Khadijeh Abolmaali Alhosseini; Mina Atashsokhan
Volume 16, Issue 56 , April 2022, , Pages 48-63
Abstract
The purpose of this research was to the development of self-management questionnaire based on the Social Care System of Students, and consider the validity and reliability of this questionnaire. The research method was descriptive of the survey type. The population consisted of high school girl students ...
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The purpose of this research was to the development of self-management questionnaire based on the Social Care System of Students, and consider the validity and reliability of this questionnaire. The research method was descriptive of the survey type. The population consisted of high school girl students in non-Governmental schools in Tehran in the academic year of 2017-2-18. 300 students were selected by cluster random sampling and completed the researcher-made questionnaire. Confirmatory factor analysis was used to analyze the data. The fitting indices in the first step were not desirable. After items parceling using exploratory factor analysis, another confirmatory factor analysis was used, and the fitting indices indicated the suitability of the model with the data collected. Based on this, goal management skills, time management skills, change management skills, emotional management skills, communication management skills, self-control skills, self-regulation skills, and self-motivational management skills were confirmed. To verify the internal consistency of the self-management questionnaire and its components, Cronbach's alpha coefficient was used. The internal consistency of the entire questionnaire is equal to 9.23, and the internal consistency of the above-mentioned components were 0.78, 0.78, 0.68, 0.91, 0.86, 0.78, 0.71, 0, 0.75, respectively. The correlation coefficients between the components of the self-management questionnaire were positive and significant. The convergent validity and composite reliability of the questionnaire components were relatively acceptable. In attention to, the desirable psychometric properties of this questionnaire, it is recommended to school counselors and psychologists to use this questionnaire for measuring of self- management in female students.
Leila Zamani kokhaloo; Mojgan Sepah mansor; Khadijeh Abolmaali Alhosseini
Volume 15, Issue 53 , June 2021, , Pages 83-97
Abstract
The aim of this study was to investigate the effectiveness of peace education, academic competence and positive orientation of students towards school in a quasi-experimental method with a pretest-posttest design considering the control group and one-month followup. Its statistical population was female ...
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The aim of this study was to investigate the effectiveness of peace education, academic competence and positive orientation of students towards school in a quasi-experimental method with a pretest-posttest design considering the control group and one-month followup. Its statistical population was female students of the first year of high school in the 19th district of Tehran (5901 people) who were studying in the schools of this region in the academic year 1399-1398. Sample size:40 students of different levels of education in the first year of high school are interested in cooperating in the study and have been selected by purposive sampling method. Data collection tools were ACES DePerna & Eliot (1999) Academic Competency Assessment Questionnaire Abolmaali & Aahmadi (2017) Positive Orientation Questionnaire.After performing the pre-test, the experimental group received peace training in 8 sessions of 90 minutes in 8 consecutive weeks and the control group did not receive any training in this field. For data analysis,the method of analysis of variance was measured.Repeatedly used.The results showed that peace education had a positive effect on the development of students 'academic competence in the components (academic skills and academic empowerment) and students' positive orientation in the component of attitudes toward classmates and this effect remained stable after the followup phase (P <0.01). The results of this study indicate the need to learn how to live together.Peace education, by influencing the skills of academic enablers as well as creating a positive attitude towards classmates,promotes academic competence and improves relationships between students in the school.
shima vafa; nasrin bagheri; mina mojtabaei; Khadijeh Abolmaali Alhosseini
Abstract
The aim of this study is to present a structural sample to forecast school anxiety according to a perception of the classroom environment with the mediation of coping styles in students. The research method is descriptive- correlational. The statistical society under study consists of all female students ...
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The aim of this study is to present a structural sample to forecast school anxiety according to a perception of the classroom environment with the mediation of coping styles in students. The research method is descriptive- correlational. The statistical society under study consists of all female students in second grade of high school at public schools in Tehran who were educating in 1395-96 educational year. Multistage Cluster Sampling method has been used in this study. This sample includes 480 female students in second grade of high school in Tehran. These students answered the Perception of Classroom Environment made by Fraser, Fisher and McRobie’s questionnaire (1996), Coping Styles of Andler and Parker (1990) questionnaire, school anxiety questionnaire by Abolma’ali & et al (1994). To analyze data and answer the study questions, structural equations modeling method was used which was studied to examine the casual relationship among latent variables. The results revealed that all of the seven components of perception of class environment (correlation, teacher support, class involvement, research, task orientation, cooperation, equanimity) with all of the four components of school anxiety (exam stress, fearing self-assertion and physiological reaction) were negatively correlated in 0.01 level. Also, a problem-focused style, negatively, and avoidance coping style and emotional coping style, positively, correlated with all of the four components of school anxiety at 0.01 level. Likewise, the results indicate that perception of classroom environment forecasts academic anxiety in female students with the mediation of coping styles.
