Showing 4 results for farid
Mr Arash Shahbaziyankhonig, Mr Zobair Samimi, Mr Abolfazl Farid,
Volume 3, Issue 33 (2-2017)
Abstract
The aim of this study was to investigate the relationship of internet addiction and religious orientation with students' academic procrastination according to sex. The study was descriptive and correlational. The study population included all campus students in Azarbayjan Shahid Madani university at the academic year 2015-2016 that based on Morgan table, 200 of them were selected by Cluster sampling. For data gathering of the Internet Addiction Questionnaire of Young (IAT) (1988), religious orientation Questionnaire of Allport (1950) and procrastination Questionnaire of Solomon & Rothblum (1989) were used. Data using Pearson's correlation coefficient and multiple regression analysis were analyzed. The results showed that was a positive significant relationship between all the components of Academic Procrastination and Internet addiction and almost the middle of the variance in scores of academic procrastinations based on Internet addiction and intrinsic religious orientation explained. According to the results can be said that internet addiction and religious orientation are important factors that could contribute Academic Procrastination. To Parents and all educational planners recommended that with proper training, the beneficial use of the Internet and increase internal religious orientation to teaching students.
Dr Ramin Habibi Kaleybar, Dr Abolfazl Farid, Mrs Fatemeh Alipour,
Volume 11, Issue 45 (12-2022)
Abstract
The aim of this study was to find out the experiences of Z generation undergraduate students who had high resilience during the COVID-19 pandemic. The method of the present study was qualitative and phenomenological. A semi-structured interview was conducted with 8 female students of Tabriz Farhangian University who were studying in the academic year 1400-1401 and were purposefully selected. Recorded interviews were recorded in writing and analyzed using a seven-step Colaizzi method. Analysis of students' lived experiences led to the identification, classification and extraction of the main categories of "individual factors", "social factors" and "environmental factors". In addition to the main categories mentioned, sub-categories of individual factors including emotion regulation skills, positive psychological constructs (optimism, hope and determination), self-regulation skills, strong religious beliefs, realism and lack of perfectionism, application of problem-solving skills, flexibility, meaning in life and social factors (interpersonal relationships) including social support of family and friends , maintaining relationships through social networks, observational learning and alternative experiences, and finally environmental factors (infrastructure and facilities) including experiencing difficult conditions and lack of facilities, previous positive experiences Extracted in schools and other institutions. The findings of this study could provide a clear picture of the factors affecting the improvement and promotion of resilience
Dr. Farideh Hamidi, Mr. Mehran Otoufati Roudi,
Volume 11, Issue 45 (12-2022)
Abstract
In the classrooms based on inclusive education, cognitive flexibility and teaching-learning concepts play an important role in teachers' self-efficacy. The aim of this study was to investigate the role of cognitive flexibility and teaching-learning concepts in teachers' self-efficacy in a classroom based on inclusive education. The research method was descriptive and correlational. Sampling was done by a simple random method from the list of names of teachers participating in inclusive education. Therefore, 467 primary teachers of the 9th district of Mashhad were selected. In order to collect data, teachers' self-efficacy questionnaires in inclusive education (TEIP, Sharma et al., 2012), cognitive flexibility questionnaire (CFI, Dennis and Vanderwaal, 2010) and the teaching-learning concepts questionnaire TLCQ (Chan Elwitt, 2004) was used. Pearson's correlation coefficient and multiple linear regression analysis were used to analyze data. Results showed that there is a positive and significant correlation between cognitive flexibility and the perception of self-efficacy related to inclusive education, as well as the concepts of constructivist learning and the perception of self-efficacy related to inclusive education (P < 0.01). Also, the results of multiple regression analysis showed the variables of cognitive flexibility and constructivist learning teaching concepts predict 36% of the total variance of teachers' self-efficacy. In general, teachers with cognitive flexibility and more developed teaching-learning concepts experience higher self-efficacy in classrooms based on inclusive education. The findings of this research emphasize the development of cognitive flexibility and teaching-learning concepts to improve the self-efficacy of teachers in the classroom based on inclusive education.
Mr Seyed Qasem Mosleh, Ph.d. Abolfazl Farid, Ms Fatemeh Alipour,
Volume 11, Issue 45 (12-2022)
Abstract
The main objective of this study was to synthesize the findings of different studies and gain a general understanding of the effectiveness of psychological interventions on academic procrastination. The study population consisted of available full-text Articles, dissertations, and research projects published from 2011 to 2021 in quarterly publications and scientific research journals. Based on inclusion and exclusion criteria and sensitivity analysis, 136 effect sizes from 83 initial studies were analyzed using CMA2 software. The results revealed a statistically significant combined effect size for both fixed and random effect models, and the combined effect size for the random-effects model based on Cohen's criterion was large (ES = 1.47). In reducing academic procrastination, the findings indicated a high effect of self-regulation intervention compared to other interventions. Also, examining the variables of gender and educational level of the learners as moderating variables in the research showed that the gender of the subjects had no effect on the effectiveness of the psychological interventions, and the efficacy of interventions had a significant difference in the educational levels. This research has implications for therapists and counselors in line with the effectiveness of psychological interventions, especially the training of self-regulation components, to improve students' academic procrastination by providing programs.
