فصلنامه روانشناسی تربیتی
سال هفدهم شماره 59 (بهار 1400)

The purpose of this study was to investigate the role of mediator of hope in relation between attachment styles and academic buoyancy. This study was a descriptive study and correlation and path analysis. The statistical population of the study consisted of all 10th grade male students of secondary school in Shiraz during the academic year of 1995-96. A total of 400 students were selected through multistage cluster sampling. To collect the data, Hazen and Shiver attachment styles questionnaires, Pamela Hindes Adolescents Hope Scale and Martin and Marsh's academic buoyancy scale were used. Data were analyzed using Pearson correlation coefficient and path analysis. The results of correlation matrix table showed that there was a significant correlation between the majority of the present research which included the dimensions of attachment styles, hope and academic bouyancy (P <0.01). The results of path analysis indicated a significant role of mediating role of hope in the relationship between attachment styles and academic buoyancy. In general, it can be concluded that attachment styles and hope are two of the main factors for studying academic bouyancy.

Transitional practical issues are among the topics pursued in vocational and technical vocational schools. The purpose of this study is to design and validate an educational model for teaching practical transitions in technical and vocational schools with a Constructivism approach. In order to achieve this goal, the present study was carried out mixed methods research with a sequential exploratory strategy with model design. Initially, qualitative research was carried out through using qualitative content analysis methods, interviews and formative research. In this section, an educational model for transitional practical issues with a constructivist approach was designed.In the quantitative research section, 60 students were selected convenience and randomly assignment as the experimental and control group. In the quantitative research section, 60 students of the tenth grade computer school in Urmia were selected in the 98-97 academic year and were randomly assigned to the experimental and control groups. The analysis method in this section was frequency and mean and analysis of covariance, according to which the educational package derived from the model has external validity. Based on the results of this study, a specific model was designed to teach practical topics of the transitional type with a constructive approach in technical and vocational schools. Based on the results of this study, it is suggested that a constructivist approach be used in the form of a designed model to teach practical transfer topics in technical and vocational schools.

The purpose of this study is to examine the role of mediators including rumination, empathy and forgiveness in the relationship between social goals and school adjustment. The research sample consisted of 404 first-year high school boys who were selected by multi-stage cluster sampling and answered to social achievement goals (Ryan & Shim, 2008), Rumination about an Interpersonal Offense (Wade, Vogel & Goldman,2008),Empathy(Bar-Ann,1997), Trait Forgivingness (Berry, Worthington, O'Connor, Parrott &Wade,2005) and Adjustment Inventory For High School (Sinha and Singh, 1993). In this study, descriptive method and correlational research design of path analysis type were used. The results showed that the assumed pattern of Intermediate rumination, empathy and forgiveness related to social achievement goals, including social development, social demonstration approach, and social demonstration avoid to emotional, social, educational adjustment has good fitness. In addition, all correlational pathways (except for Social development and emotional adjustment, social demonstration approach and academic adjustment, social demonstration avoid and socio-academic adjustment) were statistically significant. The results of the present study show that the goals of social progress through predicting the increase of empathy and forgiveness and reduction of rumination have an important role in the occurrence of emotional, social and educational adjustment of students.

The purpose of this study was to explaining the happiness model based on wisdom and forgiveness. The method of study was practical on the base of purpose and on the base of nature, was descriptive - correlational based on structural equation model. The statistical population consisted of all teachers working in the primary and secondary schools of poldokhtar city, equal to 700 people. Based on Krejcy and Morgan's table, 274 cases were considered as sample size. The subjects were selected randomly. Oxford Happiness Questionnaire (1989), Hartland Forgiveness scale (2005) and Three-Dimensional Wisdom Questionnaire were used as research tools. The reliability of the scales was confirmed by Cronbach's alpha coefficient. analysis of data showed that the conceptual model of research with proper fitness was confirmed and wisdom had a highly significant positive effect on teacher’s happiness. Also, forgiveness had relatively weak, but significant effect on teacher’s happiness. Based on this finding, it can be deduced that wisdom is an important and useful feature for increasing the happiness of people who are in struggling with environmental problems. Also, the cultivation of forgiveness can be a source of calmness and happiness in different individual.

