mahman saeidid; maryam eslam panah; azad darabi
Volume 1, Issue 1 , October 2013, , Pages 73-87
Abstract
This study investigated the relationship between the use of internet and the social participation of students in Payame Noor University of Kermanshah. The research method in this study is based on survey methodology. Statistical population consisted of 28,834 students of Payame Noor University of Kermanshah ...
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This study investigated the relationship between the use of internet and the social participation of students in Payame Noor University of Kermanshah. The research method in this study is based on survey methodology. Statistical population consisted of 28,834 students of Payame Noor University of Kermanshah in academic year 1389. The sample size gained 380 based on Morgan’s table and it was selected using cluster sampling. Data collection tool was a standardized questionnaire that its validity has been determined based on experts’ ideas and its reliability confirmed using Cronbach’s Alpha (0/89). Pearson’s correlation analysis was used for data analysis. This research includes one primary question and five subsidiary questions. The general question is: Is there any relationship between the Internet use and the social participation of students? The results indicated that there is no significant relationship between the level of Internet skills and the social participation. The other results are: a- there is a significant relationship between the location and extent of internet use and the social participation. b- There is a significant relationship between the capability and potential of the Internet as a public domain and the social participation. c- There is a significant relationship between the quality of information sources and the social participation. d- There is a significant relationship between the extent of internet use and the social participation. In sum, the findings show that there is a significant relationship between the Internet use and the social interaction.
Mohammad Hasan Seyf; Ahmad Rastegar; Azam Zahiri
Volume 5, Issue 3 , March 2018, , Pages 73-84
Abstract
The purpose of this study is presenting a causal model of factors affecting high school teachers΄technological pedagogical content knowledge (TPACK).In terms of objectives,this study is an applied research and in terms of method of collecting and analyzing data it is a descriptive and correlational ...
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The purpose of this study is presenting a causal model of factors affecting high school teachers΄technological pedagogical content knowledge (TPACK).In terms of objectives,this study is an applied research and in terms of method of collecting and analyzing data it is a descriptive and correlational research. The participants were 255 high school teachers in Shiraz(based on Cochran Formula) who were selected through stratified random and cluster sampling method among 5824 in service teachers in Shiraz in 1393-1394.This study employed a combination of two instruments tocollect data: theTechnological Pedagogical Content Knowledge (TPACK) instrument developed and validated by Sahin(2011) for evaluatingCK, PK, PCK, and TCK andChai, et al,(2011) questionnairefor assessing TK, TPK and TPACK.The path analysis was used to examine the research hypotheses. Findings showed thatSignificant positive correlationsexist between the TPACK constructs .CK and PK had direct and indirect effects onTPACK, while TK had only indirect effect on TPACK. Content Knowledge had the greatest total effect on TPACK.
Independent learner and learner-centered and its role in promoting learning
taher mahboobi; Mohammad Bagher Akbarpour Zangalani
Abstract
The purpose of this research was to provide a model for predicting academic achievement of distance education students based on parental academic involvement with the mediating role of task value, students' sense of belonging to the university, and academic effort. The study sample was 300 undergraduate ...
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The purpose of this research was to provide a model for predicting academic achievement of distance education students based on parental academic involvement with the mediating role of task value, students' sense of belonging to the university, and academic effort. The study sample was 300 undergraduate students of Payam Noor University in Khoy Center in the academic year 2002-2013, who were selected by stratified random sampling. The data collection tool was a questionnaire consisting of the task value subscale (Pintrich et al., 1991), sense of belonging (Wang, White, and Eccles, 2011), academic effort (Dupirat and Marin, 2005), and parental academic involvement subscale. Academic achievement was also measured by inserting a question about students' academic averages through self-reporting. Advanced correlation schemes (path analysis) were used for data analysis. The results of the research generally showed that the relationship between parents' academic involvement and the academic achievement of distance education students is influenced by the dimensions of emotional and behavioral academic engagement. In such a way the direct effect of parents' academic involvement on students' academic achievement was not confirmed, but parental academic involvement showed a positive indirect effect on academic achievement through the students' sense of belonging to the university, the value of the task, and academic effort. In addition, concerning the direct effect of research variables on academic achievement, the most positive effect was related to academic effort. Also,
saeid pourroostaei ardakani; Faramarz Sohrabi Asmaroud; Ahmad Borjali; Mohammad Reza Nili Ahmadabadi
Volume 6, Issue 1 , September 2018, , Pages 75-86
Abstract
This research focuses on designing an educational system architecture which is based on compound affective feedback and then measuring its impact on users’ learning and satisfaction. The research method is quasi-experimental which uses pre and post-test with control group to measure the effectiveness ...
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This research focuses on designing an educational system architecture which is based on compound affective feedback and then measuring its impact on users’ learning and satisfaction. The research method is quasi-experimental which uses pre and post-test with control group to measure the effectiveness of the system on the users learning and satisfaction. The study population covers all MA educational technology students in the city of Tehran for academic year 2017-18. For this, using a convenience sampling method, 20 students are selected from MA educational technology students at Allameh Tabataba’I University; then, they are divided into two groups as control and experiment (each of 10). In this research, learning test (with reliability of 0.83) and E-Game-Flow questionnaire are utilized. For data analysis, descriptive (Mean and Standard Deviation) and Inferential statistics (one-variable analysis of covariance) are used. The results show that utilizing compound affective feedback in educational systems, positively influences the users' learning and satisfaction.
Soleyman Kabini Moghadam; Gholamhossein Entesar Foumani; Masod Hejazi; Hasan Asadzadeh
Abstract
The purpose of this study was comparing the effectiveness of training self-regulated learning and help-seeking strategies on increasing educational buoyancy and conscience of procrastinating students. The method of this study was quasi-experimental with pre-test & post-test and control group. The ...
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The purpose of this study was comparing the effectiveness of training self-regulated learning and help-seeking strategies on increasing educational buoyancy and conscience of procrastinating students. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population of this study was all the students of non- