Educational Psychology
sara Dibazar; Zeynab Sabouri; leila mirzaei; Raziye Saffarifard; zahra naghsh
Abstract
Introduction Various factors are effective in the all-round growth and development of students, however, one of the factors that can play a very effective role in improving their academic performance is academic engagement in educational activities (Thomas and Allen, 2021; Jack, 2016) Bugby, Beck, Ferrier ...
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Introduction Various factors are effective in the all-round growth and development of students, however, one of the factors that can play a very effective role in improving their academic performance is academic engagement in educational activities (Thomas and Allen, 2021; Jack, 2016) Bugby, Beck, Ferrier and Aria (2019). Various factors are effective in the occurrence of academic engagement in students, among which academic self-confidence can be mentioned. It can be said that the existence of self-confidence in students is related to their greater academic engagement (Geoffrey, Borella and Mamarella, 2017). In this regard, the existence of academic self-confidence can affect the attitude towards the future career and academic engagement in students. An important factor that Academic resilience affects both the academic self-confidence and the attitude towards the future career in students and leads to an increase in academic engagement in them. Considering the importance and basic role of students in the development of society and considering the various problems and issues that students face in the educational environment, it is felt necessary to plan to eliminate their lack of motivation and lack of self-confidence. In this way, the aim of the present study was to examine the fit of the mediator role model of academic resilience in the relationship between academic self-confidence and attitude towards the future career with academic engagement in the students of Islamic Azad University of Ahvaz.MethodThe method of the current research was a description of structural equation modeling; in which the relationship between the variables was investigated in the form of path analysis.The statistical population consisted of all the students of Ahvaz Islamic Azad University in the academic year 2018-2019. 202 students were selected as samples. Then, the research questionnaires were given to the subjects to answer. In this research, the following tools were used. Rio academic occupation questionnaires; Nouri, Jafari and Saadatmand's academic self-confidence; The attitude towards the career future of Hassanlou, Hassannejad and Khazaei Pool and Samuels' academic resilience were distributed among them. The evaluation of the proposed model was done using the path analysis method. Bootstrap test was used to measure indirect relationships.ResultsThe results of Pearson's correlation coefficient showed that there is a positive and significant relationship between all research variables at the level of p>0.01. In the path of academic self-confidence to academic engagement (β=0.066), which was not statistically significant at the level of p>0.05. The relationship was excluded, so this hypothesis was not confirmed. The path of attitude towards future career to academic engagement (β=0.185) which was statistically significant at p<0.01 level and this hypothesis was confirmed. In the path of academic self-confidence to academic resilience (β=0.301), which was statistically significant at the p<0.01 level, and this hypothesis was confirmed. In the path of attitude towards future career to academic resilience (β=0.492), which was statistically significant at the level of p<0.01, and this hypothesis was confirmed. In the path of academic resilience to academic engagement (β=0.350), which was statistically significant at the p<0.01 level, and this hypothesis was also confirmed.Discussion and conclusionThe results showed that all the direct paths except the path of academic self-confidence were significant with academic engagement. Indirect paths were also significant through academic resilience and academic engagement. Based on the results of this research, the proposed model has a good fit and is considered an important step in the direction of knowing the effective factors in students' academic engagement and motivation, considering that the presented conceptual model had a good fit, it can be considered as an innovation. and considered a new scientific finding that can be effective in the prevention and treatment of academic failure.
Educational Psychology
Arash Akhash; Askar Atash Afrouz; Manijeh Shehni Yailagh; Morteza Omidian
Abstract
Most students are facing problems in learning mathematics. These problems are related to the math course itself or related to external factors affecting it. The problems that are related to the mathematics lesson itself are caused by the content, nature and abstract nature of this knowledge, and the ...
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Most students are facing problems in learning mathematics. These problems are related to the math course itself or related to external factors affecting it. The problems that are related to the mathematics lesson itself are caused by the content, nature and abstract nature of this knowledge, and the problems that are related to external factors are either internal or external. The intrapersonal origin is related to the individual characteristics of students in mental processing, learning, motivation and attitude and the external-personal origin is related to issues that are affected by educational factors and the way teachers treat and teach. Therefore, the current research with the aim of "multilevel analysis of the relationship between the perception of the teacher's diagnostic skills, the challenging level of the class, the quality of the teacher's teaching and math study skills with math performance in ninth grade students" seems necessary.MethodThe research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 male and 500 female) was selected by multi-stage random sampling method. Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Hooper's Math Study Skills Scale (1993) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method.ResultsThe results of multilevel analysis showed that variables of level 1 (math study skills) and level 2 (average math study skills of class, perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) were positively and significantly predicting math performance of students. The interactions of level 2 variables (average math study skills of class, perception of teacher's diagnostic skills and the challenging level of the class) with the slope of the relationship between math study skills and math performance were significant. Also, the difference in math performance among classes and the difference between classes in terms of the slope of math study skills and math performance were significant.DiscussionBased on the multilevel analysis in this research, it can be concluded that paying attention to the improvement of students' math study skills and class variables (average class math study skills, perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) will lead to the improvement of students' mathematical performance and their positive attitude towards this lesson.
Educational Psychology
Nasrin Taheri Asghari; Shahram vahedi; Davoud Tahmasebzadeh sheikhlar; Kiumars Taghipour; Hasan Sabourimoghaddam
Abstract
The purpose of this study is to measure the effectiveness of the brain-centered teaching approach on the motivation to learn physics among second year high school students. In this semi-experimental study, a pre-test-post-test design with a control group was used. The statistical population included ...
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The purpose of this study is to measure the effectiveness of the brain-centered teaching approach on the motivation to learn physics among second year high school students. In this semi-experimental study, a pre-test-post-test design with a control group was used. The statistical population included female students of the twelfth grade of the second year of secondary school in the city of Takestan, and 50 people were selected from among them as an available sample. The research tools included a questionnaire on learning motivation towards physics, daily writings and structured interviews of students. First, the subjects of both groups were pre-tested, then the subjects of the experimental group were tested for eight weeks with the help of the brain-based method, the subject of dynamics (Newton's laws). were trained, while the control group was subjected to common training at school. After the end of the intervention on the experimental group, the subjects of both groups were evaluated by the post-test. With the help of SPSS software, analysis Covariance and U Mann Whitney and kruskal- wallis H test were used for data analysis. The findings of this research showed that the students of the experimental group have more motivation to learn than the control group and we saw their significant superiority in the subscales of internal motivation, goal and self-efficacy, although there was a difference in the mean of the autonomy and job subscales, but this difference It was not statistically significant. Also, three motivational patterns were identified after the intervention. The first pattern of students' parallel motivation compared to before the implementation of the experimental plan, the second pattern of students' motivation becoming positive after the experimental intervention, and the third pattern of students' motivation becoming negative after the experimental intervention. Based on the findings of the present research, it can be concluded that by spending enough time, brain-based education can be used as an effective intervention to increase the motivation towards physics used by teachers and counselors.
Educational Psychology
amin sharifi; Masoud Fazilatpoor; Mahboobeh Fouladchang; farhad khormaei
Abstract
Intro ductionOne of the important topics in the field of moral philosophy in psychological theories is the discussion of the role of reasoning in decision making. Moral development studies have emphasized the role and importance of internal and external factors on moral reasoning. This research was done ...
