Iranian Educational Psychology AssociationIranian Journal of Learning and Memory2645-54471220180701The Mediator Role of Learning Strategies in the Relationship between Academic Self-Efficacy and Test Anxiety7138370010.22034/iepa.2018.83700ENMehranehSoltaninejadDepartment of Educational sciences, Kahnooj Branch, Islamic Azad University, Kahnooj, IranFatemehGhaemiAssociate Professor of Ministry of Health and Medical EducationJournal Article20180428The purpose of this study was to determine the mediator role of learning strategies in the relationship between academic self-efficacy and test anxiety. This research was done in a descriptive-correlational manner. The sample of study consisted of 350 public high school students from four high schools in Kerman selected through random multistage cluster sampling method. To gather the data, the academic self-efficacy Scale (Jinks - Morgan, 1999), learning strategies scale (Kember & et al., 2004), and the test anxiety scale (Friedman-Jacob, 1997) were used. Path analysis results showed that Academic self-efficacy had both direct (<em>b</em>=−.20), and indirect effects, mediated by Deep and Surface strategies (<em>b</em>=−.08). Deep learning strategy was the strongest predictor, with a direct effect value of -0.32. The explanatory power of the predictors on test anxiety was medium (R2= 0.36). Considering the results, the learning strategies (deep) and academic self-efficacy had a significant effect on students' test anxiety. Therefore, strengthening of this individual feature in students can lead to the better performance of students in the exam situation by decreasing test anxiety.https://journal.iepa.ir/article_83700_545e8946adf5b4eaa3f878c0bf4f4423.pdfIranian Educational Psychology AssociationIranian Journal of Learning and Memory2645-54471220180701Diagnosis of Learning Disability in Children15228370110.22034/iepa.2018.83701ENMarziehGholamiDepartment of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, IranAliDelavarDepartment of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, IranHassan PashaSharifiDepartment of psychology, Roudehen Branch, Islamic Azad University, Roudehen, IranNastaranSharifiDepartment of psychology, Roudehen Branch, Islamic Azad University, Roudehen, IranJournal Article20180703Children with cognitive disability have a poor performance in all of the visual –motor tests. Therefore, diagnosis and rehabilitation of these learning disabilities seem necessary. The purpose of the present study was to construct and normalize a learning disability test for pre-school students<span lang="AR-SA" dir="RTL">.</span> A researcher-made visual-spatial test was devised consisting of seven sections (symbolization, space status, visual distinction, visual argumentation, visual memory sequence, maze, and rotational form) whose content validity was confirmed by psychology professors and then was performed on a sample of 206 preschool students. The questions were analyzed, and their validity, reliability and cut point were determined. This test showed an acceptable reliability. Then, to determine the construct validity and components of the tests, Varimax normalized method was used. Conformity factor analysis was also used to determine the validity of the factors which confirmed that the structure of questionnaire had an acceptable fitness to the data. Independent t-test demonstrated that there is a significant difference between the average scores of the normal students and those with learning disability. To investigate convergent validity, we used learning disability checklist that was simultaneously completed by the mothers. The results of Chi-Squared test demonstrated that there is a significant relationship between these two variables: the completed checklist by mothers and completed learning disability test by children.Considering the acceptable reliability and validity of the tests, it can be a tool to be used by learning disorders and counseling centers.https://journal.iepa.ir/article_83701_a675cdaaaea6d970edf507f9716e5227.pdfIranian Educational Psychology AssociationIranian Journal of Learning and Memory2645-54471220180701The Effect of Emotion-Focused Processing Strategies Training on Academic Adjustment of Female Students23288917110.22034/iepa.2018.89171ENMasomehZangiPh.D. Candidate of Educational Psychology, Lorestan University, Khoramabad, IranMasoudSadeghiDepartment of Psychology, Faculty of Literature and Human Science, Lorestan University, Khoramabad, IranEzatolahGhadam PoorDepartment of Psychology, Faculty of Literature and Human Science, Lorestan University, Khoramabad, IranJournal Article20180826The present study aimed to investigate the effect of emotion-focused processing strategies training on academic adjustment of female high school students in Kerman. This study was aquasi-experimental with pretest, posttest, and control group. The population of this study includes all female students of secondary school in Kerman, who were studying in the school year 2017. Thirty female students were selected by multi-stage cluster random sampling and divided into two experimental and control groups. Both groups answered the academic adjustment questionnaire before and after the training process. The experimental group received emotion-focused processing strategies for eight sessions of 90 minutes while the control group received no training. The results showed that emotion-focused processing strategies training had a significant effect on academic adjustment of female high school students at p<0.01 level.https://journal.iepa.ir/article_89171_5d9abcf5d7a1e3b6168fa33dac424a09.pdfIranian Educational Psychology AssociationIranian Journal of Learning and Memory2645-54471220180701Effectiveness of Sand Tray Therapy on Emotional- Behavioral Problems in Preschool Children29368499810.22034/iepa.2018.84998ENSeyedeh NargesAbdollahi KeivaniDepartment of Psychology, Roudehen Branch, Islamic Azad University, IranKhadijehAbolmaaliDepartment of Psychology, Roudehen Branch, Islamic Azad University, Iran0000-0002-9714-1816Journal Article20190305Emotional-behavioral problems are common in preschool-children and might have some destructive effects on them as well as others. Sand tray therapy is an effective technique that encourages children to express their thoughts, feelings, and conflicts through symbolic expression and story. In this technique a person has an opportunity to resolve conflicts, remove obstacles, and gain acceptance of self. The purpose of this research was to determine the effect of sand tray therapy on reducing emotional-behavioural problems among preschool children. A randomized controlled trial method was applied in this research. The statistical population consisted of preschool children who suffered from behavioural-emotional problems in Tehran in 2016. Three centers were randomly selected from preschool centers in Tehran. The scale of Child Behaviour Checklist (CBCL) was completed by parents. 