Educational Psychology

Aims: One of the influence factors of Dyslexia’s students are self- regulation and Academic achievement. The aim of this study was to determine the effectiveness of academic self –regulation strategies in dyslexic students Academic achievement in third primary school.
Methods: An experimental method using pre – test and post –test with control group was employed. The statistical population consisted of third grade primary school students in Neka. 30 students with reading disorder (Dyslexia) were identified through relevant tests. Using multiple stage cluster sampling they were randomly divided into groups. (One experimental group and one control group). After performing pretests in both groups the experimental group received Self –regulation strategies instruction for 6 sessions of 45 minutes but the control group didn't receive any instruction. The Academic achievement post –test was administered in both groups and after two months of instruction Academic achievement post – test was administered. Data was analyzed using repeated measurement analysis.
Findings: Data analysis indicated that after instruction the anxiety of experimental group comparing with control group decreased significantly.
Conclusion: In one hand  instruction self-regulation strategies was effective on  improvement of  primary dyslexic students' Academic achievement and on the other hand,  using  these strategies caused learning permanency in this group(after 2 months).

The most part of success or failure of educational programs depends on the thought, attitude, and the meaning the teachers mean their work by. Therefore the present study with correlational design aimed at exploring the relationship among philosophical spirit, spiritual quotient and high school teachers’ teaching quality in Babol. The statistical population included all second grade female teachers of second level of high school (N= 300) and their students (N=1617) in the academic year of 2014-2015. In current study, a teaching quality questionnaire adopted from Siraj Teaching Quality Questionnaire (2002), a researcher-made questionnaire on philosophical spirit, and a Spiritual quotient Questionnaire developed by Badie et al. (2010) were used. Kolmogorov-Smirnov test, Pearson correlation coefficient, and stepwise regression analysis were manipulated in the inferential analysis. Results indicated that philosophical spirit and spiritual quotient were significantly and positively correlated with teaching quality and philosophical spirit was significantly and positively related to spiritual quotient. Among dimensions of philosophical spirit, advocacy of human values, curiosity¸ innovativeness, and contemplation and among dimensions of spiritual quotient, addressing moral virtue and general thoughts and belief aspects could predict teaching quality.

The aim of present investigation is the study about effectiveness of teaching “philosophy for children” (P4C) on student’s moral development. In order to this aim two classroom in grade five in a primary and male school were selected by random selection. One of these classrooms as experimental group taught in 9 session of P4C. 16 students in any classrooms selected for interview by random selection. moral reasoning was examined (level of moral development, moral autonomy, subjective moral reasoning) of this children in pre test and post test in control and experiment group by parallel forms of Kohlberg and Piaget moral dilemmas and clinical interview of children’s moral reasoning after their judgment. But multiple covariance analysis didn’t show any significant difference between moderated post tests in any of variables so there didn’t prove any hypothesis of this study. It seems that the execution of “philosophy for children” in Iran education tissue needs to more sever manipulation and more consideration.

The aim of this study was to determine the predictive role of academic motivation in relation to students' identity styles and metacognitive strategies. The research method is descriptive-correlational. The statistical population of the study includes all female students in the second grade of the second secondary school in Zahedan in the academic year 1394-1393 to 2559 people, from which a sample of 336 people was selected using multi-stage cluster sampling.

The aim of the current study was to examine a model of antecedents and consequences of emotion regulation with role of parent, teacher autonomy support and perceived control in the students. The study statistical population consisted of all female high school students of first grade in Tabriz city. The sample of the study was 313 students who were selected by cluster random sampling method. The instruments of the study consisted of perceptions of parent’s scales, learning climate questionnaire, academic control subscale, emotion regulation questionnaire, educational stress scale for adolescents and average of students. Structure equation modeling and bootstrapping procedures were used to examine the direct and indirect paths of proposed model. Results of the present study indicated that parent autonomy support and perceived control were antecedents, and academic achievement and academic stress were consequences of emotion regulation in students. Also, the findings indicated that indirect paths of parent autonomy support and perceived control with academic achievement and academic stress, with mediating role of emotion regulation, were significant. In addition, the direct path of teacher autonomy support with emotion regulation and its indirect paths with academic achievement and academic stress were not significant.

