مجله مطالعات روانشناسی تربیتی
پیاپی 43 (پاییز 1400)

The aim of this study was to determine the effectiveness of optimism skills training on academic boredom of students with poor academic performance. This study was applied in terms of purpose and experimental in terms of method with pre-test-post-test design with control group. The statistical population of the study consisted of all male students studying in the tenth grade of the second secondary school in Ardabil city in the academic year 2020-2021, among which 40 students poor academic performance were selected using cluster random sampling method and was replaced randomly assigned to the experimental group (n= 20) and control group (n= 20). The participants of the experimental group received 8 sessions of optimism skills training. Pekrun, Goetz, Titz & Perry Academic Boredom Scale (2002) were used to collect data. Data were analyzed using analysis of covariance. The results showed that students with poor academic performance in the experimental group had significantly less academic boredom than students with poor academic performance in the control group in the post-test (P<0/001). Therefore, it can be concluded that optimism skills training is effective in reducing academic boredom of students with poor academic performance and it can be used by school psychologists and counselors.

The aim of this study was to evaluate the effectiveness of emotional intelligence training mediated by social self-efficacy on social anxiety and perfectionism of sixth grade elementary school female students. This research was conducted by quasi-experimental method. The statistical population was all female students in the sixth grade of elementary school in Kashan in the 97-98 academic year. Among 120 students of one of the girls' primary schools in Kashan, which was selected by available sampling; The 20 people with the highest and the 20 people with the lowest level of social self-efficacy were selected and were finally randomly assigned to the experimental and control groups. The experimental group underwent emotional intelligence training for 8 sessions. Data collection tools were questionnaires of social anxiety (Connor, 2000), perfectionism (Hill et al., 2004) and social self-efficacy (Conley, 1989). The results of multivariate analysis of covariance showed that emotional intelligence training reduces social anxiety and uncompromising perfectionism and increases adaptive perfectionism in students. Social self-efficacy also has a mediating role in this regard (P <0.05). The results of this study showed that by considering social self-efficacy, emotional intelligence training can be used as an effective intervention to improve social anxiety and perfectionism of elementary students.

The research method was semi-experimental with pretest-post-test design with a control group. The study population included high school female students with test anxiety (12-14 year) between them 60 girls (each group 15) with purposeful sampling method were selected and divided in 4 groups: experimental and control groups. Instrumental research was Spielberger Test Anxiety Inventory. The experimental groups received 8 sessions of cognitive therapy based on mindfulness, medication and relaxation. Data were analyzed using the single-variable covariance analysis. The third group also underwent medical treatment for two months, while the control group received no intervention and at the end of the post-test was administered to all groups. Data were analyzed using univariate covariance method. The results showed that cognitive therapy based on mind-awareness and drug therapy had a significant effect on reducing test anxiety among gifted students. But there was no significant effect on the education of relaxation. Therefor cognitive therapy based on mindfulness is effective in reducing the test anxiety of gifted students. It is recommended to use  cognitive therapy based on mindfulness approach in the form of comprehensive and preventive programs to reduce the student's test anxiety

The aim of this study was to evaluate the effectiveness of the training package on educational resilience, school attachment, academic self-concept and academic engagement on academic adjustment. The research method was applied research and quasi-experimental research. The statistical population of the study included all high school students in Sardasht that the sample size was 80 and were selected by multi-stage cluster random sampling. Baker & Siriac (1984) standardized academic adjustment questionnaire was used to collect data. Hypotheses were tested using SPSS software using one-way analysis of covariance. And the finds showed that: The training package of academic resilience, school attachment, academic self-concept and academic engagement has a significant effect on students' academic adjustment (p = 0.001). The present study had some limitations, such as the statistical population of secondary school students in Sardasht and the standard self-report questionnaire was used. Finally, it is suggested that in future studies, other educational levels are considered and Use other tools for further investigation.

Learning disabilities are one of the major problems that cause a large number of students to drop out of school at an early age. The aim of the present study was to compare the effectiveness of the model based on motivation for progress and emotion regulation techniques on the sense of belonging to school in students with learning disabilities.The method of the present study was an experimental with a pretest-posttest design with a control group. The statistical population of this study included all students enrolled in the Center for Educational Learning Disabilities in Ardabil in the academic year of 2019-2020. Of these, 45 were selected by available sampling and after random replacement in three experimental and control groups were studied were selected (15 people in each group). The data collection tool was a school belonging questionnaire. The process of implementing the model based on progress motivation lasted for 5 sessions and emotion regulation techniques for 10 sessions and each session lasted 90 minutes and the control group did not receive any intervention. The results were analyzed using univariate covariance test.The results of analysis of covariance showed that after controlling for the effects of the pretest, there was a statistically significant difference between the mean scores of the experimental and control groups in the total score of the variable of school belonging (F = 16.233).Practically, considering the effectiveness of the model based on motivation for progress and emotion regulation techniques on the sense of belonging to school, adding emotion regulation training and motivation for progress in school programs tailored to the needs and learning styles of students with learning disabilities, can It has a great effect on increasing the sense of belonging to the school and the effective communication of students with teachers.

