University of Mohaghegh ArdabiliJournal of School Psychology225208215220160822On the relationship between religious attitude and happiness and self-efficacy of high school studentsOn the relationship between religious attitude and happiness and self-efficacy of high school students719437FAFAkbarianPh.D of Educational Psychology, The Directorate of Education of Astara cityJournal Article20160919The aim of this correlational study was to investigate the relationship between religious attitude and happiness and self-efficacy of the second grade high school students.The population included all the second grade high school students of Astara City who were studying during the 1394-1395 academic year. 208 students were randomly selected as the sample. For the instrumentation, the Religious Scale by KhodayanFard etal., Oxford Happiness Index(OHI), and Najjarian and Davoodis Questionnaire of mental health were used. To analyze the data, for the descriptive statistics mean and standard deviation were used and in the inferential statistics part one-factor variance analysis was employed.For the religious attitude on happiness and self-efficacy of high school students, Mann-Whitney was employed to compare the ranks on the basis of variables. The results showed that there was a positive and significant relationship between religious attitude and happiness and self-efficacy.The correlation coefficient was (p<0.027) and (p<0.0064), respectively.By comparing the mean of ranks and the amount of Mann-Whitney among the second grade high school students, it was determined that regarding religious attitude there was a significant difference between the second grade high school of male and female students (p<0.006), but there was not any significant difference between the variables of happiness and self-efficacy.The aim of this correlational study was to investigate the relationship between religious attitude and happiness and self-efficacy of the second grade high school students.The population included all the second grade high school students of Astara City who were studying during the 1394-1395 academic year. 208 students were randomly selected as the sample. For the instrumentation, the Religious Scale by KhodayanFard etal., Oxford Happiness Index(OHI), and Najjarian and Davoodis Questionnaire of mental health were used. To analyze the data, for the descriptive statistics mean and standard deviation were used and in the inferential statistics part one-factor variance analysis was employed.For the religious attitude on happiness and self-efficacy of high school students, Mann-Whitney was employed to compare the ranks on the basis of variables. The results showed that there was a positive and significant relationship between religious attitude and happiness and self-efficacy.The correlation coefficient was (p<0.027) and (p<0.0064), respectively.By comparing the mean of ranks and the amount of Mann-Whitney among the second grade high school students, it was determined that regarding religious attitude there was a significant difference between the second grade high school of male and female students (p<0.006), but there was not any significant difference between the variables of happiness and self-efficacy.https://jsp.uma.ac.ir/article_437_7a0f00421c661cdb0f767c98a190fcc7.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208215220160822The role of lifestyles, social perception and family relationships in predicting of marital satisfaction the young teachersThe role of lifestyles, social perception and family relationships in predicting of marital satisfaction the young teachers2038438FAFPourofoghiPh.D of social Psychology, The Directorate of Education of Astara cityJournal Article20160919The goal of this research is studying the role of lifestyles, social perception and family relationships and marital satisfaction of young couples. The current research is applied in the terms of goal and regarding data collection is descriptive and also in the terms of the relationship among research variables is causal. The research method has been survey which generalization of results is one of it’s the most important advantages. The study population, all the teachers were married and living in the East of Tehran in 1393.In this study, based on scientific criteria and observance of a number of variables, sample study of 132 randomly selected and evaluate lifestyle variables, social perception, family relations, marital satisfaction, needed findings and information, standard questionnaires were used. In order to analyze the statistical data, the data from the questionnaires were extracted. The results showed that the life styles on perception of social, family relationships and marital satisfaction had significant direct and indirect effects. The social perception on family relationships and marital satisfaction had direct and significant impact, and family relationships are directly influenced teachers marital satisfaction (P<0/05). Generally couples who have a decent living style, social perception higher and