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Showing 8 results for Students.

Dr. Reza Fallahchai, Maryam Fallahi, Arefeh Moazen Jami,
Volume 1, Issue 3 (9-2019)
Abstract

The prevalence of perfectionism among university students has been reported particularly high, and new theories have been presented to explain its impacts. This study was conducted to evaluate the effect of adaptive and maladaptive perfectionism on psychological well-being in undergraduate and graduate university students. 668 university students (386 undergraduate and 282 graduate students) who studied at Shahid Chamran University of Ahvaz and Shiraz University participated voluntarily in this study. They completed the Revised Almost Perfect Scale (APS-R) questionnaire and Ryff’s Well-Being Scale. The results showed that the mean scores of adaptive perfectionist students in the psychological well-being and its sub-scales, autonomy, purpose in life, positive relations with others, and environmental mastery, were higher than the group of students with maladaptive perfectionist and non- perfectionist. The statistically significant difference was found (P <0.01). As a result, it can be said that adaptive perfectionist is accompanied by better and higher performance and consequently leads to a higher psychological well-being.

Dr. Abbas Sadeghi, S. Masoumeh Davoudy,
Volume 1, Issue 4 (12-2019)
Abstract

This study was performed to examine the relationship between cooperative learning and skilled learning with the satisfaction of students studying Russian, English, and Arabic languages. The research method was a correlational one. The study statistical population included the students of fields Russian, English and Arabic languages at the University of Guilan in 2016 who were selected by the cluster sampling method accounting for 120 subjects. A researcher-made questionnaire was used to collect data. The data were analyzed using SPSS-18 software, Pearson correlation test, and the linear regression. According to the Pearson correlation coefficient results, the variable of educational satisfaction was positively correlated with cooperative learning (r = 0.338) and skilled learning (r = 0.449). The results of regression analysis also showed that the skilled learning variable and then, the cooperative learning together explain 0.22 of the satisfaction variance. The results revealed that cooperative learning and skilled learning have a significant effect on students’ satisfaction. Given the importance of this issue, we should say strengthening the teaching skills can help increase the student’s satisfaction rate and quality of education.

Ziba Sherafati , Dr. Amir Hoshang Mehryar, Dr. Mohammad Khayyer, Dr. Hojatollah Javidi,
Volume 2, Issue 1 (3-2020)
Abstract

The purpose of this study was to investigate the relationship between personality characteristics of single-parent, two-parent and multi-parent families with their parent-child relationship in Sari. In a correlational study, 324 high school male and female high school students in Sari were selected by simple random sampling and completed the NEO 5-Factor Personality Questionnaire and Parent-Child Relationship Questionnaire (PCRS). The data was analyzed by SPSS software using descriptive statistics and linear regression. The results showed that personality traits explained 49.5% variance of father-child relationship in single-parent families, 25.4% variance of father -child relationship in two-child families and 26.3% variance of father -child relationship in multi-child families (p < 0.01). Furthermore, the results indicated that personality traits explained 20.8 % variance of mother-child relationship in single-parent families, 36.9% variance of mother-child relationship in two-child families and 32.7% variance of mother-child relationship in multi-child families (p < 0.01).  Therefore, personality traits of students are effective in explaining the parent-child relationship of families.

Akram Mohamadlou, Maryam Mohamadlou, Dr. Zekrollah Morovati,
Volume 3, Issue 4 (12-2021)
Abstract

The current study aimed to investigate the effect of Jigsaw-based cooperative learning method on sense of connectedness with school and the social skills of Sixth grade elementary students in Abhar City, Iran. The research method was quasi-experimental (pre-test, post-test with control group). The statistical population included all sixth grade elementary school female students in Abhar city in the academic year of 2019-2020. The experimental group benefited from Jigsaw-based cooperative learning training for 12 sessions (2 hours per week including 40 minutes). Data were collected using Brew, Betty and Watt students’ sense of connectedness with school scale (2004) and Matson’s Evaluation of Social Skills with Youngsters (MESSY) questionnaire and analyzed using SPSS software and analysis of covariance as well. The results indicated there was a significant difference between the pre-test and post-test of the experimental group, the control group in the sense of connectedness with school (p = 0.0001) and the improvement of social skills (p = 0.001). Accordingly, the Jigsaw-based cooperative learning in experimental group was more effective on the sense of connectedness with school and the social skills compared to the control group.