Researchs show that learning disabilities cause many problems for students in various fields, especially emotions. The aim of the current study was to determine the effectiveness of self-compassion training on emotion regulation of female students with specific learning disorder. This research is a quasi- experimental study with a pre and post-test with a control group design. Statistical population of this study included all of elementary sixth grade female students with special learning disabilities who studied in Yazd city in the year 2017-2018. The study sample included 30 students with special learning disabilities (15 experimental group and 15 control group) who were selected by cluster sampling and randomly divided into the experimental and control groups. The data was collected using emotion regulation questionnaire. The self-compassion training was held for the experimental group in ten 60-minute sessions. The results of covariance (ANCOVA) indicated that self-compassion training significantly increased emotion regulation and reappraisal (positive dimension of emotion regulation) (P< 0/001), but no effect was found on suppression (negative dimension of emotion regulation). These findings suggest that the self-compassion training is an effective method for the use of specialists in educational and therapeutic centers to improve the mental health of students with special learning disabilities.

The main purpose of this study was to design a mindfulness-based social skills training package for slow learner students and to evaluate its effectiveness on the components of social skills in them. The method of this research was quantitative and quasi-experimental with pre-test-post-test design with control group. The statistical population was all male students in the fifth and sixth grades of elementary school in Tehran in the academic year, 2020-2021 from which 30 people were selected by convenience sampling and randomly assigned in experimental and control  group;  Fifteen students in each group. This social skills training package based on mindfulness with social skills components in other training programs, mindfulness techniques and the opinion of a group of educational psychologists and teachers of slow learner students and related research backgrounds were designed and developed. This package comes in the form of 8 skills: listening, following the law, paying attention to homework, asking for help, taking turns in conversation, taking responsibility, anger management, and making friends during 10 sessions with the people in the experimental group. Trained online (due to Corona quarantine conditions). The control group did not receive this training at this time. The research instrument of the Parents Form was the Gresham and Elliott (1990) Social Skills Rating Scales. All social skills dependent variable data with four components of participation, assertiveness, responsibility, and self-control were analyzed using SPSS 26 software. In data processing, U-Mann-Whitney test and independent t-test were used, because of results of the assumption of Analysis of covariance. Findings show significant differences in the components of participation (P = 0.001), assertiveness (P = 0.000), and responsibility (P = 0.000), and no significant differences in the self-control (P = 0.001). The findings of this study confirmed the overall effectiveness of the mindfulness-based social skills training package on the components of social skills in slow learner students. This training package can be used as an aid tool to improve the social skills of these students at home and at school so that they can appear in society as independent and efficient citizens.

The aim of this study was to compare the effectiveness of Fernald's method and neuropsychology on improving the reading performance of dyslexic children. The research method was quasi-experimental. The statistical population was all third grade dyslexic students referred to learning disability centers in Zahedan in 2020-2021. 42 people (29 boys, 13 girls) were selected by convenience sampling method and randomly divided into two experimental groups Fernald method (10 boys, 4 girls), neuropsychological method (10 boys, 4 girls) and a control group (9 boys, 5 girls) were replaced. First, pre-test was taken from all three groups and The experimental groups underwent the intervention of Fernald's teaching method (Fernald & Keller, 1921) and the neuropsychological method (Kolkman, Hoijtink, Kroesbergen, & Leseman, 2013; Gray & et al, 2012) in 15 sessions of 60 minutes, and post-test was taken again from all three groups, and after two months of post-test, follow-up was taken. Reading and dyslexia tests were used to collect data. The results of multivariate analysis of covariance showed that both Fernald and neuropsychological methods had a significant effect on reading performance (P <0.01). The results of independent t-test to compare Fernald's experimental method and neuropsychological method also showed that Fernand's method is more effective in improving reading performance and components (reading words, word comprehension, elimination of sounds) than neuropsychological method and neuropsychological method more than Fernald's method affects components (word chains, rhymes, word chains, letter signs, category signs) (P <0.01). Based on the findings, it can be said that the centers for the treatment of learning disorders and the Exceptional Education Organization can use both methods for the education and treatment of learning disorders, especially dyslexia, and to develop and implement hybrid intervention programs based on both methods to double its effectiveness.

The purpose of the present study was to determine the objective structure relationship of classroom with academic engagement and social adjustment with an emphasis on the mediating role of social progress goals. The research method is descriptive-correlational. The statistical population of the study included all students in Birjand in the academic year of 1397-98. The sample size according to Morgan table is 318 persons and sampling method of this study is random stratified. Four tools were used for data collection. Classroom Perceived Structure Questionnaire of Midley et al. (1988), Academic Engagement Questionnaire of Rio (2013), Social Adaptation Questionnaire of Sinha & Singh (1993), Social Development Goals Questionnaire of Ryan and Hopkins (2003). For surveying and analyzing data from descriptive statistics and inferential statistics were used and in deductive statistics from structural equation modeling (SEM) with approach of minimum fiddling (PLS) is provided by Smart PLS 3 software. The findings of the study indicate that the objective structure has a significant effect on academic engagement and social adjustment. And also, the objective structure has an indirect effect on academic engagement and social adjustment through social development goals.