University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 3 2023 09 23 The Analysis of the Role of Perfectionism in the Professional Commitment of Teachers (Case Study: Teachers of Education and Training in Ardebil) The Analysis of the Role of Perfectionism in the Professional Commitment of Teachers (Case Study: Teachers of Education and Training in Ardebil) 15 6 2440 10.22098/jsp.2023.7225.4240 FA Habib Ebrahimpor Department of Social Science, Faculty of Economic and Management, University of Mohaghegh Ardabili, Ardabil, Iran Zahra Pooramini Department of Humanities Science, Faculty of Accounting and Management, University of Allame Tabatabaee, Tehran, Iran Journal Article 2020 05 05 Objective: The present study aimed to analyze the role of perfectionism in the professional commitment of teachers in the education and training district of Ardabil, Iran. Methods: This research was descriptive-correlational in terms of methodology. The statistical population of the study consisted of 925 teachers in the education and training district of Ardabil, and the sample size was estimated as 271 using Morgan's table. The data collection tool was a questionnaire. Result: The results of data analysis using SPSS software showed that perfectionism had a significant impact on the professional commitment of teachers. In addition, the beta coefficients indicated that the dimensions of self-oriented perfectionism, other-oriented perfectionism, and socially prescribed perfectionism predicted 0.123, 0.261, and 0.324 of the variance in professional commitment, respectively. Conclusion: In order to enhance the professional commitment of teachers, managers and authorities should pay attention to the concept of perfectionism and its role in creating a work environment accompanied by commitment. Objective: The present study aimed to analyze the role of perfectionism in the professional commitment of teachers in the education and training district of Ardabil, Iran. Methods: This research was descriptive-correlational in terms of methodology. The statistical population of the study consisted of 925 teachers in the education and training district of Ardabil, and the sample size was estimated as 271 using Morgan's table. The data collection tool was a questionnaire. Result: The results of data analysis using SPSS software showed that perfectionism had a significant impact on the professional commitment of teachers. In addition, the beta coefficients indicated that the dimensions of self-oriented perfectionism, other-oriented perfectionism, and socially prescribed perfectionism predicted 0.123, 0.261, and 0.324 of the variance in professional commitment, respectively. Conclusion: In order to enhance the professional commitment of teachers, managers and authorities should pay attention to the concept of perfectionism and its role in creating a work environment accompanied by commitment.

https://jsp.uma.ac.ir/article_2440_01ae11475258b462149f0b536cba9b04.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 3 2023 09 23 Causal Modeling of Cell Phone Addiction in Students Based on Alexithymia and Communication Problems: The Mediating Role of Brain-Behavioral Systems Causal Modeling of Cell Phone Addiction in Students Based on Alexithymia and Communication Problems: The Mediating Role of Brain-Behavioral Systems 30 16 2454 10.22098/jsp.2023.7161.4214 FA Fereshte Pourmohseni Koluri Associate Professor, Department of Psychology, Payme Noor University, Tehran, Iran Sanaz Eyni Assistant Professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran Mohammad Taher Motahari M.A. in Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran Matineh Ebadi Kasbakhi PhD student in Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. Journal Article 2020 04 17 Objective: The purpose of this study was to investigate the causal modeling of cell phone addiction based on alexithymia and communication problems with the mediating role of brain-behavioral systems in students. Methods: The statistical population of this study consisted of 280 high school male students in Khalkhal city. They were selected by multistage cluster sampling method and were answered Toronto alexithymia questionnaire, Carver-White Brain-Behavioral Systems Questionnaire, Behkham et al. Behavioral Problem Questionnaire, and Cell Phone Addiction Questionnaire. were answered. The collected data were analyzed using Structural Equation Modeling (SEM) by SPSS software and Lisrel 8.8 software. Results: The results showed that alexithymia and communication problems had a positive and significant effect on cell phone addiction (P<0/01). In addition, alexithymia and communication problems also had a direct effect on brain-behavioral systems mediated indirectly on cell phone addiction. Conclusion: These findings indicate the need for serious attention by planners and authorities to the