University of Mohaghegh ArdabiliJournal of School Psychology225208217120180522Epidemiology of stuttering in primary school students and family factors associated with itEpidemiology of stuttering in primary school students and family factors associated with it72665410.22098/jsp.2018.654FASAghajaniAssistant of Psychology, University of Mohaghegh ArdabiliRGhorbaniM.A of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.Journal Article20180612The aim of this study was Epidemiology of stuttering in primary school students and family factors associated with tithe research is descriptive and causal-comparative and also a cross-sectional survey. The target population included all elementary school students in Ardabil city in the school year 1395- 1394.This study was a multi-stage cluster sampling method that based on this method after the identification, 30 individuals with stuttering and 30 individuals were selected for comparison. Data collection took place with revised questionnaire Family communication patterns, ratings of parent-child, parent conflict and the World Health Organization Quality of Life. Data analysis was performed using discriminant analysis. The results showed that 4.91 percent of the studied samples were stuttering. The prevalence of stuttering in male studentswas 6.08 percent and was 3.16 percent in female students. Components of children's protection, personal relationship with their relatives and family relationship with spouse and friends in parents of children without stuttering are more than students with stuttering. In addition, pattern-orientated dialogue was higher at students without stuttering and conformity orientation pattern was higher in students with stuttering. The relationship between the parent (mothers and fathers) with children were more in students without stuttering. In addition, quality of life and mental health components and environmental health in the parents of students without stuttering was more than parents with stuttering students. According to these results, it can be said that the prevalence of stuttering among primary school students in Ardabil city is along with other areas and the role of family variables in the prevalence of stuttering is more pronounced.The aim of this study was Epidemiology of stuttering in primary school students and family factors associated with tithe research is descriptive and causal-comparative and also a cross-sectional survey. The target population included all elementary school students in Ardabil city in the school year 1395- 1394.This study was a multi-stage cluster sampling method that based on this method after the identification, 30 individuals with stuttering and 30 individuals were selected for comparison. Data collection took place with revised questionnaire Family communication patterns, ratings of parent-child, parent conflict and the World Health Organization Quality of Life. Data analysis was performed using discriminant analysis. The results showed that 4.91 percent of the studied samples were stuttering. The prevalence of stuttering in male studentswas 6.08 percent and was 3.16 percent in female students. Components of children's protection, personal relationship with their relatives and family relationship with spouse and friends in parents of children without stuttering are more than students with stuttering. In addition, pattern-orientated dialogue was higher at students without stuttering and conformity orientation pattern was higher in students with stuttering. The relationship between the parent (mothers and fathers) with children were more in students without stuttering. In addition, quality of life and mental health components and environmental health in the parents of students without stuttering was more than parents with stuttering students. According to these results, it can be said that the prevalence of stuttering among primary school students in Ardabil city is along with other areas and the role of family variables in the prevalence of stuttering is more pronounced.https://jsp.uma.ac.ir/article_654_1af8925c4f664c2546b29555fe474841.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217120180522Evaluating human capital in physical education curricula for students with intellectual disability in TehranEvaluating human capital in physical education curricula for students with intellectual disability in Tehran274965510.22098/jsp.2018.655FAAArjmandniaAssociate Professor of Psychology, University of TehranSGhiasi NodooshanAssistant professor of Educational Planning & Management Allameh Tabataba’i UniversityJournal Article20180612The aim of this study was evaluate human source in physical education curriculum in special schools (that teaches students with intellectual disability) in Iran. In this research conducted with research and development (R&D) method, after forming evaluation committee and diagnosing goals and objectives, factors, criteria, and weights were determined. The factors assigned in this research included physical education teacher, school manager, technical–discipline committee of sports tournaments, and sports association for students with intellectual disability. After planning examination criteria for factors, the committee determined the resource of collecting data. The required data were collected with researcher-made checklists. The scales that were conducted included 1. School manager's checklist, 2. physical educator's checklist, and 3. expert's checklist. These scales were prepared based on documents and professional perspectives. These scales were adapted with factors and evaluation criteria. 