University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 4 2020 02 20 On the relationship between ethical behavior in organizations and organizational citizenship behavior with mediating role of spirituality in the workplace of middle school principals and assistant principalss On the relationship between ethical behavior in organizations and organizational citizenship behavior with mediating role of spirituality in the workplace of middle school principals and assistant principalss 7 24 862 10.22098/jsp.2020.862 FA M Bagherpour Assistant Professor, Department of Educational Sciences, Bandargaz Branch, Islamic Azad University, Bandargaz, Iran Journal Article 2020 02 10 The present research has examined the relationship between the ethical behavior in an organization and organizational citizenship behavior with the mediating role of spirituality in the workplace of junior school principals and assistant principals of Gorgan. The research is applied in terms of the objective and is a descriptive research of a correlation type in terms of the method. The population consisted of 400 principals and assistant principals of junior high school in Gorgan among 179 were selected according to Kerjesi and Morgan tables by stratified random sampling. Data collection tools included the Questionnaire of Spirituality in the workplace of Mili Min et al., Organizational Citizenship behavior of Padsakov et al., and the standard questionnaire of ethical behavior of Broun et al. Path analysis was used to analyze the data. The findings showed that there is a relationship between the components of ethical behavior (professional ethics, regulatory ethics, and instrumental ethics), and the components of citizenship behavior (social customs, work conscience, and protection of the organizational resources) with the spirituality of junior school (first-level high school) principals and assistant principals of Gorgan. Also, the dimensions of ethical behavior in the organization through spirituality have a positive and indirect relationship to the organizational citizenship behavior. The present research has examined the relationship between the ethical behavior in an organization and organizational citizenship behavior with the mediating role of spirituality in the workplace of junior school principals and assistant principals of Gorgan. The research is applied in terms of the objective and is a descriptive research of a correlation type in terms of the method. The population consisted of 400 principals and assistant principals of junior high school in Gorgan among 179 were selected according to Kerjesi and Morgan tables by stratified random sampling. Data collection tools included the Questionnaire of Spirituality in the workplace of Mili Min et al., Organizational Citizenship behavior of Padsakov et al., and the standard questionnaire of ethical behavior of Broun et al. Path analysis was used to analyze the data. The findings showed that there is a relationship between the components of ethical behavior (professional ethics, regulatory ethics, and instrumental ethics), and the components of citizenship behavior (social customs, work conscience, and protection of the organizational resources) with the spirituality of junior school (first-level high school) principals and assistant principals of Gorgan. Also, the dimensions of ethical behavior in the organization through spirituality have a positive and indirect relationship to the organizational citizenship behavior.

https://jsp.uma.ac.ir/article_862_139e8c4613e2a8563c51d70eef314d04.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 4 2020 02 20 The role of parenting styles and rejection sensitivity in predicting students' impulsivity The role of parenting styles and rejection sensitivity in predicting students' impulsivity 25 40 863 10.22098/jsp.2020.863 FA S Basharpoor Professor, Department of Psychology, University of Mohaghegh Ardabili J Drodi MA of Clinical Psychology, University of Mohaghegh Ardabili F Heidari Ph.D student of Psychology, University of Mohaghegh Ardabili Journal Article 2020 02 10 The aim of the present study was to investigate the role of parenting styles and rejection sensitivity in predicting impulsivity among high school students. The method of study was correlational and the sample consisted of 154 high school students of Kamyaran city selected by cluster sampling in 2015. To collect data, the questionnaires of the perceived parenting style, the rejection sensitivity and the impulsivity were used and the collected data were analyzed using the Pearson correlation and multiple regression analysis. The results indicated that impulsivity has positive correlation with authoritarian parenting styles, permissive parenting style and the rejection sensitivity, but it has negative correlation whit authoritative parenting style (p < 0.001). The results also showed that parenting styles can predict the children's impulsivity. The aim of the present study was to investigate the role of parenting styles and rejection sensitivity in predicting impulsivity among high school students. The method of study was correlational and the sample consisted of 154 high school students of Kamyaran city selected by cluster sampling in 2015. To collect data, the questionnaires of the perceived parenting style, the rejection sensitivity and the impulsivity were used and the collected data were analyzed using the Pearson correlation and multiple regression analysis. The results indicated that impulsivity has positive correlation with authoritarian parenting styles, permissive parenting style and the rejection sensitivity, but it has negative correlation whit authoritative parenting style (p < 0.001). The results also showed that parenting styles can predict the children's impulsivity.

