فصلنامه روان شناسی مدرسه
سال نهم شماره 4 (پیاپی 36، زمستان 1399)

The purpose of this study was to compare the effectiveness of mindfulness training and social-emotional learning on increasing positive orientation toward school. The research method was quasi-experimental design with pre-test, post-test with experimental group and control group and one-month follow-up. The population included all female students in the first grade of high school in the academic year 2016-2017. 339 students completed a researcher-made questionnaire with a positive attitude towards school and among whom 45 subjects were selected and were assigned into the experimental groups and a control group. The first experimental group received 16 sessions of combined training. The second experimental received 8 sessions of mindfulness training. The two-way mixed design (ANOVA) was used in order to analyze the data. The results indicated that social emotional learning compared with mindfulness training and control group resulted in improved school satisfaction and attitude toward classmates (p < 0.01), but there was no difference in the sense of belonging to the school and educational effort, and their effects continued over time.

The purpose of this study was to predict academic motivation based on self-directed learning and information literacy. This is an applied research in terms of purpose and correlational in terms of the nature. The population consisted of all second-grade students in Ardabil city in the academic year of 2017-2018. Out of them, 360 students (180 girls and 180 boys) were selected by multi-stage random sampling. To collect data, Williamson's self-administered questionnaires and Ali and McAurren's motivation questionnaire and Siamak Davar Panah information literacy questionnaires were used. Pearson correlation coefficient and stepwise multiple linear regression analysis were used to analyze the data using SPSS-20 software. The results showed that there is a significant direct relationship between information literacy and self-directed learning with academic motivation; Information literacy also had the ability to predict academic motivation (p <0.01); This predictive capability has also been significant for self-directed learning. It can be concluded that by teaching self-directed learning skills and strengthening information literacy as an effective variable in the elements of learning and teaching students to increase students' academic motivation and academic achievement.

The purpose of this study was to examine the relationship between organizational agility and innovative work behaviors with job satisfaction of second grade secondary school teachers in Ardebil City.The research method was descriptive-correlation. The population of this research was all secondary school teachers of Ardebil in the academic year of 2016-2017 among whom 129 teachers were selected by cluster random sampling and filled in organizational agility questionnaire by Zhang et al, Innovative Work Behavior Questionnaire by Holman et al., and Job satisfaction questionnaire by Berifield et al.  Data analysis was performed through Pearson’s correlation coefficient and regression analysis.The results of the study showed that there was significant positive correlation between organizational agility and innovative work behaviors with teachers' job satisfaction. Also, the results of regression analysis revealed that roughly 0.42% of the total variance of job satisfaction was predicted based on the variables of organizational agility and innovative work behaviors (p <0.01).Therefore, the results of this study showed that increasing the organizational agility of innovative behaviors helps to increase the job satisfaction of teachers, which calls for the attention of authorities and educators to these variables.

The purpose of this study was to investigate the effect of perceived justice and organizational norms on teachers’ psychological well-being. For this purpose, in the school year 2017-2018 from high school graduates in Varamin County, 120 teachers were selected by simple random sampling and randomly assigned to eight groups. The instruments included the Holland vignette aimed to manipulate justice and organizational norms, and psychological well-being questionnaire. The data were analyzed by multivariate covariance analysis. The results indicated that perceived justice and organizational norms based on confirmation of positive behaviors and disapproval of negative behaviors affect admission, positive relationship and growth in teachers’ psychological well-being. Regarding this finding, it seems necessary to pay attention to justice and reinforcement of positive organizational norms in order to improve the psychological well-being of teachers.

The purpose of this study was to investigate the effect of parent participation on the quality of educational life and adaptation of students. The research method was descriptive of structural equation type. The population of this study was all second and fourth year high school students of Tabriz 4th District in the academic year of 2017-2018. Using Cochran formula and stratified random sampling, 371 subjects (172 girls and 119 boys) were selected. The instruments used included the Quality of Life Questionnaire (Williams & Button), the Adjustment Questionnaire (Sins & Singh) and the Academic Conduct Inventory (Fan & Williams). The study was descriptive and correlational. The data analysis was performed through the statistical equations using Smart PLS.2 software. The results showed that there is a positive and significant relationship between parents' participation with educational quality of life (t= 10.696, r = 0.386) and parents' participation with students' compatibility (t =4. 307, r = 0.119). Also, the results of structural equations showed that parental participation has a mediator role between academic quality of life and adaptation in students. Therefore, parental participation can play an important role in the academic quality and adaptation of students.

