University of Mohaghegh Ardabili Journal of School Psychology 22520821 11 2 2022 06 22 The model of structural relationships of family cohesion /adaptability, academic self-concept and social acceptability with school adjustment: the mediator role of educational engagement The model of structural relationships of family cohesion /adaptability, academic self-concept and social acceptability with school adjustment: the mediator role of educational engagement 6 20 1712 10.22098/jsp.2022.1712 FA Sajjad Basharpoor Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohghegh Ardabili, Ardabil, Iran. Fazeleh Heidari PhD Student in Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohghegh Ardabili, Ardabil, Iran Journal Article 2022 07 18 Objective: The current study was aimed to investigate the model of structural relationships of family cohesion /adaptability, academic self-concept and social acceptability with school adjustment: the mediator role of educational engagement. Methods: The method of this study was descriptive-correlational. The whole students of five and sex grades of primary schools in 96-97 educational years were constituted the statistical population of this study. The two hundred and sixty eight students selected by multistage random sampling from this statistical population and participated in this study. The instruments of students adjustment survey, academic self-concept, educational engagement, social desirability and family cohesion and adaptability scale were used for gathering data. The gatherd data were analyzed by Pearson correlation and multiple regression tests and path analysis using SPSS23 and lisrel8.7 Results: The found results showed that the structural model of adjustment to school basing on family cohesion, academic self-concept and social desirability with mediating role of and educational engagement have a good fitness. These results showed that family cohesion, academic self-concept and social desirability have a direct effect on the adjustment to school and have indirect effect of it via educational engagement. But, family adaptability has alone direct effect on adjustment to school (p<0/05). Conclusion: the results of this study reveal that the cohesive and supportive family systems, academic self-concept and social desirability can affect students’ adjustment to school both directly and nondirectly via educational engagement. Objective: The current study was aimed to investigate the model of structural relationships of family cohesion /adaptability, academic self-concept and social acceptability with school adjustment: the mediator role of educational engagement. Methods: The method of this study was descriptive-correlational. The whole students of five and sex grades of primary schools in 96-97 educational years were constituted the statistical population of this study. The two hundred and sixty eight students selected by multistage random sampling from this statistical population and participated in this study. The instruments of students adjustment survey, academic self-concept, educational engagement, social desirability and family cohesion and adaptability scale were used for gathering data. The gatherd data were analyzed by Pearson correlation and multiple regression tests and path analysis using SPSS23 and lisrel8.7 Results: The found results showed that the structural model of adjustment to school basing on family cohesion, academic self-concept and social desirability with mediating role of and educational engagement have a good fitness. These results showed that family cohesion, academic self-concept and social desirability have a direct effect on the adjustment to school and have indirect effect of it via educational engagement. But, family adaptability has alone direct effect on adjustment to school (p<0/05). Conclusion: the results of this study reveal that the cohesive and supportive family systems, academic self-concept and social desirability can affect students’ adjustment to school both directly and nondirectly via educational engagement.

https://jsp.uma.ac.ir/article_1712_6abe81c6bbb973b6d176ec8a089f0235.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 11 2 2022 06 22 Intervention in Impulsivity and Self-Control of Adolescents with Disruptive mood dysregulation disorder: Effectiveness and Effectiveness of Schema Modes Therapy and Impulse Control Training Intervention in Impulsivity and Self-Control of Adolescents with Disruptive mood dysregulation disorder: Effectiveness and Effectiveness of Schema Modes Therapy and Impulse Control Training 21 38 1722 10.22098/jsp.2022.1722 FA Nila Pashangian Ph. D Candidate, Department of General Psychology, Bushehr Branch, Islamic Azad University, Bushehr, Iran. Moloud Keykhosrovani Assistant Professor, Department of General Psychology, Bushehr Branch, Islamic Azad University, Bushehr, Iran Naser Amini Assistant Professor, Department of General Psychology, Bushehr Branch, Islamic Azad University, Bushehr, Iran Moslem Abbasi Assistant Professor, Department of General Psychology, Salman Farsi University, Kazerun, Iran Journal Article 2022 07 30 Objective: This study aims to compare the effectiveness of schema modes therapy and Impulse Control Training was performed on the impulsivity and self-control of adolescents with disruptive mood dysregulation disorder. Methods: The experimental method and design of the present study were pre-test-post-test and multi-group follow-up. The statistical population of this study consists of all adolescents aged 10 to 17 years old in Shiraz who are studying in the schools of this city in the academic year 2019-2020. The sample consisted of 60 male adolescents with disruptive mood dysregulation disorder among the