https://jsp.uma.ac.ir/article_863_e897c7c5b392ba7218860c58472ee740.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 4 2020 02 20 Investigating the effect of brain-based learning on anxiety and academic performance in math in the 7th grade female students Investigating the effect of brain-based learning on anxiety and academic performance in math in the 7th grade female students 41 59 864 10.22098/jsp.2020.864 FA S Jalali MA of Educational Psychology, Islamic Azad University, Birjand H Pourshafei Associate Professor, Department of Educational Sciences, University of Birjand. B Daneshmand Assistant Professor, Department of Curriculum, Shahid Bahonar University of Kerman Journal Article 2020 02 10 This study aims to investigate the effect of brain-based learning on anxiety and academic performance in math in the 7th grade female students of junior high school in 2014-2015 academic year. This is a quasi-experimental research with experimental and control groups conducted on 50 seventh grade students who were randomly placed in experimental and control groups. For assessing the research variables, the Mathematics anxiety scale of Chiu and Henry and a researcher-made test of math performance were adopted. For data analysis, covariance analysis was used. The results indicated that math scores in the experimental group increased up to 5.77 and it increased in the control group up to 1.56. This variation in score increase in pretest and posttest was significant in the experimental group. Moreover, the covariance analysis results indicated that math scores after intervention in the experimental group were meaningfully higher than the control group, while no meaningful difference was observed in the anxiety among both groups and math anxiety score change before and after the intervention didn’t show a meaningful variation in both groups; thus, instruction of brain-based learning can be utilized as an intervening method in improving the academic performance of students in mathematics. This study aims to investigate the effect of brain-based learning on anxiety and academic performance in math in the 7th grade female students of junior high school in 2014-2015 academic year. This is a quasi-experimental research with experimental and control groups conducted on 50 seventh grade students who were randomly placed in experimental and control groups. For assessing the research variables, the Mathematics anxiety scale of Chiu and Henry and a researcher-made test of math performance were adopted. For data analysis, covariance analysis was used. The results indicated that math scores in the experimental group increased up to 5.77 and it increased in the control group up to 1.56. This variation in score increase in pretest and posttest was significant in the experimental group. Moreover, the covariance analysis results indicated that math scores after intervention in the experimental group were meaningfully higher than the control group, while no meaningful difference was observed in the anxiety among both groups and math anxiety score change before and after the intervention didn’t show a meaningful variation in both groups; thus, instruction of brain-based learning can be utilized as an intervening method in improving the academic performance of students in mathematics.