According to The importance of diagnosis And early intervention Reading problems in students, Conceptual pattern design Underlying skills Read it seems necessary. This study aims to Design and validation Interventional pattern Underlying skills Read and Study Its effectiveness On the reading skills of students At risk of reading problems And mixed with the research method Of consecutive heuristic type Done. In the qualitative part of the research Inductive Content Analysis Method And in a quantitative way From the quasi-experimental design Experimental group - control group With pre-test - post-test design Were used. Selected targeted sample In the qualitative part of the research, Extracted texts From expert interviews and the contents of 38 articles And related books Underlying skills Read And research sample In the quantitative data section32 person from Children at risk Were reading disorder. With inductive content analysis In the qualitative part of the research, 6 categories of final Including Neurological skills, Sensory skill, Spatial skill, Verbal expression skills, Phonological awareness, Rapid automatic naming Extract and First, the conceptual model Includes extractive design elements And then Applied Pattern training Underlying skills Read Was designed. The tools of this research is Reading and Dyslexia test That's for Measuring reading problems Has been used. data analysis Using the method Repeated measures Indicative Effectiveness Interventional pattern Underlying skills On reading skills is Students at risk Reading disorder. Based on the results obtained from the present study Can from Pattern training Prepared Underlying skills Read for improving Students' reading skills Be used.

This study was conducted to investigate the effectiveness of an instructional program, which was designed for implementing in the second tier of RTI, on special difficulties in math and academic self-concept of third-grade students and scrutinize the participants' experiences. In this study, mixed-method research with the embedded design was applied. The participants of the study, in the quantitative part, included 20 third-grade students, who were chosen from elementary schools in Isfahan using randomized cluster sampling method, and in the qualitative part, included 9 elementary school teachers and 5 participated students, who were selected using purposeful sampling method. In order to collect information, specific learning disabilities identification scale for math, the academic self-concept of elementary school students' scale, math performance evaluation test, and semi-structural interviews were applied. Quantitative results proved the effectiveness of the created instructional program on the reduction of math difficulties and the improvement of academic self-concept in the students. Qualitative findings also implied on program's positive outcomes for students in all educational, social and psychological areas, and limitations, such as lack of adequate teachers' training, lack of professional staff, and restriction of equipment and resources for implementing such a program in schools. According to findings, although the implementation of this program in schools may encounter some challenges and obstacles, it can bring about positive outcomes for students, teachers and the country's entire educational system.

The outline of student achievement blueprints includes several personality, spiritual, and ethical elements that are potentially influential in student achievement; In this regard, we can mention competence, heresy, moral and emotional maturity. The aim of this study was to investigate the relationship between social competence, heresy and school well-being: the mediating role of adolescents' emotional and moral maturity in schools. The method of this research is descriptive-correlational. The study population consists of all high school students in Tehran in the academic year 1398. The research sample was 600 students (250 boys and 350 girls) from high school students in Tehran who were selected by multi-stage cluster sampling. Students to Kaplan and Maher School Welfare Scale Questionnaires (1999), Singh and Bahargawa Emotional Maturity (1990),Manavipour Students' Moral Development (2012),Ebrahimi Apocalyptic Test (2011), Competence Perception (Harter, 1982) ) Replied. After data collection, they were analyzed using Spss-22 and Amos-21 software and Pearson correlation coefficient and structural equations. The assumed model was fitting in the research community. The results of the analysis showed that the mediating role of moral and emotional maturity in the relationship between heresy and perception of school competence and well-being is positive and significant and the proposed model explains 65% of the variance of students' school well-being. Based on the research findings, it was found that the effect of heresy and perception of merit is more indirect than moral and emotional maturity. As a result, students' moral and emotional maturity and well-being increase with increasing perceptions of competence and heresy.