male adolescents who scored high on the self-report scale of the Achenbach child behavior inventory and the disruptive mood dysregulation disorder Laporte et al. Multi-stage cluster random sampling method was selected from education areas of Shiraz and randomly assigned to two experimental groups and a control group. The research instruments were structured clinical interviews, the self-report scale of the Achenbach child behavior Inventory, the self-control scale by Tangney and et al, and the Impulsiveness of Patton et al scale. The collected data were statistically analyzed using repeated measures covariance analysis. Results: The results showed that group training of subjective schema modes therapy and impulse control training was effective in reducing impulsivity and increasing self-control of adolescents with disruptive mood dysregulation disorder (P≤0.001). Conclusion: Therefore, it can be concluded that subjective schema modes therapy and impulse control training can be used as appropriate intervention methods along with drug therapy. Objective: This study aims to compare the effectiveness of schema modes therapy and Impulse Control Training was performed on the impulsivity and self-control of adolescents with disruptive mood dysregulation disorder. Methods: The experimental method and design of the present study were pre-test-post-test and multi-group follow-up. The statistical population of this study consists of all adolescents aged 10 to 17 years old in Shiraz who are studying in the schools of this city in the academic year 2019-2020. The sample consisted of 60 male adolescents with disruptive mood dysregulation disorder among the male adolescents who scored high on the self-report scale of the Achenbach child behavior inventory and the disruptive mood dysregulation disorder Laporte et al. Multi-stage cluster random sampling method was selected from education areas of Shiraz and randomly assigned to two experimental groups and a control group. The research instruments were structured clinical interviews, the self-report scale of the Achenbach child behavior Inventory, the self-control scale by Tangney and et al, and the Impulsiveness of Patton et al scale. The collected data were statistically analyzed using repeated measures covariance analysis. Results: The results showed that group training of subjective schema modes therapy and impulse control training was effective in reducing impulsivity and increasing self-control of adolescents with disruptive mood dysregulation disorder (P≤0.001). Conclusion: Therefore, it can be concluded that subjective schema modes therapy and impulse control training can be used as appropriate intervention methods along with drug therapy.

https://jsp.uma.ac.ir/article_1722_f0039e66165ca759d6ad634007212f85.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 11 2 2022 06 22 The Effect of Communication Training Skills on Self-Efficacy and Social Anxiety of Students The Effect of Communication Training Skills on Self-Efficacy and Social Anxiety of Students 39 50 1701 10.22098/jsp.2022.1701 FA Zahra Hoseinpoor MSc of General Psychology, University of Guilan,, Rasht, Iran Mahnaz Khosrojavid Associate Professor, Department of Psychology, University of Guilan, Rasht , Iran Moosa Kafi Professor, Department of Psychology, University of Guilan, Rasht. Iran, Journal Article 2022 07 07 Objective: The aim of the present study is to investigate the effectiveness of communication skills on improving self- efficacy and decreasing social anxiety in high school girl students. Methods: The research method is experimental and pre-test and post-test design with control group. Statistical population consist high school girl students of Astaneh Ashrafiyeh City in academic years 2014-2015. 24 students were selected using multi-stage random method and classified into two experimental and control groups. Designed program was implemented in experimental group during 8 sessions. Self-Efficacy Questionnaire (Sherer,1982) and Social Anxiety Questionnaire (Jerabek, 1996) were used to collect data. Results: The results of covariance analysis showed that there are significant differences between pre-test and post-test scores of self- efficacy, social anxiety and its components in the experimental group (p < .001; p > .05). Conclusion: These findings may necessitate the attention of educational planners and Officials to the importance of the role of communication skills in strengthening students' cognitive performance and its effect on improving their social anxiety. Objective: The aim of the present study is to investigate the effectiveness of communication skills on improving self- efficacy and decreasing social anxiety in high school girl students. Methods: The research method is experimental and pre-test and post-test design with control group. Statistical population consist high school girl students of Astaneh Ashrafiyeh City in academic years 2014-2015. 24 students were selected using multi-stage random method and classified into two experimental and control groups. Designed program was implemented in experimental group during 8 sessions. Self-Efficacy Questionnaire (Sherer,1982) and Social Anxiety Questionnaire (Jerabek, 1996) were used to collect data. Results: The results of covariance analysis showed that there are significant differences between pre-test and post-test scores of self- efficacy, social anxiety and its components in the experimental group (p < .001; p > .05). Conclusion: These findings may necessitate the attention of educational planners and Officials to the importance of the role of communication skills in strengthening students' cognitive performance and its effect on improving their social anxiety.

