University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 3 2014 12 11 The relationship between individual and situational factors with elementary fifth grade students cheating The relationship between individual and situational factors with elementary fifth grade students cheating 6 20 228 jsp-3-3-1 FA K Barzegar Bafrooei Assistant Professor of Educational Psychology, Yazd University Journal Article 2012 07 26 The main purpose of this research was to predict academic cheating based on some personal and situational factors. 477 fifth-grade students were selected by random cluster sampling method. To measure the research variables, Patterns of Adaptive Learning Scale were used. Data were analyzed by using multiple regression analysis. The results showed that there is a significant inverse relationship between mastery goal orientation, classroom mastery goal structure, academic self-efficacy, and academic pressure and cheating score. Also a direct and significant relationship, between the scores of the performance orientation, classroom performance goal structure, classroom Performance-Avoid structure and the academic of self-handicapping strategies with cheating score was found. Also, the results of regression analysis showed that these variables can explain 24 percent of the variance in academic cheating variable. According to the findings of this research, it is suggested that teachers and educational staff emphasiseing the competence and personal improvement in the classrooms and avoid unhealthy competition would increasingly reduce the phenomenon of academic cheating. The main purpose of this research was to predict academic cheating based on some personal and situational factors. 477 fifth-grade students were selected by random cluster sampling method. To measure the research variables, Patterns of Adaptive Learning Scale were used. Data were analyzed by using multiple regression analysis. The results showed that there is a significant inverse relationship between mastery goal orientation, classroom mastery goal structure, academic self-efficacy, and academic pressure and cheating score. Also a direct and significant relationship, between the scores of the performance orientation, classroom performance goal structure, classroom Performance-Avoid structure and the academic of self-handicapping strategies with cheating score was found. Also, the results of regression analysis showed that these variables can explain 24 percent of the variance in academic cheating variable. According to the findings of this research, it is suggested that teachers and educational staff emphasiseing the competence and personal improvement in the classrooms and avoid unhealthy competition would increasingly reduce the phenomenon of academic cheating.

https://jsp.uma.ac.ir/article_228_b5f67a6996880bf8ebb26a65451f6490.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 3 2014 12 11 Testing the model of mediator role of self-regulation in relation between Classroom socio-mental climate and maladjustment Testing the model of mediator role of self-regulation in relation between Classroom socio-mental climate and maladjustment 21 37 229 jsp-3-3-2 FA M HajShamsayi MA. of psychology, Ferdowsi University of Mashhad H Kareshki Assistant Professor of Psychology, Ferdowsi University of Mashhad S.A AmineYazdi Professor of Psychology , Ferdowsi University of Mashhad Journal Article 2012 12 05 The aim of this research has studied the relations between psycho-social climate, student’s self-regulation and maladjustment and testing mediator role of self-regulation in this relation. Research method was descriptive by correlation coefficients and path analysis. Research population was students in the third grade of secondary school in Sabzevar city.Samples include 414 (202 boys and 212 girls) those there samples were selected in multistage cluster sampling method. Psycho-social climate scale from Frazer et al, educational self-regulation questionnaire from Connell,Ryan and Sinha& Sing student’s compatibility questionnaire administrated for gathering data. Data analyzed by correlation coefficients and path analysis method. Results showed that per posed model is fitted to data (AGFI=0.95, RMSEA= 0.052,df/2c=2.11). Results showed that there is significant negative relationship between self-regulation and maladjustment (r= -0.30, p=0.001). The result of MAN OVA showed that gender effect on social psychological atmosphere, self-regulatory and incompatibility is significant (p<0.05). Girl’s scores in self-regulatory and boys in compatibility were significantly higher.In respect to self-regulation and maladjustment, providing suitable learning environment and classroom structures lead to students self-regulation, have important role in decreasing Student maladjustment. The aim of this research has studied the relations between psycho-social climate, student’s self-regulation and maladjustment and testing mediator role of self-regulation in this relation. Research method was descriptive by correlation coefficients and path analysis. Research population was students in the third grade of secondary school in Sabzevar city.Samples include 414 (202 boys and 212 girls) those there samples were selected in multistage cluster sampling method. Psycho-social climate scale from Frazer et al, educational self-regulation questionnaire from Connell,Ryan and Sinha& Sing student’s compatibility questionnaire administrated for gathering data. Data analyzed by correlation coefficients and path analysis method. Results showed that per posed model is fitted to data (AGFI=0.95, RMSEA= 0.052,df/2c=2.11). Results showed that there is significant negative relationship between self-regulation and maladjustment (r= -0.30, p=0.001). The result of MAN OVA showed that gender effect on social psychological atmosphere, self-regulatory and incompatibility is significant (p<0.05). Girl’s scores in self-regulatory and boys in compatibility were significantly higher.In respect to self-regulation and maladjustment, providing suitable learning environment and classroom structures lead to students self-regulation, have important role in decreasing Student maladjustment.

