University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 4 2015 02 20 The relationship between locus of control and Self-Esteem with creativity in Ardekan city high schools studenst The relationship between locus of control and Self-Esteem with creativity in Ardekan city high schools studenst 6 21 265 jsp-1 FA F Barzegar M. A. Educational Research, Shahid Bahonar Kerman University M Salehpoor M. A. psychology, Tarbiat Moddares University M.R EmamJomeh Assistant professor, Tarbiat Moddares universiry Journal Article 2012 09 09 The purpose of this study is to investigate the relationship between locus of control and self – esteem with creativity among students in Ardakan high schools. Among all high school students (N=1992), 322 students were selected. By using of stratified random sampling method (with propotional assignment). To collect the data, Abedi creativity, Cupersmith self-esteem and Rotter locus of control questionnaires were used. Because, they have high reliability and validity. The data were analyzed by means of questionnaires, descriptive statistics (e.g; frequency and percent), Inferential statistics (e.g; Pearson and Spearman correlation tests and Multiple linear Regression). The results revealed significant relationship between self- esteem and creativity students, but there is no significant relationship between external control and creativity of students. The purpose of this study is to investigate the relationship between locus of control and self – esteem with creativity among students in Ardakan high schools. Among all high school students (N=1992), 322 students were selected. By using of stratified random sampling method (with propotional assignment). To collect the data, Abedi creativity, Cupersmith self-esteem and Rotter locus of control questionnaires were used. Because, they have high reliability and validity. The data were analyzed by means of questionnaires, descriptive statistics (e.g; frequency and percent), Inferential statistics (e.g; Pearson and Spearman correlation tests and Multiple linear Regression). The results revealed significant relationship between self- esteem and creativity students, but there is no significant relationship between external control and creativity of students. https://jsp.uma.ac.ir/article_265_94695d338c2544e6e07d80be76b4a064.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 4 2015 02 20 The role of behavioral activation/inhibition systems in prediction of the state/trait anxiety in high school students The role of behavioral activation/inhibition systems in prediction of the state/trait anxiety in high school students 21 36 266 FA S Basharpoor Assostant professor of psychology, university of mohagheghardablili S.S Mozaffari M A of Psychology, islamicazad university, Science and Reseach Branch of Ardsbil Journal Article 2013 10 14 The aim of the present study was to determine the role of behavioral activation /inhibition systems in predicting state/ trait anxiety among high school students. The method of this study was descriptive and correlational. All Khalkhal city students in basis high schools in school year 2012-2013 had comprised the population of the study. 180 students were selected by random multistage cluster sampling, were asked to respond to the State/ Trait Anxiety questionnaire and behavioral inhibition and behavioral activation. The gathered data were analyzed by Pearson correlation and multistage regression tests. Pearson correlation results showed that state Anxiety has a positive correlation with sensitivity to punishment (r= 0/39; p The aim of the present study was to determine the role of behavioral activation /inhibition systems in predicting state/ trait anxiety among high school students. The method of this study was descriptive and correlational. All Khalkhal city students in basis high schools in school year 2012-2013 had comprised the population of the study. 180 students were selected by random multistage cluster sampling, were asked to respond to the State/ Trait Anxiety questionnaire and behavioral inhibition and behavioral activation. The gathered data were analyzed by Pearson correlation and multistage regression tests. Pearson correlation results showed that state Anxiety has a positive correlation with sensitivity to punishment (r= 0/39; p

https://jsp.uma.ac.ir/article_266_7b63dee70bf189eb418e2c65932901e2.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 4 2015 02 20 Structural modeling of the effect of educational aspiration on educational in equality of male and female students in pre-university cycle Structural modeling of the effect of educational aspiration on educational in equality of male and female students in pre-university cycle 37 50 267 FA M Hassani Associate Professor of Eeducational Aadministration, Urmia University. R Asadi MSc of Educational Administration, Urmia University M Sameri Assistant Professor of Eeducational Aadministration, department of education, Islamic Azad University,Urmia Branch T Akbari Ph.D Students of Eeducational Aadministration Urmia University Journal Article 2013 11 22 This research aimed to examinestructural modeling of the effect of educational aspiration on the educational in equality of male and female pre- university cycle students. Statistical population of this study included all male and female pre-university students in two educational districts of Urmia and 357 students were selected as study sampleusing Cochran formula. Data were gathered through researcher made questionnaire. Descriptive statistics (including charts, percentages, averages, etc.) were used to analyze dataand exploratory factor analysisas well asstructural equation modeling were used to fit the given pattern. The results ofthis study suggested that contextual factors, personal factors, and environmental factors have a direct effectoneducationalaspirations and alsostated that educational as pirations havea direct and significant effect on academic achievement. This research aimed to examinestructural modeling of the effect of educational aspiration on the educational in equality of male and female pre- university cycle students. Statistical population of this study included all male and female pre-university students in two educational districts of Urmia and 357 students were selected as study sampleusing Cochran formula. Data were gathered through researcher made questionnaire. Descriptive statistics (including charts, percentages, averages, etc.) were used to analyze dataand exploratory factor analysisas well asstructural equation modeling were used to fit the given pattern. The results ofthis study suggested that contextual factors, personal factors, and environmental factors have a direct effectoneducationalaspirations and alsostated that educational as pirations havea direct and significant effect on academic achievement.

