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Open Access Article
1 - اثربخشی آموزش مبتنی بر تئوری انتخاب بر تاب‌آوری تحصیلی و نشاط ذهنی دانش‌آموزان دوره متوسطه
سمیه صفاری بیدهندی حسن اسدزاده نورعلی فرخی فریبرز درتاج -
Open Access Article
2 - اثربخشی آموزش مهارتهای ارتباطی و اجتماعی با رویکرد شناختی-رفتاری بر سازگاری اجتماعی و تاب آوری تحصیلی دانشجویان دختر شاهد و ایثارگر دانشگاه‌های دولتی شهرستان شهرکرد
فاطمه محمودی اشکفتکی احمد غضنفری سیدکمال صولتی -
Open Access Article
3 - Effectiveness of Flipped Teaching on Students' Academic Resilience
Parvaneh Omrani Fereshteh Afkari Mostafa GhaderiThis study aimed to evaluate the effectiveness of the flipped teaching method on the academic resilience of students in the lesson of humankind and the environment in the academic year of 2019-2020. This research is quasi-experimental and applied in terms of purpose. Th MoreThis study aimed to evaluate the effectiveness of the flipped teaching method on the academic resilience of students in the lesson of humankind and the environment in the academic year of 2019-2020. This research is quasi-experimental and applied in terms of purpose. The statistical population of the study included female high school students in District 2 of Shahr-e-Rey. First, one of the schools in the district 2 of Rey was selected by available sampling method and 60 high schools 11th-grade students were replaced by simple random sampling in two classes of 30 people as the experimental group and the other as the control group. To collect data, the standard questionnaire of Samuels (2004), which was standardized by SoltaniNejad and his colleagues in 2012, was used as a pre-test and post-test. After confirming the face and content validity of the instrument by professors in the field of educational sciences, its reliability was calculated through Cronbach's alpha coefficient of 0.81. To analyze the data, descriptive statistics such as center orientation indices and dispersion indices and inferential statistics of the Levin test were used to investigate the assumption of variance homogeneity and multivariate analysis of covariance and univariate and ETA test using Spss24 software. The results showed that flipped teaching has a positive effect improves the academic resilience of 11th-grade female students. Finally, it is suggested that principals facilitate teachers' participation in workshops on new teaching strategies so that teachers can benefit from new teaching approaches, including filliped teaching in the classroom. Manuscript profile -
Open Access Article
4 - The effectiveness of cognitive-behavioral training on academic resilience and mental health of secondary school girls
Mohammad javad FarokhiIntroduction: The purpose of this study was to study the effectiveness of cognitive behavioral education on academic resilience and mental health of secondary school female students in district two of Shiraz city. research methodology: The design of the experimental re MoreIntroduction: The purpose of this study was to study the effectiveness of cognitive behavioral education on academic resilience and mental health of secondary school female students in district two of Shiraz city. research methodology: The design of the experimental research was pre-test, post-test with a control group. The statistical population of the present study will include all female students of the second secondary school in district two of Shiraz city. The sample size was selected using the stage cluster random sampling method, in such a way that one school was selected from among the high schools of that district and two classes were randomly determined from that school and randomly selected and divided into two experimental groups (30 people) and Control (30 people) were replaced. These people were assessed through the distribution of Samuels' Academic Resilience Questionnaire and Goldberg and Hiller's General Health Assessment Questionnaire. For data analysis, descriptive statistical indices (mean, standard deviation) and inferential statistics indices such as analysis of covariance were used to examine research variables and hypotheses. Findings: There is a significant difference between the academic resilience of the experimental and control groups in the post-test stage, and there is also a significant difference between the mental health of the experimental and control groups in the post-test stage. Conclusion: The results showed that cognitive behavioral training has a significant positive effect on academic resilience. The results of covariance analysis show that cognitive behavioral training is effective on students' mental health. Manuscript profile -
Open Access Article
5 - Predicting students' academic achievement based on emotional intelligence, personality and demographic characteristics, attitudes toward education and career prospects through the mediation of academic resilience
hajar tarverdizadeh Mohammad Taghipour samira nezamivandThe aim of this correlational descriptive-analytical study is to predict students' academic achievement based on emotional intelligence, personality traits, attitudes toward education and career prospects through academic resilience mediation. The Zanjan University&rsqu MoreThe aim of this correlational descriptive-analytical study is to predict students' academic achievement based on emotional intelligence, personality traits, attitudes toward education and career prospects through academic resilience mediation. The Zanjan University’s students in the academic year 2016-2017 have been selected as the statistical population. The research sample consisted of 489 people (277 females and 212 males) who are selected by cluster random sampling method. To summarize the data, a short form of the NEO-FFI Questionnaire, the Academic Resilience Scale (ARI), the Shatte Emotional Intelligence Questionnaire, a researcher-made questionnaire on attitudes toward education and career prospects are used. The proposed model was evaluated by structural equation modeling using AMOS-7 software. The results showed that the population-cognitive variables negatively predict academic achievement. Among the personality factors (openness and conscientiousness), emotional intelligence and interest in education and career prospects positively predict academic achievement. Emotional intelligence also predicts academic achievement through resilience. Educational resilience does not mediate the relationship between attitudes toward education and career prospects, gender, age, and academic achievement, and academic resilience mediates only the relationship between personality performance and academic achievement. Therefore, in order to improve the performance of students, it is recommended to teach and promote the level of resilience and emotional intelligence, conscientious personality traits and openness through workshops. Manuscript profile -
Open Access Article
6 - The Presenting Causal Predictive Model of Academic Resilience Based on the External Locus of Control (with an Intermediate Academic Conflict): Application of Path Analysis
