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Aflakifard, Hossein
- Students Predict Risky Behaviors Based on Personality Traits and Emotional Intelligence
Abstract Views :361 |
PDF Views:1
Authors
Affiliations
1 Department of Educational Sciences, Farhangian University, IR
2 Department of Counselling, Marvdasht Branch, Islamic Azad University, Marvdasht, IR
1 Department of Educational Sciences, Farhangian University, IR
2 Department of Counselling, Marvdasht Branch, Islamic Azad University, Marvdasht, IR
Source
Indian Journal of Health and Wellbeing, Vol 7, No 4 (2016), Pagination: 452-454Abstract
The aim of this study was to predict risky behaviors of high school students based on personality characteristics and emotional intelligence in the area 2 Education of Shiraz. Due to the nature and purposes of research is used of the practical and implementation of the correlation method. The study included all students of secondary education in the area 2 Education of Shiraz, 94-93 academic year that was selected 120 persons as the sample size by multi-stage cluster sampling. For data collection was used of questionnaires, dangerous behavior by the United States Center Disease Control and Prevention (1989), Personality characteristics questionnaire of Aisenck (1975) and emotional intelligence questionnaire of Sebria Shrink (1995) that were confirmed validity and reliability. Analysis of data from questionnaires completed at two levels of descriptive and inferential statistics. In the descriptive statistics were used such as frequency, percentage, mean, standard deviation and inferential statistics, were used Pearson correlation analysis, regression analysis. The results showed that there is no a significant relationship between of personality characteristics and risk behaviors of students, there is no a significant relationship between emotional intelligence and risk behaviors of students, personality characteristics are able to predict of their high-risk behavior, personality characteristics and emotional intelligence are able to predict of their high-risk behavior.Keywords
Risk Behavior, Personality Characteristics, Emotional Intelligence.
- The Effectiveness of Healthy Lifestyle on Psychological Well-Being and Academic Motivation Among Female Students
Abstract Views :425 |
PDF Views:1
Authors
Affiliations
1 Department of Counselling,Islamic Azad University, Marvdasht, IR
2 Department of Educational Sciences, Farhangian University, IR
1 Department of Counselling,Islamic Azad University, Marvdasht, IR
2 Department of Educational Sciences, Farhangian University, IR
Source
Indian Journal of Positive Psychology, Vol 7, No 1 (2016), Pagination: 01-04Abstract
This study examines the effectiveness of psychological well-being of healthy lifestyle and motivation of high school students in Isfahan four regions was. The study of quasi-experimental, pretest - post test control group design was used. The population consisted of all secondary school students in four districts Isfahan in 2013-2014 was, the first 100 patients were randomly selected and then 40 students (20 girls in the experimental group and 20 girls in the control group) who had more problems on a scale of motivation and psychological well-being were selected as sample. To collect the data, and psychological well-being in Zanjani Tabasi (2004), academic motivation Harter (1981) was used. To analyze the data from the analysis of covariance was used. The results showed a significant effect on psychological well-being and healthy life style education and their students' motivation has increased.Keywords
Healthy Lifestyle, Psychological Well-Being, Motivation.- Examining the Effectiveness of Innovative Development of Social Skills and Creativity of the Fifth Grade Students of Elementary Marvdasht
Abstract Views :326 |
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Authors
Affiliations
1 Department of Behavioral Sciences (Preschool Education), Arsanjan Branch, Islamic Azad University, Arsanjan, IR
2 Department of Educational Sciences, Farhangian University, IR
3 Department of Persian Language and Literature, Arsanjan Branch, Islamic Azad University, Arsanjan, IR
1 Department of Behavioral Sciences (Preschool Education), Arsanjan Branch, Islamic Azad University, Arsanjan, IR
2 Department of Educational Sciences, Farhangian University, IR
3 Department of Persian Language and Literature, Arsanjan Branch, Islamic Azad University, Arsanjan, IR
Source
International Journal of Education and Management Studies, Vol 5, No 4 (2015), Pagination: 292-295Abstract
Applications that are quasi-experimental study using two test and control groups with pretest and posttest And to evaluate the effectiveness of creative displays on the development of social skills and creativity of the students in the academic year 2013-2014 Done. The study population included all students in the fifth grade of elementary schools in Marvdasht. 60 students as sample using two-stage cluster sampling method were selected. Torrance measures included measures of creativity and social skills Wineland, the validity and reliability of the estimate were used. After selecting all subjects, first they were divided randomly into two groups and then by pre-test were measured. After the intervention, the experimental group, both groups were evaluated by the test. Data from studies using inferential statistics (Covariance analysis and independent t-test) were analyzed using SPSS software and the results showed: (1) creative display of creativity and its dimensions (expansion, flexibility flexibility, fluidity and initiative) has a significant impact on students. 2. Creative Drama significant impact on the development of social skills of students.Keywords
