University of Mohaghegh Ardabili Journal of School Psychology 22520821 4 4 2016 02 20 The relationship between styles of child fostering with emotional happiness and mental health of first and second grade high school students The relationship between styles of child fostering with emotional happiness and mental health of first and second grade high school students 7 20 397 FA F Akbarian Ph.D of Educational Psychology, The Directorate of Education of Astara city Journal Article 2016 03 15 Two happy students with the same mental health and merely having the same religious attitude want to listen music or not. Therefore, studying the factors related to happiness and mental health is necessary. The purpose of this research is to study the relationship between styles of child fostering with emotional happiness and mental health of students. To this end, 250 girl and boy first and second grade high school students of western Guilan province using cluster random sampling, were chosen and the scale of Bamrind’s child fostering styles and Oxford happiness questionnaire and mental health questionnaire SCL-25 were employed as measurement instruments. To analyze the data, in addition to descriptive statistics, Pearson correlation coefficient and XZ were used. The results showed that in the group with child fostering style, the style of parents’ logical child fostering and emotional happiness and mental health indicated that the measure of concordance coefficient were 6310 and 7210, respectively. The students who enjoyed the style of logical child fostering had higher emotional happiness and mental health. So, there is a positive and significant relationship between the styles of logical child fostering and emotional happiness and mental health of first second grade girl and boy high school students. Two happy students with the same mental health and merely having the same religious attitude want to listen music or not. Therefore, studying the factors related to happiness and mental health is necessary. The purpose of this research is to study the relationship between styles of child fostering with emotional happiness and mental health of students. To this end, 250 girl and boy first and second grade high school students of western Guilan province using cluster random sampling, were chosen and the scale of Bamrind’s child fostering styles and Oxford happiness questionnaire and mental health questionnaire SCL-25 were employed as measurement instruments. To analyze the data, in addition to descriptive statistics, Pearson correlation coefficient and XZ were used. The results showed that in the group with child fostering style, the style of parents’ logical child fostering and emotional happiness and mental health indicated that the measure of concordance coefficient were 6310 and 7210, respectively. The students who enjoyed the style of logical child fostering had higher emotional happiness and mental health. So, there is a positive and significant relationship between the styles of logical child fostering and emotional happiness and mental health of first second grade girl and boy high school students. styles of child fostering emotional happiness mental health high school students https://jsp.uma.ac.ir/article_397_ca25c7b0a2a3ad62e33ffb01ad9afa95.pdf
University of Mohaghegh Ardabili Journal of School Psychology 22520821 4 4 2016 02 20 The comparison of academic achievement and factors related to it in orphans students and students living with parents The comparison of academic achievement and factors related to it in orphans students and students living with parents 21 36 398 FA S Basharpoor Associate Professor of Psychology, University of Mohaghegh Ardabili F Ghorbani M. A. in General Psychology, University of Mohaghegh Ardabili A Atadokht Assistant Professor of Psychology, University of Mohaghegh Ardabili E Soleymani Assistant Professor of Psychology, Urmia University Journal Article 2016 03 15 The present study was carried out with the purpose of comparing academic achievement and factors related to it in two groups of students with and without. The method of this research was causal-comparative. Whole students with and without parents in the city of Hamedan in the academic year 92-93 comprised the statistical population of the study. Seventy four orphan’s students and 74 students living with their parents were recruited for the study and were individually administered questionnaires tapping academic motivation, academic self-concept and school engagement. The children’s grade point average was used as an index of academic achievement. Gathered data were analyzed using multivariate analysis of variance. Findings showed that orphans students have lower score on academic achievement, intrinsic motivation, confidence, effort, academic self-concept, behavioral engagement, cognitive engagement and school engagement than normal students, while they have higher scores on external motivation, motivation and emotional engagement. Results of this study reveal that orphan children have poor academic achievement. In this case, the variables of self-concept, educational