Psychology
Nahideh Yousefpour; Noushin Derakhshan; Roghayeh Poursaberi
Abstract
Purpose: Academic achievement especially in mathematics is very important and knowing the effective factors on it helps a lot in planning in the field of mathematical academic achievement. As a result, the aim of this research was to investigate the causal model of mathematical academic achievement based ...
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Purpose: Academic achievement especially in mathematics is very important and knowing the effective factors on it helps a lot in planning in the field of mathematical academic achievement. As a result, the aim of this research was to investigate the causal model of mathematical academic achievement based on the creative thinking and critical thinking with the mediation of problem solving in primary school students. Methodology: The present study was a description from type of quantitative, which its population was all primary school students of Tabriz city in the 2023-24 academic years. The sample size of the present research was considered to be 250 people, which this number were selected by multi-step cluster random sampling method. The tools of this study were included the questionnaires of mathematical academic achievement (Shalev et al, 1993), creative thinking (Welch and Mc Dowall, 2010), critical thinking (Facione et al, 1994) and problem solving (Heppner and Petersen, 1982) and their data were analyzed with the methods of Pearson correlation coefficients and structural equation modeling in SPSS-26 and AMOS-24 software. Findings: The findings of the present research showed that the causal model of mathematical academic achievement based on the creative thinking and critical thinking with the mediation of problem solving in primary school students had a good fit. In the mentioned model, the variables of creative thinking and critical thinking had a direct and significant effect on problem solving and mathematical academic achievement of primary school students, and the variable of problem solving had a direct and significant effect on their mathematical academic achievement. In addition, the variables of creative thinking and critical thinking with the mediation of problem solving had an indirect and significant effect on mathematical academic achievement of primary school students (P<0.05). Conclusion: According to the results of this study, in order to improve the mathematical academic achievement of primary school students can promote their creative thinking, critical thinking and problem solving.
Social Sciences
Ravanbakhsh Jahanshahi; Mansour Haghighatian; Shapur Bahian
Abstract
Purpose: Many experts in the fields of sociology and psychology believe that adolescence is the beginning of the stage of identity formation and one of the duties of social institutions is to help national identity reproduction in the adolescent and young generation. Therefore, the current research was ...
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Purpose: Many experts in the fields of sociology and psychology believe that adolescence is the beginning of the stage of identity formation and one of the duties of social institutions is to help national identity reproduction in the adolescent and young generation. Therefore, the current research was conducted with the aim of sociologically investigating the impact of cultural factors on the national identity reproduction in students.
Methodology: This study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlation. The research population consisted of all adolescents aged 13-16 years in Kohgiluyeh and Boyar-Ahmad provinces with number of 51339 people, which the sample size was considered with using Cochran's formula to be 400 people, and this number was selected by multi-stage cluster sampling method. The research tool was a researcher-made questionnaire (93 questions) which whose face and content validity was confirmed and its reliability using Cronbach's alpha method was estimated above 0.70. Data were analyzed by path analysis in SPSS and AMOS software.
Findings: The findings showed that ethnic identity and adherence to customs had a positive and significant correlation with the national identity reproduction in students and the expansion of the culture of tolerance, family disorganization and expansion of virtual space had a negative and significant correlation with the national identity reproduction in them (P<0.001). Also, the sociologically model of the impact of cultural factors on the national identity reproduction in students had a good fit, and in this model, cultural factors had a direct and significant effect on the national identity reproduction in students (P<0.001).
Conclusion: According to the results of this study, the cultural factors had a significant impact on the national identity reproduction in students. Therefore, to national identity reproduce in students it is possible to prepare the ground for the improvement of cultural factors.
Social Sciences
Atefeh Mohkamkar; Fatemeh Shaterian; Azam Nikookar
Abstract
Objective: Successful intelligence can improve many psychological and academic characteristics, and considering the importance of emotional self-awareness and academic engagement, the present study was conducted with the aim of determining the effectiveness of education based on successful intelligence ...
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Objective: Successful intelligence can improve many psychological and academic characteristics, and considering the importance of emotional self-awareness and academic engagement, the present study was conducted with the aim of determining the effectiveness of education based on successful intelligence on emotional self-awareness and academic engagement of secondary school students.Method: This was a semi-experimental study with a pre-test, post-test and follow-up design with experimental and control groups. The population of the current research was all students of the tenth and eleventh grades of theoretical branch of Saveh city in the academic years of 2022-3, which the sample size was calculated according to G Power software equal to 25 people for each group. Therefore, 50 people were selected by a targeted method and randomly replaced into two experimental and control groups. The experimental group received 10 sessions of 75 minute of education based on successful intelligence, and the control group did not receive any intervention during this period. The research tools were included the revised emotional self-awareness questionnaire of Rieffe et al (2008) and academic engagement questionnaire of Schaufeli et al (2002), which whose psychometric indicators were confirmed. In this study, to analyze the data were used from analysis of variance with repeated measurements and Bonferroni's post hoc test in SPSS software.Results: The findings showed that there was a significant difference between the experimental and control groups in the post-test and follow-up phases in terms of emotional self-awareness and academic engagement. In the other words, education based on successful intelligence increased the emotional self-awareness and academic engagement of second school students, and the results remained in the follow-up phase as well (P<0.05).Conclusion: Considering the effectiveness of education based on successful intelligence on increasing the emotional self-awareness and academic engagement of secondary school students, to improve the psychological and academic characteristics of students can be used the method of education based on successful intelligence.
Psychology
Fateme Baharlou; Hossein Mahdian; Abolfazl Bakhshi Pour
Abstract
Purpose: People with social anxiety have many interpersonal problems. As a result, the aim of this study was to comparison the effectiveness of dialectical behavior therapy and transactional behavior analysis on the interpersonal problems of students with social anxiety.
