تعطیلات نوروزی مجله- ضمن تبریک فرارسیدن بهار و شروع سال جدید به اطلاع میرساند این نشریه از تاریخ ۲۵ اسفندماه ۱۴۰۲ لغایت ۱۳ فروردین ۱۴۰۳ تعطیل می باشد.

Volume 9 -                   MEJDS (2019) 9: 76 | Back to browse issues page

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Saraeezadeh K, Fouladchang M. The Role of Psychosocial School Climate on Behavioral Problems in Senior High School Students in Isfahan. MEJDS 2019; 9 :76-76
URL: http://jdisabilstud.org/article-1-1002-en.html
1- Shiraz University
Abstract:   (2118 Views)
Background & Objective: Behavioral problems are divided into two major categories (internalized and externalized). Internalized behavioral problems are such as depression and anxiety, which are related to the individual's inner world and are associated with mental and emotional conflicts. External Behavioral problems include issues that are related to individual problems with others. In a more detailed division by Achenbach (2001), behavioral problems are classified into ten classes: anxiety, depression, physical complaints, social problems, problems of thinking, attention problems, breaking rule, aggressive behaviors, internalizing, and externalized. Most students who have behavioral problems, have negative feelings, and have no suitable interactions with others. In most cases, teachers and classmates reject them, and as a result, their educational opportunities are reduced. Research has shown in schools where students report school climate as desirable, and that they feel protected and respected at school, less victimization and aggression would occur. The school climate also affects psychological well–being over time and is inversely associated with behavioral problems, physical complaints, and the development of risky behaviors over time. The purpose of this study was to investigate the effect of psychosocial school climate on internalized and externalized behavioral problems in senior high school students in Isfahan, Iran.
Methods: The research method was correlational with structural equation modeling analysis. Participants were 506 students (240 boys and 266 girls) selected through random cluster sampling. They completed questionnaires of Achenback and Rescurla checklist behavior problems (2001) and psychosocial class climate (Fraser, Giddings and McRobbie, 1995). The data analyzed through Amos–23.
Results: The results indicated the suitable fitness model to the data. According to results, psychosocial class climate had a significant effect on both internalized and externalized behavior problems (β=-0.50, p<0.001). It means having a cohesive and disciplined class besides less competition leads to less internalized and externalized problems.
Conclusions: Based on the results of this research improvement in psychosocial school climate is recommended for decreasing internalized and externalized behavioral problems in high school students.
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Type of Study: Original Research Article | Subject: Psychology

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