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Intro ductionOne of the important topics in the field of moral philosophy in psychological theories is the discussion of the role of reasoning in decision making. Moral development studies have emphasized the role and importance of internal and external factors on moral reasoning. This research was done with the aim of presenting an explanatory model of moral reasoning based on personality traits. For this purpose, personality traits were considered as an exogenous variable, mindfulness variable as a mediator variable of the first level, value system as a mediator variable of the second level and moral reasoning variable as an endogenous variable.MethodThe method of this research was a correlational research in which personality traits were used as predictor variables and moral reasoning as a criterion (dependent) variable, and mindfulness and individual values were used as mediating variables. The research population included all students studying at Shiraz University in the academic year 1402-1401, from which 400 undergraduate, master's and doctoral students were selected by multi-stage cluster random sampling. The data collection tool included the big five personality factor questionnaire, mindfulness questionnaire, personal values questionnaire and moral reasoning standard questionnaire, which was used after checking the reliability and validity. Data analysis was done using SPSS and AMOS software version 24 and PROCESS plugin version 4.2. In order to check the importance of indirect paths, the bootstrap method was used.ResultsThe findings indicated that among the big five factors of personality, the characteristics of agreeableness, conscientiousness and openness to experience have a positive and significant relationship with moral reasoning. Also, among the big five factors of personality, the characteristics of agreeableness, emotional stability and openness to experience showed a positive and significant relationship with mindfulness. In addition, the individual values of self-exaltation and self-enhancement along with mindfulness played a mediating role between the personality traits of emotional stability, openness to experience, agreeableness, and moral reasoning. DiscussionMoral reasoning can help a person to find the best solutions to deal with their duties and responsibilities. Also, openness to experience has the strongest relationship with moral reasoning. People who have a high degree of openness to experience may have a high degree moral reasoning and apply more in their behavior and consider more diverse points of view when making moral judgments and have more trust, kindness, altruism, and other general social behaviors, and they put fairness at the top of their work when judging or reasoning morally. and has a stronger argument. In addition, the more emotionally stable people are, the more they will have the power of mindfulness and become more aware of their thoughts, feelings and actions in the present moment. It has also been seen that people with a strong sense of self-superiority may prioritize their own interests over the interests of others, which can affect their moral reasoning.
Educational Psychology
Abolfazl Nejati mehr; Mohammad saeid Abdekhodaei; Abbas Firoozabadi
Abstract
Introduction
Teaching is a job with a high level of stress, and stress is a normal emotional response to threatening events; But when stress becomes chronic, it becomes traumatic. Finally, the stress of the teaching job leads to experiencing severe anxiety, decreasing job satisfaction, leaving the job, ...
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Introduction
Teaching is a job with a high level of stress, and stress is a normal emotional response to threatening events; But when stress becomes chronic, it becomes traumatic. Finally, the stress of the teaching job leads to experiencing severe anxiety, decreasing job satisfaction, leaving the job, and increasing burnout. Therefore, examining burnout and the factors that can affect its level and severity is of great importance. The present study was conducted with the aim of investigating the relationship between self-compassion and burnout of teachers with more than ten years of experience, considering the mediating role of resilience.
Method
In this research, which was conducted by correlation method and structural equation model, a sample size of 372 teachers (220 men and 152 women( with more than ten years of work experience was selected by a multi-stage random sampling method. For data collection, the Neff self-compassion Scale, The Connor & Davidson Resilience Scale and The Maslach Burnout Inventory were applied. Data were analyzed using Pearson correlation method and structural equation modeling in SPSS-26 and AMOS-25 software.
Results
The findings of structural equation modeling showed that all paths are statistically significant. So that the direct effect of self-compassion on burnout (β=-0.27, p < 0.003) and its indirect effect through resilience (p < 0.001, β=-0.28) are statistically significant. Resilience also has a significant direct effect on burnout (p < 0.002, β = -0.43). Also, 42% of the variance of burnout can be explained based on self-compassion and resilience.
Conclusion
The findings showed that resilience plays a mediating role in the relationship between on self-compassion and burnout. There is a significant positive relationship between self-kindness, a sense of Common humanity and mindfulness with burnout, and there is a significant negative relationship between self-judgment, isolation, and over-identification with burnout. In explaining these findings, it should be stated that self-compassion originates from positive psychology, which believes that the level of psychological well-being should be improved through accepting abilities and improving them, so people who have high self-compassion, By taking serious care and attention to themselves and using compassionate guides, they help themselves to provide the means for their growth and development, which results in reducing negative mood and ultimately reducing the experience of burnout. With these interpretations, Self-compassion can be an important variable related to burnout, because it empowers a person to take control of the situation when faced with life's problems and hardships by influencing resilience.
Educational Psychology
Iman Farjaleh Chaabi:; Mahnaz Mehrabizadeh Honarmand; Naser Amini
Abstract
IntroductionHigher education in the health system is a fundamental element in the comprehensive development of the country and one of the most important social pillars that is responsible for training and providing efficient and committed human resources in the health sector. The most valuable result ...
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IntroductionHigher education in the health system is a fundamental element in the comprehensive development of the country and one of the most important social pillars that is responsible for training and providing efficient and committed human resources in the health sector. The most valuable result of all training is the ability to get a person to do something when it needs to be done. Whether he likes it or not. The purpose of this study was to investigate and compare the effectiveness of behavioral activation therapy and schema therapy on reducing experiential avoidance in students with academic procrastination.MethodsThe research design was a pre-test-post-test experiment with a control group. The statistical population included students of the first semester of the academic year 2021-2022 of Jundishapur University of Medical Sciences, Ahvaz. The first sample of the research included 152 students who were selected from among seven faculties by multi-stage cluster random sampling method. Then the selected people responded to Solomon and Rothblum’s Academic Procrastination Scale and those whose score was one score higher than the standard deviation were separated. Then 60 people were randomly selected from among them and placed in three groups of 20 people (two experimental groups and one control group). The experimental groups received behavioral activation and schema therapy, while the control group did not receive any intervention. In this research, Solomon and Rothblum’s Academic Procrastination Scale and Gámez et al. Multidimensional Experiential Avoidance Questionnaire were used to collect data. The data were analyzed using univariate covariance analysis (ANCOVA) and SPSS-25 software.ResultsThe results showed that both behavioral activation therapy and schema therapy are effective in reducing the experiential avoidance of students with academic procrastination (F=29.71, p<0.0001); However, the effectiveness of schema therapy was higher than behavioral activation therapy (p<0.002).ConclusionAccording to the results obtained in this research, it is suggested that early identification of students with academic procrastination and their timely treatment should be done to eliminate their experiential avoidance. According to the results obtained from this research, behavioral activation and schema therapy are recommended as useful treatments to help reduce the clinical symptoms of students with academic procrastination. Therefore, the student counseling departments of medical sciences universities of the country can use this treatment to reduce the clinical symptoms of procrastinators, especially to reduce the experiential avoidance of students with academic procrastination and reduce the consequences of procrastination in them. Based on the results of this research, schema therapy and behavioral activation therapy can be used to reduce the experiential avoidance of students with academic procrastination.
Educational Psychology
rouhollah rahdar; maryam zare; mehdi rahimi
Abstract
IntroductionBurnout develops gradually as a result of extensive and prolonged work-related stress .This study aimed to obtain a better understanding of the relationship between the perceived fit between teachers and work environment with socio-contextual burnout through the mediating role of teachers' ...
