Samira Rostami, Mahboobeh Foladchang,
Volume 5, Issue 36 (9-2018)
Abstract
This study aimed to examine structural relationship between the structure of parental meta-emotion (guiding and awareness) and academic adjustment through the mediation of differentiation. For this study, 241 undergraduate students of Shiraz University are selected by single stage cluster sampling. Valid three scales: scale view of parenting meta-Sweeney Bourne (SMEPS), short form their differentiation (DSI-SE), and academic adjustment scale "California Personality Inventory" are employed. Path analysis via regression is used for data analysis. Amos software is utilized to assess the significance of mediating and model fit. Results showed that model is a good fit to the data, and as well guiding the awareness through the mediation of differentiation, predicted academic adjustment to be indirect and more powerful than the direct route.
Javad Abbasi Jondani, Hosseinali Mehrabi,
Volume 5, Issue 37 (11-2018)
Abstract
Academic achievement motivation plays an important role in academic success, so its prediction and improvement is very important. This study investigated the relationship between academic achievement motivation and academic alienation, social support, media usage and demographic variables, and also predicted academic achievement motivation.study was correlational. Its statistical population included all male students of Isfahan university amongst them 96 persons were selected randomly. The instrument of this study included Pirnia academic alienation, Mobarak Bakhshayesh social support, Eliasi media usage, and researcher-made demographic information questionnaire. The results showed that academic achievement motivation has a significant correlation with academic alienation, social support, media usage and socioeconomic status.. The results from stepwise regression analysis showed that academic alienation, media usage, socioeconomic status and these variables altogether explained 17.6%, 8.3%, 4.3% and 30.3% of the variance of academic achievement motivation, respectively. These results indicate that less academic alienation, less media usage and better socioeconomic status can improve students’ academic achievement motivation.
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Volume 5, Issue 37 (11-2018)
Abstract
Bullying and victimization have revealed to be a common problem in schools all over the world. Although the protective role of students' school bonding has been discussed regarding the behaviors contrary to school norms as bullying in the approaches referred to as the social control theory and social development model, little information is available regarding the problem of bullying. In this study, the protective role of school bonding and its relationships are examined using studies that are based on the two above approaches to bullying. A literature review was utilized as a method of this study. Also, SAGE journals, Eric, PubFacts, PubMed, Science Direct, Springer and Google scholar databases were searched. The findings of the present study to increase the school bonding of the groups involved in bullying behaviors, some insights are provided on the construct of school bonding and the relationship with bullying, its protective mechanism against the risk of bullying and victimization, and strategies for the groups. In addition, the study's limitations and future recommendations are discussed.
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Volume 5, Issue 37 (11-2018)
Abstract
The purpose of this study was to investigate the effectiveness of teaching courage behavior skills on critical thinking and happiness among high school students in Bushehr. The research method is a quasi-experimental design with pre-test and post-test design. The statistical population of this study was 8238 secondary school students in Bushehr. 40 students were selected through multistage cluster sampling. Data were collected by Fachion Critical Thinking Questionnaire (1990), Arheyl Happiness (2002), and Zarei Daraborat (2006). Data analysis was performed using SPSS software and statistical methods of variance analysis (Ancova) and multivariate analysis (Manncova). The findings showed that there is a significant difference between the experimental and control groups in terms of at least one of the variables of the skill of daring behavior, critical thinking and happiness. In other words, it can be said that training the skill of arrogant behavior on critical thinking and knowledge happiness The students have a meaningful effect. There was no significant difference between the subjects in terms of critical thinking and happiness in the experimental and control group. The overall result of the research showed that promoting the skill of treason behavior can greatly help to increase the level of critical thinking and happiness of students.
