مجله مطالعات روانشناسی تربیتی
پیاپی 53 (بهار 1403)

Dropping out of education every year plagues educational systems so it’s important to improve the mental health of students who drop out. The purpose of this study is to investigate the effectiveness of education based on the cognitive-metacognitive-behavioral model and the proficiency of making an app on the problem-solving style of teenage girls who dropped out. The research is semi-experimental and the sample group was selected voluntarily and included 25 teenage girls who dropped out, who were randomly assigned to 3 groups. One group was trained in both protocols, one group was trained in the application development protocol, and the other group was control. The research tool was Cassidy and Long's (1996) problem solving style questionnaire, which was used as a pre- and post-test. The data were analyzed by analysis of covariance. This research showed that the difference between the 3 groups in non-constructive style wasn’t significant, because academic failure leads to the formation of negative self-concept, which takes time to change. The difference between the 3 groups in the constructive style was significant. The combination of training was able to help the participants cognitively, behaviorally and skillfully in order to increase their scores in constructive problem solving style.

The aim of the current research was to investigate the effectiveness of education based on the social-emotional competence model on the sense of belonging to school and the academic adjustment of elementary school boys in Khorramabad city. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the present study included all male elementary school students in Khorramabad city in the academic year of 2022-2023. Among the statistical population, 30 students from three grades (4th, 5th, 6th) were selected by available sampling method and then assigned to two experimental (15 people) and control (15 people) groups by random sampling. The experimental group underwent social-emotional competence training during 9 sessions of 50 minutes, but the control group did not receive the training certificate. The tools used in the current research were the school belongingness questionnaire by Berry and Betty (2005) and the academic adjustment questionnaire by Baker and Seriak (1984). In order to analyze the data, univariate and multivariate analysis of covariance (MANCOVA) was used.

The results of the analysis of the research findings showed that the education based on the social-emotional competence model is effective on the sense of belonging to the school and the academic adjustment of the students (p<0.05). In other words, the average scores of the subjects of the experimental group in the post-test were higher than those of the control group in the feeling of belonging to the school and academic adjustment.

One of the important foundations in the teaching and learning process is the educational interactions that provide the basis for improving education, academic silence is a psychological phenomenon that prevents the interaction and active participation of students in the classroom. Therefore, it leads to a decrease in the effectiveness of teaching in educational environments. The aim of the current research is to know the factors affecting the academic silence of high school students in educational environments. The method of the current research is content analysis, the study population of this research was all those involved in education and stakeholders in the secondary school of Zahedan city. Participants in the research were selected through purposeful criterion-based sampling and the data collection process continued until theoretical saturation was reached. Participants in the research included 15 middle school teachers and 9 students. The data collection tool in this research is a semi-structured interview. Data collection was done using Max Kyuda software. The theme analysis approach in this research was the theme network approach. In order to check the reliability and originality, the criteria of Goba and Lincoln (1980) method were used. The analysis of the results shows four main dimensions affecting students' silence in the classroom, including individual factors, educational factors, structural factors, and cultural factors. According to the results, it can be concluded that students' academic silence depends on various factors that need attention.

This research was conducted with the aim of determining the effect of teaching selfdetermination skills on students' academic emotions, academic self-concept and responsibility. The method of semi-experimental research was pre-test-post-test with a control group. The statistical population of this research included all 11th grade female students of middle school in the academic year of 2022-2023 in number of 30 people who were selected by purposive sampling method and then they were equally divided into two experimental and control groups. Self-determination training based on the theory of Desi and Ryan (2000) was conducted on the students of the experimental group during 10 sessions of 60 minutes, two sessions per week. The research tools were academic emotions questionnaire (Pekran et al., 2002), academic self-concept (Yesenchen, 2004), students' responsibility (Lewis, 2001) and self-determination educational package (Desi and Ryan, 2000). The findings showed that teaching self-determination skills had a positive and significant effect on students' academic emotions and was able to increase the amount of positive academic emotions and reduce negative academic emotions. Also, teaching selfdetermination skills had a positive and significant effect on students' academic selfconcept (and its components) and was able to improve the level of students' academic self-concept. The results also indicated that teaching self-determination skills on responsibility (and its components) in students was effective and increased the level of responsibility in students. According to the results, it can be concluded that by teaching students self-determination skills, responsibility and academic selfconcept can be improved and positive academic emotions can be increased and negative emotions can be reduced

The aim of the present study was to investigate the mediating role of personal and social responsibility in the relationship between social capital and students' altruism. The research method was descriptive-survey type. And the statistical population was the students of physical education conservatories in Sistan and Baluchestan province, 285 person were selected as a statistical sample from the cluster sampling method. The data collection tools included was the standard questionnaires was by personal and social responsibility of Lee et al (2008), Social capital Khalifa Soltani et al. (2021) and altruism by Manzur and Olavarrieta (2021). Face and content validity were used to check the validity of the questionnaires.The data was analyzed through structural equation modeling using Lisrel software. Structural equation modeling analyzes confirmed the suitability of the proposed model. The results showed that the positive and direct effects of social capital and personal and social responsibility have positive and direct effects on altruism. Also, the positive and indirect effect of social capital through personal and social responsibility on students' altruism was shown. According to the results of the research, one of the methods of persuading students to engage in extra-role behaviors for altruism, improving social capital and personal and social responsibility.

