Sedigheh Sheikh Siyah Banoeieh, M. Bagheri, P. Jafari, Naderqoli Qorchian
: The main purpose of this study was to identify the pattern of promoting happiness in high school students. The method of study was qualitative research via Grounded theory. This grounded theory study explored the pattern of promoting happiness in high school students. Based on it, the semi-structured interviews were conducted with 14 experts and specialists who were selected by theoretical sampling method. To ensure the validity of the research, we used the members checking (interviewees) and triangulation (faculty members) and to calculate the reliability of the coding method, the methods of inter-subject agreement (agreement between two coders) and Kendall agreement formula were used that coefficient of 0.78 was obtained, which is in the favorite range. In order to analyze the data obtained from the interview, thematic analysis method was used. After reaching theoretical saturation, the dimensions and components of happiness promotion in schools were extracted and the pattern of happiness promotion in high school students was identified. Findings revealed that the model of promoting happiness in high school students include two dimensions, internal and external. In the internal dimension, the main categories of the model include: characteristics of students, characteristics of teachers, characteristics of principals, teaching methods, communication and interactions, activities, actions and educational programs of the school, organizational factors and physical space and equipment. In the internal dimension, the main categories include family factors and social factors.
{"title":"Designing a Model to Promote Happiness in High School Students","authors":"Sedigheh Sheikh Siyah Banoeieh, M. Bagheri, P. Jafari, Naderqoli Qorchian","doi":"10.52547/ieepj.4.1.124","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.124","url":null,"abstract":": The main purpose of this study was to identify the pattern of promoting happiness in high school students. The method of study was qualitative research via Grounded theory. This grounded theory study explored the pattern of promoting happiness in high school students. Based on it, the semi-structured interviews were conducted with 14 experts and specialists who were selected by theoretical sampling method. To ensure the validity of the research, we used the members checking (interviewees) and triangulation (faculty members) and to calculate the reliability of the coding method, the methods of inter-subject agreement (agreement between two coders) and Kendall agreement formula were used that coefficient of 0.78 was obtained, which is in the favorite range. In order to analyze the data obtained from the interview, thematic analysis method was used. After reaching theoretical saturation, the dimensions and components of happiness promotion in schools were extracted and the pattern of happiness promotion in high school students was identified. Findings revealed that the model of promoting happiness in high school students include two dimensions, internal and external. In the internal dimension, the main categories of the model include: characteristics of students, characteristics of teachers, characteristics of principals, teaching methods, communication and interactions, activities, actions and educational programs of the school, organizational factors and physical space and equipment. In the internal dimension, the main categories include family factors and social factors.","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114476511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: The aim of this study was exploring the effectiveness of compassion-based acceptance and commitment group therapy on adjustment and happiness in patients with major depression disorder. The research method was quasi-experimental with pre-test-post-test, with control group and follow-up. The sample was selected randomly from patients with major depression disorder in Jam city, Pardis and Naft towns, and randomly assigned into experimental and control groups. Compassion-based Acceptance and Commitment Group Therapy was performed for the experimental group, but the control groups did not receive any specific intervention. The research instruments included Sohrabi and Samani (2011) adjustment questionnaire and Argil (2001) happiness scale. The results of analysis of covariance (ANCOVA) with repeated measures showed that intervention increased adjustment in the experimental group, so that intervention in the second stage increased the adjustment compared to the first stage, this is