فصلنامه روانشناسی تربیتی
سال هجدهم شماره 66 (زمستان 1401)

The Internet has far-reaching effects on various aspects of human life and the extreme use of the Internet is associated with numerous personal and social harms. The present study investigates the mediating role of emotion regulation strategies and psychological distress in the relationship between insecure attachment and problematic internet use. The present study was descriptive-correlational and structural equation modeling. The statistical population of the present study was all students studying in the undergraduate and graduate courses of the Islamic Azad University, Research Sciences, Center and Karaj Branch in the academic year 2019-2020. By cluster sampling method, 397 people were selected as the sample group. Data collection tools included Problematic Internet Use Questionnaire, Cognitive Emotion Regulation Questionnaire, scale for Depression, Anxiety and Stress Scale and Adult Attachment Scale. Data analysis was performed by Pearson correlation coefficient and path analysis using LISREL software. The results showed that psychological distress (0.50), maladaptive strategies (0.23), adaptive strategies (-0.21), avoidant attachment (0.11), and ambivalent attachment (0.10) have the highest to the lowest correlation coefficient with harmful use of the Internet (P <0.05). Strategies for regulating emotional distress and distress also mediated the relationship between insecure attachment style and problematic internet use. Accordingly, in the field of designing the necessary measures to reduce the problematic internet use, programs can be developed to improve insecure attachment styles, emotion regulation strategies and psychological distress.

The present study aimed to identify and develop a value model in students based on the ‎Fundamental Reform Document of Education.‎ This research was based on the approach of a combination of exploratory researchers, ‎in ‎two parts: qualitative (Thematic analysis) and quantitative (based on ‎survey ‎method). In the qualitative part of the statistical community includes first and second hand sources, ‎upstream documents, the Fundamental Reform Document of Education, as well as in the interview ‎section, the statistical community, consisting of 29 specialists and experts in education and psychology, ‎which Targeted snowball sampling method was selected. In the quantitative part, the statistical ‎population includes high school students (second year) in Tehran in the academic year of 1398-‎‎1399. In this study, their number was 249,946, which is 417 people to ‎complete the multi-stage cluster ‎sampling method. Total of 396 questionnaires were completed and used in the analysis.‎ Analysis of qualitative part data by MAXQDA and Excel software and quantitative part to fit ‎conceptual model with field data by partial least squares method using SmartPLS-3 and SPSS-23 ‎software done.‎ The results of the qualitative section were identified to identify 3 dimensions (Islamic ‎values, moral values, identity) and 18 components. The results showed that the findings of the ‎quantitative section confirm the data of the qualitative section.

The aim of the present research was to identify the effective components in improving the kartim capacity in primary schools based on the document of the fundamental transformation of education. The method of the research was descriptive which was conducted in the field and qualitatively. The study population of this research included all knowledgeable people about education, education reform document, principals and primary school teachers who were selected using the purposeful sampling method. For this purpose, 10 interviews were conducted until theoretical saturation was reached. Thematic analysis was used to identify the effective components on improving teamwork in primary schools. The results of the open, central and selective coding of the research led to the identification and selection of six main structural, content, contextual, cultural, virtual and economic components.Also, fourteen sub-categories were extracted for the main categories effective in improving teamwork capacity in Tehran primary schools, which are organizational structure, organizational leadership, knowledge capacity of the organization, organizational culture, performance evaluation, incentive and punishment system, elementary school education system,,the selection system of educational and training colleagues, leadership, culture, technology, human resource capabilities, the effectiveness of teamwork and economic possibilities. The findings indicated that the activists in the field of education should give more importance to teamwork in primary schools and students Equip them with the knowledge of teamwork skills and try to improve the capacity of teamwork with a correct social education in the form of the six dimensions mentioned above, and in this way help the socialization of educators.

The present study was carried out in order to investigate the Impact of learning styles and applying semantic-mapping on the high school students’ critical thinking ability and English vocabulary learning improvement. To this end, a sample of 123 female high school students were randomly selected from 4 educational districts of Karaj narrowed down to Farzanegan High school in 1st district using accidental cluster sampling method.The students did the Critical Thinking Questionnaire (Honey, 2004) and Learning Style Questionnaire (O’Brien, 1989) in the pre and post-test steps. They also were administered a general proficiency test of Nelson (A050) for the purpose of homogeneity, and a vocabulary test to ensure their illiteracy of them at the onset of the treatment. In addition, the same vocabulary test was taken as a post-test after 12 sessions of instruction and learning through semantic-mapping, as a vocabulary learning strategy. The data was collected. Based on the statistical analysis, the results showed the learning styles had no statistically significant impact on the students’ critical thinking ability and their vocabulary learning improvement (two-way, and ANOVA analyses) the first and second hypotheses of the study were confirmed. The third and fourth hypotheses were rejected as the results revealed that semantic-mapping had a statistically significant impact on the critical thinking ability and vocabulary learning improvement of the participants (independent T-tests). Then, some pedagogical and practical implications and suggestions for further research as well as limitations of the study are provided.