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Volume 6, Issue 38 (3-2019)
Abstract
Bahram Movahedzadeh,
Volume 6, Issue 39 (12-2019)
Abstract
The aim of this study was to determine the effect of teaching critical thinking skills on creativity of male high school students in Behbahan city. Teaching critical thinking was independent variable, and creativity were dependent variables. The present study was a field experimental study with pre- post-test and follow-up design. The variables were measured by Critical Thinking of Halpern, version 21 and Creativity of Abedi. The sample consisted of 50 high school students in third grade that were enrolled in the school year of 2015-2016, and were selected through multistage random sampling method. They also were randomly assigned into two experimental and control groups. Before teaching critical thinking to experimental group, the pre-tests of critical thinking and creativity were administered to both groups. Then, the experimental group was taught critical thinking and no training was provided to the control group. After the completion of the course, the critical thinking and creativity questionnaires were administered to both groups, and five weeks later were administered again. Results of multivariate analysis of covariance (MANCOVA) indicated that teaching critical thinking causes a significant increase in creativity in students. Also, the results indicated that teaching critical thinking has a persistent effect on creatively over time.
Hassan Asadzadeh, Zohreh Robat Sarpoushi, Fariborz Dortaj, Esmaeil Sadipour, Nima Zangeneh,
Volume 6, Issue 39 (12-2019)
Abstract
The purpose of this study was to construct and test the dynamic geometric software based on spatial skills and compare its effectiveness with origami on spatial visualization and learning the students' mathematical lessons. The statistical population of the present study was all female students of the sixth grade elementary school in the city of Roudehen, who studied in the academic year of 1395-96. The research sample included all students in two classrooms selected randomly. Then, 35 students as an experimental group of origami, 35 people were selected as Dynamic geometry software and 35 controls as control group. The experimental groups were trained for twelve 40-minute sessions of mathematical education using Origami techniques and dynamic geometry software. The data collection tool included: (a) the Minnesota Space Visualization Test; and (b) the researcher's academic achievement test. To test the hypotheses, t-test and MANOVA were used. . The findings showed that the dynamic geometry software based on spatial and origami skills influenced the visualization of space and learning the mathematics lessons of students. In the t-test, the mean post-test scores of the dynamic geometry and post-test of origami software were significantly different with their pre-test. From these findings, it can be concluded that mathematics education, with the help of geometric and origami software, can improve spatial visualization and the learning of students' mathematics lessons.
Aseyeh Yari, Mr Ghasem Ghasemi, Saeid Talebi,
Volume 6, Issue 39 (12-2019)
Abstract
The purpose of this study was to present a causal model of rumination relationships with exam preparation with the mediating role of mindfulness and academic disinterest in students. The statistical population of this study consisted of second high school students of Shiraz who were randomly selected from the four districts of the four districts and were selected by the relative stratified sampling method and the Krejcie and Morgan sample size of 361 students. Solomon and Ruth Bloom's (1984) academic work, Hoxma's and Morrow's (1991) rumination, the Freiburg Mindfulness (FMI-SF) short form 14-question and school burnout Salmella-Arrow et al. (2009) were used. The results showed that rumination had a direct and positive effect on academic disinterest and academic disinterest on exam preparation, and rumination had a direct and negative effect on mindfulness, mindfulness, and cognitive flexibility. Comparing the two groups of girls and boys also showed that in the girls' model, the effect of rumination on mindfulness and academic disinterest was also greater than the effect of mindfulness on disinterest and preparing for exam than boys and the effect of academic disinterest on preparing for The exam was the same for the boys and girls. The results generally indicated that mindfulness had a direct and negative impact on exam preparation, rumination, and academic disinterest.
Neda Sanjari, Farhad Balash,
Volume 6, Issue 39 (12-2019)
Abstract
The purpose of this study is to investigate the relationship between moral intelligence and social support with social responsibility of first grade girls in Karaj. The purpose of this research is applied studies and The research method was descriptive-correlational. The population of this study was public first grade high school students in Karaj 1 district in the academic year 98-97. Sampling method was Simple random sampling. In order to collect data from three questionnaires; Canadian Ministry of Education social responsibility (2015), Lennik & Kiel's Moral Intelligence (2005) And social support by Wax et al. (1986). Descriptive and inferential statistics (Pearson correlation test) were used to describe and analyze the data and SPSS 25 software was used for data analysis. The results of Pearson correlation test showed a significant positive correlation between the two variables of moral intelligence and social support with social responsibility of students (p˂0.01). The results also showed that there is a positive and significant relationship between the components of moral intelligence (honesty, compassion, and forgiveness) with social responsibility of students (p˂0.01). In addition, the results of the present study showed that there is a positive significant relationship between the components of social support (family support, friends and acquaintances) and students' social responsibility (p˂0.01). According to the findings of the study, it can be concluded that by strengthening and improving the two variables of moral intelligence and social support, it can be effective in improving and enhancing social responsibility.