20 managers and 20 physical educators from 20 special schools in Tehran were selected as the available sample. All experts in exceptional student's organization were selected too. The results showed that the sum of observed weights was 63.6%. Differential weights for the factors were 72% physical educator, 73.5% school manager, 47.39% technical–discipline committee of sports tournaments, 26.5% sports association for students with intellectual disability. Further information and applied recommendations were presented in the article.The aim of this study was evaluate human source in physical education curriculum in special schools (that teaches students with intellectual disability) in Iran. In this research conducted with research and development (R&D) method, after forming evaluation committee and diagnosing goals and objectives, factors, criteria, and weights were determined. The factors assigned in this research included physical education teacher, school manager, technical–discipline committee of sports tournaments, and sports association for students with intellectual disability. After planning examination criteria for factors, the committee determined the resource of collecting data. The required data were collected with researcher-made checklists. The scales that were conducted included 1. School manager's checklist, 2. physical educator's checklist, and 3. expert's checklist. These scales were prepared based on documents and professional perspectives. These scales were adapted with factors and evaluation criteria. 20 managers and 20 physical educators from 20 special schools in Tehran were selected as the available sample. All experts in exceptional student's organization were selected too. The results showed that the sum of observed weights was 63.6%. Differential weights for the factors were 72% physical educator, 73.5% school manager, 47.39% technical–discipline committee of sports tournaments, 26.5% sports association for students with intellectual disability. Further information and applied recommendations were presented in the article.https://jsp.uma.ac.ir/article_655_2df7273b5be80a5eef4cffb546524e86.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217120180522The impact of school leadership competencies on deeper student learningThe impact of school leadership competencies on deeper student learning506565610.22098/jsp.2018.656FADAfrouzPh.D. in Management, Ardabil Branch, Islamic Azad University, Ardabil, IranYNamvarAssociate Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran.SSattariAssociate Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, IranJournal Article20180612The purpose of this study was to investigate the effect of knowledge leadership competencies on deepening student learning. The research method was exploratory (qualitative-quantitative). The population of the study included all the managers of the first and second grade schools of Ardebil during 2016-2017. The sample was selected using theoretical qualitative data. 70 people were selected in the qualitative stage and 178 persons in the quantitative stage using Morgan sampling method. The data were collected by interviewing the focal groups and a five-point Likert questionnaire. Data were analyzed by one-sample t-test and four components of leadership competency were identified. Knowledge of one of these components, with a specific amount of 54.28 was identified and validated on effective factors. In this regard, knowledge gained through the "admissible admission time" as a component of the competencies of individual admission leadership in students in the stage of diagnostic assessment of teaching was effective.The purpose of this study was to investigate the effect of knowledge leadership competencies on deepening student learning. The research method was exploratory (qualitative-quantitative). The population of the study included all the managers of the first and second grade schools of Ardebil during 2016-2017. The sample was selected using theoretical qualitative data. 70 people were selected in the qualitative stage and 178 persons in the quantitative stage using Morgan sampling method. The data were collected by interviewing the focal groups and a five-point Likert questionnaire. Data were analyzed by one-sample t-test and four components of leadership competency were identified. Knowledge of one of these components, with a specific amount of 54.28 was identified and validated on effective factors. In this regard, knowledge gained through the "admissible admission time" as a component of the competencies of individual admission leadership in students in the stage of diagnostic assessment of teaching was effective.https://jsp.uma.ac.ir/article_656_ef056bcb29329f284d283b42e6dfadd4.