University of Mohaghegh Ardabili Journal of School Psychology 22520821 5 1 2016 04 20 The role of cognitive mechanisms in teachers' ability of professional development The role of cognitive mechanisms in teachers' ability of professional development 7 25 416 FA Y Asaghari Niary Lecturer Department of Islamic Studies, University of Mohaghegh Ardabili A Khalegkhah Assistant of Professor, University of Mohaghegh Ardabili. S. M Seyyedkalan Ph.D Students of Eeducational Aadministration, University of Mohaghegh Ardabili H Ebrahimpour Associate Professor, University of Mohaghegh Ardabili Journal Article 2016 05 18 This research entitled "The Role of Cognitive Mechanisms in Teachers' Ability Professional Development" has been conducted in years 1392-93. Sample space of this project includes all teachers of grade one secondary school in Ardebil (area 1 and 2), by means of Cochran formula, statistical samples were selected, and using simple random method and we selected 250 teachers, who were tested by the same method. In order to gather the data, we devised two kinds of questionnaires of "standard of Organizational Learning Mechanisms" and questionnaire of "ability of professional Development" and reliability of which ate 0/79 and 0/71 respectively. The gathered data were analyzed step by step using few statistical methods: "single sampled T", "Pirsons correlation coefficient" and "multiple regression analysis". The results indicate that the condition of Cognitive Mechanisms in grade one secondary schools in Ardebil town, has an average above normal. According to correlations based on the hypothesis of the research, it is indicated that there is a positive relation between Cognitive Mechanisms and ability of professional Development. According to the results of multiple regression analysis among different aspects of Cognitive Mechanisms, determining needs of growth & learning, utilizing learning in target situation and situation of learning, respectively which have influenced teachers' ability of professional Development.Therefore, by providing Cognitive Mechanisms infrastructure in the schools can be increased to improve the professional development of the teachers. This research entitled "The Role of Cognitive Mechanisms in Teachers' Ability Professional Development" has been conducted in years 1392-93. Sample space of this project includes all teachers of grade one secondary school in Ardebil (area 1 and 2), by means of Cochran formula, statistical samples were selected, and using simple random method and we selected 250 teachers, who were tested by the same method. In order to gather the data, we devised two kinds of questionnaires of "standard of Organizational Learning Mechanisms" and questionnaire of "ability of professional Development" and reliability of which ate 0/79 and 0/71 respectively. The gathered data were analyzed step by step using few statistical methods: "single sampled T", "Pirsons correlation coefficient" and "multiple regression analysis". The results indicate that the condition of Cognitive Mechanisms in grade one secondary schools in Ardebil town, has an average above normal. According to correlations based on the hypothesis of the research, it is indicated that there is a positive relation between Cognitive Mechanisms and ability of professional Development. According to the results of multiple regression analysis among different aspects of Cognitive Mechanisms, determining needs of growth & learning, utilizing learning in target situation and situation of learning, respectively which have influenced teachers' ability of professional Development.Therefore, by providing Cognitive Mechanisms infrastructure in the schools can be increased to improve the professional development of the teachers.

https://jsp.uma.ac.ir/article_416_6531a2dc3d5aef0fbe9d4e715807b38f.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 5 1 2016 04 20 The efficacy of empathy and anger management training based on cognitive-behavioral approach on adjustment in children with oppositional defiant disorder The efficacy of empathy and anger management training based on cognitive-behavioral approach on adjustment in children with oppositional defiant disorder 26 47 417 FA M Taher Ph.D. Student in Psychology, University of Mohaghegh Ardabili A Abolghasemi Professor in Psychology, University of Guilan M Narimani Professor in Psychology, University of Mohaghegh Ardabili Journal Article 2016 05 18 The aim of this research was studied effectiveness and comparing empathy and anger management training based on cognitive-behavioral approach on adjustment in children with oppositional defiant disorder. The method of research is experimental and research design is pretest- posttest with multi groups. The statistical population consisted of all boy students of seventh and eighth grades with oppositional defiant disorder in 2014-2015 academic years in Sari who among them the sample consisted of 72 students were selected and were assigned in 4 groups (2 experimental groups and 2 control groups). For data collecting were used from oppositional defiant disorder rating scale for children, the structured clinical interview, and students' adjustment questionnaire. For experimental groups, empathy training and anger management training was executed at 8 weekly sessions in 60 minutes whereas control groups have any training.The results of multivariate covariance showed empathy training and anger management training can improve general adjustment, educational adjustment and emotional adjustment in children with oppositional defiant disorder (P<0.00) and the effectiveness of the trainings according to eta squared is 49 percent. There was no significant difference between efficacy of empathy training and anger management training on adjustment and it's components in children with oppositional defiant disorder. Therefore, attention to the efficacy of empathy training and anger management training on variables related to students' adjustment with oppositional defiant disorder havespecial importance. The aim of this research was studied effectiveness and comparing empathy and anger management training based on cognitive-behavioral approach on adjustment in children with oppositional defiant disorder. The method of research is experimental and research design is pretest- posttest with multi groups. The statistical population consisted of all boy students of seventh and eighth grades with oppositional defiant disorder in 2014-2015 academic years in Sari who among them the sample consisted of 72 students were selected and were assigned in 4 groups (2 experimental groups and 2 control groups). For data collecting were used from oppositional defiant disorder rating scale for children, the structured clinical interview, and students' adjustment questionnaire. For experimental groups, empathy training and anger management training was executed at 8 weekly sessions in 60 minutes whereas control groups have any training.The results of multivariate covariance showed empathy training and anger management training can improve general adjustment, educational adjustment and emotional adjustment in children with oppositional defiant disorder (P<0.00) and the effectiveness of the trainings according to eta squared is 49 percent. There was no significant difference between efficacy of empathy training and anger management training on adjustment and it's components in children with oppositional defiant disorder. Therefore, attention to the efficacy of empathy training and anger management training on variables related to students' adjustment with oppositional defiant disorder havespecial importance.

