Psychometric characteristics of constructivist learning environment questionnaire
K
Barzegar Bafrooei
Assistant Professor, University of yazd
author
A
Sheykholeslami
Assistant Professor, University of Mohaghegh Ardabili
author
text
article
2014
per
The present study examined psychometric characteristics of constructivistlearning environment survey, including reliability, exploratory andconfirmatory factor analysis in preparation for use in educational research.For this purpose, a sample consisting of 646 high school students (328 girlsand 318 boys) with a cluster random sampling method from Yazd city highschools were selected. And were tested with the constructivist learningenvironment survey. Reliability of this instrument in terms of Cronbach'salpha coefficients for this sample was calculated and verified. Exploratoryfactor analysis results led to the extraction of 5 factors wich are consistentwith previous research. Confirmatory factor analysis results also showed thatthe five-factor structure is acceptable fit for the data. Therefore, According tothe good psychometric characteristics, constructivist learning environmentsurvey can be used for research related to the perception of the classroomenvironment.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
4
no.
2014
6
24
https://jsp.uma.ac.ir/article_1_4f2435f1caa4da9acd84b6def9736237.pdf
dx.doi.org/d_2_1_92_12_18_1
The relationship between problem solving and resilience and
high risk behavior in the students with high and low
educational achievement
S
Behzadpoor
M.A..student of clinical psychology, University of Allameh Tabataba'i
author
Z
Sadat Motahhary
M.A student of family therapy ,University of science and culture
author
P
Godarzy
M.A student of family therapy ,University of science and culture
author
text
article
2014
per
The aim of the present research was to determine the relationship betweenresilience and problem solving with high risk behaviors. Method of research wasex post facto and correlation. The statistical population of the present researchcomprised the female high school students with high and low achievement ineducational district nine of Tehran. The research sample consisted of 35 studentswith high educational achievement and 35 students with low educationalachievement. They were selected by multi-stage random cluster sampling method.Conner-Davidson Resilience Scale, Risk Behaviors Scale, and Kassidy & LongProblem Solving Style Questionnaire were used to gather data. The MANOVAresults showed that there was significant difference in resilience, problem solvingand high risk behavior between two groups. Mean scores of students with highachievement in resilience and creative problem solving style were greater thanthose of students with low achievement. Students with low achievement scoredhigher than students with high achievement in helplessness, control, avoidanceproblem solving styles and also high risk behavior. The results of Pearsoncorrelation coefficient showed that there is an inverse relationship betweenresilience and high risk behavior in two groups. There is a significant differencebetween helplessness, control and avoidance problem solving styles with high riskbehavior in students with low achievement. Also direct relationship was foundbetween controls, avoidance problem solving styles with high risk behavior instudents with high achievement. These findings can be useful for educational andcounseling services for students.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
4
no.
2014
25
42
https://jsp.uma.ac.ir/article_2_40bb23837b41da42b555066420e07210.pdf
dx.doi.org/d_2_92_12_18_2
The relationship between basic beliefs and perception of
parental relationships and students subjective well-being
E
Hejazi
Elaheh hejazi, associate professor in Tehran University
author
N
Sadeghi
Assistant professor, Tehran University
author
M
Shirzadifard
Ph.D. Candidate of Educational Psychology in Tehran University
author
text
article
2014
per
The current research is aimed to investigate the relationship betweenbasic beliefs and perception of parental relationships and subjective wellbeing.To do so, 655 high school students in Tehran (283 boys and 372girls), were selected through cluster sampling. They were asked to completethe Basic Beliefs Inventory (BBI), the Perception of Parents Scale (POPS),the Satisfaction with Life scale, and the Positive and Negative AffectionScales inventories. Results obtained from correlation and regressionanalyses showed that meaningful world belief, favorable self belief, parents’warmth perception, and perception of parents’ self-autonomy support arepositively and significantly related to subjective well-being. Meaningfulworld belief along with perception of parents’ warmth, favorable self belief,and parents’ self-autonomy support detemine 51% of changes in subjectivewell-being. Based on the results of the current study, it is concluded thatattempts to construct positive beliefs and optimizing parental relationshipshave important contributions to students’ subjective well-being.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
4
no.