Methodology: This research was ...
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Purpose: People with social anxiety have many interpersonal problems. As a result, the aim of this study was to comparison the effectiveness of dialectical behavior therapy and transactional behavior analysis on the interpersonal problems of students with social anxiety.
Methodology: This research was a semi-experimental with a pre-test, post-test and one-month follow-up design with a control group. The research population was female senior high school with social anxiety in governmental schools of Ashkhane city in the academic years of 2022-2023. In this study, 45 people were selected by purposive sampling method and randomly replaced in three equal groups. Each of the experimental groups was trained in 10 sessions of 90 minute separately and as a group with dialectical behavior therapy and transactional behavior analysis methods, and the control group remained on the waiting list for training. The research tool was Connor et al.'s social anxiety inventory (2000) and Barkham et al.'s interpersonal problems inventory (1996), and the data obtained from their implementation were analyzed by methods of analysis variance with repeated measure and Bonferroni's post hoc test in SPSS version 25 software.
Findings: The findings of this study showed that there was no significant difference between the groups in terms of reduction of interpersonal problems of students with social anxiety (P>0.05). In addition, both intervention methods of dialectical behavior therapy and transactional behavior analysis led to reduce the interpersonal problems of students with social anxiety in the post-test and follow-up phases (P<0.001).
Conclusion: According to the results of this study, therapists, counselors, and psychologists can use dialectical behavior therapy and transactional behavior analysis along with other treatment methods to reduce the interpersonal problems of students with social anxiety.
Social Sciences
Zhila Shahbazi; Ayatolah Karimi Bagh Malek; Abotaleb Saadati Shamir; Soheila Hosseinpour
Abstract
Receive: 2023/10/01Accept: 2023/01/23Published: 2023/01/23 Purpose: Moral education is an important factor in improving the state of educational systems. Therefore, the purpose of this study was to investigating the affecting scientific ...
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Receive: 2023/10/01Accept: 2023/01/23Published: 2023/01/23 Purpose: Moral education is an important factor in improving the state of educational systems. Therefore, the purpose of this study was to investigating the affecting scientific factors on the moral education of senior school female students and to presenting a pattern.Methodology: The current research is among mixed exploratory research (qualitative-quantitative). The qualitative population was university experts of Tehran city, which according to the principle of theoretical saturation number of 15 people of them were selected through purposive and snowball sampling methods and were subjected to semi-structured interviews. The quantitative population was the senior school female students of five district of Tehran city, which according to Krejcie and Morgan's table and due to possible spills number of 384 people were selected by multi-stage cluster sampling method and answered the researcher-made questionnaire. The qualitative and quantitative data were analyzed with open, central and selective coding methods in MAXQDA software and exploratory factor analysis in SPSS and LISREL software, respectively.Findings: The findings showed that the affecting scientific factors on the moral education of senior school female students were included 87 indicators, 21 concepts in 10 categories of social maturity, social, cultural, economic, family and educational infrastructures, personality and moral characteristics and learning and parenting styles, economic factors, critical thinking, social mission, life priorities, valid moral resources, self-awareness and social damages. Other findings showed that validity was confirmed because the average variance extracted for all 10 categories was higher than 0.50 and reliability was confirmed because the Cronbach's alpha and combined was higher than 0.70 for all of them. In addition, the pattern of affecting scientific factors on the moral education of senior school female students had a good fit and I the said pattern the factor load of all 10 categories was significant (P<0.05).Conclusion: The pattern of affecting scientific factors on the moral education of senior school female students has practical implications for education officials and supervisors. According to the results of this study, they can take an effective step towards improving the moral education of students.
Psychology
Fariba Ghalenovy; Seyed Amir Amin Yazdi; Hossein Karsheki; Maryam Bordbar
Abstract
Purpose: One of the most important dimensions of thinking is scientific thinking, which can play an effective role in improving the academic conditions of students. Therefore, the purpose of this study was normalization and validation a tool for measuring scientific thinking in Iranian students.Methodology: ...
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Purpose: One of the most important dimensions of thinking is scientific thinking, which can play an effective role in improving the academic conditions of students. Therefore, the purpose of this study was normalization and validation a tool for measuring scientific thinking in Iranian students.Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from survey type. The research population was all high school students in Mashhad city in the 2020-21 academic years. The sample size based on Cochran's formula and with 10% attrition was calculated 648 people, which this number were selected by multi-stage cluster sampling method. The research tool was a Liang et al scientific thinking questionnaire (2006), and the resulting data were analyzed by confirmatory factor analysis in SPSS 26 software.Findings: The findings showed that among the 24 items of the scientific thinking questionnaire, the content validity index of all items was approved because it was higher than 0.70, and only the content validity ratio of 4 items was inappropriate because it was lower than 0.50, and these items were revised and modified. Also, the scientific thinking questionnaire had 24 items in 6 components of using from scientific methods, using from scientific theories and laws, social contexts and culture, creativity and visualization, observation and inference, and practice; So that the factor load of all items was higher than 0.60, the average extracted variance of all components was higher than 0.50, and the Cronbach and combined reliability of all components was higher than 0.70. In addition, the reliability of the total scientific thinking questionnaire was obtained with the Cronbach's alpha method 0.86 and with the combined method 0.93.Conclusion: The results showed that the a tool for measuring scientific thinking in students has a good validity and experts and educational planners can use this tool to measure the level of scientific thinking of students and based on its components design and implement programs to improve and promote scientific thinking.