while there was not difference between second and third stages. So it can be said that the treatment in patients with major depression disorder was more effective in the post test. Also, the intervention increased happiness in the experimental group, so that intervention in the posttest increased the happiness compared to the pretest, this is while there was not difference between posttest and follow up. So it can be said that the treatment in patients with major depression disorder was more effective in the post test. acceptance and commitment group therapy on cognitive regulation of positive emotions and happiness in patients with depressive disorder. For example, Saeedi (2019) in his research entitled ‘Assessing the effectiveness of commitment-based therapy and acceptance on social and emotional adjustment of mothers of children with mental and physical disabilities’ showed that commitment and acceptance therapy is effective on social and emotional adjustment of mothers. in a study investigated the effect of happiness education on depression and suicidal ideation in students. The results showed that the rate of depression and suicidal tendencies are significantly different between the experimental and control groups. Ansari (2018) in his study entitled ‘The effectiveness of acceptance and commitment therapy on mental flexibility, cognitive regulation of emotion and mental adjustment in people with stuttering’ showed that treatment based on acceptance and commitment is effective in improving speech improvement in patients with stuttering. Manshaee Hoseini in a study entitled ‘The effectiveness of child-centered mindfulness training on social adjustment and depressive symptoms in children with depressive disorder’ showed that child-centered mindfulness training has an effect on social adjustment and depressive symptoms in children with depressive
本研究旨在探讨以同情为基础的接纳与承诺团体治疗对重度抑郁症患者适应与幸福感的影响。研究方法为准实验，前测后测，对照组，随访。样本随机选取Jam city、Pardis和Naft镇的重度抑郁症患者，随机分为实验组和对照组。实验组采用以同情为基础的接受与承诺团体治疗，对照组不接受任何特殊干预。研究工具包括Sohrabi and Samani(2011)调整问卷和Argil(2001)幸福量表。重复测量的协方差分析(ANCOVA)结果显示，干预增加了实验组的调整，因此第二阶段的干预比第一阶段增加了调整，而第二阶段和第三阶段之间没有差异。因此可以说，对重度抑郁症患者的后测治疗效果更好。同时，干预增加了实验组的幸福感，因此后测的干预比前测增加了幸福感，而后测和随访之间没有差异。因此可以说，对重度抑郁症患者的后测治疗效果更好。接受承诺团体治疗对抑郁症患者积极情绪和幸福感认知调节的影响。例如，Saeedi(2019)在其题为“评估基于承诺的治疗和接受对身心残疾儿童母亲的社会和情绪适应的有效性”的研究中表明，承诺和接受治疗对母亲的社会和情绪适应是有效的。一项研究探讨了快乐教育对学生抑郁和自杀意念的影响。结果表明，实验组和对照组的抑郁率和自杀倾向有显著差异。安萨里(2018)在《接受与承诺疗法对口吃患者心理灵活性、情绪认知调节和心理调节的有效性》研究中表明，基于接受与承诺的治疗对口吃患者言语能力的改善是有效的。Manshaee Hoseini在题为“以儿童为中心的正念训练对抑郁症儿童社会适应和抑郁症状的有效性”的研究中表明，以儿童为中心的正念训练对抑郁症儿童的社会适应和抑郁症状有影响
{"title":"The Effectiveness of Compassion-based Acceptance and Commitment Group Therapy on Adjustment and Happiness in Patients with Major Depression Disorder","authors":"Elham Paktinatan, Mahboubeh Chinaveh, Samad Fereydoni","doi":"10.52547/ieepj.4.1.25","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.25","url":null,"abstract":": The aim of this study was exploring the effectiveness of compassion-based acceptance and commitment group therapy on adjustment and happiness in patients with major depression disorder. The research method was quasi-experimental with pre-test-post-test, with control group and follow-up. The sample was selected randomly from patients with major depression disorder in Jam city, Pardis and Naft towns, and randomly assigned into experimental and control groups. Compassion-based Acceptance and Commitment Group Therapy was performed for the experimental group, but the control groups did not receive any specific intervention. The research instruments included Sohrabi and Samani (2011) adjustment questionnaire and Argil (2001) happiness scale. The results of analysis of covariance (ANCOVA) with repeated measures showed that intervention increased adjustment in the experimental group, so that intervention in the second stage increased the adjustment compared to the first stage, this is while there was not difference between second and third stages. So it can be said that the treatment in patients with major depression disorder was more effective in the post test. Also, the intervention increased happiness in the experimental group, so that intervention in the posttest increased the happiness compared to the pretest, this is while there was not difference between posttest and follow up. So it can be said that the treatment in patients with major depression disorder was more effective in the post test. acceptance and commitment group therapy on cognitive regulation of positive emotions and happiness in patients with depressive disorder. For example, Saeedi (2019) in his research entitled ‘Assessing the effectiveness of commitment-based