فصلنامه روان شناسی مدرسه
سال سیزدهم شماره 1 (پیاپی 49، بهار 1403)

The purpose of this research was to present the model of experience management in educational organizations.

The present research method is mixed or combined. The statistical population of the research in the qualitative part includes all the documentation experts based in the education departments and educational management specialists in the number of 24 people and in the quantitative part includes all the educational directors of the secondary schools of Ardabil province in the number of 265 people working in the academic year of  2019-2020. The sampling method in the qualitative part was theoretical and purposive sampling, and in the quantitative part, they were selected by cluster and random sampling. The number of samples in the qualitative section was 19 and in the quantitative section was 129. The data collection tool was used in the qualitative part through semi-structured interviews and in the quantitative part through researcher-made questionnaires. Qualitative data analysis was done using qualitative content analysis using a systematic research plan, and in its quantitative part, descriptive statistics analyzers were used in SPSS software.

The results showed that the influencing factors on experience management in the educational organization, including the challenges of strategies and consequences, are in the first place, followed by causal and contextual factors, cultural, social and managerial indicators, and finally, central phenomena.

On the one hand, experience management is effective from contextual causal factors, central, cultural and social, managerial phenomena, strategies and consequences, and on the other hand, it has an impact on documenting experiences.

Asthma, as one of the common diseases and one of the most serious health problems, can cause many physical and psychological problems. Therefore, the use of psychological interventions to adjust psychological correlations is an inevitable necessity. This research was conducted with the aim of the effectiveness of emotion regulation training on perceived stress and self-control of students with asthma. In terms of the purpose of this research, it is an applied research and in terms of data collection, this research is a semi-experimental research. The statistical population of this research consists of all adolescents with asthma in Shiraz. The research sample was 30 students with asthma who were selected by purposeful sampling and randomly assigned to the emotional regulation training group (15 people) and the control group (15 people). The research sample answered the perceived stress questionnaire (Cohen, 1983) and self-control (Tanji et al., 2004) before and after the emotional regulation training in the experimental and control groups. Emotion regulation training was implemented using Gratz et al.'s (2006) model in the experimental group; And the control group did not receive any intervention during this period. The collected data were analyzed using multivariate analysis of covariance (MANCOVA). The results of multivariate covariance analysis showed that emotional regulation training is effective on perceived stress and self-control of adolescents with asthma (P≥0.001). Based on the results of this research, it is possible to benefit from emotional regulation training as suitable educational programs to improve stress and manage behavior and emotions.

the purpose of this study was to investigate the structural relation of adjustment based on body image with mediating body image role of cognitive emotion regulation strategies in adolescent students.

The research method was descriptive and correlational. The population of the study consisted of all high school students in Andimeshk in the academic year of 2022-2023 that number of 332 was selected by random cluster sampling method. The instruments included The Multidimensional Body- Self Relations questionnaire Cash et al (1997), the adjustment questionnaire Sinha and Singh (1993), and the emotional regulation strategies questionnaire Garnefski (2002). Research data using Pearson correlation and structural equation modeling by SPSS 24 and Amos24 are investigated.

The results showed that body image has a direct and significant effect on students' adjustment ( p < 0.05 ). also, cognitive emotion regulation has a mediating role in the relationship between body image and adjustment ( p < 0.05).

according to research findings, body image by mediating cognitive emotion regulation strategies can influence the adjustment of adolescent students. Therefore it is suggested that interventions based on body image improvement and positive emotion regulation strategies for improving the adaptation of adolescent students are considered

The aim of this study was to Compilation and Validation of Dynamic Mindset instrucational Package based on Inteligence Believes theory of Dweck and determining of its Effectiveness on Academic Motivation of Female Students.

The research method was quasi-experimental with pretest-posttest and follow-up with the control group. The statistical population of the present study consisted of all female high school students in the 18th district of Tehran in the academic year of 2020- 21. From this statistical population, 36 students were selected by simple random sampling and were randomly replaced in tow experimental and control groups (N= 18). Data were collected using the inteligence Beliefs Questionnaire (Dupira & Marineh, 2005) and academic motivation (Vallerand et al., 1992).The experimental group received a dynamic mindset training package in 8 sessions of 90 minutes and the control group did not receive any training.

The content validity index for all objectives in the training package was between 0/9 to1, and the content validity ratio for all objectives in the educational protocol was 0/8 to 1/1. Also, the results of analysis of variance showed that there was a significant difference between the mean scores of academic motivation of the subjects in the pre-test, post-test and follow-up stages (P <0.05).

The results of this study showed that the dynamic mindest training package has acceptable content validity and has the ability to promote academic motivation. Therefore, therapists and educators can use the current package to enhance students' progress in addition to the previous methods

Objective The aim of this study was to investigate the psychological dimensions of coronavirus on virtual education of primary school students in Ardabil.Methods The method of qualitative research was narrative research. The statistical population of the study consisted of all parents, students and primary school teachers in Ardabil in the academic year 2020-2021, among which purposefully, about 17 parents, 12 teachers and 17 students to sample adequacy and theoretical satiety were selected and responded to the researchers' interviews. Conventionally coded thematic analysis was used to analyze the information obtained from the interviews.Results The results of coding showed that 266 concepts and 31 categories were classified into 5 themes (stress, depression, anxiety, aggression and physical complaints).Conclusion Accordingly, e-learning for the above audiences has been associated with various psychological dimensions, including stress or psychological pressure, and the existing stress has been reported with anxiety and depression, and finally with symptoms of aggression and physical complaints of students and to some extent with teachers. Psychology by school counselors.

