The Effectiveness of Multidimensional Lesson Planning based Education on Social Skills and Playful Behaviors of Preschool Children in Behshahr
Maryam
Amouie
M.A, Department of Psychology, Bandar Gaz Branch, Islamic Azad University,Bandar Gaz, Iran.
author
Hasan
Abdollahzadeh
Assistant Professor, Department of Psychology, Payame Noor University,, Tehran.Iran.
author
text
article
2021
per
The aim of this study was to investigate the effectiveness of education based on multidimensional lesson planning on social skills and play behaviors of preschool children in Behshahr. The research method was quasi-experimental with a pre-test-post-test design with a control group. 30 students (14 girls and 16 boys) from preschool students of Behshahr Rainbow Kindergarten in the academic year 1398 were selected by convenience sampling method and Randomly assigned to the control and experimental groups (15 people each). The experimental group received a multidimensional curriculum (based on our land learning package and what it's with an emphasis on rock and mountain project and soil project) in 16 sessions twice a week for 2 months. While this training was not provided to the members of the control group. Univariate and multivariate analysis of covariance were used to analyze the data. The results showed that education based on multidimensional lesson planning has an effect on social skills and play behaviors of preschool children. The results also showed that multidimensional planning-based education caused 89. 5% change in social skills scores and 80. 2% change in preschool behaviors scores. Accordingly, it is suggested that due to the effectiveness of multidimensional lesson planning on social skills and behaviors during children's play, a suitable platform for access to public education in preschool educational centers be created.
Research in School and Virtual Learning
Payame Noor University
2345-6523
9
v.
2
no.
2021
9
22
https://etl.journals.pnu.ac.ir/article_8277_1630c5d5fb7a378e00cd01a7ec069aaa.pdf
dx.doi.org/10.30473/etl.2021.58068.3450
The Effect of a Positive Psycho-Educational Program on Students' Coping Styles and Academic Well-being
Gholam Reza
Abbasi
Department of Psychology. Qom Branch. Islamic Azad University. Qom. Iran
author
jalil
fathabadi
Department of Psychology. Shahid
Beheshti University. Tehran. Iran
author
Omid
Shokri
Department of Psychology. Shahid
Beheshti University. Tehran. Iran
author
Majid
Zargham Hajebi
Department of Psychology. Qom Branch. Islamic Azad University. Qom. Iran
author
text
article
2021
per
The aim of this study was to determine the effectiveness of a positive psycho-educational program on coping styles and academic well-being in female students. In this quasi-experimental study with a pretest-posttest nonequivalent control-group design and followed by two months, 27 students in the experimental group and 25 students in the control group before and after positive psycho-educational training program, answered the Coping Inventory for Stressful Situations-Short Form (CISS-SF), School Engagement Inventory (SEI) and the School Burnout Inventory (SBI). The experimental group received 7 two-hour sessions of positive psycho-educational training package. The results of simple mixed ANOVA indicated that in the short and long term, the psycho-educational package was effective in increasing the task-oriented coping style and school engagement and in decreasing dimensions of nonadaptive coping styles including emotion-coping style and avoidance coping style and school burnout. The results of the present study consistent with the results of other studies in the field of positive education, showed that psycho-educational positive intervention by strengthening learners' coping resources and equipping learners with psychological capital and mental strength was effective in creating skills based on psychological immunization of learners along with other traditional academic skills in them.
Research in School and Virtual Learning
Payame Noor University
2345-6523
9
v.
2
no.
2021
23
38
https://etl.journals.pnu.ac.ir/article_8297_75ca2d2a7acf3501327f04c3eb61c11e.pdf
dx.doi.org/10.30473/etl.2021.58269.3465
Providing a Structural Model for the Use of E-Learning System with Empha-sis on the Mediation of Behavioral Tendency, Perceived Ease and Usefulness
Monireh
Askarinejad
Assistant Professor of Public administration, Payame Noor University , Tehran, IRAN
author
text
article
2021
per
The purpose of this study is to present a structural model of using e-learning system with emphasis on mediation of behavioral tendency, ease and perceived usefulness. In this descriptive survey study, 150 students of Payame Noor University of Tehran in the academic year 2020-2021, who were randomly selected, participated. Measurement tools were the standard questionnaire of user Satisfaction, System Quality and Use of System of Ramiers et al (2017), Behavioral Tendency of Venkatesh and Bala (2008), Perceived ease, perceived usefulness of Davis (1989), Subjective Norm and Self -efficacy of Abdullah and Ward (2016) and Service Quality of Cidral et al (2017). The data were analyzed using structural equation testing and PLS software. The findings also indicated that factors such as; Feeling of self-efficacy, user satisfaction, subjective norm and system quality can have a direct impact on perceived ease. The quality of service and the quality of the system also make people feel that using an e-learning system is beneficial. In general, User satisfaction, system quality, subjective norm and self-efficacy through utility mediation, perceived ease and behavioral tendency were all influential in the use of e-learning system.