https://jsp.uma.ac.ir/article_864_6cbf79adf6bd670ea8e467d85666055b.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 4 2020 02 20 Teachers’ attention to curriculum materials and student contexts and the identification of the factors affecting it Teachers’ attention to curriculum materials and student contexts and the identification of the factors affecting it 60 76 865 10.22098/jsp.2020.865 FA M Hajitabar Firouzjaee Assistant Professor, Department of Educational Sciences, University of Mazandaran Journal Article 2020 02 10 The purpose of the present study was to assess high school teachers' attention to curriculum materials and student contexts, and identify the factors affecting it. The research method was descriptive and correlational. The sample consisted of all teachers of the first grade high school of Babol selected using a cluster sampling method of 202 participants. To collect the data, Peak questionnaire (2014), which measures the amount of teachers' attention to the curriculum materials and student contexts was used. For data analyses, descriptive statistics and inferential statistics (Pearson Correlation Coefficients and Multiple Linear Regression Analysis in a Stepwise Method) were used. The results indicated that the teachers still paid considerable attention to textbooks and assessments but paid little attention to curriculum guides, teacher guide, students’ needs and local characteristics. Teachers’ positive and negative beliefs about curriculum materials, their knowledge, their collaboration with peer teacher assessments, and gender significantly influenced their attention to curriculum materials. In addition, teachers’ attention to curriculum guides and textbooks, gender, assessments, number of students in your classroom, know about the decentralization and collaboration with peer teachers were significant factors in teachers’ attention to local characteristics and students’ needs. Therefore, it is suggested to encourage teachers to use curricula to provide learning opportunities through collaboration with other teachers. The purpose of the present study was to assess high school teachers' attention to curriculum materials and student contexts, and identify the factors affecting it. The research method was descriptive and correlational. The sample consisted of all teachers of the first grade high school of Babol selected using a cluster sampling method of 202 participants. To collect the data, Peak questionnaire (2014), which measures the amount of teachers' attention to the curriculum materials and student contexts was used. For data analyses, descriptive statistics and inferential statistics (Pearson Correlation Coefficients and Multiple Linear Regression Analysis in a Stepwise Method) were used. The results indicated that the teachers still paid considerable attention to textbooks and assessments but paid little attention to curriculum guides, teacher guide, students’ needs and local characteristics. Teachers’ positive and negative beliefs about curriculum materials, their knowledge, their collaboration with peer teacher assessments, and gender significantly influenced their attention to curriculum materials. In addition, teachers’ attention to curriculum guides and textbooks, gender, assessments, number of students in your classroom, know about the decentralization and collaboration with peer teachers were significant factors in teachers’ attention to local characteristics and students’ needs. Therefore, it is suggested to encourage teachers to use curricula to provide learning opportunities through collaboration with other teachers.

https://jsp.uma.ac.ir/article_865_0fdddbc9ad484825562fda41fa8b7a04.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 4 2020 02 20 The role of ineffective attitudes and academic self-concept in predicting students' test anxiety The role of ineffective attitudes and academic self-concept in predicting students' test anxiety 77 91 866 10.22098/jsp.2020.866 FA A Rastravesh MA of Clinical Psychology, Islamic Azad University, Khalkhal Branch. I Mohammadi PhD Student of Health Psychology, Islamic Azad University, Karaj Branch Journal Article 2020 02 10 The purpose of this study was to investigate the role of ineffective attitudes and self-concept in predicting students' test anxiety. The research method was correlational. The population consisted of all students studying in Lahijan pre-university period in the academic year of 1396-1395. A sample of 150 participants (75 females and 75 males) were selected through multi-stage sampling. Using inferential attitudes questionnaire, self-concept questionnaire and test anxiety questionnaire, the data were collected. Pearson correlation and regression analysis were used to analyze the data. The results showed a significant positive correlation between test anxiety with social confirmation (p<0.01). There was a significant negative correlation between perfectionism and total ineffective attitude, and between test anxiety and self-concept (p<0.01). The results also showed that social confirmation and perfectionism and academic self-concept predicted test anxiety (p< 0.01). Exams lead to moderate to severe anxiety in most students. Considering the high percentage of test anxiety among students, the necessity of effective management of test anxiety in students is quite tangible. The purpose of this study was to investigate the role of ineffective attitudes and self-concept in predicting students' test anxiety. The research method was correlational. The population consisted of all students studying in Lahijan pre-university period in the academic year of 1396-1395. A sample of 150 participants (75 females and 75 males) were selected through multi-stage sampling. Using inferential attitudes questionnaire, self-concept questionnaire and test anxiety questionnaire, the data were collected. Pearson correlation and regression analysis were used to analyze the data. The results showed a significant positive correlation between test anxiety with social confirmation (p<0.01). There was a significant negative correlation between perfectionism and total ineffective attitude, and between test anxiety and self-concept (p<0.01). The results also showed that social confirmation and perfectionism and academic self-concept predicted test anxiety (p< 0.01). Exams lead to moderate to severe anxiety in most students. Considering the high percentage of test anxiety among students, the necessity of effective management of test anxiety in students is quite tangible.