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IntroductionBurnout develops gradually as a result of extensive and prolonged work-related stress .This study aimed to obtain a better understanding of the relationship between the perceived fit between teachers and work environment with socio-contextual burnout through the mediating role of teachers' proactive strategies (self-regulatory and co-regulatory) in the academic year of 2021-22 .MethodThe present study was conducted using a correlational design and structural equation modeling. To this purpose, 386 teachers were selected from 36 girl and boy elementary, middle and high schools using multi-stage cluster sampling. To collect data, the Proactive Strategies Scale and the Socio-Contextual Teacher Burnout Inventory (STBI) and the role of perceived fit between teachers and work environment developed by Pietarinen et al. (2013) were used.ResultsFindings obtained from structural equations in Amos suggested that the perceived fit between teachers and work environment (received professional recognition and productive and capable work environment) negatively predicts socio-contextual teacher burnout in both models through the mediating role of self-regulation (-0.58) and co-regulation (-0.35) and the mediating role of self-regulation and co-regulation with burnout was (0.09) and (-0.28) respectively. On the other hand, the perceived fit between teachers and work environment significantly predicted teachers' proactive strategies (self-regulation (0.61) and co-regulation (0.65)).DiscussionResults suggested that proactive strategies are associated with a lower risk of experiencing socio-contextual burnout. This association lies in this fact that learning and using these strategies depends on the social interactions of schools where the teachers work. Therefore, they can potentially be promoted and stabilized. So, teachers can learn various strategies which help them reduce job burnout and create a more appropriate work environment.Keywords: Teachere-working environment fit; Proactive Strategies; Teachers' Socio-contextual Burnout; Zahedan Schools.Keywords: Teachere-working environment fit; Proactive Strategies; Teachers' Socio-contextual Burnout; Zahedan Schools.Keywords: Teachere-working environment fit; Proactive Strategies; Teachers' Socio-contextual Burnout; Zahedan Schools.
Educational Psychology
Mohsen Arbezi; Masoud Fazilatpoor
Abstract
IntroductionAcademic well-being is one of the important constructs in educational psychology. Considering the importance of this structure, previous researchers have made efforts to identify its antecedents. Based on the theoretical foundations and previous research, motivational resources are needed ...
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IntroductionAcademic well-being is one of the important constructs in educational psychology. Considering the importance of this structure, previous researchers have made efforts to identify its antecedents. Based on the theoretical foundations and previous research, motivational resources are needed for adaptive performance and progress-oriented behaviours in various fields, especially in the field of education. Among the types of motivation, intrinsic motivation is considered one of the adaptive types of motivation. Intrinsically motivated students study using internal reasons such as the enjoyment of learning, And they experience states of full attention and absorption while studying. The mentioned states are consistent with the experience of flow. Therefore, in the present study, it was assumed that intrinsic motivation can predict academic well-being directly and indirectly through academic flow. the present study was conducted to investigate the structural relationship between intrinsic motivation and academic well-being through the mediation of academic flow.MethodIn this study, 356 students (119 boys, 237 girls) of senior high school in Evaz city (located in the south of Fars province), who were studying in the academic year of 2022-2023, were selected by multi-stage random cluster sampling method; and they responded to the questionnaires of intrinsic motivation (Choi et al., 2010), academic flow (Martin & Jackson, 2008) and academic well-being (Tuominen-Soini et al., 2012). SPSS-16 and AMOS-24 statistical software were used for data analysis.ResultsThe proposed research model was tested using the maximum likelihood method, And the results of the research showed that intrinsic motivation predicts academic well-being directly (β= 0/42, p= 0/009) and indirectly (β=0/07, p= 0/015) through academic flow. Academic flow, in addition to the mediating role, directly (β=0/14, p= 0/012) predicts academic well-being.ConclusionThe findings of this research theoretically include new themes. In general, the results of the current research confirm the role of intrinsic motivation and academic flow as intrapersonal antecedents in facilitating the occurrence of students' academic well-being. The findings of the present research can be used as a basis for designing interventions based on the constructs of intrinsic motivation and academic flow to improve students' academic well-being.
Educational Psychology
Sima Molaie; Maryam kouroshnia; maryam Zarnaghash
Abstract
IntroductionSo far, the researches that have been proposed have considered and examined each of the variables separately as underlying factors in resilience. However, no research was found to identify the underlying factors in resilience in a comprehensive model and form a unified view of resilience. ...
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IntroductionSo far, the researches that have been proposed have considered and examined each of the variables separately as underlying factors in resilience. However, no research was found to identify the underlying factors in resilience in a comprehensive model and form a unified view of resilience. Therefore, in this research, an attempt was made to consider the internal and external factors effective in resilience in a causal model. Internal factors include incompatible schemas and gender roles, and external factors include family communication patterns. Previously, the placement of the research variables was considered. The communication patterns of the family first affect the incompatible schemas, and then the incompatible schemas are effective in giving gender roles. Finally, they cause people to act differently in terms of resilience in dealing with problems. MethodThe current research is correlational and in the form of a causal model. The statistical population of this research included students of Shiraz and Kerman universities. The number of people was determined according to the number of routes according to Kline (2011) (Kline, 2015). Klein (2015) suggested that 20 people should be considered for each route. Based on this, it was necessary to select 380 people as participants. Considering missing and outlier cases, 400 people were studied. A multi-stage cluster random sampling method was used to select the participants. In this way, 5 faculties were selected from among the faculties of Shiraz and Kerman University, and then 4 departments were randomly selected in each faculty, and 2 classes were randomly selected from each of the 4 departments, and all the students of the classes were studied. took It should be noted that due to the fact that we are in the time of the corona virus outbreak, the link of the questionnaires was provided to the students through the virtual space through the course professors. It should be noted that the number of outliers in data collection was 12.ResultsAs it was found, congruence (p = 0.007, β = -0.18) significantly affects resilience through incompatible schemas. Also, it was found that communication affects resilience through male gender role (β = 0.11, p = 0.01). In addition, communication through female gender role affects resilience (β = 0.13, p = 0.005). Also, it has been determined that incompatible schemas act as the first mediator and female gender role as the second mediator between the relationship of communication and resilience (p=0.01) , β = 0.10). In addition, it was found that incompatible schemas act as the first mediator and female gender role as the second mediator between the relationship of conformity and resilience (p = 0.22, 007). β = -0/0).DiscussionIn summary, it can be said that the family's communication patterns influence the formation of children's primary schemas, and if these patterns are ineffective, incompatible schemas are formed in different dimensions and become the basis for the formation of children's gender roles. The formation of incompatible schemas and incompatible patterns of interpretation of the environment and disruption of the gender role; It will cause a drop in psychological performance and eventually reduce resilience. Therefore, in stressful situations of daily life, a person does not have the necessary ability to deal with and solve it.
Educational Psychology
mohammad derikvand; Moslem Daneshpayeh; atefeh mazoosaz; Seyed javad Hosseini
Abstract
Introductionacademic well-being refers to the individuals enjoyment of the role and experience as a self-taught student, perception of educational programs, the necessary conditions for studying, and overall satisfaction of student in the academic environment. It is associated with positive factors in ...