Research in School and Virtual Learning
Payame Noor University
2345-6523
9
v.
2
no.
2021
39
48
https://etl.journals.pnu.ac.ir/article_8298_e5d756ede8c190a39022b66488f5da94.pdf
dx.doi.org/10.30473/etl.2021.59176.3515
Designing and Validation of School Student Education Service Model on the Basis Of Mobile Learning (ML)
Mahmoud
Amanpour Gharaee
PhD student in Distance Education Planning, Payame Noor University
author
Nazila
Khatib zanjani
Associate Professor, Department of Educational Sciences, Payame Noor University
author
Marjan
Masoumifard
Assistant Professor of Distance Education Planning, Payame Noor University
author
Mohakad
Sarmadi
Professor in Philosophy of Education, Payame Noor University
author
Mahdi
Mahmoudi
Assistant Professor, Educational Sciences, Payame Noor University
author
text
article
2021
per
The purpose of this study is to design and validate a mobile learning (ML) school student education service model. The research method is integrated and qualitative and quantitative. The statistical population in the qualitative section included university professors, experts in the field of transportation, and traffic police, including 30 people. Purposeful sampling was done through the interview process and the data collection tool, in addition to the interview, was a researcher-made questionnaire consisting of 57 questions according to Khan e-learning model, which after confirming the validity (judgment of experts and professors) and reliability (alpha Cronbach: 0.92). Then, the study entered the quantitative section in which 389 subjects (out of 560 participants) were selected as the sample size by simple random sampling through Morgan (1972) table. The collection tool in the quantitative section was a 29-item researcher-made questionnaire based on Khan model for taxi and school service drivers, which was distributed among school and taxi drivers after verifying its validity. Descriptive and inferential statistical methods were used to analyze the data. In descriptive statistics, the central index and dispersion such as mean, standard deviation and in the inferential part of exploratory and confirmatory factor analysis at 95% confidence level with SPSS software. S18 and PLS version 3 were used. Based on the analysis of qualitative data obtained from in-depth and exploratory interviews and coding and analysis of the content of the interview text and in the meanwhile, their compliance with theoretical founda-tions, the results showed, that, the organizational di-mension with the factor of 0.589 for effective identi-fied factors in taxi driver and school service training are most important and technology with a factor load of 0.511 is the least important and other dimensions are in the next levels.
Research in School and Virtual Learning
Payame Noor University
2345-6523
9
v.
2
no.
2021
49
60
https://etl.journals.pnu.ac.ir/article_8278_44b1b96075ecb673ad63a6611f690b69.pdf
dx.doi.org/10.30473/etl.2021.60409.3593
The Effectiveness of Schema Therapy on Academic Enthusiasm and Body Dysmorphic Symptoms in Students
Fatemeh
Rahmani
.A. Student of Educational Psychology, Department of Psychology, University of Kashan, Kashan, Iran
author
Fariborz
Sedighi Arfaee
Associate Professor, Department of Psychology, University of Kashan, Kashan, Iran
author
Maliheh
Rahmani
Ph.D. Student of Clinical Psychology, Department of Clinical Psychology, Shahed University, Tehran, Iran
author
text
article
2021
per
The goal of this study was the evaluation of the effectiveness of schema therapy on academic enthusiasm and body dysmorphic symptoms in students. The research design was quasi-experimental, with pre-test, post-test and with a control group. For this purpose, 40 female students in the sixth grade of elementary school studying in Kashan in 2019-2020 were selected through convenience sampling and assigned randomly to two equal groups of 20 individuals. The experimental group, then, underwent schema therapy training for 8 sessions and the control group did not receive any intervention and remained on the waiting list. Participants completed the Yale-Brown’s Questionnaire of Academic Enthusiasm and Y-BOCS-BD in three baseline stages, after a two-month test and follow-up. Data were analyzed using univariate one-way analysis of variance and repeated measures with SPSS21 software. Results of the analysis showed that the scores of the experimental group compared to the control group in academic enthusiasm and body dysmorphic symptoms were changed and this difference is maintained in the follow-up phase. Thus, it can be concluded that schema therapy due to its high efficiency, especially when it is held in groups, cheapness, and acceptance by students is an effective strategy to increase academic enthusiasm and to help people exposed to body dysmorphic symptoms.