Social Sciences
Ali Doosti; Mohammad Mohammadipour; Abdollah Mafakheri
Abstract
Purpose: Considering the decreasing age of addiction and the many problems faced by addicts, the present research was conducted with the aim of presenting a causal model of bias towards drugs in students based on the academic failure and hyperactivity and attention deficit with the mediating role of ...
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Purpose: Considering the decreasing age of addiction and the many problems faced by addicts, the present research was conducted with the aim of presenting a causal model of bias towards drugs in students based on the academic failure and hyperactivity and attention deficit with the mediating role of hopelessness feelings.Methodology: The current research in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population was all the junior and senior high school students of one district of Mashhad city in the 2020-2021 academic years, which number of 310 people of them were selected as a sample by cluster random sampling method. The tools of the current research were the questionnaires of addiction potential, academic failure, hyperactivity and attention deficit and hopelessness, which whose psychometric indicators were confirmed in previous researches and in this study. Data were analyzed by structural equation modeling method in SPSS version 24 and AMOS version 24 software.Findings: The findings of the present study showed that the causal model of bias towards drugs in students based on the academic failure and hyperactivity and attention deficit with the mediating role of hopelessness feelings had a good fit. Also, the variable of academic failure on the hopelessness feelings and bias towards drugs, the variable of hyperactivity and attention deficit on the hopelessness feelings and the variable of hopelessness feelings on the bias towards drugs had a direct and significant effect (P<0.05), but the variable of hyperactivity and attention deficit on the bias towards drugs hadn’t a direct and significant effect (P>0.05). In addition, academic failure and hyperactivity and attention deficit had an indirect and significant effect on the bias towards drugs with the mediating of hopelessness feelings (P<0.05).Conclusion: The results indicated the effective role of academic failure and hyperactivity and attention deficit with the mediating of hopelessness feeling on bias towards drugs. Therefore, the planners and specialists of cultural and educational activities of adolescents in order reduce to bias towards drugs can seek to design and implement programs to reduce academic failure, hyperactivity and attention deficit and hopelessness feelings.
Mojtabah Reisi Sarteshneizy; Ahmad Ghazanfari; Reza Ahmadi; Tayebeh Sharifi
Abstract
Purpose: The aim of the present study was to compare the effectiveness of group exploratory and conceptual learning in science lessons on the academic self-efficacy of male students.Methodology: The current research was applied in terms of its purpose and in terms of its implementation, it was a semi-experimental ...
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Purpose: The aim of the present study was to compare the effectiveness of group exploratory and conceptual learning in science lessons on the academic self-efficacy of male students.Methodology: The current research was applied in terms of its purpose and in terms of its implementation, it was a semi-experimental research with a pre-test-post-test-follow-up design with a control group. The statistical population of this research was the fifth grade male students of Kiyar city in the academic year of 2020-21. The research sample consisted of 75 male students in three experimental groups of exploration, concept learning and control (25 people in each group) who were selected by multi-stage cluster random sampling from 3 schools and 3 classes. The research tool was the self-efficacy questionnaire of Jenkins and Morgan (1999) and the intervention was the method of exploratory group training and concept learning group training for 10 sessions (each session 45 minutes) which was implemented for both experimental groups. For data analysis, inferential statistical methods (repeated measurement analysis and Benferroni post hoc test) were used with Spss24 software.Findings: The results showed that both exploratory group training and conceptual learning increased academic self-efficacy scores compared to the control group. But there was no significant difference between the average scores of exploratory group training and conceptual learning. In other words, both methods of exploratory group training and concept learning group training equally increased academic self-efficacy scores (P<0.05).Conclusion: Based on the findings, it can be concluded that the group teaching of exploration and conceptual learning increases the academic self-efficacy of students in the science course. Therefore, lesson planners can pay more attention to these methods and also elementary school teachers can use these educational methods in teaching science lessons to better understand students and their academic self-efficacy.
Masoud Ahmadi; Masoud Ghasemi; Mansoreh Shahriyariahmadi
Abstract
Purpose: Generalized anxiety disorder has many negative consequences, including reduced resilience. Therefore, the aim of this research was the effectiveness of assertiveness training program on the resilience and clinical symptoms of students with symptoms of generalized anxiety disorder.Methodology: ...
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Purpose: Generalized anxiety disorder has many negative consequences, including reduced resilience. Therefore, the aim of this research was the effectiveness of assertiveness training program on the resilience and clinical symptoms of students with symptoms of generalized anxiety disorder.Methodology: This study in terms of purpose was applied and in terms of implementation method was semi-experimental with a pretest and posttest design with a control group. The research population was male students aged 16 to 18 in the second-high school of Karaj city in the 2019-20 academic years, which from them number of 50 people of them were selected by multi-stage random sampling method and randomly replaced in two groups of 25 including experimental and control groups. The experimental group underwent 8 sessions of 60 minutes under the assertiveness training program and during this time the control group did not receive any training. The data were collected with the resilience scale (Connor and Davidson, 2003) and generalized anxiety disorder questionnaire (Spitzer, Kroenke, Williams and Lowe, 2006) and analyzed by multivariate covariance analysis in SPSS version 24 software.Findings: The findings showed that the experimental and control groups have significantly different in terms of the variables of resilience and clinical symptoms of generalized anxiety disorder. In the other words, the assertiveness training program led to increase resilience (F-41.25, P<0.001) and reduce clinical symptoms of generalized anxiety disorder (F-28.34, P<0.001) in students.Conclusion: The results indicated the effectiveness of the assertiveness training program on resilience and clinical symptoms of generalized anxiety disorder. Therefore, counselors and therapists can use the assertiveness training program along with other training methods and programs to increase resilience and reduce the clinical symptoms of generalized anxiety disorder.