https://jsp.uma.ac.ir/article_1701_1292c294a73c4cb3dce32959d2e71f38.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 11 2 2022 06 22 The Effect of Self-regulated Learning Instruction on Reading Comprehension and Critical Thinking: PLS-SEM Approach The Effect of Self-regulated Learning Instruction on Reading Comprehension and Critical Thinking: PLS-SEM Approach 51 61 1713 10.22098/jsp.2022.1713 FA Roya Ranjbar Mohammadi PhD in Applied Linguistics, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran, Mahnaz Saeidi Associate Professor of Applied Linguistics, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran Saeideh Ahangari Assistant Professor of Applied Linguistics, Department of English. Tabriz Branch, Islamic Azad University, Tabriz, Iran Journal Article 2022 07 18 Objective: This study aimed at investigating the relationships among SRL components, reading comprehension (RC), and critical thinking (CT) ability in English reading and determining the strength of these relationships after SRL instruction (SRLI). Methods: 183 Iranian EFL students participated in the study. First, the analyses of pretest PLS-SEM models were done by evaluating the three instruments of adapted motivated strategies for learning questionnaire, critical thinking in English reading questionnaire, and a test of reading comprehension. Second, the efficiency of SRLI of RC on the strength of the relationships was investigated by using MGA and comparing loadings in the pretest and posttest models. Results: The results revealed that SRLI was significantly efficient in improving the relationships among SRL strategies, RC and CT (P<0.001). Conclusion: This study has significant implications for syllabus designers, teachers and students. Objective: This study aimed at investigating the relationships among SRL components, reading comprehension (RC), and critical thinking (CT) ability in English reading and determining the strength of these relationships after SRL instruction (SRLI). Methods: 183 Iranian EFL students participated in the study. First, the analyses of pretest PLS-SEM models were done by evaluating the three instruments of adapted motivated strategies for learning questionnaire, critical thinking in English reading questionnaire, and a test of reading comprehension. Second, the efficiency of SRLI of RC on the strength of the relationships was investigated by using MGA and comparing loadings in the pretest and posttest models. Results: The results revealed that SRLI was significantly efficient in improving the relationships among SRL strategies, RC and CT (P<0.001). Conclusion: This study has significant implications for syllabus designers, teachers and students.

https://jsp.uma.ac.ir/article_1713_6664e96d1fb4fd7a18907fef774300a3.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 11 2 2022 06 22 Modeling of Self-Assessment Impact on Mathematics Achievement with intermediation Self-Regulation and Mathematic Self-Efficacy of high School Students Modeling of Self-Assessment Impact on Mathematics Achievement with intermediation Self-Regulation and Mathematic Self-Efficacy of high School Students 62 70 1717 10.22098/jsp.2022.1717 FA Azam Zare PhD in Educational Psychology, Khomein Branch, Islamic Azad University, Khomein, Iran Hasan Heidari Associate Professor of Counseling Department, Khomein Branch, Islamic Azad University, Khomein, Iran Hosein Davoodi Assistant Professor of Counseling Department, Khomein Branch, Islamic Azad University, Khomein, Iran Mahdi Moeini Kia Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran Journal Article 2022 07 26 Objective: The purpose of this study was to model the effect of self-assessment on the progress of mathematics lessons with the mediation of self-regulation and self-efficacy. Methods: The method of this research was correlation-structural equations. Its statistical population was all female students of the second year of high school in the first semester of 2017-2018 in Qom province, 278 students were selected by multi-stage cluster random sampling method. Data from self-assessment questionnaires (Judge, Erez, Bono & Theorsen), self-regulation (Bouffard, Boisvert, Wiese & Lerach), self-efficacy (Patrick, Hicks, & Raine) and turn-taking math score. The scores of the coordinated test were collected and analyzed with the help of SPSS 25 and AMOS software and using path analysis of structural equation modeling. Results: The results of the data analysis showed that there is a correlation between self-assessment and the progress of the math lesson (r=0.42), self-regulation and the progress of the math lesson (r=0.40), and the self-efficacy of the math and the progress of the math lesson (r=0.50). All relationships are significant at the 99% confidence level. The model fit indices also showed that the designed theoretical model has a good fit. Conclusion: self-assessment has an effect on the progress of students' math lessons through the