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Introductionacademic well-being refers to the individuals enjoyment of the role and experience as a self-taught student, perception of educational programs, the necessary conditions for studying, and overall satisfaction of student in the academic environment. It is associated with positive factors in school context , such as increasing educational activities, having good social relations,satisfaction with education and finally academic achievement. On the other hand, the mood of depression , anxiety , anger , educational loss and education is the consequences of academic failure. According to the researches , including effective variables on academic well-being, school connectedness and anxiety sensitivity. school connectedness is a multi-dimensional structure, but is generally defined as the extent to which students acquire, respect and support in the school environment. anxiety sensitivity is a personal tendency to understand emotions and anxiety symptoms as consequences of disasters that can be identified that in shaping social interaction,feeling of security and psychological and social development of students have an important role and academic well - being . the purpose of this study was to the mediating role of anxiety sensitivity in the relationship between connectedness with school and academic well – being.MethodThis study employed an applied objective and a correlational descriptive method. The study population consisted of all male and female middle school students in Tehran during the academic year 2024-2025. The research sample included 256 students selected through multi-stage sampling. Participants responded to questionnaires on connectedness with school (Berry et al., 2004), anxiety sensitivity (Floyd et al., 2005), and academic well-being (Tominen et al., 2012). Data analysis was conducted using SPSS and Amos version 26, structural equation modeling.ResultsResults indicated a anxiety sensitivity played a mediating role between connectedness with school and academic well-being, showing a significant and negative association (p<0/01) . Additionally significant and positive relationship between connectedness with school and academic well-being (p<0/01). Finally, the model an appropriate goodness of fit.DiscussionTherefore it can be concluded that the more to connectedness with school the degree of anxiety sensitivity of students and reduce academic well-being has in important role in school context, such as increasing educational activities, feeling management, in class, having good social relations, education satisfaction and academic achievement. according to the mediating role of anxiety sensitivity in relation to connectedness with school and academic well-being, counselors apractitioners need to employ efficient therapeutic procedures for anxiety disorder and improve students academic well – being.
Educational Psychology
Pouran Ahmadishuli; Hossein Aflaki Fard; Safoora Khatemeh Marbueih; Ehsan Keshtvarz Kondazi
Abstract
IntroductionDue to the situation of the corona virus epidemic, almost all the important economic, political, social and even military aspects of all the countries of the world have been affected. Researches show that students who contracted covid-19 disease have low psychological tolerance and due to ...
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IntroductionDue to the situation of the corona virus epidemic, almost all the important economic, political, social and even military aspects of all the countries of the world have been affected. Researches show that students who contracted covid-19 disease have low psychological tolerance and due to the condition of the disease, these people are highly exposed to psychological disorders such as anxiety, fear, depression and also negative thoughts. Accordingly, in the present study, academic hardness, which is one of the variables related to academic progress and psychological well-being of students, has been considered. Academic persistence is a set of personality traits that serve as a source of resistance in facing stressful life events, including education. Kobasa's tenacity theory(1979) and Kamtsios & Karagiannopoulou's theory of academic motivation (2016) have been proposed with a cognitive orientation in order to understand why some students show more persistence in the face of academic problems than other learners. Kubasa's theory proposes three cognitive evaluation processes of control, commitment, and challenges, which are related to persistence in facing problems. Students with stubbornness usually feel more in control of their lives, have a greater sense of belonging to what they do, and are receptive to new ideas and changes. In the meantime, different techniques have been presented regarding the improvement of academic tenacity, including mindfulness training. Self-motivated students feel capable of achieving academic goals through effort and emotional self-regulation, they want to excel academically through personal sacrifice, and they pursue challenging goals to achieve long-term personal growth. The research results showed that, in general, mindfulness training has been effective on positive things, including stubbornness. Therefore, considering that the middle school period is the stage of transition from school to university and is accompanied by stress, teenagers will need academic tenacity in this stage of transition. Therefore, the current research seeks to answer the question of whether stress reduction training based on mindfulness is effective on the level of academic persistence of girls.MethodThe current research was a semi-experimental study with a pre-test-post-test design and a control group. The statistical population of the research included all female students of the 2nd high school of the 11th year of Marodasht city in the academic year of 2019-2020. From this population, a sample of 30 people (15people for each group) was randomly selected in two experimental and control groups. The method of selecting the statistical sample was as follows: first, the academic persistence questionnaire was administered in the above statistical community, and 30 people were selected based on the lowest score in the academic persistence scale (score below65) and then they were randomly replaced in two experimental and control groups.ResultsThe findings of the research showed that the use of mindfulness-based stress reduction training led to an increase in the average scores of experimental group participants in academic tenacity and its components including personal commitment, challengingness, and emotion control compared to the control group. Therefore, it can be suggested that stress reduction training based on mindfulness is effective on the level of academic persistence and its components, including personal commitment, challenge, and emotion control in female students. Students who receive a mindfulness-based stress reduction training intervention typically feel more in control of their lives, feel more connected to what they are doing, and are more receptive to new ideas and changes.DiscussionIn sum, it is concluded that mindfulness educational intervention (MBSR) is a suitable method to increase students' academic persistence. By using this method, students will be able to have the necessary tenacity in the matter of education when problems arise, and most importantly, they will have sufficient awareness and alertness when facing some common issues in daily life, they will be able to have awareness and calmness. To protect themselves while accepting and bearing problems and finally, to be able to be successful not only in education, but in all aspects of life. Considering that the results of the current research emphasize the direct effect of mindfulness on academic persistence, from a practical point of view, it is suggested to launch workshops and to measure the positive states of mindfulness in various educational and educational fields for students and families, and to measure their effectiveness experimentally.
Educational Psychology
Zeinab Rahimi; Fariborz Dortaj
Abstract
Introduction: Wisdom is one of the important psychological characteristics that increases psychological and social well-being. According to different definitions related to wisdom, there is a complex interaction between wisdom and moral development because the behavior of wise people is mainly accompanied ...
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Introduction: Wisdom is one of the important psychological characteristics that increases psychological and social well-being. According to different definitions related to wisdom, there is a complex interaction between wisdom and moral development because the behavior of wise people is mainly accompanied by moral foundations. Considering the signicant role of intelligence in the definitions of wisdom and the influence of it in interpersonal relationships and wise behavior, moral intelligence and emotional intelligence were chosen as two influencing variables in wisdom. This research is important due to the lack of information about the structures that are effective in wisdom and its important role in solving various life problems of the society and was conducted with the aim of determining the mediating role of moral intelligence and emotional intelligence in the relationship between moral development and wisdom of students.Method: It was with a volume of 15,000 students and the sample is 240 students of Allameh Tabatabai University and they were selected by cluster sampling method. The tools used include: Schering's 1996 emotional intelligence questionnaire which has 5 subscales of self-awareness, spontaneity, self-control, empathy, and social skills - Lenik and Keel's 2005 moral intelligence that measures 10 competencies - Webster's 2007 wisdom, including 40 items, and Graham's moral foundations 2011, which measures 5 ethical dimensions. The findings were analyzed bu structural equation modeling and using AMOS.v22 and SPSS.v23 software.Results:The results showed that moral development (P=0.001), moral intelligence (P=0.001) and emotional intelligence (P=0.019) have a direct and significant relationship with wisdom. In addition, the indirect relationship between moral development and wisdom through the mediation of moral intelligence was significant (P=0.01). Therefore, the research model has a favorable fit and moral intelligence plays a mediating role in the relationship between moral development and wisdom.Conclusion:This research provides valuable insights into the complex dynamics between moral development, emotional intelligence, and wisdom. In particular, it emphasizes the pivotal role of moral intelligence as a mediator in the relationship between moral development and wisdom.The results indicate that if the moral growth increases, the structure of wisdom in people will increase. Certainly, with the increase of moral intelligence in people, moral growth is positively affected and wisdom also grows due to accurate goal choices and understanding the meaning of life. Also, with the increase in emotional intelligence, human behavior and emotions are controlled and regulated and increase wisdom. In order to generalize the results, it is suggested to carry out more research on other samples, and by holding workshops and classes related to wisdom and the structures that affect it, the psychological and social well-being of the society was increased.