https://jsp.uma.ac.ir/article_417_75f0f2fb4ee1beeae8c25e327d435b07.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 5 1 2016 04 20 The comparison of the effectiveness of meta-cognitive therapy and meichenbaum’s self-instructional on test anxiety of high school girl students The comparison of the effectiveness of meta-cognitive therapy and meichenbaum’s self-instructional on test anxiety of high school girl students 48 64 418 FA S Taherzadeh Ghahfarokhi Ph.D of Educational Psychology, Allameh Tabataba'i University S Ebrahimi Ghavam Associate Professor of Educational Psychology, Allameh Tabataba'i University F Dortaj Professor of Educational Psychology, Allameh Tabataba'i University E Saadi Pour Associate Professor of Educational Psychology, Allameh Tabataba'i University Journal Article 2016 05 18 The present study aims to compare the effectiveness of meta-cognitive therapy and Meichenbaum’s verbal self-instructional on reducing test anxiety of high school girl students. Research method was experimental with pre-test and post-test schemes and a control group. The statistical population consists of all female students suffering from test anxiety in public high schools of Ilam city and in the academic year of 2014-2015. The statistical sample is 45 female students with test anxiety from Ilam Fazilat high schools which have been selected using the simple random sampling method in the following manner; one of the girl high schools of Ilam city was randomly selected and the anxiety test was conducted for 500 of students. Then, 45 of these students, which had above 60 score with test anxiety, were randomly distributed into two test and one control group. 8 sessions of therapeutic interventions were performed on the test groups. Spielberger’s Anxiety Test were utilized in order to measure the test anxiety. Analysis of covariance was used to analyze the data.The obtained results indicate that both of the treatment groups were more effective than the control group in reduction of test anxiety. Also, meta-cognitive intervention is more effective than verbal self-instructional. Meta-cognitive therapy can be used as a psychotherapy method of choice, as a complementary method for other methods of cognitive therapy in order to reduce test anxiety. The present study aims to compare the effectiveness of meta-cognitive therapy and Meichenbaum’s verbal self-instructional on reducing test anxiety of high school girl students. Research method was experimental with pre-test and post-test schemes and a control group. The statistical population consists of all female students suffering from test anxiety in public high schools of Ilam city and in the academic year of 2014-2015. The statistical sample is 45 female students with test anxiety from Ilam Fazilat high schools which have been selected using the simple random sampling method in the following manner; one of the girl high schools of Ilam city was randomly selected and the anxiety test was conducted for 500 of students. Then, 45 of these students, which had above 60 score with test anxiety, were randomly distributed into two test and one control group. 8 sessions of therapeutic interventions were performed on the test groups. Spielberger’s Anxiety Test were utilized in order to measure the test anxiety. Analysis of covariance was used to analyze the data.The obtained results indicate that both of the treatment groups were more effective than the control group in reduction of test anxiety. Also, meta-cognitive intervention is more effective than verbal self-instructional. Meta-cognitive therapy can be used as a psychotherapy method of choice, as a complementary method for other methods of cognitive therapy in order to reduce test anxiety.

