University of Mohaghegh ArdabiliJournal of School Psychology225208217420190220Comparison of moral decision making, moral emotion expectancy, and social problem solving style in single-parent and normal studentsComparison of moral decision making, moral emotion expectancy, and social problem solving style in single-parent and normal students71974410.22098/jsp.2019.744FAAAslipoorPh.D. Student in Psychology, University of IsfahanHKavianfarPh.D. Student in Educational Psychology, University of MazandaranMKhosrojavidAssociate Professor, Department of Psychology, University of GuilanSHashemiAssociate Professor, Department of Psychology, University of MazandaranJournal Article20190316The purpose of this causal-comparative study was to compare moral decision making, moral emotion expectancy, and social problem solving style in single-parent and normal students. The population consisted of all male and female students aged 10 to 15 years referred to Tadavom Counseling Center in Sari during three months (May, June, and July of 2017) for counseling (n=43). The sample consisted of 14 single-parent students and 18 ordinary students (based on willingness to participate and collaborate on research). In this research, we used moral riddles and social problem solving questionnaires. The data of moral decision making and prediction of moral emotions were analyzed using Chi-square test and data from social problem solving questionnaire were analyzed using independent t-test. Results showed no significant difference in moral decision-making, the predicted moral emotions and the problem solving style between single-parent and normal students. Education by parents, modeling for parents, interacting with peers, education and culture would be effective in the growth of moral emotions, moral behaviors, and the problem solving style of children.The purpose of this causal-comparative study was to compare moral decision making, moral emotion expectancy, and social problem solving style in single-parent and normal students. The population consisted of all male and female students aged 10 to 15 years referred to Tadavom Counseling Center in Sari during three months (May, June, and July of 2017) for counseling (n=43). The sample consisted of 14 single-parent students and 18 ordinary students (based on willingness to participate and collaborate on research). In this research, we used moral riddles and social problem solving questionnaires. The data of moral decision making and prediction of moral emotions were analyzed using Chi-square test and data from social problem solving questionnaire were analyzed using independent t-test. Results showed no significant difference in moral decision-making, the predicted moral emotions and the problem solving style between single-parent and normal students. Education by parents, modeling for parents, interacting with peers, education and culture would be effective in the growth of moral emotions, moral behaviors, and the problem solving style of children.https://jsp.uma.ac.ir/article_744_e6d71ee6c835240de7ca4b684adbe301.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217420190220The effectiveness of Transcendental Direct Electric Stimulation (TDCS) on improving cognitive functions and problem solving skills of studentsThe effectiveness of Transcendental Direct Electric Stimulation (TDCS) on improving cognitive functions and problem solving skills of students203874510.22098/jsp.2019.745FASAghajaniAssistant Professor of Psychology, University of Mohaghegh ArdabiliNullNullnullJAlizadeh GoradelPh.D. Student of Clinical Psychology, Shahid Beheshti UniversityJournal Article20190316The purpose of this study was to investigate the effectiveness of transcendental direct electric stimulation (TDCS) on improving cognitive functions and student problem solving. Its design includes pretest-posttest with a control group. The population of the study consisted of all male high school students in the academic year 2017-2018 (N=1029). 30 of them were selected by multistage cluster sampling. They were randomly divided into two groups of experimental (n=15) and control (n=15). TDCS was performed in 10 sessions for the experimental group and the control group did not receive any intervention. To collect the data, Montreal cognitive test and London Tower test were used. To test the research hypothesis, multivariate covariance analysis and one variable test were used. The results showed that TDCS increased the mean scores of cognitive functions and problem solving skills (p<.01). An over-speech direct electrical stimulation therapy can improve the students' cognitive functioning and problem solving skills.The purpose of this study was to investigate the effectiveness of transcendental direct electric stimulation (TDCS) on improving cognitive functions and student problem solving. Its design includes pretest-posttest with a control group. The population of the study consisted of all male high school students in the academic year 2017-2018 (N=1029). 