فصلنامه روانشناسی تربیتی
سال هجدهم شماره 65 (پاییز 1401)

The purpose of this study was the effect of mobile learning on improving the performance of Allameh Tabatabai University staff. The research method is quantitative and quasi-experimental with a pretest-posttest design with a control group. The statistical population of this study was the staff of Allameh Tabatabai University that 54 university staff (28 in the control group and 26 in the experimental group) were selected by convenience sampling method. Which were randomly assigned to the experimental and control groups. First, the pre-test was performed on the members of the experimental and control groups, and then the training package prepared on the subject of time management on mobile learning was provided to the experimental group. The conventional method was taught at the university for 4 weeks. At the end of the post-test was performed on both groups. The training package including the four dimensions of time management in the form of text, PowerPoint and short educational videos (micro learning) along with educational goals and end-of-course evaluation was provided to the staff of Allameh Tabatabai University. After training by the training package and conducting pre-test and post-test to evaluate time management knowledge, a staff performance questionnaire has been reviewed to assess the amount of adequate time utilization. This questionnaire had validity, reliability and scoring. Therefore, the mobile learning training package has increased the knowledge of time management of Allameh Tabatabai University staff and also due to the high

purpose of this study was to predict academic procrastination based on basic psychological needs with the mediation of psychological well-being. The research method was descriptive-correlational. The statistical population of this study consisted of undergraduate students of Shahid Rajaee Teacher Training University in the 2016-2017 academic year. 420 participants were selected via multi-stage random sampling and completed questionnaires of academic procrastination (Savari’s, 2011), Basic psychological needs (Gardia, Desi Varian, 2000), and psychological well-being (Ryff and Keyes, 1995). The data were analyzed by structural equation modeling. The findings showed that all fitness indicators are in the accepted range and the assumed model is fitted with the collected data. The effect of basic psychological needs and psychological wellbeing on students' academic procrastination was negative and significant (P <0.05). Also, psychological well-being plays a negative and significant mediator role in the relationship between basic psychological needs and academic procrastination (P<0.01). The findings of this study reveal the role of psychological well-being and the basic psychological needs in explaining academic procrastination.

The aim of the present study was to Effectiveness of Child-Centered Neuropsychological Early Interventions Package on Cognitive and Social Performance of Children with Developmental Delay. The research method was a pretest-posttest quasi-experimental design with follow-up and control group. The research population consisted of 4-6 year-old children with developmental delay who were under training in kindergartens and preschool centers in Tabriz. The multistage random sampling method was employed in such a way that three regions were selected randomly and from each of them, three kindergartens and pre-school centers were randomly selected. The Wechsler Preschool and Primary Scale of Intelligence-3 (WPPSI-III) and Vineland Adaptive Behavior Scale–II (Vineland-II) was administered on children for screening, and the number of 30 students with development cognitive and social delays and enjoyed inclusion criteria were randomly selected and divided into two experimental and control groups. Afterwards, a 16-session child-centered neuropsychological intervention program was performed on the experimental group and the control group did not receive any intervention. Data were analyzed by the repeated measures ANOVA using SPSS- 22. The results indicated that there was a significant difference between the subjects in the experimental group and control group in terms of cognitive and social performance in post-test and follow up stages (P <0.05). As a result, it can be concluded that a child-centered neuropsychological interventions package has led to an increase in cognitive and social performance in children with developmental delays.

The aim of the present study was to investigate the effectiveness of the online peer assessment method on the academic satisfaction of students in the course of educational psychology during the Corona era. The method of the present research was a pre-test-post-test experiment with a control group. The statistical population of the research was made up of all the students of the Faculty of Literature and Human Sciences of Arak University in the academic year of 1401-1401. Among the above population, 38 people who had taken a course in educational psychology were selected using available sampling method as the sample size of the research, and then the selected sample was randomly placed in the form of experimental and control groups (19 people in each group). The participants of the experimental group benefited from the peer assessment method for one academic semester to review and give feedback on the tasks of the educational psychology course. Data collection tool was Lent et al.'s (2007) education satisfaction questionnaire. In order to analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics (correlated t-test and analysis of covariance) were used. The results of the analysis showed the effect of the peer evaluation strategy on the academic satisfaction of the experimental group participants. Based on the findings of the research, it can be said that the integration of new assessment methods, including peer assessment, along with other methods in electronic learning can increase the academic satisfaction of students.