increasing prevalence of cell phone use, its harmful use, and especially its negative consequences for students. Objective: The purpose of this study was to investigate the causal modeling of cell phone addiction based on alexithymia and communication problems with the mediating role of brain-behavioral systems in students. Methods: The statistical population of this study consisted of 280 high school male students in Khalkhal city. They were selected by multistage cluster sampling method and were answered Toronto alexithymia questionnaire, Carver-White Brain-Behavioral Systems Questionnaire, Behkham et al. Behavioral Problem Questionnaire, and Cell Phone Addiction Questionnaire. were answered. The collected data were analyzed using Structural Equation Modeling (SEM) by SPSS software and Lisrel 8.8 software. Results: The results showed that alexithymia and communication problems had a positive and significant effect on cell phone addiction (P<0/01). In addition, alexithymia and communication problems also had a direct effect on brain-behavioral systems mediated indirectly on cell phone addiction. Conclusion: These findings indicate the need for serious attention by planners and authorities to the increasing prevalence of cell phone use, its harmful use, and especially its negative consequences for students.

https://jsp.uma.ac.ir/article_2454_71054d310d349a8022959bf3d957d36b.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 3 2023 09 23 Development and validation of an academic goal-setting questionnaire for middle school students Development and validation of an academic goal-setting questionnaire for middle school students 47 31 2439 10.22098/jsp.2023.8219.4592 FA Farzin Haqnazari Ph.D. candidate of Cognitive Psychology, Institute for cognitive and brain sciences, Shahid Behseshti University, Tehran, Iran. Vahid Nejati Professor of psychology, Department of Psychology and Educational Sciences,, Shahid Beheshti University, Tehran, Iran. HamidReza Pouretemad Professor of neuro-psychology, Institute for cognitive and brain sciences, Shahid Behseshti University, Tehran, Iran. Journal Article 2020 12 28 Objective: Goal-setting is a process to set desired future end-states that the person wants to attain. In this study, we developed and validated a student goal-setting questionnaire. Methods: Given the goal-setting theory and goal imagery, 29 items within 5 factors were designed for the assessment of educational goal-setting. 10 experts in psychology and 1332 (middle school) students participated in a cross-sectional design. Results: All of the items were approved by the impact score of face validity, but content validity verified only 22 items. Confirmatory factor analysis verified the five-factor model of the questionnaire and explanatory factor analysis extracted the five factors from the 22 items. As for criterion validity, the questionnaire could predict 20% and 28% of the variance of grade goal and average final grade, respectively. Concerning the concurrent validity of the questionnaire, achievement goals could predict 21% of the variance of the goal-setting questionnaire. Moreover, Cronbach’s α showed that the questionnaire has acceptable internal consistency (over .70). Conclusion: The Academic Goal-Setting Questionnaire which was designed in this study for middle-school students had acceptable validity and reliability and could predict academic performance more than the other well-known questionnaires such as the Achievement Goals Questionnaire. Objective: Goal-setting is a process to set desired future end-states that the person wants to attain. In this study, we developed and validated a student goal-setting questionnaire. Methods: Given the goal-setting theory and goal imagery, 29 items within 5 factors were designed for the assessment of educational goal-setting. 10 experts in psychology and 1332 (middle school) students participated in a cross-sectional design. Results: All of the items were approved by the impact score of face validity, but content validity verified only 22 items. Confirmatory factor analysis verified the five-factor model of the questionnaire and explanatory factor analysis extracted the five factors from the 22 items. As for criterion validity, the questionnaire could predict 20% and 28% of the variance of grade goal and average final grade, respectively. Concerning the concurrent validity of the questionnaire, achievement goals could predict 21% of the variance of the goal-setting questionnaire. Moreover, Cronbach’s α showed that the questionnaire has acceptable internal consistency (over .70). Conclusion: The Academic Goal-Setting Questionnaire which was designed in this study for middle-school students had acceptable validity and reliability and could predict academic performance more than the other well-known questionnaires such as the Achievement Goals Questionnaire.

