فصلنامه روانشناسی تربیتی
سال بیستم شماره 71 (بهار 1403)

The goal of this research was to create and develop a combined test specification table based on the approaches of "Marzano and Kendall" and "Anderson et al." for the sixth-grade basic science curriculum, using a research and development methodology. The study population encompassed all web-based testing tools and experts in the fields of assessment and measurement, software, and science. This article outlines two phases of the research and development process, taking an architectural perspective into account. The first phase involved a thorough analysis of needs and background, while the second phase encompassed the design, architecture, and formative evaluation. In the initial phase, we examined research literature and software related to question design. In the subsequent phase, two software prototypes developed. The first prototype established the initial software framework based on a combined approach, employing artificial intelligence chatGPT-4 to generate 406 behavioral verbs and 5137 behavioral objectives, which their validity confirmed by assessment and measurement experts. In the second prototype, the software architecture was designed as a web application using the PHP language for the backend, the Laravel framework, JavaScript language, and the React framework for the frontend, along with a MySQL database and the REST protocol for server communication. This phase also addressed and resolved the initial sample's issues and bugs. Furthermore, the input and feedback from other experts were incorporated into the final design.

The aim of this study was to extract the grounded theory model of Mindup in preschool children. The design of this research was a qualitative synthesis research of the TheoryGenerating Meta-synthesis type and was carried out using the sixstep method of Sandlowski and Barroso. In the first step, after selecting the Meta-synthesis team, the research questions were set up to extract the grounded theory model of the children's Mindup model and the criteria for including the articles were determined. In the second step, a systematic search of resources in Latin databases was performed . In the third step, the quality of the articles was evaluated and finally, according to the exclusion criteria, 37 original articles were selected. In the fourth step, open-source code was extracted using the classification technique and quantitative Meta-summery technique. In the fifth step, at first 119 open codes were extracted. Then all the factors extracted from the research were considered as open code and then according to the reduction rules, considering the concept of each code, it was summarized and decreased to 13 axial codes and 3 categories (Antecedents, processes and Consequences). In the sixth step, the findings were validated using validation and transferability techniques.

 The purpose of this study was to investigate the relationship between achievement goal orientation and academic engagement, by examining the mediating functions of perceived school climate and academic self-efficacy. The method of research was descriptive – correlational Type of path analysis and the statistical population included all students of all secondary school students of khorammabad in the academic year 2021-2022, that among the samples, 334 students are entered to the analysis by were selected using random cluster sampling. The data are collected by Achievement Goal Questionnaire Scale Elliot and McGregor (2002), School Climate Perception Scale Jia and et.al (2009), Academic Efficacy Scale Patrick, Hicks and Ryan (1997) and Study Engagement Scale (Reeve, 2013). The path analysis method was used to evaluate the relationships between variables. The results show that both mastery-approach goals and performance-avoidance goals have a positive, direct, predictive effect on students’ academic engagement. Additionally, both goal orientations indirectly predict academic engagement through perceived school climate and academic self-efficacy, separately. This study highlights the role of environmental as well as personal factors in facilitating self-regulated learning among students.

This study examined the mediating effect of teacher emotions on the relationship between teachers’ academic optimism and interpersonal teacher behavior model. In a sample consisting of 306 men teachers, the Teacher’ Academic Optimism Scale (TAOS, Woolfolk Hoy, Hoy & Kurz, 2008), the Teacher Emotion Inventory (TEI, Chen, 2016) and the Questionnaire on Teacher Interaction (QTI, Lourdusamy & Khine, 2001) were administered. Structural equation modeling was used to assess the mediating effects of teacher emotions on the relationship between teachers’ academic optimism and interpersonal teacher behavior. Results showed that there is a positive significant correlation between teachers’ academic optimism with positive emotions and positive interpersonal teacher behavior and a negative significant correlation with negative emotions and negative interpersonal teacher behavior. Results also indicated that there is a negative significant correlation between positive emotions with negative interpersonal teacher behavior and a positive significant correlation whit positive interpersonal teacher behavior and there is a negative significant correlation between negative emotions with positive interpersonal teacher behavior and a negative significant correlation whit negative interpersonal teacher behavior. Results showed that the fully mediated model of teacher emotions on the relationship between teachers’ academic optimism and interpersonal teacher behavior had acceptable fit to data. Overall, the results of the present study showed that trying to understand the interpretative capacities of academic optimism in predicting positive and negative models of teacher-student interpersonal behavior can be interpreted in the context of differentiation between positive and negative teachers' emotional experiences.

This study examined the mediating effect of teacher emotions on the relationship between teachers’ academic optimism and interpersonal teacher behavior model. In a sample consisting of 306 men teachers, the Teacher’ Academic Optimism Scale (TAOS, Woolfolk Hoy, Hoy & Kurz, 2008), the Teacher Emotion Inventory (TEI, Chen, 2016) and the Questionnaire on Teacher Interaction (QTI, Lourdusamy & Khine, 2001) were administered. Structural equation modeling was used to assess the mediating effects of teacher emotions on the relationship between teachers’ academic optimism and interpersonal teacher behavior. Results showed that there is a positive significant correlation between teachers’ academic optimism with positive emotions and positive interpersonal teacher behavior and a negative significant correlation with negative emotions and negative interpersonal teacher behavior. Results also indicated that there is a negative significant correlation between positive emotions with negative interpersonal teacher behavior and a positive significant correlation whit positive interpersonal teacher behavior and there is a negative significant correlation between negative emotions with positive interpersonal teacher behavior and a negative significant correlation whit negative interpersonal teacher behavior. Results showed that the fully mediated model of teacher emotions on the relationship between teachers’ academic optimism and interpersonal teacher behavior had acceptable fit to data. Overall, the results of the present study showed that trying to understand the interpretative capacities of academic optimism in predicting positive and negative models of teacher-student interpersonal behavior can be interpreted in the context of differentiation between positive and negative teachers' emotional experiences.