https://jsp.uma.ac.ir/article_866_631027bf69e880ee3425c2ea6e5f174f.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 4 2020 02 20 The effect of training the quality of parental involvement in doing homework on student's achievement motivation and school anxiety The effect of training the quality of parental involvement in doing homework on student's achievement motivation and school anxiety 92 111 867 10.22098/jsp.2020.867 FA M Rahimi Assistant Professor, Department of Educational Psychology, Yazd University F Rasouli Fathabad MA of Educational Psychology, Yazd University M Zare Assistant Professor, Department of Educational Psychology, Yazd University Journal Article 2020 02 10 The aim of the present study was to investigate the effectiveness of training the quality of parental involvement in doing homework on achievement motivation and school anxiety among Khatam (Yazd) first grade students. The research design was quasi-experimental (pre-test and post-test with control group). The population consisted of all first grade female students and their mothers in Khatam in 2016-2017 academic year. 60 mothers were selected by convenience sampling, and among them, 30 participants were randomly assigned to the experimental group and 30 participants to the control group. The instruments were School Anxiety questionnaire and academic motivation questionnaire. After responding the pre-test, the experimental group participated in eight 50-minute sessions of parental participation training program based on Deci and Ryan model. The results showed that parental participation training in doing homework assignments was effective on increasing academic achievement motivation and reducing school anxiety of students. Therefore, enhancing the quality of parental involvement can affect some of the motivational and emotional academic variables. The aim of the present study was to investigate the effectiveness of training the quality of parental involvement in doing homework on achievement motivation and school anxiety among Khatam (Yazd) first grade students. The research design was quasi-experimental (pre-test and post-test with control group). The population consisted of all first grade female students and their mothers in Khatam in 2016-2017 academic year. 60 mothers were selected by convenience sampling, and among them, 30 participants were randomly assigned to the experimental group and 30 participants to the control group. The instruments were School Anxiety questionnaire and academic motivation questionnaire. After responding the pre-test, the experimental group participated in eight 50-minute sessions of parental participation training program based on Deci and Ryan model. The results showed that parental participation training in doing homework assignments was effective on increasing academic achievement motivation and reducing school anxiety of students. Therefore, enhancing the quality of parental involvement can affect some of the motivational and emotional academic variables.

https://jsp.uma.ac.ir/article_867_ad2ee9ea4c3eea2b4a9a779ec6b677f5.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 4 2020 02 20 On the relationship between perceptions of classroom quality and cognitive flexibility with academic challenge and academic performance among high school students On the relationship between perceptions of classroom quality and cognitive flexibility with academic challenge and academic performance among high school students 112 130 868 10.22098/jsp.2020.868 FA S Zeqeibi Ghannad PhD of Educational Psychology, Shahid Chamran University of Ahvaz. S Baranian MA of Educational Psychology, Shahid Chamran University of Ahvaz S Alipour Associate Professor, Department of Educational Psychology, Shahid Chamran University of Ahvaz Journal Article 2020 02 10 Rapidly progressive nature of today's world requires upbringing students who prepare themselves to face the new challenges. The purpose of the present study was to investigate the relationship between perceptions of classroom quality (appeal, challenge, choice, self-efficacy and meaningfulness) and cognitive flexibility with academic challenge and academic performance among Ize city high school students. To this end, 400 high school students of Ize city were selected by multistage random sampling and then, they completed Perceptions of Classroom Quality Scale, Cognitive Flexibility Scale and challenge subscales of Academic Hardiness Questionnaire. After data collection, path analysis was used to analyze the data. Based on the results, cognitive flexibility, appeal and self-efficacy had a significant relationship with academic challenge and appeal, self-efficacy, meaningfulness had a significant relationship with academic performance. Also, appeal and self-efficacy