motivation and school engagement play role. The present study was carried out with the purpose of comparing academic achievement and factors related to it in two groups of students with and without. The method of this research was causal-comparative. Whole students with and without parents in the city of Hamedan in the academic year 92-93 comprised the statistical population of the study. Seventy four orphan’s students and 74 students living with their parents were recruited for the study and were individually administered questionnaires tapping academic motivation, academic self-concept and school engagement. The children’s grade point average was used as an index of academic achievement. Gathered data were analyzed using multivariate analysis of variance. Findings showed that orphans students have lower score on academic achievement, intrinsic motivation, confidence, effort, academic self-concept, behavioral engagement, cognitive engagement and school engagement than normal students, while they have higher scores on external motivation, motivation and emotional engagement. Results of this study reveal that orphan children have poor academic achievement. In this case, the variables of self-concept, educational motivation and school engagement play role. academic achievement Educational Motivation Academic self-concept school engagement orphans students https://jsp.uma.ac.ir/article_398_a683558143feb7731b02ee3859169894.pdf
University of Mohaghegh Ardabili Journal of School Psychology 22520821 4 4 2016 02 20 Causal modeling of teacher’s life quality based on emotional intelligence, anger and feelings of self-efficacy Causal modeling of teacher’s life quality based on emotional intelligence, anger and feelings of self-efficacy 37 59 399 FA N Hajloo ssociate Professor of psychology, Dept. of Psychology, University of Mohaghegh Ardabili Journal Article 2016 03 15 This study conducted for causal modeling of teacher’s life quality based on emotional intelligence, anger and feelings of self-efficacy with correlational research method. To this purpose, 270 teachers (164 female, 106 female) were selected with random cluster and responded the emotional intelligence, multidimensional anger, self-efficacy and quality of life questionnaires. Findings from the causal modeling showed that teacher’s emotional intelligence affect their anger, self-efficacy and quality of  life. The emotional intelligence and anger through self-efficacy has an indirect impact on quality of life. Also the emotional intelligence through self-efficacy and anger has an indirect impact on quality of life. On the other hand, the direct effects of anger and  self-efficacy on teachers’ quality of life is very important, and the self efficacy through reducing of anger affect on improving quality of life. Because one of the important determinants of the quality of life is human life, Identify and control the variables affecting the quality of life can improve the quality of life and be effective in enhancing people’s life. This study conducted for causal modeling of teacher’s life quality based on emotional intelligence, anger and feelings of self-efficacy with correlational research method. To this purpose, 270 teachers (164 female, 106 female) were selected with random cluster and responded the emotional intelligence, multidimensional anger, self-efficacy and quality of life questionnaires. Findings from the causal modeling showed that teacher’s emotional intelligence affect their anger, self-efficacy and quality of  life. The emotional intelligence and anger through self-efficacy has an indirect impact on quality of life. Also the emotional intelligence through self-efficacy and anger has an indirect impact on quality of life. On the other hand, the direct effects of anger and  self-efficacy on teachers’ quality of life is very important, and the self efficacy through reducing of anger affect on improving quality of life. Because one of the important determinants of the quality of life is human life, Identify and control the variables affecting the quality of life can improve the quality of life and be effective in enhancing people’s life. Emotional intelligence anger self-efficacy quality of life https://jsp.uma.ac.ir/article_399_a3e0217a19cd122ff6f293697fd156bb.pdf
University of Mohaghegh Ardabili Journal of School Psychology 22520821 4 4 2016 02 20 Comparing the enthusiasm to school and academic burn out in students of the new and old building schools Comparing the enthusiasm to school and academic burn out in students of the new and old building schools 60 75 400 FA H Rashid Kolvir Assistant Professor of Architect, Department of Architecture, University of Mohaghegh Ardabili Journal Article 2016 03 15 ر <br />The aim of this study was to compare the enthusiasm to school and academic burn out in students of the new and old building schools. Research method was descriptive by causal-comparative. Participants in this study was all students of third grade middle school in Ardabil in the year 1393. The sample consisted of 60 students who were selected in multistage cluster sampling method. To