Ali Moradi, Morteza Chemelnezhad,
Volume 3, Issue 4 (12-2021)
Abstract

The aim of this study was to predict emotional-social competence based on academic conflict, self-efficacy and perception of school climate in high school students in Minab. The research method was correlational, and regression was used to test the research hypotheses. The statistical population consisted of the second-high school students of Minab city from whom 380 people (200 male students and 180 female students) were selected as the study sample by stratified random sampling method. Four questionnaires including Social Emotional Competence, Academic Conflict, Academic Self-efficacy and Perception of School Atmosphere were used to collect data. The results showed that the predictor variables explained about 39% of the variance of the criterion variable. According to the findings, academic engagement (β = 0.224, P = 0.001) significantly predicted socio-emotional competence, which means that as students' academic engagement increases, their socio-emotional competence increases. Also, academic self-efficacy (β = 0.436, P = 0.001) positively and significantly predicted emotional-social competence, which means that with increasing students' academic self-efficacy, their socio-emotional competence also increases. Likewise, perception of school climate (β = 0.193, P = 0.001) positively and significantly predicted emotional-social competence, which means that with increasing perception of school atmosphere, students' emotional-social competence increases. According to the results, academic self-efficacy with a standardized coefficient (β = 0.436) compared to other predictor variables was a stronger predictor of students' emotional-social competence. In general, the research findings support

Shahram Monajati, Dr Naser Amini, Dr Gholamreza Jaafarinia,
Volume 4, Issue 1 (3-2022)
Abstract

The aim of this study was to predict the tendency to high-risk behaviors based on psychological flexibility and attachment styles in male and female high school students. This research is applied in terms of purpose and descriptive and correlational in terms of data collection. The statistical population of this study was all high school students in the academic year 2020-2021. Using cluster random sampling method, 300 people were selected as a sample. In the descriptive statistics section, the mean, standard deviation, minimum and maximum scores and in the inferential statistics section, Pearson coefficient and multiple regression have been used. The results indicated that the flexibility and secure attachment have a negative and significant relationship with the tendency to high-risk behavior and the avoidant attachment and ambivalent attachment have a positive and significant relationship with the tendency to high-risk behavior. Also flexibility (p <0.05, β = -0.17), secure attachment style (p <0.05, β = -0.19), avoidance attachment style (p <0.05, = 0.18) β) and ambivalent attachment style (p <0.05, β = 0.13) were significant predictors for the tendency to high-risk behavior.

Elnaz Mazaheri Foroushani, Fariba Zolfaghari, Ramin Mehrpooya, Fatemeh Hajizadeh, Fatemeh Derahaki,
Volume 4, Issue 1 (3-2022)
Abstract

The aim of this study was to investigate the effect of Individual Education Intervention (IEI) on academic attitudes and academic self-efficacy in sixth grade elementary school students in Bushehr, Iran. The research method was quasi-experimental. The statistical population of the present study was 671 sixth grade students in Bushehr in 2022. The research sample was 30 people who were selected by accessible sampling and were randomly assigned to experimental and control groups. After performing the pre-test, the experimental group was exposed to IEI for 5 sessions (one session per week). The control group did not receive any special training during this period. Morgan and Jinks (1999) academic self-efficacy scale and Akbari (2004) academic attitude questionnaire were used to collect data. The research hypotheses were analyzed using the analysis of covariance. Results indicated that IEI improved academic attitude, academic self-efficacy and its components (talent, context and effort) in the experimental group compared to the control group. In general, the research findings support the effectiveness of Individual Education Intervention on students' motivational outcomes.                

Seyed Hasan Sajedi, Shima Shahmaravand, Rahil Sadat Zare, Faezeh Shokri Javan,
Volume 4, Issue 3 (9-2022)
Abstract

Empathy has an promoting effect in children's psychosocial adjustment and improves their social behavior and interpersonal cooperation. The aim of this study was to examine the effectiveness of empathy training in academic adjustment and social happiness of elementary students. The research method was quasi-experimental pre-test-post-test with a control group. For this purpose, 30 people from the statistical population, which included all sixth grade male students in the second district of Baharestan in 2022, were selected by convenient sampling  and randomly assigned to experimental and control groups. The participants answered the Academic Adjustment Questionnaire of Clark et al and the Social Happiness Scale of Zare and Aminpour. The experimental group received empathy training for eight sessions, but the control group did not receive any training. The hypotheses were tested using multivariate analysis of covariance. The results indicated that empathy training increased students' academic adjustment and social happiness. The findings supported the role of empathy in social and motivational outcomes of students.

 


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