نشریه مشاوره مدرسه
سال یکم شماره 2 (پاییز 1400)

Academic burnout is a substantial barrier that impedes students from developing their capabilities and talents in the academic setting. Numerous factors can contribute to the formation and persistence of academic burnout; one of them is perfectionism. It is noteworthy that perfectionism itself has adaptive and maladaptive dimensions. These dimensions seem to have different correlations with academic burnout, both directly and indirectly. One of the potential mediating factors in the relationship between perfectionism and academic burnout may be academic procrastination. The present investigation examined the mediating role of academic procrastination in the relationship between perfectionism and academic burnout.

The present study is methodologically descriptive-correlational. Furthermore, it is a fundamental study based on the purposes. A final sample of 375 students was selected from the University of Tabriz. Research instruments included the Revised Almost Perfect Scale (APS-R), Academic Procrastination Scale-Students (PASS), and the Maslach Burnout Inventory (MBI). Besides, descriptive and inferential statistics (SEM structural equation modeling) were used to analyze the data.

The findings of this study showed that adaptive and maladaptive perfectionism could predict the changes in academic burnout through the mediation role of academic procrastination. In a way, maladaptive and adaptive perfectionism had respectively positive and negative indirect relationships with academic burnout through academic procrastination. However, there is a smaller correlation between adaptive perfectionism and academic burnout than maladaptive perfectionism.

The present study results can have practical implications in treating and improving burnout in students.

The aim of this study was to compare theory of mind, Positive and negative cognitive emotion regulation and aggression in students with and without behavioral problems. The study followed a causal-comparative design and all the juveniles between 15 and 18 years of age of Noshahr city composed the statistical population. The sample consisted of 74 adolescents (37 adolescent behavioral problems and 37 normal adolescents). The behavioral problems questionnaire was first performed on 400 high school students in Nowshahr city, and 71 students obtained the required score, 37 of them using Random sampling method was used and 37 adolescents were matched for comparison with this group. In addition to Quay and Peterson Revised Behavior Problem Checklist (1987), Baron-Cohen Reading the mind in the eyes test (2001), cognitive emotion regulation test (2001) and Buss & Perry aggression test (1992) was utilized for data collection. The results of multivariate analysis of variance (MANOVA) showed that there were significant differences between the two groups of juveniles in the theory of mind, positive emotion regulation, and physical aggression variables. Where, the theory of mind and positive cognitive emotion regulation variables negatively, and negative cognitive emotion regulation variable positively predicted the aggression in the juveniles. Conclusion Lack of understanding the mental states of others seems to cause problems in regulating emotion and as a result aggressive behavior and behavioral problems in adolescents.

Objective The aim of this study was to investigate the psychometric properties of the Academic Talent Scale (Meteor) in students. The statistical population included all primary school students in Rasht in the academic year of 1997-98 with a number of 3890 people who were selected by multi-stage random sampling using a sample of 234 people. Internal consistency coefficient, construct validity and confirmatory factor analysis were used to analyze the data. Data were analyzed using SPSS 25 and 8.8 LISREL software. The results showed that the academic aptitude scale has a high validity so the total validity of the test was 0.98. Validity calculation by structural validity method was also obtained as average. According to the obtained results, it was found that the academic aptitude scale had high validity and its construct validity had a good fit in both verbal and mathematical subscales, considering that the scale for identifying talented students in other subscales has a moderate fit. It is suggested that in different dimensions of the Talent Scale, items with a closer relationship be designed and included in this scale in order to increase the relationship between the Academic Talent Scale and all the specified dimensions.

The aim of the present research was to investigate the role of the aspects of academic involvement and responsibility in the academic self-efficacy of eighth-grade female students.

The present research method was descriptive-correlational. Its statistical population included all eighth-grade female students of schools in district one of Baharestan County in the academic year of 2020-2021, from which 331 subjects were selected by multi-stage cluster sampling. Data were collected using Apleton et al.’s students academic involvement questionnaires, Nemati responsibility, and Morris's children and adolescents self-efficacy. Multiple regression analysis was also used to analyze the data.

After the investigation and confirmation of assumptions, the results showed that there is a positive and significant relationship between the variables of academic involvement as well as responsibility and their aspects with academic self-efficacy (P<0.01).

Therefore, it is possible to increase academic involvement and responsibility in order to increase self-efficacy and ultimately, academic achievement in students by implementing macro-policies in the long-term and school planning in the short-term.

The aim of this study was to evaluate the effectiveness of metacognitive therapy on rumination, tolerance of ambiguity and perception worry in students with social anxiety disorder.

The research was quasi-experimental with pretest-posttest design and control group. The statistical population included all female high school students in Kermanshah in 2021, who were selected by available sampling method and 30 were randomly assigned to two equal groups of 15 experimental and control. Data were collected using the Nolen-Hooksma and Murrow (1991) rumination questionnaire, the McLean Ambiguity Tolerance Questionnaire (2009), the Meyer et al (1990) Pennsylvania State worry Questionnaire (1990), and the Lajerka and Lopez (1998) Adolescent Social Anxiety Questionnaire. For statistical analysis, in addition to descriptive statistics and parametric statistical defaults, multivariate analysis of covariance with SPSS software version 26 was used.

The results showed that metacognitive therapy in the post-test phase had an effect on improving rumination score, tolerance of ambiguity and worry perception in the experimental group but the scores of research dependent variables in the control group did not show a significant change (P <0.05).

Due to the effectiveness of metacognitive therapy, considering this type of treatment as part of the treatment program in order to improve mental health can be beneficial and should be considered by counselors and psychologists.

This study was a correlational study in which 74 high school students selected as a sample group using Tabaknik and Fidel formulas and multi-stage cluster sampling. Data collected using the Oxford Happiness Electronic Questionnaire, the Wells Metacognitive Beliefs Questionnaire, the Scherer et al. Self-Efficacy Questionnaire, and the Beaufort Self-Regulatory Questionnaire. Due to the prevalence of Covid19 disease, the questionnaires distributed electronically to the subjects through messaging tools. Data analysis performed by correlation methods and multiple regression analysis in a simultaneous and stepwise manner using SPSS22 software.

The results showed that the relationship between metacognitive beliefs, self-efficacy and self-regulation with happiness is significant and the components of metacognitive beliefs except the component of "negative metacognitive beliefs about thoughts" (P <0.05), self-efficacy (0.05> P) and self-regulation (P <0.05) can predict happiness.

The results indicate the importance of metacognitive beliefs, self-efficacy and self-regulation in predicting students' happiness. Thus, counselors and psychologists can increase self-efficacy, metacognitive beliefs, and self-regulation through workshops to increase student happiness.