therapy and acceptance on social and emotional adjustment of mothers of children with mental and physical disabilities’ showed that commitment and acceptance therapy is effective on social and emotional adjustment of mothers. in a study investigated the effect of happiness education on depression and suicidal ideation in students. The results showed that the rate of depression and suicidal tendencies are significantly different between the experimental and control groups. Ansari (2018) in his study entitled ‘The effectiveness of acceptance and commitment therapy on mental flexibility, cognitive regulation of emotion and mental adjustment in people with stuttering’ showed that treatment based on acceptance and commitment is effective in improving speech improvement in patients with stuttering. Manshaee Hoseini in a study entitled ‘The effectiveness of child-centered mindfulness training on social adjustment and depressive symptoms in children with depressive disorder’ showed that child-centered mindfulness training has an effect on social adjustment and depressive symptoms in children with depressive","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"87 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126293600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to investigate and explain the dimensions and psychological components of Successor Program in higher education. The present research is applied in terms of purpose and qualitative in term of method. The population of research was managers and full-time faculty members of the Islamic Azad University of Tehran. Data were collected using exploratory and semi-structured interview, which after 12 interviews, theoretical saturation was obtained. For analysis of data, the content analysis method was used. Reliability was achieved using the triangulation method at the appropriate level. Results indicated that the succession model consists of six main components including causal factors of succession, contextual factors of succession, intervention factors of succession, central phenomena, succession strategies and consequences of succession. These six main components were measured by 86 indicators. Consequently, all six variables were identified as psychological factors related to succession program in higher education. a study entitled moderating role of organizational commitment in the relationship between organizational learning and succession management (Case study: selected universities in Tehran)" that the organizational learning and organizational commitment have been the best predictors of succession management of managers and employees working in universities of Tehran. Further analysis showed that among the organizational learning dimensions, organizational culture, team learning and systematic thinking, and among organizational learning dimension, participative leadership, systematic thinking and competence development were the best predictors. evaluation, gap analysis, program evaluation, commitment, determining the framework model, identifying capable people, replacing qualified people and evaluating selected people. Findings indicate the need for a plan for succession training of higher education staff and also the need for commitment and attention of senior managers in providing the conditions for the implementation of succession planning such as informing employees about their current and future job responsibilities in educational institutions.
{"title":"Identification of Psychological Factors Related to Succession: A Qualitative Study","authors":"Elham Elbad, S. Sattari, Yosef Namvar","doi":"10.52547/ieepj.4.1.178","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.178","url":null,"abstract":"The purpose of this study was to investigate and explain the dimensions and psychological components of Successor Program in higher education. The present research is applied in terms of purpose and qualitative in term of method. The population of research was managers and full-time faculty members of the Islamic Azad University of Tehran. Data were collected using exploratory and semi-structured interview, which after 12 interviews, theoretical saturation was obtained. For analysis of data, the content analysis method was used. Reliability was achieved using the triangulation method at the appropriate level. Results indicated that the succession model consists of six main components including causal factors of succession, contextual factors of succession, intervention factors of succession, central phenomena, succession strategies and consequences of succession. These six main components were measured