نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال هفتم شماره 27 (زمستان 1398)

The results of various studies show that mental health problems in learners have an undeniable role by weakening their psychological capital in explaining the cognitive, motivational and emotional dysfunction of learners. The meta-analysis method was used to determine the effectiveness of resilience intervention and the identification of multiple moderators in this study. Interventional efforts based on the Resilience Program were extracted from the databases and 22 research and 147 effect sizes were selected for the final analysis. Data were analyzed using CMA2 software. The results showed that the overall effect size regarding to effectiveness of the interventions based on the Resilience Program was 0.562. The results of analyzing moderator effects based on the type of dependent variable, subject type and culture on the effectiveness of Program showed that the effect size in the research included the positive dependent variable in comparison with the negative dependent variable. The effect of research on student sample compared with university students and, finally, the effect size of the research on collective culture was more than that of individualist cultural. In general, the results showed that although the Resilience Program basically emphasized the interpretive capacities of learners' cognitive assessments and the equipping of their coping resources, strategy an active encounter with challenging demands replaces exaggerated attempts and responses, but focuses on the explicit role of some moderators, such as of culture, the target community, and even the positive nature or negative expected predictions of the selected intervention model is also of particular importance.

The purpose of the present study was to explanation the model of academic performance based on academic motivation, achievement goals and academic self-efficacy with the mediation of academic engagement of secondary school students in Tehran city. The research was practical and the method was correlational with structural equation modeling. The statistical population was all second-grade students, who were selected by multi-stage cluster sampling(470). The research instruments were the Miguel et al. Achievement goals Questionnaire, Wallarand et al. academic Motivation Questionnaire, Morris academic Self-Efficacy Questionnaire, and Pintrich et al. the Motivation Strategy Questionnaire for learning. The data were analyzed using correlational methods and structural equation modeling. The results showed that model of research variables had a favorable fit. In the assumed model, academic motivation with academic performance is mediated by academic engagement, has a complete effect and direct effect and indirect effect is non-significant. The goals of progress with academic performance with the mediation of academic engagement had a complete and direct effect and a non-significant indirect effect. The effect of academic self-efficacy with academic performance with the mediation of academic engagement had a complete effect and a significant direct effect, but the indirect effect is not significant. The effect of academic self-efficacy was significant with academic performance at the 5% level. The results showed that the variable of self-efficacy has a significant effect on academic performance and can explain 35% of the variance of academic performance.

The present study examined the antecedents of academic adjustment as a causal model. In this model, feelings of shame and guilt were as exogenous variables, self-handicapping as mediating variable, and academic adjustment as endogenous variable. The participants of this study were 421 (141 males and 280 females) undergraduate students of Shiraz University who were selected by multistage cluster sampling and completed the Shame and Guilt Inventory Questionnaire (Cohen et al. , 2011) , the Self-Disability Scale (Jones & Rhodewalt, 1982) and the Academic Adaptation Scale (Baker & Siryk, 1989). Structural equation analysis was performed by using Amos software to study the research model. The model was analyzed at two measurement and structural levels. The level of measurement findings indicated that the factor structure of guilt feeling in Iranian culture was different from that of instrument makers. The findings of structural relationships showed that feelings of guilt predicted academic adjustment positively both directly and through external self-handicapping. Concerning the feeling of shame, the results indicated that this emotion predicted internal self-handicapping negatively. In general, the findings of the study, on the one hand, showed the differences in emotion prediction profile with regard to self-handicapping and academic adjustment, and on the other hand, the differences between mediation of the two types of internal and external self-handicapping strategies in predicting academic adjustment.

The purpose of this study was to determine the relationship between smart schools' performance and the goals of academic achievement with mediating role of academic vitality of high school students in Golestan province. The research method is descriptive and correlational. The statistical population of the present study is all high school students of smart schools in Golestan province. 378 students were selected by multi-stage cluster sampling. Data collection tools included: a) Midgley et al. Achievement Goals Questionnaire (1998), b) Hosein Chari and Dehghanizadeh Academic Standardization Questionnaire (1391) and c) Jafari Hajati Smart Schools Performance Questionnaire (1385). Descriptive statistics methods (concentration criteria, dispersion criteria and frequency tables with associated graphs) were used for data analysis. Then, confirmatory factor analysis and structural equation modeling were used to evaluate and test the hypotheses based on the obtained results. LISREL software was used to analyze the direct and indirect relationship between research variables in the final research model. The results indicate that there is a positive and significant relationship between the efficiency of smart schools and the achievement goals. There is a significant relationship between academic vitality and smart school performance. And the components of smart school goals and material and human resources have the highest regression impact in predicting progress goals.

