فصلنامه روش ها و مدلهای روان شناختی
سال یازدهم شماره 39 (بهار 1399)

The aim of this research was investigated of the mediating role of self-concept in relation between school environment and academic engagement of secondary school students in Shiraz. The research method was descriptive correlation. The statistical population consisted of all boys and girls of second grade secondary school in Shiraz. The sample consisted of 508 people who were selected by cluster random sampling. Measurement tools were the academic engagement questionnaire, the self-concept questionnaire and the scale of school environment. The scale of school environment included four subscales: teacher support, peer support, student autonomy, and clarity and stability of the law Data were analyzed using structural equation modeling method. The results of structural equation modeling showed that the dimensions the school atmosphere were a positive and significant predictor of academic self-concept. Also, the dimensions of school curriculum through self-concept were able to predict student engagement. In general, the results of this study showed the importance of learning environment and motivational structures on student learning conflicts.

The aim of the present study was to analyze the "Addiction to Mobile-Based Social Networks" questionnaire using the Rasch measurement model. The study population of secondary school students. the sample selected included 345 people with the available method of selection. The study instrument was a mobile-based social network addiction questionnaire developed by Khajeh Ahmadi et al. (2016). The methods used for the analysis were one-dimensional partial validity of the Rush family model. The software used was spss version 25, winsteps and jMetric version 4. The findings showed that 2 questions 17 and 21 were inappropriate at the selected sample level, but the other 21 questions in this questionnaire followed the one dimensional model and had the desired fit. The reliability of the instrument was also measured using PSI and compared with the common method of measuring this index in CTT, which is the alpha coefficient, which showed more favorable results.

The purpose of this study was to investigate the internal validity and homogeneity of school children happiness inventory (SCHI) (Ivens, 2007) in Khorramabad elementary school students. The population of the study was Khorramabad elementary school students and the sample consisted of 240 students in grade 4-6 that were selected in an accessible way. The instruments used were Evans School Happiness Inventory (2007), the software SPSS-25, and the EFA method. Results showed that this inventory was influenced by culture and 2 items were removed from 30 items. EFA, two factors of positive and negative emotions were identified that explained 37.52% of the total variance. The Cronbach's alpha coefficient was higher than 0.7 for both factors. In general, this inventory is suitable for primary school children, and in order to achieve the appropriate norm, it is necessary to standardize it in a higher sample size and examine its fitness indicators in CFA.

The present research is aimed at investigating the effectiveness of self-compassion Self-Compassion focused Therapy on anger control, and self-efficacy in women with addicted husband in the Mashhad. The research was a semi-experimental study with pretest-posttest design. The population included all the women with addicted husbands who had referred to addiction treatment centers. 30 people were selected by purposive convenience sampling. 15 people were randomly assigned to the experimental and control group. The questionnaires: Spielberger’s anger control (1999), Schwartz and Jerusalem’s general self-efficacy (1982) were used. The experimental group received self-compassion training program for eight 120-minute sessions. The results of multivariate analysis showed that there was a significant difference between the mean scores of externalized anger and internalized anger in the two groups. The mean of externalized anger and internalized anger scores decreased in the intervention group and The results of covariate analysis showed that there was a significant difference between the mean scores of self- efficacy in the two groups. The mean of self- efficacy scores increased in the intervention group.

The purpose of this study is to examine the factor structure and the validity of Desire Thinking Questionnaire (DTQ) thorough the Persian translated version, which envolves 10 questions and two factors adopted with Iranian cultural context. After translation and confirmation of the content validity by experts, a population of 510 students were selected thorough the academic year of 2020 in Mashhad deploying multi-stage cluster sampling to conduct the tests. Exploratory and confirmatory factor analysis were used to evaluate the construct validity. The exploratory factor analysis identified two factors that were all consistent with the results of previously conducted studies. The results obtained from the confirmatory factor analysis supported the proposed model. The Cronbach’s alpha coefficient of Desire Thinking Questionnaire (DTQ) and its factors was obtained from 0.75 to 0.79. Through the criterion validity examination of Desire Thinking Questionnaire (DTQ), the Persian version showed a positive and significant relationship with behavioral activation system and its components, as well as a significant negative relationship with behavioral inhibition system. Finally, it was concluded that the Persian version of DTQ can be considered as a reliable and valid scale to measure desire thinking in Iranian samples.

The main purpose of this research was to study the effectiveness of motivational interviewing on academic procrastination in adolescents. To this end, an experimental design including pretest-posttest with a control group was employed. The research population consisted of all male students studying in the secondary high school in the Educational District 2 of Shiraz in the academic year 2017-2018. Using a multi-stage cluster sampling method, 30 high school students were randomly assigned to two groups (experimental and control), each with 15 students. The instrument used in this study to collect the data was Procrastination Questionnaire and 4 individual sessions of motivational interviewing. For analyzing data, repeated measure and multi covariance analyses (MONCOVA) were used. The results showed that motivational interview has been effective on students' academic procrastination. The results of covariance analysis on the postoperative scores showed positive effects on aspects of procrastination (Deliberate procrastination, procrastination resulting from fatigue and procrastination due to lack of planning).Based on the findings of the study, it can be concluded that motivational interviewing can lead to a reduction in academic procrastination for high school students.

The aim of this study was to investigate the role of self-regulatory academic intermediation in the relationship between mindfulness and unconscious academic behavior in a group of second grade high school students in Marvdasht. Participants included 295 students who were selected by randomized cluster sampling and completed (Drutman) and colleagues' mindfulness scales, Bufard et al.'s academic self-regulation, and Rimos's unproductive academic behavior. The validity and reliability of the research scales were also evaluated using the confirmatory factor analysis method and Cronbach's alpha coefficient. The SPSS software (version 24) was used to analyze the descriptive data and the correlation matrix between the research variables, and the AMOS (software version 24) was used to test the hypothesis and the research model. The finding indicates that the research model fits well with the data collected. Also, the findings showed that the direct impression of mindfulness on unproductive academic behavior was not significant; But the direct effect of mindfulness on academic self-regulation and the direct effect of academic self-regulation on unproductive academic behavior were significant; Also, the effect of mindfulness on unproductive academic behavior was significant with the mediation of academic self-regulation. In general, the findings of the present study show the role of academic awareness and self-regulation in explaining unproductive academic behavior. Based on the findings of this study, it can be concluded that in order to decrease the unproductive academic behavior of students, attention should be paid to their educational awareness and self-regulation.

The role of family as the smallest social unit can be effective both in positive and negative aspect. The present study aims to compare the effectiveness of quality of life therapy and compassion-focused therapy in distress tolerance and meaning in life in of women with marital conflicts. The present study is a ‎semi-experimental ‎research with a pretest-‎posttest and follow-‎up ‎control group design. The statistical population comprised all married female students with marital conflicts. The statistical sample included 45 of these students who were selected by convenience sampling and were randomly assigned into three groups of 15 people. The first group received quality of life therapy; the second group underwent compassion-focused therapy and the third group was placed on the waiting list as the control group. Simmons and Gahir Distress Tolerance ‎Questionnaire and Steger Meaning in Life Questionnaire (MLQ)‎ were used. For data analysis, repeated measures analysis of variance was applied. The results demonstrated that according to the calculated which is lower than the F criterion at the 0.05 level, both types of treatment have been effective in distress tolerance and the meaning in life. In the variable of distress tolerance the compassion-focused therapy have had better results than the quality of life skills and in the variable of meaning in life, the quality of life skills has had better results than the compassion-focused therapy; but the difference between the groups is not significant (p<0.05).