https://jsp.uma.ac.ir/article_229_2173a86ad07fa20c3f53ffb787931688.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 3 2014 12 11 The relationships between motivational orientations (intrinsic motivation,extrinsic motivation & amotivation) and students' academic achievement in the english language The relationships between motivational orientations (intrinsic motivation,extrinsic motivation & amotivation) and students' academic achievement in the english language 38 60 230 jsp-3-3-3 FA R Hassanzadeh Department of Psychology, Islamic Azad University Sari Branch G Mahdinejad Gorji PhD Candidate of Educational Psychology, Semnan University Journal Article 2012 09 24 The present study was aimed to investigate the relationship between motivational orientations (Intrinsic motivation,Extrinsic motivation & Amotivation) and students’ academic achievement in English language.The research is done in descriptive (correlation) method. The statistical universe consisted of all Babol’s female high schools, first,second and third grades,(with age range,15-17years) who were 4363 persons.354 female students were selected through Stratified random sampling as the research statistical sample. The questionnaires including Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation, and Amotivation subscales (LLOS_IEA) was utilized to collect the data. To analyz the data descriptive and inferential statistical methods (the Pearson Correlation , Multiple Regression Analysis, one-way ANOVA test and Scheffe post hoc test) were used. The results of the study revealed that there is a positive significant relationship between intrinsic motivation, its components and students' academic achievement in the English language. There is a very weak positive relationship between extrinsic motivation, its components and students' academic achievement in English language. There is a negative significant relationship between amotivation and students' academic achievement in English language. Intrinsic motivation has the highest share to predict the students' academic achievement in English language. There is significant relationship between motivational orientations and educational grades. In this study, we suggested some educational and pedagogical strategies to English language teachers to increase students’ motivation and help them to internalize their motivation. The present study was aimed to investigate the relationship between motivational orientations (Intrinsic motivation,Extrinsic motivation & Amotivation) and students’ academic achievement in English language.The research is done in descriptive (correlation) method. The statistical universe consisted of all Babol’s female high schools, first,second and third grades,(with age range,15-17years) who were 4363 persons.354 female students were selected through Stratified random sampling as the research statistical sample. The questionnaires including Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation, and Amotivation subscales (LLOS_IEA) was utilized to collect the data. To analyz the data descriptive and inferential statistical methods (the Pearson Correlation , Multiple Regression Analysis, one-way ANOVA test and Scheffe post hoc test) were used. The results of the study revealed that there is a positive significant relationship between intrinsic motivation, its components and students' academic achievement in the English language. There is a very weak positive relationship between extrinsic motivation, its components and students' academic achievement in English language. There is a negative significant relationship between amotivation and students' academic achievement in English language. Intrinsic motivation has the highest share to predict the students' academic achievement in English language. There is significant relationship between motivational orientations and educational grades. In this study, we suggested some educational and pedagogical strategies to English language teachers to increase students’ motivation and help them to internalize their motivation.

https://jsp.uma.ac.ir/article_230_629dfd516dfe3f3328622b6feb8a2166.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 3 2014 12 11 The effectiveness of the narrative therapy on the social anxiety and the self- esteem among the girl students The effectiveness of the narrative therapy on the social anxiety and the self- esteem among the girl students 61 73 231 jsp-3-3-4 FA M Ghavami Ph. D Student in Counseling, University of Isfahan M Fatehizadeh Associate of Counseling, University of Isfahan S Faramarzi Assistant Professor of Psychology & Education of Children with Special Needs, University of Isfahan A Nouri Emamzadehei MA in Psychology, University of Farhangian Pardis Shahied Bahonar Journal Article 2012 08 31 rapy on the social anxiety and the self-esteem in the girl students of the Guidance Schools in Isfahan. Research procedure was quasi experimental with pre-test and post- test with experimental and control groups. The sample included 30 subjects, who were selected by multi-stage cluster sampling method, and placed randomly in the experimental and control groups. At first, all of the subjects responded to the social anxiety Questionnaire and the self-esteem Inventory. Then, the narration therapy program was performed for the experimental group in eight sessions. In order to analyze data, the covariance analysis was applied. Findings of the study showed that the narrative therapy was meaningfully effective in decreasing the social anxiety and increasing the self-esteem in the experimental group. rapy on the social anxiety and the self-esteem in the girl students of the Guidance Schools in Isfahan. Research procedure was quasi experimental with pre-test and post- test with experimental and control groups. The sample included 30 subjects, who were selected by multi-stage cluster sampling method, and placed randomly in the experimental and control groups. At first, all of the subjects responded to the social anxiety Questionnaire and the self-esteem Inventory. Then, the narration therapy program was performed for the experimental group in eight sessions. In order to analyze data, the covariance analysis was applied. Findings of the study showed that the narrative therapy was meaningfully effective in decreasing the social anxiety and increasing the self-esteem in the experimental group.