https://jsp.uma.ac.ir/article_267_d23104a7ea0fafd6ab56ac6916b1bb94.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 4 2015 02 20 The relationship between emotion regulation and resiliency with psychological well-being in students The relationship between emotion regulation and resiliency with psychological well-being in students 51 72 268 FA E Soleimani Assistant pfofessor of psychology, university of Urmia Y Habibi M. A of psychology, university of Moahageg Ardabili Journal Article 2012 06 17 The purpose of this study was The relationship between emotion regulation and resiliency with psychological well-being in students. To access this purpose, The study population were included all male high school students in Ardabil, was selected 150 students using a multi-stage cluster sampling method. from collect information was used emotion regulation Questionnaire, Davidson & Conner's resiliency scale and psychological riffs well- being questionnaire. While the research project was descriptive correlation, data were analysis with statistical methods Pearson correlation and multiple regression. Results showed that are positive relationship between regulate emotion and resiliency with psychological well-being significantly. This means that increasing of resiliency and emotional regulation led to increased psychological well-being. The purpose of this study was The relationship between emotion regulation and resiliency with psychological well-being in students. To access this purpose, The study population were included all male high school students in Ardabil, was selected 150 students using a multi-stage cluster sampling method. from collect information was used emotion regulation Questionnaire, Davidson & Conner's resiliency scale and psychological riffs well- being questionnaire. While the research project was descriptive correlation, data were analysis with statistical methods Pearson correlation and multiple regression. Results showed that are positive relationship between regulate emotion and resiliency with psychological well-being significantly. This means that increasing of resiliency and emotional regulation led to increased psychological well-being.

https://jsp.uma.ac.ir/article_268_eb8c5b194af0824060b20b7a2f0ead5c.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 4 2015 02 20 Structural equation modeling of the relationship self – regulation and emotional intelligence on academic achievement in mathematics with mediation of self-efficiency Structural equation modeling of the relationship self – regulation and emotional intelligence on academic achievement in mathematics with mediation of self-efficiency 73 91 269 FA B Saleh Sedghpour Assistant of Professor, Shahid Rajaei teacher training University. S.N Azimi M.A . educational Psychology, Shahid Rajaei teacher training University Journal Article 2013 06 09 The purpose of this study is to model the relationship between self-regulation, emotional intelligence and mathematics achievement as mediated by self-regulation. The population of the study included all high school students of grade three from the first and second districts of ministry of education in the city of Ardabil in the academic year of 2012-2013. The sample size was 400 (264 female and 136 male) students who were chosen by a relative stratified random method. The instruments of the study included assessment scale of emotional intelligence, self-assessment scale of self-, self-assessment scale of self-efficacy, and researcher-made mathematics achievement test. The data were analyzed using descriptive statistics and inferential statistics including stepwise and path analysis. The results of the study showed that: 1) there is a direct and positive relationship between the academic achievement and self-regulation. 2) there is a positive and direct relationship between the students’ emotional intelligence and their achievement. 3) there is a positive and direct relationship between students’ emotional intelligence and their self-regulation. 4) there is positive, direct and indirect relationship between emotional intelligence and self-efficacy. Overall, the independent variable of self-regulation predicted and justified 27% of variance of the dependent variable of achievement. Also, the independent variable of emotional intelligence predicted and justified 18.2% of variance of the dependent variable of achievement. The purpose of this study is to model the relationship between self-regulation, emotional intelligence and mathematics achievement as mediated by self-regulation. The population of the study included all high school students of grade three from the first and second districts of ministry of education in the city of Ardabil in the academic year of 2012-2013. The sample size was 400 (264 female and 136 male) students who were chosen by a relative stratified random method. The instruments of the study included assessment scale of emotional intelligence, self-assessment scale of self-, self-assessment scale of self-efficacy, and researcher-made mathematics achievement test. The data were analyzed using descriptive statistics and inferential statistics including stepwise and path analysis. The results of the study showed that: 1) there is a direct and positive relationship between the academic achievement and self-regulation. 2) there is a positive and direct relationship between the students’ emotional intelligence and their achievement. 3) there is a positive and direct relationship between students’ emotional intelligence and their self-regulation. 4) there is positive, direct and indirect relationship between emotional intelligence and self-efficacy. Overall, the independent variable of self-regulation predicted and justified 27% of variance of the dependent variable of achievement. Also, the independent variable of emotional intelligence predicted and justified 18.2% of variance of the dependent variable of achievement.