by 86 indicators. Consequently, all six variables were identified as psychological factors related to succession program in higher education. a study entitled moderating role of organizational commitment in the relationship between organizational learning and succession management (Case study: selected universities in Tehran)\" that the organizational learning and organizational commitment have been the best predictors of succession management of managers and employees working in universities of Tehran. Further analysis showed that among the organizational learning dimensions, organizational culture, team learning and systematic thinking, and among organizational learning dimension, participative leadership, systematic thinking and competence development were the best predictors. evaluation, gap analysis, program evaluation, commitment, determining the framework model, identifying capable people, replacing qualified people and evaluating selected people. Findings indicate the need for a plan for succession training of higher education staff and also the need for commitment and attention of senior managers in providing the conditions for the implementation of succession planning such as informing employees about their current and future job responsibilities in educational institutions.","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121790466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: 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. attitudes and academic self-efficacy of sixth grade elementary school students in Bushehr, Iran. The results showed that the individual education intervention increased the academic attitudes in the experimental group compared to the control group. Also, individual education intervention has improved the components of academic self-efficacy (talent, context and effort) in the experimental group. of differences
摘要本研究旨在探讨个别教育干预对伊朗布什尔市小学六年级学生学业态度和学业自我效能感的影响。研究方法为准实验方法。本研究的统计人群为2022年布什尔市671名六年级学生。研究样本为30人，采用无障碍抽样法，随机分为实验组和对照组。在完成预试后，实验组接受5次IEI(每周1次)。对照组在此期间未接受任何特殊训练。采用Morgan and Jinks(1999)学术自我效能量表和Akbari(2004)学术态度问卷收集数据。采用协方差分析对研究假设进行分析。结果表明，与对照组相比，IEI改善了实验组的学业态度、学业自我效能感及其构成要素(天赋、环境和努力)。总体而言，研究结果支持个别教育干预对学生动机结果的有效性。伊朗Bushehr小学六年级学生的态度与学业自我效能感。结果表明，个体教育干预对实验组学生学业态度的影响明显高于对照组。个体教育干预提高了实验组学业自我效能感的组成部分(天赋、环境和努力)。的差异
{"title":"The Effectiveness of Individual Education Intervention on Academic Attitudes and Academic Self-Efficacy in Sixth Grade Elementary Students","authors":"Elnaz Mazaheri Foroushani, Fariba Zolfaghari, Ramin Mehrpooya, F. Hajizadeh, Fatemeh Derahaki","doi":"10.52547/ieepj.4.1.146","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.146","url":null,"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. attitudes and academic self-efficacy of sixth grade elementary school students in Bushehr, Iran. The results showed that the individual education intervention increased the academic attitudes in the experimental group compared to the control group. Also, individual education intervention has improved the components of academic self-efficacy (talent, context and effort) in the experimental group. of differences","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126992642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: The Aim of this study was to determine the relationship between spiritual intelligence and academic engagement through the mediating role of academic conscience in female high school students in the second district of Zahedan, Iran. The method of study was a descriptive correlation research that was performed via path analysis. The statistical population of this study includes all female high school students in the second district of Zahedan in the academic year 2021-2022 (N = 4191)), which according to Krejcie and Morgan table 352 people were selected by stratified random sampling. For collecting data, three questionnaires were used: spiritual intelligence (King, 2008), academic engagement scale (Salmela-Aro & Upadaya, 2012) and academic conscience (McIllroy and Bunting, 2002). The results indicated that there was a direct and significant relationship between spiritual intelligence and academic engagement and between spiritual intelligence and academic conscience. Also, there was a direct and significant relationship between academic engagement and academic conscience. Furthermore, there was an indirect and significant relationship between spiritual intelligence and academic engagement through the mediating role of academic conscience in female high school students. In general, the research findings have supported the role of personality and motivational variables in academic engagement.