24 children whose scores placed between the boundary range of 65<T<69 and clinical condition of T>69 were identified and they were randomly assigned to experimental and control groups (12 in per group). The experimental group was individually treated using the sand tray, but the control group did not receive any treatment. ANCOVA test was used for data analysis by SPSS 22. The results showed that sand tray therapy could reduce anxiety/depression and social problems (in the area of emotional problems) and aggression (in the area of the behavioral problem) in preschool children significantly. According to the results, it is recommended that child psychologists apply the sand tray therapy for reduction some of emotional-behavioural problems such as anxiety, depression, and social problems in preschool children.https://journal.iepa.ir/article_84998_9dacc3e50c5ab3177a22a3d27fc500d9.pdfIranian Educational Psychology AssociationIranian Journal of Learning and Memory2645-54471220180701The Impact of Motivation Strategies on EFL Teachers' Motivation and Reflective Teaching in Iran37438499710.22034/iepa.2018.84997ENRoyaSanianiDepartment of English Language, Shahr-e-Qods Branch, Islamic Azad University, Tehran, IranMahnazAzadDepartment of English Language, East Tehran Branch, Islamic Azad University, Tehran, Iran0000-0001-5782-5108Journal Article20190118The aim of this study was to investigate the effect of using motivation strategies on EFL teachers’ motivation and reflective teaching. In order to do this, 30 Iranian female EFL teachers who were the researcher’s colleagues and expressed their willingness to participate in this study were selected. The group filled out a reflective teaching questionnaire by Akbari, Behzadpour, and Dadvand (2010) and motivation strategies questionnairre by Chastain (1988) as the pretest at the outset of the study and subsequently sat for a workshop where the researcher introduced motivation strategies and techniques to them. Following the end of the workshop, the teachers went back to their routine teaching program for 15 sessions and the researcher administered the reflectivity questionnaire and motivation strategies questionnaire as the posttest to the 30 teachers after those 15 sessions. In order to test the null hypotheses, that is to check any significant difference in the degree of the reflective teaching and motivation of the group prior to and after the treatment, a paired samples <em>t</em>-test was conducted in this research. The results revealed that there was a significant difference between the participants’ scores on the motivation pretest and posttest; favoring the posttest. Also, there was a significant difference between the participants’ scores on the reflective teaching pretest and posttest, favoring the posttest. Therefore, the results showed that motivation strategies significantly affect the teachers’ motivation and reflective teaching.https://journal.iepa.ir/article_84997_0c51d29c96a500f6d0e9643d4d0fd7cf.pdfIranian Educational Psychology AssociationIranian Journal of Learning and Memory2645-54471220180701The Relationship between Achievement Goals and Academic Success: The Investigation of Mediating Role of Academic Self-efficacy45518370410.22034/iepa.2018.83704ENBahmanKordDepartment of psychology, Mahabad Branch, Islamic Azad University, Mahabad, Iran0000-0002-4229-4014Journal Article20181127The main goal of this paper was to identify the relationship between achievement goals and academic self-efficacy with academic success. It was attempted to investigate the mediating role of academic self-efficacy in the relationship between achievement goals with academic success. The sample of this study comprised 220 participants, in different ages including both men and women. The instruments used were the achievement goals orientations contained 14 items (Midgley et al., 2000), the 8-item academic self-efficacy (Pintrich et al., 1991) and student's academic success: Grade Point Average (GPA). The results indicated that the mastery goals, performance-approach goals and self-efficacy had a significant relationship with academic success. The results showed that self-efficacy has the facilitative role in the relationship between mastery goals and performance-approach goals for academic success and mastery goals and self-efficacy could be strongly effective in the motivating strategies for enhancing learning.https://journal.iepa.ir/article_83704_49aa9846a8ada2e646092dbb40c21470.pdfIranian Educational Psychology AssociationIranian Journal of Learning and Memory2645-54471220180701The Role of Social-emotional Competencies and Social Teaching Practices on Students’ Emotions: The Mediation Role of Teachers’ Emotions57618370710.22034/iepa.2018.83707ENKazemBarzegar BafrooeiDepartment of Psychology and Educational Sciences, Faculty Humanities and Social Science Yazd University, Yazd, IranNegarHosseiniDepartment of Psychology and Educational Sciences, Faculty Humanities and Social Science Alzahra University, Tehran, Iran0000-0003-2555-6323AhmadKalate SadatiDepartment of Sociology, Faculty Humanities and Social Science, Yazd University, Yazd, IranJournal Article20181020The present study aimed to evaluate a new model of students' emotions in which the role of teachers' social-emotional competencies, social teaching practices, and their emotions was considered. To this aim, 303 six-grade students (150 females and 153 males) and their teachers were selected as the participants from Yazd in 2018. Then, the students were asked to answer a questionnaire on the students' emotion, whether positive or negative, and the teachers completed two questionnaires on social-emotional competencies, social teaching practices, and their emotion. Structural equation modeling was used to analyze the data. The results indicated that teachers who had social-emotional competencies and the ability to complement their social teaching practices could experience more positive emotion and interactions with their students. In addition, their students experienced positive classroom atmosphere, which stimulated the students' motivation. Finally, it was concluded the teachers' social-emotional teaching competency has an indirect effect on the students' emotion via the teachers' positive emotions.https://journal.iepa.ir/article_83707_a3c22a008dd1fdec5609122dfe6ffd5c.pdf