The purpose of present study was to predict the religious self-determination through attachment styles. The sample size consisted of346 pre-university students (18 to 21 years) from Zahedan city that were selected through multistage cluster sampling method. Self-Regulation Questionnaire – Religion) Ryan& at al. (and Adult Attachment Scale) Collins & Read (were used to collect the data. To analyze the data Pearson Correlation Coefficient and Stepwise Regression were applied. The results Pearson Correlation Coefficient demonstrated that secure attachment style had significant positive correlation with Identified religious self-determination style, anxious attachment style and Identified religious self-determination style were negatively correlated and avoidant attachment style was positively correlated with Interjected religious self-determination style. The results of the stepwise regression depicted that avoidant attachment style predicted 012/0 of the variance in Interjected religious self-determination style, and the anxious attachment style predicted037/0 of the variance in Identified religious self-determination style. Therefore any increasing in internal religious motivations can increase in controversy of the avoidant and anxious attachment styles with them.

The purpose of the present study was to explanation of moral behavior in adolescents on the basis of moral metacognition knowledge due to the gender differences. Accordingly, 250 people (125 boy students and 125 girl students) were selected by multistage cluster sampling  among  first high school students in the city of Khorramabad and completed Moral metacognition and  Moral behaviour questionnaires. Then,data were analyzed using regression method and Independent t test. Results showed that the first hypothesis is rejected and two other hypotheses were confirmed. It means moral metacognition knowledge in students cant anticipate their moral behavior. But there is significant difference in moral behavior and the three components of moral metacognition in girls and boys. therefore it is nessecery in order to examine the moral behavior in adolescents be searched other factors, especially the non-cognitive factors and in teaching morality to adolescents be attentioned  to the gender differences

One of the major problems in educational systems is students' probation during their course of study. With regard to the importance of identifying factors affecting on the probation, this study was performed to determine the status of use self-regulating learning in normal and probation students of Islamic Azad University Sepidan Branch.
In order to achieve this goal, 268 students were selected that included 59 probation students (39 male, 20 female) and 209 normal students (129 male, 80 female). Data was gathered by two questionnaires including demographic characteristics questionnaire and Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990). Independent sample t-tests were performed to identify the presence of significant differences in the scale scores at group level. The analyses of data showed that, normal students reported significantly higher scores for cognitive and meta-cognitive strategies compared to the probation group of students. The same group also reported higher scores for, motivational beliefs, which is more of a surface strategy. But, no significant difference was found among girls and boys in motivational components and self-regulated learning strategies.

The present study aimed to determine the role of the belief in a just world in predicting life satisfaction among female university students. The method of this study was descriptive-analytical followed a correlational design. 368 female students at University of Sistan and Baluchestan were selected using the cluster sampling method. The data was collected using the Beliefs in a Just World Scale (BJWS) and the Satisfaction with Life Scale (SWLS) and in the data analysis, the Pearson correlation coefficient and stepwise regression analysis were used. The results indicated that the dimension of the belief in an unjust world was significantly and diversely related to life satisfaction and the beliefs in a just world for everyone, in a just world for others, and in a just world for self were significantly and positively correlated with life satisfaction. Moreover, the results of stepwise regression analysis conducted to predict life satisfaction revealed that in the first step, the beliefs in a just world for self alone predicted 0.19 and in the second step, the beliefs in a just world for self and the beliefs in an unjust world together predicted 0.21 of the variations in life satisfaction. Therefore, the belief in a just world decreases negative emotional states and increases positive emotional experiences and, in general, such a belief leads to high levels of satisfaction with life.
The present study aimed to determine the role of the belief in a just world in predicting life satisfaction among female university students. The method of this study was descriptive-analytical followed a correlational design. 368 female students at University of Sistan and Baluchestan were selected using the cluster sampling method. The data was collected using the Beliefs in a Just World Scale (BJWS) and the Satisfaction with Life Scale (SWLS) and in the data analysis, the Pearson correlation coefficient and stepwise regression analysis were used. The results indicated that the dimension of the belief in an unjust world was significantly and diversely related to life satisfaction and the beliefs in a just world for everyone, in a just world for others, and in a just world for self were significantly and positively correlated with life satisfaction. Moreover, the results of stepwise regression analysis conducted to predict life satisfaction revealed that in the first step, the beliefs in a just world for self alone predicted 0.19 and in the second step, the beliefs in a just world for self and the beliefs in an unjust world together predicted 0.21 of the variations in life satisfaction. Therefore, the belief in a just world decreases negative emotional states and increases positive emotional experiences and, in general, such a belief leads to high levels of satisfaction with life