Psychology
Ahmed Karimi Deshtiki
Abstract
Purpose: The school engagement led to improves other academic conditions. Therefore, the current research was conducted with the aim of investigating the structural model of school engagement based on school culture with the mediator role of classroom environment and academic self-concept of students.
Methodology: ...
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Purpose: The school engagement led to improves other academic conditions. Therefore, the current research was conducted with the aim of investigating the structural model of school engagement based on school culture with the mediator role of classroom environment and academic self-concept of students.
Methodology: The present study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlation. The research population was the sixth grade students of Bushehr township in the academic years of 2019-2020 (4263 people), which 250 people of them were selected as a sample by cluster random sampling method. The research tools were the questionnaires of school engagement (Wang et al, 2011), classroom environment (Fraser et al, 1993), school culture (Higgins-D'Alessandro and Sadh, 1998) and academic self-concept (Chen and Thompson, 2003), whose validity was confirmed by the opinion of experts and their reliability was evaluated higher than 0.70. Data were analyzed by structural equation modeling method in SPSS-22 and AMOS-20 software.
Findings: The findings of the structural model of school engagement based on school culture with the mediator role of classroom environment and academic self-concept of students indicated that the mentioned model had a good fit. Also, school culture had a direct and significant effect on classroom environment and academic self-concept, and classroom environment and academic self-concept had a direct and significant effect on school engagement (P<0.001). In addition, the school culture with the mediator role of classroom environment had an indirect and significant effect on school engagement and school culture with the mediator role of academic self-concept had an indirect and significant effect on school engagement (P<0.001).
Conclusion: The results of this study indicated the direct and effective role of school culture on school engagement and the indirect and effective role of school culture with the mediator of classroom environment and academic self-concept on school engagement. Therefore, in order to increase school engagement can be provide the background for improving school culture, classroom environment and academic self-concept of students.
Psychology
Shahryar Abdolmaleki; Zabih Pirani; Firouzeh Zanganeh
Abstract
Purpose: Self-regulation has an effective role in other academic performance of students and can cause their academic success. Therefore, the aim of this study was designing an academic self-regulation model based on basic psychological needs and family communication pattern with the mediation of academic ...
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Purpose: Self-regulation has an effective role in other academic performance of students and can cause their academic success. Therefore, the aim of this study was designing an academic self-regulation model based on basic psychological needs and family communication pattern with the mediation of academic engagement.
Methodology: This research in terms of purpose was applied and in terms of implementation method was descriptive from type of survey. The statistical population of the current study was male senior students of Hamedan city in the academic years of 2020-2021 and about 4000 people. The samples of this study were 420 people who were selected by cluster sampling method and answered to the academic self-regulation questionnaire (Savari and Arabzade, 2013), basic psychological needs questionnaire (Gagne, 2003), revised family communication patterns scale (Koerner and Fitzpatrick, 2002) and academic engagement questionnaire (Schaufeli et al., 2002). For data analysis were used from Pearson correlation coefficients and structural equation modeling methods in SPSS-20 and Smart-PLS-3 software.
Findings: The findings showed that the academic self-regulation model based on basic psychological needs and family communication pattern with the mediation of academic engagement had a good fit. Other findings showed that basic psychological needs and communication patterns of conversation and conformity had a direct and significant effect on students' academic engagement and basic psychological needs, communication patterns of conversation and conformity and academic engagement had a direct and significant effect on their self-regulation (P<0.05). In addition, basic psychological needs and communication patterns of conversation and conformity with the mediation of academic engagement had an indirect and significant effect on students' academic self-regulation (P<0.05).
Conclusion: According to the results of the present research, to improve students' self-regulation can be met their basic psychological needs and can be improved their communication patterns and academic engagement through educational workshops.
Psychology
Maryam Mahvash; Mohammad Yamini; Hossein Mahdian
Abstract
Purpose: The test anxiety has a great negative impact on other academic and non-academic variables, therefore, should look for educational and therapeutic solutions to reduce students' test anxiety. As a result, the current research was conducted with the aim of comparing the effectiveness of mental-grammatical ...
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Purpose: The test anxiety has a great negative impact on other academic and non-academic variables, therefore, should look for educational and therapeutic solutions to reduce students' test anxiety. As a result, the current research was conducted with the aim of comparing the effectiveness of mental-grammatical imagery education and uncertainty tolerance education on students' test anxiety.Methodology: This was a semi-experimental study with two experimental groups and one control group, with a pre-test, post-test and two-month follow-up plan. In this study, the research population was all 12th grade female students of governmental and non-governmental schools in Bojnourd city in the 2022-2023 academic years. The sample of the present study was 45 students who were selected by purposive sampling method and randomly replaced in three equal groups (15 people in each group). The experimental group received 12 sessions of 90-minute with the mental-grammatical imagery education method, and the second experimental group received 9 sessions of 90-minute with the uncertainty tolerance education method based on the cognitive behavioral approach, and during this time, the control group did not receive any training. The data were collected with Sarason's test anxiety questionnaire (1985) and analyzed with the methods of analysis variance with repeated measure and Bonferroni's post hoc test in SPSS-25 software.Findings: The findings showed that there was no significant difference between the groups in terms of reducing students' test anxiety (P>0.05). In addition, both methods of mental-grammatical imagery and uncertainty tolerance education significantly reduced students' test anxiety in the post-test and follow-up stages (P<0.001).Conclusion: Considering the effectiveness of both methods of mental-grammatical imagery education and uncertainty tolerance education in reducing students' test anxiety, school counselors and psychologists can use mental-grammatical imagery education and uncertainty tolerance education methods to reduce test anxiety.