Dr Maryam Banahan, Mrs Afsaneh Nirooie,
Volume 7, Issue 40 (3-2020)
Abstract
The aim of the research was the study of the relationship between empowerment of teachers and student’s use of networks. The research community was every teachers and student of sixth grade of girls public schools which by using multistage cluster sampling method have been chosen from 100 persons of teachers and students from seven areas of Tehran fifth district. Data tool collection was psychological empowerment questionnaire and the amount of using from social networks questionnaire. Reliability of the tool was calculated and validated by using Cronbach's alpha. Data were analyzed using descriptive and inferential statistics (Pearson correlation coefficient and stepwise regression analysis) and was analyzed by SPSS software. The results showed there is a negative and meaningful relationship between the components of teachers empowerment consist of meaningfulness, competency, autonomy, with the amount of student’s use of social networks and there is a positive and meaningful relationship between the effectiveness of teachers with student’s use of social networks. Competency as a variable explains 20/4 and effectiveness explains 23/7 Percent of the variance of social networking.
Mr Meysam Gholampour, Phd Hadi Pourshafei,
Volume 7, Issue 40 (3-2020)
Abstract
The Aim of this study is to investigate the perception of preschool teachers attached to rural primary schools about the challenges of these centers by phenomenological method. The statistical population of the study was all the instructors of these centers in Ghaenat city in South Khorasan province, in the academic year 2018-19. Based on purposive sampling, 17 of these trainers participated in this study. Data were collected through semi-structured interview tools. Data analysis was performed through thematic coding. To evaluate the reliability of the results, the review method was used by the participants and external auditors. Based on the findings; Results in 4 main categories and 11 axes; Coaches' perceptions of nature (unnecessary, compulsory, useful but annoying), micro-level challenges (coach-related challenges, content and training challenges), macro-level challenges (environmental, managerial, peer-to-peer challenges, and Parents) and the macro level (lack of support and lack of codified planning) were categorized. Finally, according to the results, education is better considering the importance of this course than training specialized instructors in the field of preschool children education and providing a well-organized organizational structure for this course to meet the challenges of these centers, especially in the regions. Rural and primary school annex centers.
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Volume 7, Issue 40 (3-2020)
Abstract
The aim of this study was to investigate the efficacy of educational interventions on students' critical thinking and Comparison of this effect in elementary, junior and high school students by using meta-analysis method based on the Hunter and Schmidt approach. Fifteen studies which were accepted methodologically and conducted within the last 10 years in Iran were included in the meta-analysis. The checklist of meta-analysis with 1222 participants were used. The results indicated that the effect size of educational interventions on students' critical thinking was 0/43. The effect size in elementary, junior and high school students was 0/32, 0/45 and 0/61. Also, the results of modulatory analysis showed the efficacy of moderating variables in these interventions. Based on the results of the present meta-analysis, the effect of educational interventions on students' critical thinking according to Cohen's table was above average. This effect rate was evaluated moderate in elementary students, above average in junior high school students and high in secondary school students. The effect of moderating variables in elementary school was higher than the first and second secondary school.