摘要:本研究以伊朗扎黑丹二区女高中生为研究对象，通过学业良心的中介作用，探讨精神智力与学业投入之间的关系。研究方法是通过通径分析进行描述性相关研究。本研究的统计人群为扎黑丹二区2021-2022学年的所有女高中生(N = 4191)，根据Krejcie和Morgan表，采用分层随机抽样的方法抽取352人。为了收集数据，使用了三份调查问卷:精神智力(King, 2008)，学术投入量表(Salmela-Aro & Upadaya, 2012)和学术良心(McIllroy and Bunting, 2002)。结果表明，大学生的精神智力与学术投入、学术良心之间存在着显著的直接关系。此外，学术参与与学术良知之间存在直接而显著的关系。此外，女高中生的精神智力与学业投入之间通过学业意识的中介作用存在着间接的显著关系。总体而言，研究结果支持人格和动机变量在学业投入中的作用。
{"title":"Relationship between Spiritual Intelligence and Academic Engagement: Mediating Role of Academic Conscience","authors":"Hoosein Jenaabadi, Sedigheh Noora","doi":"10.52547/ieepj.4.1.1","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.1","url":null,"abstract":": The Aim of this study was to determine the relationship between spiritual intelligence and academic engagement through the mediating role of academic conscience in female high school students in the second district of Zahedan, Iran. The method of study was a descriptive correlation research that was performed via path analysis. The statistical population of this study includes all female high school students in the second district of Zahedan in the academic year 2021-2022 (N = 4191)), which according to Krejcie and Morgan table 352 people were selected by stratified random sampling. For collecting data, three questionnaires were used: spiritual intelligence (King, 2008), academic engagement scale (Salmela-Aro & Upadaya, 2012) and academic conscience (McIllroy and Bunting, 2002). The results indicated that there was a direct and significant relationship between spiritual intelligence and academic engagement and between spiritual intelligence and academic conscience. Also, there was a direct and significant relationship between academic engagement and academic conscience. Furthermore, there was an indirect and significant relationship between spiritual intelligence and academic engagement through the mediating role of academic conscience in female high school students. In general, the research findings have supported the role of personality and motivational variables in academic engagement.","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134192656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fatemeh Esfandiyari Baghbemidi, K. Hajializadeh, A. Amirfakhraei
: The aim of this study was to investigate the relationship between family functioning, marital functioning and perceived social support of mothers with their child abuse mediated by anxiety in order to provide a model. The method of the present study was correlation with the structural equation modeling method. The statistical population of the study was the parents of students in Kerman, Iran, in 2019 (N = 8950). Sampling in the present study was performed in two parts: psychometric properties of instruments (n = 160) and model test (n = 280). The sampling method was multi-stage clustering. Data collection tools were Spielberger Anxiety Questionnaire (2002), Epstein et al.'s Family Assessment Device (1997), Enrich Marital Satisfaction Questionnaire, Sherbourne & Stewart Social Support Questionnaire (1991) and MohammadKhani child abuse questionnaire (2013). The results indicated that the initial model did not fit well with the data, but the modified model showed a good fit with the data. Examination of mediation hypotheses also revealed that anxiety has a significant mediating role in the relationship between social support, family functioning and marital function with the rate of child abuse.
{"title":"The Relationship between Family Function, Marital Function and Perceived Social Support of Mothers with their Child Abuse Mediated by Anxiety","authors":"Fatemeh Esfandiyari Baghbemidi, K. Hajializadeh, A. Amirfakhraei","doi":"10.52547/ieepj.4.1.84","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.84","url":null,"abstract":": The aim of this study was to investigate the relationship between family functioning, marital functioning and perceived social support of mothers with their child abuse mediated by anxiety in order to provide a model. The method of the present study was correlation with the structural equation modeling method. The statistical population of the study was the parents of students in Kerman, Iran, in 2019 (N = 8950). Sampling in the present study was performed in two parts: psychometric properties of instruments (n = 160) and model test (n = 280). The sampling method was multi-stage clustering. Data collection tools were Spielberger Anxiety Questionnaire (2002), Epstein et al.'s Family Assessment Device (1997), Enrich Marital Satisfaction Questionnaire, Sherbourne & Stewart Social Support Questionnaire (1991) and MohammadKhani child abuse questionnaire (2013). The results indicated that the initial model did not fit well with the data, but the modified model showed a good fit with the data. Examination of mediation hypotheses also revealed that anxiety has a significant mediating role in the relationship between social support, family functioning and marital function with the rate of child abuse.","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127965400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Farajpour, H. Pourshafei, Mohammad Akbary Borng