View Creative, Development of Social Skills, Creativity.- Compare Extra-Curricular Activities, Social Skills and Citizenship Education Secondary School Students Education Shiraz
Abstract Views :405 |
PDF Views:0
Authors
Affiliations
1 Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, IR
1 Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, IR
Source
International Journal of Education and Management Studies, Vol 7, No 1 (2017), Pagination: 17-19Abstract
Extra-currcular activates, based on innovation and on the training of teachers in the teaching concepts and objectives with in or outside the classroom and, of course, taking into account specific regional or climatic conditions Learners and special talents are used. This study compared extracurricular activities, social skills and citizenship education students in secondary education area, a Shiraz; This practical research that has been done causal-comparative method. The study population included all high school students Education Shiraz to number 13,500 people. The sample size was estimated using a sample of 377 people multistage cluster sampling, Differentiated by gender and field of study and the students who have participated in extracurricular activities was selected. In order to collect data from two questionnaires Enderbitzen social skills and Foster (1992) and was developed as citizenship education and hypotheses using descriptive and inferential statistics (independent samples t, variance analysts) were analyzed. The results showed that: (1) the variables extracurricular activities and social skills of students girl and boy there are significant differences between the 2 extra-curricular activities and citizenship education in male and female students, there is no significant difference between extra-curricular activities-3 and social skills of students by field of study, there are significant differences between-4 extracurricular activities and citizen ship education students by field of study, there was no significant difference.Keywords
Extracurricular Activities, Social Skills, Citizenship Education, Secondary School.- The Effect of Life Skills Training on Efficacy and Increasing Happiness Female Students Second Period
Abstract Views :320 |
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Authors
Affiliations
1 Department of Counselling, Marvdash Branch Islamic Azad University, Marvdasht, IR
2 Department of Educational Sciences Farhangian University, IR
1 Department of Counselling, Marvdash Branch Islamic Azad University, Marvdasht, IR
2 Department of Educational Sciences Farhangian University, IR
Source
International Journal of Education and Management Studies, Vol 7, No 1 (2017), Pagination: 23-26Abstract
Given the importance of life skills training for children and adolescents, this has always been one of the goals of the formal system of education; The development of these skills has been made in the shade and ensures conformity And communicate with others is good and healthy children; Thus, previous planning, scoping accurate and continuous efforts to educate and empower students. This quasi-experimental, pretest-posttest control group design was conducted. In this study, 100 students from four area high school girls in Isfahan were selected by cluster random sampling. And then randomly 40 patients (20 females in the experimental group and 20 girls in the control group) had more problems regarding their efficacy and happiness is chosen as samples. To collect the data, Happiness Aksfordar Jill et al. (2004) and self-efficacy questionnaire Scherer, Maddox, Merkandant, Perntyk-Don, Jakobsorajerz (1982) was used. Methods to analyze the data descriptive statistics (frequency, percentage, mean&standard deviation) and inferential statistics (analysts of covanance & post hoc Tukey test) were used. There sults of analysts of covartance showed that the mean efficacy aspects there is a significant difference between the two groups (P <0.001).That means that life skills training had significant effect on happiness and the happiness of students has increased. Conclusion: Considering the importance of life skills training can improve the efficacy and happiness of students. In other words, general self-efficacy and social life skills training has helped students increase.Keywords
Life Skills, Self-Efficacy, Happiness.- The Effectiveness of Positive Thinking Training on Stress and Self-Efficacy of Elementary School's Girl Students of Jahrom in 2015-2016
Abstract Views :400 |
PDF Views:0
Authors
Affiliations
1 Department of Counselling, Marvdash Branch, Islamic Azad University, Marvdasht, IR
2 Department of Educational Sciences, Farhangian University, IR
1 Department of Counselling, Marvdash Branch, Islamic Azad University, Marvdasht, IR
2 Department of Educational Sciences, Farhangian University, IR
Source
Indian Journal of Positive Psychology, Vol 8, No 3 (2017), Pagination: 379-381Abstract
