Leila Talebi Khansari
Abstract
The aim of this study was to determine the relationship between classroom management practices and communication skills with the academic achievement motivation of elementary school students in Chabaksar. The research method was descriptive-correlation. The statistical population of this study included ...
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The aim of this study was to determine the relationship between classroom management practices and communication skills with the academic achievement motivation of elementary school students in Chabaksar. The research method was descriptive-correlation. The statistical population of this study included teachers and male and female elementary school students in Chabaksar. 80 teachers and 200 students were selected using simple random sampling and cluster random sampling. Teachers answered the questions of the Communication Skills Questionnaire (Quindam, 2004) and teaching style (Gerash, 1996), and students answered the questions of the Academic Achievement Motivation Questionnaire (Walrand, 1992). Data analysis using stepwise regression method showed that the variables of classroom management practices and listening skills are the best predictors for the variable of academic achievement motivation, and there is a relationship between classroom management practices and communication skills with students' academic achievement motivation (P <0.01). As a result, teachers can benefit from effective classrooming styles and communication skills to increase motivation for academic achievement and prevent student burnout.
Zahra Amini; Vahid Khoshravesh
Abstract
The aim of this study was to analyze the relationship between early maladaptive schemas and burnout with the mediating role of psychological capital. The research method was descriptive-correlational in nature and applied in terms of purpose. The statistical population of the study was primary school ...
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The aim of this study was to analyze the relationship between early maladaptive schemas and burnout with the mediating role of psychological capital. The research method was descriptive-correlational in nature and applied in terms of purpose. The statistical population of the study was primary school principals in Tehran engaged in service in the school year 1397-98. The sample size was determined 200 individuals and selected using a multi-stage cluster sampling method. For data collection, the Lutans (2007) Psychological Capital Questionnaire, Maslach & Jackson (1985) burnout questionnaires, and Young's early maladaptive schemas (2006) were used. Their validity was confirmed by experts and academics and their reliability was confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation method was used using LISREL statistical software, eighth edition. The results showed an early maladaptive schema and its dimensions (cut and rejection, impaired self-control and function, impaired limitations, other orientation and excessive distraction and inhibition) have a negative relationship with psychological capital and its dimensions, and a positive and significant relationship with burnout. Psychological capital has a negative and significant relationship with burnout and finally, psychological capital has a mediating role in the relationship between initial maladaptive schemas and burnout.
Javad Mehraban
Abstract
The present study was conducted to investigate the role of music education on students' psychological well-being. The method of this study was causal - comparative, and the statistical population of this study was Tonekabon high school students in the academic year of 2009-2010. The sampling method was ...
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The present study was conducted to investigate the role of music education on students' psychological well-being. The method of this study was causal - comparative, and the statistical population of this study was Tonekabon high school students in the academic year of 2009-2010. The sampling method was targeted, with 100 students in two groups of music and normal students. The measurement tool in this study was Reef's psychological well-being scale (1989). The results of this study showed that the average rank of psychological well-being of students is equal to 71.61 and of non-students is equal to 29.84, and the Z test value is equal to 7.123 at the level of 0.01significance. Thus, music education has had an effect on students' psychological well-being (P <0.01). By including music education programs as an independent curriculum, steps can be taken to promote the students' mental health indicators.
