نشریه مهارت های روانشناسی تربیتی
سال یازدهم شماره 1 (پیاپی 41، بهار 1399)

The purpose of this study was to determine the relationship between self-efficacy with job motivation and mediating role of perceived organizational support of first and second grade teachers in Sanandaj. This research is a descriptive-correlation study. The statistical population of this study consisted of all high school teachers in district 2 of Sanandaj city. Using Cochran sample size formula, 197 students were selected by simple random sampling. In this study, Sean-Moore & Bar (2004), Job Satisfaction Scale from Asavfili et al (2002) and Eisenberger Scale (1986) were used to measure teachers' collective self-efficacy. All statistical analyzes were performed using SPSS and Smart PLS software. The results showed that there is a relationship between the dimensions of collective self-efficacy with job motivation, between perceived organizational support with job enthusiasm, and between collective self-efficacy with job enthusiasm, considering the mediating role of perceived organizational support. Finally, it can be concluded that organizational support can increase teachers' self-efficacy and job satisfaction.

In the present study, the effectiveness of time management and behavior management skills training on reducing academic procrastination was evaluated and compared. The experimental design of the study is pre-test post-test with control group. Data analysis was performed by repeated measures ANOVA. Students of Payam Noor University of Ahwaz formed the statistical population of the study. In order to identify the amount of academic procrastination in the mentioned students, 1,200 people were voluntarily selected and after preliminary analysis of the data, 207 of them were identified as student procrastinator students. Then, 106 subjects were selected by stratified random sampling and divided into four groups (two experimental and two control groups) and one experimental group exposed to ten time management skills training sessions and the other group to ten training sessions. The control groups did not receive any intervention. Sevari academic procrastination Scale (2011) was used to collect data. The results showed that time management and behavior management skills training were effective in reducing academic procrastination in the studied students. The results also indicated that both educational skills were equally effective in reducing academic procrastination and were not superior to one another. The results of the follow up phase of the educational interventions showed that time management and behavior management skills also had a significant effect on reducing academic procrastination.

The purpose of this study was to investigate the relationship of negative perfectionism and academic procrastination according to the mediating and moderating role of test anxiety and self-compassion in students. Sample consisted of 362 male and female students of 2th course of high school of Kashan who were selected by multi - stage random sampling. In order to collect information the Academic Procrastination Scale, Multidimensional Perfectionism Scale, Test Anxiety Scale and Self-Compassion Scale—Short Form were used. The proposed model of the present study was analyzed using Structural Equation Modeling. The results indicated that the purposed model has relatively acceptable fit. Also, analysis of model indicated direct path of negative perfectionism to academic procrastination was non- significant, but the total path of negative perfectionism to academic procrastination was significant. Furthermore, indirect path of negative perfectionism to academic procrastination through test anxiety was significant. The results also indicated that the mediated relationship between negative perfectionism and academic procrastination was different from the test anxiety in students with high and low self-compassion. These findings have empirical implications in educational environments that can have the role in students' academic achievement.

The aim of this study was to the effects of family-centered structured games using lego bricks on the resiliency of children with attention deficit and hayperactivity. The research method was a pretest-posttest with a control group in this study. The statistical society of this study included all children aged 7 to 9 are at jalaypour rehabilitation center in tehran in the academic year 96-95. For this purpose, 30 children were selected by available sampling. The research instruments consisted of sears resonance questionnaire (Merle, 2008). The experimental group was trained with family-centered structured games using Lego bricks in 16 sessions 60 minutes. The obtained data were analyzed by using analysis of covariance. The results showed that family-centered structured games using lego bricks had a significant effect on the resiliency subscale (self-regulatory, social capacity, responsibility) (p < 0.01). But this effect on the resiliency subscale (sympathy) was not significant (P> 0.01). Based on the findings, it can be concluded that the training of family-centered structured games using lego bricks improves the level of resilience children with attention deficit and hayperactivity. Therefore, family and educational institutions, and psychological and counseling services centers can benefit from this method to improve of resilience children with attention deficit and hayperactivity.