https://jsp.uma.ac.ir/article_231_da038ffc0f74359b7f78898a05543156.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 3 2014 12 11 Eeffectivness of dialectical behavior therapy in reducing depression and suicide thoughts in girl students Eeffectivness of dialectical behavior therapy in reducing depression and suicide thoughts in girl students 74 85 232 jsp-3-3-5 FA M.E Madahi Assistant Professor of Psychology, University of shahed L Madah M. A in clinical Psychology, Islamic Azad University ,science and research branch, karaj Journal Article 2013 06 06 The main objective of this resarch was to identify non-drug strategy of dialectic behavioral therapy to reduce depression and suicide thoughts among high school girl students. The research methodology was experimental and statistical population includes high school adolescents aged 15-18 years old of girl students in Tehran city.The 30 students selected randomly and complet Beck’s Suicide Thoughts and C.A.D.S questionnaires in pre and post stages.Then therapeutic intervention was implemented in experiment group. The therapeutic process was individually made almost in 10 sessions (2 hour per week). During intervention the control group have no intervention.The data were analyzed by SPSS software and results showed that there were significant differences between experimental and control groups. The results indicate that dialectical behavior therapy was effectiveness in reducing depression and suicide thoughts. The main objective of this resarch was to identify non-drug strategy of dialectic behavioral therapy to reduce depression and suicide thoughts among high school girl students. The research methodology was experimental and statistical population includes high school adolescents aged 15-18 years old of girl students in Tehran city.The 30 students selected randomly and complet Beck’s Suicide Thoughts and C.A.D.S questionnaires in pre and post stages.Then therapeutic intervention was implemented in experiment group. The therapeutic process was individually made almost in 10 sessions (2 hour per week). During intervention the control group have no intervention.The data were analyzed by SPSS software and results showed that there were significant differences between experimental and control groups. The results indicate that dialectical behavior therapy was effectiveness in reducing depression and suicide thoughts.

https://jsp.uma.ac.ir/article_232_9222ca6ea5bcae196afc69fbe272aa2e.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 3 2014 12 11 The role of psychological factors in predicting binge eating disorder The role of psychological factors in predicting binge eating disorder 86 105 233 jsp-3-3-6 FA M Narimani Professor of psychology, university of Mohaghegh Ardabili M.A Ghasemi Nezhad Ph.D student of psychology of Mohaghegh Ardabili Journal Article 2014 07 11 The purpose of this study was to investigate the role of psychological factors in predicting binge eating disorder. In this study 53 student out of 392 with binge eating disorder selected by diagnostic questionnaire and interview also 64 normal students were selected by available sampling method. The subjects completed Eating Attitude Test and Binge Scale in addition to body Image Concern Inventory. The tools that used in this study wasComposite Scale of Morningness (CSM), Lynda's Depression Anxiety Stress Scales (DASS), Weight efficacy Life Style Questionnaire and coping styles questionnaire. Discriminant analysis wasused to determine group membership. Results: The results of the discriminant analysis showed that these variables can help to predicting how patients will become addicted. The resulting function will explain 31% of differences between the groups. The function assigned 76% of the individuals in both groups to their groups properly. Enter discriminant analysis showed that the depression,food availability and negative emotions that is a component of efficacy in weight control participate more than other variables in the distinction between the groups.The results showed that these variables have a significant effect on the predicting binge eating disorder. Therefore, clinicians need to pay special attention to the role of psychological factors in these patients to prevent recurrence. The purpose of this study was to investigate the role of psychological factors in predicting binge eating disorder. In this study 53 student out of 392 with binge eating disorder selected by diagnostic questionnaire and interview also 64 normal students were selected by available sampling method. The subjects completed Eating Attitude Test and Binge Scale in addition to body Image Concern Inventory. The tools that used in this study wasComposite Scale of Morningness (CSM), Lynda's Depression Anxiety Stress Scales (DASS), Weight efficacy Life Style Questionnaire and coping styles questionnaire. Discriminant analysis wasused to determine group membership. Results: The results of the discriminant analysis showed that these variables can help to predicting how patients will become addicted. The resulting function will explain 31% of differences between the groups. The function assigned 76% of the individuals in both groups to their groups properly. Enter discriminant analysis showed that the depression,food availability and negative emotions that is a component of efficacy in weight control participate more than other variables in the distinction between the groups.The results showed that these variables have a significant effect on the predicting binge eating disorder. Therefore, clinicians need to pay special attention to the role of psychological factors in these patients to prevent recurrence.