Miss Shima Abedi, Dr Toktam Hanaee,
Volume 7, Issue 40 (3-2020)
Abstract
This study was developed to analyze the effectiveness of play in children's participation. The research method in the present study is applied and survey. In this regard, in order to collect data, field observations, questionnaires, and site visits are used. The sampling method was randomly completed using Cochran's formula and a questionnaire was completed by 92 children aged 7-12 years. Data analysis was performed to evaluate the effect of symbolic, educational and collective games and children's participation in children's perception in Sajjad neighborhood of Mashhad, Khorasan Razavi province using a combined method using two types of quantitative and qualitative data with a sequential approach. In data analysis to evaluate the effect of role play in participation after data collection, the data were analyzed by one-way analysis of variance (ANOVA), Kolmogorov-Smirnov hypothesis test and the significance level of the indicators using Spearman correlation. Cronbach's alpha was used to evaluate the reliability, which indicates a reliability coefficient of 0.924. In the analysis of qualitative data, children's drawings have been examined. The results of the study indicate that the use of appropriate contexts for children's play has a significant impact on children's participation. Differences in children's age groups make a difference in how important they are to environmental qualities. The age group of 7-9 years old is interested in painting and playing games and pays attention to facilities and equipment, sense of place and participation, while the age group of 10-12 years old is more interested in painting, singing and playing ball, and they They pay attention to identity and diversity in urban spaces
Ramin Habibi-Kaleybar, Leila Gobadi,
Volume 7, Issue 41 (10-2020)
Abstract
The aim of this study was to investigate the mediating role of academic motivation in self-directed learning and academic vitality. The research method was descriptive-correlational (path analysis of structural equations). The statistical population included all students of Shahid Madani University of Azerbaijan in the academic year 2019-2020, whose number was 8000, of which 244 students (172 girls and 72 boys) were selected as a sample by multi-stage cluster sampling were examined. In the present study, self-directed learning questionnaires of Fisher et al. (2001), academic motivation of Leper et al. (2005) and academic vitality of Hossein Chari and Dehghanizadeh (2012) were used as data collection tools. Structural equation method and Emos software were used to analyze the data. The results of path analysis showed that in the proposed model, the assumed model fits with the research data. The direct effect of self-directed learning on academic motivation and the direct effect of academic motivation on academic vitality were both significant at the level (P <0.01). Also, the indirect effect of self-directed learning on academic vitality (P <0.05) was significant. Self-directed learning explains 0.26 percent of motivation changes and 0.16 percent of vitality variance. Therefore, paying attention to self-directed learning has an important role in students' academic motivation and academic vitality.
Nasrin Mohammadhasani,
Volume 7, Issue 41 (10-2020)
Abstract
Eye-tracking technology has attracted researchers' attention for many years as a tool for finding objective data from cognitive processes. The present study, with the aim to investigate the applications of the mentioned technology in conducting research in the field of learning used systematic review method to analyze performed research from 2010- 2020. A total of 24 articles were analyzed after applying the inclusion and exclusion criteria. The results showed that among the eye tracker measurement scales, the researchers used eye fixation and duration of gaze in most learning studies. In addition, the results showed that studying visual attention during cognitive processing, examining the transition between textual and visual information, and comparing the strategies of successful reading, decision-making, problem solving and information processing modeling are the applications of eye movements in learning studies. According of the results, eye-tracking tool provides researchers with the opportunity to link learning outcomes to cognitive processes, which has implications for designing learning environments.
Hamid Khanipour, Hooman Yaghmaeeyan, Hanye Chizari, Samaneh Hossaini,
Volume 8, Issue 42 (3-2021)
Abstract
Sex education is considered as one of the main aspect of education that overlook in Iran. We used systematic review for answering three questions related to definition and conceptualization of sex education, sex education curriculum and skills and investigating the effectiveness of these programs. Findings of this study showed that sex education programs ranged from instruction for sexual protection to applying ethical methods for obtaining sexual health. Primary definitions of sex education were general and behavioral but as the time passed, this definition transform to culture-dependent definitions. Sex education program is effective for reducing unwanted pregnancy in adolescents and protecting from sexual abuse. It could conclude that adopting a holistic sexuality education that is characterized by applying psychological skill training methods and involvement of parents and school authorities, could fulfill the goals of sex education programs. Any sex education programs should modified based on the individual and cultural aspects to reach better success in guaranteeing sexual health for children.