were significantly related to academic performance with the mediating role of academic challenge. These findings point to the importance of cognitive flexibility and students’ perceptions of the classroom quality, especially self-efficacy appeal in explaining academic challenge and academic performance in educational settings. Rapidly progressive nature of today's world requires upbringing students who prepare themselves to face the new challenges. The purpose of the present study was to investigate the relationship between perceptions of classroom quality (appeal, challenge, choice, self-efficacy and meaningfulness) and cognitive flexibility with academic challenge and academic performance among Ize city high school students. To this end, 400 high school students of Ize city were selected by multistage random sampling and then, they completed Perceptions of Classroom Quality Scale, Cognitive Flexibility Scale and challenge subscales of Academic Hardiness Questionnaire. After data collection, path analysis was used to analyze the data. Based on the results, cognitive flexibility, appeal and self-efficacy had a significant relationship with academic challenge and appeal, self-efficacy, meaningfulness had a significant relationship with academic performance. Also, appeal and self-efficacy were significantly related to academic performance with the mediating role of academic challenge. These findings point to the importance of cognitive flexibility and students’ perceptions of the classroom quality, especially self-efficacy appeal in explaining academic challenge and academic performance in educational settings.

https://jsp.uma.ac.ir/article_868_3f54d6e7778c982ef8937d0f53315922.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 4 2020 02 20 Presenting a causal model of academic engagement and academic ethics with academic cheating: The mediating role of academic self-efficacy Presenting a causal model of academic engagement and academic ethics with academic cheating: The mediating role of academic self-efficacy 131 155 869 10.22098/jsp.2020.869 FA S Sabzian Ph.D student of Educational Psychology, Lorestan University E Ghadampour Associate professor, Department of Psychology, Lorestan University F Mirderikvand Associate professor, Department of Psychology, Lorestan University Journal Article 2020 02 10 This study aimed to provide a causal model of academic engagement and academic ethics with academic cheating by the mediating role of academic self-efficacy. It is descriptive and correlational. The population included all female students in senior high schools in Khorramabad amounting to 9981 among whom through the Kline's Rules of Thumb, 240 participants were selected through stratified random sampling. To collect the data, academic engagement, academic ethics questionnaire, academic self-efficacy and academic cheating were used. The correlation matrix, structural equation modeling and goodness of fit index in LISREL 8.5 were used for data analysis. The results of path analysis showed that academic ethics had direct impact on academic cheating with self-efficacy as mediating variable but academic engagement had no direct effect on academic cheating but was mediated by self-efficacy indirectly. Also, academic self-efficacy had direct effect on academic cheating. The results of the direct effect of academic ethics on academic cheating and the mediating role of self-efficacy in structural relationship between academic engagement and academic provides support for ethics with students' academic cheating. This study aimed to provide a causal model of academic engagement and academic ethics with academic cheating by the mediating role of academic self-efficacy. It is descriptive and correlational. The population included all female students in senior high schools in Khorramabad amounting to 9981 among whom through the Kline's Rules of Thumb, 240 participants were selected through stratified random sampling. To collect the data, academic engagement, academic ethics questionnaire, academic self-efficacy and academic cheating were used. The correlation matrix, structural equation modeling and goodness of fit index in LISREL 8.5 were used for data analysis. The results of path analysis showed that academic ethics had direct impact on academic cheating with self-efficacy as mediating variable but academic engagement had no direct effect on academic cheating but was mediated by self-efficacy indirectly. Also, academic self-efficacy had direct effect on academic cheating. The results of the direct effect of academic ethics on academic cheating and the mediating role of self-efficacy in structural relationship between academic engagement and academic provides support for ethics with students' academic cheating.

