This study aimed to determine the relationship between affective structures and academic burnout among male and female third-grade high school students in Zahedan in the academic year 2016-2017. The current descriptive-correlational study had a sample including 362 students selected using a multistage cluster sampling method. To collect data, Academic Burnout Questionnaire (Berso et al., 1997) and Positive and Negative Affect Schedule were used. Results of the present study indicated that positive affect was significantly and diversely correlated to subscales of academic burnout (academic fatigue, academic apathy, and academic inefficiency). Moreover, negative affect was significantly and directly correlated to all the subscales of academic burnout. Results of an independent t-test demonstrated that there were no significant differences between the male and female students with regard to positive and negative eafects. However, academic burnout was higher among the male students compared to their female counterparts. Furthermore, results of a stepwise regression analysis showed that in the first step, positive affect alone predicted 22% of the variance in academic burnout and, in the second step, negative affect increased the power of predicting academic burnout to 28%. Given the predictive power of affective structures (28.2%, p<0.001), they can be affectively applied to prevent academic burnout.
This study aimed to examine the impact of teaching philosophy for children in developing critical thinking and self-efficacy among students. The current study had a statistical population constituting of all female first-grade junior high school students in Khash in the academic year 2017-2018. Among these students, a corpus of 54 students (27 people assigned to an experimental group and 27 people assigned to a control group) was selected as a sample using a convenience sampling method. The experimental group was taught philosophy; however, the control group did not receive any training. To collect data, Sosu Critical Thinking Disposition Scale and Muris et al. Self-Efficacy Questionnaire for Children and Adolescents were used. For data analysis, using descriptive statistics, means and standard deviations were calculated and by applying inferential statistics, initially, differences between pretest and posttest scores were calculated and these differences between the scores obtained by the control and experimental groups were determined by conducting an independent t-test. Results indicated that there were significant differences in components of critical thinking, critical thinking, and self-efficacy between these two groups. In other words, teaching philosophy for children had a positive impact on increasing self-efficacy, critical thinking, and its components (critical openness and reflective skepticism).
The objective of the present study was to determine the relationship of the dimensions of perceived teaching style with students' mathematics achievement and self-efficacy. To this end, among 432 individuals considered as the statistical population, a corpus of 205 third grade high school students studying mathematics and physics in public high schools in Zahedan in the academic year 2014-2015 was selected based on gender using the stratified random sampling method. The Teacher as Social Context Questionnaire (Belmont et al., 1992) and the Mathematics Self-Efficacy Scale-Revised (Betz & Hackett, 1983) were completed by the subjects and the mean scores on geometry, arithmetic, and algebra were used as indicators of mathematics achievement. To analyze the obtained data, both descriptive (frequency, mean, and standard deviation) and inferential statistics (the Pearson correlation coefficient, simultaneous regression analysis, and one-sample t-test) were applied. The results indicated that the dimensions of perceived teaching style (autonomy support, structure, and involvement) were related to mathematics achievement and self-efficacy and were able to significantly predict them. Finally, the results of the t-test demonstrated a difference between the males and females with regard to self-efficacy; however, no difference was found between them in terms of mathematics achievement.
The present study aimed to compare emotional creativity and social adjustment of gifted and normal high school freshman students (first period) in Khash. This is a casual-comparative study. To this end, a total of 200 students, among which gifted students were selected using census method and normal students were selected applying multistage random sampling methods, were chosen. The subjects were evaluated using Averill's Emotional Creativity Inventory (2013) and Sinha and Singh's Social Adjustment Inventory (1993). To describe the obtained data, frequency table, mean and standard deviation were applied and for analyzing the data, independent t-test and one-way analysis of variance were used. The results indicated that there was a significant difference between gifted and normal students and also between male and female gifted students and normal students considering emotional creativity and its components. However, no significant difference was found with regard to social adjustment. The means of emotional creativity and components of novelty, effectiveness and authenticity of gifted students were higher than those of normal students. Moreover, the means of emotional creativity and components of novelty and preparedness of female gifted students and the means of components of effectiveness and authenticity of male gifted students were higher than other groups.
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