Social Sciences
Masoumeh Najafi; Soudabeh AzadolMolki; Ashraf Alsadat Hosseini Mirsafi
Abstract
Purpose: Considering the importance of information literacy in today's era and the need to include it in the curriculum of students, the present research was conducted with the aim of designing a model and validating of information literacy in the curriculum of senior school students.Methodology: This ...
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Purpose: Considering the importance of information literacy in today's era and the need to include it in the curriculum of students, the present research was conducted with the aim of designing a model and validating of information literacy in the curriculum of senior school students.Methodology: This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The research population in the qualitative section was the experts of curriculum and information literacy education of Tehran city in the 2023 year, which number of 16 people of experts (according to the principle of theoretical saturation) were selected as a sample with using the purposeful sampling method. The research population in the quantitative section was the senior school students of Tehran city in the 2022-2023 academic years, which number of 400 people of them were selected as a sample with using the multi-stage cluster sampling method. The research tools were semi-structured interviews by experts and completion of researcher-made questionnaires by students, which whose psychometric indicators were confirmed. The data were analyzed by coding methods and exploratory factor analysis.Findings: Based on the findings of coding interviews for information literacy in the curriculum of students were identified 40 components in 7 dimensions including information access and retrieval, information evaluation, information organization and combination, information ethical considerations, information communication and sharing, cognitive factors of information literacy learning and motivational factors of information literacy learning. Also, the results of the exploratory factor analysis showed that 13 components could explain 81% and all 40 components could explain 100% of the variance of information literacy in the curriculum of students, the factor loading of all 40 components was above 0.70 and information literacy in the curriculum of students on the 7 dimensions and each dimension on its components had a direct and significant effect (P<0.001). Therefore, the designed model of information literacy in the curriculum of students was valid.Conclusion: Based on the results of this study, in order to improve information literacy in the curriculum of students it is possible to provide the basis for realizing the identified dimensions and components.
Sohrabali Harsaj Ghasemi; Jamal Sadeghi; Alireza Homayouni
Abstract
Purpose: The humor and academic engagement in students improve their academic performance and success. Therefore, the aim of this research was determine the effectiveness of flourishing education on humor and academic engagement in high school students.
Methodology: The present research was an applied ...
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Purpose: The humor and academic engagement in students improve their academic performance and success. Therefore, the aim of this research was determine the effectiveness of flourishing education on humor and academic engagement in high school students.
Methodology: The present research was an applied with pre-test and post-test design with experimental and control groups. The statistical population of the research was male and female high school students in Chalous city in the academic year 2019-20. The statistical sample of the research was 30 people who were selected by available sampling method and randomly replaced into two equal groups (15 people in each group). The experimental group underwent the flourishing education 8 sessions of two-hour during two months (one session per week) and the control group during this period did not receive any training. Both experimental and control groups in the pre-test and post-test stages were evaluated in terms of humor (Khashouei, Arizi Samani and Aghaei, 2009) and academic engagement (Reeve and Tseng, 2011) and the data obtained from their implementation were analyzed by methods of univariate analysis of covariance and multivariate analysis of covariance in SPSS software.
Findings: The findings showed that flourishing education led to increase the humor and all five components including the enjoyment of humor, laughter, verbal humor, humor in social relationships and humor in stressful conditions in high school students (P<0.05). Also, flourishing education led to increase the academic engagement and all four components including the engagement of cognitive, emotional, behavioral and agency in high school students (P<0.05).
Conclusion: The findings indicated the effectiveness of flourishing education on increasing students' humor and academic engagement. Therefore, planning to improve them through workshops can play an effective role in promoting students' humor and academic engagement.
Abolghasem Barimani; Vahid Ebrahimi
Abstract
Purpose: Academic performance refers to a person's success in one or more academic subjects, which is measured according to pre-determined criteria and standards. The purpose of this study was to investigate the relationship transformational teaching and academic performance with the mediating role of ...
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Purpose: Academic performance refers to a person's success in one or more academic subjects, which is measured according to pre-determined criteria and standards. The purpose of this study was to investigate the relationship transformational teaching and academic performance with the mediating role of academic passion in students.
Methodology: The research applied in terms of purpose and method was descriptive, correlational one. The statistical population of this study included 4300 students of at the Secondary school of Neka. The statistical sample was 353 participants that determined by the using Krejcie and Morgan table, and selected by stratified random sampling according to gender. Data were gathered by using three Questionnaires of Pham & Taylor transformational teaching (1999), Schaufeli et al academic performance (2002) & Beauchamp et al (2010) academic passion Questionnaires. Their reliability was calculated to 0.82, 0.86 and 0.82 respectively by the use of Cronbach Alpha. The collected data was used for analyzed by Structural equation modeling using the partial least squares method (PLS).
Findings: The results of this study showed that there is a significant relationship between transformational teaching and academic passion with academic performance. 53.7% of academic performance and 66.5% of academic passion is explained by transformational teaching. And the academic passion variable has a mediator effect on the relationship between transformational teaching and academic performance. Fit indices indicate that the proposed model is an appropriate fit.
Conclusion: Teachers 'use of transformational teaching methods and strengthening students' academic enthusiasm can improve their academic performance.
Gholamreza Bakhtiyari Ramezani; Mohammad Sahebalzamani; Mostafa Niknami
Abstract
Purpose: Considering the importance of finding talent in schools, the purpose of this research was identifying the dimensions and components of constituents and effective factors on discovery and support of the talents of junior high school students in deprived areas.
Methodology: The current study ...
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Purpose: Considering the importance of finding talent in schools, the purpose of this research was identifying the dimensions and components of constituents and effective factors on discovery and support of the talents of junior high school students in deprived areas.