https://jsp.uma.ac.ir/article_2439_94cf5274863dd529c04043a72cc19390.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 3 2023 09 23 Explaining the model of teachers' psychological well-being based on wisdom mediated by humor styles Explaining the model of teachers' psychological well-being based on wisdom mediated by humor styles 61 48 2478 10.22098/jsp.2023.10464.5226 FA Moslem Daneshpayeh PhD Student in Educational Psychology, Department of Psychology, Allameh Tabatabai University, Tehran, Iran Fariborz Dortaj Professor, Department of Psychology, Allameh Tabatabai University, Tehran, Iran Shima Salehi M.A. of General Psychology, Department of Psychology, Allameh Tabataba'i University, Tehran, Iran Mohammad Drikand PhD Student in Educational Psychology, Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran Journal Article 2022 03 06 Objective: The aim of this study was to explain the model of psychological well-being based on wisdom mediated by humor styles in teachers. Methods: This research was applied in terms of purpose and descriptive-correlational in nature based on the structural equation model. The statistical population included all teachers in Tehran in 1400. The sample was selected by available sampling method and finally 342 teachers answered the questionnaires as a sample. The research instruments included Ryff (1995) Short Form of Psychological Well-Being Questionnaire, Martin (1998) Humor Styles Questionnaire and Ardelt 3D Wisdom Short Form Questionnaire. After executing and completing the questionnaires, the answers were analyzed in SPSS-24 and Amos-24 software. Results: Findings showed that the conceptual model of the research was approved with a suitable fit. Accordingly, there is a positive and significant relationship between psychological well-being and wisdom and adaptive humor styles. There is also a significant negative relationship between psychological well-being and wisdom and uncompromising humor styles. Humor styles play a significant mediating role in the relationship between wisdom and psychological well-being. Conclusion: In fact, wise people make more practical use of affilative and self-enhancing humor styles by building relationships with others and linking to practical concerns. In this way, he raises his self-esteem and builds self-worth, As a result, they develop different dimensions of their psychological well-being. Objective: The aim of this study was to explain the model of psychological well-being based on wisdom mediated by humor styles in teachers. Methods: This research was applied in terms of purpose and descriptive-correlational in nature based on the structural equation model. The statistical population included all teachers in Tehran in 1400. The sample was selected by available sampling method and finally 342 teachers answered the questionnaires as a sample. The research instruments included Ryff (1995) Short Form of Psychological Well-Being Questionnaire, Martin (1998) Humor Styles Questionnaire and Ardelt 3D Wisdom Short Form Questionnaire. After executing and completing the questionnaires, the answers were analyzed in SPSS-24 and Amos-24 software. Results: Findings showed that the conceptual model of the research was approved with a suitable fit. Accordingly, there is a positive and significant relationship between psychological well-being and wisdom and adaptive humor styles. There is also a significant negative relationship between psychological well-being and wisdom and uncompromising humor styles. Humor styles play a significant mediating role in the relationship between wisdom and psychological well-being. Conclusion: In fact, wise people make more practical use of affilative and self-enhancing humor styles by building relationships with others and linking to practical concerns. In this way, he raises his self-esteem and builds self-worth, As a result, they develop different dimensions of their psychological well-being.