2014
43
61
https://jsp.uma.ac.ir/article_3_e54667c35a02edcb1a12b56f5d25f777.pdf
dx.doi.org/d_2_92_12_18_3
Comparing the effects of game-based and traditional
teaching methods on students’ learning motivation and math
F
Dortaj
Associate Professor of Allameh Tabataba’i University
author
text
article
2014
per
The current study is an attempt to compare the effects of game-based andtraditional teaching methods on third grade male students' motivation and progressin math in Tehran City. The research method is quasi-experimental and it is basedon pretest-posttest procedure involving a control group. The sample included 60third grade male students which were equally divided into experimental and controlgroups through available sampling method. The researcher first selected a primaryschool in District 7 of Tehran, and then two classes out of its four third gradeclasses were selected. Afterwards, one of the classes was detrmined as the controlgroup and the other as the experiment group. The measurement tools of theresearch comprised (1) math motivation questionaire, (2) researcher-madeachievement test and (3) Ryan's IQ test. Descriptive statistical mehtods (mean,standard deviation, etc.) were applied to analyze data, and covariance was appliedin drawing conclusions. The results found through data analysis indicated that thereis statistically significant diference between the means of motivation andeducational progress of the students trained through game-based method and thestudents trained through traditional method. That is to say, motivation andachievement levels of students who had been trained through game-based teachingmethods were more campared to motivation and achievement levels of the studentswho had been trained through the traditional methods. Thus, it can be concludedthat the teaching style plays a substantial role in increasing students’ motivationand academic achievement.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
4
no.
2014
62
80
https://jsp.uma.ac.ir/article_4_8a25f319e7570341bc93ec4d1d8a1732.pdf
dx.doi.org/d_2_92_12_18_4
A comparative study of emotional intelligence and mind
reading between disciplined and undiscipline students
S
Rahmani
M. A Educational of psychology, Azarbayjan shahid madani University
author
J
Mesrabadi
PhD in Educational Psychology
author
T
Zavar
PhD in Educational Management
author
text
article
2014
per
One of the first steps in managing an effective class is to recognize thecharacteristics of disciplined and indisciplined students.The main purpose ofthis research was to compare emotional intelligence and mind reading indisciplined students and indiscipline students. The subjects consist of 384high school in 89-90 educational year in Tabriz city who were selected bymulti-stage cluster and purposive sampling method. Disciplined andundisciplined students based on two cut points were used for disciplinescore of boy and girls and school officials. Sharing emotional intelligenceand Baron-cohen mind reading test were used in the research. Data analysesby MANOVA, independent sample t-test.MANOVA test results showedthat there is a significant difference between two groups in terms of score,of emotional intelligence and mind reading. Also the results showed thatthere are significant differences between two groups in terms of mindreading and emotional intelligence, at the end the results of this researchshowed that high emotional intelligence discipline problems and thesestudents who have high mind reading discipline problems
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
4
no.
2014
81
97
https://jsp.uma.ac.ir/article_5_4c65d75a77d36d396adf829a3d476e8a.pdf
dx.doi.org/d_2_92_12_18_5
The effects of using problem solving and anger management
package on mental health and teaching style of preschool
teachers
M
Shokoohi-Yekta
Associatd professor of Tehran university
author
S
Akbari Zardkhaneh
Student of ph.D, Alame Tabatabaee university
author
KH
Shahmohammadi
Student of ph.D, Tehran university
author
text
article
2014
per
The aim of the present study was to investigate effectiveness of angercontrol and problem solving training on mental health and teaching style ofpre-school teachers. The sample included 32 female teachers of pre-schoolcenters in Tehran. The design of the study is quasi-experimental with singlegroup pre-test and pos-test design. Training workshops were held once aweek for 21 sessions and every session lasted for two-hours. Theintervention package used in this study included two parts: teachingproblem solving and anger management training. Assessment tools includedMental Health Inventory- 28, State- Trait Anger Expression Inventory, andTeaching Style. Before and after workshops, questionnaires were completedby the teachers. Results showed that teachers participation in the workshopslead to the increase of their scores on problem solving, and decrease onaggression, depression, anxiety and stress. Both means of well-being andpsychological distress factors in pre-test and pos-test stages showedsignificant differences, however, subscales of anger temperament, angercontrol-in, and anger control-out between the two stages showed nosignificant differences. The results revealed that the intervention packagewas effective, though permanent changes of personality characteristics needmore time and effort.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
4
no.