The purpose of this study, was studying the effectiveness Of Positive Thinking training On Stress and Self-efficacy of Students, according to the purpose and nature, this study was functional and was used to do semi-empirical method. The statistical society included all girl students of elementary school in Jahrom, was studying in 2015-2016 by the number of 5250 person that was selected 60 persons as statistical sample by Multistage-cluster random sampling. In order to collect data, it was used Sherer General Self-Efficacy and stress questionnaire that validity of questionnaire was by method of content and its reliability by Cronbach's alpha, respectively determined 0.81 and 0.97. Data analyzed by using the statistical method of single-variable analysis of co-variance and variance the result and anova were that, in the post-test in both groups, there was no significant difference in term of self-Efficacy rate and positive thinking training, had a direct and positive impact to increase the rate of self-efficacy in test group students, but in post-test stage, there was no significant difference between two groups of stress.Keywords
Self-Efficacy, Stress, Positive Thinking, Elementary School.- The Investigation of the Relationship of Self-Regulation of Learning and Creativity With Academic Achievement of Sixth Grade Elementary School Student in Fasa
Abstract Views :314 |
PDF Views:0
Authors
Affiliations
1 Department of Counseling, Marvdash Branch, Islamic Azad University, Marvdasht, IR
2 Department of Educational Sciences, Farhangian University, IR
1 Department of Counseling, Marvdash Branch, Islamic Azad University, Marvdasht, IR
2 Department of Educational Sciences, Farhangian University, IR
Source
International Journal of Education and Management Studies, Vol 8, No 1 (2018), Pagination: 173-178Abstract
The aim of this article is the investigation of the relationship of self regulation of learning and creativity with academic achievement. This research society was all boys grade 6 in Fasa city in 2014-2015. To do this study the descriptive correlation was used among them 100 selected in clustering random sampling and the research was done on them and in order to collect information all of them completed Pentrich-Degrout (1990); self regulated learning questionnaire and Hermance (1970); educational progress questionnaire and Torense (1974) verbal creativity questionnaire. Information was analyzed using Pearson correlation coefficient statistical methods and multiple regression analysis in step by step method using SPSS and these results obtained: There is significant positive relation between creativity and rate of students educational progress. In addition the variable creativity has more effective role in predicting students educational progress. There is no a significant relationship between self-regulated learning and educational progress motivation, and among self-regulated learning dimentions just there is a significant and reverse relationship between surveillance and control to educational progress motivation in level less than 0.05, and also the research results indicated that all creativity dimentions except development with educational progress have significant direct relation in level less than 0.05.Keywords
Self-Regulated Learning, Creativity, Educational Progress Motivation.- The Investigation of the Relationship of Self-Regulation of Learning and Creativity with Academic Achievement of Sixth Grade Elementary School Student in Fasa
Abstract Views :274 |
PDF Views:0
Authors
Affiliations
1 Department of Counseling, Marvdash Branch, Islamic Azad University, Marvdasht, IR
2 Department of Educational Sciences, Farhangian University, IR
1 Department of Counseling, Marvdash Branch, Islamic Azad University, Marvdasht, IR
2 Department of Educational Sciences, Farhangian University, IR
Source
International Journal of Education and Management Studies, Vol 8, No 2 (2018), Pagination: 236-241Abstract
The aim of this article is the investigation of the relationship of self regulation of learning and creativity with academic achievement. This research society was all boys grade 6 in Fasa city in 2014-2015. To do this study the descriptive correlation was used among them 100 selected in clustering random sampling and the research was done on them and in order to collect information all of them completed Pentrich- Degrout 1990self regulated learning questionnaire and Hermance 1970 educational progress questionnaire and Torrence 1974 verbal creativity questionnaire. Information was analyzed using Pearson correlation coefficient statistical methods and multiple regression analysis in step by step method using SPSS and these results obtained: There is significant positive relation between creativity and rate of students educational progress. In addition the variable creativity has more effective role in predicting students educational progress. There is no a significant relationship between self-regulated learning and educational progress motivation, and among self-regulated learning dimensionjust there is a significant and reverse relationship between surveillance and control to educational progress motivation in level less than 0.05, and also the research results indicated that all creativity dimension except development with educational progress have significant direct relation in level less than 0.05.Keywords
Self-Regulated Learning, Creativity, Educational Progress Motivation.References
- Asemian, F. (2005). The study of relationship between cognitive styles (divergent, convergent, absorbent & adaptive), self-regulation learning and academic achievement components of secondary school students in Tabriz secondary school in the academic year of2004-84, BSc. Senior Faculty of Tabriz University.
- Bouffard, B., Rechard, T., Paren, S., & laviree, S. (2007). Self-regulation on a concept formation task among Average and Gifted students. Journal of Experimental Child Psychology, 55(1), 115-134.