gather data we use the scale ofenthusiasm to school and academic burn out. Results of Manova analysis demonstrated that there is significant difference between the students of new and old building schools in enthusiasm to school and academic burn out (P<0/001). Results demonstrate that paying attention to structure of schools and physical characteristics is very important in interest, happiness and achievement of students. ر <br />The aim of this study was to compare the enthusiasm to school and academic burn out in students of the new and old building schools. Research method was descriptive by causal-comparative. Participants in this study was all students of third grade middle school in Ardabil in the year 1393. The sample consisted of 60 students who were selected in multistage cluster sampling method. To gather data we use the scale ofenthusiasm to school and academic burn out. Results of Manova analysis demonstrated that there is significant difference between the students of new and old building schools in enthusiasm to school and academic burn out (P<0/001). Results demonstrate that paying attention to structure of schools and physical characteristics is very important in interest, happiness and achievement of students. new and old building schools academic burn out enthusiasm to study https://jsp.uma.ac.ir/article_400_d28e89c67193a22ce5ec1d9eb91734e1.pdf
University of Mohaghegh Ardabili Journal of School Psychology 22520821 4 4 2016 02 20 The effectiveness of intervention package of regulate achievement emotions on reduce students negative emotions The effectiveness of intervention package of regulate achievement emotions on reduce students negative emotions 76 93 401 FA B Sattari PhD Student of Educational Psychology, Shahid Beheshti University H Pour Shahriar PhD of psychology, Assistant Professor, Shahid Beheshti University O Shokri PhD of psychology, Assistant Professor, Shahid Beheshti University Journal Article 2016 03 15 Aims study are design and construct intervention package of regulate achievement emotions and test of its effectiveness in reduce the negative emotions. The study was used "design of semi experimental research of pretest-posttest with follow up control group". The statistical community consisted of all mathematics high school students in 2014-2015 year academic in Ardabil city (N= 4080). In the first stage selected 489 students by use of "Classify random sampling". The second stage selected students with high negative emotions (n=48) and they were randomly assigned to two experimental and control groups. Training was performed in the experimental group for six sessions (three sessions a week and each it 90 minute) on all subjects. The Learning Related Emotions Scales was used. Data analyzed by covariance analysis and "t test for independent group". Results showed that package reduces negative emotions include anger, anxiety, shame, helplessness and boredom in high school students in post test and follow up stages. Aims study are design and construct intervention package of regulate achievement emotions and test of its effectiveness in reduce the negative emotions. The study was used "design of semi experimental research of pretest-posttest with follow up control group". The statistical community consisted of all mathematics high school students in 2014-2015 year academic in Ardabil city (N= 4080). In the first stage selected 489 students by use of "Classify random sampling". The second stage selected students with high negative emotions (n=48) and they were randomly assigned to two experimental and control groups. Training was performed in the experimental group for six sessions (three sessions a week and each it 90 minute) on all subjects. The Learning Related Emotions Scales was used. Data analyzed by covariance analysis and "t test for independent group". Results showed that package reduces negative emotions include anger, anxiety, shame, helplessness and boredom in high school students in post test and follow up stages. high school students regulation of negative emotions the control -value theory of achievement emotions https://jsp.uma.ac.ir/article_401_af8ba9500d25beb6d43df354a8f0bf24.pdf
University of Mohaghegh Ardabili Journal of School Psychology 22520821 4 4 2016 02 20 The effectiveness of mindfulness-based cognitive therapy on social anxiety of students The effectiveness of mindfulness-based cognitive therapy on social anxiety of students 94 110 402 FA A Sheykholeslami Assistant Professor educational psychology, University of Mohaghegh Ardabili 0000-0002-7700-7206 F Dortaj Professor educational psychology, Allameh Tabataba’i University Z Eskandar M.A. in General Psychology, Allameh Tabataba’i University Journal Article 2016 03 15     The purpose of this study was to investigate the effectiveness of mindfulness-based cognitive therapy on social anxiety of students. The research method was semi-experimental with pretest-posttest design with control group. The statistical population of study included all high school male students of Tehran city in the 2013-14 academic year, that first among them by using available