stronger and positive family relationships, have higher marital satisfaction.The goal of this research is studying the role of lifestyles, social perception and family relationships and marital satisfaction of young couples. The current research is applied in the terms of goal and regarding data collection is descriptive and also in the terms of the relationship among research variables is causal. The research method has been survey which generalization of results is one of it’s the most important advantages. The study population, all the teachers were married and living in the East of Tehran in 1393.In this study, based on scientific criteria and observance of a number of variables, sample study of 132 randomly selected and evaluate lifestyle variables, social perception, family relations, marital satisfaction, needed findings and information, standard questionnaires were used. In order to analyze the statistical data, the data from the questionnaires were extracted. The results showed that the life styles on perception of social, family relationships and marital satisfaction had significant direct and indirect effects. The social perception on family relationships and marital satisfaction had direct and significant impact, and family relationships are directly influenced teachers marital satisfaction (P<0/05). Generally couples who have a decent living style, social perception higher and stronger and positive family relationships, have higher marital satisfaction.https://jsp.uma.ac.ir/article_438_2e08e144469cd566ff80a98c81595200.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208215220160822Surveying the amount of dependence on short messages (SMS)and alienation with academic burnout among female high school students in ArdebilSurveying the amount of dependence on short messages (SMS)and alienation with academic burnout among female high school students in Ardebil3954439FAFTamoukMA in Educational Psychology, Tabriz Azad UniversityMEbrahimiAssistant of University of Mohaghegh ArdabiliJournal Article20160919The purpose of this correlational research wasto survey the amount of dependence on short messages (SMS)and alienation with academic burnout among female high school students in Ardebil. The population consisted of all female students in Ardebil high schools (N=11716).The sample included 374 female high schoolstudentsselectedthroughcluster random sampling. The data collection was performed by employing dependence on short massages questionnaire, alienation scale, and academic burnout questionnaire. The data were analyzed using Pearson correlation coefficient and multivariate regression analysis. The results of correlation analysis showed that dependence on short messages and alienation with academic burnout and its components have a significant positive correlation. The results of regression analysis showed that variables of short messages and alienation predict 82% of academic burnout, 59% of academic exhaustion, 14% of academic cynicism, and 66% of academic inefficiency. These results indicate the necessity of policymakers and stakeholders’ attention to students’ academic burnout.The purpose of this correlational research wasto survey the amount of dependence on short messages (SMS)and alienation with academic burnout among female high school students in Ardebil. The population consisted of all female students in Ardebil high schools (N=11716).The sample included 374 female high schoolstudentsselectedthroughcluster random sampling. The data collection was performed by employing dependence on short massages questionnaire, alienation scale, and academic burnout questionnaire. The data were analyzed using Pearson correlation coefficient and multivariate regression analysis. The results of correlation analysis showed that dependence on short messages and alienation with academic burnout and its components have a significant positive correlation. The results of regression analysis showed that variables of short messages and alienation predict 82% of academic burnout, 59% of academic exhaustion, 14% of academic cynicism, and 66% of academic inefficiency. These results indicate the necessity of policymakers and stakeholders’ attention to students’ academic burnout.https://jsp.uma.ac.ir/article_439_9e678cce943a446d4c78635a72c3e0e5.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208215220160822The effectiveness of teacher's written feedback on self-efficacy and achievement motivation of studentsThe effectiveness of teacher's written feedback on self-efficacy and achievement motivation of students5570440FAAZolfaghariM.A. in Educational Psychology, Semnan UniversityMKhosraviAssistant Professor, SemnanUniversityPRafieniaAssistant Professor, Semnan UniversityPSabahiAssistant Professor, Semnan UniversityJournal Article20160919The aim of this study was to evaluate the effectiveness of the teacher's written feedback on students' self-efficacy and achievement motivation in an English course. As a quasi-experimental research attempt, the study had a pretest-posttest design with a control