https://jsp.uma.ac.ir/article_2478_0fc82bd4a355a191d3794066999eaf28.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 3 2023 09 23 The Effect of Workplace Humor on Teachers, Psychological Well-Being Mediated by Interpersonal Forgiveness The Effect of Workplace Humor on Teachers, Psychological Well-Being Mediated by Interpersonal Forgiveness 78 62 2453 10.22098/jsp.2023.8131.4572 FA Masoud Rezayi M. A. Student of educational administration, Faculty Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran Naser Nastiezaie Associate Professor of educational administration, Department of educational administration and planning, Faculty Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran Journal Article 2020 12 10 Objective: The purpose of this study was to investigate the effect of workplace humor on teachers, psychological well-being mediated by interpersonal forgiveness of physical education teachers. Methods: The research method was descriptive-correlation. The statistical population of the study was all physical education teachers in Sistan region (Sistan and Baluchestan province) in the academic years 2020-2021 (N=256). 154 teachers were studied by stratified random sampling. Data collection instruments were questionnaires of workplace humor, psychological well-being and interpersonal forgiveness. For data analysis the Pearson correlation coefficient and structural equation modeling were used.Data analysis was done with the help of SPSS and Lisrel software. Results: Based on the results workplace humor both directly and indirectly, mediated by interpersonal forgiveness, had a positive and significant effect on teachers' psychological well-being. Conclusion: According to research results, it is suggested to the top managers of the education organization that by holding training workshops humor and forgiveness, they promote the psychological well-being of teachers. Objective: The purpose of this study was to investigate the effect of workplace humor on teachers, psychological well-being mediated by interpersonal forgiveness of physical education teachers. Methods: The research method was descriptive-correlation. The statistical population of the study was all physical education teachers in Sistan region (Sistan and Baluchestan province) in the academic years 2020-2021 (N=256). 154 teachers were studied by stratified random sampling. Data collection instruments were questionnaires of workplace humor, psychological well-being and interpersonal forgiveness. For data analysis the Pearson correlation coefficient and structural equation modeling were used.Data analysis was done with the help of SPSS and Lisrel software. Results: Based on the results workplace humor both directly and indirectly, mediated by interpersonal forgiveness, had a positive and significant effect on teachers' psychological well-being. Conclusion: According to research results, it is suggested to the top managers of the education organization that by holding training workshops humor and forgiveness, they promote the psychological well-being of teachers.

https://jsp.uma.ac.ir/article_2453_760390a8b5aff3a077237b450272afde.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 3 2023 09 23 Effectiveness of Preschool coaches' adequacy in predicting the emotional and social development of preschool children aged 5 and 6 Effectiveness of Preschool coaches' adequacy in predicting the emotional and social development of preschool children aged 5 and 6 89 79 2452 10.22098/jsp.2023.6518.3931 FA Arezo Zokaeefar PhD in Psychology, Faculty of Humanities, Ardabil Branch, Islamic Azad University, Ardabil, Iran. Tavakkol Mousazadeh Assistant Professor, Department of Psychology, Faculty of Humanities, Ardabil Branch, Islamic Azad University, Ardabil, Iran Journal Article 2019 09 25 Objective: The aim of this study was to assess the effectiveness of preschool coaches' adequacy with the provision of educational package on emotional and social development of preschool children (5 and 6 years old). Methods: For this purpose , in an experimental design with pretest-posttest and control group 36 coaches' of pre-school age kindergarten from three districts of Tehran - Ray and Shemiranat and under the supervision of the welfare organization of the country. The sampling method was that all 36 people in the statistical population were randomly assigned to 2 groups of 18 and in the next step, a pretest was performed. However, in the pre-test, 18 test group coaches for 5 sessions each A 90-minute session was trained with an adequacy curriculum (knowledge areas) and 18 other members of the coaching group were considered as the control group. In the next stage, an independent test was performed .The follow up process was also conducted one month later. Results: The results showed that education intervention had a significant effect on Social Development and Emotional Growth children . To analyze the data, the statistical tests of the comparison section were used by Pearson correlation coefficient and the effectiveness of the multivariate analysis of variance analysis and t-test of two independent samples using SPSS software. Conclusion: Accordingly, it can be concluded that in the post-test and follow-up stage at the level of error of 5% and the difference of meanings at this stage represents positive changes. The