فصلنامه روانشناسی تربیتی
سال نوزدهم شماره 70 (زمستان 1402)

The present study was conducted with the aim of developing a model of happiness based on psychological well-being with the mediation of emotional intelligence in undergraduate students. The type of applied research and its method was descriptive correlation based on structural equations. The statistical population of the research consisted of all undergraduate students of the Islamic Azad University of Science and Research. In order to determine the sample size based on Klein's point of view in the structural equation model, 414 individuals were selected through cluster multistage random sampling. Oxford happiness (2002), Rief psychological well-being (2002) and Schott emotional intelligence (1998) questionnaires were used to collect data. Data analysis was done through structural modeling using Amos software. The results showed that psychological well-being and emotional intelligence have a positive and significant effect on students' happiness, and emotional intelligence among students positively and significantly mediates the effect of psychological well-being on happiness. It can be concluded that the psychological well-being of students acts as a protection against stressful events and has an essential role in influencing and improving the quality of life, mental health and happiness in different societies.

The aim of the present study was to investigate the impact of teacher self-disclosure on college EFL learners’ shyness with the mediating role of psychological security. It was a descriptive-correlational study with a survey method of research. The population consisted of all college EFL students in Mazandaran universities. Using Morgan’s Table, the sample size included 384 individuals. In order to collect the data, three questionnaires were utilized. The validity and reliability of the questionnaires were secured by using confirmatory factor analysis and Cronbach’s α. Moreover, to answer the research questions, structural equation modeling via LISREL software and to test the significance of the results, the Sobel Test was conducted. The findings demonstrated that teachers’ self-disclosure had a significant but reverse correlation with students’ shyness. Additionally, it was found that teachers’ self-disclosure had a significant impact on students’ shyness and psychological security. Also, considering the result of the Sobel Test, it was found that self-disclosure has an indirect effect on shyness with the mediating role of psychological security. Considering the greater magnitude of the indirect path over the direct path, it can be concluded that the mediating variable augmented the impact, thus confirming the mediating effect of psychological security.

Purpose and context: Although distance education is a new phenomenon in Iran, this method of education has been popular and welcomed in the world for many years. The new and relatively unknown method of this educational method in the country indicates the need to examine its strengths and weaknesses. Therefore, the present study was conducted with the aim of comparing the self-efficacy and emotions of teachers in distance education and perception of face-to-face education in the epidemic of COVID-19 in the secondary school of region one of Qom city. This study is a post-event causal-comparative study that was performed on 71 high school teachers in Qom in the academic year 1399-1400. The questionnaires were set at two different times of distance education (current) and perception of face-to-face education (in previous years). Considering that in order to conduct this research, we compared the scores of each person with himself in absenteeism and perception of presence, we used the t2 hoteling method (two-group maneuver) to compare different educational conditions. The results of data analysis showed that F is significant in teacher self-efficacy (and its components) as well as the components of teacher love, pleasure, sadness and anger. In-person training on teacher self-efficacy and its components and the emotions of love, pleasure, sadness and anger in high school during the period of the Quid 19 epidemic. There is no significant difference between the mean of total teacher excitement and the component of teacher fear emotion, which indicates the lack of effect of distance education on total emotion and the component of fear emotion in high school teachers during the COVID-19 epidemic.

The aim of this study was to evaluate the effectiveness of using Elkonin boxes on improving phonological awareness and reading fluency of students with reading learning disabilities. For this purpose, in an experimental single case design, 5 students (3 girls and 2 boys) of the third grade of primary school were selected. Using diagnostic reading test (Shirazi and Nilipour, 2005) and phonological awareness test (Dastjerdi and Soleimani, 2005), participants' reading fluency and phonological awareness were assessed before the intervention. Then, during 11 sessions, 44 words were taught to the participants individually. Finally, one week after the intervention, participants' reading fluency and phonological awareness were assessed again. In order to analyze the data, in addition to visual analysis of the chart, the recovery percentage and Wilcoxon statistical test were used. The results showed that the use of Elkonin Boxes had a statistically significant improvement in phonological awareness. Also, the reading fluency of the students participating in the study was significantly improved, both statistically and clinically. Elkonin Boxes as a phonetic and multisensory method can improve the phonological awareness and reading fluency of students with reading learning disabilities.