The aim of this study was to determine the effectiveness of social problem solving skill training on academic performance and emotional and behavioral problems. The research method was quasi-experimental with pre-test, post-test and follow-up. The statistical population consisted of 600 fifth grade male students who were studying in Pishva city (Tehran province) in the 97-96 academic year and were screened through child behavior checklist (CBCL). Students with a T-score greater than 63 were randomly assigned to two groups of 15 experimental and control. The experimental group underwent social problem solving skill training interventions for 12 sessions of 50 minutes. After 3 months a follow-up test was performed. To collect data, child behavior checklist, teacher’s report form (TRF) and academic performance test was used. Significance of group differences according to pre-test, post-test and follow-up scores was evaluated by mixed analysis of variance test with repeated measures at a significance level of 0.05. The results of data analysis showed that there is a significant difference between the experimental and control groups in the mean of internalizing and externalizing emotional and behavioral problems and academic performance. The effect of time was also significant and pairwise comparison showed a significant difference between the scores of individuals in the three variables of internalizing and externalizing problems and academic performance in the pre-test and post-test stages, but the difference in scores in the post-test and follow-up stages was not significant. so, teaching social problem solving skill effected on academic performance and emotional and behavioral problems.

The main purpose of this study was to examine the current activities of teachers to personalized learning student in the second grade of the Iranian educational system The year was 2018-2019. This research was a qualitative research with data base theory method. The statistical population includes primary school teachers Birjand city whose purpose was to select them. In total, 22 teachers were interviewed. Data were gathered through semi-structured interviews during three stages of open coding, axial coding and selective coding and analyzed using MaxQda software. The findings were conceptualized as follows: causal conditions (causes and opportunities); central factors (personalization elements of learning); strategies (teachers' practical actions); contextual factors (infrastructures); confounders: facilitators ( Supporters) and limiters (teachers' gap between professional performance), and ultimately, outcomes (personalized learning results). For validity and reliability, the Lincoln and Guba methods were used, which included validity, reliability, verifiability, and transferability And confirmed in terms of validity and reliability. The findings of the study showed that teachers Elementary Secondary School are far from professional in their ability to personalized learning student and that teachers do not receive the necessary training in this area.

The purpose of this study was to determine the effectiveness of flipped learning on academic engagement and all components of them in students. The research method was semi-experimental with pre-test and post-test with a control group.The statistical population of this study was all male students of 10th grade in Ahar in the academic year of 1396-1397; among them, 46 were sampled Cluster sampling and were randomly assigned to two groups. To collect data, Reeve and Teseng(2011) questionnaire was first performed as a pretest on both groups. Then the experimental group subjected flipped learning during 13 sessions; and the control group subjected the traditional learning method in mathematics. After completing the sessions, the post-test was performed for both groups. Data were analyzed using descriptive and inferential statistics(multivariate covariance analysis). The findings showed that flipped learning was effective on academic engagement. Also, based on the results, the effect of flipped learning on all components of academic engagement (cognitive, emotional, behavioral, and agency) was positive and significant.

The aim of this study was to investigate the causal relationship between attachment styles (safe, insecure and avoidant), self-efficacy and optimism with life satisfaction through the mediation of emotional independence of female students of Islamic Azad University, Ahvaz Branch. The present study is of the correlation type. The research sample consisted of 354 people who were selected by random sampling among female students of Islamic Azad University, Ahvaz Branch. Simpsons (1990) attachment questionnaires, Lion optimism, Carver and Breach (1994), Schr خودer's self-efficacy (1982), Stenberg and Silverberg's emotional independence (1986), and Dainro Piott's life satisfaction (1985) were used to measure the research variables. . The evaluation of the proposed model was performed using path analysis method and bootstrap method was used to test indirect relationships. The results of data analysis showed that the coefficients of direct routes between the coefficients of direct routes between optimistic variables and safe attachment style with significant emotional independence (p <0.05). Also, safe attachment style, insecure attachment style, optimism and emotional independence with student life satisfaction are statistically significant (p <0.01). In this model, according to the results of Bootstrap test, the indirect effect of optimism, general self-efficacy and safe attachment style with life satisfaction through the mediation of emotional independence was also significant. Based on the above results, emotional independence in predicting optimism, general self-efficacy and safe attachment style and life satisfaction have a good fit.