Mahdi Yousefvand ezatolah ghadampour Masoud Sadeghi Simin golamrezaeiThe present study was aimed to explain the causal relationship between academic conflict, external locus of control and academic resilience. Participants included 400 students from Lorestan University in the academic year of 2017-18, selected by simple random sampling m MoreThe present study was aimed to explain the causal relationship between academic conflict, external locus of control and academic resilience. Participants included 400 students from Lorestan University in the academic year of 2017-18, selected by simple random sampling method. In order to measure the variables of the research academic resilience, external locus of control and academic conflict questionnaires were used. To evaluate the proposed model, AMOS software and path analysis method were used. The findings showed that, according to the values of the indices, the data are fitted with the research model; the external locus of control, academic conflict, problem-oriented and positivist, skill of communication and future orientation Variable are positively predictive; academic conflict variable can positively affect the problem-orientation, communication skills and future orientation; Significant predictive value; external locus of control through academic conflict significantly predicts all aspects of academic resilience. Therefore, according to the results, it is obvious that increasing the tendency towards the external locus of control and consequently increasing the level of academic conflict will increase the problem-oriented and positivist level, communication skills and future orientation in the students Manuscript profile -
Open Access Article
7 - The Effectiveness of Cognitive – Metacognitive Strategies Training the Difference of Academic Resiliencys and Referential Thinking in Female Students
Mahdi Yousefvand Fazlollah Mirdereikvandi MohammadAli Sepahvandi AliAsghar FarokhzadianThe aim of this study was to determine the Effectiveness of Cognitive – metacognitive strategies training the difference of academic resiliency and referential thinking in high school female students in the second Khorramabad. This quasi-experimental study in whic MoreThe aim of this study was to determine the Effectiveness of Cognitive – metacognitive strategies training the difference of academic resiliency and referential thinking in high school female students in the second Khorramabad. This quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects among female high school students of Khorramabad were selected and randomly assigned to experimental groups (Cognitive – metacognitive strategies training) and control group were assigned. Intervention in the experimental group for 8 sessions of 2 hours of teaching cognitive strategies - were metacognitive. During this period, the control group received no intervention. To collect the data from the questionnaire referred thinking Aryng (2010) and resiliency academic Samuel (2003) in the pre-test and post-test for both test and control groups were used. Data were analyzed using analysis of covariance. Data analysis software program (SPSS.21) was performed. Covariance analysis showed significant differences between the two groups. Results showed that Cognitive – metacognitive strategies training in increasing the level of referential thinking and academic Resiliency is effective Manuscript profile -
Open Access Article
8 - The Mediation Role of Intrinsic Motivation in Relationship Between Perceptions of Parenting Styles with Academic Resilience
Tooba Chegini Masoud Gholamali Lavasani Elaheh Hejazithe aim of the present study was to investigate the mediating role of intrinsic motivation in the relationship between perceptions of parenting styles and academic resilience among high school girls. Three hundred and twelve second grade high school students were select Morethe aim of the present study was to investigate the mediating role of intrinsic motivation in the relationship between perceptions of parenting styles and academic resilience among high school girls. Three hundred and twelve second grade high school students were selected from 18th educational district of Tehran, Iran using randommultistage cluster sampling method. The participants completed the Perceptions of Parents Scale (Grolnick, Deci & Ryan, 1997), the Academic Resilience scale (Martin, 2003), and the Intrinsic Motivation scale (Vallerand & et al, 1992). The results indicated that perceptions of parenting styles relatedsignificantly and positivelytoacademic resilience. The results ofpath analysis indicated that perceptions of parenting styles indirectly and positively related to academic resilience through intrinsic motivation. The perceptions of parenting styles explained 15% of the variance in intrinsic motivation. The parenting styles and intrinsic motivation accounted for 35% of the variance in academic resilience. The findings supported the mediating role of intrinsic motivationin the relationship between perceptions of parenting styles and academic resilience. Manuscript profile -
Open Access Article
9 - The Comparison of the Effectiveness of Teaching Metacognitive Skills and Positive Adolescent Development on Academic Resilience and Well-Being of Female Students with Behavioral Problems
Zahra Movahedian Amir Ghamrani Ilnaz SajadianThe present study aimed to compare the effectiveness of teaching metacognitive skills and positive adolescent development on aca- demic resilience and well-being of female students with behavioral problems. The research method was quasi-experimental with pre- test-postt MoreThe present study aimed to compare the effectiveness of teaching metacognitive skills and positive adolescent development on aca- demic resilience and well-being of female students with behavioral problems. The research method was quasi-experimental with pre- test-posttest design and quarterly follow-up. The statistical population consisted of all students with behavioral disorder at ninth grade in the academic year 2017-2018 at schools in Yazd, which were screened according to Achenbach’s Child’s Behavioral Checklist. Multi-stage random sampling method was used to select the sample and 54 students with behavioral problems were selected and randomly placed in two experimental groups and one control group. The research tools included Achenbach’s Child’s Behavioral Checklist (1991), Academic Resilience Questionnaire (Samuels, 2004) and Academic Well-Being Questionnaire (Pitrinen, Soini & Pyhalto (2014). The two experimental groups were trained with an adolescent positive development training package and metacognitive skills. Analysis of variance with repeated measures was used to analyze the data. The results showed that the adolescent positive development training package and teaching metacognitive skills have positive effect on academic resilience and well-being. The results also showed that there is no significant difference between the effectiveness of the adoles- cent positive development training package and Teaching Metacognitive Skills. The results of this research showed that the use of metacognitive training helps a person to go through a better thinking process when facing problems based on information processing, by decentralizing the problem and its consequences towards self-attention, and also teaching the positive development of adolescence with regard to Involving students increases the capacity and ability of students in facing problems as well as efforts towards success and academic progress. Manuscript profile
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