Educational Psychology
مهدی امیراحمدی; Soghra Ebrahimi Ghavam; Fariborz Dortaj; Kamran sheivandi cholicheh; Ali Delavar
Abstract
IntroductionThe educational system is always faced with students who have academic failure or even cannot learn some assignments. A prominent and interesting group from the point of view of science and research is students with learning disorders, whose main and important problem is not the lack or weakness ...
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IntroductionThe educational system is always faced with students who have academic failure or even cannot learn some assignments. A prominent and interesting group from the point of view of science and research is students with learning disorders, whose main and important problem is not the lack or weakness of intelligence or motivation, but they have a different brain from other normal students, and the existence of this difference affects the way they receive and affect their information processing. A lot of research in this field shows that children with cognitive learning disabilities have a lot of problems with working memory and processing speed - "cognitive mastery index". Regardless of the slow processing of information, in the perceptual stages, scientific explanations show that working memory and the output resulting from its function and function (probably in the lexical stage) also face weaknesses. Of course, regarding the relationship between these two factors, there is a possibility that the weakness of processing speed in working memory, especially when processing the image of words, is the first explanation factor for the lack of dyslexia and reading words. Research has shown that the memory strengthened by emotions, both in terms of the strength and arousal of the stimuli, is guided and activated with greater power, and this affects the processing rate, the way inputs are processed, and the overall functioning of working memory, which is one of the effective cognitive factors. It affects learning disorders. On the other hand, these two factors are related to emotions and emotions, which emotional stimuli arouse in a person, and in a way, they affect the setting of appropriate responses, memory function, the amount and speed of processing, and finally, the cognitive performance of a person.MethodThe present study was conducted to investigate the effect of the visual-verbal educational package based on positive emotional stimuli on the processing speed and working memory function of dyslexic students. The research method was applied and semi-experimental with a pre-test-post-test design with a control group. The research population included all the students referred to rehabilitation centers for special learning problems in Mashhad in the academic year 2021-2022, who were diagnosed with dyslexia learning disorder and were in the age range of 9 to 12 years. According to the semi-experimental design, two experimental and control groups were considered to conduct the research, and for each group, 15 people were selected using the sampling method available in the centers and the simple random method, in the center where the training was conducted. To start the research process and apply the desired educational package, using the Wechsler IQ test 4 and according to the indicators of active memory and processing speed, 30 dyslexic students were selected to be randomly placed in the experimental and control groups, and this was done in the following way. that the experimental and control groups should be equal and homogeneous as much as possible in terms of dependent and demographic variables. The experimental group participated in 8 training sessions under the content of the training package based on positive emotional stimuli, in which training, empowerment, and activities related to each session were discussed, and the control group received only normal training during the training process and received research.ResultsData analysis was done using the covariance analysis method and the results showed that the visual-verbal educational package based on emotional stimuli has an effect on the processing speed and working memory function of dyslexic students and can strengthen the working memory function and processing speed in dyslexic students.DiscussionTherefore, it can be concluded that this educational package improves the processing speed and working memory of dyslexic students and this package and related exercises can be used in the education of this group of students in terms of education and rehabilitation, the research results show that the reading interventions that Including education based on positive emotional stimuli can improve the cognitive efficiency of dyslexic students.
Educational Psychology
Amir Masnavi; Esmaeil Zaraii Zavaraki; Parviz Sharifi Daramadi; Mohammad Reza Nili Ahmadabadi; Ali Delavar
Abstract
IntroductionAutism is a type of neurodevelopmental disorder characterized by social and behavioral problems. The use of technologies improves the learning of children with autism spectrum disorders. Accordingly, a plan should be devised so that while using educational multimedia technology, especially ...
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IntroductionAutism is a type of neurodevelopmental disorder characterized by social and behavioral problems. The use of technologies improves the learning of children with autism spectrum disorders. Accordingly, a plan should be devised so that while using educational multimedia technology, especially applications based on mobile devices, in the learning process of people with autism, in addition to learning social skills, the important issue of learning transfer is not neglected. In the process of designing and producing an educational multimedia; Putting different elements together without paying attention to educational principles cannot guarantee real learning for the learner, that is why in different theories of message design and educational multimedia design, principles and rules are presented that create optimal conditions for the transfer of learning in the learner. The aim of this study was to investigate the mobile multimedia environment for the transfer of learning social skills of students with AutismMethodThe statistical population of the research included all students with autism disorder in Ahvaz city in the academic year 2019-2019, and the sample of the study was 4 male students with autism disorder who were selected using available sampling method. The tools used in this study included the high-functioning autism screening questionnaire (Kasechi et al., 2013) and the social skill profile (2007) by Bellini & Hopf. Finally, the mobile multimedia learning environment program was provided to the subjects during 4 weeks and one hour per day. The data were collected in three stages: baseline, learning and transfer and were analyzed by the method of stable change index, recovery percentage and visual drawing.ResultsThe findings of the study showed that the degrees of stages and transfer of social skills of the first, second and third subjects in the stage and transfer to the baseline increased but in the fourth subject was not successful.DiscussionThe curriculum becomes a model for mobile multimedia environment, social effects and skills transfer of learners with Autism.
Educational Psychology
Mohsen Arbezi; Razieh Sheikholeslami
Abstract
Extended abstractAim: Academic resilience is one of the important characteristics in the field of education; Because it is associated with a range of positive academic outcomes (Ahmed et al., 2018; Bala & Verma, 2019). In addition, academic resilience is a protective factor against negative academic ...
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Extended abstractAim: Academic resilience is one of the important characteristics in the field of education; Because it is associated with a range of positive academic outcomes (Ahmed et al., 2018; Bala & Verma, 2019). In addition, academic resilience is a protective factor against negative academic outcomes (Hong et al., 2020; Lee, 2019). Considering the importance of this construct, the present research was conducted with the aim of investigating the relationship between approach to learning and academic resilience with the mediation of academic self-regulation.Methods: The current research design describes the correlation type, which examines the relationships between research variables using the Structural Equations Models (SEM) method. Its statistical population was all junior high school students in Evaz City (located in the south of Fars province), from which (1633 people) 285 student (96 boys, 189 girls) were selected by convenience sampling method And answered the electronic version scale of academic resilience (Cassidy, 2016), approach to learning (Entwistle et al., 2006) and academic self-regulation (Hong & O'Neil, 2001) questionnaires. AMOS-24 software was used for the research model test.Results: The research results showed that the deep approach to Learning (ᵦ= 0.46, p= 0.02) and strategic approach to Learning (ᵦ= 0.36, p= 0.02) positively and significantly predict academic resilience, While the surface approach to Learning (ᵦ= -0.35, p= 0.002) predicts academic resilience negatively and significantly. In order to test the mediation hypotheses of academic self-regulation in the relationship between the approach to Learning and academic resilience, the bootstrap method was used. The results showed that academic self-regulation significantly mediates the relationship between all three types of approaches to Learning and academic resilience. However, the mediating effect of the deep approach to Learning (ᵦ= 0.33, p=0.003) and strategic approach to Learning (ᵦ=0.39, p=0.004) is positive, And the mediating effect of the surface approach to Learning (ᵦ= -0.38, p=0.015) is negative.Conclusion: The test of the research model confirmed the mediating role of academic self-regulation in the relationship between approach to deep learning, approach to strategic learning, approach to surface learning with academic resilience. In addition, the results showed that all three types of approaches to learning directly predict academic resilience. These findings can be the basis for designing interventions to improve academic resilience.