This study examined Mediating role of psychological capital in the perceived Academic support and Academic citizenship behavior Virtual courses students of Shiraz University. Using stratified sampling method, 310 students were selected from virtual and correlation design. Survey of perceived Academic support (Sandrers & et al, 2005), psychological capital Questionnaire (Luthans, Youssef & Avolio, 2007) and Academic citizenship behavior Scale (Golparvar, 2010) were used to measure the focal constructs of this study and data were analyzed with path analysis. The results showed that perceived Academic support through the intermediary of Psychological Capital is an indirect positive effect on Academic citizenship behavior. Accordingly to the conclusions of the verification model fitness perceived Academic support, psychological capital and Academic citizenship behavior among virtual courses students of Shiraz University.
This study examined Mediating role of psychological capital in the perceived Academic support and Academic citizenship behavior Virtual courses students of Shiraz University. Using stratified sampling method, 310 students were selected from virtual and correlation design. Survey of perceived Academic support (Sandrers & et al, 2005), psychological capital Questionnaire (Luthans, Youssef & Avolio, 2007) and Academic citizenship behavior Scale (Golparvar, 2010) were used to measure the focal constructs of this study and data were analyzed with path analysis. The results showed that perceived Academic support through the intermediary of Psychological Capital is an indirect positive effect on Academic citizenship behavior. Accordingly to the conclusions of the verification model fitness perceived Academic support, psychological capital and Academic citizenship behavior among virtual courses students of Shiraz University.

The purpose of this study was comparing the effectiveness of training self-regulated learning and help-seeking strategies on increasing educational buoyancy and conscience of procrastinating students. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population of this study was all the students of non- Public Schools in the theory-based branch of the second grade (eleventh) sof high schools of the first and second district of Rasht in the academic year of 2017-2018. 60 students were selected by multi-stage cluster sampling and randomly divided into 3 groups. The questionnaires of educational buoyancy of dehghani-zadeh & hossein-chari (2012) and educational conscience Mcilroy and Bunting (2002) were completed for all the subjects in the pre-test and post-test phases. Then, one of the experimental groups received twelve 90-minute sessions of help-seeking strategies, and the other experimental group received fifteen 90-minute sessions of self-regulated learning. The control group did not receive any interventions during this period. The data were analyzed by inferential statistics of covariance analysis and Bonferroni post hoc test. The results showed that self-regulated learning and help-seeking strategies training increased the educational buoyancy of Procrastinating Students. The results also showed that there is no significant difference between two training methods. Based on the results of this research, it can be concluded that the use of self-regulated learning and help-seeking strategies training is useful for reducing the procrastination in students.

This study aimed to investigate the effectiveness of active memory method on improving reading, planning and organizing skills of students with learning disabilities. The research method was semi-experimental with pretest- posttest and a control group. The statistical population included all children with learning disabilities in learning centers 1, 2, 3 and 4 in Kermanshah city in the academic year 2018-2019. 30 students of the population was selected by simple random sampling and randomly assigned to two experimental group (15 students) and control group (15 students). At first, the Colorado Learning Problem Questionnaire (Wilkot et al. , 2011) was filled in for both groups (by parents) and then the students participated in the London Tower Test (Shalis, 1982). The experimental group then participated in active memory training sessions. The control group did not receive any education. Then the questionnaires were completed again by both parents for both groups and the two groups participated in the London Tower test. Finally, the data from the groups were prepared for analysis. The results showed that active memory training method has a meaningful effect on reading, planning and organizing skills of students with learning disabilities. Based on the findings of the research, it can be concluded that active memory training helps the students with learning disabilities to use their memory capacity to improve their reading, planning and organizing skills.