: This study aimed to identify the components of managing student learning culture with an emphasis on the elementary course and to provide a conceptual model using Meta-synthesis and Fuzzy Delphi method. In the first stage, the components of managing student learning culture were identified by the meta-synthesis method. The research community in this section included all valid qualitative researches related to managing learning culture, of which 10 of them were selected for final analysis based on regular searches in databases and based on the Critical Appraisal Skills Program. Data was coded at three levels: open, axial, and selective. The reliability of the coding was calculated using the Cohen Kappa formula of 0.81. According to the data analysis, the conceptual model of managing student learning culture was classified into 8 components of organizational policies, educational beliefs, academic skills, professional skills, learning supervision and control, social interactions, learning environment, and cultural barriers. In the next step, the conceptual model of managing students' learning culture was validated by the Fuzzy Delphi method. At this stage, the components and items of the conceptual model were set in the form of a 5-point Likert scale questionnaire and then provided to Delphi panel members to receive expert opinions. The research community in this section included professors and faculty members specialized in the field of learning culture, its management, and culture in education. Using the snowball sampling method, 13 people were selected as members of the Delphi panel. The results of fuzzy calculations showed that the de-fuzzy value for all questions is greater than the threshold (r = 3). As a result, the conceptual model of student learning culture management was approved. DP members agreed on the fact, that in general, the most crucial components for SLC management were learning environment and social interactions. These two components have the highest degree of importance and the components of organizational policies and learning supervision and control have the lowest degree of importance of all components. However, due to the complexity and multidimensionality of learning culture, it is necessary to pay attention to all components to manage SLC effectively. Role Learning The of
{"title":"Conceptual Model of Managing Students' Learning Culture: Meta-synthesis Approach","authors":"N. Farajpour, H. Pourshafei, Mohammad Akbary Borng","doi":"10.52547/ieepj.4.1.36","DOIUrl":"https://doi.org/10.52547/ieepj.4.1.36","url":null,"abstract":": This study aimed to identify the components of managing student learning culture with an emphasis on the elementary course and to provide a conceptual model using Meta-synthesis and Fuzzy Delphi method. In the first stage, the components of managing student learning culture were identified by the meta-synthesis method. The research community in this section included all valid qualitative researches related to managing learning culture, of which 10 of them were selected for final analysis based on regular searches in databases and based on the Critical Appraisal Skills Program. Data was coded at three levels: open, axial, and selective. The reliability of the coding was calculated using the Cohen Kappa formula of 0.81. According to the data analysis, the conceptual model of managing student learning culture was classified into 8 components of organizational policies, educational beliefs, academic skills, professional skills, learning supervision and control, social interactions, learning environment, and cultural barriers. In the next step, the conceptual model of managing students' learning culture was validated by the Fuzzy Delphi method. At this stage, the components and items of the conceptual model were set in the form of a 5-point Likert scale questionnaire and then provided to Delphi panel members to receive expert opinions. The research community in this section included professors and faculty members specialized in the field of learning culture, its management, and culture in education. Using the snowball sampling method, 13 people were selected as members of the Delphi panel. The results of fuzzy calculations showed that the de-fuzzy value for all questions is greater than the threshold (r = 3). As a result, the conceptual model of student learning culture management was approved. DP members agreed on the fact, that in general, the most crucial components for SLC management were learning environment and social interactions. These two components have the highest degree of importance and the components of organizational policies and learning supervision and control have the lowest degree of importance of all components. However, due to the complexity and multidimensionality of learning culture, it is necessary to pay attention to all components to manage SLC effectively. Role Learning The of","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130185804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Morteza Raisi Hassanlangi, G. Afrooz, Saeed Akbari Zardkhaneh
