نشریه آموزش و ارزشیابی
پیاپی 46 (تابستان 1398)

The present study set out to investigate the level of effectiveness of problem-solving skill and emotional intelligence on decreasing the aggression of students. This study is semi experimental. The population included all the girl students of the first grade high school of the third area of Tabriz in 1394-95 educational year. For selecting the sample, firstly by using cluster sampling method, one school was selected out of the third educational area schools (385students) and the aggression questionnaire was distributed among them. Then 90 students that achieved high scores were selected and placed randomly in three groups. 60 students were selected as the experimental group (30 students in the first experimental group and 30 students in the second experimental group) and 30 students were selected as the control group. Problem-solving training was held in 8 sessions for first experimental group and emotional intelligence training was held in 8 sessions for second experimental group. Boss and Perry Aggression General Questionnaire (AGQ) was used as measurement instrument. Analysis of covariance (ANCOVA) was used to analyze data. The results indicated that training problem-solving skill and emotional intelligence were effective on decreasing the aggression of the students. There was no significant difference between the effectiveness of these two methods

The present study is going to evaluate effectiveness of Lyubomirsky's Happiness Training Program on Happiness, Hope, General Health and Life Satisfaction among Female High School Students Studying Child Development and Psychology in Shahreza. A sample of 30 female high school students studying Child Development and Psychology in different high schools of Shahreza, were selected by multi-stage random cluster sampling. The treatment group received six weeks of Lyubomirsky's Happiness Training Program and pretest, posttest and follow up study have been done. Data were collected using Snyder's hope scale questionnaire, General Health Questionnaire (GHQ), Oxford Happiness Questionnaire, and Life Satisfaction Questionnaire by Diener et al. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate covariance analysis). The results of the study revealed that Lyubomirsky's Happiness Training Program had a significant effect on happiness, hope, general health and life satisfaction of students in the post-test and follow up stages. Therefore, it can be concluded that happiness training program increases hope, happiness, general health and life satisfaction in students. Hence, it is suggested to schools to pay attention to this type of happiness training as an educational priority

In present research the structural equation modeling of the relationship between goal orientation and Attitudes toward cheating with mediating role of academic motivation was studied. In a descriptive correlational study, 110 students were selected with simple random sampling method from 185 dishonest students who were received warning letter from university disciplinary committee within the period of 2013-2017. They completed goal orientation, attitude to cheating and academic motivation scales. For analysis, structural equation modeling(SEM) was used. The results showed that the standard coefficients of goal orientation to academic motivation (β=0.53), goal orientation to attitude toward cheating (β=0.69) and academic motivation to attitude to cheating (β=0.39) paths were significant. As well as bootstrap test results demonstrated that goal orientation to attitude to cheating by mediating of academic motivation indirect path (β=0.39) was significant. According to these findings academic motivation can affect the relationship between goal orientation and attitude to cheating

The purpose of this study was to investigate the effectiveness of cooperative learning patterns on self-directed learning (self-management, desire for learning and self-control) in female students. The present study is a semi-experimental study with pretest-posttest and control group design. The statistical population of this study included all female students of the 6th grade elementary school in Maku city in the academic year of 2017-2018 to number of 458 people. From this population, a sample of 60 individuals (30 people per group) was selected by cluster sampling method and randomly replaced in two cooperative learning and traditional groups. Participants of the two groups completed the self-directed learning scale (SDL) in the pre and posttest stages and meanwhile, the subjects of experimental group were trained in 24 sessions of 45 minutes using jigsaw's cooperative learning pattern. Data analysis was performed using covariance analysis in spss program. Data analysis showed that the use of cooperative learning patterns led to significant difference between groups in the total score of self-directed learning at a rate of 77%, and self-control component of 55%, self-management 64%, and desire for learning 43%. Regarding the results, it can be argued that the cooperative learning patterns has been effective in student self-directed learning and has led to an increase in self-directed learning scores and its components include self-control, self-management, and desire for learning in the experimental group.