https://jsp.uma.ac.ir/article_418_56cf5841ab4d61160d934c8476971b37.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 5 1 2016 04 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 65 80 419 FA A Atadokht Assistant Professor, University of Mohaghegh Ardabili 0000-0001-9879-3309 Journal Article 2016 05 18 The aim of present research was to investigate the role of perfectionism and emotional intelligence in predicting academic burnout in high school students. The research was descriptive correlation. The population was all high school students who were studding in 2013-2014 in Namin high schools. The sample was 175 students (112 boys and 63 girls) that were selected by categorical sampling and Frost multiple perfectionism scale, Shering emotional intelligence and academic burnout questionnaire were administered among selected samples. Pearson correlation coefficient and multiple regressions were used to analyze the data. The results showed that there is positive relationship between the academic burnout and their perfectionism (p<0.05) and negative relationship between students’ academic burnout and their emotional intelligence (p<0.05). The results of multiple regression showed that perfectionism and emotional intelligence explained 14% of academic burnout and 20-27% of the components of academic burnout (p<0.05). These results showed the necessity of respondent’s attention to students’ academic burnout and have implications for the use of interventions based on perfectionism and emotional intelligence in order to prevention of the negative consequences of academic burnout among students. The aim of present research was to investigate the role of perfectionism and emotional intelligence in predicting academic burnout in high school students. The research was descriptive correlation. The population was all high school students who were studding in 2013-2014 in Namin high schools. The sample was 175 students (112 boys and 63 girls) that were selected by categorical sampling and Frost multiple perfectionism scale, Shering emotional intelligence and academic burnout questionnaire were administered among selected samples. Pearson correlation coefficient and multiple regressions were used to analyze the data. The results showed that there is positive relationship between the academic burnout and their perfectionism (p<0.05) and negative relationship between students’ academic burnout and their emotional intelligence (p<0.05). The results of multiple regression showed that perfectionism and emotional intelligence explained 14% of academic burnout and 20-27% of the components of academic burnout (p<0.05). These results showed the necessity of respondent’s attention to students’ academic burnout and have implications for the use of interventions based on perfectionism and emotional intelligence in order to prevention of the negative consequences of academic burnout among students.

https://jsp.uma.ac.ir/article_419_ebc062f631beb90024440f8727c869a0.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 5 1 2016 04 20 The relationship between epistemological beliefs, motivational beliefs and mathematics self-efficacy with mathematics progress The relationship between epistemological beliefs, motivational beliefs and mathematics self-efficacy with mathematics progress 81 100 420 FA P Madadpoor M.A in Educational Psychology, University of Semnan M Mohammadyfar Assistant Professor of Psychology, University of Semnan A. M Rezaei Assistant Professor of Psychology, University of Semnan Journal Article 2016 05 18 The aim of present research was investigation of the relationship between epistemological beliefs, motivational beliefs and mathematics self-efficacy with mathematics achievement. The sample was 600 students (263 boy, 337 girl) that were selected by clustering random sampling . In present research Schumer epistemological beliefs questionnaire, Pintrich, Smith, Garcia & Mckeachie Motivational Beliefs Questionnaire and Middleton & Midgley Mathematics self-efficacy questionnaire was used as a research tools. student score in mathematics in first term of 2012-2013 educational year was used as Criteria of mathematics achievement.The finding showed that among motivational beliefs elements; intrinsic goal orientation, self-efficacy of learning beliefs, intrinsic goal orientation & task value and among epistemological beliefs certainty of knowledge & fixed ability; and mathematic self-efficacy, Could predict mathematics achievement. The result showed meaningful relationship between epistemological beliefs, Motivational Beliefs, Mathematics self-efficacy and mathematics achievement. So we can make improvement in math achievement by Intervention in students epistemological beliefs, Motivational Beliefs and Mathematics self-efficacy. The aim of present research was investigation of the relationship between epistemological beliefs, motivational beliefs and mathematics self-efficacy with mathematics achievement. The sample was 600 students (263 boy, 337 girl) that were selected by clustering random sampling . In present research Schumer epistemological beliefs questionnaire, Pintrich, Smith, Garcia & Mckeachie Motivational Beliefs Questionnaire and Middleton & Midgley Mathematics self-efficacy questionnaire was used as a research tools. student score in mathematics in first term of 2012-2013 educational year was used as Criteria of mathematics achievement.The finding showed that among motivational beliefs elements; intrinsic goal orientation, self-efficacy of learning beliefs, intrinsic goal orientation & task value and among epistemological beliefs certainty of knowledge & fixed ability; and mathematic self-efficacy, Could predict mathematics achievement. The result showed meaningful relationship between epistemological beliefs, Motivational Beliefs, Mathematics self-efficacy and mathematics achievement. So we can make improvement in math achievement by Intervention in students epistemological beliefs, Motivational Beliefs and Mathematics self-efficacy.

