Background: This study aims to examine the effectiveness of flourishing training based on positive psychology on the anxiety and depression of female gifted students. Methods: This is a quasi-experimental study using a pre-test/post-test design a control group. Participants were 50 female gifted students in Torbat-e Heydariyeh, Iran. They were randomly divided into two groups of training (n=25) and control (n=25). For the training group, flourishing training was presented at 14 sessions of 60 minutes, while the control group did not receive any education. The 21-item Depression, Anxiety, and Stress Scale was used for collecting data. Data were analyzed in SPSS v 26 software using ANCOVA. Results: The results showed that the effect of flourishing training on anxiety (F=206.1, P<0.001) and depression (F=42.96, P<0.001) was significant. Flourishing training reduced anxiety and depression in the training group compared to the control group. Conclusion: Flourishing training based on positive psychology can be effective in reducing anxiety and depression in female gifted students.
Background: “Motivation” is an influential factor in the learning process, which its absence can prevent the learner from learning. Motivation affects both new learning and performance, skills, strategies, and pre-learned behaviors. “Educational motivation” is an essential aspect of education and the learning process. Educational motivation is generally referred to as the desires, needs, and factors that cause a person to have hope and resilience in educational environments for the flow of education and obtain the necessary results from it and transactional satisfaction. The purpose of this research was to determine the role of self-efficacy in the relationship between classroom climate and students’ educational motivation. Methods: This correlational research was done on 250 people selected by a simple multi-stage random sampling method from male and female high school students of Gonabad in 2019-2020. The measurement tools were Sinclair & McInroy Educational Motivation Scale (SIMS), Psychosocial Climate Inventory by Fraser, Giddings, and Mac Ruby (1955), The Morgan-Jinks Student Efficacy Scale (MJSES). Multiple regression was used to analyze the findings. Results: The results showed a significant relationship between classroom climate and educational motivation without the presence of self-efficacy (r=0.41), while there was no significant relationship between these two variables with the presence of self-efficacy (r=0.186). The findings also indicated that the classroom climate perception was a significant predictor of mediated academic motivation without self-efficiency (P=0.0346). Conclusion: There was a significant relationship between classroom climate and educational motivation without the presence of self-efficacy and classroom climate perception was not an effective predictor of educational motivation with the presence of self-efficacy. Hence, it is recommended to focus on factors predicting educational motivation in future studies.
The present study attempted to investigate the effect of cognitive-behavioral play therapy (CBPT) on the improvements in the expressive linguistic disorders of bilingual children. The population consists of all bilingual children with expressive linguistic disorders studying in preschools. Considering the study’s objectives, a sample of 60 people, in three groups (experimental, control, and pseudo-control), were selected using WISC, TOLD, and clinical interviews. The experimental group members participated in CBPT training sessions. The training consisted of twelve 90-min sessions, three times per week programs held every other day. The pseudo-control group received training different from play therapy. The experimental group members were subjected to the follow-up test 2 months after the end of the intervention. All three groups sat the TOLD3 test before and after the experiment. Data analysis was carried out using ANCOVA. The results of data analysis suggested that CBPT can improve the expressive language disorders of bilingual children.
Background: Because dysfunctional motivational beliefs cause problems in student's academic life. Understanding its constituents is very important. The question is, what are the factors involved in students' dysfunctional motivational beliefs? Aims: The purpose of this study is inquiry of dysfunctional motivational beliefs based on data foundation theory Methods: The method of the present study was based on the data of the Foundation Strauss and Corbin (2015). Statistical population of the present study was all male and female high school students in Ferdos city who were studying in the 98-99 academic year and had poor academic performance were selected using purposive sampling (theoretical sampling). Who were interviewed using semi-structured Descriptive / interpretive (Walsh, Edwards, & Fraser, 2007) interviews. Data analysis was performed based on three methods of open, axial and selective coding Strauss and Corbin (2015). Results: The findings showed Factors affecting dysfunctional motivational beliefs are behavioral, motivational, emotional, cognitive and personal, school and family factors, some of which appear as contextual, causal and others in the role of environmental variables. Appropriate attitude of parents and school staff to the student, proper assessment of stressful situations related to the exam, use of cognitive and metacognitive strategies as strategies to deal with dysfunctional motivational beliefs and adverse school, family and individual components are the main consequences of the phenomenon. The subject was dysfunctional motivational beliefs of students Conclusion: It seems that the results of this study can be useful in developing tools to identify dysfunctional motivational beliefs and develop intervention programs to Improvement these beliefs.
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