Educational Psychology
hassan jorfi; Gholamhosien Ebadi
Abstract
IntroductionEmotional self-regulation is an important process in research, treatment and psychopathology and some physical pathological states and refers to actions that are used to change or adjust emotional experience and the intensity or type of emotional experiences. Considering that the way a student ...
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IntroductionEmotional self-regulation is an important process in research, treatment and psychopathology and some physical pathological states and refers to actions that are used to change or adjust emotional experience and the intensity or type of emotional experiences. Considering that the way a student interacts with others plays a role in academic engagement and emotional self-discipline. Interpersonal communication skills are part of life skills through which students can engage in interpersonal interactions in the educational environment. Creating effective interpersonal communication during adolescence, in addition to improving mental health, psychological well-being, reducing depression, reducing academic anxiety can lead to more academic engagement them. Academic engagement is a construct that was first proposed to understand and explain academic failure and was considered as the basis for reformist efforts in the field of education. One of the ways to improve emotional self-regulation, interpersonal communication skills and academic engagement in students is teaching emotional literacy. Emotional literacy is the ability to understand one's feelings, listen and empathize with others and express feelings effectively. This research aims to investigate the effectiveness of emotional literacy training on emotional self-regulation skills, interpersonal communication skills, and academic engagement.MethodThe research method is applied based on purpose and based on data collection, quasi-experimental with pre-test-post-test design and control group. The statistical population included all male students of the first grade of high school in Shushtar city in the academic year of 1402-1403. From the target population, 40 students were selected by random sampling method and assigned to experimental (20) and control (20) groups. First, pre-tests were performed for both groups. The experimental group received emotional literacy training in 8 sessions of 60 minutes over 45 days. Data collection tools were questionnaires by Gross and John's Emotional Regulation Questionnaire, Manjmizadeh's communication skills questionnaire, and Fredericks et al.'s academic engagement questionnaire. The results were analyzed using an analysis of covariance.ResultsThe results showed that there is a significant difference between the experimental group and the control group in terms of at least one of the research variables (F=131.328 and p<0.001). To further investigate this difference, variance analysis with single variable repeated measures on the scores emotional self-regulation, interpersonal communication and academic engagement were done. The F ratio of the interaction of time and group for the variable of emotional self-regulation (F= 233.348 and p < 0.001) is significant. Also, the F ratio of time and group interaction for interpersonal communication variable (F = 148.923 and p < 0.001) is significant. In addition, the F ratio of time and group interaction for the variable of academic engagement (F=250.116 and p>0.001) is significant. In order to better define the experimental and control groups in the post-test and follow-up of emotional self-regulation, interpersonal communication and academic engagement, Ben-Froni's post hoc test was used to compare the adjusted averages. The results show that the difference in the adjusted mean of emotional self-regulation between the experimental group and the control group in the post-test phase is 10.009 and this difference is statistically significant at the p<0.001 level. This result shows that the experimental group performed better in the variable of emotional self-regulation in the post-test stage compared to the control group. Also, the difference between the adjusted mean of emotional self-regulation between the experimental group and the control group in the follow-up phase is 7.756, and this difference is statistically significant at the p<0.001 level. This result shows that the experimental group had a better performance in the variable of emotional self-regulation in the follow-up phase compared to the control group. Also, the adjusted average difference between the experimental group and the control group in the post-test stage is 12.938 and this difference is statistically significant at p<0.001 level. This result shows that the experimental group performed better in the interpersonal communication variable in the post-test stage compared to the control group. Also, the difference between the adjusted average of the interpersonal relationship between the experimental group and the control group in the follow-up phase is 11.682, and this difference is statistically significant at the p<0.001 level. DiscussionThe results showed that emotional literacy training is effective in improving emotional self-regulation, interpersonal communication and academic engagement of students.
Educational Psychology
fatemeh Bahrami; Hasan ashayeri; *, seif-allah rahmani; hooshang Jadidi
Abstract
IntroductionEducational psychologists believe that people's success is not only dependent on cognitive skills and social-emotional skills also have an effect in predicting people's success. Social-emotional learning helps people feel more competent and effective in daily responsibilities and life challenges. ...
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IntroductionEducational psychologists believe that people's success is not only dependent on cognitive skills and social-emotional skills also have an effect in predicting people's success. Social-emotional learning helps people feel more competent and effective in daily responsibilities and life challenges. Social-emotional learning has been developed as a conceptual framework for promoting children's cognitive, emotional, and academic competencies. It is generally assumed that social, emotional, mental, physical and moral skills are the foundation of all competences and learning in childhood.The present study was conducted with the aim of investigating the effect of teaching social-emotional skills on psychological capital and improving social skills with primary school studentsMethodThe research was applied in terms of objective and in terms of method was semi-experimental, also designed with a pre-test, post-test and the heterogeneous control group. The statistical population contains all male students studying in the second primary schools of Qazvin city in 1399-1400 was 18795 people and teachers were 590 people. The research sample included 60 students and 5 teachers who were selected by available sampling method and were randomly divided into two experimental and control groups. The measurement tool was Luthans (2007) psychological capital questionnaire and Gresham and Elliott (1987) social skills questionnaire. The experimental group received social-emotional competence training during twenty-eight sessions of forty-five minutes in four months, and the control group did not receive any intervention. After the training sessions, both groups completed the questionnaires again.The data were analyzed at two descriptive levels (mean and standard deviation) and inferential (single and multivariate covariance analysis) with SPSS-23 software.ResultsThe results showed a significant difference in psychological capital and social skills between the experimental and control groups. The findings emphasize the positive impact of strategic education of social-emotional competencies, especially through the CASEL intervention method, on the psychological capital and improvement of students' social skills.This means that there is a significant relationship between pre-test and post-test scores of psychological capital (self-efficacy, F=87/247 optimism,F=115/345; hope,F=33/384 and resilience F=9/913) based on, P=0.001 and P=0.003 and the effect sizes of these variables are equal to ./702; /757; ./474 ;./211 respectively; it shows that the effect size of the optimism component is stronger and the effect of the resilience component is weaker. There is a significant relationship between the pre-test and post-test scores of social skills, F=128/194 and P=0.001 with an effect size of. /776.DiscussThe results of the research state that the teaching of social-emotional skills by the Kessel intervention method by relying on self-awareness, self-management, social awareness and social management can lead to the promotion of psychological capital and improvement of students' social skills. These insights have practical achievements for educators and the need to integrate social-emotional learning. In university curricula, they emphasize the comprehensive development of the student.
Educational Psychology
rahim badri; Shahrooz Nemati; rogieh sarvazad sofiani
Abstract
IntroductionThe preschool years are a key period of development where social relationships, especially with parents, play a prominent role in how children regulate their emotions. One of the skills that children can acquire in this course is emotion regulation skills. Emotion regulation includes all ...