Methodology: The current study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was finding talent documents and universal and non-universal experts in the field of finding talent in Tehran city in 2020 year, which 15 finding talent documents and 20 people of experts according to the principle of theoretical saturation were selected as a sample by using the purposeful sampling method. The research tools were note-taking of documents and semi-structured interviews with experts, which their formal and content validity was confirmed by the opinion of experts and its reliability was obtained by the agreement coefficient method between two coders 0.79. Finally, the data were analyzed by open, axial and selective coding method in MAXQDA software.
Findings: The findings showed that the discovery and support of the talents of students had a one dimension of finding talent and supporting it (with four components of talent attraction, talent discovery, talent development and training, and talent maintenance and preservation). Also, the effective factors on discovery and support of students had six dimensions of structural factors (with three components of culture, education and manager's support), family factors (with three components of family economic facilities, physical facilities and educational and occupational status of parents), social factors ( with two components of communication and social responsibility), individual factors (with four components of self-confidence, trustworthiness, risk-taking and self-motivation), environmental factors (with two components of school and teacher) and contextual factors (with two components of student age and student gender).
Conclusion: Considering to the dimensions and components of constituents and effective factors on discovery and support of the talents of junior high school students in deprived areas, officials, managers and planners can use them to discover and support the talents of the students
Horiyeh Rezagholi; Shahin Abdolmaleki; Fatemeh Khodadadi
Abstract
Purpose: Considering the importance of behaviors related to academic health in students, the present research was conducted with the aim of explaining the contribution of personality dimensions in academic health promoting behaviors.
Methodology: This study was a descriptive-analytical from type of ...
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Purpose: Considering the importance of behaviors related to academic health in students, the present research was conducted with the aim of explaining the contribution of personality dimensions in academic health promoting behaviors.
Methodology: This study was a descriptive-analytical from type of correlation. The research population was female students of second high school period of Karaj city in the academic years of 2020-21. The research sample was estimated 150 people who were selected by cluster random sampling method. To collect data were used from the personality traits inventory (Costa and McCrae, 1992) and promoting educational health academic lifestyle behaviors questionnaire (Salehzadeh, Shokri and Fathabadi, 2018). Also, for data analysis was used from the methods of multiple regressions with stepwise model in SPSS software.
Findings: The findings showed that the dimensions of extroversion, neuroticism and conscientiousness could explain 14% of the changes of academic resilience, among the personality dimensions, only the extroversion dimension could explain 14% of the changes of academic optimism, among the personality dimensions, only the extroversion dimension could explain 8% of the changes of academic engagement among the personality dimensions, only the extroversion dimension could explain 3% of the changes of academic buoyancy and the dimensions of extroversion, openness to experience and agreeableness could explain 22% of the changes of mastery goal orientation (P<0.01).
Conclusion: According to the obtained results, planning seems necessary to improve academic health promoting behaviors based on personality dimensions, especially through increasing extroversion with using educational workshops
Ebrahim Kokabi Rahman; Davood Taghvaei; Zabih Pirani
Abstract
Purpose: This research was conducted with the purpose of mediating the role of mindfulness in the relationship between cognitive abilities and wisdom in students.Methodology: The cross-sectional research method was correlational. The statistical population of this research was made up of all the students ...
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Purpose: This research was conducted with the purpose of mediating the role of mindfulness in the relationship between cognitive abilities and wisdom in students.Methodology: The cross-sectional research method was correlational. The statistical population of this research was made up of all the students of the free universities of Tehran province in the academic year 2021-2022, of which 380 people were selected by multi-stage cluster sampling method. In this research, tools of wisdom (Ardelt, 2003), cognitive abilities (Najati, 2013) and mindfulness (Ryan and Brown, 2003) were used, all of which had acceptable validity and reliability. In order to analyze the data, structural equation modeling was used with SPSS-V23 and Lisrel-V8.8 software.Findings: The research findings showed that the model has a good fit. Also, the findings showed that cognitive abilities had a direct effect on the wisdom of students; The effect of cognitive abilities on wisdom directly (t = 11.33 and β = 0.73) and indirectly cognitive abilities on students' wisdom through mindfulness was confirmed with 95% confidence.Conclusion: According to the findings, the results show that increasing the variables of cognitive abilities and mindfulness can be expected to increase wisdom in students.
Faranak Ghodsi; Ameneh Aman Zadeh
Abstract
Purpose: Self-regulation training can improve the academic variables and performance of students. As a result, the current research was conducted with the aim of the effectiveness of self-regulation training on the perception of teachers' teaching quality, critical thinking and sense of school belongingness ...
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Purpose: Self-regulation training can improve the academic variables and performance of students. As a result, the current research was conducted with the aim of the effectiveness of self-regulation training on the perception of teachers' teaching quality, critical thinking and sense of school belongingness of the female students of the second year of high school.
Methodology: In a semi-experimental study with a pretest and posttest design with experimental and control groups, among the female students of the second year of high school in the 1th district of Sanandaj number of 30 people were selected by purposive sampling method and randomly by lottery assigned to two groups of 15 people. The experimental group received 10 sessions of 90 minutes based on the package of Barzegar Bafrooei et al (2018) and the control group did not receive any training. In this study, to collect data were used from Seraj's perception of teachers' teaching quality questionnaire (2013), Ricketts's critical thinking questionnaire (2003) and Arslan and Duru's school belongingness scale (2016) and its data were analyzed by multivariate analysis of covariance method in SPSS version 19 software.
Findings: The findings showed that there was a significant difference between the female students of the second year of high school in the experimental and control groups in terms of all three variables of perception of teachers' teaching quality, critical thinking and sense of school belongingness. In the other words, self-regulation training led to improve the perception of teachers' teaching quality, critical thinking and sense of school belongingness of the female students of the second year of high school (P<0.001).