The aim of this study was to develop a reliable and valid test to measure students' conceptual understanding in science course of eighth grade and investigate the relationship between conceptual understanding and academic performance in science among eighth grade students. The research method is descriptive that performed via survey. The study population consisted of all secondary school eighth grade students in the academic year 2015-2016 in Darab city. Using multi-stage random sampling method, 396 students, including 189 girls and 187 boys were selected. To collect data, a tool called Eighth Grade Science Conceptual Understanding Test (EGSCUT) was made in collaboration with eighth grade science teachers. It consists of 15 multiple-choice questions that have been prepared according to the eighth grade science book. To evaluate the test questions, difficulty level and discrimination index was calculated. And to check the TEST validity, content validity, CVR (0.59) and confirmatory factor analysis were used. The results showed that the test is valid enough. The test reliability using internal consistency, Kuder Richardson 20 and split-half obtained 0.86 and 0.83 respectively. The result showed that “Eighth Grade Science Conceptual Understanding Test (EGSCUT)” was appropriate to assess conceptual understanding in science among eighth grade students and has required validity and reliability. As a conclusion, conceptual understanding of eighth grade students in science can be accessed via assessment of their ability to apply and use knowledge. In addition, results showed that there is a significant positive relationship between academic performance and conceptual understanding of science. When students learn content conceptually, they can apply them in new situations and respond appropriately to different questions.
The aim of this study was to develop a reliable and valid test to measure students' conceptual understanding in science course of eighth grade and investigate the relationship between conceptual understanding and academic performance in science among eighth grade students. The research method is descriptive that performed via survey. The study population consisted of all secondary school eighth grade students in the academic year 2015-2016 in Darab city. Using multi-stage random sampling method, 396 students, including 189 girls and 187 boys were selected. To collect data, a tool called Eighth Grade Science Conceptual Understanding Test (EGSCUT) was made in collaboration with eighth grade science teachers. It consists of 15 multiple-choice questions that have been prepared according to the eighth grade science book. To evaluate the test questions, difficulty level and discrimination index was calculated. And to check the TEST validity, content validity, CVR (0.59) and confirmatory factor analysis were used. The results showed that the test is valid enough. The test reliability using internal consistency, Kuder Richardson 20 and split-half obtained 0.86 and 0.83 respectively. The result showed that “Eighth Grade Science Conceptual Understanding Test (EGSCUT)” was appropriate to assess conceptual understanding in science among eighth grade students and has required validity and reliability. As a conclusion, conceptual understanding of eighth grade students in science can be accessed via assessment of their ability to apply and use knowledge. In addition, results showed that there is a significant positive relationship between academic performance and conceptual understanding of science. When students learn content conceptually, they can apply them in new situations and respond appropriately to different questions.

The present research was aimed to investigate predicting academic burnout based on alexithymia, negative emotions and self-esteem in university students. For this purpose, participants who were a group of 407 students of Kerman Islamic Azad University and were selected via multi-stage cluster sampling method; completed four scales including academic burnout, mental severity (negative emotions: depression, anxiety, and stress), alexithymia and self-esteem. Findings: Results of regression analysis showed that self-esteem negatively predicts all of academic burnout dimensions. Alexithymia, stress and self-esteem, positively predict academic apathy. In addition, alexithymia positively predict academic exhaustion and academic apathy. The results also showed that the anxiety does not significantly predict dimensions of academic burnout. Conclusion: findings indicate the role of self-esteem, alexithymia, stress and depression in academic burnout. As this phenomenon is an obstacle in the academic improvement pathway, it is necessary for educators to develop and apply special programs for preventing academic burnout while considering above mentioned variablesPurpose: The present research was aimed to investigate predicting academic burnout based on alexithymia, negative emotions and self-esteem in university students. For this purpose, participants who were a group of 407 students of Kerman Islamic Azad University and were selected via multi-stage cluster sampling method; completed four scales including academic burnout, mental severity (negative emotions: depression, anxiety, and stress), alexithymia and self-esteem. Findings: Results of regression analysis showed that self-esteem negatively predicts all of academic burnout dimensions. Alexithymia, stress and self-esteem, positively predict academic apathy. In addition, alexithymia positively predict academic exhaustion and academic apathy. The results also showed that the anxiety does not significantly predict dimensions of academic burnout. Conclusion: findings indicate the role of self-esteem, alexithymia, stress and depression in academic burnout. As this phenomenon is an obstacle in the academic improvement pathway, it is necessary for educators to develop and apply special programs for preventing academic burnout while considering above mentioned variables.

