University of Mohaghegh ArdabiliJournal of School Psychology225208211320120621The relationship of self-esteem and self-efficacy to
mathematical anxiety in studentsThe relationship of self-esteem and self-efficacy to
mathematical anxiety in students62632d_1_3_91_7_1_1FASAghajaniFaculty member of Payame Noor UniversityFKhormaeeAssistant Professor, Shiraz UniversitySRajabiPh. D. student of psychologyZRostamoqli KhiaviM. A. student of psychology, Islamic Azad UniversityJournal Article20120313The aim of the present research was to<br />determine the relationship of self-esteem and selfefficacy<br />to mathematical anxiety in students. This is a<br />correlation study. The population of this study includes<br />all second-grade high school students of Ardabil<br />enrolled in the 2009-2010 academic year. The research<br />sample consisted of 480 male and female students who<br />were selected through multistage random sampling. To<br />collect data, a mathematics anxiety rating scale, selfesteem<br />scale and self-efficacy scale were used. The<br />results of Pearson’s correlation analysis showed that<br />self-esteem and self-efficacy are positively associated<br />with mathematical anxiety in students (p<0/001).<br />Multiple regression analysis showed cognitive selfesteem,<br />academic self-efficacy and emotional selfefficacy<br />to be the best predictors mathematical anxiety<br />in students. Findings also revealed a significant<br />difference between the mathematics anxiety of male<br />and female students (p<0/01). Significant differences<br />were also noted in the mathematical anxiety of students<br />majoring in humanities and those majoring in science or<br />mathematics (p<0/001).The aim of the present research was to<br />determine the relationship of self-esteem and selfefficacy<br />to mathematical anxiety in students. This is a<br />correlation study. The population of this study includes<br />all second-grade high school students of Ardabil<br />enrolled in the 2009-2010 academic year. The research<br />sample consisted of 480 male and female students who<br />were selected through multistage random sampling. To<br />collect data, a mathematics anxiety rating scale, selfesteem<br />scale and self-efficacy scale were used. The<br />results of Pearson’s correlation analysis showed that<br />self-esteem and self-efficacy are positively associated<br />with mathematical anxiety in students (p<0/001).<br />Multiple regression analysis showed cognitive selfesteem,<br />academic self-efficacy and emotional selfefficacy<br />to be the best predictors mathematical anxiety<br />in students. Findings also revealed a significant<br />difference between the mathematics anxiety of male<br />and female students (p<0/01). Significant differences<br />were also noted in the mathematical anxiety of students<br />majoring in humanities and those majoring in science or<br />mathematics (p<0/001).https://jsp.uma.ac.ir/article_32_2e71bec91142cf7ca9991f2479203344.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208211320120621A study of the relationship of children and adolescents’ interest
in literature to their social developmentA study of the relationship of children and adolescents’ interest
in literature to their social development274833d_1_3_91_7_1_2FASRajabDepartmen of Literature and Humanities, Persian Gulf UniversityJournal Article20120416The main goal of this study was to<br />determine the relationship between interest in<br />literature and social development of students. The<br />population of this study comprised all male and<br />female students enrolled in the fifth, sixth and<br />seventh grades in educational zones 1 and 2 in<br />Ardabil during the 2010-2011 academic year. A<br />sample of 617 individuals was selected using a multistage<br />randomized cluster sampling procedure. In<br />keeping with the aims of the study, a correlational<br />research method was used. The tools used in this<br />study included a researcher constructed<br />questionnaire, a test of social development and<br />Raven’s Progressive Matrices. Multiple regression<br />analysis showed that books, sports, science, and<br />history magazines contribute positively, while poetry<br />and art books contribute negatively to the prediction<br />of social development. In this study, books and sports<br />magazines played a greater role in the prediction of<br />students' social development. Gender and grade<br />differences in social development were also explored.The main goal of this study was to<br />determine the relationship between interest in<br />literature and social development of students. The<br />population of this study comprised all male and<br />female students enrolled in the fifth, sixth and<br />seventh grades in educational zones 1 and 2 in<br />Ardabil during the 2010-2011 academic year. A<br />sample of 617 individuals was selected using a multistage<br />randomized cluster sampling procedure. In<br />keeping with the aims of the study, a correlational<br />research method was used. The tools used in this<br />study included a researcher constructed<br />questionnaire, a test of social development and<br />Raven’s Progressive Matrices. Multiple regression<br />analysis showed that books, sports, science, and<br />history magazines contribute positively, while poetry<br />and art books contribute negatively to the prediction<br />of social development. In this study, books and sports<br />magazines played a greater role in the prediction of<br />students' social development. Gender and grade<br />differences in social development were also explored.https://jsp.uma.ac.ir/article_33_662f01acdb3b3a6775b43a9e6a5ad819.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208211320120621The prediction of achievement motivation from students’