The present study was conducted to investigate the fit of the Classroom flourishing, System (FCSM) model among high school students. The present study was descriptive and correlational studies and in particular factor analysis and structural equation modeling method based on the partial least squares (PLS) approach. Using multi-stage cluster sampling method, 600 high school students in Arak were selected and used for research tools including the Systematic Observation Scale of Fish and Religion Classroom (2000) and a researcher-made questionnaire based on model welfare Welfare Allison et al. (2020) responded. In order to analyze the data, confirmatory factor analysis with partial least squares PLS method was used. Model validity was assessed using content validity, construct validity, divergent validity and convergent validity and its reliability was assessed using Cronbach's alpha and combined reliability. The results showed that the model has good structural validity so that the factor loads of all indicators on their respective factor was greater than 0.4. Divergent validity was checked using HTMT ratio and all HTMT ratios were less than 0.90. Convergent validity was also confirmed using mean variance (≤AVE 0.498) and reliability (RAO index greater than 0.60). Took. Cronbach's alpha reliability and combined reliability for all four second-order components were greater than 0.87, indicating satisfactory reliability. Based on the results, this model and related tools can be used to study the flourishing, of the classroom as well as the growth and development of flourishing.

The aim of this study was the effectiveness of bullying control training program on interpersonal problems of bullying adolescents. The present study was performed by quasi-experimental method with pre-test-post-test design and one-month follow-up with experimental and control groups. The statistical population included adolescents aged 14 to 17 years in district 17 of public schools in Tehran. Forty adolescents who met the inclusion criteria and scored high on the Harter Bullying Questionnaire were randomly selected and assigned to the experimental and control groups. The research instruments included Barkham et al.'s (1996) Interpersonal Problems Questionnaire, which was completed by both groups in three stages: pretest-posttest and one-month follow-up. The bullying control training program was performed in 8 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures multivariate analysis of variance using SPSSV22 software. The results showed that bullying control training to bullying adolescents in explicit and demographic variables (F=7.98 and P=0.001), openness to experience (F=10.95 and P=0.0005), consideration of others (F=22.86 and P=0.0005), aggression (F=10.59 and P=0.0005) and supportiveness and participation (F=19.77 and P=0.0005) are effective. However, this rate was not effective for the dependency variable (F=0.07 and P=0.930). Finally, based on the results of this study, it can be said that bullying control training is effective on interpersonal problems of bullying adolescents aged 14 to 17 years and this training can be used to solve their interpersonal problems and therefore parents, teachers, administrators and other professionals are aware of this. Trainings can be helpful.

This research attempted to define the role of grit, psychological hardiness, and resilience in academic engagement. Among a statistical society, 242 students were selected as a sample by a simple random sampling method. To collect data, using online social media, 5-question grit questionnaire (Dakourth, 2007), Norwegian version for the modified scale of hardiness (Hystad, Eid, Johnsen, Laberg & Thomas Bartone, 2010), resilience questionnaire (Johnsen, 2013), and academic engagement questionnaire (Rio, 2013) were employed. Obtained data of sample were analyzed by using the statistical softwares Spss &Amos and by path analysis. The results showed that Academic engagement was predicted directly by grit, psychological hardiness and resilience; According to the findings academic engagement was predicted indirectly, on the path of resilience, by grit. psychological hardiness through the mediating role of grit has also a indirect and meaningful effect on the Academic engagement .The results of the research were not confirmed indirectly on the path from psychological hardiness to academic involvement. The results indicated that 16% of academic engagement was explained, through grit, psychological hardiness, and resilience. Also, the variables for grit and hardiness explained 28% of academic engagement by resilience.

The aim of this study was to develop an educational package of executive functions and determine its effectiveness on response inhibition & emotion regulation in preschool children. The research method was quasi-experimental with pre-test & post-test. In designing and compiling the educational package, after studying the theoretical and practical background, eight main educational contents in the form of games, conversation-based activities, and educational worksheets were prepared to strengthen the executive functions of RI and ER appropriate to preschool age. The content validity of the educational package was reviewed by eight experts in this field and the necessary corrections were made. Then the final form was prepared & prepared for implementation for training sessions. To evaluate the content validity, the quantitative method was used. Then, the effect of the educational package on RI and ER of preschool children was done. For this purpose, 40 preschool children aged 5-6 years were randomly selected by the available sampling method and 20 people in the experimental group and 20 people in the control group were randomly assigned. They got. After performing the pre-test with the behavioral grading list of Executive Skills Brief-Preschool-Parent Form, the experimental group was trained online for 12 sessions. The obtained data were analyzed using univariate analysis of covariance using SPSS software. Findings showed that the educational package developed for executive functions has the necessary content validity and has been able to be effective in improving the executive functions of response inhibition and emotion regulation of preschool children.

The aims of this research was to determine the fit of the conceptual model of mathematical performance based on perception of constructive learning environment with the mediating role of mathematical self-efficacy and motivation to learn mathematics with the experimental model in junior high school students. The research design method was correlational and was part of applied research; among them, 326 people were selected as a research sample by relative stratified random sampling by gender. The tools used in the research were questionnaires of constructivist learning environment perceptions of haghayghi and kareshki (2015); self-efficacy Middleton and Migley (1997); motivation to learn mathematics Corter (2005) final grade score of students' math lessons. To analyze the obtained data, descriptive statistical indexes such as mean and standard deviation and to answer the hypotheses of the research of inferential statistics include: confirmatory factor modeling, was used by smart PLS software. The results showed that perception of constructivist learning environment perceptions had a positive and significant effect on mathematical performance, mathematical self-efficacy and motivation to learn mathematics. Also, mathematical self-efficacy and motivation to learn mathematics had a positive and significant effect on mathematical performance. In general, it was concluded that the conceptual model of mathematical performance based on the perception of constructive learning environment with the mediating role of mathematical self-efficacy and motivation to learn mathematics fits with the experimental model.