https://jsp.uma.ac.ir/article_233_ab50c7d74b6577c17b29ead73e6eea15.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 3 2014 12 11 Structural equation of modeling the relationship between self-efficacy and metacognition with problem solving appraisal Structural equation of modeling the relationship between self-efficacy and metacognition with problem solving appraisal 106 121 234 jsp-3-3-7 FA S Nasri (sadegh_nasri@yahoo.com) 0000-0001-9764-6972 B Saleh Sedghpour Assistant Professor of Psychology, University of Rajaee M Cheraghian Radi M. A of Educational Psychology, University of Rajaee Journal Article 2012 09 16 The purpose of this study was to evaluate the relationship between self-efficacy and metacognition with problem solving appraisal among high school students. The sample consisted of 496 high school students (275 females, 221 males) who were randomly selected using cluster sampling method. All students were asked to complete Heppner’s Problem Solving Appraisal Scale (1988), Sherer’s General Self-efficacy Scale (1982), and O’niel & Abedi’s State Metacognition Scale (1996). The data from path analysis indicated that self-efficacy could directly and indirectly affect problem solving appraisal with the mediating effect of metacognition. Also metacognition positively had significantly related to problem solving appraisal. And self-efficacy positively had significantly related to metacognition. Predictor’s variables accounted for 0.43 of variance of problem solving appraisal. The purpose of this study was to evaluate the relationship between self-efficacy and metacognition with problem solving appraisal among high school students. The sample consisted of 496 high school students (275 females, 221 males) who were randomly selected using cluster sampling method. All students were asked to complete Heppner’s Problem Solving Appraisal Scale (1988), Sherer’s General Self-efficacy Scale (1982), and O’niel & Abedi’s State Metacognition Scale (1996). The data from path analysis indicated that self-efficacy could directly and indirectly affect problem solving appraisal with the mediating effect of metacognition. Also metacognition positively had significantly related to problem solving appraisal. And self-efficacy positively had significantly related to metacognition. Predictor’s variables accounted for 0.43 of variance of problem solving appraisal.

https://jsp.uma.ac.ir/article_234_c25ed72c516a010e88728d59350383ef.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 3 3 2014 12 11 The effectiveness of instruction through the play in improving mathematics attitude of primary girl students The effectiveness of instruction through the play in improving mathematics attitude of primary girl students 122 135 235 jsp-3-3-8 FA M Yarmohamadi Vasel Associate professor of Psychology, Bu-Ali Sina University K Rashid Assistant professor of Educational Psychology, Bu-Ali Sina University F Bahrami M.A of Educational Psychology, Bu-Ali Sina University Journal Article 2012 08 22 The purpose of this study was to examine the effectiveness of instruction through the play in improving mathematics attitude in primary school girl students. Research method was the experimental method with pretest-posttest with control group. Research Statistics population was constituted of all fifth grade girl students in Hamedan city. The sample of the research is consisted of 25 subjects in the experimental group and 25 subjects in the control group, who were selected by random cluster sampling and the subjects in the experimental group were given instruction through the play. Data were collected using Mathematics Attitude Questionnaire of Aiken (1971). Results of covariance analysis showed that mathematic instruction through the play was effective in improving the students' attitudes towards mathematics. Therefore the result of the present study indicate that in order to improve mathematic attitudes, it should be considered to the role of motivational factors, particularly attitudes to mathematics and methods of teaching mathematics in this lesson led to the creation of interest. The purpose of this study was to examine the effectiveness of instruction through the play in improving mathematics attitude in primary school girl students. Research method was the experimental method with pretest-posttest with control group. Research Statistics population was constituted of all fifth grade girl students in Hamedan city. The sample of the research is consisted of 25 subjects in the experimental group and 25 subjects in the control group, who were selected by random cluster sampling and the subjects in the experimental group were given instruction through the play. Data were collected using Mathematics Attitude Questionnaire of Aiken (1971). Results of covariance analysis showed that mathematic instruction through the play was effective in improving the students' attitudes towards mathematics. Therefore the result of the present study indicate that in order to improve mathematic attitudes, it should be considered to the role of motivational factors, particularly attitudes to mathematics and methods of teaching mathematics in this lesson led to the creation of interest.

https://jsp.uma.ac.ir/article_235_db5253ad2af4500641af0b2eb9d94e8d.pdf