mediation of self-regulation and math self-efficacy. Objective: The purpose of this study was to model the effect of self-assessment on the progress of mathematics lessons with the mediation of self-regulation and self-efficacy. Methods: The method of this research was correlation-structural equations. Its statistical population was all female students of the second year of high school in the first semester of 2017-2018 in Qom province, 278 students were selected by multi-stage cluster random sampling method. Data from self-assessment questionnaires (Judge, Erez, Bono & Theorsen), self-regulation (Bouffard, Boisvert, Wiese & Lerach), self-efficacy (Patrick, Hicks, & Raine) and turn-taking math score. The scores of the coordinated test were collected and analyzed with the help of SPSS 25 and AMOS software and using path analysis of structural equation modeling. Results: The results of the data analysis showed that there is a correlation between self-assessment and the progress of the math lesson (r=0.42), self-regulation and the progress of the math lesson (r=0.40), and the self-efficacy of the math and the progress of the math lesson (r=0.50). All relationships are significant at the 99% confidence level. The model fit indices also showed that the designed theoretical model has a good fit. Conclusion: self-assessment has an effect on the progress of students' math lessons through the mediation of self-regulation and math self-efficacy.

https://jsp.uma.ac.ir/article_1717_98bd633323652e353ab9bde0cdf833d4.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 11 2 2022 06 22 Investigation of the Relationship between Spiritual Intelligence, Parenting Styles and Risky Behaviors among High School Students in Meshgin Shahr Investigation of the Relationship between Spiritual Intelligence, Parenting Styles and Risky Behaviors among High School Students in Meshgin Shahr 71 82 1700 10.22098/jsp.2022.1700 FA Somayyeh Shirafkan Ajirloo M.A. in Clinical Psychology, Ardabil Branch, Islamic Azad University, Iran Mahmood Shamshiri Assistant Professor, Department of Critical Care Nursing, Ardabil University of Medical Sciences, Ardabil, Iran Behnam Molaei Assistant Professor, Department of Psychiatry, Ardabil University of Medical Sciences, Ardabil, Iran Journal Article 2022 07 07 Objective: This descriptive-correlational study aimed to investigate the relationship among parenting style, spiritual intelligence and high-risk behaviors in Meshginshahr high school students. Methods: Using the stratified sampling method, a sample of 380 students were included in the study. The research tools of Iranian Adolescents Risk-taking Scale (IARS), Spiritual Intelligence Self-Report Inventory (SISRI-24) and Baumrind's parenting styles questionnaire were used to collect data. Results: The results showed a significant negative correlation between perceived authoritarian parenting style and students’ spiritual intelligence, and also there was a significant positive correlation between the parenting styles and spiritual intelligence of students (P<0.05). Furthermore, there was a significant positive correlation between permissive parenting style and high-risk behaviors among the students, and there was significant negative correlation between authoritarian parenting style and parents' high-risk behaviors (P<0.05). Conclusion: However, authoritative and logical parents nurture children with high spiritual intelligence that avoid risky behaviors. Therefore, it is recommended for educational managers to assess the perceived parenting styles among students and provide needed information for their parents. Objective: This descriptive-correlational study aimed to investigate the relationship among parenting style, spiritual intelligence and high-risk behaviors in Meshginshahr high school students. Methods: Using the stratified sampling method, a sample of 380 students were included in the study. The research tools of Iranian Adolescents Risk-taking Scale (IARS), Spiritual Intelligence Self-Report Inventory (SISRI-24) and Baumrind's parenting styles questionnaire were used to collect data. Results: The results showed a significant negative correlation between perceived authoritarian parenting style and students’ spiritual intelligence, and also there was a significant positive correlation between the parenting styles and spiritual intelligence of students (P<0.05). Furthermore, there was a significant positive correlation between permissive parenting style and high-risk behaviors among the students, and there was significant negative correlation between authoritarian parenting style and parents' high-risk behaviors (P<0.05). Conclusion: However, authoritative and logical parents nurture children with high spiritual intelligence that avoid risky behaviors. Therefore, it is recommended for educational managers to assess the perceived parenting styles among students and provide needed information for their parents.