https://jsp.uma.ac.ir/article_269_88aa48ab977af77e5e5683a015d2262d.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 4 2015 02 20 A model for the role of perceptions of classroom quality on adjustment components in female high schools students in Mashhad A model for the role of perceptions of classroom quality on adjustment components in female high schools students in Mashhad 93 110 270 FA M Salehi PhD student in higher Education, Shahid Beheshti University H Kareshki Academic member in Ferdowsi University of Mashhad, Mashhad Journal Article 2013 01 30 This research aimed to study the relationship among perceptions of classroom activities and adjustment in students by structural equation modeling method. For doing this, we selected 570 girl students from height schools in Mashhad. The school adjustment scale of Sinha and Student Perceptions of Classroom Quality scale from Gentry & Owen were used to gathering data. Result showed that components of Student Perceptions of Classroom Quality related to components of social and academic adjustment, negatively, and not significant for emotional adjustment. Regression results show that components of perceptions of classroom activities predicted academic adjustment (F(5,364)=21/11, p<0/001), social adjustment (F(3,389)=6/73, p<0/001), but did not predict emotional adjustment. Per posed model on role of perceptions of classroom quality on adjustment components have good index to fitting data. This research aimed to study the relationship among perceptions of classroom activities and adjustment in students by structural equation modeling method. For doing this, we selected 570 girl students from height schools in Mashhad. The school adjustment scale of Sinha and Student Perceptions of Classroom Quality scale from Gentry & Owen were used to gathering data. Result showed that components of Student Perceptions of Classroom Quality related to components of social and academic adjustment, negatively, and not significant for emotional adjustment. Regression results show that components of perceptions of classroom activities predicted academic adjustment (F(5,364)=21/11, p<0/001), social adjustment (F(3,389)=6/73, p<0/001), but did not predict emotional adjustment. Per posed model on role of perceptions of classroom quality on adjustment components have good index to fitting data.

https://jsp.uma.ac.ir/article_270_4283328404ed1254f30767111d8a1f25.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 4 2015 02 20 The role of cognitive processing and attribution styles in predicting quality of life in the students with dysmorphic disorder The role of cognitive processing and attribution styles in predicting quality of life in the students with dysmorphic disorder 111 127 271 FA Z Mahdizadeh M.A in Clinical Psychology, Department of Psychology, University of Mohaghegh Ardabili A Abolghasemi Professor of Psychology, Department of Psychology, University of Mohaghegh Ardabili Z Rostamoghli M. A of clinical psychology, Imam Khomeini Relief foundation, Ardabili Journal Article 2013 06 09 The purpose of this study was to investigate the role of cognitive processing and attribution styles in predicting the quality of life in the students with dysmorphic disorder. The statistical population of this research consists of female students in Ardabil city. The 105 subjects were chosen with multidimensional body-self relations questionnaire and clinical interview. To collect the data, the cognitive process scale, attribution style questionnaire and quality of life questionnaire were used. Correlation coefficient showed a significant correlation between cognitive processing, positive internal-external, stable-unstable and negative global-specific attribution styles with quality of life in the students with dysmorphic disorfers. Also a significant correlation was found between negative internal-external, global-specific and positive global-specific with quality of life. The results of multiple regression analyses showed cognitive processing and attribution styles predict 20.3% changed variance of quality of lifing the students with dysmorphic. This result showed cognitive process and attribution styles have role in quality of life of in the students with dysmorphic. The purpose of this study was to investigate the role of cognitive processing and attribution styles in predicting the quality of life in the students with dysmorphic disorder. The statistical population of this research consists of female students in Ardabil city. The 105 subjects were chosen with multidimensional body-self relations questionnaire and clinical interview. To collect the data, the cognitive process scale, attribution style questionnaire and quality of life questionnaire were used. Correlation coefficient showed a significant correlation between cognitive processing, positive internal-external, stable-unstable and negative global-specific attribution styles with quality of life in the students with dysmorphic disorfers. Also a significant correlation was found between negative internal-external, global-specific and positive global-specific with quality of life. The results of multiple regression analyses showed cognitive processing and attribution styles predict 20.3% changed variance of quality of lifing the students with dysmorphic. This result showed cognitive process and attribution styles have role in quality of life of in the students with dysmorphic.

