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تأثیر مداخله یادگیری اجتماعی- عاطفی بر خودتنظیمی و آمادگی مدرسه دانش آموزان پیش دبستانی در معرض خطر
the effects of a social-emotional learning intervention on the self-regulation and school readiness of at-risk preschool students
over the past several decades, there has been a dramatic increase in research surrounding factors that influence children’s school readiness, or preparedness that allows children to learn in a formal educational setting. it includes possessing early academic as well as cognitive and socio-emotional skills (e.g., self-regulation, emotion knowledge) that are important for children’s later development and academic success. although the literature has suggested that instruction and practice in social-emotional learning (sel) can improve school readiness at a universal level, it is largely unknown if these programs are effective as a targeted, modular intervention. further, there is a need to increase transportability of evidence-based interventions into school settings. using a group pre/post-intervention design, the current study investigated the effects of a targeted, tier 2 evidence-based sel curriculum on students who demonstrated behavioral concerns and low self-regulation skills. assessments measured self-regulation, emotion knowledge, and early literacy skills in intervention and comparison participants. results suggested that sel instruction was related to benefits in self-regulation, situational emotion knowledge, and early literacy skills. further, teachers qualitatively reported barriers to effective sel intervention implementation in early childhood education settings. implications for school psychological practice and future research are discussed.
فرهنگ پذیری به عنوان یک متغیر تعدیل کننده بین والدین و بهداشت روانی مهاجر
acculturation as a moderating variable between parentification and immigrant mental health
this study examined the experience of parentification among 115 individuals who immigrated to the united states as children. the premise of the study was to examine whether acculturation moderates the impact of parentification and buffers against negative mental health outcomes. parentification occurs when the parent and child reverse roles, in which the child sacrifices his or her own needs to accommodate the emotional and functional needs of the parents. previous research suggests that parentification results in negative mental health outcomes, however, little research focused on the parentification experience of the immigrant child. contextual dimensions within different cultures suggest that certain immigrant groups promote filial responsibilities among their children, and some positive findings have been established. this study utilized acculturation as a moderating variable, suggesting that individuals who integrate their ethnic and dominant (american) culture can successfully experience parentification without detrimental effects on their mental health. it was hypothesized that (1) parentification will be a predictor of positive mental health outcomes in immigrants, and (2) acculturation will moderate the relationship between parentification and mental heath in immigrants, with two aspects of acculturation moderating this relationship: (a) immersion to host culture will serve as an enhancing moderator since children will be more effective in their parentified roles, and (b) ethnic society immersion will serve as an enhancing moderator since parentification will be perceived as a fair expectation. three measures were utilized: the outcome questionnaire-45 (oq-45), the filial responsibility scale, and the stephenson multigroup acculturation scale. none of the hypotheses were confirmed, and findings supported existing literature as parentification having a detrimental effect on mental health. acculturation to dominant or ethnic cultures did not buffer the negative mental health effects of parentification on the participants.