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217120180522Reliability and exploratory factor analysis of children and teenagers' SEQ–C self-efficacy questionnaireReliability and exploratory factor analysis of children and teenagers' SEQ–C self-efficacy questionnaire668265710.22098/jsp.2018.657FALAmirian. M. A in Educational Psychology, Azarbaijan Shahid Madani UniversityTZavvarAssociate Professor, Azarbaijan Shahid Madani UniversityJMesrabadiProfessor, Azarbaijan Shahid Madani UniversityJournal Article20180612 Identifying and assessing the emotional factors affecting academic achievement in the areas of active and educational psychology is important. In this study, standardization, validity and reliability of self-efficacy has been studied. The questionnaire contained 23 items measuring the academic, social and emotional components. 247 freshman high school students were selected by random cluster sampling and multi-stage sampling as the sample. To review the questionnaire, confirmatory factor analysis using principal components analysis and Cronbach's alpha were used to assess reliability. The results of the factor analysis showed that removal of seven items of the questionnaire and factor analysis the rest of the questions and results with varimax rotation reveals three components The results of a parallel analysis was employed to identify the exact components of the results of this analysis also confirming those three components. Thus, the number of components as well as questions obtained with high loadings were the three components. It was also found that the entire questionnaire and all sub-tests of reliability were high. At a general look, the results of the study showed that self-efficacy questionnaire (SEQ-C) was suitable for students to measure this feature and can somewhat meet the current needs. Identifying and assessing the emotional factors affecting academic achievement in the areas of active and educational psychology is important. In this study, standardization, validity and reliability of self-efficacy has been studied. The questionnaire contained 23 items measuring the academic, social and emotional components. 247 freshman high school students were selected by random cluster sampling and multi-stage sampling as the sample. To review the questionnaire, confirmatory factor analysis using principal components analysis and Cronbach's alpha were used to assess reliability. The results of the factor analysis showed that removal of seven items of the questionnaire and factor analysis the rest of the questions and results with varimax rotation reveals three components The results of a parallel analysis was employed to identify the exact components of the results of this analysis also confirming those three components. Thus, the number of components as well as questions obtained with high loadings were the three components. It was also found that the entire questionnaire and all sub-tests of reliability were high. At a general look, the results of the study showed that self-efficacy questionnaire (SEQ-C) was suitable for students to measure this feature and can somewhat meet the current needs.https://jsp.uma.ac.ir/article_657_c54ebaf68a1d1b371b178490a54777d5.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217120180522The effect of education based on developmental physical education on working memory of elementary school studentsThe effect of education based on developmental physical education on working memory of elementary school students8310165810.22098/jsp.2018.658FAAOmidvarPh.D Student of Educational Management, University of Mohaghegh ArdabiliADanaDepartment of Physical Education, Tabriz Branch, Islamic Azad University, Tabriz, IranAHamzeh SabziDepartment of Physical Education, Payamnoor UniversityMPourpanahi KoltapehPh.D. Candidate of Sport Management, Islamic Azad University, Karaj, IranJournal Article20180612The aim of this study was to examine the effect of education based on growth physical education on working memory of elementary school students. 60 male students from Gorgan city were randomly assigned into two groups (experimental and control) in a pretest-posttest research attempt. Working memory test was administered among the participants before and after three months of training in physical education from both groups. Developmental/physical education program was designed as games whose aim was to enhance perceptual-motor, physical, and cognitive ability of the participants. The working memory test of Korando was used to collect data. The obtained data was analyzed using covariance analysis (p≤0.05). The results showed that there was a significant difference between the scores of working memory among the two groups after controlling for pretest levels, so that the scores of posttest in experimental group was significantly higher than the control group. In general, it can be argued that the standard plans of growth physical education led to increase in cognitive abilities of students, and it is suggested that teachers of physical education in all levels of education use standard programs in order to promote the mobility and cognitive abilities of students.The aim of this study was to examine the effect of education based on growth physical education on working memory of elementary school students. 