2014
98
117
https://jsp.uma.ac.ir/article_6_f45ac45080007a0b07a9ef695c06e858.pdf
dx.doi.org/d_2_92_12_18_6
A prediction model of academic achievement based on
cognitive and metacognitive strategies, achievement goals
orientation and spiritual intelligence in biology
J
Ashoori
Ph. D student in Educational Psychology, Islamic Azad University, Young Research
Club, Varamin-pishva Branch
author
SH
Azadmard
PhD student in Educational Psychology, Islamic Azad University of Esfahan Branch
author
S
Jalil Abkenar
M. A. in Psychology and Exceptional Children Education. University of Social Welfare & Rehabilitation
Sciences
author
M
Moeini Kia
Assistant Professor, university of Mohaghegh Ardabili
author
text
article
2014
per
The aim of this study was to offer a pattern for predicting academicachievement based on cognitive and metacognitive strategies, achievementgoals orientation and spiritual intelligence. The research design of this studywas descriptive-analysis of correlation type. In order to reach the goal ofthe research 400 high school students were selected using stratified randomsampling. All of them completed the revised achievement goals orientationquestionnaire (AGQ), motivational strategies for learning questionnaire(MSLQ) and the spiritual intelligence questionnaire (SIQ). Teacher-madetests were considered as indicator of academic achievement on biologylesson. The data were analyzed using path analysis. The results of regressionanalysis confirmed the Intermediatry role of cognitive and metacognitivestrategies and spiritual intelligence between achievement goals orientationand academic achievement. Also, Performance-avoidance goal had a directand negative effect on academic achievement (p<0/01). So to increase theacademic achievement in biology the first step must be training masteryapproach goal, then training metacognitive self-regulation and finally beaware of the negative consequences of performance-avoidance goal.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
4
no.
2014
118
136
https://jsp.uma.ac.ir/article_7_891c515b369c275ebebf0029f436f18e.pdf
dx.doi.org/d_2_92_12_18_7
The relationship between parenting styles, shyness and
creativity in the gifted
F
Farahini
Ph.D. student of psychology, Tehran University
author
GH.A
Afrooz
Distinguished professor of Psychology , Tehran University
author
K
Rasoolzadeh-Tabatabaiee
Associated Professor of Psychology ,University of Tarbiat Modares
author
text
article
2014
per
Not every gifted is necessarily creative, but fully utilizing the intelligenceis impossible without creativity. Therefore the study on factors of creativityamong the gifted is necessary.The aim of this study is to investigate therelationship between parenting styles and shyness with creativity among thegifted.In this study, we have selected 237 female students from Tehran's“Sampad” high schools using cluster random sampling method and applying“Bumrind parenting styles scale”, “Stanford Shyness Test” and “AbediCreativity Scale” as the main tools for the investigation.Thereafter, datawere analyzed by chi-square and phi coefficient, beside the descriptivestatistics methods. Results revealed that in the parenting style group ofmaternal logical discipline, the least frequency of low shyness is for thelowest and low levels of creativity and the highest frequency is for the highand very high levels of creativity. The comparison between levels ofcreativity and levels of shyness according to the logical parenting styleshowed a correlation of 0.51 with a significance level of less than 0.0001and a significant difference between groups via chi square test. In otherwords, most of the individuals who underwent logical discipline parentingstyle and had low levels of shyness, hold a higher than medium levels ofcreativity.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
4
no.
2014
137
153
https://jsp.uma.ac.ir/article_8_f2386bad026b4c0bd80ff7d4e895c0e0.pdf
dx.doi.org/d_2_92_12_18_8
Investigating the problems of self-educating, lesson planning,
assessment and external factors in distance-education from
students’ point of view: challenges and solutions
G
Farzaneh
Education ph. D. Payam Noor university of Ardabil
author
text
article
2014
per
The main aim of the present study is investigatig the problems of selfeducating,lesson planning, assessment and external factors in distanceeducationfrom students’ point of view. The research method, regarding itstheme, is descriptive-survey and cross-sectional type. To achieve theobjective of the study, from the research population including all students indistance education of Ardabil city in the academic year 1387-1388, 112students were selected using a multistage cluster sampling. To collect therequired data, two researcher-made questionnaires have been used. Theresults showed that students in all research questions (self-studing, lessonplanning, assessment and external factors), evaluated the problems higherthan their average bound. Based on the results of the present study, it can beconcluded that to develop and implement distance learning systems ineducation the following recommendations can be taken into account: 1 - Todevelop a distance education system, government programs should be fullydeveloped and implemented. 2 – To implement a distance education system,expert staff should be used. 3 – In a distance education system, analyticalinformation and marketing services mut be develpped legally and undersupervision. 4 – In a distance education system, communication andinformation infrastructure must be completed. 5 – To develop a distanceeducation system, teaching methods, scientific methods and otherprocedures must be completed. 6 - Individual control mechanisms should beestablished in distance education system.
Journal of School Psychology
University of Mohaghegh Ardabili
22520821
2
v.
4
no.
2014
154
169
https://jsp.uma.ac.ir/article_9_e9898a7e3de480c7884b4f17157a1927.pdf
dx.doi.org/d_2_92_12_18_9