The aim of this study was to investigate the effectiveness of problem-solving and communication skills training in the classroom on the academic excitement of high school students based on the ability-based approach. The research method was quasi-experimental research with pre-test-post-test design. The statistical population of the study included 600 female high school students in Langrud city in the academic year of 1998-99. From this population, 80 people were selected as the subjects of the control and experimental groups using random cluster sampling method.The Pekran (2005) Academic Emotion Questionnaire and the Connor David Sean (2003) Equity Questionnaire were used to collect research information. The subjects in the experimental group were trained in problem-solving and communication skills in class in 12 sessions of 70 minutes. Data were analyzed by analysis of covariance. The results showed that teaching problem-solving and communication skills in the classroom has different effects on the negative and positive academic emotions of the students in the experimental group. The findings of this study show how using the training of different skills such as problem solving in challenging school situations and more effective interaction with teachers and peers, can affect the emotional dimension of teaching and learning in the classroom.

The purpose of this research was evaluated of the effectiveness of educational-sport games and rhythmic exercises on math skills of female students with first-grade math disordered learning disorder. The method was quasi-experimental. statistical were population consisted of all primary school girl students with disturbed mathematical learning in Tehran's Kahrizak area. 30 subjects were selected as the statistical sample that whit a multistage cluster randomized way the experimental and control groups were divided into two groups of 15people. Wechsler intelligence test was used to homogenization the groups. The experimental group participated in 10sessions of 60minutes in educational games and rhythmic exercises. The Iranian mathematical test was used to determine the degree of learning disorder, from both groups before and after the intervention. The Statistical data were analyzed by ANCOVA and MANCOVA tests. Results showed; there was a significant difference between the level of learning the math skills of the participants in the research in the experimental and control group after the educational-sports games at 0.05. Also, there was a significant difference between the mathematical skills of understanding the basic concepts, operation, and application of the Statistical samples between the experimental and control groups after the educational-sports games. So; changes and improvements in the experimental group compared to the control group have been due to participation in educational-sports games. So from educational-sports games to improve and treat children with math abnormalities, can be used as a non-invasive and non-pharmacological method that has a positive impact on the reduction of children's learning disabilities.The purpose of this research was evaluated of the effectiveness of educational-sport games and rhythmic exercises on math skills of female students with first-grade math disordered learning disorder. The method was quasi-experimental. statistical were population consisted of all primary school girl students with disturbed mathematical learning in Tehran's Kahrizak area. 30 subjects were selected as the statistical sample that whit a multistage cluster randomized way the experimental and control groups were divided into two groups of 15people. Wechsler intelligence test was used to homogenization the groups. The experimental group participated in 10sessions of 60minutes in educational games and rhythmic exercises. The Iranian mathematical test was used to determine the degree of learning disorder, from both groups before and after the intervention. The Statistical data were analyzed by ANCOVA and MANCOVA tests. Results showed; there was a significant difference between the level of learning the math skills of the participants in the research in the experimental and control group after the educational-sports games at 0.05. Also, there was a significant difference between the mathematical skills of understanding the basic concepts, operation, and application of the Statistical samples between the experimental and control groups after the educational-sports games. So; changes and improvements in the experimental group compared to the control group have been due to participation in educational-sports games. So from educational-sports games to improve and treat children with math abnormalities, can be used as a non-invasive and non-pharmacological method that has a positive impact on the reduction of children's learning disabilities.

The purpose of this study was to investigate The Effect of Using MOOC on Learning and Retraining in the Quran Learning Kareem Basic 9th Secondary School in the Virtue of Virtue Zone 2. The purpose of the research, applied and its method was experimental. The statistical population consisted of 9th grade high school student of high school in Tehran 2nd district in the academic year of the academic year 2017-2018. The sample size included 50 students (25 people who received the mook training approach and 25 people who had received the traditional training approach). A simple random sampling method was used to select the sample. The data gathering tool was a researcher-made learning and researcher-made questionnaire with 10 expressions in 5 Likert coefficients with alpha coefficient of 0.79 and 0.77, as well as 10 Quran training courses in mook way. For data analysis, Kolmogrofasirinf and independent tests were used. The results showed The teaching of the Qur'an, based on the MOOC, affects the learning and retention of high school students.