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IntroductionThe preschool years are a key period of development where social relationships, especially with parents, play a prominent role in how children regulate their emotions. One of the skills that children can acquire in this course is emotion regulation skills. Emotion regulation includes all internal and external processes through which people manage their emotions to achieve their goals. Effortful control of other research variables includes the ability to inhibit or suppress a dominant response in order to perform a secondary, less salient response and detect errors. The Tuning in to Kids program for children is one of the parent group programs that teaches parents of preschool children awareness and emotion regulation skills and emotion coaching skills at the global level. The present study was conducted with the aim of determining the effectiveness of the Tuning in to Kids program on the skills of emotional regulation and effortful control of preschool children.MethodThe method of the present research was a semi-experimental type. The statistical population of the research was preschool children of Marand city. The target sample was 40 preschool children of Marand city, who had low scores based on the cutoff point of Shields and Cichetti's emotion regulation test and Rothbart et al.'s child behavior, and they were selected randomly in experimental groups (20 people) and Control (20 people) were replaced. The experimental group was trained in the Tuning in to Kids program for children, and the intervention was carried out for 8 sessions of 90 minutes and once a week on the experimental group. Data were analyzed using mixed multivariate analysis of variance.ResultsThe results of this research showed that the average of the experimental and control groups had significant differences in effortful control variables and emotion regulation skills. Also, the findings indicated the effectiveness and durability of the Tuning in to Kids program on emotional regulation skills (p=0.05) and effortful control (p=0.05) of preschool children.DiscussionBased on the results, it can be concluded that the Tuning in to Kids program for children, by emphasizing awareness, regulation, expression and understanding of positive emotions, increases the skill of emotional regulation in children. Also, by increasing emotional awareness, this parent-centered program helps children to become more aware of their impulses and reactions and develop the ability to exercise conscious control over their emotional and behavioral responses. Therefore, educators and parents can use this educational package to increase the skills of emotion regulation and effortful control in preschool children.
Educational Psychology
zahra jamshid pour; ali taghvaeinia; mohamadreza firouzi
Abstract
IIntroductionThe tendency of people to adopt different emotion regulation strategies is different in terms of habit and these tendencies can have important short-term and long-term effects on their health. so the importance of this issue has prompted researchers to find different methods to improve performance. ...
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IIntroductionThe tendency of people to adopt different emotion regulation strategies is different in terms of habit and these tendencies can have important short-term and long-term effects on their health. so the importance of this issue has prompted researchers to find different methods to improve performance. The research has emphasized the role of childerens interactions with family members and especially their mothers in promoting students' academic resilience and academic vitality. Overall, fundations and research demonstrate the influence of (DIR) model on promoting students' academic resilience and academic vitality.Therefor, paying attention to this educational intervention can be used to increace students' academic resilience and academic vitality. Considering the importance of academic resilience and academic vitality in the early years of school, The aim of the present study was to investigate the effectiveness of DIR model on students' academic resilience and academic vitality. MethodThe design of this research is a semi-experimental type of pre-test and post-test with a control group. The statistical population of the research includes all the female students of the tree grade of elementory school in Cheram city in the academic year of 2022-23, of which 36 students available sampling selected among who scored the lowest scores on the academic vitality questionnaire and academic resilience scale and were randomly assigned two experimental and control group. The tools of the current research include Hossein-Chari and Dehghanizadeh's academic vitality questionnaire (2011) and Samuels' (2004) academic resilience scale. After the pre-test, the subjects of the experimental group were trained for 10 sessions on emotion regulation based on the developmental individual differences relationship based model (DIR). Again, two groups were evaluated with a post-test. ResultsData analysis was done using the multivariate covariance analysis method. The results showed that there is a significant difference in the post-test scores of academic vitality (p <0.01) and academic resilience (p <0.01)in the two experimental and control groups. This means that the academic vitality and academic resilience have increased after the emotion regulation training based on the integrated human development model. DiscussionAccording to the results obtained from the present study, it can be concluded that the emotion regulation based on the developmental individual differences relationship based model (DIR) can increase vitality and academic resilience of students.To explain the findings of the research, it can be stated that (DIR) model helps the students to reduce negative emotions and enable them to establish positive social relationships with others and promote social integration. Indeed, higher levels of perceived regulatory emotional self-efficacy are associated with several indicators of wellbeing. Furthermore, this intervention helps students cope with challenges they encounter in school, establish positive relationships with others and achieve their goals. DIR model not only help students to be hopeful, but also increases the levels of satisfaction and academic vitality. Therefore, it can be assumed that model (DIR) contributes to an increase in the experience of positive emotions by students participation in it, and thus contributes to the reduction of possibly also negative symptoms. The findings of this study have potentially important implication for professionals and teachers special attention to intervention based on DIR for students. Key words: model (DIR), academic vitality, academic resilience
Educational Psychology
Maryam Salmani Mobarakeh; Maryam Kadkhodaee
Abstract
IntroductionOne of the important elements for every person is his Mental Health. In particular, the keys to the progress and improvement of the education system lie in the Mental Health of teachers. The success of organizations, particularly in education, heavily depends on employees’ willingness ...
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IntroductionOne of the important elements for every person is his Mental Health. In particular, the keys to the progress and improvement of the education system lie in the Mental Health of teachers. The success of organizations, particularly in education, heavily depends on employees’ willingness to engage in behaviors beyond their formal duties. Education is a critical institution that requires capable and specialized human resources, as the effectiveness of educational programs hinges on the quality of teachers. Thus, understanding the factors affecting teacher performance is crucial. Research indicates that teaching is a highly stressful profession, and teachers experience more mental health issues than workers in other fields. The World Health Organization defines mental health as the ability to realize one’s potential, cope with life’s stresses, and contribute to society, making it essential for individual and communal well-being. In Iran, studies show significant psychological stress and disorders among teachers, which can lead to psychosomatic illnesses and conditions like depression. Multiple factors influence teachers’ mental health, but focusing on metacognitive strategies and positive emotions can enhance behavioral performance and psychological well-being. Metacognition refers to awareness and regulation of one’s cognitive processes, while positive emotions foster psychological acceptance and mindfulness, contributing to health improvement. Transdiagnostic protocols target cognitive and behavioral processes involved in various psychological disorders. The integrated transdiagnostic treatment protocol developed by Barlow et al. (2010) addresses common emotional problems and emphasizes changing maladaptive responses to emotional experiences. This cognitive-behavioral approach integrates advancements in emotional science, demonstrating effectiveness in treating anxiety, rumination, and overall mental health. Research supports the use of positive metacognition as a beneficial psychological factor for understanding adaptive and positive aspects of human growth. Positive emotions facilitate cognitive performance, while their absence is linked to psychiatric disorders. The integrated protocol aims to help individuals cope with inappropriate emotions and respond adaptively, thereby enhancing emotional regulation and overall functioning. Given the crucial role teachers play in shaping future generations, their mental health directly impacts society’s future. Healthy teachers not only meet their own needs but also effectively fulfill their educational responsibilities, contributing to the broader community health. Thus, enhancing teacher mental health should be a priority in educational reforms. This study aims to assess the effectiveness of an integrated transdiagnostic treatment program on the mental health and metacognitive abilities of elementary school teachers in Iran. Given the lack of practical application of such treatments in this context, this research is vital for improving teacher well-being and, consequently, the health of future generations.MethodThis study was a semi-experimental study with a pretest-posttest and a 2-month follow-up period. The statistical population was all teachers of elementary school in Mobarakeh city, who were studying in the academic year of 2023-2024 and living in Mobarakeh. The data collection tool was Mental Health Inventory (MHI-28) and Positive Metacognitions and Meta-Emotions Questionnaire (PMCEQ). From the mentioned society, 40 teachers who were eligible to enter the research were selected using simple random sampling method and randomly replaced in two experimental (20 people) and control (20 people) groups. Then, Unified Transdiagnostic Therapy was implemented on the experimental group, and after the treatment, post-test and follow up after two months was performed. To analyze the data, analysis of variance with repeated measure was performed using SPSS 27 software.ResultsThe results showed that Unified Transdiagnostic Therapy increased the average score of psychological well-being (Eta=0.613, P<0.05, F=60.164), reduced the average score of psychological distress (Eta=0.794, P<0.05, F=146.417) and increased the average score of Positive Metacognitions and Meta-Emotions (Eta=0.372, P<0.05, F=7.097) in teachers. In addition, the Unified Transdiagnostic Therapy was followed up after the post-test execution and these results were also stable in the follow-up period.DiscussionAccording to the findings, it seems that Unified Transdiagnostic Therapy is effective in improving Mental Health, positive Metacognitions and Meta-emotions of elementary school teachers, and it is suggested that counselors and psychologists use this method to improve the Mental Health and Positive Metacognitions and Meta-emotions of teachers and other people.