: The purpose of this study is to investigate the psychological and social roots of adolescents leaving school with a view to developing a model of survival of high school students to the end of high school in the education cycle in Hormozgan province. The present study is one of the basic researches in terms of purpose and descriptive in terms of data collection method. Also, based on the nature of the data, the mixed type with the exploratory sequence design is used. Two communities are used for the qualitative part. The first population consists of 40 dropout students in four cities in provinces that are selected by simple random sampling. The second group consists of education experts and school counselors and student’ parents, from whom 10 people are selected by purposive sampling. Two communities are used for the quantitative part of the research. The first population consists of drop-out students from all cities of the province. Also, the second community consists of experts in the field of education and school counselors of Hormozgan province and parents. For the main study, 300 dropouts in the first and second secondary schools, 40 educational experts, 40 school counselors and 20 parents are selected by cluster random sampling. Semi-structured interviews are used to collect information in the qualitative section and a researcher-made questionnaire was used in the quantitative section. According to the findings of the quality department, the most important factor in the dropout of students are related to the financial and economic problems of families and in later degrees the importance of school, the behavior of school staff and teachers, cultural problems of the family and living environment. In general, the research findings have supported the role of economic, family and cultural factors in academic failure or dropout. The development of strategies for barriers removal of academic failure lead to a model of in schools' enthusiasm in the province . that
{"title":"Psychological and Social Roots of Academic Exhaustion of High School Students in Hormozgan Province: Developing a Model of The Education Sustainability","authors":"Morteza Raisi Hassanlangi, G. Afrooz, Saeed Akbari Zardkhaneh","doi":"10.52547/ieepj.3.4.457","DOIUrl":"https://doi.org/10.52547/ieepj.3.4.457","url":null,"abstract":": The purpose of this study is to investigate the psychological and social roots of adolescents leaving school with a view to developing a model of survival of high school students to the end of high school in the education cycle in Hormozgan province. The present study is one of the basic researches in terms of purpose and descriptive in terms of data collection method. Also, based on the nature of the data, the mixed type with the exploratory sequence design is used. Two communities are used for the qualitative part. The first population consists of 40 dropout students in four cities in provinces that are selected by simple random sampling. The second group consists of education experts and school counselors and student’ parents, from whom 10 people are selected by purposive sampling. Two communities are used for the quantitative part of the research. The first population consists of drop-out students from all cities of the province. Also, the second community consists of experts in the field of education and school counselors of Hormozgan province and parents. For the main study, 300 dropouts in the first and second secondary schools, 40 educational experts, 40 school counselors and 20 parents are selected by cluster random sampling. Semi-structured interviews are used to collect information in the qualitative section and a researcher-made questionnaire was used in the quantitative section. According to the findings of the quality department, the most important factor in the dropout of students are related to the financial and economic problems of families and in later degrees the importance of school, the behavior of school staff and teachers, cultural problems of the family and living environment. In general, the research findings have supported the role of economic, family and cultural factors in academic failure or dropout. The development of strategies for barriers removal of academic failure lead to a model of in schools' enthusiasm in the province . that","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125148632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: The aim of this study was to investigate the effect of the mixed empathy and anger management intervention on loneliness, emotional autonomy and responsiveness to stress in divorce students. To this end, the present study used a quasi-experimental pretest posttest control group design. The statistical population of the study included all guidance school students who were studying in schools in District 1 of Bandar Abbas in 2021. The study sample consisted of 30 guidance school divorce students who were selected through available sampling from all students and randomly assigned to two groups of 15 (15 students in control group and 15 in experimental group). Data were collected using Russell, Pilva and Cortona (1980) Loneliness Questionnaire, Etseinberg and Silverberg (1986) Emotional Autonomy Questionnaire, and Kuh et al. (2001) Stress Response Questionnaire. Data analysis was performed at descriptive (including demographic tables and graphs) and inferential (analysis of covariance) levels. The results showed that the mixed empathy and anger management intervention was effective and reduced the loneliness of divorced students (p <0.05). Moreover, it was shown that there was no significant effect of the mixed empathy and anger management intervention on emotional autonomy and its dimensions (nondependency, individuation and deidealization- parents as people) in divorce students (p <0.05). The results also indicated that the intervention was effective on responsiveness to stress and its dimensions (anger-aggression, tension, frustration, depression, somatization-fatigue) in divorce students. Therefore, the mixed empathy and anger management intervention can be used to positively affect the life dimensions of divorce