Design thinking in education is "a kind of learner-oriented and creative problem-solving to respond to ambiguous and complex issues of education and propose innovative issues." The benefits of using design thinking in teaching and learning have led to the need to design and validate the design model of design thinking education for technologists and educational designers, which has not been addressed in the researches reviewed, the need to respond to the existing research gap. The aim of the present research is To achieve this goal, the mixed research method was used in a sequential exploratory manner. With the method of qualitative content analysis, selected specialized texts from the systematic review in the period from 1980 to 2021, extracted from related domestic and foreign databases, were studied and analyzed. By identifying the components of design thinking and effective factors in educational design resulting from research findings on the one hand and with the appropriateness of the social constructive approach in design thinking education on the other hand, the proposed model was designed. In the proposed quantitative section, it was validated. For internal validation, the proposed model was sent to educational technology experts for judgment and validation. Findings and data analysis of the questionnaire showed that the proposed model has good internal validity and can be used for educational technology students.

The purpose of this research was to investigate the relationship between students' misbehavior and the desire to leave the service of teachers with the mediation of emotional exhaustion and the moderating role of emotional regulation. The current research was correlational. The statistical population of this research included all the elementary school teachers of Semnan city who were working in the academic year of 2011-2014 (723 people). The participants were 150 teachers (84 female teachers and 64 male teachers). A simple random sampling method was used. All of them completed the Jang (1995) emotional exhaustion questionnaire, the Gross and John (2003) emotional regulation questionnaire, the Kim et al. (2007) intention to quit questionnaire, and the Rostami and Rad students' behavioral bias questionnaire (2012). Hypotheses were tested with path analysis model and conditional process analysis. The findings showed that students' misbehavior had a direct structural effect on emotional exhaustion and the tendency to leave the service of teachers. Emotional exhaustion played a mediating role in the relationship between students' misbehavior and teachers' desire to leave. The moderating role of emotional regulation in the mediating relationship of emotional exhaustion was confirmed. At low levels of emotion regulation, the relationship between emotional exhaustion and the desire to leave the service was very mild and significant, but at high levels of emotion regulation, emotional exhaustion more strongly predicted the desire to leave the service. As a result, the antecedents of the desire to leave the service have complex structural relationships.

The aim of the present study was to investigate the mediating role of academic engagement in the relationship between personality traits and self- worth with academic self-efficacy in male high school students. In a correlational design, 306 male secondary school students of Gonabad city were selected in the year of 2023 with a multi-stage cluster sampling method, and the questionnaires of Neo personality traits (1985), self-worth by Krueger et al(2003), self The academic efficacy of Morgan and Jenks (1999) and the academic engagement of Rio (2013) were completed. Data analysis was done with Pearson correlation and structural equation modeling. The hypothesized model had a good fit with the data. The results showed that academic engagement plays a mediating role in the relationship between personality traits and self-esteem with academic self-efficacy, and self- worth has a greater indirect effect on academic self-efficacy, and the direct effects of personality traits and self- worth on academic self-efficacy were greater than their indirect effects through academic engagement. Based on this, it can be concluded that students' academic self-efficacy can be increased due to the relationship between personality traits and self-worth with academic involvement, and this issue is a positive predictor for students' academic self-efficacy.

The present study was conducted with the aim of analyzing the determinants of decisional procrastination among students and evaluating a structural equation model, in which self-regulation in concentration mediates the relationship between metacognitive beliefs about procrastination and decisional procrastination. Based on Cochran's formula, 391 students from three courses of undergraduate, master, and doctoral studies who were studying at Yazd University in the academic year of 2021-2022 were selected by cluster random method and completed the metacognitive beliefs about procrastination questionnaire (Fernie et al, 2009), the procrastination scale of the Melbourne decision-making questionnaire (Mann et al, 1997) and the self-regulation in concentration scale of the learning and study strategies questionnaire (Weinstein & Palmer, 2002). Data analysis was done using structural equation modeling and the hypothesized model was largely confirmed. The results of structural equation modeling showed that: positive and negative metacognitive beliefs about procrastination have a negative effect on self-regulation in concentration. Also, self-regulation in concentration plays a mediating role in the relationship between positive and negative metacognitive beliefs about procrastination and decisional procrastination. These findings provided a basis for examining decisional procrastination as an obstacle to academic success and emphasized the vital role of self-regulated learning strategies in predicting the tendency to delay in decision-making situations.

The aim of this research was to investigate the psychometric properties of Cognitive Error questionnaire. This questionnaire standardization by Lefebvre (1981) in German and Possel (2009) in American. The questionnaire inclusive 4 subscale of catastrophizing, overgeneralization, personalization, selective abstraction. This scale has 24 items.

Research and standardization of research methods to validate the psychometric and cognitive errors to identify the research is descriptive survey. Research population were consisted of all married men and women originally Iranian. 439 persan participate in this study selected from five city of TERAN, ESFAHAN, AHVAAZ, MASHHAD and KORDESTAN.

The Results approved a hypothesized four-factor structure of theory of cognitive error. Standardization Scales of the questionnaire was married to Iranian men and women.

Questionnaire demonstrates a good reliability and construct validity showing its reliability and applicability.Keywords: Normalization, Psychometric indices, Cognitive Error Questionnaire, students.Keywords: Normalization, Psychometric indices, Cognitive Error Questionnaire, students.