60 male students from Gorgan city were randomly assigned into two groups (experimental and control) in a pretest-posttest research attempt. Working memory test was administered among the participants before and after three months of training in physical education from both groups. Developmental/physical education program was designed as games whose aim was to enhance perceptual-motor, physical, and cognitive ability of the participants. The working memory test of Korando was used to collect data. The obtained data was analyzed using covariance analysis (p≤0.05). The results showed that there was a significant difference between the scores of working memory among the two groups after controlling for pretest levels, so that the scores of posttest in experimental group was significantly higher than the control group. In general, it can be argued that the standard plans of growth physical education led to increase in cognitive abilities of students, and it is suggested that teachers of physical education in all levels of education use standard programs in order to promote the mobility and cognitive abilities of students.https://jsp.uma.ac.ir/article_658_bc0935b1eadcfec3ba6d0bb689a1a8e5.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217120180522The effectiveness of visual perception training on improving attention in students with ADHDThe effectiveness of visual perception training on improving attention in students with ADHD10212065910.22098/jsp.2018.659FASTaghizadehM.A. Student of Psychology, University of Mohaghegh ArdabiliMNarimaniProfessor Emeritus of Psychology, University of Mohaghegh ArdabiliGSadeghi HashjinProfessor of psychology, University of Mohaghegh ArdabiliSBasharpoorAssociated Professor of Psychology, University of Mohaghegh ArdabiliJournal Article20180612The aim of this study was to investigate the effectiveness of visual perception training on improving attention in the students with attention deficit/hyperactivity disorder (ADHD). This was an experimental study with the pre- and post-test design and group control. The population included all preschool children in Ardebil in the academic year 2016-2017, who were diagnosed as ADHD students based on DSM-5 diagnostic criteria and Short Form and Revised Conforming Rating Scale for Parents (CPRS-R: S). Among them, 30 were selected by screening method. After a structured clinical interview, they were randomly assigned to equal ratios in the intervention and control group. The research instruments were: Short Form and Revised Conforming Rating Scale for Parents (CPRS-R: S) and Toulouse-Pieron’s attentional Test. The data were analyzed using multivariate analysis of covariance (MANCOVA). Results showed that there was a significant difference between pretest and posttest after visual perception training in attention. The findings indicated that visual perceptual training is effective in improving attention in students with ADHD. So, in addition to other educational methods, visual perception training can be used to improve the attention of students with ADHD. The aim of this study was to investigate the effectiveness of visual perception training on improving attention in the students with attention deficit/hyperactivity disorder (ADHD). This was an experimental study with the pre- and post-test design and group control. The population included all preschool children in Ardebil in the academic year 2016-2017, who were diagnosed as ADHD students based on DSM-5 diagnostic criteria and Short Form and Revised Conforming Rating Scale for Parents (CPRS-R: S). Among them, 30 were selected by screening method. After a structured clinical interview, they were randomly assigned to equal ratios in the intervention and control group. The research instruments were: Short Form and Revised Conforming Rating Scale for Parents (CPRS-R: S) and Toulouse-Pieron’s attentional Test. The data were analyzed using multivariate analysis of covariance (MANCOVA). Results showed that there was a significant difference between pretest and posttest after visual perception training in attention. The findings indicated that visual perceptual training is effective in improving attention in students with ADHD. So, in addition to other educational methods, visual perception training can be used to improve the attention of students with ADHD. https://jsp.uma.ac.ir/article_659_6174d28588fd1c853fc1e98fe9a2a27e.