https://jsp.uma.ac.ir/article_869_168b733d445926616de35ea478a6df2d.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 4 2020 02 20 The effectiveness of skill-training through Quilliam optimism package on academic optimism and academic engagement of female students The effectiveness of skill-training through Quilliam optimism package on academic optimism and academic engagement of female students 156 175 870 10.22098/jsp.2020.870 FA M Sadeghi Assistant Professor, Department of Psychology, Lorestan University M Abbasi Assistant Professor, Department of Psychology, Lorestan University Z Beyranvand PhD student of Educational Psychology, Lorestan University Journal Article 2020 02 10 The purpose of this study was to investigate the effectiveness of skill-training through Quilliam optimism package on academic optimism and academic engagement of first grade female students of Khorramabad in senior high schools. The present study was a quasi-experimental study with pre- and post-test. The sample consisted of 30 participants in the experimental group (n=30) and 30 participants in the control group (n=30) in the academic year of 2015-2016, who were selected through random multi-stage cluster sampling, and were randomly assigned into two groups (experimental and control). Before teaching skill-training optimism to the experimental group, the pre-tests of academic optimism and academic engagement were administrated to both groups. Then, the training optimism skills was administered to the experimental group and no training was provided to the control group. After the completion of the treatment, academic optimism and academic engagement post-tests were administrated to both groups. The results of multivariate analysis of covariance of training optimism skills indicated a significant increase in academic optimism and academic engagement. Accordingly, we recommended that teachers create positive beliefs in students and expand positive school environment, active and healthy conditions for growth optimism and enthusiasm of school children. The purpose of this study was to investigate the effectiveness of skill-training through Quilliam optimism package on academic optimism and academic engagement of first grade female students of Khorramabad in senior high schools. The present study was a quasi-experimental study with pre- and post-test. The sample consisted of 30 participants in the experimental group (n=30) and 30 participants in the control group (n=30) in the academic year of 2015-2016, who were selected through random multi-stage cluster sampling, and were randomly assigned into two groups (experimental and control). Before teaching skill-training optimism to the experimental group, the pre-tests of academic optimism and academic engagement were administrated to both groups. Then, the training optimism skills was administered to the experimental group and no training was provided to the control group. After the completion of the treatment, academic optimism and academic engagement post-tests were administrated to both groups. The results of multivariate analysis of covariance of training optimism skills indicated a significant increase in academic optimism and academic engagement. Accordingly, we recommended that teachers create positive beliefs in students and expand positive school environment, active and healthy conditions for growth optimism and enthusiasm of school children.

https://jsp.uma.ac.ir/article_870_e088795684e9bbe9fc4119eeb2dc1f27.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 4 2020 02 20 The effectiveness of mindfulness practice in increasing academic motivation among high school students The effectiveness of mindfulness practice in increasing academic motivation among high school students 176 199 871 10.22098/jsp.2020.871 FA F Ataei PhD candidate, Educational Psychology, Islamic Azad University, Science and Research Branch, Tehran, Iran A Ahmadi Assistant Professor, General Psychology Department, Imam Khomeini International University, Qazvin, Iran A.R Kiamanesh Professor, Educational Psychology, Islamic Azad University, Science and Research Branch, Tehran, Iran A.A Saif Professor, Educational Psychology, Islamic Azad University, Science and Research Branch, Tehran, Iran Journal Article 2020 02 10 This research was conducted to assess the impact of mindfulness on academic motivation among the 11th-grade students in Tehran. As an experimental research, we employed a pre- and post-test with a control group. The participants included all 11th-grade students who were studying in District Two of Tehran country in 2017-2018. The researchers utilized multi-phase cluster sampling to choose 80 students (40 female and 40 male students), who showed lower scores on their academic motivation test, and randomly placed them into four groups of participants (two experimental groups and two control groups). The experimental groups received mindfulness training in eight sessions. Then all participants were given Academic Motivation as the post-test. The data were analyzed using Analysis of Covariance, and Multivariate Analysis of Covariance. The results indicated that mindfulness practice had a significant impact on increasing academic motivation in female and male students. Due to the positive impact of mindfulness practices on students to increase their academic motivations, it is suggested that teachers and educators create a motivating academic environment by encouraging students’ self-efficacy and providing mindfulness technique. This research was conducted to assess the impact of mindfulness on academic motivation among the 11th-grade students in Tehran. As an experimental research, we employed a pre- and post-test with a control group. The participants included all 11th-grade students who were studying in District Two of Tehran country in 2017-2018. The researchers utilized multi-phase cluster sampling to choose 80 students (40 female and 40 male students), who showed lower scores on their academic motivation test, and randomly placed them into four groups of participants (two experimental groups and two control groups). The experimental groups received mindfulness training in eight sessions. Then all participants were given Academic Motivation as the post-test. The data were analyzed using Analysis of Covariance, and Multivariate Analysis of Covariance. The results indicated that mindfulness practice had a significant impact on increasing academic motivation in female and male students. Due to the positive impact of mindfulness practices on students to increase their academic motivations, it is suggested that teachers and educators create a motivating academic environment by encouraging students’ self-efficacy and providing mindfulness technique.

https://jsp.uma.ac.ir/article_871_570ca1c8ac6b9f567dec18ca2e16b4fa.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 4 2020 02 20 Comparing attachment styles, loneliness and assertiveness of adolescents as victims of bullying and normal adolescents in 7th and 8th graders Comparing attachment styles, loneliness and assertiveness of adolescents as victims of bullying and normal adolescents in 7th and 8th graders 200 216 872 10.22098/jsp.2020.872 FA S Fardid MA of Educational Psychology, Allameh Tabatabai University F Dortaj Professor, Department of Educational Psychology, Allameh Tabatabai University Journal Article 2020 02 10 This study aimed at comparing attachment styles, loneliness and assertiveness of teenagers who were victims of bullying and normal teenagers in the 7th and 8th grades. The research has an ex post facto and 279 students were selected using cluster sampling. The data were gathered via Olvius bullying scale, UCLA loneliness scale, Gambriel/Richie assertiveness scale and RAAS attachment style inventory. After dividing the participants by Olvius questionnaire into two groups as victims of bullying (n = 33) and normal (n = 246), in all groups, the data were collected and calculated through Multivariat Analysis of Variance (MANOA). The results showed that the victims of bullying had higher scores in anxiety and lower scores in feeling of closeness and assertiveness. Also, there were no significant difference between the two groups in the degree of attachment (avoidance attachment) and loneliness with each other. Identifying the psychological characteristics that make teenagers susceptible to accepting the role of a victim is essential in planning for counseling and designing interventions. This study aimed at comparing attachment styles, loneliness and assertiveness of teenagers who were victims of bullying and normal teenagers in the 7th and 8th grades. The research has an ex post facto and 279 students were selected using cluster sampling. The data were gathered via Olvius bullying scale, UCLA loneliness scale, Gambriel/Richie assertiveness scale and RAAS attachment style inventory. After dividing the participants by Olvius questionnaire into two groups as victims of bullying (n = 33) and normal (n = 246), in all groups, the data were collected and calculated through Multivariat Analysis of Variance (MANOA). The results showed that the victims of bullying had higher scores in anxiety and lower scores in feeling of closeness and assertiveness. Also, there were no significant difference between the two groups in the degree of attachment (avoidance attachment) and loneliness with each other. Identifying the psychological characteristics that make teenagers susceptible to accepting the role of a victim is essential in planning for counseling and designing interventions.

https://jsp.uma.ac.ir/article_872_c1d9215feb811482564cd96ab15ef988.pdf