social and emotional development of preschool children in the experimental group after applying the independent variable, ie, training the trainers using the provided training package has increased significantly. Objective: The aim of this study was to assess the effectiveness of preschool coaches' adequacy with the provision of educational package on emotional and social development of preschool children (5 and 6 years old). Methods: For this purpose , in an experimental design with pretest-posttest and control group 36 coaches' of pre-school age kindergarten from three districts of Tehran - Ray and Shemiranat and under the supervision of the welfare organization of the country. The sampling method was that all 36 people in the statistical population were randomly assigned to 2 groups of 18 and in the next step, a pretest was performed. However, in the pre-test, 18 test group coaches for 5 sessions each A 90-minute session was trained with an adequacy curriculum (knowledge areas) and 18 other members of the coaching group were considered as the control group. In the next stage, an independent test was performed .The follow up process was also conducted one month later. Results: The results showed that education intervention had a significant effect on Social Development and Emotional Growth children . To analyze the data, the statistical tests of the comparison section were used by Pearson correlation coefficient and the effectiveness of the multivariate analysis of variance analysis and t-test of two independent samples using SPSS software. Conclusion: Accordingly, it can be concluded that in the post-test and follow-up stage at the level of error of 5% and the difference of meanings at this stage represents positive changes. The social and emotional development of preschool children in the experimental group after applying the independent variable, ie, training the trainers using the provided training package has increased significantly.

https://jsp.uma.ac.ir/article_2452_f7bed1bb9bf0a10dc0f6dfb19c93c6ab.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 3 2023 09 23 The Effectiveness of Training of Hot and Cool Executive Functions at both Parent and Child Levels on Improving of Children’s Symptoms with Attention Deficit Hyperactivity Disorder The Effectiveness of Training of Hot and Cool Executive Functions at both Parent and Child Levels on Improving of Children’s Symptoms with Attention Deficit Hyperactivity Disorder 103 90 2479 10.22098/jsp.2023.9727.5033 FA Seyyedeh Zahra Seyyed Noori Ph.D. Student in Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran. Abbas Ali Hoseinkhanzadeh Associate Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran. Abbas Abolghasemi Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran. Iraj Shakerinia Associate Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran. Journal Article 2021 10 23 Objective: The present study aimed to investigate the effectiveness of training of hot and cool executive functions at both parent and child levels on improving of Children’s Symptoms with ADHD. Methods: This research was a quasi-experimental study with pretest-posttest control group design. The statistical population of the present study consisted of all 9 to 12-year-old children with ADHD in Rasht who referred to medical-educational centers in 2021. The sample consisted of 26 children with ADHD from the statistical population who were selected through purposive sampling, based on the inclusion criteria. They were then equally assigned to two (control and experiment) groups. The children in the experimental group and their mothers each received the intervention program in 10 sessions. The instruments used included Cognitive demographic questionnaire, Canners Parent Rate Scale. Results: data were analyzed using analysis of covariance. the results showed that training of hot and cool Executive functions at both parent and child levels improved Children’s Symptoms with ADHD (P<0.01). Conclusion: These results indicate the usefulness of multifaceted training of executive functions for children with this disorder. Objective: The present study aimed to investigate the effectiveness of training of hot and cool executive functions at both parent and child levels on improving of Children’s Symptoms with ADHD. Methods: This research was a quasi-experimental study with pretest-posttest control group design. The statistical population of the present study consisted of all 9 to 12-year-old children with ADHD in Rasht who referred to medical-educational centers in 2021. The sample consisted of 26 children with ADHD from the statistical population who were selected through purposive sampling, based on the inclusion criteria. They were then equally assigned to two (control and experiment) groups. The children in the experimental group and their mothers each received the intervention program in 10 sessions. The instruments used included Cognitive demographic questionnaire, Canners Parent Rate Scale. Results: data were analyzed using analysis of covariance. the results showed that training of hot and cool Executive functions at both parent and child levels improved Children’s Symptoms with ADHD (P<0.01). Conclusion: These results indicate the usefulness of multifaceted training of executive functions for children with this disorder.