Conclusion: Considering the effectiveness of self-regulation training on improving the academic variables and performance can be used the mentioned method along with other educational methods to improve and promote academic variables and performance, especially the perception of teachers' teaching quality, critical thinking and sense of school belongingness.
Monit Safeghiyan; Kiyanosh Hashemian; Khadijeh Abolmaali; Mehrdad Sabet
Abstract
Purpose: Students are considered to be a type of worker due to being involved with homework, which sometimes causes major pressure on students for various reasons, and just as a satisfactory job causes dissatisfaction over time and leads a person to burnout; it is possible that lead a person to academic ...
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Purpose: Students are considered to be a type of worker due to being involved with homework, which sometimes causes major pressure on students for various reasons, and just as a satisfactory job causes dissatisfaction over time and leads a person to burnout; it is possible that lead a person to academic burnout. Studies indicate that all employees and even students may suffer from burnout and the most important objective indicator of burnout can be a significant decrease in performance over a period of several months, which is in the form of low quality performance in performing tasks, loss of efficiency, and increased absenteeism. And it shows a decrease in the desire to perform one's job or academic duties. This research was conducted with the aim of the effectiveness of combining education of self-determination and art on reducing academic burnout in male students.Methodology: The present study was quasi-experimental with pre-test, post-test and quarterly follow-up with control group. The research population was fifth grading elementary male students in district one of Tehran city in the academic years of 2017-18. The research sample consisted of 60 students who were selected by purposive sampling method and randomly assigned to four groups (three experimental groups and one control group). Each experimental group underwent 8 sessions of 40 minutes and the control group did not receive any training. The research instrument was the academic burnout questionnaire (Schaufeli, Martinez, Pinto, Salanova & Bakker, 2002) and the data were analyzed by methods of repeated measures analysis of variance and bonferroni post hoc test in SPSS-19 software.Findings: The results showed that all three methods of intervention, namely self-determination education, art education and combining education of self-determination and art significantly led to reduce the academic burnout of fifth grade elementary male students and the results were maintained in the follow-up phase (P<0.05). Other findings showed that there was no significant difference between the three intervention methods in reducing academic burnout (P>0.05).Conclusion: The results of the present study have practical implications for professionals, curriculum planners and teachers. They by teaching the above methods or using of them can take an effective step to reduce academic burnout of students.
Alimorad Karami; Masomeh Samadi; Mohammad Armand; Fahimeh Ansarian
Abstract
Purpose: One of the most important organizations that play an important role in the socialization of people is the organization or education system, which is often implemented through the content of the curriculum and teachers. Through socialization, adolescent students learn how to introduce, control, ...
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Purpose: One of the most important organizations that play an important role in the socialization of people is the organization or education system, which is often implemented through the content of the curriculum and teachers. Through socialization, adolescent students learn how to introduce, control, and manage their emotional, emotional, and social expression and revise their beliefs, values, and norms. The education and training system and schools through official curriculum and hidden curriculum cause the socialization of students. Considering the importance of students' socialization in the education system of the Islamic Republic of Iran, the present study was conducted with the aim of designing a socialization pattern of high school students based on the sociological foundations of the document of fundamental transformation in the education system.Methodology: The present research in terms of time was cross-sectional, in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the document of the fundamental transformation of the education system and the experts of the education system and educational management of Bushehr province in 2020 year. In addition of document of the fundamental transformation in the education system, the research sample according to the principle of theoretical saturation was obtained 16 people who were selected by purposive sampling method. Data were collected by reviewing documents and semi-structured interviews, which its validity was confirmed by the triangulation method and its reliability by the agreement coefficient method between the three coders was obtained 0.88 and were analyzed by the thematic analysis method in MAXQDA-12 software.Findings: The results indicated that for the socialization pattern of high school students based on the sociological foundations were extracted 48 indicators, 9 components and 2 dimensions. The intra-individual dimension were included four components of communication and interaction, creativity and skill, attitude and family and the environmental dimension were included five components of school, economic, social, political and value and cultural. Finally, according to the dimensions and components, feedback system and reform, philosophy and aims, pattern implementation stages and pattern implementation mechanism, the socialization pattern of high school students based on the sociological foundations of the document of fundamental transformation in the education system was drawn.Conclusion: According to the results of the present study, planning to improve the students' socialization is necessary through the socialization pattern of high school students based on the sociological foundations of the document of fundamental transformation in the education system.
Fatemeh Razm; Fariba Hafezi; Fatemeh Sadat Marashian; Farah Naderi; Zahra Dashtbozorgi
Abstract
Purpose: The academic performance of students is the result of several factors that can affect their academic progress. One of the important issues related to the academic performance of students is academic enthusiasm. In fact, academic enthusiasm provides a basis for the student to enjoy education ...