emotional intelligenceThe prediction of achievement motivation from students’
emotional intelligence496234d_1_3_91_7_1_3FANSobhi-GharamalekiAssistant Professor of psychology,University of Mohaghegh ArdabiliJournal Article20120404The aim of this research was to<br />understand the relationship of emotional intelligence<br />and its dimensions (self-awareness, selfmanagement,<br />social awareness and relationship<br />management) to achievement motivation. The<br />statistical population included all female first grade<br />high school students studying in Karaj city. A sample<br />of 60 students was selected by multi-stage random<br />cluster sampling procedure. All participants<br />completed the Achievement Motivation-Denver<br />Youth Survey and Bradberry-Greaves Emotional<br />Intelligence test. Results showed a significant<br />positive relationship between achievement<br />motivation and emotional intelligence. Global<br />emotional intelligence as well as its components,<br />self-awareness, self- management,and relationship<br />management correlated positively with achievement<br />motivation. But social awareness was not found to be<br />associated with achievement motivation. The results<br />showed that adolescents with high emotional<br />intelligence hold more realistic perceptions in<br />interpersonal relationships and this ability probably<br />helps them develop achievement motivation. Higher<br />achievement motivation may help enhance feelings<br />of self-efficacy as well as academic motivation.The aim of this research was to<br />understand the relationship of emotional intelligence<br />and its dimensions (self-awareness, selfmanagement,<br />social awareness and relationship<br />management) to achievement motivation. The<br />statistical population included all female first grade<br />high school students studying in Karaj city. A sample<br />of 60 students was selected by multi-stage random<br />cluster sampling procedure. All participants<br />completed the Achievement Motivation-Denver<br />Youth Survey and Bradberry-Greaves Emotional<br />Intelligence test. Results showed a significant<br />positive relationship between achievement<br />motivation and emotional intelligence. Global<br />emotional intelligence as well as its components,<br />self-awareness, self- management,and relationship<br />management correlated positively with achievement<br />motivation. But social awareness was not found to be<br />associated with achievement motivation. The results<br />showed that adolescents with high emotional<br />intelligence hold more realistic perceptions in<br />interpersonal relationships and this ability probably<br />helps them develop achievement motivation. Higher<br />achievement motivation may help enhance feelings<br />of self-efficacy as well as academic motivation.https://jsp.uma.ac.ir/article_34_452c6ae6e9e72d6b292a0a7a2d4622f0.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208211320120621A differential distribution of entrepreneurial traits in leftand
right-handed studentsA differential distribution of entrepreneurial traits in leftand
right-handed students638135d_1_3_91_7_1_4FAAAli PoorProfessor of Psychology University of PNUFShaghaghAssistant Professor of Psychology, Islamic Azad University,
Abhar BranchZBarghi Iraniph.d student of psychology, University of PNUJournal Article20120609The present study aimed at exploring the<br />relationship between entrepreneurial traits and<br />handedness among school students in Tehran. This<br />was a causal-comparative study and data were<br />collected using records and questionnaires<br />(Entrepreneurship Character Questionnaire and<br />Edinburg Handedness Inventory). In this study, the<br />statistical population comprised all students from the<br />22 educational zones in Tehran. A sample of 1200<br />students was selected by a random cluster sampling<br />procedure and after the distribution of questionnaires,<br />a total of 1101 questionnaires were returned. In order<br />to analyze the obtained data, apart from descriptive<br />techniques such as means, standard deviations and<br />graphs, multivariate ana;ysis of variance and oneway<br />analysis of variance were used, Findings<br />revealed a significant relationship between the<br />entrepreneurial