Hemmat nourali; Alireza Hajiyakhchali; Manizheh shehniyailagh; Gholamhosien Maktabi
Abstract
Introduction Teaching the skills and strategies of emotional regulation can be influential in individuals' adjustment and can function as a preventive factor in the relationship between background factors and adjustment. The present study aimed to investigate the effects of teaching the cognitive regulation ...
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Introduction Teaching the skills and strategies of emotional regulation can be influential in individuals' adjustment and can function as a preventive factor in the relationship between background factors and adjustment. The present study aimed to investigate the effects of teaching the cognitive regulation of emotion strategies on social adjustment and well being of male students in gifted junior high schools in Ahvaz. Method The study employed a quasi-experimental with a pretest-posttest design including a two-month interval follow-up. The research population included all male students from gifted junior high schools in Ahvaz, in the academic year of 2016-2017 (n = 538). Data was collected through multi-stage cluster sampling. From a list, 30 students who possessed the criterion to enter the study were selected and randomly assigned to experimental or control group. The research instruments included theSinha and Singh's Adjustment Inventory for High School Students Questionnaire, Granefski and Kraaij Emotion Regulation Questionnaire and Kaplan and Maher's School Well-Being Questionnaire. Both groups underwent a pretest, posttest and a two- month follow-up. In implementing the treatment, the experimental group received instruction on the skills of cognitive regulation of emotion for 20 hours in 10 sessions, while the control group received no instruction. Results The results of mixed ANOVA indicated that teaching the cognitive regulation of emotion strategies had affected the academic, emotional and social adjustment, as well as school wellbeing of the students from gifted junior high schools in Ahvaz. In addition, results indicated that in the posttest and the follow up, there were significant differences between the experimental and control groups in the degree of academic, emotional and social adjustments, as well as school wellbeing. Discussion Based on the findings, it can be concluded that teaching the skills of cognitive regulation of emotion can be employed as a useful intervention method to enhance adjustment (emotional, social and academic) and also school wellbeing, leading to a higher efficacy of students with adjustment and behavioral problems.
N. Moradi; A.R. Hajiyakhchali; Z. Morovati
Abstract
The aim of the present study was to investigate the causal relationships between time management and perceived social support, and psychological well-being and academic performance, mediated by academic stress and academic self-efficacy in female university students. The sample consisted of 300 students ...
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The aim of the present study was to investigate the causal relationships between time management and perceived social support, and psychological well-being and academic performance, mediated by academic stress and academic self-efficacy in female university students. The sample consisted of 300 students who were selected by a multistage random sampling method. The implemented research instruments were the time management inventory and the Ryff Scales of Psychological Well-Being, the inventory of academic self-efficacy and academic stress and perceived social support. The analysis technic used was structural equation modeling. The bootstrap method was used for the examination of indirect relations. The results showed the significance of the indirect path of perceived social support and time management with academic performance through academic self- efficacy, while perceived social support and time management were significant with academic performance through academic stress. A better fit was obtained by omitting nonsignificant paths, academic stress with psychological well-being and time with psychological well- being.
F. Fathi; A. Hajiyakhchali; Z. Morovati
Volume 21, Issue 1 , June 2014, , Pages 55-78
Abstract
The aim of this study was to examine the casual relationship between Personality characteristics and, beliefs about intelligence and academic self-efficacy and the performance academic with regards the mediating role of goals achievement in female high school students in Khorramabad. The participants ...
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The aim of this study was to examine the casual relationship between Personality characteristics and, beliefs about intelligence and academic self-efficacy and the performance academic with regards the mediating role of goals achievement in female high school students in Khorramabad. The participants of the study were 280 female Khorramabadi students, who were selected randomly through multi-stage random sampling method. The instruments used in this study were the Neo-Five Factor Inventory (NEO-FFI), the Implicit Theory of Intelligence Scale (IT IS), the Achievement Goal Orientation Scale and the Self-efficacy Academic Scale .The fitness of the proposed model was examined through using path analysis. The indirect effects were tested through the bootstrap method (AMOS-20 software) was used. The results showed that indirect effect entity intelligence belief through performance approach goal orientation on academic performance and effect indirect incremental intelligence belief through, mastery approach goal orientation on academic performance was significant. In addition effect indirect conscientiousness through mastery approach goal on academic performance was significant. But effect indirect openness to experience through mastery approach goal orientation with academic performance was not significant. Better fit was obtained by omitting non-significant paths entity intelligence belief and mastery approach goal orientation, openness to experience and mastery approach goal orientation, agreeableness and mastery approach goal orientation, openness to experience and self-efficacy academic, agreeableness and academic performance and openness to experience and academic performance.
M Shehni Yailagh; A.R. Hajiyakhchali; A. Haghighi; N. Behroozi
Volume 16, Issue 2 , December 2009, , Pages 37-70
Abstract
The purpose of the present study was to investigate the effects of creative problem solving (CPS) process training on scientific thinking, creativity and innovation in Shahid Chamran University students. The instruction of CPS process (using 12 creativity techniques in two phases of creative and critical ...
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The purpose of the present study was to investigate the effects of creative problem solving (CPS) process training on scientific thinking, creativity and innovation in Shahid Chamran University students. The instruction of CPS process (using 12 creativity techniques in two phases of creative and critical thinking) was the independent variable and scientific thinking, creativity and innovation was dependent variables. The present study was a field experimental design with pretest-posttest and followup control group design. The instruments of this study include Scientific Thinking of Liang et.al, Abedi's Creativity Questionnaire and Cools and Van Den Brook's Cognitive Style scale. The sample consisted of 60 male and female undergraduate students, of Shahid Chamran University (2008-2009), who were selected randomly by multi-stage sampling method. The participants were then assigned randomly to experimental and control groups. Before teaching CPS process, pretests on scientific thinking, creativity and innovation were taken from both experimental and control groups. Afterwards, the experimental group was treated with CPS process, but the control group didn't receive any training. After the intervention, posttests were taken immediately from both experimental and control groups. Finally, after six weeks of intervention, followup tests on scientific thinking, creativity as well as innovation were taken. The results of MANCOVA analysis showed that CPS process training caused significant improvement in students' scientific thinking, creativity as well as innovation. Also, the results of repeated MANCOVA revealed that the effects of CPS process over time remained significant.