One of the most important periods affecting physical, mental and social growth and health is the adolescence period of every person, where personality formation and identification takes place in this sensitive period. The purpose of this study was to model happiness based on basic psychological needs with the mediation of adaptation in adolescents. The applied research method and the descriptive correlation method were based on the structural equation model. The statistical population consisted of all working female adolescents studying in the second year of high school, 352 of whom were selected using multi-stage cluster random sampling and were asked to answer the questionnaires of Oxford Happiness (2002), basic psychological needs of Desi et al (2001), and Sinha and Singh (1993) students' adaptability. Data analysis was done using a structural equation model. The findings showed that the adaptation variable has been able to play a mediating role in the relationship between basic psychological needs and happiness. It can be concluded that when motivations or internal rewards are stronger than external motivations, the implementation of psychological needs becomes easier and has a positive effect on adolescent adaptation; because adaptation is achieved through internal incentives and reinforcements, and in this way, by creating a positive inner feeling in adolescence, it leads to an increase in happiness in teenagers; therefore, by providing a healthy and dynamic environment that fits the individual and personality needs of every teenager, it is necessary to promise well-being and happiness in teenagers.

Helping, which is one of the types of prosocial behavior, refers to a voluntary action or activity that a person shows in order to help others. In this research, the goal was to build a valid and reliable tool to measure the helping structure. This research is of a descriptive-survey type and the statistical population studied were psychology and educational sciences students of Allameh Tabataba’i University in 1401-1402, who were selected through a multi-stage sampling method to the size of 242 of this population. After developing the questionnaire, internal consistency was examined through Cronbach's alpha coefficient and its construct validity through exploratory and confirmatory factor analysis. Factor analysis identified 5 factors including voluntary help, help to family and friends, help to relatives and strangers, small help, and temporary help. Also, the results showed that people have a greater desire to help their family and friends, which is consistent with the existing evolutionary theories in this field. The current research was conducted on students and cannot be generalized to other strata, so it is recommended that this tool be implemented in other strata and other age groups and its psychometric properties should be studied.

The purpose of this study was to investigate the effect of extraneous cognitive load on cognitive engagement and germane cognitive load of students: the effect of desirable difficulty. The design of this study was quasi-experimental with pre-test-post-test and control group, and the statistical population of the research included female students of high school in Esfahan in the academic year 2021-2022. 30 participants were selected by the available sampling method and assigned randomly to control and experimental groups. To induce extrinsic load, the text's disfluency effect was used. Thus, in the pre-test stage, both groups were given a text with fluent (readable) font to read for 10 minutes. They were then asked to indicate their evaluation of the text by answering the Cognitive Load Questionnaire (Klepsch & Seufert, 2017) and the Cognitive Engagement Subscale (Reeve, 2013). In the post-test, a text parallel to the pre-test text was given to the participants, with the difference that the text font of the experimental group was manipulated to be less readable. Then both groups were asked to answer the cognitive load and cognitive engagement questionnaires. Data were analyzed using MANCOVA. The results indicated a significant difference between experimental and control groups in terms of cognitive engagement and germane load. Therefore, it seems that a certain amount of extraneous load can stimulate a germane cognitive process, by creating cognitive engagement.

Self-esteem is one of the important characteristics of a person's personality, which plays an important role in his success in personal and social life. Self-esteem helps a person strive for success with more enthusiasm and motivation and be positive and optimistic about the future. The present research was conducted by meta-analysis method and by combining the research on the relationship between self-esteem and academic progress. The statistical population of the present meta-analysis of the available research is related to self-esteem and academic progress in the available computer databases in Iran, such as the Academic Jihad Scientific Database (SID), the Information Bank of the country's publications (Magiran), the database of Noor specialized magazines (NoorMagz) from 1386 to 1400 as well as foreign scientific databases Science Direct, PubMed and Google Scholar that were published in the years from 2000 to 2021. Based on the inclusion and exclusion criteria for primary research and sensitivity analysis, 57 effect sizes out of 64 studies were examined by CMA software. The results of this research showed that the effect size of the random model summary was equal to 0.333, which is statistically significant and indicates a positive relationship between self-esteem and academic achievement. As a result, paying attention to learners' self-esteem and formal education in educational environments is a necessity that should be considered more and more.