regulation. Therefore, it can be concluded that the quality of school life and academic self-regulation must be taken into account as one of the important factors leading to academic success.