The present study aimed to investigate the effectiveness of healthy behavior training in problem solving styles and strategies of coping with problems in adolescent students in second education and training region of Zahedan. The study population of research consisted of all high school male students. At first stage, one high school was selected by simple random sampling method and pre-test was administered among third grade students. The sample population involved 50 participants that were randomly selected and placed into two experimental and control groups. The study method was experimental with pre-test, post-test and follow up. In order to collect data, two scales were administered: Problem Solving Styles (PSS) and Adolescent Coping Scale (ACS). The experimental group received 10 ninety minute sessions of healthy behavior training with emphasis on problem solving but the control group received no training. All subjects were assessed in before training, after training and after 2 months follow up stages. To analyze data, Multivariate Analyze of Covariance (MANCOVA) and Analysis of Covariance (ANCOVA) were used. The results indicated that healthy behavior training with emphasis on problem solving was effective in enhancement of constructive problem solving styles and adjusted coping styles in both post and follow up stages (P <0.001).
The present study aimed to investigate the effectiveness of healthy behavior training in problem solving styles and strategies of coping with problems in adolescent students in second education and training region of Zahedan. The study population of research consisted of all high school male students. At first stege, one high school was selected by simple random sampling method and pre test was administered among third grade students. The sample population involved 50 participants that were randomly selected and placed into two experimental and control groups.The study mehtod was experimental with pretest, post test and follow up. In order to collect data, two scales were administered: Problem Solving Styles (PSS) and Adolescent Coping Scale (ACS). The experimental group received 10 ninty minute sessions of healthy behavior training with emphsis on problem solving but the control group received no training. All subjects were assessed in before training, after training and after 2 month follow up stages. To analyze data, Multivariate Analyze of Covariance (MANCOVA) and Analysis of Covariance (ANCOVA) were used. The results indicated that healthy behavior training with emphsis on problem solving was effective in enhancement of constructive problem solving styles and adjusted coping styles in both post and follow up stages (P <0.001).

The main purpose of this research was the relationship between the self-compassion and mindfulness with female students' academic stress. Research method is correlation. The population consisted of 2,900 female students. Sampling method was multistage random cluster which includes 341 female students. Measurement tools included Neef’s self-compassion, Baer’s mindfulness and Zajacova’s Academic Stress. The results showed that significant relationship mindfulness with academic stress (P<0/01) and the self-compassion with academic stress (P<0/01). Regression analysis showed that 32 percent of the variance in academic stress predicted by mindfulness and self-compassion. Consequently, mindfulness and self-compassion as the positive constructs is effective in reducing female students' academic stress.

Teacher-targeted anti-bullying programs are recent educational proceedings to control the prevalence of bullying in schools. This study aim was to determine the relationship between teachers' beliefs about bullying and behavior management strategies in class. The research method is descriptive and correlation. In order to implement these research 207 male and female teachers were selected from ahar elementary schools by using stratified random sampling. The students' social behavior scale and classroom behavior management strategies (Troop & Ladd, 2002) were used to gather information. Based on the results, there is a positive and significant relationship between normative beliefs of teachers and strategies of separation of students and advocate avoidance, also there is a positive and significant relationship between avoidance beliefs of teachers and strategies of advocate avoidance and parents' involving. Given the role of teachers’ knowledge and beliefs about students bullying and bullies, it can be predicted that the inappropriate behavior management strategies to increase the bullying behavior in class. According to this, increase teachers’ knowledge about behavioral phenomena such as bullying and appropriate classroom behavior management strategies should be considered as an important part in school- based anti-bullying programs.

Teacher-targeted anti-bullying programs are recent educational proceedings to control the prevalence of bullying in schools. This study aim was to determine the relationship between teachers' beliefs about bullying and behavior management strategies in class. The research method is descriptive and correlation. In order to implement these research 207 male and female teachers were selected from ahar elementary schools by using stratified random sampling. The students' social behavior scale and classroom behavior management strategies (Troop & Ladd, 2002) were used to gather information. Based on the results, there is a positive and significant relationship between normative beliefs of teachers and strategies of separation of students and advocate avoidance, also there is a positive and significant relationship between avoidance beliefs of teachers and strategies of advocate avoidance and parents' involving. Given the role of teachers’ knowledge and beliefs about students bullying and bullies, it can be predicted that the inappropriate behavior management strategies to increase the bullying behavior in class. According to this, increase teachers’ knowledge about behavioral phenomena such as bullying and appropriate classroom behavior management strategies should be considered as an important part in school- based anti-bullying programs.

