The 15th International Conference on Education & Educational Psychology (ICEEPSY)

  • 04-07 Nov 2024
  • Four Seasons Hotel Madrid, Spain

Description

The 15th International Conference on Education & Educational Psychology (ICEEPSY) covers topics such as:

  • Teacher Education
  • Assessment and Evaluation
  • Guidance and Counseling Psychology
  • Basic Education – basic skills
  • Adolescent Growth and Development
  • Educational Psychology
  • Effective Teaching Practices
  • Learning Theories
  • Leadership and Collaborative Policy
  • Second Language Teaching
  • Higher Education
  • Adult and Continuing Education
  • Institutional Effectiveness
  • Quality Assurance/
  • Education and Technology
  • Special Education
  • Distance Learning
  • ICT

The 15th International Conference on Education & Educational Psychology (ICEEPSY) brings together academics, research students, educational psychologists and educators.

Venue

  • Four Seasons Hotel Madrid , C. de Sevilla, 3, Centro, Madrid, Spain

More Details

Prices:
449-589 Euro (Estimated)
Exhibition:
Included
Organizer:
Academics Institute
Website:

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Important

Please, check "The International Conference on Education & Educational Psychology (ICEEPSY)" official website for possible changes, before making any traveling arrangements

Event Categories

Education: E-learning, Education Technologies & Methods, Higher education, Preschool , Primary and Secondary Education, Training
Health & Medicine: psychology
Science: Education Sciences

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Introduction: giving the important of the family backgrounds in the occurrence of school phobia, this research was conducted in order to comprise family functions between students with and without school phobia.

Method: statistical society of this research consisted of all primary school students in city of Rasht (Iran) in 2010-2011 school years. Thirty five students with school phobia and 35 normal students participated in this study. Teacher report form of school phobia questionnaire was used for identification of students with school phobia. Students who achieved score higher than cutoff score were been supposed as the students with school phobia and those who achieved score lower than cutoff score were been supposed as the normal individuals. These samples responded to family assessment device in the later stage. Collected data were analyzed with MANOVA test.    

Results: the results of this study revealed that students with school phobia have significant different with normal students at all components of family functions except control of behavior.

Conclusion: this results support of the important of family functions in the school phobia.

Key words: school phobia, family functions, students.