Mindsets as a cognitive-motivational system determine how people think about their personal characteristics, effort, success and failure in various situations. The purpose of the present study was to examine the relationship between language mindsets and failure response among EFL learners, considering the mediating role of goal orientation and self-regulated learning. The Method of this research was descriptive based on path analysis. The statistical population consisted of all learners of English language teaching institutes in Baharestan in 1398. Participants included 205 EFL learners (122 females and 83 males) who were selected by multistage cluster random sampling method. To collect data, four questionnaires were used: Language Mindset Inventory (Loe & Noels, 2016), Motivational Strategy of Learning Questionnaire (Pintrich & DeGroot, 1990), Achievement Goal Orientation Instrument (Elliott & Church, 1997), and Response to failure situation scale (Loe & Noels, 2016). The data were analyzed using structural equation modeling. The results showed that growth language mindset had a positive indirect effect on mastery response mediated by learning goals and self-regulated learning strategies, and negative indirect effect on helpless-anxious response mediated by self-regulated learning strategies. Also, fixed language mindset had a positive indirect effect on helpless-anxious response mediated by performance-avoidance goal and test anxiety. However, the indirect effect of language mindsets on failure response via performance-approach goal was not confirmed. In Conclusion, Language educators with greater awareness of the concept of mindsets can promote learner’s beliefs about the nature and process of knowledge acquisition, and emphasize the importance of goals achievement and self-regulation in learning.

The purpose of this study was to compare the effect of layer-by-layer, exploratory and online teaching methods in online virtual classes on mathematical academic achievement of elementary students. The research method was applied based on purpose and based on the method of data collection, quasi-experimental as pre-test-post-test. The statistical population included sixth grade male students in the primary school of Sanandaj who were studying in the academic year 2020-2021. The present study was conducted in coordination with three experienced teachers in three classes of 15 people, each of whom was in charge of a different teaching method. The number of teaching sessions was 8 sessions. SPSS software and analysis of covariance were used to analyze the data. The results show that the layer-by-layer teaching method has a higher average score (9.73, p<0.05) compared to the online and exploratory teaching methods. Accordingly, attention to new teaching methods, including the layer-by-layer teaching method, should be further studied and used.

The aim of this study was to determine the academic motivation profiles of talented and ordinary undergraduate and graduate students of Tabriz University using individual-based analysis and also to explain the difference between students' academic achievement according to these profiles. The method of this research was descriptive and survey type. According to Morgan's table, 260 students (130 talented and 130 ordinary) were selected from the University of Tabriz. Hierarchical cluster analysis, one-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were used to analyze the data using SPSS 21 software. Based on the results of cluster analysis, three motivational clusters in normal students: 36.9% in high quantity cluster (high internal and external motivation and low motivation); 46.9% in average quantity (average levels in all three clusters); 16.2% in low quantity (low internal and external motivation and high motivation) and in talented students 44.6% in high quantity cluster (high internal and external motivation and low motivation); 44.6% in average quantity (average levels in all three clusters); 10.8% were in low quantity (low internal and external motivation and high lack of motivation). Also, the research findings indicate that there is no difference between the academic achievement of gifted and normal students in motivational clusters

The aim of this study was to design a model of behavioral brain systems on social loneliness and leisure boredom with a moderating role of physical activity education in the elderly in Tehran. The method of the present research is based on the paradigm of meta-positivist research, in terms of descriptive-survey strategy and in terms of data collection method is among the studies of correlation with the structural equation approach that has been conducted in the field. The statistical population of the study consists of the elderly who participate in parks and are present in physical activities. The statistical sample of the study based on the sample size formula of structural equations and in a cluster method from different regions of Tehran consisted of 189 people. The research instruments included five questionnaires,. SPSS version 25 and Smsrt pls version 3 were used to analyze the data. The results showed that behavioral brain systems and its components do not have a significant effect on social loneliness of the elderly participating in physical activity. Finally, the findings indicated that physical activity education is not considered as a moderating variable in the causal relationship of social loneliness, but in the causal relationship of behavioral brain systems has a positive modulatory effect on social loneliness

The aim of this study was to investigate the mediating role of resilience in the relationship between personality traits and job satisfaction in teachers in Baft city. The statistical population of this study included all teachers in Baft city, Kerman province, from which 320 teachers were selected as the sample by available sampling method. Connor and Davidson Resilience Questionnair, NEO Short Form and Minnesota Job Satisfaction Questionnaire were used to collect data. Data analysis was performed, structural equation modeling and bootstrap method to test the intermediate paths. Based on the results of the present study, the proposed research model has a good fit. The results indicate that neuroticism has a significant decreasing (inverse) relationship but openness to experience and agreement has a significant increasing (direct) relationship with job satisfaction. Resilience has a significant increase (direct) relationship with job satisfaction. Neuroticism has a significant decreasing (inverse) relationship with resilience, while extroversion-introversion and conscientiousness have a significant decreasing (direct) relationship with resilience. Neuroticism, extraversion and conscientiousness have a direct indirect relationship with resilience and a significant indirect relationship with job satisfaction through resilience. Therefore, it can be concluded that resilience has a mediating role between some personality traits with teachers 'job satisfaction and decision makers in the field of education should pay attention to the role of this variable in teachers' job satisfaction.