https://jsp.uma.ac.ir/article_2479_415c8ca47c68dbb1de2922a288b556b0.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 3 0621 03 23 Prevalence of bullying and related demographic factors in high school students in Germi Prevalence of bullying and related demographic factors in high school students in Germi 115 104 2441 10.22098/jsp.2023.7564.4355 FA Maryam Ezzatibabi PhD student, Department of Psychology, University of Mohaghegh Ardabili , Ardebil, Iran. Sajjad Basharpoor Professor, Department of Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran Journal Article 1970 01 01 Objective: The aim of this present study was to investigate the prevalence of bullying and its associated demographic factors in high school students in the city Germi in the 2019-2020 academic year Methods: The design of the present study is descriptive- contextual. The statistical population of the study included all students studying boys and girls in the second year of high school in Garmi city. A Sample of 200 people (100 girl and 100 boy) were selected by multi- stage random sampling method. The Olivius bullying-victim questionnaire was used to collect information. Descriptive statistics (Mean, Standard deviation) and inferential statistics (Chi-square) were used to analyze the data Results: Finally, the results of this study have shown that there is a significant difference in the prevalence between two groups' girls and boys. This means that the rate of bullying and victimization of bullying was higher in boys than girls (p<0/05). Conclusion: Considering the physical and psychological injuries and the background of bullying for psychological and social harm in students and considering the importance of school both in terms of occurrence and in terms of controlling and preventing bullying, it is possible to implement appropriate policies, provide appropriate and executive training and prevention programs proper intervention in the country,s schools prevented the occurrence and creation of harmful consquences. Objective: The aim of this present study was to investigate the prevalence of bullying and its associated demographic factors in high school students in the city Germi in the 2019-2020 academic year Methods: The design of the present study is descriptive- contextual. The statistical population of the study included all students studying boys and girls in the second year of high school in Garmi city. A Sample of 200 people (100 girl and 100 boy) were selected by multi- stage random sampling method. The Olivius bullying-victim questionnaire was used to collect information. Descriptive statistics (Mean, Standard deviation) and inferential statistics (Chi-square) were used to analyze the data Results: Finally, the results of this study have shown that there is a significant difference in the prevalence between two groups' girls and boys. This means that the rate of bullying and victimization of bullying was higher in boys than girls (p<0/05). Conclusion: Considering the physical and psychological injuries and the background of bullying for psychological and social harm in students and considering the importance of school both in terms of occurrence and in terms of controlling and preventing bullying, it is possible to implement appropriate policies, provide appropriate and executive training and prevention programs proper intervention in the country,s schools prevented the occurrence and creation of harmful consquences.