https://jsp.uma.ac.ir/article_1700_ddc3b4ed12fff398b8f50d188bf5ca52.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 11 2 2022 06 22 The frequency of obsessive-compulsive disorder among teachers and its complications with other psychiatric symptoms The frequency of obsessive-compulsive disorder among teachers and its complications with other psychiatric symptoms 83 95 1719 10.22098/jsp.2022.1719 FA Yousef Abdolalizadeh PhD student in General Psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran. Mohammad Narimani Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Reza Kazemi Assistant Professor, Department of Medicine, Ardabil Branch, Islamic Azad University, Ardabil, Iran Tvakkol Mosazadeh Assistant Professor, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran Journal Article 2022 07 26 Objective The aim of this study was the investigation of OCD prevalence and its complications with other psychiatric symptoms disorders among teachers. Methods This study was a descriptive cross-sectional study. In this study, 2000 subjects were selected through cluster sampling among teachers, among whom 1916 subjects completed the Yale-Brown obsessive-compulsive scale(YBOCS) and demographic questionnaire. In the second stage, 66 subjects who had scores above and 66 subjects who had scores below the cut-off point of 20 in the YBOCS completed the Maudsley Obsessive-Compulsive Inventory and symptom checklists SCL-90-R. Data were analyzed using frequency, percent, Kruskal-Wallis and multivariate regression. Results The results showed that the prevalence of OCD among teachers was 8%.Teachers with higher and lower education (p = 0.001), with and without history of illness (p = 0.001) and weak and prosperous economic situation (p = 0.009), had a significant difference in the rate of OCD. Also, the highest complications OCD was in OCD patients with paranoid, depression and anxiety disorders. Depression, interpersonal sensitivity, somatization and phobia were the most prominent variables in the prediction of OCD. Conclusion Therefore, it can be said that the prevalence of OCD among teachers is higher than the reported prevalence in the other countries, and paranoid, depression and anxiety psychiatric symptoms were comorbid in OCD patients which highlights the need to pay attention to this. Objective The aim of this study was the investigation of OCD prevalence and its complications with other psychiatric symptoms disorders among teachers. Methods This study was a descriptive cross-sectional study. In this study, 2000 subjects were selected through cluster sampling among teachers, among whom 1916 subjects completed the Yale-Brown obsessive-compulsive scale(YBOCS) and demographic questionnaire. In the second stage, 66 subjects who had scores above and 66 subjects who had scores below the cut-off point of 20 in the YBOCS completed the Maudsley Obsessive-Compulsive Inventory and symptom checklists SCL-90-R. Data were analyzed using frequency, percent, Kruskal-Wallis and multivariate regression. Results The results showed that the prevalence of OCD among teachers was 8%.Teachers with higher and lower education (p = 0.001), with and without history of illness (p = 0.001) and weak and prosperous economic situation (p = 0.009), had a significant difference in the rate of OCD. Also, the highest complications OCD was in OCD patients with paranoid, depression and anxiety disorders. Depression, interpersonal sensitivity, somatization and phobia were the most prominent variables in the prediction of OCD. Conclusion Therefore, it can be said that the prevalence of OCD among teachers is higher than the reported prevalence in the other countries, and paranoid, depression and anxiety psychiatric symptoms were comorbid in OCD patients which highlights the need to pay attention to this.