The aim study was conducted with the aim of evaluating the effectiveness of cognitive self-compassion and emotion regulation training on motivational self-regulation and social and adaptive functioning of female students with anxiety in Tehran.

The statistical sample consisted of 81 people who were selected by available sampling method and were examined in the form of three groups: the first experiment (28 people), the second experiment (25 people) and the control group (28 people). This research is a type of semi-experimental research in the form of a pre-test and post-test design with a control group. Three standard questionnaires of motivational self-regulation, social and adaptive functions and Beck's anxiety were used to measure. Independent variables were developed in the form of two educational protocols and implemented in the first and second experimental groups. Multigroup covariance analysis was used to analyze the data.

 The results showed that cognitive self-compassion training has no effect on the motivational self-regulation of female students with anxiety (P < 0.05), cognitive self-compassion training has an effect on the social and adaptive function of female students with anxiety (P 0.01) >), emotion regulation training is effective on motivational self-regulation of female students with anxiety (P<0.01), emotion regulation training is effective on social and adaptive functioning of female students with anxiety (P<0.01) Emotion regulation training on motivational self-regulation of female students with anxiety is more effective than cognitive self-compassion training (P>0.01) and between the effectiveness of cognitive self-compassion training and emotion regulation on the social and adaptive functioning of female students with anxiety. There is no significant difference between anxiety (P>0.05).

 Two methods of teaching cognitive self-compassion and emotion regulation can be used to improve motivational self-regulation and social and adaptive functioning of students with anxiety

 The main purpose of the research is to compare mathematics education through storytelling in elementary schools in Iran and Azerbaijan. The type of research is applied and the research method is quasi-experimental with a pre-test-post-test design with a control group. Data collection has been done by library and field method. The statistical population of this research was all fourth grade students in the cities of Baku, Azerbaijan and Ardabil, Iran in the academic year of 1401-1402. The results obtained from data analysis through Kolmogorov Smirnov and independent two-sample T tests showed that storytelling has significant effects on math learning. According to the results of the present study, it can be said that teaching mathematics through storytelling is an effective and efficient intervention for students.

The purpose of the present study is to investigate the mediation role of sensation-seeking in the relationship between time perspective with video-computer games Addiction in high school boy students.

The method of this study was descriptive-correlational. The statistical population of the study was all boy students of the first grade of high school in Tehran in the academic year 2018-2019 and the sample size consisted of 405 students who were selected through multistage cluster random sampling.  The data were collected using video-computer games Addiction scale of Anuthawarn, time perspective scale of Zimbardo and sensation-seeking scale of Arnett. Data were analyzed using Pearson correlation, regression and path analysis.

The results showed that positive past, negative past, hedonistic present and future orientation (respectively with 0/143, 0/286, 0/246, 0/198) affect on sensation-seeking and (respectively with -0/236, 0/197, 0/135, -0/152) affect on video-computer games Addiction, on the other hand, sensation-seeking (0/285) affect on video-computer games Addiction. According to the findings, it can be said that sensation-seeking mediates the relationship between positive past, negative past, hedonistic present and future orientation with video-computer games Addiction.

Different dimensions of time perspective have an affect on video-computer games Addiction both directly and indirectly through sensation-seeking. Thus, changing or reinforcing people's attitudes toward their experiences in different dimensions of time can reduce the level of video-game addiction among them.

The purpose of this study was to investigate effectiveness ethical intelligence skills training on empathy in bullying male students. The research method was experimental with pretest-posttest design with control group. The statistical population of study included male students are studying in the secondary school of Ardabil city in the academic year 2018-2019. To select the sample, first, using a cluster random sampling method, an area was selected from the education districts of Ardabil. Then, two schools were selected from the boys' secondary schools in this area, a bullying questionnaire was distributed among the students of these schools, and finally 40 students with the highest score in the bullying questionnaire were selected and randomly divided into two experimental groups (20 people) and the control group (20 people) were replaced. The experimental group received 11 sessions of moral intelligence skills training. Data were collected using the Basic Empathy Scale of Juliff and Farrington Scale (2006) and the Bullying/Victim Olvius Questionnaire (1986). Data were analyzed by multivariable co-variance test. The results showed that bullying students in the experimental group were significantly more empathy than the control group in the post-test (P<0/01). Therefore, it can be concluded that teaching moral intelligence skills is effective in increasing bullying students' empathy.

The aim of this study was to examine Comparison of the effectiveness of cognitive rehabilitation program based on prospective memory and emotion regulation program on behavioral problems a of students with attention deficit hyperactivity disorder. This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of chidren with ADHD who had been referred by the schools to the counseling Center of Boushehr provinces in 2019-2020 school year. Of these, using convenience sampling and considering the requirements of the research project based on Conner's Parents Rating Scale (CPRS, 1960) and the fifth Diagnostic and Statistical Manual of Mental Disorder (DSM-5), 45 students were selected and assigned to two experimental group and a control group. Conner's Parents Rating Scale (CPRS, 1960) were utilized. The cognitive rehabilitation experimental group received 8 sessions (60 minutes each) of group training and emotion regulation experimental group received 18 sessions (60 minutes each). For statistical data analysis, variance analysis with repeated measures is used. Findings showed that cognitive rehabilitation and emotion regulation training have a significant effect on on behavioral problems of students with attention deficit hyperactivity disorder and this effect remains unchanged in the two-month follow-up phase. Finally, we may conclude that cognitive rehabilitation and emotion regulation training, as an effective and functional intervention, could be used to improve inhibition and attention performance of students with attention deficit hyperactivity disorder.