فصلنامه روان شناسی مدرسه
سال یازدهم شماره 1 (پیاپی 41، بهار 1401)

The aim of this study was to compare the effectiveness of mindfulness-based stress reduction and self-regulatory learning on increasing the mental vitality of female students.

The method of the present study was experimental with pre-test design, multi-group post-test with control group. Among female high school students in Ardabil in the academic year 2018-2019 (3150 people) by cluster random sampling method and based on the desire of the subjects, 150 students in two experimental groups and a control group were selected and the Ryan and Frederick mental vitality questionnaire as a measurement tool. They gave. Bowen & Marlatt (2011) mindfulness training program and self-regulatory training program (Pintrich, 2011) were used as an intervention in the present study. Univariate and multivariate analysis of covariance were used to test the research hypotheses.

The results showed that mindfulness and self-regulated learning had a significant effect on increasing the mental vitality of female students (P<0.001) and in general, the effectiveness of mindfulness-based stress reduction on increasing the mental vitality of female students was more than the self-regulated learning method (p <0.05). 

This study has many experimental, research and practical implications for increasing students' mental vitality.

The present study was conducted with the aim of comparing theory of mind and emotional empathy in students with communicative and apparent aggression that research was conducted using descriptive research and comparative causal research.

The statistical population consisted of all ages and adolescents of the first and second grades of the Shahrood district in the academic year of 1969-97 who were selected using available sampling method in 150 people (75 students with relational aggression and 75 cases with obvious aggression). Also, the researcher used an explicit and explicit relationship between aggression questionnaire, empathy questionnaire, and eye-meditation and analysis data they were tested by two independent groups.

Findings showed that there was a significant difference between the mean scores of mind theory in adolescents with relational aggression and apparent aggression, and between mean scores of emotional empathy in adolescents with relational aggression and apparent aggression (p <0.05).

Therefore, we conclude that there is a meaningful difference between the theory of mind and emotional empathy in students with communicative and apparent aggression.

The present study was conducted to collect and integrate research conducted in the field of family education to change the behavior of children with ADHD.

The statistical population includes all articles published in reputable scientific-research journals in the field of parent education in reducing the symptoms of ADHD in Iran and abroad in the period of 1380-1395, which in terms of methodological conditions had the necessary meta-analysis. For this purpose, 15 studies were selected. The tool of this research was a meta-analysis checklist.

The results has been shown that the rate of parents training effect in symptom reduction of children with attention deficit- hyperactivity disorder had been high 0.61 (p< 0.005). This rate of effect in group has been earned based on behavior strategy 0.68 (p< 0.002), cognitive- behavioral strategy 0.57 (p< 0.001) and with mindfulness 0.49 (p< 0.001). Also the results which were obtained from moderate analysis are expression of moderator variables effecting in this trainings.

Based on this meta- analysis results, the rate of effect parents training in reduction of the attention deficit- hyperactivity disorder symptoms, based on Cohen table is high. This rate of effect with using from behavior strategy is higher than cognitive- behavioral and mindfulness strategies.

The purpose of this study was to investigate the relationship between insecure attachment styles and suicidal ideation with the mediating role of difficulty in emotion regulation In students with suicidal ideation.

The research method is correlation based on structural relationships (structural equation modeling based on PLS). The study population consisted of second high school students who referred to psychiatric clinics of North Khorasan province with suicidal ideation. The sample consisted of76 students who were selected by available sampling method. In this study, attachment style, difficulty in emotion regulation and Beck suicidal ideation questionnaires were used. 

The results confirmed the mediating role of difficulty in emotion regulation in the relationship between avoidant attachment and suicidal ideation (T = 2.36, P <0.05). Also, difficulty in emotion regulation was able to mediate the relationship between anxiety attachment and suicidal ideation (T =2.52, P <0.05).

The result of this study is that screening and treatment of difficulty in emotion regulation can be beneficial for suicidal individuals.

The research aimed at studying the efficacy of cognitive behavior therapy on emotion regulation and irritability of the students suffered from disruptive mood dysregulation disorder. 

The method of the present study is quasi-experimental. Using purposive sampling thirty junior high school students suffered from disruptive mood dysregulation disorder were selected through diagnostic interview, then were randomly set in an experimental and a control group (each group consisted of 15 people). They answered to emotional reactivity index and Emotional adjustment scale and whose validity and reliability are confirmed. Data were analyzed by Multivariate Analysis of Covariance (MONCOVA) method and using the SPSS-21 software.

The findings showed that cognitive-behavioral therapy significantly reduced the negative components of emotional self-regulation such as blaming others, rumination, catastrophizing, and increasing the positive components of emotional regulation, positive attention, positive evaluation, reconsideration and acceptance. Treatment also led to a significant reduction in the excitability of the sample group.

Therefore, it can be concluded that this treatment can be effective in emotion regulation and irritability of these patients.