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217120180522Role of Social Pressure and Emotional Intelligent in Prediction Addicting Behaviors to Cell Phones in StudentsRole of Social Pressure and Emotional Intelligent in Prediction Addicting Behaviors to Cell Phones in Students12113766010.22098/jsp.2018.660FAYHabibiM.A of Psychology, University of Mohaghegh ArdabiliSGhobadzadeh2Ph.D student of Psychology and the teaching of exceptional children, Islamic Azad University, Ahvaz Branche, Ahvaz, IranIMohammadiPh.D student of Psychology, Islamic Azad University, Karaj BranchAMehdizadeh4M. A of Media Management, Iran Broadcasting UniversityJournal Article20180612Today, addiction to cell phone is one of the biggest problems of human society. The aim of this study was to investigate the role of social pressure and emotional intelligence in predicting the behavior of the students addicted to cell phone. This approach was descriptive-correlational and the population consisted of all secondary school students in Babolsar city enrolled in the academic year 2015-2016. 225 second and third grade high school students were selected in Babolsar city using multi-stage cluster sampling. To collect data, the questionnaires of emotional intelligence, addiction to cell phone, and the questionnaire to avoid social chaos were used. Data analysis was performed using Pearson correlation coefficient and multiple regression by SPSS-16. The results showed that addiction to cell phone had a significant relationship with emotional intelligence and social pressure (P<0.05), (r=0.59). The results of multiple regression analysis using simultaneous arrival research showed that a total of 71% of the variance criterion explained the addiction to cell phone (r2=0.71, P<0.05). So, we can conclude that if people can set up their emotional behavior and the ability to control their social pressure, addiction to cell phone can be substantially reduced.Today, addiction to cell phone is one of the biggest problems of human society. The aim of this study was to investigate the role of social pressure and emotional intelligence in predicting the behavior of the students addicted to cell phone. This approach was descriptive-correlational and the population consisted of all secondary school students in Babolsar city enrolled in the academic year 2015-2016. 225 second and third grade high school students were selected in Babolsar city using multi-stage cluster sampling. To collect data, the questionnaires of emotional intelligence, addiction to cell phone, and the questionnaire to avoid social chaos were used. Data analysis was performed using Pearson correlation coefficient and multiple regression by SPSS-16. The results showed that addiction to cell phone had a significant relationship with emotional intelligence and social pressure (P<0.05), (r=0.59). The results of multiple regression analysis using simultaneous arrival research showed that a total of 71% of the variance criterion explained the addiction to cell phone (r2=0.71, P<0.05). So, we can conclude that if people can set up their emotional behavior and the ability to control their social pressure, addiction to cell phone can be substantially reduced.https://jsp.uma.ac.ir/article_660_c071d94af1c7b237f735c2710e5a419c.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217120180522The role of parenting and attachment styles in predicting the students' adjustment to schoolThe role of parenting and attachment styles in predicting the students' adjustment to school13815166110.22098/jsp.2018.661FAFHeidariM.A.In clinical Psychology, Islamic Azad University (Ardabil Branch).VFallahiPhD Students in Psychology, University of Mohaghegh ArdabiliJHajilooM. A. in Psychology, Payam Noor UniversityJournal Article20180612Student’s adjustment to school is one of the educational mandates. The present study was conducted in order to investigate the role of parenting and attachment styles in predicting the student’s adjustment to school. The method of this study was descriptive-correlational. The population of this study was comprised of all students of junior high school in Maragheh city during 2015-2016 academic year. The sample included 222 students randomly selected by multistage cluster sampling method. The questionnaires of perceived parenting styles, attachment styles and adjustment to school were used for collecting the data. The data were analyzed by Pearson correlation and multiple regression analysis. The results of the correlation coefficient showed that students adjustment to school had positive relationships with the authoritative parenting style (r=0.33 p< 0.001) and secure attachment style (r=0.43, p< 0.001) but negative relationship with insecure attachment (r=-0.32, p< 0.001). Results of regression analysis also showed that authoritative parenting style and secure attachment style were positively and non-secure attachment style were negatively able to predict student`s adjustment to school attachment styles. The results of this study revealed the reflective role of parent-child relationship quality in other social relationships, especially in relation to school.Student’s adjustment to school is one of the educational mandates. The present study was conducted in order to investigate the role of parenting and attachment styles in predicting the student’s adjustment to school. The method of this study was descriptive-correlational. The population of this