group. Therefore, 50 female students were selected by multistage cluster sampling from secondary junior high schools of Mahdishahr city.Then, theywere randomly assigned intoan experimental group (23students) and a control group (27 students). The Sherer general self-efficacy and Hermens achievement motivation questionnaireswere employedto collect the data.These two instruments were used as pretest in both groups. Then, the experimental group received written feedback by an English teacher about 12 sessions, but the control group did not receive this treatment. After completion of the course, the self-efficacy and achievement motivation tests were again given to both groups.The data were analyzed by multivariate analysis. The results showed a significant difference in self-efficacy, foresight, and hardworking components of achievement motivation only in the experimental group.But, the result did not show any significant difference in confidence and perseverance components of achievement motivation.Accordingly, it could be argued that teacher's written feedback could upgrade the performance of students in motivation and self-efficiency fields.The aim of this study was to evaluate the effectiveness of the teacher's written feedback on students' self-efficacy and achievement motivation in an English course. As a quasi-experimental research attempt, the study had a pretest-posttest design with a control group. Therefore, 50 female students were selected by multistage cluster sampling from secondary junior high schools of Mahdishahr city.Then, theywere randomly assigned intoan experimental group (23students) and a control group (27 students). The Sherer general self-efficacy and Hermens achievement motivation questionnaireswere employedto collect the data.These two instruments were used as pretest in both groups. Then, the experimental group received written feedback by an English teacher about 12 sessions, but the control group did not receive this treatment. After completion of the course, the self-efficacy and achievement motivation tests were again given to both groups.The data were analyzed by multivariate analysis. The results showed a significant difference in self-efficacy, foresight, and hardworking components of achievement motivation only in the experimental group.But, the result did not show any significant difference in confidence and perseverance components of achievement motivation.Accordingly, it could be argued that teacher's written feedback could upgrade the performance of students in motivation and self-efficiency fields.https://jsp.uma.ac.ir/article_440_c0a3599f6eccdd25389e2db1348728f9.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208215220160822A study of the effectiveness of Frankel’s logotherapy training on psychological well-being and happiness of studentsA study of the effectiveness of Frankel’s logotherapy training on psychological well-being and happiness of students7191441FAAShojaeeAssistant Professor of Islamic Science, University of Mohaghegh ArdabiliBEskandarpourAssistant Professor of Management, University of Payam NoorJournal Article20160919This study investigates the effectiveness of Frankel’s logotherapy training on psychological well-being and happiness of orphan studentsand those with irresponsible parents under the support of Imam Khomeini Relief Committee of Ardabil.To achieve this goal, from the target population including all the high school studentssupported by Imam Khomeini Relief Committee of Ardebil during the academic year 2015-2016, 32 students (with a mean below the cut-off point on the scale of psychological well-being and happiness) were randomly selected as the sample. The instrumentsincludeda researcher-made questionnaire, the psychological well-being questionnaire, and the happiness scale.This clinical study had a pretest-posttest design and the collected data were analyzed using multivariate analysis of covariance (MANCOVA). The results showed that there were significant differences between the two groups of experimental (under support) and control with respect to autonomy, environmental mastery, personal growth, positive relationships, purpose in life, self-acceptance, and happiness. Therefore, it can be concluded that the teaching of Frankel logotherapy can be employed to improve the quality of life and happiness of students supported by Imam Khomeini Relief Committee.This study investigates the effectiveness of Frankel’s logotherapy training on psychological well-being and happiness of orphan studentsand those with irresponsible parents under the support of Imam Khomeini Relief Committee of Ardabil.To achieve this goal, from the target population including all the high school studentssupported by Imam Khomeini Relief Committee of Ardebil during the academic year 2015-2016, 32 students (with a mean below the cut-off point on the scale of psychological well-being and happiness) were randomly selected as the sample. The instrumentsincludeda researcher-made questionnaire, the psychological well-being questionnaire, and the happiness scale.This clinical study had a pretest-posttest design and the collected data were analyzed using multivariate analysis of covariance (MANCOVA). The results showed that there were significant differences between the two groups of experimental (under support) and control with respect to autonomy, environmental mastery, personal growth, positive relationships, purpose in life, self-acceptance, and happiness. Therefore, it can be concluded that the teaching of Frankel logotherapy can be employed to improve the quality of life and happiness of students supported by Imam Khomeini Relief Committee.https://jsp.uma.ac.ir/article_441_292598e3115f28121312a165e2d5001a.