https://jsp.uma.ac.ir/article_271_6942ff5c6a717391ad93e4c465e1c0c4.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 4 2015 02 20 The effectiveness of parent management training on educational motivation in students with attention deficit / hyperactivity disorder The effectiveness of parent management training on educational motivation in students with attention deficit / hyperactivity disorder 128 142 272 FA N Narimani Faculty of Education and Psychology, Department of Psychology, University of Mohagheghe Ardabili A Shahali M. A General psychology, University of Mohagheghe Ardabili A Kiamarsi Ph. D of psychology, University of Mohagheghe Ardabili Journal Article 2012 06 14 The aim of this study was to evaluate the effectiveness of parents management training on educational motivation in students with attention deficit / hyperactivity disorder. The study was experimental with pretest-posttest control group design. For this purpose, 833 students of fifth grade (314 girls and 499 boys) in the 1, 3 and 4 educational areas of Tabriz were chosen by multi-stage random cluster sampling method and Conner’s test (teacher form) with clinical interview was performed to diagnose children with Attention Deficit Hyperactivity. The subjects of this studywere 40 children with ADHD that identifiedon the basis of Conner’s scale. In order to collect data, Harter’s educational motivation questionnaire was used that students (the selected samples) completed them before and after therapy phases. The Subjects were randomly replacedin two groups of parents training and control group (each group 20 people). Parent’s management training method was taught to experimental groupin 8 sessions. Obtained data were analyzed by MANOVA multivariate analysis. The results indicated that parents, management training has a considerable effect on educational motivation of students with ADHD. According to the results of this study on educational motivation and behavioral problems of children with ADHD, using parents, management training is one of the most effective therapy methods and leads to increase ofeducational motivation of these students. The aim of this study was to evaluate the effectiveness of parents management training on educational motivation in students with attention deficit / hyperactivity disorder. The study was experimental with pretest-posttest control group design. For this purpose, 833 students of fifth grade (314 girls and 499 boys) in the 1, 3 and 4 educational areas of Tabriz were chosen by multi-stage random cluster sampling method and Conner’s test (teacher form) with clinical interview was performed to diagnose children with Attention Deficit Hyperactivity. The subjects of this studywere 40 children with ADHD that identifiedon the basis of Conner’s scale. In order to collect data, Harter’s educational motivation questionnaire was used that students (the selected samples) completed them before and after therapy phases. The Subjects were randomly replacedin two groups of parents training and control group (each group 20 people). Parent’s management training method was taught to experimental groupin 8 sessions. Obtained data were analyzed by MANOVA multivariate analysis. The results indicated that parents, management training has a considerable effect on educational motivation of students with ADHD. According to the results of this study on educational motivation and behavioral problems of children with ADHD, using parents, management training is one of the most effective therapy methods and leads to increase ofeducational motivation of these students.

https://jsp.uma.ac.ir/article_272_861428a684b3537ef5c39d89f57dbfb9.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 4 2015 02 20 The role of sense of control,social support, and mental health on test anxiety of femal students of third grade of high school in Orumieh The role of sense of control,social support, and mental health on test anxiety of femal students of third grade of high school in Orumieh 143 156 273 FA S Yavarynia Department of psychology, Tabriz Branch, Islamic Azad University. F Sepehrian Associate professor of Educational Psychology, University of Orumieh R Yousefi Assistant Professor of Psychology, Azarbaijan Shahid Madani University Journal Article 2012 08 31 The aims of this study were to determine the relationship between sense of control, social support and mental health with test anxiety of female students of 3rd grade of high school in Orumieh city. For this purpose 351 subjects selected by cluster sampling and then assessed by TAI, Ratter Locus of Control Scale, Social Support Questionnaire, general health questionnaire. The dara were analyzed by correlation coefficient person and multiple regression. Findings showed that sense of control positively correlated with test anxiety. No significant relationship between social support and test anxiety found. There was Significant negative relationship between mental health and test anxiety. In general, the result of multiple regression analysis showed sense of control and mental health significantly predicted test anxiety. Therefore, it could be concluded that locus of control and mental health one able to predict test anxiety. The aims of this study were to determine the relationship between sense of control, social support and mental health with test anxiety of female students of 3rd grade of high school in Orumieh city. For this purpose 351 subjects selected by cluster sampling and then assessed by TAI, Ratter Locus of Control Scale, Social Support Questionnaire, general health questionnaire. The dara were analyzed by correlation coefficient person and multiple regression. Findings showed that sense of control positively correlated with test anxiety. No significant relationship between social support and test anxiety found. There was Significant negative relationship between mental health and test anxiety. In general, the result of multiple regression analysis showed sense of control and mental health significantly predicted test anxiety. Therefore, it could be concluded that locus of control and mental health one able to predict test anxiety.

https://jsp.uma.ac.ir/article_273_aae28619dafce1e2be045d5befac7155.pdf