The purpose of the current study was to investigate the effectiveness of the Cooperative learning on the social support and happiness in First-Grade High school students of Ghods town. This research is an applicative research and in order to reach the goal have used the semi-experimental method of research. The research plan was pretest-posttest with the experiment and control group. The statistical population comprised all First-Grade High school students of Ghods town in the school year 2012/2013. In order to select sample for survey the Cluster sampling method was used.First of all a pre-test of social support and happiness was given to both groups. Then, a post-test was given at the end of the study. Data were analyzed by descriptive statistic including mean and standard deviation and also inferential statistic including MANCOVA test. Research findings indicate cooperative learning more effective compared to the lecture on social support and happiness.

The purpose of this study was to investigate the factor structure and reliability, validity of basic empathy scale among high school students of Shiraz.Participants were 700 high school students (340 male and 360 female) from Shiraz city that selected by cluster sampling method and they completed basic empathy scale and peer relation and aggressive subscales. Cronbach’s alpha, test-retest reliability, exploratory factor analysis and convergent and divergent validity for data analyzing were used. The results of exploratory factor analysis showed two factors that named affective component and cognitive component. The two factors explained 37/7 percent of total variance and Cranach’s alpha coefficients for scale were ranged from 0.74 to 0.84 and test-retest reliability coefficients were from 0.72 to 0.80. Also, in present study girls showed more empathy than boys.Based on this result, BES is a valuable instrument for assessing of empathy in adolescences and it can be used by mental health and educational professionals

The aim of this study was to investigate the structural relationship between hope, academic self-efficacy and perceived classroom environment with academic motivation of students. The descriptive correlational design (causal modeling) is used. The target population includes all the first-grade students of Urmia public high schools studying during 2012-2013 academic year. Multi-stage sampling method was used. A total sample of 180 girls and 200 boys is studied (n=380). Harter’s academic motivation scale, Snyder’s hope test, Morris self-efficacy scale, and the classroom environment questionnaire by Trickett and Moos are used for data collection. Data are analyzed using structural equation modeling. Results suggest that structural model of students’ academic motivation is a valid model in the population studied and that data is well-fitted to the theoretical model (RMSEA=0.052). About 0.79 of the variance is explainable according to this model. Path coefficients display that all the paths are significant except the path from perception of classroom environment to hope. Hence, mentioned factors can properly explain students’ academic motivation. Therefore, considering these factors during the education, students’ academic motivation and performance can be improved.

The aim of this study was to investigate the relationship between personality characteristics and academic self-handicapping strategies for coping with the girls. The method used is descriptiveThe sample consisted of 200 students were female. That the second and third level students in Ilam were selected randomly.To collect data from questionnaires character, incapable of coping with stress and Academic Self-handicapping. To analyze the data, Pearson correlation and multiple regression analyzes were used. The results of the correlation coefficient of correlation between certain personality traits and coping strategies with demonstrated academic self-handicapping. Also based on the results of multiple regression neuroticism, openness to experience and emotion-focused coping strategies as the strongest predictor of academic self-handicapping. Considering the role of personality traits and coping strategies of self-handicapping in students, It is proposed to measure education with a variety of different educational levels to bring the part to the psychological and personality assessment, students allocated to that.

The present study investigated the mediating role of academic burnout in the relationship between class structure and students’ adjustment to university. Participants were 320 university students (161 women, 159 men) from Shiraz University who were selected by random multistage cluster sampling method. To study the research variables, each participant completed the Class Structure Questionnaire (Elliot & Church, 2001), Adjustment Questionnaire (Baker & Siryak, 1984) and Academic Burnout Scale (Schaufeli, et al., 2002). Reliability of research instruments were determined by Cronbach's alpha coefficient and validity were determined by internal consistency. To analysis data, were used structural equation modeling by AMOS. The result showed that the relationship of class structure with adjustment and academic burnout is significant. Also the academic burnout played a mediating role in the relationship between some aspects of class structure and adjustment.