30 of them were selected by multistage cluster sampling. They were randomly divided into two groups of experimental (n=15) and control (n=15). TDCS was performed in 10 sessions for the experimental group and the control group did not receive any intervention. To collect the data, Montreal cognitive test and London Tower test were used. To test the research hypothesis, multivariate covariance analysis and one variable test were used. The results showed that TDCS increased the mean scores of cognitive functions and problem solving skills (p<.01). An over-speech direct electrical stimulation therapy can improve the students' cognitive functioning and problem solving skills.https://jsp.uma.ac.ir/article_745_9904de8fbfef773223fe02b5f1f72e73.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217420190220Investigating the effect of applying information technology on formal and informal learning: The case of Isfahani high school managers and principalsInvestigating the effect of applying information technology on formal and informal learning: The case of Isfahani high school managers and principals405474610.22098/jsp.2019.746FAZPooraminiMSc in Human Resource Management, Tehran UniversityMBashokouhAssociate Professor, Department of Economics and Management, University of Mohaghegh ArdabiliSForouzande. Master's student of management, University of Mohaghegh ArdabiliHBashokouhMaster's student of psychology, University of Mohaghegh ArdabiliJournal Article20190316Nowadays, information and communication technology (ICT) is of such high importance in different aspects of human life that undoubtedly can be considered as the symbol of a new civilization or as an advent of a new civil wave. Since this issue has an outstanding effect on different aspects including learning, it has gains this importance. Therefore, the present study aims at investigating the effect of applying ICT on formal and informal learning of Isfahani high school managers and principals. Regarding purposes, method, and data collection, this study is applied, descriptive-correlational, and field research, respectively. The population of this study is 169 managers and principals of high schools in Isfahan. The instrument was a questionnaire distributed among the sample. The results indicated that there was a significant positive relationship between applying ICT and formal and informal learning of Isfahani high school managers and principals. It can be concluded that by using ICT, formal and especially informal learning will increase.Nowadays, information and communication technology (ICT) is of such high importance in different aspects of human life that undoubtedly can be considered as the symbol of a new civilization or as an advent of a new civil wave. Since this issue has an outstanding effect on different aspects including learning, it has gains this importance. Therefore, the present study aims at investigating the effect of applying ICT on formal and informal learning of Isfahani high school managers and principals. Regarding purposes, method, and data collection, this study is applied, descriptive-correlational, and field research, respectively. The population of this study is 169 managers and principals of high schools in Isfahan. The instrument was a questionnaire distributed among the sample. The results indicated that there was a significant positive relationship between applying ICT and formal and informal learning of Isfahani high school managers and principals. It can be concluded that by using ICT, formal and especially informal learning will increase.https://jsp.uma.ac.ir/article_746_9555858eb303c40cecf32eca37b56db8.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217420190220Effectiveness of help seeking strategies' training in improving symptoms of academic stress and academic performance in high school studentsEffectiveness of help seeking strategies' training in improving symptoms of academic stress and academic performance in high school students557074710.22098/jsp.2019.747FAMHoseiniMSc, Psychology, University of TabrizTHashemiProfessor, Department of Psychology, University of TabrizJournal Article20190316Present study aimed to determine the effectiveness of help seeking strategies' training in improving symptoms of academic stress and academic performance in high school students. Therefore, the 60 high school students was selected by multi-stage cluster random method and divided into experimental and control group (each group was 30). The experimental group participated in the introduction of training strategies during 12 sessions, and the control group did not receive any intervention. To measure variables, Cohen and Frazer's stressfulness questionnaires were used and the average was used to measure academic performance. Results of multivariate analysis of covariance showed that based on controlling the effects of pre-test, educational method had a significant effect on the improvement of academic stress and academic performance of students. These findings have practical implications in the discussed interventions. Present study aimed to determine the effectiveness of help seeking strategies' training in improving symptoms of academic stress and academic performance in high school students. Therefore, the 60 high school students was selected by multi-stage cluster random method and divided into experimental and control group (each group was 30). The experimental group participated in the introduction of training strategies during 12 sessions, and the control group did not receive any intervention. To measure variables, Cohen and Frazer's stressfulness questionnaires were used and the average was used to measure academic performance. Results of multivariate analysis of covariance showed that based on controlling the effects of pre-test, educational method had a significant effect on the improvement of academic stress and academic performance of students. These findings have practical implications in the discussed interventions. https://jsp.uma.ac.ir/article_747_4e4742a412914fc5d85df6d611ece31d.