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208215220160822Keywords:Educational computer games, creativity, critical thinkingskills, gifted students
The role of fear of failure and personality characteristics in anticipating academic procrastinationKeywords:Educational computer games, creativity, critical thinkingskills, gifted students
The role of fear of failure and personality characteristics in anticipating academic procrastination92108442FAFMohsenzadehAssistant Professor, Tehran, Kharzmi UniversityZJahanbakhshiPh.D. student in Counseling, AllamehTabataba’i UniversityHKeshavarzafsharLecturer in Tehran University, Department of educational Psychology and CounselingShEftariM.A. in Counseling, Tehran, Kharazmi UniversityRGoudarziM.A. in School Counseling, AllamehTabataba’i UniversityJournal Article20160919The purpose of this correlational study was to examine the relationship between fear of failure, personality characteristics and academic procrastination. With this purpose in mind, 179 male high school students were selected and studied by following inventories: The Achievement Anxiety test (AAT), NEO personality inventory, and Aitken Procrastination Inventory (API). Analyzing data revealed that personality characteristics and fear of failure are significantly correlated with academic procrastination. Also, 37% of academic procrastination was explained by fear of failure and conscientiousness. The findings imply that creating a learning environment where students learn without fear of rejection is an important step in the prevention of academic procrastination.Also, recognition of the fears of students and increasing their self-esteem can be useful in the prevention of academic procrastination.The purpose of this correlational study was to examine the relationship between fear of failure, personality characteristics and academic procrastination. With this purpose in mind, 179 male high school students were selected and studied by following inventories: The Achievement Anxiety test (AAT), NEO personality inventory, and Aitken Procrastination Inventory (API). Analyzing data revealed that personality characteristics and fear of failure are significantly correlated with academic procrastination. Also, 37% of academic procrastination was explained by fear of failure and conscientiousness. The findings imply that creating a learning environment where students learn without fear of rejection is an important step in the prevention of academic procrastination.Also, recognition of the fears of students and increasing their self-esteem can be useful in the prevention of academic procrastination.https://jsp.uma.ac.ir/article_442_83223af2a1cf757f5189f574943e5351.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208215220160822Investigating the causal relationship between family environment and classroom environment with aggressive behavior in school with the mediating role of loneliness, non-conformist ideal reputation andInvestigating the causal relationship between family environment and classroom environment with aggressive behavior in school with the mediating role of loneliness, non-conformist ideal reputation and109130443FAMMoradiPh.D. candidate in Educational Technology, AllamehTabataba’i UniversitySZeqeibiGannadPh.D. Candidate in Educational Psychology, ShahidChamran University of AhvazSAlipourAssistant Professor in Educational Psychology, ShahidChamran University of AhvazSSavadkoohiM.A. in Industrial and Organizational Psychology, ShahidChamran University of AhvazJournal Article20160919The aim of this study was to examine the causal relationship model of family environment and classroom environment with aggressive behavior at school through loneliness, non-conformist ideal reputation and attitude toward authority. The participants of this study were 343 of the second grade high school students of Poldokhtar public schools who were selected by multi-stage cluster random sampling. They completed "What is happening in this classroom?" Questionnaire, Family Environment Scale, The Aggression Scale, Loneliness Scale, Self-perception of Reputation, and Attitude to Institutional Authority Scale. In this study, the fitness of the proposed model was examined through path analysis. The findings indicated that proposed model by performing a modification showed good fitness with the data (χ2/df=1.14, GFI=0.97, CFI=0.96, AGFI=0.94, IFI=0.98, RMSEA= 