مجله مطالعات روانشناسی تربیتی
پیاپی 41 (بهار 1400)

The purpose of this study was to determine the effectiveness of Reverse education on goal orientation and all components of them in female high school students in English language course.

The research method was quasi-experimental with pre-test and post-test with a control group. The statistical population of this study consisted of all 10th grade female students in Kleyber city in the academic year of 1395-96; among them, sample’s of 34 were selected by convenience sampling method and were randomly divided in to two groups, 18 people were in the experimental group and 16 people were in the control group. Data were gathered using Midgley et al.(1998) goal orientation questionnaire. Initially, both questionnaires were run as pretest on both groups(experimental and control). Then the experimental group was subjected to reverse education English language course for 10 sessions. After completion of educational sessions both post-test groups were performed. Data were analyzed using descriptive and inferential statistics (multivariate analysis of covariance).

The results of covariance analysis showed that reverse education was effective on goal orientation(p < 0.05). Also, based on the results, the effect of reverse education on all components of mastery(F=27/996, p < 0.001) and performance goals(F=36/550, p < 0.001) had a significant effect; but had no significant effect on avoidance goals(F=1/048, P=0/314). These results suggest that reverse education improves goal orientation in learning.

Therefore, follow-up study is necessary to investigate further the application of reverse education in various students and teaching methods.

The purpose of this study was to investigate the effectiveness of acceptance and commitment therapy on social adjustment and Self-regulation learning in female students with test anxiety. The research design was a quasi-experimental with pretest-posttest control group. The study population was all female students of the 11th and 12th grades of Khomeini Shahr city second-cycle high schools, approximately 1693 people, in the academic year 2017-2018. Using the available sampling method and based on the cut-off point of the Sarason Anxiety Questionnaire, a sample of 28 people was selected and randomly divided into two groups of control (15 people) and experimental group (13 people). The research instruments were Sinha and Singh Social Adjustment Questionnaire (1993) and Pintrich and De Groot (1990) motivational strategies for learning questionnaire. The experimental group received eight sessions of 2-hour acceptance and commitment group therapy (Hayes, Strosahl & Wilson, 2011). The control group did not receive any intervention. Multi-variable covariance analysis was adopted to analyze the data. The results showed that therapeutic intervention based on commitment and acceptance in the components of social adjustment and learning self-regulation led to a significant increase in performance in the experimental group compared to the control group in the post-test phase (p < 0/05); The overall conclusion is that schools by using therapeutic intervention based on acceptance and commitment can increase social adjustment and self-regulation of students' learning to achieve academic success.

This study endeavored to predict phonological awareness based on processing speed (Reaction Time and Rapid Automatized Naming) in students with reading learning disabilities. As a descriptive-correlational study with the sample size of 56 students referred to learning disability centers in the academic year of 2019-20 who were selected by available sampling method based on inclusion and exclusion criteria. To gathering the data, the binary form of information and picture completion of Wechsler (Shahim, 1995), reading and dyslexia test (NEMA) of Karami Nouri and Moradi (2006), Wilson et al. (2015) reaction time task and Wolf and Dunkla (2005) rapid automatized naming task were used. The results showed that reaction time (p < 0.01) and rapid automatized naming (p < 0.05) can predict phonological awareness. So that the reaction time and the rapid automatized naming predict 11.5% and 5.3% of the variance of phonological awareness, respectively. Therefore, it is necessary to pay attention to the role of processing speed in examining the phonological awareness of children with reading learning disabilities.

The present study was conducted with the aim of comparing the Cross -Cultural relationships between flourishing and self-compassion among Iranian and Swedish students. Research method was correlational research and research popular include of all students in Islamic Azad University in Iran and Opsela University in Sweden. In order to access the research aim, 179 students (99 Iranian students and 80 Swedish students) responded to Seligman flourishing (conducted with solimani and et al, 2015) and Neff self-compassion (2003) scales. Data analysis methods included descriptive methods and Pearson correlation method. The results showed that the correlation between flourishing and self-compassion was significant among Iranian students (p≤0.01), but was not significant among Swedish students(p≥0.05). Also, among Iranian students, all components of flourishing were meaningful with all components of self-compassion(p≤0.01), but it was not meaningful among Swedish students(p≥0.05). Therefore, self-compassion and its dimensions (self-kindness, common human experiences and Mindfullness) will expand the flourishing components (Positive emotions, Engagement, Relationships, Meaning and Achievement).

The aim of this research was study the effectiveness of cognitive behavioral family therapy on family function of couples, behavioral adjustment and academic performance of their high school (1st to 4th grade) male students in Ahwaz from 1393-1395 years. The students, who had one standard deviation below the mean in adjustment questionnaire and poor academic performance, were asked to inform their parents to participate in the research (related to the researcher) for a clinical interview. Then, from parents who had poor family performance based on clinical interview and family performance questionnaire, 121 couples were selected and were matched from age, duration of marriage, educational status, not suffering from acute physical and mental disorders and other criteria considered in this research. Then randomly 40 couples were selected. The research method was semi experimental with pre-post test and control group. The sample randomly divided in‌‌ to two groups as experimental and control. The instruments were family performance questionnaire, adjustment inventory of high school students and academic performance. The experimental group received 12 sessions of 45 minutes cognitive behavioral family therapy, but the control group did not receive any intervention. If necessary, the students of the experimental group participated in family therapy sessions. For ethical considerations, after the end of the research, they received three sessions of cognitive- behavioral family therapy with their parents. The results revealed that there was a significant difference between two groups in family function, behavioral adjustment and academic performance of their students (p < 0.001).