character traits of riskability and<br />entrepreneurship success and handedness, with<br />greater riskability among left- handed participants<br />than in right-handed participants. However, the<br />entrepreneurship success seeking trait was found to<br />be greater in right-handed participants.The present study aimed at exploring the<br />relationship between entrepreneurial traits and<br />handedness among school students in Tehran. This<br />was a causal-comparative study and data were<br />collected using records and questionnaires<br />(Entrepreneurship Character Questionnaire and<br />Edinburg Handedness Inventory). In this study, the<br />statistical population comprised all students from the<br />22 educational zones in Tehran. A sample of 1200<br />students was selected by a random cluster sampling<br />procedure and after the distribution of questionnaires,<br />a total of 1101 questionnaires were returned. In order<br />to analyze the obtained data, apart from descriptive<br />techniques such as means, standard deviations and<br />graphs, multivariate ana;ysis of variance and oneway<br />analysis of variance were used, Findings<br />revealed a significant relationship between the<br />entrepreneurial character traits of riskability and<br />entrepreneurship success and handedness, with<br />greater riskability among left- handed participants<br />than in right-handed participants. However, the<br />entrepreneurship success seeking trait was found to<br />be greater in right-handed participants.https://jsp.uma.ac.ir/article_35_03438b5f46afcb249801370e83cfcf37.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208211320120621The efficacy of mindfulness based stress reduction on
mindfulness and assertiveness of students with test anxietyThe efficacy of mindfulness based stress reduction on
mindfulness and assertiveness of students with test anxiety8210036d_1_3_91_7_1_5FARGolpour ChamarkohiPostgraduate Student in General Psychology at University of Mohaghegh ArdabiliZMohammadaminipostgraduate student in General Psychology at University of Mohaghegh ArdabiliJournal Article20120317The aim of the present research was<br />to examine the efficacy of mindfulness based<br />stress reduction on the mindfulness and<br />assertiveness of students with test anxiety. The<br />sample consisted of 45 subjects with test<br />anxiety randomly selected from third grade<br />guidance school girls and boys of Nowshahr<br />city. The subjects were assigned randomly to<br />experimental and control groups. The<br />experimental group received training in<br />minfulness based stress reduction. The<br />instruments employed in this research were test<br />anxiety inventory, mindfulness inventory and<br />assertiveness scale. Multivariate analysis of<br />variance showed significant differences<br />between the group receiving training in<br />mindfulness and the control group on the<br />variables of mindfulness, assertiveness and test<br />anxiety. Mindfulness based stress reduction<br />affected the mindfulness, assertiveness and test<br />anxiety of the students.The aim of the present research was<br />to examine the efficacy of mindfulness based<br />stress reduction on the mindfulness and<br />assertiveness of students with test anxiety. The<br />sample consisted of 45 subjects with test<br />anxiety randomly selected from third grade<br />guidance school girls and boys of Nowshahr<br />city. The subjects were assigned randomly to<br />experimental and control groups. The<br />experimental group received training in<br />minfulness based stress reduction. The<br />instruments employed in this research were test<br />anxiety inventory, mindfulness inventory and<br />assertiveness scale. Multivariate analysis of<br />variance showed significant differences<br />between the group receiving training in<br />mindfulness and the control group on the<br />variables of mindfulness, assertiveness and test<br />anxiety. Mindfulness based stress reduction<br />affected the mindfulness, assertiveness and test<br />anxiety of the students.https://jsp.uma.ac.ir/article_36_2af4644bbb114a5bd9ddc1130cdc0424.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208211320120621The effectiveness of stress inoculation training in decreasing
stress, anxiety and depression of pre-university girl studentsThe effectiveness of stress inoculation training in decreasing
stress, anxiety and depression of pre-university girl students10111737d_1_3_91_7_1_6FAMNarimaniProfessor of Psychology