The Porpouse of this study was to investigate the effectiveness of kindness training on academic resilience and interpersonal forgiveness. An experimental design was employed with pretest, posttest and control group. The population of this study included all female students of the third grade of high school in Zahedan city in the academic year 2022-2023. The sample consisted of 30 students which were randomly selected in two groups of 15 experimental and control. The data collection instrument was questionnaires on academic resilience and interpersonal forgiveness that all participants completed as the pre-test. Then, the kindness training was conducted in the experimental group for eight sessions. Finally, the same questionnaire was completed by both experimental and control groups. Then, the data was analyzed using covariance analysis. The findings indicated kindness training can affect academic resilience and interpersonal forgiveness. The findings indicated kindness training can affect academic resilience and interpersonal forgiveness. The findings indicated kindness training can affect academic resilience and interpersonal forgiveness.. According to the results of this research, it is suggested to develop a program of teaching kindness in schools in order to increase resilience and interpersonal forgiveness of students.

the present study was conducted with the aim of investigating the effects of critical thinking training on the improvement of the dark trinity of the personality of elite student athletes. The current research was semi-experimental with a pre-test-post-test design with two control and experimental groups. The statistical population of the research was elite male athletes and 30 people (10 people in the experimental group and 10 people in the control group) were selected and participated in the research as a sample. In the pre-test, all the subjects completed the critical thinking questionnaires (Heipel (2005) and Fisher (1986) and the dark triad of personality (Jennison and Webster). Then the experimental group completed eight 90-minute sessions. received the intervention of critical thinking. The results showed that the scores of Machiavellianism and antisocial personality traits in the experimental group were 7.502 and 6.610, respectively, and their comparison with the control group values were 11.498 and 11.498, respectively. 12.323 indicates the significant effect of critical thinking training intervention among elite athletes (F(1,25) = 31.992, p < 0.001 and F (1, 25) = 62.353, p < 0.001 ). The same results indicate the fact that the effect of the intervention in reducing narcissism in the experimental group was not significant compared to the control group. The values of narcissism in the experimental and control groups were 20.435 and 20.298, respectively. (F(1,25)=0.174, p<0.682). Therefore, it can be suggested to use the critical thinking method to increase the performance of elite athletes with dark triad of personality.

The purpose of the present study was to compare the bullying and social exclusion between boy and girl primary and secondary high school students of Isfahan city in the academic year of 2022 – 2023. The research method was causal – comparative study. The population of this study consisted of all boy and girl primary and secondary high school students of Isfahan city that including 130068 students. The sample size using G Power Software included 316 boy and girl primary and secondary high school students that consisting of 158 boy and 158 girl students which were selected through convenience sampling method. To collect the data Illinois Bullying (2001) and Social Exclusion Questionnaires (Modaresi Yazdi, Farahmand, and Afshani, 2016) were used. The reliability of questioners were .83 for bulling and .79 for social exclusion, respectively. To analyze the data one way MANOVA was used and results revealed that there was a significant difference between boy and girl students on the mean scores of battling sub – scale of bullying and inability sub – scale of social exclusion. Boy students obtained significantly higher mean scores in comparison to girl students (p<.05). But there was not observed any significant differences on the mean scores of the other sub – scales of bullying and social exclusion. Therefore, according to the results of this research, it can be concluded that one of the reasons why boy students engage in physical aggression compared to girl students is their defensive behavior in front of self-protection. It can also be concluded that during adolescence, boy students lack important skills that can reduce loneliness and social isolation, and girl students have effective communication skills, and this issue can reduce social isolation, especially the level of disability in them.

Paying attention to emotions and emotions and their management in students is very important and needs to be investigated. The aim of the current research was to study the lived experiences of teachers and professionals regarding the challenges governing the management of emotions and emotions and to provide solutions for it, and the research method was also a qualitative phenomenology type. The interviewees of the research included all teachers and specialists in education, psychology and counseling in Ardabil city in the academic year of 1401-1402. To select the participants, a purposeful and saturation sampling method was used, and in this research, 21 people were teachers and 19 people were experts. Data were collected using in-depth and semi-structured interviews and two-way dialogue. To determine the validity and reliability of the interviews, triangulation or triangulation technique, member control technique, parallel accurate information acquisition technique and researchers' self-review were done. In the interview with the teachers, the majority of them emphasized the existence of challenges such as individual, family, school and educational challenges in managing students' emotions and emotions and presented solutions including social solutions, family-oriented solutions and education-oriented solutions for it. Experts also listed solutions such as recognizing, explaining and justifying children, solutions related to the family and improving the abilities of school staff. The results of the research indicate that the management of students' emotions and emotions requires more capabilities and skills of families, school and society agents, and it seems that the current situation is far from the ideal situation of those capabilities and skills. From this point of view, it seems necessary to prepare necessary empowerment programs in order to manage students' emotions and emotions for families, school and society.

Problem solving is one of the most important skills that all people, especially students, should learn in order to be able to use it when facing life's challenges and problems. In collaborative problem solving, the work is divided among the members of a group and they use their skills and knowledge to find a suitable solution. The current research was conducted with the aim of creating a standard tool to measure students' collaborative problem solving skills.The present research method was descriptive-correlation type. The statistical population of the study included 2500 Students of Farhangian University of Kerman in the academic year 1401-1400, of which 335 people were selected by random sampling based on Morgan's table. The form and content validity of the questionnaire was checked and confirmed by 5 experts in the field of psychology and its reliability using Cronbach's alpha method and confirmatory factor analysis. Data were analyzed using SPSS-26, LISREL and SmartPLS software.Cronbach's alpha coefficient of the questionnaire was calculated as 0.96. Factor loads of all subscales with relevant items were greater than 0.4, all of which were significant (p <0.001). The values of Cronbach's alpha and the combined reliability coefficient for the subscales were calculated to be more than 0.7, which confirms the internal and external reliability of the subscales. The results of the confirmatory factor analysis indicate a stronger relationship of the subscales of following participation rules, communicating with team members and explaining roles and team organization with collaborative problem solving. Therefore, it can be concluded that the skills of effective communication and teamwork among students are weak and the training of these skills should be included in the agenda of schools and universities.