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217420190220Investigating the relationship between work engagement and psychological well-being and job burnout: A case study of teachers in ArdabilInvestigating the relationship between work engagement and psychological well-being and job burnout: A case study of teachers in Ardabil718274810.22098/jsp.2019.748FAHRahimiAssistant professor of management and economy department, University of MohagheghArdabiliRKazemzadehBS student of Psychology, General psychology department, University of MohagheghArdabili.Journal Article20190316The present study aimed to investigate the relationship between work engagement and psychological well-being and job burnout in teachers. The present study was applied in terms of objective, and descriptive and correlational based on the type of method. The research method was survey in terms of data collection. The population included all 5185 teachers (elementary, secondary, and high schools). Morgan table was used to determine the sample size which was equal to 200 who were selected using simple random sampling. Schaufeli's work engagement questionnaire, Ryff's psychological well-being questionnaire, and Maslach Burnout Inventory were used to collect the required data. SPSS software was used for data analysis, and Pearson correlation coefficient and multivariate regression were applied to analyze the examine the hypotheses. The results indicated that there were significant negative relationships between work engagement, job burnout, and total work engagement score with job burnout (p<.01). Furthermore, there was a significant negative relationship between self-acceptance, positive communication with others, environmental domination, individual growth and total score of psychological well-being with job burnout (p<.01).The present study aimed to investigate the relationship between work engagement and psychological well-being and job burnout in teachers. The present study was applied in terms of objective, and descriptive and correlational based on the type of method. The research method was survey in terms of data collection. The population included all 5185 teachers (elementary, secondary, and high schools). Morgan table was used to determine the sample size which was equal to 200 who were selected using simple random sampling. Schaufeli's work engagement questionnaire, Ryff's psychological well-being questionnaire, and Maslach Burnout Inventory were used to collect the required data. SPSS software was used for data analysis, and Pearson correlation coefficient and multivariate regression were applied to analyze the examine the hypotheses. The results indicated that there were significant negative relationships between work engagement, job burnout, and total work engagement score with job burnout (p<.01). Furthermore, there was a significant negative relationship between self-acceptance, positive communication with others, environmental domination, individual growth and total score of psychological well-being with job burnout (p<.01).https://jsp.uma.ac.ir/article_748_5564534ba91ee899c5f82789dff9c0df.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217420190220The effectiveness of neuro-linguistic programming training on emotional intelligence and critical thinking strategies of teachersThe effectiveness of neuro-linguistic programming training on emotional intelligence and critical thinking strategies of teachers8410574910.22098/jsp.2019.749FAAShaker Dioulagh: Assistant professor of Psychology, Urmia Branch, Islamic Azad UniversityAObalasiPh.D of Student in General Psychology, Urmia Branch, Islamic Azad UniversityJournal Article20190316 The main purpose of this study is to determine the effectiveness of neuro-linguistic programming training on emotional intelligence and critical thinking strategies of teachers. The data was collected on the basis of quasi-experimental pretest-posttest design with control group and employed emotional intelligence and critical thinking questionnaires. The population consisted of all female teachers in primary schools in Tabriz during 1395-1396 academic year. The main criterion for teachers to participate in this study was to have associate's degree or higher. The sample was chosen by random sampling. During 12 sessions of 90 minutes, neuro-linguistic programming strategy training program was performed. After analyzing the data with covariance analysis, the results showed that neuro-linguistic programming training had significant effects on emotional intelligence and critical thinking strategies of teachers. The