This research was aimed on designing multimedia education based on Sweller's cognitive load theory and determining its effect on mathematic educational excitement among 3rdgrade of elementary students. In this research, semi-experimental design "pretest-posttest with control group" were used. The research involved a sample of 502 third degree of elementary students(boys) of Chaipareh in 2017-2018. According to cluster sampling meth two classes from schools and 15 students from each class were selected randomly. These two groups were also randomly assigned to experimental and control group. Lichtenfeldet al. (2012) educational excitement questionnaire was used for information collection. Multivariate covariance (MANCOVA) test was used for hypotheses analyze. The results showed that implementation of multimedia education designing based on Sweller's cognitive load theory effects significantly on increasing educational excitement enjoy and decreasing educational excitement fatigue and anxiety. Experiment group mean in posttest was more than control group mean. It can be concluded, according to results, multimedia education designing based on Sweller's cognitive load theory can be used as one of the decreasing negative educational excitements and increasing positive educational excitement of students

The purpose of this study was to compare the self-efficacy, social anxiety and psychological hardiness among the high schools’ students with high and low levels of happiness. The research design of this study is causal-comparative. The population of this study includes Mahabad city high school studentst; according to these 313 students were selected among boy’s high school students of Mahabad city using random cluster sampling and Morgan table. After the consent of the Participants asked them to complete the Oxford Happiness questionnaire, Lang and Goulet psychological Hardiness, Sherer Self-efficacy and Social Anxiety. Data were analyzed by multivariate analysis of variance and T independent groups test on 2 high and low level of happiness groups. The results showed that there is a significant difference between students with high and low levels of happiness in self-efficacy, social anxiety (Physiological discomfort component) and psychological hardiness (control component) scales. Among subjects with high happiness, they report high difference in psychological hardiness (control component) than the group with low happiness and also the show lower social anxiety than the group with low happiness, which is statistically significant. In other components, these differences were not significant. Based on the results, happiness can play a decisive and influential role on other traits and behaviors, and it increases the level of self-efficacy and psychological hardiness among them, while simultaneously reducing social anxiety

The purpose of this study was Determine the effectiveness of academic engagement education on students' psychological capital. The research design was a quasi-experimental and pre-test and post-test with control group for this purpose, 546 female students in public schools in Qom during the academic year of 2018-19 selected 50 students after matched by age, gender, grade, and field of study, using a multi-stage cluster random sampling method. And were randomly assigned to two experimental and control groups. Both groups completed the Lathan’s Psychological Capital Questionnaire as a pre-test and post-test. The experimental group received 12 sessions of 75 minutes of engagement education, but the control group was waiting for training. Data were analyzed using SPSS software, covariance and multivariate covariance. Findings of the research showed that academic engagement training increases the psychological capital. According to the results, considering the effectiveness of educational engagement training, it seems that this method can be applied to a range of students' academic Features, which requires additional research.

The aim of the present study was to Effectiveness of Neuropsychological Early Interventions Package on processing speed of Children with Developmental Cognitive Delay. The research method was a pretest-posttest quasi-experimental design with follow-up and control group. The research population consisted of 4-6 year-old children with Developmental Cognitive Delay who were under training in kindergartens and preschool centers in Tabriz. The multistage random sampling method was employed in such a way that three regions were selected randomly and from each of them, three kindergartens and pre-school centers were randomly selected. The interventions were designed by the researchers. Then, the Wechsler Preschool and Primary Scale of Intelligence-3 (WPPSI-III) was administered on children for screening, and the number of 30 students with development cognitive delays and enjoyed inclusion criteria were randomly selected and divided into two experimental and control groups. Afterwards, a 16-session neuropsychological intervention program was performed on the experimental group and the control group did not receive any intervention. Data were analyzed by the repeated measures ANOVA using SPSS- 22. The results indicated that there was a significant difference between the subjects in the experimental group and control group in terms of processing speed in post-test and follow up stages (P <0.05). As a result, it can be concluded that a neuropsychological interventions package has led to an increase in processing speed in children with development cognitive delays.