study was comprised of all students of junior high school in Maragheh city during 2015-2016 academic year. The sample included 222 students randomly selected by multistage cluster sampling method. The questionnaires of perceived parenting styles, attachment styles and adjustment to school were used for collecting the data. The data were analyzed by Pearson correlation and multiple regression analysis. The results of the correlation coefficient showed that students adjustment to school had positive relationships with the authoritative parenting style (r=0.33 p< 0.001) and secure attachment style (r=0.43, p< 0.001) but negative relationship with insecure attachment (r=-0.32, p< 0.001). Results of regression analysis also showed that authoritative parenting style and secure attachment style were positively and non-secure attachment style were negatively able to predict student`s adjustment to school attachment styles. The results of this study revealed the reflective role of parent-child relationship quality in other social relationships, especially in relation to school.https://jsp.uma.ac.ir/article_661_73453bb779f4adcd61bcd672159033d4.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217120180522The Effect of Wii Fit exercises on psycho-motor skills of male students with movement disorders: Emphasis on new exercisesThe Effect of Wii Fit exercises on psycho-motor skills of male students with movement disorders: Emphasis on new exercises15216766210.22098/jsp.2018.662FAMDehghaniAssistant Professor, Motor Behavior, Departmentof Physical Education andSport Sciences, University of MohagheghArdabili.Journal Article20180612The purpose of this study was to investigate the effects of Wii Fit exercises on fundamental movement skills (manipulation and locomotorskills) of male students with movement disorders. The population of this study was all students aged 7 to 10 years with movement disorders in Tehran city in the academic year 2017-2018. Convenience sampling was used to select the sample. Finally, 20 subjects were selected according to the research objectives. The participants were matched based on movement skills of the pretest and were divided into two groups. TGMD-2 test checklist was used to assess the children's motor skills. The experimental group exercised Wii Fit movements 2 days per week for 8 weeks in 55-minute sessions. The Kolmogorov-Smirnov test was used for normality of the data and the covariance analysis was used to compare the groups. The results of covariance analysis showed that there was a significant difference between the mean score of the fundamental motor skills of the participants in terms of group membership (P <0.01). Therefore, by providing related interventions, the motor skills of children with movement disorders can be developed.The purpose of this study was to investigate the effects of Wii Fit exercises on fundamental movement skills (manipulation and locomotorskills) of male students with movement disorders. The population of this study was all students aged 7 to 10 years with movement disorders in Tehran city in the academic year 2017-2018. Convenience sampling was used to select the sample. Finally, 20 subjects were selected according to the research objectives. The participants were matched based on movement skills of the pretest and were divided into two groups. TGMD-2 test checklist was used to assess the children's motor skills. The experimental group exercised Wii Fit movements 2 days per week for 8 weeks in 55-minute sessions. The Kolmogorov-Smirnov test was used for normality of the data and the covariance analysis was used to compare the groups. The results of covariance analysis showed that there was a significant difference between the mean score of the fundamental motor skills of the participants in terms of group membership (P <0.01). Therefore, by providing related interventions, the motor skills of children with movement disorders can be developed.https://jsp.uma.ac.ir/article_662_22aa427cee770a158060a7791069a31e.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217120180522The study of psychometric properties of the students’ basic psychological needs at school scaleThe study of psychometric properties of the students’ basic psychological needs at school scale16818266310.22098/jsp.2018.663FAASheykholeslamiAssistant Professor, University of Mohaghegh Ardabili0000-0002-7700-7206SKhakdal GojebaglooMA in Family Counseling, University of Mohaghegh ArdabiliJournal Article20180612The aim of this descriptive-survey study was to investigate the psychometric properties of the students’ basic psychological needs at school scale in Iran. The population included all senior high school students in Parsabad city (Ardabil) in academic year of 2017 and 323 were selected using random cluster sampling and finally 303 were used for the study. For data collection, students’ basic psychological needs at school scale and adolescents’ brief subjective well-being in school scale were used. Results of confirmatory factor analysis, principle factor students’ basic psychological needs at school, three factor