The aim of this study is to investigate the effectiveness of positive thinking training on academic self-concept and test anxiety of high school students of Zahedan. The research method was quasi-experimental pre –test and post -test. The statistical population of this study includes high school students studying in Zahedan in the year 1398-99, in which 30 subjects were selected voluntarily and purposefully and then they divided into two experimental and control groups. The research tools are the academic self-concept (Yesen, Chen, 2004) and the exam anxiety questionnaire (Fridman and Bendas- Jakoob, 1997). The validity of this research was content and reliability was estimated using Cronbach's alpha coefficient for the self-concept questionnaire of 0.92 and test anxiety questionnaire of 0.90. For statistical analysis of data from frequency, percentage, mean and standard deviation and also for testing research questions from single sample t test, univariate analysis of covariance and multivariate analysis of covariance using SPSS-25 software, statistical analysis was performed on the data. The results demonstrated that positive thinking training is effective on test anxiety and its components in high school students of Zahedan. Furthermore, teaching positive thinking has been effective on academic self-concept and its components in high school students of Zahedan. The results of one-sample t-test also indicated that the rate and level of test anxiety and self-concept of high school students of Zahedan is at a desirable level.

This study aimed to investigate the mediating role of academic self-efficacy in the relationship between classroom structure and students’ active academic engagement. The research method was descriptive-correlational and the statistical population of study consisted of all undergraduate students studying in the academic year of 2018-2019 at all branches of Farhangian University, Urmia, Iran, with 700 students among, whom 248 individuals were enrolled using stratified random sampling. The participants completed the Classroom Structure Questionnaire (Elliot and Church, 2001), the School Engagement Scale (Wang, Willett, and Eccles, 2011), and the Academic Self-Efficacy Questionnaire (McIllroy and Bunting, 2002). The data were analyzed in LISREL using structural equation modeling. Based on the results, the research model fitted the data very well. The mediating variable of self-efficacy was positively correlated with engagement (p-value = 0.37) and authority (p-value = 0.24) at the significance level of 0.001. However, self-efficacy was negatively correlated with difficulty of evaluation (p-value = -0.29) at the significance level of 0.001. In general, the results showed that a positive classroom atmosphere can increase students’ academic engagement, academic self-efficacy, and academic optimism.

The purpose of the present study was to investigate the effectiveness of teaching metacognitive strategies on academic self-efficacy and reflective thinking in high school students. The research was a quasi-experimental design with pre-test and post-test design with control group. The statistical population of the present study was all high school students in Tabriz in the academic year of 2018-2019. Fifty people were selected by random sampling and were divided into experimental and control groups (25 for each group). The intervention group was exposed to metacognitive strategies training and the control group received no training. Data were collected using Bergas and Jones (2001) Academic Disability Questionnaires and Thoughts of Camber and Leung (2000). Data were analyzed using covariance analysis. The results showed that teaching metacognitive strategies has a positive effect on students' academic self-efficacy and reflective thinking. Therefore, attention to teaching meta-cognitive strategies plays an important role in students' self-handicapping and reflective thinking.

The aim of this study was to determine the effectiveness of cognitive behavioral group therapy by Michael Free methodon reducing rumination and depression in female high school students. The research method was quasi-experimental with pretest - posttest design with a control group. The statistical population included all third grade female high school students in the regions (1-2-3-4) of Zahedan city in the academic year of 2019.2020 Using multi-stage random cluster sampling among 120 female high school students in third grade, with Beck 2 Depression Inventory, Ruminant Response Inventory and DSM-5 Diagnostic Interview, 20 eligible students were selected and randomly assigned into experimental and control groups (10 students for each group). The experimental group underwent cognitive therapy by Michael Free for 12 sessions, but the control group did not receive any intervention. Subjects in both groups completed depression inventory (Beck, Steer, and Carbin, 1988) and rumination responses inventory (Nolen-Hoeksema, & Morrow, 1991) before and after the intervention. For data analysis, descriptive statistics and analysis of covariance at the inferential statistics level was used. The results of analysis of covariance showed that there was a significant difference between the control and experimental groups in terms of scores of rumination (p <0.05) and depression (p <0.01) and group cognitive therapy training by Michael Free method was effective in improving depression and reducing rumination in experimental group students. According to the above results it can be concluded that cognitive group by Michael Free method is effective in reducing rumination and improving depression in depressed female students and can be used as an intervention method.

Specific learning disabilities are one of the most common childhood problems. There are much evidence showing the role of the cognitive factors in the etiology and treatment of learning disorders. The aim of current study was to predict math learning disability based on cognitive factors of attention, processing speed and working memory in primary school children.

The research method was descriptive and based on correlation-prediction models. The statistical population included all primary school children aged 7 to 11 in Zabol in the academic year of 1998-99. The statistical sample consisted of 50 students who were selected by convenience sampling method. Wechsler test for children, attention performance test and Iranian key math test were used to collect data.

The results of the present study showed that there is a significant relationship between processing speed, working memory and attention performance with performance in the key math test (P<0.01). Our findings also indicated that processing speed, working memory and attention significantly used to be significant predictors for the key math test score R2 = .12, F(1, 225) = 42.64, p < .01 . Discussion and

It is very important to consider cognitive factors in the diagnosis and treatment of math problems in primary school children. It seems that the use of computer programs can improve and enhance attention, working memory and processing speed. And based on this, we can take action to improve the mathematical problem.