https://jsp.uma.ac.ir/article_2441_2ab079177682549dbda69f6977efcbaf.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 3 2023 09 23 The Role of Irrational Beliefs and Social competence in Predicting Students' Cyber Bullying Experiences The Role of Irrational Beliefs and Social competence in Predicting Students' Cyber Bullying Experiences 125 116 2385 10.22098/jsp.2023.7959.4510 FA Vahid Fallahi Ph.D. Student in Psychology, Department of Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran. Mohammad Narimani Professor, Department of Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran. Akbar Atadokht Professor, Department of Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran Journal Article 2020 10 28 Objective: The aim of this study was to investigate the role of irrational beliefs and social competence in predicting students' cyber bullying experience. Methods: The method of this research was descriptive-correlational. The statistical population of the present study consists of all male students of the second year of public high schools in Ardabil province in the academic year 2019-2020 (N = 21756). A total of 409 of these individuals were selected by cluster random sampling from the above statistical population and individually answered the questionnaires of bullying-cyberbullying experience, irrational beliefs and social competence. The data collected in this study were analyzed using Pearson correlation tests and multiple regression analysis. Results: The results of correlation coefficient showed that cyber bullying experience has a positive relationship with irrational beliefs (p <0.001; r = 0.45) and a negative and significant relationship with social competence (p = 0.001; r = -0.41). Conclosion: regression analysis also showed that irrational beliefs in a positive way and social competence in a negative way are able to predict the experience of cyber bullying in students. Objective: The aim of this study was to investigate the role of irrational beliefs and social competence in predicting students' cyber bullying experience. Methods: The method of this research was descriptive-correlational. The statistical population of the present study consists of all male students of the second year of public high schools in Ardabil province in the academic year 2019-2020 (N = 21756). A total of 409 of these individuals were selected by cluster random sampling from the above statistical population and individually answered the questionnaires of bullying-cyberbullying experience, irrational beliefs and social competence. The data collected in this study were analyzed using Pearson correlation tests and multiple regression analysis. Results: The results of correlation coefficient showed that cyber bullying experience has a positive relationship with irrational beliefs (p <0.001; r = 0.45) and a negative and significant relationship with social competence (p = 0.001; r = -0.41). Conclosion: regression analysis also showed that irrational beliefs in a positive way and social competence in a negative way are able to predict the experience of cyber bullying in students.

https://jsp.uma.ac.ir/article_2385_0c52f567a6002d4aa7b9a522c1a52ea6.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 3 2023 09 23 The Role of Behavioral Activation/ Inhibition System and Morningness and Eveningness type with Student's Positive academic Emotions The Role of Behavioral Activation/ Inhibition System and Morningness and Eveningness type with Student's Positive academic Emotions 136 126 2448 10.22098/jsp.2023.9499.4973 FA Shahrooz Nemati Associate Professor of Psychology and Education of Exceptional Children, Educational Sciences Department, University of Tabriz, Tabriz, Iran Rahim Badri Professor of Educational Psychology, Educational Sciences Department, University of Tabriz, Tabriz, Iran Reza Mohammadi M.A. in Educational psychology, Educational Sciences Department, University of Tabriz, Tabriz, Iran Journal Article 2021 09 02 Objective: The aim of the current research was to study the role of behavioral activation/ Inhibition system and morningness and eveningness type with student's positive emotion achievement. Methods: Its descriptive and correlational design and statistical population included all first-grade high school male students in Chaypareh City in 2019-2020. In the same light, 211 subjects were selected using the multi-stage cluster sampling method. The Pekrun's achievement emotions, the Carver and White's Behavioral activation/ Inhibition, and the Horne and Östberg's morningness and eveningness type inventories were used to gather the data. Results: Multivariate regression revealed that behavioral activation/ inhibition system and morningness and eveningness type significantly predict positive achievement emotions. Conclusion: Biological factors seem to play a role in morningness and eveningness type and the regulation of behavioral inhibition and activation systems as well, the morningness types and behavioral activation systems play a role in positive achievement emotions. Objective: The aim of the current research was to study the role of behavioral activation/ Inhibition system and morningness and eveningness type with student's positive emotion achievement. Methods: Its descriptive and correlational design and statistical population included all first-grade high school male students in Chaypareh City in 2019-2020. In the same light, 211 subjects were selected using the multi-stage cluster sampling method. The Pekrun's achievement emotions, the Carver and White's Behavioral activation/ Inhibition, and the Horne and Östberg's morningness and eveningness type inventories were used to gather the data. Results: Multivariate regression revealed that behavioral activation/ inhibition system and morningness and eveningness type significantly predict positive achievement emotions. Conclusion: Biological factors seem to play a role in morningness and eveningness type and the regulation of behavioral inhibition and activation systems as well, the morningness types and behavioral activation systems play a role in positive achievement emotions.

https://jsp.uma.ac.ir/article_2448_7cd7346ebe6fd15f94f0b941498c1c75.pdf