0.05). Also, the results showed that the family environment and the classroom environment through the influence of loneliness, attitudes toward authority, and non-conformist ideal were predictors of aggressive behavior at school. Based on these results, it can be claimed that aggressive behaviors can be predicted with respect to a variety of attitudes and feelings that a person is involved in family and the classroom.The aim of this study was to examine the causal relationship model of family environment and classroom environment with aggressive behavior at school through loneliness, non-conformist ideal reputation and attitude toward authority. The participants of this study were 343 of the second grade high school students of Poldokhtar public schools who were selected by multi-stage cluster random sampling. They completed "What is happening in this classroom?" Questionnaire, Family Environment Scale, The Aggression Scale, Loneliness Scale, Self-perception of Reputation, and Attitude to Institutional Authority Scale. In this study, the fitness of the proposed model was examined through path analysis. The findings indicated that proposed model by performing a modification showed good fitness with the data (χ2/df=1.14, GFI=0.97, CFI=0.96, AGFI=0.94, IFI=0.98, RMSEA= 0.05). Also, the results showed that the family environment and the classroom environment through the influence of loneliness, attitudes toward authority, and non-conformist ideal were predictors of aggressive behavior at school. Based on these results, it can be claimed that aggressive behaviors can be predicted with respect to a variety of attitudes and feelings that a person is involved in family and the classroom.https://jsp.uma.ac.ir/article_443_c2fa3f3997b0e6e2826366fd4348ec7d.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208215220160822Comparing the effectiveness of instruction by means of educational computer games and the traditional method on critical thinking skills and creativity of gifted studentsComparing the effectiveness of instruction by means of educational computer games and the traditional method on critical thinking skills and creativity of gifted students131150444FARMoradiPh.D. candidate in Educational Technology, AllamehTabataba’i UniversityDNoroziAssociate Professor in Educational Technology, AllamehTabataba’i UniversityJournal Article20160919This quasi-experimental study with pretest-posttest control group design compares the effectiveness of instruction by means of educational computer games on critical thinking skills and creativity of gifted students in Tehran. The population included all male gifted students in fifth grade primary schools studying in 2013-2014academic yearin Tehran. The sample included 60 gifted students of the fifth grade primary school. Due to the limitations,conveniencesampling was opted. Critical thinking and Torrancecreativity questionnaires were used as data collection instruments. The results showed that after adjusting pretest scores, there was a significant difference between groups (P<0.01).As a result, the research hypotheses were confirmed. The use of educational computer games dealing with teaching critical thinking skills and creativity turned out to bemore effectivecompared to the traditional method. The results of univariate covariance analysisin each of the four components of creativity show a significant difference between the two groups (P<0.012).In each of the four components, the posttest meanin the experimental group was higher than that of the control group. It shows that the use of educational computer games is better and more effective than the traditional method in improving the components of creativity.This quasi-experimental study with pretest-posttest control group design compares the effectiveness of instruction by means of educational computer games on critical thinking skills and creativity of gifted students in Tehran. The population included all male gifted students in fifth grade primary schools studying in 2013-2014academic yearin Tehran. The sample included 60 gifted students of the fifth grade primary school. Due to the limitations,conveniencesampling was opted. Critical thinking and Torrancecreativity questionnaires were used as data collection instruments. The results showed that after adjusting pretest scores, there was a significant difference between groups (P<0.01).As a result, the research hypotheses were confirmed. The use of educational computer games dealing with teaching critical thinking skills and creativity turned out to bemore effectivecompared to the traditional method. The results of univariate covariance analysisin each of the four components of creativity show a significant difference between the two groups (P<0.012).In each of the four components, the posttest meanin the experimental group was higher than that of the control group. It shows that the use of educational computer games is better and more effective than the traditional method in improving the components of creativity.https://jsp.uma.ac.ir/article_444_8bf07e94c8904162f5e0881fe012712a.