main purpose of this study is to determine the effectiveness of neuro-linguistic programming training on emotional intelligence and critical thinking strategies of teachers. The data was collected on the basis of quasi-experimental pretest-posttest design with control group and employed emotional intelligence and critical thinking questionnaires. The population consisted of all female teachers in primary schools in Tabriz during 1395-1396 academic year. The main criterion for teachers to participate in this study was to have associate's degree or higher. The sample was chosen by random sampling. During 12 sessions of 90 minutes, neuro-linguistic programming strategy training program was performed. After analyzing the data with covariance analysis, the results showed that neuro-linguistic programming training had significant effects on emotional intelligence and critical thinking strategies of teachers.https://jsp.uma.ac.ir/article_749_8939337b2ef07bc94c4eb7d6bbcd464e.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217420190220Comparing emotional problems, identity styles, and safe behaviors of normal and bullying studentsComparing emotional problems, identity styles, and safe behaviors of normal and bullying students10612075010.22098/jsp.2019.750FASGhaffarzadehMSc of psychology, Azad University of Ardabil Science Research BranchشAbolghasemiProfessor, Department of Psychology, University of GuilanJournal Article20190316This causal-comparative study aimed at comparing emotional problems, identity styles, and safe behaviors of normal and bullying students. The population included all the first grade high school students in the city of Ardabil enrolled in the academic year of 2015. The sample was 120 students with high scores on bullying selected through random sampling. To investigate the variables, Brozonsky Identity Style Inventory, Olweus Revised Inventory of Bullying/Victim, Pinto and Gurya Safe Behavior Scale, and Lavybond and Lavybond Depression, Anxiety and Stress Scale were used. After data analysis, the results of MANOVA and multivariate analysis showed that stress, anxiety, depression, and confused identity avoidance behavior of bullying students were significantly higher than the normal students, while the normative identity style scores of bullying students were lower than the normal students. The results suggest that due to emotional vulnerability, the bullying students have more identity problems. These results have important implications in the field of coping skills training and cognitive-behavioral interventions for students.This causal-comparative study aimed at comparing emotional problems, identity styles, and safe behaviors of normal and bullying students. The population included all the first grade high school students in the city of Ardabil enrolled in the academic year of 2015. The sample was 120 students with high scores on bullying selected through random sampling. To investigate the variables, Brozonsky Identity Style Inventory, Olweus Revised Inventory of Bullying/Victim, Pinto and Gurya Safe Behavior Scale, and Lavybond and Lavybond Depression, Anxiety and Stress Scale were used. After data analysis, the results of MANOVA and multivariate analysis showed that stress, anxiety, depression, and confused identity avoidance behavior of bullying students were significantly higher than the normal students, while the normative identity style scores of bullying students were lower than the normal students. The results suggest that due to emotional vulnerability, the bullying students have more identity problems. These results have important implications in the field of coping skills training and cognitive-behavioral interventions for students.https://jsp.uma.ac.ir/article_750_f02a386e757f37af86bb53724ee368e5.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217420190220The role of early maladaptive schemas, coping styles and cognitive emotion regulation strategies in predicting students' tendency to addictionThe role of early maladaptive schemas, coping styles and cognitive emotion regulation strategies in predicting students' tendency to addiction12114275110.22098/jsp.2019.751FASHGhabadizadeConsultation, Humanites And Social Sciences, Kurdistan, SanandJ , IranNYosefiAssosiate Professor, Departeman counseling, University of KurdistanFGhaderyPh.D student in psychology, University of Esfahan.Journal Article20190316This study examines the early maladaptive schemes, coping styles, cognitive emotion regulation strategies in predicting the male students' tendency to addiction. The method of this study is descriptive-correlational. The population inclues male elite students of Sanandaj high schools of whom through the mono-stage cluster sampling, 250 were selected. In order to collect the data, tendency to addiction questionnaire (Yung), early maladaptive schemes questionnaire (Endler & Parker), Copying Styles Scale, and cognitive emotion regulation strategies were employed. Pearson's correlation analysis shows that copying styles with stress and cognitive emotion regulation strategies predict 46% of changes of students' tendency to addiction. In addition, the step by step regression analysis shows that affective coping