This study aimed to determine the effectiveness of cognitive-behavioral intervention decisional procrastination and academic self-efficacy students.

The research method was experimental with pre-test and post-test with control group. The study sample consisted of all high school students Maragheh city. In this study, using cluster sampling method 30 high school student in experimental and control groups (each sub-group of 15 patients) were selected as sample. To collect data, a questionnaire, was used by academic self-efficacy and decisional procrastination and cognitive-behavioral treatment protocol testing was conducted on students. For data analysis of univariate analysis of covariance was used.

Based on the results of covariance test, post-test cognitive-behavioral therapy on increasing the academic self-efficacy and reduce procrastination decision had a significant effect (P<0.05).

Based on the results obtained, it can be said that the direct and indirect use of training cognitive - behavioral therapy can be used to increase the academic self-efficacy and reduce decisional procrastination help.

The purpose of this study was to investigate this treatment on social anxiety in adolescents. This study was an experimental study with repeated measure design and control group. The statistical population included all adolescent girls with social anxiety disorder in Tehran. 30 teenager girls aged between 16 and 18 years old with social anxiety disorder were selected by sampling method from Tehran schools and were equally substituted in one of the two experimental and control groups (15 in each group). The experimental group participated in 8 sessions of solution-focused brief therapy (2 sessions each, 90 minutes each session), but no meetings were held for the control group members. The Leibowitz social anxiety scale was used as pretest-posttest in this research. The data were analyzed by repeated multivariate analysis of covariance (MANCOVA). The collected results showed that there was a significant difference between the experimental and control groups in one of the variables of social anxiety, performance anxiety and position anxiety(P<0.001). As a result, the findings indicated that solution-focused brief treatment improved social anxiety, performance anxiety and anxiety in adolescents with social anxiety disorder.

The current research has been aimed at identifying the effect of education pattern based on Successful Intelligence on academic engagement and academic achievement in Students.

This research is an experimental one based on semi-experimental pre-test and post-test design with an unequal control group, and the population of this research includes all secondary school girl students of Turkamanchai town in academic year 2016-2017. Among this population, two classes of ninth grade of an available high school were selected and randomly put into two groups of experimental group(n=20) and control group(n=17).  of education pattern based on Successful Intelligence was applied in the experimental group for 12 sessions 90 minutes, and at the same time, the control group was trained in traditional method. Both groups completed the questionnaires before and after the intervention. The data were analyzed using analysis of covariance (ANCOVA).

The results showed that education based on Successful Intelligence had a significant effect on every four aspects academic engagement (agency, behavioral, emotional, cognitive) and academic achievement of student’s (p<0.05).

Accordingly, it can be concluded that education based on Successful Intelligence intervention is an effective method in improvement and enhancing every four aspects academic engagement (agency, behavioral, emotional, cognitive) and academic achievement of students.

  The aim of this study was to The effect of school welfare program on academic satisfaction of female high school students in Kermanshah.   The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population was all female high school students in Kermanshah in the academic year of 1996-97 who were studying and were replaced by multi-stage random sampling in two groups of 15 experimental and control and the school welfare training program in 10 sessions of 90 minutes on The experimental group was performed. Research data were collected using Lent and Singlai's Academic Satisfaction Questionnaire, Shaw, Gainor, Bardner, Tristman, and the Canoe and Rimpla School Welfare Questionnaire before and after the educational intervention. The results showed that the scores of academic satisfaction in the experimental and control groups, in the post-test stage, in the amount of F obtained is equal to 12.6, which was significant (P <0.01). The results of this study showed that the school welfare educational program increased academic satisfaction.

The aim of the current research was to study the relationships between the psychological well-being and the academic vitality on the perceptions of high school male students in Sanandaj from the classroom environment.

The method of this research is correlation. The statistical population consisted of male high school students in Sanandaj city in the academic year 2017-2018. Using multi-stage cluster sampling method, 296 people were selected and tested. To collect research data, the psychological well-being, academic vitality and scale (what is going on in this class) were used.

Data analysis by Pearson correlation coefficient and multiple regression coefficients showed that there was a positive and significant relationship between psychological well-being and students perception of the environment (r = 0.495, n = 296, and sig = 0.05)، And there was a significant negative correlation between psychological distress and perception of classroom environment (r = -326، n = 296 ،p≤0.01) Also, there is a positive and significant relationship between academic vitality and students' perception of the classroom environment (r = 0.258 , n = 296، p≤0.01). Psychological well-being had the ability to predict students' perception of the classroom environment (β = 0.410, P> 0.001), as well as psychological distress, able to predict student perceptions of the environment Class (β = 0.156,), while academic vitality was not able to predict students' perception of classroom environment (β = 0.09, P> 0.05).

The results showed that’s the educational environments, especially schools, should seek to enhance the psychological well-being and academic vitality of students through improving the quality of education and improving the quality of the learning environment in schools.