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208215220160822A study of the effect of role-playing on the accountability of the first grade female high school studentsA study of the effect of role-playing on the accountability of the first grade female high school students151166445FAMHallajianM.A. in Educational Psychology, AllamehTabataba’i UniversityESaadipourPh.D. in Psychology and Associate Professor, AllamehTabataba’i University.Journal Article20160919The purpose this research was tostudy the effect of role-playing on the accountability of first grade female high school students.As an experimental study,the pretest posttest design was used with a control group. The population ofthis study consisted of all the first grade female high school students of public schoolsin District two of Tehran.One high school was randomly selected among 35 high schools.The selected high school (Hoda) had 6 first grade classes with 195 students.The accountability questionnaire was administered to 195 students. 45 students who had 1 standard deviation below themean were randomly divided into one experimental and one control group. The results showed that role-playing was effective in terms of the accountability of the first grade high school students.Therefore, in order to increaseaccountability of the first grade high school students, the teachers can make use of role-playing.The purpose this research was tostudy the effect of role-playing on the accountability of first grade female high school students.As an experimental study,the pretest posttest design was used with a control group. The population ofthis study consisted of all the first grade female high school students of public schoolsin District two of Tehran.One high school was randomly selected among 35 high schools.The selected high school (Hoda) had 6 first grade classes with 195 students.The accountability questionnaire was administered to 195 students. 45 students who had 1 standard deviation below themean were randomly divided into one experimental and one control group. The results showed that role-playing was effective in terms of the accountability of the first grade high school students.Therefore, in order to increaseaccountability of the first grade high school students, the teachers can make use of role-playing.https://jsp.uma.ac.ir/article_445_6be47c5346b8a65b395792d0317f301b.pdfUniversity of Mohaghegh ArdabiliJournal of School Psychology225208215220160822Investigating the relationship between moral reasoning and moral behavior in adolescents mediated by social cognition theoryInvestigating the relationship between moral reasoning and moral behavior in adolescents mediated by social cognition theory167182446FAAYaghoobiAssociate Professor of Psychology, University of BuAliSina in HamedanMAbdolahi MoghadamPh.D Students of Psychology, University of BuAliSina in Hamedan, Counselor and teacherJournal Article20160924The purpose of the present study was to investigate relationship between moral reasoning and moral behavior in adolescents mediated by social cognition theory.Accordingly,350 participants (175 females and 175 males) were selected by multistage cluster sampling among the first grade high school students in the city of Khorramabad.They completed Moral Reasoning and Moral Behavior Questionnaires as well as Reading Mind in the Eyes Test. The data were analyzed using Pearson and Partial correlation and regression analysis. The results showed thatthe relationship between moral reasoning and moral behavior in students wasn’t significant. But with entering the social cognition variable into the analysis, this relationship was significant. Therefore,it is necessary to examine the moral behavior in adolescents, search other factors, especially the non-cognitive factors. Also, the need for promoting social cognition in adolescents to increase their understanding of ethical behavior must be properly appreciated.The purpose of the present study was to investigate relationship between moral reasoning and moral behavior in adolescents mediated by social cognition theory.Accordingly,350 participants (175 females and 175 males) were selected by multistage cluster sampling among the first grade high school students in the city of Khorramabad.They completed Moral Reasoning and Moral Behavior Questionnaires as well as Reading Mind in the Eyes Test. The data were analyzed using Pearson and Partial correlation and regression analysis. The results showed thatthe relationship between moral reasoning and moral behavior in students wasn’t significant. But with entering the social cognition variable into the analysis, this relationship was significant. Therefore,it is necessary to examine the moral behavior in adolescents, search other factors, especially the non-cognitive factors. Also, the need for promoting social cognition in adolescents to increase their understanding of ethical behavior must be properly appreciated.https://jsp.uma.ac.ir/article_446_ff4955087dc14064608ead39b70cfd7b.pdf