style subscale, emotional and avoidance, cognitive regulation strategies of the excitement of self-denial, acceptance, making catastrophe and blaming others, emotional deprivation schemes, rejection/strain, social isolation/alienation, defamation/shame, self-transformed/captured, self-sacrifice, obedience, emotional restraint, stubborn standards, deserving/great secretary and inadequate self-control have a positive and meaningful relationship with tendency to addiction (p<0.5). These results have important implications for prediction, pathology, and prevention of addiction.This study examines the early maladaptive schemes, coping styles, cognitive emotion regulation strategies in predicting the male students' tendency to addiction. The method of this study is descriptive-correlational. The population inclues male elite students of Sanandaj high schools of whom through the mono-stage cluster sampling, 250 were selected. In order to collect the data, tendency to addiction questionnaire (Yung), early maladaptive schemes questionnaire (Endler & Parker), Copying Styles Scale, and cognitive emotion regulation strategies were employed. Pearson's correlation analysis shows that copying styles with stress and cognitive emotion regulation strategies predict 46% of changes of students' tendency to addiction. In addition, the step by step regression analysis shows that affective coping style subscale, emotional and avoidance, cognitive regulation strategies of the excitement of self-denial, acceptance, making catastrophe and blaming others, emotional deprivation schemes, rejection/strain, social isolation/alienation, defamation/shame, self-transformed/captured, self-sacrifice, obedience, emotional restraint, stubborn standards, deserving/great secretary and inadequate self-control have a positive and meaningful relationship with tendency to addiction (p<0.5). These results have important implications for prediction, pathology, and prevention of addiction.https://jsp.uma.ac.ir/article_751_4eaaee44cd5e92b11e403405cc93f39d.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208217420190220Predicting students' mental health based on religious beliefs, educational self-efficacy, and moral growthPredicting students' mental health based on religious beliefs, educational self-efficacy, and moral growth14315775210.22098/jsp.2019.752FAS.AModabberAssistant Professor, Department of Law, University of Mohaghegh ArdabiliESadri DamirchiAssistant Professor, Department of Counseling, University of Mohaghegh ArdabiliNMohammadPh.D Students in Counseling, University of Mohaghegh ArdabiliJournal Article20190316The purpose of this study was to predict students' mental health based on religious beliefs, educational self-efficacy, and moral growth. The design of this study was correlational and the population was comprised of all male and female senior high school students in Rasht during the academic year of 2015-2016. From this population, 250 male and female students were selected using multistage sampling. The instruments were academic mental health questionnaire, religious beliefs questionnaire, self-education questionnaire, and moral growth questionnaire. Data analysis was performed through Person's correlation coefficient and regression analysis. The findings showed a positive significant correlation between religious beliefs, educational self-efficacy, and moral growth with mental health. The results of regression analysis also revealed that 31% of the total variance of mental health can be explained by religious beliefs, educational self-efficacy, and moral growth. Hence, it can be concluded that with increases in the level of religious beliefs, educational self-efficacy, and moral growth, mental health increases. On the other hand, religious beliefs, educational self-efficacy, and moral growth are the most important variables in student mental health.The purpose of this study was to predict students' mental health based on religious beliefs, educational self-efficacy, and moral growth. The design of this study was correlational and the population was comprised of all male and female senior high school students in Rasht during the academic year of 2015-2016. From this population, 250 male and female students were selected using multistage sampling. The instruments were academic mental health questionnaire, religious beliefs questionnaire, self-education questionnaire, and moral growth questionnaire. Data analysis was performed through Person's correlation coefficient and regression analysis. The findings showed a positive significant correlation between religious beliefs, educational self-efficacy, and moral growth with mental health. The results of regression analysis also revealed that 31% of the total variance of mental health can be explained by religious beliefs, educational self-efficacy, and moral growth. Hence, it can be concluded that with increases in the level of religious beliefs, educational self-efficacy, and moral growth, mental health increases. On the other hand, religious beliefs, educational self-efficacy, and moral growth are the most important variables in student mental health.https://jsp.uma.ac.ir/article_752_6ebcd2d318e7dd8cd62d1d46a9e52ab4.pdf