درخت حوزه‌های تخصصی

Purpose: Decision making self-efficacy and academic field satisfaction is one of the most important variables for students. The purpose of this study was to determine the effectiveness of constructionism training on career decision making self-efficacy and academic field satisfaction among university students with academic burnout. Methodology: The current research method was semi-experimental study which conducted with a pre-test and post-test design along with a control group with a follow-up period. The statistical population included all the students of Islamic Azad university, Isfahan (Khorasgan) branch who referred to the university counseling center in 2020. From them, 30 student were selected by convenience sampling method and then randomly assigned in the experimental group (15 people) and control group (15 people). The data were collected using Betz et al's Career Decision Making Self Efficacy Questionnaire (1996) and Ahmadi's Academic Field Satisfaction Questionnaire (2010) in the pre-test, post-test and follow-up stages. Constructionism training protocol was performed in 8 sessions (one session per week) for 75 minutes. To analyze the data, repeated measure analysis of variance and SPSS.26 software were used. Findings: The results indicated that constructionism training was effective in enhancement of career decision making self-efficacy and academic field satisfaction of university students with academic burnout (p<0.01), and this effectiveness was permanent until the follow-up period (p<0.01). Conclusion: It can be concluded that constructionism training is effective on increase of career decision making self-efficacy and academic field satisfaction of university students with academic burnout, therefore this training can be used for university students in university counseling centers.

Purpose: Considering the decreasing age of addiction and the many problems faced by addicts, the present research was conducted with the aim of presenting a causal model of bias towards drugs in students based on the academic failure and hyperactivity and attention deficit with the mediating role of hopelessness feelings. Method: The current research in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population was all the junior and senior high school students of one district of Mashhad city in the 2020-2021 academic years, which number of 310 people of them were selected as a sample by cluster random sampling method. The tools of the current research were the questionnaires of addiction potential, academic failure, hyperactivity and attention deficit and hopelessness, which whose psychometric indicators were confirmed in previous researches and in this study. Data were analyzed by structural equation modeling method in SPSS version 24 and AMOS version 24 software. Results: The findings of the present study showed that the causal model of bias towards drugs in students based on the academic failure and hyperactivity and attention deficit with the mediating role of hopelessness feelings had a good fit. Also, the variable of academic failure on the hopelessness feelings and bias towards drugs, the variable of hyperactivity and attention deficit on the hopelessness feelings and the variable of hopelessness feelings on the bias towards drugs had a direct and significant effect (P<0.05), but the variable of hyperactivity and attention deficit on the bias towards drugs hadn’t a direct and significant effect (P>0.05). In addition, academic failure and hyperactivity and attention deficit had an indirect and significant effect on the bias towards drugs with the mediating of hopelessness feelings (P<0.05). Conclusion: The results indicated the effective role of academic failure and hyperactivity and attention deficit with the mediating of hopelessness feeling on bias towards drugs. Therefore, the planners and specialists of cultural and educational activities of adolescents in order reduce to bias towards drugs can seek to design and implement programs to reduce academic failure, hyperactivity and attention deficit and hopelessness feelings.