of autonomy, relatedness and competence were determined for students’ basic psychological needs at school scale. Results of Pearson correlation to investigate concurrent validity of students’ basic psychological needs at school scale showed that across subscales students’ basic psychological needs at school scale with two component of brief adolescents’ subjective well-being (school satisfaction and affect in school), there was a positive and significant correlation. For the internal consistency of students’ basic psychological needs at school scale, Cronbach's alpha with correlation coefficient of 0.70 to 0.82 was confirmed. Test-retest reliability of students’ basic psychological needs at school scale with correlation coefficient of 0.68 to 0.78 for total scale and subscales were confirmed. The results of students’ basic psychological needs at school scale for assessing this construct among Iranian from validity and reliability.The aim of this descriptive-survey study was to investigate the psychometric properties of the students’ basic psychological needs at school scale in Iran. The population included all senior high school students in Parsabad city (Ardabil) in academic year of 2017 and 323 were selected using random cluster sampling and finally 303 were used for the study. For data collection, students’ basic psychological needs at school scale and adolescents’ brief subjective well-being in school scale were used. Results of confirmatory factor analysis, principle factor students’ basic psychological needs at school, three factor of autonomy, relatedness and competence were determined for students’ basic psychological needs at school scale. Results of Pearson correlation to investigate concurrent validity of students’ basic psychological needs at school scale showed that across subscales students’ basic psychological needs at school scale with two component of brief adolescents’ subjective well-being (school satisfaction and affect in school), there was a positive and significant correlation. For the internal consistency of students’ basic psychological needs at school scale, Cronbach's alpha with correlation coefficient of 0.70 to 0.82 was confirmed. Test-retest reliability of students’ basic psychological needs at school scale with correlation coefficient of 0.68 to 0.78 for total scale and subscales were confirmed. The results of students’ basic psychological needs at school scale for assessing this construct among Iranian from validity and reliability.https://jsp.uma.ac.ir/article_663_7d6f9c97e0f8088a0e0f8d2e6c2ae4bd.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217120180522The relationship between perception from the achievement goals emphasized by parents and teachers with self-efficacy beliefs and coping strategies of students in mathematics: The role of math achievement goalsThe relationship between perception from the achievement goals emphasized by parents and teachers with self-efficacy beliefs and coping strategies of students in mathematics: The role of math achievement goals18321866410.22098/jsp.2018.664FAAMoradiAssistant Professor in Psychology, Razi UniversityKSharifiPhD Student in Psychology, Fedrdowsi University of MashhadJournal Article20180612The aim of this study was to investigate the perceptions of students from achievement goals emphasized by parents and teachers in mathematics and the relationship between these goals with achievement goals, self-efficacy and coping strategies. The sample of this study included 825 eighth grade students in Tehran who were enrolled in academic year 2015-2016 selected by multistage random sampling. To assess students' understanding of the goals emphasized by parents and teachers as well as personal goals and self-efficacy, Midgley et al.'s (2000) questionnaire of adaptive learning patterns, and for assessing their coping strategies of Education, Tero and Connell's (1984) questionnaire were used. The results revealed a mediating role for mastery and performance goals between their perception of the goals emphasized by teachers and parents, self-efficacy beliefs and coping strategies in mathematics.The aim of this study was to investigate the perceptions of students from achievement goals emphasized by parents and teachers in mathematics and the relationship between these goals with achievement goals, self-efficacy and coping strategies. The sample of this study included 825 eighth grade students in Tehran who were enrolled in academic year 2015-2016 selected by multistage random sampling. To assess students' understanding of the goals emphasized by parents and teachers as well as personal goals and self-efficacy, Midgley et al.'s (2000) questionnaire of adaptive learning patterns, and for assessing their coping strategies of Education, Tero and Connell's (1984) questionnaire were used. The results revealed a mediating role for mastery and performance goals between their perception of the goals emphasized by teachers and parents, self-efficacy beliefs and coping strategies in mathematics.https://jsp.uma.ac.ir/article_664_0f6fed47173d76fc9c078c8cd25e52f6.pdf