Educational Psychology
Fateme Baghban; tayebeh sharifi; Mohammad Ghasemi Pirbalouti
Abstract
Introduction Considering the high prevalence of academic procrastination in adolescent girls and its hindering role in achieving academic success, along with the aggravating effects of negative emotions in this field, it is necessary to provide interventions to facilitate the educational life of adolescents. ...
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Introduction Considering the high prevalence of academic procrastination in adolescent girls and its hindering role in achieving academic success, along with the aggravating effects of negative emotions in this field, it is necessary to provide interventions to facilitate the educational life of adolescents. Research evidence has revealed the effectiveness of two interventions of emotion regulation and mindfulness training in the field of adolescent academic procrastination. According to the emotion regulation training model, people who have emotional problems use maladaptive emotion regulation strategies more, and for this reason, modifying or eliminating maladaptive strategies and training compatible emotional strategies can lead to solving emotional problems. On the other hand, adolescent-centered mindfulness training by focusing on helps adolescents to learn to manage their emotions in the best possible way in the present and without judgment in a specific way, focused on the goal and based on their inner ability to pay attention, cognition and emotions. Therefore, the aim of the current research was to compare the effectiveness of emotion regulation training and adolescent-centered mindfulness training on emotions and academic procrastination of female adolescents.MethodThe research method was quasi-experimental and pre-test and post-test with a control group and a three-month follow-up period. The statistical population was formed by teenage girls with high academic procrastination in Isfahan in 2024. From the mentioned society, 60 people were selected and randomly divided into three groups and a pre-test was conducted. The research tools were positive and negative emotions scale (Diener et al., 2010) and academic procrastination questionnaire (Solomon & Rothblum, 1984). The first experimental group received emotion regulation training and the second experimental group received adolescent-centered mindfulness training in 8 weekly 90-minute sessions. The control group did not receive any intervention during this period and remained on the waiting list. After the completion of the meetings and three months after the implementation of educational interventions, the research groups are re-evaluated. The results were analyzed using variance analysis with repeated measurements and SPSS26. ResultsIn the post-test and follow-up stage, there is no significant difference between the two training groups in the average variables of positive emotions, negative emotions, procrastination in preparing for assignments and procrastination in preparing for the end of the semester, but there is a significant difference between the experimental groups and the control group (P<0.01). On the other hand, in the post-test and follow-up phase, there is a significant difference in the mean variables of procrastination in preparing for exams and academic procrastination between the two education groups and the control group (P<0.01).ConclusionBased on the results obtained, it is suggested to psychologists, clinical counselors and therapists to moderate the emotions and reduce the procrastination of adolescent girls by holding training workshops on emotional regulation and adolescent-oriented mindfulness so that adolescent girls can successfully and successfully complete their academic life. take a smoother path. Therefore, it is possible to benefit from adolescent-oriented emotion regulation and mindfulness training, preferably using the emotion regulation approach in secondary schools as effective educational approaches to improve the emotional and academic status of adolescent girls.
Educational Psychology
Fatemeh Mazaher; narges Ghasemi; Mohammadjavad Farhadipour; Ali Soltani; Sanaz Amerifar
Abstract
IntroductionFamily and parenting styles, as well as the way children interact with children, are among the most important factors that affect children's psychological, social and emotional development. Families that are close in their interactions with their children achieve positive results and report ...
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IntroductionFamily and parenting styles, as well as the way children interact with children, are among the most important factors that affect children's psychological, social and emotional development. Families that are close in their interactions with their children achieve positive results and report satisfactory parent-child interactions. In the event that negative and controlling behaviors in interaction with children and in general the dysfunctional language of the family, especially during adolescence, cause a gap in the interaction between them and as a result, behavioral and emotional problems such as anxiety and depression occur in children. Parent-child interaction is an important and vital relationship to create security and love. The relationship between parents and children is the main representative of the world of communication for children. The feeling of love, intimacy and security is directly rooted in these relationships. Recent studies have shown that the quality of the relationship between parents and children is closely related to the behavior and psychological adjustment of children. The greater the conflict between parents and children, the more negative feelings and behavioral problems in children. One of the components that is affected by the quality of parent-child interaction is the social adjustment of teenagers. Social adaptation plays a major role in different areas of life. One of the effects of the above variable is the role it plays in learning and academic progress. Various trainings have been used to treat injuries and solve communication problems in teenagers. Among the trainings that have been extracted from the positivist approach and have been investigated by researchers in recent years, is positive thinking training. The results of various researches showed the effectiveness and role of positive thinking training in improving various psychological, emotional and educational components. Therefore, the main topic of this research is to investigate the effectiveness of group-based positive thinking training on the quality of parent-child relationship and individual-social adaptation.MethodThe design of the current research method is semi-experimental with a pre-test and post-test design with a control group and a two-month follow-up period. The statistical population was female teenagers in the second period of secondary school in Shiraz city in the academic year of 2022-2023. Purposive sampling method was used to select the sample size. In order to identify students with low parent-child relationship quality and compatibility, one of the four educational districts of Shiraz city (District Two) was randomly selected. Then, three girls' schools were selected from the secondary schools of that district. 841 female students were studying in these three schools. Then, Parent-Child Relationship Scale (PCRS) and California Individual-Social Adjustment Questionnaire (CISAQ) were administered among these students. After collecting and scoring the questionnaires, the students who scored lower than the average in the parent-child relationship and individual-social compatibility questionnaires were identified. The pre-test was performed before the intervention and the post-test was performed after the intervention. Two months later, the follow-up phase was implemented. The follow-up test included previous questionnairesResultsThe results showed that positive thinking training in a group manner has a significant effect on the quality of parent-child relationship and the adaptation of adolescents. In this way, this training was able to improve the quality of the parent-child relationship and the adaptation of the teenager. The first finding of this research indicated the effectiveness of group-based positive thinking training on the quality of the parent-child relationship. Also, the second finding of this research indicated the effectiveness of positive thinking training in a group manner on the individual and social adaptation of teenagers.DiscussionConsidering the effectiveness of positive thinking training on the quality of parent-child relationship and the individual-social adaptation of adolescents, it is suggested on a practical level that Fars education officials activate the interaction of parents with children and adolescents by activating school counselors and specialists in counseling centers and educational psychological services. be fully investigated. Also, necessary action should be taken by training counselors and psychologists in the relevant centers and using positive thinking training to improve the quality of the parent-child relationship and the adaptation of adolescents in order to increase the mental health of adolescents and improve their academic performance.