The aim of this study was to examine the effectiveness of cognitive and metacognitive strategies on problem solving skills and self-esteem of 11th grade students in Meshginshahr. The research method was experimental with pre-test and post-test design with control group. The population of the study consisted of all second grade male students of secondary schools of Meshginshahr in the academic year of 2016-2017. Among them, 80 male students with low self-esteem and problem-solving skills in physics were selected and randomly assigned into three groups: a control group and two experimental groups (20 people in each group). The participants of the experimental group were trained in cognitive and metacognitive strategies. To collect the data, the problem solving questionnaire by Cassidy and Lang and the self-esteem of Coppersmiths were used. The data were analyzed by multivariate covariance. The results showed that the mean post-test scores of the students in the experimental groups were significantly higher than the students in the control group in problem solving skills and self-esteem. Therefore, it can be concluded that teaching cognitive and metacognitive strategies is effective in increasing students' problem solving skills and self-esteem.

The aim of this study is to investigate the factors affecting the academic achievement of students based on the data of the international TIMSS test. The method of the study is comparative-quantitative. The sample of the study is comprised of students from the eighth grade of 57 countries participating in the 2015 international TIMSS test. The data has been analyzed using fuzzy logic approach. The results of single and sufficient terms indicated that the condition of the relationship between home and school, the social atmosphere of the school, students' attitudes and educational activities in the classroom alone would be necessary conditions and family background is a sufficient condition for the outcome of the academic achievement. In causative and hybrid causative factors, only one causal path was necessary based on the criteria of theoretical and experimental adequacy (coefficient of coverage and adaptability) of the theoretical and empirical significance. In this causal path, the family background and the relationship between home and school in combination, together, provided a sufficient causative factor for the desired outcomes academic success.

The purpose of this study was to investigate the role of emotional regulation and resiliency in predicting students' academic burnout. The research method is descriptive-correlational. The statistical population includes female secondary school students of the 10th grade of the humanities and experimental sciences (N=305) in the second semester of 2017-2018 in Shabestar. From this community, a sample of 100 people was selected by cluster sampling. To collect data, the academic burnout questionnaire of Breso, emotional adjustment questionnaire of Gross and John, and the educational resilience questionnaire of Samuels were used. The results of data were analyzed using Pearson correlation and regression analysis. It showed that emotional adjustment and academic resilience explains 37% of the total variance of academic burnout in students. The F ratio indicates that the prediction of academic burnout is significant based on emotional regulation and academic resilience(p=0/001). So the long-term planning to increase these two variables will be an important step in preventing students' academic burnout.

The aim of this study was to compare the effectiveness of teaching cognitive-metacognitive strategies and positive psychology on academic self-efficacy, academic burnout and learning strategies. The research method was quasi-experimental with a control group. The population included all students of Arak, 45 of whom were selected using availability sampling and randomly assigned to three experimental and control groups (15 in each group). The participants completed the Academic Self-Efficacy Questionnaire by Migli et al., Bresso et al., Academic Burnout Questionnaire, and the Zimmerman and Martinez-Ponz Learning Strategies. The hypotheses were tested by multivariate analysis of covariance and one-way analysis of variance. The results showed that in the variables of self-efficacy and academic burnout, teaching cognitive-metacognitive strategies was more effective than teaching positive psychology (p < 0.01). Therefore, it can be said that teaching cognitive-metacognitive strategies and positive psychology promotes academic self-efficacy and learning strategies as well as reduces academic burnout.

The present study was an attempt to developing and standardizing Family Relationships Questionnaire (FRQ) based on minuchin family structural model. The total sample was comprised of 200 high school students selected by cluster sampling from Mazandaran, Sari city. The instrument included a researcher-made questionnaire, based on minuchin family structural theory. The results of exploratory factor analysis led to extracting three factors: normal boundary, enmeshment boundary, and disengaged boundary. Also, the results showed that three elicited factors, explain 62.28 variance of family relationship boundaries. Confirmatory factor analysis showed that elicited factors can measure family relationship boundaries as well. Reliability analysis, distinctive and convergent validity of components of family relationship boundaries showed that questions in assessing components of family relationship boundaries are clear and defined. Reliability with Cronbach’s alpha was found to be above 0.60 and the composite reliability was found to be above 0.70. It means that, all three components can define FRQ constructs well. For standardization, at first, we calculated scores of family relationship boundaries and categorized that in frequency table. The scores of T and Z showed that the more the scores are greater than the mean, the more the participants are aware of their family relationship boundaries. Finally, the results of this study revealed that this questionnaire has proper validity and reliability and is proper for assessing family relationship boundaries. Therefore, the findings can help us assess family relationship boundaries and take proper strategies in treatment and future studies.