Research in School and Virtual Learning
Payame Noor University
2345-6523
9
v.
2
no.
2021
61
74
https://etl.journals.pnu.ac.ir/article_8279_1624f3bface7cd19ab6e6ef1c318ae93.pdf
dx.doi.org/10.30473/etl.2021.60710.3608
Developing a Causal Model of Academic Hope based on Motivational Self-Regulation and Perceived Teacher Support of Autonomy with the Mediating Role of Students' Cognitive Emotion Regulation Strategies
zahra
ebrahimihazhir
دانشجوی دکتری، گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
author
ahmad
sohrabi
سنندج، دانشگاه کردستان، سنندج، ایران.
author
یحیی
یاراحمدی
گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
author
hooshang
jadidi
university
author
text
article
2021
per
The aim of this study was developing a causal model of academic hope based on motivational self-regulation and perceived teacher support of autonomy with the mediating role of students' cognitive emotion regulation strategies. The research method according to its purpose is practical and the method of implementation is descriptive-correlational. The statistical population of the study consisted of all 12th grade high school students in Hamadan in the 2019-2020 academic year. 500 students were selected using multi-stage cluster sampling method. The employed instruments were Kamari and Khormaee academic hope questionnaire, Walters's motivational self-regulation questionnaire, perceived teacher support as the social context of Belmont et al., and the Garnfsky and Craig's cognitive emotion regulation strategies. Data analysis was performed by SPSS and Amos software. The findings showed an indirect and significant effect of motivational self-regulation and perceived teacher autonomy support by mediating role of cognitive emotion regulation strategies on the academic hope of students. The findings also showed that motivational self-regulation and perceived teacher autonomy support have a direct and significant effect on students' academic hope. The results of the present study showed that in general, motivational self-regulation and perception of teacher support for autonomy can be good predictors of students' hope for education through their cognitive emotion regulation strategies.
Research in School and Virtual Learning
Payame Noor University
2345-6523
9
v.
2
no.
2021
75
86
https://etl.journals.pnu.ac.ir/article_8315_220f5d4b4ca85e87b0830c733c05d246.pdf
dx.doi.org/10.30473/etl.2021.61498.3657
Identifying the Components of Professional Ethics for Designing a Model of Professional Ethics in the Context of E-Learning and Distance Education
Farah
Alikhani
Ph.D. Student, Educational Sciences, Payame Noor University, Member of Mehr Alborz Electronic Higher Education Institute
author
Mohammadreza
Sarmadi
Professor, Department of Educational Sciences, Payame Noor University
author
Bahman
Saeidipor
Professor, Department of Educational Sciences, Payame Noor University
author
Marjan
Masomifard
Assistant Professor, Department of Educational Sciences, Payame Noor University
author
Mandana
Goodarzi
Assistant Professor, Department of Educational Sciences, Payame Noor University
author
text
article
2021
per
The present study aimed to identify the components of professional ethics in the context of e-learning and distance education and design a model of professional ethics. To achieve this goal, the exploratory mixed method was used with a focus on the qualitative-quantitative method. In the qualitative section, in order to collect data, the semi-structured exploratory interview method and the focus group were used, and then in the second stage, the descriptive-analytical method was used quantitatively and a researcher-made questionnaire was used to collect quantitative data. In order to assess the current situation of professional ethics in Alborz Higher Education Institute, the identified components were surveyed as a researcher-made questionnaire from the viewpoint of students. A one-sample t-test with a test value of 3.5 was used to analyze the questionnaire. The results showed that the factors and components of professional ethics with t visible in the table were significantly higher than the expected average.In terms of desirability, behavioral and process components were at the desired level and only the component of ethics-oriented interaction in the e-learning environment related to educational assistants was at a relatively desirable level from the viewpoint of students. By erpresenting the initial model of professional ethics based on the literature review and interviews with e-learning experts, and qualitative and quantitative results, the conceptual model of professional ethics was obtained.
Research in School and Virtual Learning
Payame Noor University
2345-6523
9
v.
2
no.
2021
87
99
https://etl.journals.pnu.ac.ir/article_8294_3d04480936d7dc6c2c975bd7222845cd.pdf
dx.doi.org/10.30473/etl.2021.60605.3604