Saeed Ariapooran, Mansoor Karimi,
Volume 8, Issue 42 (3-2021)
Abstract
The purpose of the present study was to investigate the prevalence of mathematics anxiety in the outbreak of COVID-19 and role of mathematics motivated strategies for learning (cognitive, metacognitive, informational and non-informational resources management) and mathematic resilience in discriminating the membership in high school students (with low academic performance) with low and high mathematics anxiety. The research method was descriptive-correlation. The statistical population of this study consisted of all male high school students of Bahar city from Hamadan province (N=621). The study sample consisted of 247 male students who were selected by randomized cluster sampling. Mathematics Motivated Strategies for Learning (Liu & Lin, 2012), mathematics resilience (Kooken et al., 2016) and Mathematics Anxiety (Bai et al., 2009) scales were used for data collection. One-sample t-test, Pearson correlation coefficient and stepwise discriminant analysis were used for data analysis. Descriptive analysis indicated that 67.21% of students had low mathematics anxiety in the outbreak of COVID-19. According to One-sample t-test, students were in a low status in terms of using mathematical learning strategies and high status in mathematics anxiety. There was a negative relationship between mathematical learning strategies (cognitive, meta-cognitive, informational and non-informational resources management) and mathematics anxiety. Also, only the role of metacognitive strategies and mathematical resilience in predicting group membership of students with high and low math anxiety was significant. Teaching mathematics learning strategies and mathematics resilience to students with low mathematics achievements and incorporating mathematical teaching methods based on metacognition strategies and mathematics resilience into in-service programs for mathematics teachers, will be useful for decreasing students' mathematics anxiety in the outbreak of COVID-19.
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Volume 8, Issue 42 (3-2021)
Abstract
This study aimed to investigate the effect of attribution retraining on academic procrastination and fear of failure of Semnan high school girl students with test anxiety. This study was applied in terms of purpose and semi-experimental based on the nature and method with pretest-posttest along with a control group. The statistical population included all high school girl students of the second semester of the Semnan high schools. From this population, the fifty people who had the highest score in the Friedman test anxiety questionnaire were selected and randomly assigned to one of the two experimental and control groups. The data collection tool consisted of two standard questionnaires including; fear of failure in Conroy's performance (2001), and Savari's academic procrastination (1392). The results of multivariate analysis of covariance (MANCOVA) showed that the mean of the experimental group in the components of fear of failure and total score of fear of failure and total score of procrastination was significantly lower (P <0.05) than the control group, but there was no significant difference between the two groups in the components of procrastination. The results showed that attribution retraining reduced the fear of failure and academic procrastination. This intervention contributes significantly to the mental health of students and prevents the wastage of social and economic costs of society.
Dr Adel Zahed Babalan, Dr Ghaffar Karimianpour,
Volume 9, Issue 43 (12-2021)
Abstract
The present study aimed to Investigating the Relationship between Attitude to School and School Bonding with the Mediating Role of Academic. The method of research was descriptive correlation with structural equation method (SEM). The statistical population of this study included all included all male high school students in the city of Thalas Babajani who according to Morgan table and using multi-stage cluster sampling method, 200 students were selected as samples. To collect data, McCoach, Siegle Attitude to School questionnaire (2003), khormaei and kamari (2017) academic hope questionnaire and rezaeisharif (2010) school bonding questionnaire was used. The results of data analysis showed that Attitude to School has a direct effect on school bonding (β=0/44), Academic hope has a direct direct effect on school bonding (β=0/49), Attitude to School has a direct direct effect on Academic hope (β=0/59). And Attitude to School through Academic hope on school bonding has an indirect effect (β=0/28).
Neda Ashrafian, Keyvan Salehi,
Volume 9, Issue 43 (12-2021)
Abstract
The development of Self-regulated learners is one of the most important goals of any educational system and can provide the necessary foundation for sustainable change and development of any society. The purpose of this study is to explain the process of developing Self-regulated learners in elementary school using a qualitative approach and Grounded Theory method with a focus on the role of teachers. Data were collected using semi-structured interviews and letters with 25 elementary school teachers. Respondents were selected based on a theoretical sampling strategy. Data analysis was conducted in three stages: open-ended coding, axial coding, and selective coding, resulting in 48 initial codes, 19 subcategories, and three general categories. Of the intermediate theories thus obtained, "concern for holistic human development" was considered to be the central category. If teachers, as leaders of the educational process, are concerned with the continuous and holistic growth of their students and do so in the best possible way, through contextual conditions such as original content and new teaching tools, and through the rational use of facilities, rules, and time. As an institution that provides guidance and feedback to students, sets the stage for them, motivates them and provides the necessary platform to develop self- regulated students, they will be accompanied by valuable educational and training outcomes that will make them worthy future educators of the society In the future, they will be accompanied by valuable outcomes that will make them worthy future educators of society.