摘要本研究旨在探讨共情与愤怒管理混合干预对离婚学生孤独感、情绪自主性和压力反应的影响。为此，本研究采用准实验前测后测对照组设计。本研究的统计人群包括2021年在阿巴斯港一区学校就读的所有辅导学校学生。本研究以辅导学校离婚学生30名为研究对象，随机分为两组，每组15人(对照组15人，实验组15人)。采用Russell, Pilva and Cortona(1980)孤独感问卷、Etseinberg and Silverberg(1986)情绪自主问卷和Kuh et al.(2001)压力反应问卷收集数据。在描述性(包括人口统计图表)和推断性(协方差分析)水平上进行数据分析。结果显示，共情与愤怒管理的混合干预有效地降低了离婚学生的孤独感(p <0.05)。此外，共情和愤怒管理混合干预对离婚学生的情绪自主及其维度(不依赖、个性化和去理想化-父母作为人)没有显著影响(p <0.05)。结果还表明，干预对离婚学生的压力反应及其维度(愤怒-攻击、紧张、挫折、抑郁、躯体化-疲劳)是有效的。因此，共情与愤怒管理混合干预可以对离婚生活维度产生积极影响
{"title":"The Effect of the Mixed Empathy and Anger Management Intervention on Loneliness, Emotional Autonomy and Responsiveness to Stress in Divorce Students","authors":"Mahdieh Bahrami, Emad Yousefi","doi":"10.52547/ieepj.3.4.536","DOIUrl":"https://doi.org/10.52547/ieepj.3.4.536","url":null,"abstract":": The aim of this study was to investigate the effect of the mixed empathy and anger management intervention on loneliness, emotional autonomy and responsiveness to stress in divorce students. To this end, the present study used a quasi-experimental pretest posttest control group design. The statistical population of the study included all guidance school students who were studying in schools in District 1 of Bandar Abbas in 2021. The study sample consisted of 30 guidance school divorce students who were selected through available sampling from all students and randomly assigned to two groups of 15 (15 students in control group and 15 in experimental group). Data were collected using Russell, Pilva and Cortona (1980) Loneliness Questionnaire, Etseinberg and Silverberg (1986) Emotional Autonomy Questionnaire, and Kuh et al. (2001) Stress Response Questionnaire. Data analysis was performed at descriptive (including demographic tables and graphs) and inferential (analysis of covariance) levels. The results showed that the mixed empathy and anger management intervention was effective and reduced the loneliness of divorced students (p <0.05). Moreover, it was shown that there was no significant effect of the mixed empathy and anger management intervention on emotional autonomy and its dimensions (nondependency, individuation and deidealization- parents as people) in divorce students (p <0.05). The results also indicated that the intervention was effective on responsiveness to stress and its dimensions (anger-aggression, tension, frustration, depression, somatization-fatigue) in divorce students. Therefore, the mixed empathy and anger management intervention can be used to positively affect the life dimensions of divorce","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"23 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116588779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sahar Kianinezhad, Maryam Sadaghifard, M. Esmaeeli, E. Zarei, A. Forozanfar
: This research is conducted with the aim of comparing effectiveness of two models, motivational interviewing and motivational interviewing with Islamic ontological orientation, in increasing couple’s domestic violence motivation of change. Two couples have been selected with convenient and purposeful sampling. To evaluate couples' motivation of change, URICA- DV questionnaire is administered which is normalized by this researcher. Case study design (A- B) is used to measure the effectiveness of two models. Data is analyzed with chart analysis, permanent change index and clinical significance using percentage of recovery. Analysis results show that motivational interview with Islamic ontological orientation is more effective than motivational interview.
{"title":"Comparison of the Effectiveness of Motivational Interview and Motivational Interview with the Orientation of Islamic Ontology on the Motivation to Change Domestic Violence","authors":"Sahar Kianinezhad, Maryam Sadaghifard, M. Esmaeeli, E. Zarei, A. Forozanfar","doi":"10.52547/ieepj.3.4.447","DOIUrl":"https://doi.org/10.52547/ieepj.3.4.447","url":null,"abstract":": This research is conducted with the aim of comparing effectiveness of two models, motivational interviewing and motivational interviewing with Islamic ontological orientation, in increasing couple’s domestic violence motivation of change. Two couples have been selected with convenient and purposeful sampling. To evaluate couples' motivation of change, URICA- DV questionnaire is administered which is normalized by this researcher. Case study design (A- B) is used to measure the effectiveness of two models. Data is analyzed with chart analysis, permanent change index and clinical significance using percentage of recovery. Analysis results show that motivational interview with Islamic ontological orientation is more effective than motivational interview.","PeriodicalId":277447,"journal":{"name":"Iranian Evolutionary and Educational Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125462438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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