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- Relationship Between Job Satisfaction and Self-Efficacy with Organizational Commitment among Female Counselors
Abstract Views :318 |
PDF Views:0
Authors
Affiliations
1 Department of Counseling, Marvdasht Branch Islamic Azad University, Marvdasht, IR
2 Department of Educational Science Farhangian University, Fars, IR
1 Department of Counseling, Marvdasht Branch Islamic Azad University, Marvdasht, IR
2 Department of Educational Science Farhangian University, Fars, IR
Source
Indian Journal of Positive Psychology, Vol 9, No 4 (2018), Pagination: 470-472Abstract
This research has been conducted to explain the relationship between job satisfaction and self-efficacy with organizational commitment. This research is a descriptive - correlation method in terms of purpose and nature of application. The statistical population of this study consisted of all women counselors in Shiraz education and education area who were selected by simple random sampling of 146 individuals. Organizational commitment, job satisfaction and self-efficacy questionnaires were used to collect data. Their validity and reliability were confirmed. Data were analyzed at two descriptive levels (percentage, mean, & standard deviation) and inferential statistics (Pearson correlation coefficient & regression). The results showed that there is a significant relationship between job satisfaction and its dimensions and organizational commitment of counselors. The dimensions of law and colleagues can predict organizational commitment, there is a significant relationship between self-efficacy and organizational commitment of counselors And self-efficacy can predict the organizational commitment of counselors.Keywords
Organizational Commitment, Job Satisfaction, Self-Efficacy.References
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- Relationship Between Generation Gap, Social Adjustment and Happiness of Secondary Second Students in Marvdasht
Abstract Views :358 |
PDF Views:1
Authors
Affiliations
1 Department of Counseling, Marvdasht Braneh Islamie Azad University, Marvdasht, IR
2 Department of Edueational Seienees Farhangian University, IR
1 Department of Counseling, Marvdasht Braneh Islamie Azad University, Marvdasht, IR
2 Department of Edueational Seienees Farhangian University, IR
Source
Indian Journal of Health and Wellbeing, Vol 9, No 6 (2018), Pagination: 878-880Abstract
The purpose of this study was to explain the relationship between generation gap with social adjustment and happiness of secondary school students in Marvdasht city. The statistical population of this study consisted of all secondary school students of Marvdasht city. In this research, 100 people were selected by multi-stage cluster random sampling. The data gathering tool was a researcher-made generation gap questionnaire. Social compatibility of Samani and Sohrabi and the happiness of Oxford was that the validity and reliability of the questionnaires were also confirmed. For data analysis, descriptive statistics (mean & standard deviation) and inferential statistics (Pearson correlation coefficient & simple regression analysis) were used. The results showed that there is a direct and significant relationship between the social gaps with the social gap. A generation gap can predict social adjustment. There is a reverse and significant relationship between generational gap with happiness. A generation gap can predict happiness.Keywords
Generation Gap, Social Adjustment, Happiness.References
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- The Relationship of Self-Regulatory Learning Strategies with Happiness and Social Adjustment of the Students in the Sixth Primary School of Kamyaran
Abstract Views :324 |
PDF Views:0
Authors
Affiliations
1 Department of Educational Sciences, Farhangian University, Fars, IR
1 Department of Educational Sciences, Farhangian University, Fars, IR
Source
International Journal of Education and Management Studies, Vol 9, No 4 (2019), Pagination: 220-223Abstract
The purpose of this study was to investigate the relationship between self-regulated learning strategies with happiness and social adjustment among students. The research method was applied in terms of purpose and descriptive and correlational in nature and method. The research method was applied in terms of purpose and descriptive and correlational in nature and method. The statistical population consisted of all sixth grade elementary students in Kamyaran to determine the sample size, 180 individuals were selected using multistage cluster random sampling. Data collection tools included three Oxford happiness questionnaires, Sohrabi and Samani social adjustment questionnaires and Pintrich self-regulated learning strategies that validated and validated the tool. The collected data were analyzed in two levels (descriptive & inferential statistics). At the descriptive level, mean and standard deviation indices and inferential level, Pearson correlation and regression were used. The results indicate that there is a significant relationship between self-regulated learning strategies with happiness and social adjustment, which means that with the increase of self-regulated learning strategies, happiness and social adjustment increase. There is also a direct relationship between the components of self-regulation strategies between the components of cognitive, meta-cognitive, and motivational beliefs with social happiness and adaptation.Keywords
Self-Regulation Strategies, Happiness and Social Adjustment.References
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- Alborzi, S., & Samani, S. (2008). A comparative study of motivational beliefs and selfregulated learning strategies among gifted, female and middle school students in Shiraz gifted centers. .Journal of Humanities and Social Sciences, 75(1), 3-18.
- Bagherzadeh, N.C.S., Hosseini, T.S.L., & Hafezian, M. (2017). The relationship between self-awareness and self-regulated learning with social adjustment in female high school students. Journal of Educational Psychology Studies, 75(30), 29-50.
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- Entezami, B., Narges-Ahghar, G., & Shabani, G.G.H. (2017). The impact of selfregulated learning on conflict resolving styles in middle school students. New Educational Approaches, Faculty ofEducation and Psychology, Isfahan University, 72(2), 110-125.
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