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Purpose: The academic performance of students is the result of several factors that can affect their academic progress. One of the important issues related to the academic performance of students is academic enthusiasm. In fact, academic enthusiasm provides a basis for the student to enjoy education more and to increase his desire to go to school. Academic enthusiasm is usually used as a motivational structure that reflects the learner's commitment to education. Enthusiasm is an immediate state that includes emotional-motivational aspects and is focused on a specific subject or object or a specific person or behavior. Also, academic enthusiasm is a multidimensional construct. Its cognitive dimension implies the amount of student investment in learning activities such as self-direction and the desire to apply effort in academic affairs and use learning strategies. The aim of this study was to investigate the effectiveness of flipped classroom method on information literacy and academic motivation of female high school students.Methodology: The present study was applied in terms of purpose and quasi-experimental with pre-test-post-test group and one-month follow-up with control group. The statistical population included all female high school students in Ahvaz in the academic year 2019-2020. A sample of 50 people was purposefully selected and then randomly assigned to two experimental and control groups (25 people in each group). The research instruments were the Trails Information Literacy Questionnaire (2007) and the Academic Achievement Scale of Fredericks et al. (2004). The experimental group was provided with 8 sessions of 70-minute training of Bergman and flipped classroom method (2014) and the control group did not receive any intervention to analyze the data using inferential statistical methods (Repeated measures analysis and Bonferroni post hoc test) with Spss24 software used.Findings: The results showed that the flipped classroom method on information literacy and academic motivation of students in the experimental group compared to the control group significantly increased their scores and this effect continued until the one-month follow-up period (P <0.05).Conclusion: Based on the findings, it can be concluded that the flipped classroom teaching method increases academic enthusiasm and information literacy in secondary (second) students, and therefore, the planners of the educational system should introduce and explain more about this method to make it more useful for teachers in the teaching-learning process provide.
Social Sciences
Fatemeh Aghakhani; Afsaneh Saber Garakani; Alaedin Etemad Ahari
Abstract
Purpose: Vitality plays an important and effective role in improving and promoting psychological and academic variables in students. Therefore, the aim of this study was to presenting a curriculum model based on the vitality in primary school students.Methodology: The present research in terms of purpose ...
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Purpose: Vitality plays an important and effective role in improving and promoting psychological and academic variables in students. Therefore, the aim of this study was to presenting a curriculum model based on the vitality in primary school students.Methodology: The present research in terms of purpose and implementation method was applied and descriptive from type of quantitative, respectively. The research population was primary school teachers of Tehran city in the academic years of 2019-20 with number 11526 people who 374 people of them were selected as a sample based on the Krejcie and Morgan table with the multi-stage cluster sampling method. The samples responded to the researcher-made questionnaire of curriculum based on the vitality in primary school students (100 questions) which whose psychometric indicators were acceptable. Data were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS and Smart PLS software.Findings: The findings showed that curriculum based on the vitality in primary school students in the main category i.e. curriculum based on the vitality were included of positive motivation and belief, social relations and academic engagement, in the category of causal conditions were included of educational goals, textbook text, educational methods and curriculum evaluation, in the category of contextual conditions were included of intra-classroom conditions and school conditions, in the category of intervening conditions were included of educational policy-making, environment and culture, in the category of strategies were included of decentralization and infrastructure and in the category of consequences were included of engagement and behavior. Also, the factor load of the main category, causal conditions, contextual conditions, intervening conditions, strategies and consequences was estimated higher than 0.50, their average variance extracted was estimated higher than 0.70, and their reliability with using Cronbach's alpha and combined methods was estimated higher than 0.80. In addition, the curriculum model based on the vitality in primary school students had a good fit and in this model the causal conditions on the main category, main category, contextual conditions and intervening conditions on the strategies, and strategies on the consequences had a direct significant effect (P<0.001).Conclusion: According to the results of this research, the designed curriculum model based on the vitality in primary school students can help planners and experts in designing and implementing programs to improve vitality in students.
Najmeh Golzari Moghaddam; Vali Mehdinezhad; Zahra Nikmanesh
Abstract
Purpose: Present research was conducted with the aim of comparison of the effect of Gagne’s educational model and Keller’s educational-motivational model on academic motivation of seventh grade students.Methodology: This was a quasi-experimental study with pre-test and post-test design with control ...
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Purpose: Present research was conducted with the aim of comparison of the effect of Gagne’s educational model and Keller’s educational-motivational model on academic motivation of seventh grade students.Methodology: This was a quasi-experimental study with pre-test and post-test design with control group. The research population was seventh grade students of Zahedan city in 2019-20 academic years, which from them 60 people who were selected by purposive sampling method and randomly replaced in three equal groups including two experimental groups and one control group. The first experimental group was trained by Gagne’s educational model method and the second experimental group was trained by Keller’s educational-motivational model method for eight sessions of 45 minutes and the control group was trained by conventional method. Data were collected by academic motivation questionnaire (Harter, 1981) and analyzed
Alireza Ghorbani; Samaneh Yazarloo
Abstract
Purpose: The aim of this study was to investigate the relationship between identity identification styles and self-efficacy with delinquency attitudes in high school students in Gorgan. Methodology: The research method was descriptive and correlational. The statistical population consisted of 2700 students, ...
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Purpose: The aim of this study was to investigate the relationship between identity identification styles and self-efficacy with delinquency attitudes in high school students in Gorgan. Methodology: The research method was descriptive and correlational. The statistical population consisted of 2700 students, of which 330 students were selected by simple random sampling using the Brzonsky (1989) style identification questionnaire, Scherer and Maddox general self-efficacy questionnaire (1982) and dynamic delinquency attitude. (2009) answered. Correlation coefficient and regression with SPSS and Lisrel software were used to analyze the data. Findings: Based on the research findings, there is a negative and significant relationship between identification style with a positive attitude towards delinquency (R = -0.96), a positive and significant relationship between identification styles with self-efficacy (R = 0.73) and a negative relationship between self-efficacy and delinquency attitude. And significant (R = -0.71) was obtained. The results of regression analysis indicated that identity and self-efficacy styles can predict some variance of positive attitude towards delinquency (β = 0.96). Structural equations also showed that the model had a good fit from real world data and the effect of self-efficacy variable on the components of delinquency attitude was confirmed and the fit was significant. Conclusion: According to the findings of the present study, identity and self-efficacy styles can be used to reduce attitudes toward delinquency.