https://jsp.uma.ac.ir/article_420_6756dd30806ae0012c3ab4a016e20418.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 5 1 2016 04 20 The role of working memory in the process of transformation time perception in school-age children The role of working memory in the process of transformation time perception in school-age children 101 117 421 FA M. A Nazari Associate Professor of University of Tabriz Sh Vahedi Associate Professor of University of Tabriz M Roshandel Rad Master of Science in Child and Adolescent Clinical Psychology, University of Gillan M Kafi Associate Professor of University of Gillan Journal Article 2016 05 18 Various studies have shown that many factors influence the length of time perception. This study was aimed to study the changing in perceived time at 7 to 12 year-old children, and to determine the role of working memory on time perception. One hundred-twenty elementary students were selected from Rasht schools (first to sixth grade) through multilevel clustering sampling method. For data collectionpurpose, two tests of CANTAB (SWM) and time reproduction task were used. Data were analyzed by using ofdescriptive statistics, MANOVA and MANCOVA. Findings of the present study indicate that in both single and dual task reproduced time was significantly different in grade groups.In the other words, time perception improved with increasing age. Working memory indices including Strategies and Total errors were enteredas covariant variables in a MANCOVA. Nosignificant difference was found between long-time task and grade groups. This result indicates that working memory affects time perception <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-family: 'B Zar'; mso-bidi-language: FA; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN;" lang="EN">in dual task with increasing age. Various studies have shown that many factors influence the length of time perception. This study was aimed to study the changing in perceived time at 7 to 12 year-old children, and to determine the role of working memory on time perception. One hundred-twenty elementary students were selected from Rasht schools (first to sixth grade) through multilevel clustering sampling method. For data collectionpurpose, two tests of CANTAB (SWM) and time reproduction task were used. Data were analyzed by using ofdescriptive statistics, MANOVA and MANCOVA. Findings of the present study indicate that in both single and dual task reproduced time was significantly different in grade groups.In the other words, time perception improved with increasing age. Working memory indices including Strategies and Total errors were enteredas covariant variables in a MANCOVA. Nosignificant difference was found between long-time task and grade groups. This result indicates that working memory affects time perception <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-family: 'B Zar'; mso-bidi-language: FA; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN;" lang="EN">in dual task with increasing age.

https://jsp.uma.ac.ir/article_421_0148486de1acc583c35dbc2233579141.pdf

University of Mohaghegh Ardabili Journal of School Psychology 22520821 5 1 2016 04 20 The impact of therapy based on mindfulness meditation training on emotion dysregulation in subclinical ADHD adolescents The impact of therapy based on mindfulness meditation training on emotion dysregulation in subclinical ADHD adolescents 118 138 422 FA B Kiani M.A. in Clinical Psychology, Shiraz University H Hadianfard Associate Professor of Psychology, Shiraz University Journal Article 2016 05 18 The purpose of this study was to evaluate the impact of mindfulness meditation training on emotion dysregulation of subclinical ADHD adolescents. Design of study was experimentalwith pre-test and post-test with control group. Statistical population of research was all subclinical ADHD female students of Shiraz city at the age of 13 to 15 years old. Sample included 30 adolescent female students who were selected through convenient sampling method andrandomly assigned to two experimental and control groups (each group 15 subjects). SNAP-IV scale (self-report form and parents’ form) was used for screening these 30 students. Assessment of data collection was difficulties in emotion dysregulation scale that all subjects completed it in pre-test stage, then therapeutic program based on mindfulness meditation training was performed for the experimental group in ten sessions and at the end, post-test was taken of all subjects of experiment and control group. To analyze the data, one-way analysis of covariance was used. The results showed that therapy based on mindfulness meditation training has significant and positive impact on emotion dysregulation improvement of subclinical ADHD adolescents. The purpose of this study was to evaluate the impact of mindfulness meditation training on emotion dysregulation of subclinical ADHD adolescents. Design of study was experimentalwith pre-test and post-test with control group. Statistical population of research was all subclinical ADHD female students of Shiraz city at the age of 13 to 15 years old. Sample included 30 adolescent female students who were selected through convenient sampling method andrandomly assigned to two experimental and control groups (each group 15 subjects). SNAP-IV scale (self-report form and parents’ form) was used for screening these 30 students. Assessment of data collection was difficulties in emotion dysregulation scale that all subjects completed it in pre-test stage, then therapeutic program based on mindfulness meditation training was performed for the experimental group in ten sessions and at the end, post-test was taken of all subjects of experiment and control group. To analyze the data, one-way analysis of covariance was used. The results showed that therapy based on mindfulness meditation training has significant and positive impact on emotion dysregulation improvement of subclinical ADHD adolescents.

https://jsp.uma.ac.ir/article_422_6dd21bc9ad034635cb0de063b63b53e1.pdf