https://jsp.uma.ac.ir/article_1719_e3c664506cf3c84940fca0c3f95df1fd.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 11 2 2022 06 22 Evaluating the effectiveness of self-help cognitive and emotion regulation training On the psychological capital and academic motivation of female students with anxiety Evaluating the effectiveness of self-help cognitive and emotion regulation training On the psychological capital and academic motivation of female students with anxiety 96 110 1702 10.22098/jsp.2022.1702 FA Nasrin Asareh PhD Student in Psychology, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran Zabih Pirani Assistant professor، Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran. 0000-0003-0788-0744 Firozeh Zanganeh Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran Journal Article 2022 07 12 Objective: The aim of this study was to evaluate the effectiveness of cognitive self-compassion education and emotion regulation on psychological capital and academic motivation of high school female students in Tehran with anxiety. Methods: The statistical population of the study included high school female students with anxiety in Tehran and the statistical sample included 69 of these students. Questionnaires of psychological capital, academic motivation and Beck anxiety were used to collect data. Quasi-experimental research and educational protocol were performed and multivariate analysis of covariance was used to analyze the data. Results: The results showed that self-compassion, cognition and emotion regulation training have an effect on psychological capital and academic motivation (P <0.01) and there is no significant difference between the effectiveness of cognitive self-compassion training and emotion regulation on psychological capital (P> 0.05), but Emotion regulation training was more effective on academic motivation than cognitive self-compassion training (P <0.05). Conclusion: Two methods of cognitive self-compassion training and emotion regulation can be used to promote psychological capital and academic motivation. Objective: The aim of this study was to evaluate the effectiveness of cognitive self-compassion education and emotion regulation on psychological capital and academic motivation of high school female students in Tehran with anxiety. Methods: The statistical population of the study included high school female students with anxiety in Tehran and the statistical sample included 69 of these students. Questionnaires of psychological capital, academic motivation and Beck anxiety were used to collect data. Quasi-experimental research and educational protocol were performed and multivariate analysis of covariance was used to analyze the data. Results: The results showed that self-compassion, cognition and emotion regulation training have an effect on psychological capital and academic motivation (P <0.01) and there is no significant difference between the effectiveness of cognitive self-compassion training and emotion regulation on psychological capital (P> 0.05), but Emotion regulation training was more effective on academic motivation than cognitive self-compassion training (P <0.05). Conclusion: Two methods of cognitive self-compassion training and emotion regulation can be used to promote psychological capital and academic motivation.

https://jsp.uma.ac.ir/article_1702_bb0a3057ea3e10719013487560083565.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 11 2 2022 06 22 Reliability and Validity of School Burnout List (SBI) Reliability and Validity of School Burnout List (SBI) 111 119 1699 10.22098/jsp.2022.1699 FA Sanaz Eyni Assistant professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran Solmaz Ershadifard Master of internal nursing and surgery, Ardabil University of Medical Sciences, Ardabil, Iran Bahman Zardi Master of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran Zohreh Hashemi Associate Professor, Department of Psychology, Faculty of Humanities, University of Maragheh , Maragheh, Iran Journal Article 2022 07 07 Objective: The purpose of this study was to investigate the reliability and validity of the burnout scale at school. Methods: The research method was descriptive correlational. The statistical population of this study consisted of all high school students of Ardebil high school. The sample consisted of 350 students (180 girls and 170 boys) who were selected by multistage cluster sampling. Research tools were the burnout list at school (Salmella-Aro et al., 2009) and the scale of basic psychological needs in students (Tian et al., 2014). Internal consistency coefficient method and Pearson correlation coefficient and confirmatory factor analysis were used to evaluate the reliability of the scale. Data analysis was performed using SPSS 25 and LISREL 8.8 software. Results: The results of internal consistency showed that this scale had good reliability (exhaustion at school 0.88, cynicism toward the meaning of school0.89, sense of inadequacy at school 0.77 and 0.84 total scale). Also, the results of confirmatory factor analysis indicated appropriate validity of the scale (CFI = 0.96, RFI = 0.94, NNF = 0.93 and RMSEA = 0.049). Conclusion: Therefore, it can be said that this scale is a good tool for measuring students' Burnout at school. Objective: The purpose of this study was to investigate the reliability and validity of the burnout scale at school. Methods: The research method was descriptive correlational. The statistical population of this study consisted of all high school students of Ardebil high school. The sample consisted of 350 students (180 girls and 170 boys) who were selected by multistage cluster sampling. Research tools were the burnout list at school (Salmella-Aro et al., 2009) and the scale of basic psychological needs in students (Tian et al., 2014). Internal consistency coefficient method and Pearson correlation coefficient and confirmatory factor analysis were used to evaluate the reliability of the scale. Data analysis was performed using SPSS 25 and LISREL 8.8 software. Results: The results of internal consistency showed that this scale had good reliability (exhaustion at school 0.88, cynicism toward the meaning of school0.89, sense of inadequacy at school 0.77 and 0.84 total scale). Also, the results of confirmatory factor analysis indicated appropriate validity of the scale (CFI = 0.96, RFI = 0.94, NNF = 0.93 and RMSEA = 0.049). Conclusion: Therefore, it can be said that this scale is a good tool for measuring students' Burnout at school.

https://jsp.uma.ac.ir/article_1699_945057563b7e1e3355025f88d4133a52.pdf