Mahdi Aghapour; Khadijeh Abolmaali Alhosseini; Aliasghar AsgharNezhadfarid
Abstract
The purpose of this research was to compare the effect of instruction coping stress strategies and help-seeking strategies on academic adjustment. The method of this research was semi-experimental with a control group and pre-test and post-test with one month follow up. The statistical population ...
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The purpose of this research was to compare the effect of instruction coping stress strategies and help-seeking strategies on academic adjustment. The method of this research was semi-experimental with a control group and pre-test and post-test with one month follow up. The statistical population was the girl students of the first high in the 4th district of Tabriz, in 2016-2017. Sixty students were selected based on entry criteria and randomly assigned to 3 groups (two experimental groups and one control group). The two experimental groups, respectively, received instruction on coping stress strategies and help-seeking strategies, each taking 90 minutes, but the control group did not receive any interventions during this period. Both groups were evaluated in the pre-test and post-test and test of follow up with using the Beyers and Goossens’ Academic Adjustment Scale (2002). Data were analyzed by mixed multivariate analysis of covariance. Findings showed that instruction of coping stress strategies and help-seeking significantly increased academic adjustment, but these two methods did not differ significantly from each other. Also, the effects of coping strategies and help-seeking instruction on academic satisfaction were persistent. It is suggested that coping stress and help-seeking strategies be used to increase academic adjustment in high schools by psychologists and counselors.
Noorgaldi Yazdani; Hqamzeh Ganji; Hassan Pashasharifi; Khadijeh Abolmaali
Volume 12, Special Issue , June 2018, , Pages 195-214
Abstract
The purpose of this study was to provide a structural model of the relationship between personality traits, intelligence beliefs and meta-cognitive awareness with test anxiety by mediating the educational self-efficacy in male students. This research was a correlation research and structural equation ...
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The purpose of this study was to provide a structural model of the relationship between personality traits, intelligence beliefs and meta-cognitive awareness with test anxiety by mediating the educational self-efficacy in male students. This research was a correlation research and structural equation model. The statistical population consisted of all secondary school students in Bojnourd who were studying in the academic year of 1399- 1395. The multi-stage cluster sampling method was used. The test anxiety questionnaire (Abolghasemi et al., 1996) was designed to measure the variables The questionnaire of intelligence beliefs by Abdolfattah and Yeats (2006), the test anxiety questionnaire (TAI), NEO-FFI, metacognitive awareness scale (Mokhtari and Richard, 2002), Morgan and Jinns's academic self-efficacy scale (1999) used. The results showed that all factor loads of the markers are meaningful on their own variables. Also, all of the direct path coefficients of the exogenous variables including personality traits, intelligence beliefs and metacognitive awareness to academic self-efficacy, and academic self-efficacy to test anxiety were significant at the alpha level of 0.05. In addition, the model could account for more than 58% of academic self-efficacy and 30% of test anxiety changes. Also, the indirect effects of personality traits, metacognitive awareness and intelligence beliefs on test anxiety were significant through academic self-efficacy.
Arezoo Asfa; Khadijeh Abolmaali Alhosseini; Kianoosh Hashemian
Abstract
The purpose of this study was to predict academic procrastination based on psychological capital through the mediation of psychological, emotional and social well-being in University students. The research method was descriptive-correlational and the statistical population included all students of Shahid ...
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The purpose of this study was to predict academic procrastination based on psychological capital through the mediation of psychological, emotional and social well-being in University students. The research method was descriptive-correlational and the statistical population included all students of Shahid Rajaee Teacher Training University in the academic year of 1995-96. Four hundred and twenty participants were randomly selected by the cluster multistage method and completed the scales of academic procrastination (Savari, 2011) resilience (Connor and Davidson, 2003), life orientation (Scheier and Carver, 1992)) for measuring optimism, hope (Snyder, et al., 1991), and comprehensive well-being (Joushanloo, Roustami & Nosratabadi, 2001), with emotional, psychological and social components. Data were analyzed by structural equation modeling. The results show that all fitness indices fit with the collected data. The total effect of psychological capital on academic procrastination is negative and significant, and the effect of psychological capital on emotional, psychological and social well-being is positive and significant. The effect of psychosocial well-being on the academic procrastination is significant, as well as the indirect effect of psychological capital on academic procrastination with mediating of psychological, emotional and social well-being is significant. It is recommended that educational psychologists and consultants develop a suitable educational program to reduce the academic procrastination in the students of University and educate them about ways to promote resilience, optimism hope, and social, psychological and emotional well-being.