sampling, a school was selected, and then by using simple random sampling, 30 student who had high scores on social anxiety, were selected, and randomly assigned in experimental (15) and control (15) groups. The experimental group had 8 session of mindfulness-based cognitive therapy training. Social anxiety scale used to data gathering. The data was analyzed by covariance statistical method. Findings indicated that the research hypothesis of effectiveness of mindfulness-based cognitive therapy training on decreasing of social anxiety had been proven, and students of experimental group in comparison with control group, in posttest had a significantly less self-control. So, we can conclude that mindfulness-based cognitive therapy has a significant effect on decrease the social anxiety of students.     The purpose of this study was to investigate the effectiveness of mindfulness-based cognitive therapy on social anxiety of students. The research method was semi-experimental with pretest-posttest design with control group. The statistical population of study included all high school male students of Tehran city in the 2013-14 academic year, that first among them by using available sampling, a school was selected, and then by using simple random sampling, 30 student who had high scores on social anxiety, were selected, and randomly assigned in experimental (15) and control (15) groups. The experimental group had 8 session of mindfulness-based cognitive therapy training. Social anxiety scale used to data gathering. The data was analyzed by covariance statistical method. Findings indicated that the research hypothesis of effectiveness of mindfulness-based cognitive therapy training on decreasing of social anxiety had been proven, and students of experimental group in comparison with control group, in posttest had a significantly less self-control. So, we can conclude that mindfulness-based cognitive therapy has a significant effect on decrease the social anxiety of students. cognitive therapy mindfulness social anxiety https://jsp.uma.ac.ir/article_402_2c24eb4ac59f7fa7e100f88cde98f12e.pdf
University of Mohaghegh Ardabili Journal of School Psychology 22520821 4 4 2016 02 20 Relationship perceived organizational justice with organizational commitment: A case study of female teacher's city of naghadeh Relationship perceived organizational justice with organizational commitment: A case study of female teacher's city of naghadeh 111 124 403 FA H Galavandi Associate Professor of educational sciences, University of Urmia S Alizadeh Instructor, University of Piame Noor M Alizadeh M.A Student educational Administration, University of Urmia Journal Article 2016 03 15 The aim of this investigation was to determine the relationship perceived organizational justice with organizational Commitment female teacher's city of Naghadeh. This is a descriptive – correlation study.The sample included 114 Female teacher's which were selected randomly. Tow questionnaires were used for data collection. The questionnaires validity  were determined based on viewpoints of experts in management and educational sciences. The reliability of questionnaire esteemed through Cronbach alpha coefficient, α=0/913 and α=0/924 for perceived Organizational Justice and organizational Commitment. The data was analyzed through MANOVA and Multiply Regression analysis.Theresults showed that There is a positive and significant relationship  each component with all dimension organizational Commitment.and there is a significant foreseen relationship distributive justice, procedural justice and interactional justice with affect commitment, continuous commitment and normative commitment. The aim of this investigation was to determine the relationship perceived organizational justice with organizational Commitment female teacher's city of Naghadeh. This is a descriptive – correlation study.The sample included 114 Female teacher's which were selected randomly. Tow questionnaires were used for data collection. The questionnaires validity  were determined based on viewpoints of experts in management and educational sciences. The reliability of questionnaire esteemed through Cronbach alpha coefficient, α=0/913 and α=0/924 for perceived Organizational Justice and organizational Commitment. The data was analyzed through MANOVA and Multiply Regression analysis.Theresults showed that There is a positive and significant relationship  each component with all dimension organizational Commitment.and there is a significant foreseen relationship distributive justice, procedural justice and interactional justice with affect commitment, continuous commitment and normative commitment. perceived organizational justice organizational commitment female teacher's https://jsp.uma.ac.ir/article_403_b8854d68204566ab309bbb171714bb13.pdf