University of Mohaghegh ArdabiliShHasanzadehM.A Student of Psychology, University of Mohaghegh ArdabiliAAbolghasemiAssociate Professor of Psychology, University of Mohaghegh ArdabiliJournal Article20120312The aim of present study was to examine<br />the effectiveness of stress inoculation training in<br />decreasing stress, anxiety and depression of preuniversity<br />girl students. An experimental research<br />method was used. To attain the research objective, a<br />pre-university school was randomly selected and the<br />Lewinda inventory was administered to all students of<br />that school. Out of those students scoring above 27,<br />forty were randomly selected and assigned to<br />experimental and control groups. The 20 subjects in the<br />experimental group were given stress inoculation<br />training. Data were collected using the Lewinda stress,<br />anxiety and depression inventory. Results of repeated<br />measures analysis of variance showed that stress<br />inoculation training was effective in reducing the stress,<br />anxiety and depression of pre-university girl students.<br />From these results it can be concluded that the use of<br />stress inoculation training can significantly decrease<br />stress, anxiety and depression of pre-university girl<br />students. These results have important implications for<br />the enhancement of the mental health of students.The aim of present study was to examine<br />the effectiveness of stress inoculation training in<br />decreasing stress, anxiety and depression of preuniversity<br />girl students. An experimental research<br />method was used. To attain the research objective, a<br />pre-university school was randomly selected and the<br />Lewinda inventory was administered to all students of<br />that school. Out of those students scoring above 27,<br />forty were randomly selected and assigned to<br />experimental and control groups. The 20 subjects in the<br />experimental group were given stress inoculation<br />training. Data were collected using the Lewinda stress,<br />anxiety and depression inventory. Results of repeated<br />measures analysis of variance showed that stress<br />inoculation training was effective in reducing the stress,<br />anxiety and depression of pre-university girl students.<br />From these results it can be concluded that the use of<br />stress inoculation training can significantly decrease<br />stress, anxiety and depression of pre-university girl<br />students. These results have important implications for<br />the enhancement of the mental health of students.https://jsp.uma.ac.ir/article_37_5b87549cee998490b957fd57a01b5756.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208211320120621The impact of metacognition skills instruction on secondary
school girl students’ self-efficacyThe impact of metacognition skills instruction on secondary
school girl students’ self-efficacy11813438d_1_3_91_7_1_7FAM.RYousefzadehAssistant professor of education, university of Bu-Ali SinaAYaghoobiAssistant professor of psychology, Bu-Ali Sina UniversityMRashidiEducational psychology (M.A), , Bu-Ali Sina UniversityJournal Article20120314The main purpose of this study was to<br />determine the impact of metacognition skills<br />instruction on secondary school girl students’ selfefficacy.<br />A quasi experimental research method was<br />used. The statistical population (N= 520) comprised<br />all grade three secondary school girl students<br />studying Humanities in Hamedan city. Using a<br />cluster sampling method, two classes and 70 subjects<br />were selected as the study sample. The instrument<br />used for data collection was the Sherer self-efficacy<br />assesment scale. The validity of the questionnaire has<br />been reported as acceptable. The reliability of the<br />instrument computed through Cronbach’s alpha was<br />0.81. Data were analyzed using descriptive indices,<br />such as the frequency, mean, standard deviation, and<br />inferential tests such as the independent t-test,<br />analysis of covariance and one-way analysis of<br />variance. Findings show that goal centring, goal<br />penetration, internal motivation, problem solving<br />skills and self evalution of the students who recieved<br />metacognition instruction were greater than those of<br />students not receiving such instruction.The main purpose of this study was to<br />determine the impact of metacognition skills<br />instruction on secondary school girl students’ selfefficacy.<br />A quasi experimental research method was<br />used. The statistical population (N= 520) comprised<br />all grade three secondary school girl students<br />studying Humanities in Hamedan city. Using a<br />cluster sampling method, two classes and 70 subjects<br />were selected as the study sample. The instrument<br />used for data collection was the Sherer self-efficacy<br />assesment scale. The validity of the questionnaire has<br />been reported as acceptable. The reliability of the<br />instrument computed through Cronbach’s alpha was<br />0.81. Data were analyzed using descriptive indices,<br />such as the frequency, mean, standard deviation, and<br />inferential tests such as the independent t-test,<br />analysis of covariance and one-way analysis of<br />variance. Findings show that goal centring, goal<br />penetration, internal motivation, problem solving<br />skills and self evalution of the students who recieved<br />metacognition instruction were greater than those of<br />students not receiving such instruction.https://jsp.uma.ac.ir/article_38_aa4f86cf0d61580a40e34e59e9af2f2d.pdf