University of Mohaghegh Ardabili Journal of School Psychology 22520821 4 4 2016 02 20 Effect of the positive thinking education to the mothers on their children externalizing disorders reduction Effect of the positive thinking education to the mothers on their children externalizing disorders reduction 125 142 404 FA A Kakavand Assistant Professor of Psychology, Imam Khomeini University of Qazvin H Shams Esfandabad Associate Professor of Psychology, Imam Khomeini University of Qazvin M Beiranvand MA of Psychology, Imam Khomeini University of Qazvin Journal Article 2016 03 15 Introduction: The purpose of this study, the effect of positive thinking to mothers on their children's disorders of the outer.Method: This quasi-experimental pretest - posttest control group. Among mothers of children with disorders of the exterior has been referred to counseling and psychology students in nine of Tehran, 30 were randomized into two groups (n = 15) and control group (15 cases). The independent variable of positive thinking in 8 sessions of 3 hours was the experimental group, the control group received no intervention. the Child Symptom Inventory was used to collect data. Analysis of covariance was used to analyze the dataResults: Mothers of positive thinking to reduce the hyperactivity/ attention deficit and in disobedience coping / grudge match was effective. Also, changes in one-month follow-up was persistent. Conclusion: Positive thinking education for mothers improve behavioral symptoms in children with disorders affecting the exterior of the mothers. Introduction: The purpose of this study, the effect of positive thinking to mothers on their children's disorders of the outer.Method: This quasi-experimental pretest - posttest control group. Among mothers of children with disorders of the exterior has been referred to counseling and psychology students in nine of Tehran, 30 were randomized into two groups (n = 15) and control group (15 cases). The independent variable of positive thinking in 8 sessions of 3 hours was the experimental group, the control group received no intervention. the Child Symptom Inventory was used to collect data. Analysis of covariance was used to analyze the dataResults: Mothers of positive thinking to reduce the hyperactivity/ attention deficit and in disobedience coping / grudge match was effective. Also, changes in one-month follow-up was persistent. Conclusion: Positive thinking education for mothers improve behavioral symptoms in children with disorders affecting the exterior of the mothers. externalizing disorders/ ADHD/ ODD/ positive thinking training https://jsp.uma.ac.ir/article_404_e408c9f68cb01e9de8dfd16e1d6e33fb.pdf
University of Mohaghegh Ardabili Journal of School Psychology 22520821 4 4 2016 02 20 The effectiveness of shared concern method in wellbeing of student's victims of bullying The effectiveness of shared concern method in wellbeing of student's victims of bullying 143 161 405 FA M Narimani Professor of psychology, University of Mohaghegh Ardabili M. A Ghaseminejad Ph.D student of psychology, University of Mohaghegh Ardabili Z Rostamoghli Ph.D student of psychology, Islamic Azad University Ardabil Branch Journal Article 2016 03 15 This study examined the effectiveness of shared concern method in wellbeing of student's victims of bullying. The present study is an empirical research with a pilot study performed with a pre-test and post-test. The target population included all secondary school students who had been bullied in Ardabil studied 2015-2016. Thirty students were selected with using the available sampling method that 15 of whom as the experimental group and 15 in control group. The tools that used in this study was Lynda's Depression Anxiety Stress Scales (DASS) and <em>Oxford Happiness Questionnaire (OHQ)</em>. Intervention sessions for each person, individually, as well as victims, bullies and teachers was held.  Result of multivariate analysis of variance (MANCOVA) showed that shared concern method had impact of significant on depression, anxiety, stress and happiness in experimental group both at the post-test and follow-up. Therefore, it was concluded that to reduce the problems of student's victims of bullying to be used shared concerned method. This study examined the effectiveness of shared concern method in wellbeing of student's victims of bullying. The present study is an empirical research with a pilot study performed with a pre-test and post-test. The target population included all secondary school students who had been bullied in Ardabil studied 2015-2016. Thirty students were selected with using the available sampling method that 15 of whom as the experimental group and 15 in control group. The tools that used in this study was Lynda's Depression Anxiety Stress Scales (DASS) and <em>Oxford Happiness Questionnaire (OHQ)</em>. Intervention sessions for each person, individually, as well as victims, bullies and teachers was held.  Result of multivariate analysis of variance (MANCOVA) showed that shared concern method had impact of significant on depression, anxiety, stress and happiness in experimental group both at the post-test and follow-up. Therefore, it was concluded that to reduce the problems of student's victims of bullying to be used shared concerned method. wellbeing bulling psychotherapy shared concern method https://jsp.uma.ac.ir/article_405_f0835f0cd5b5b4a2c3be2619a915b588.pdf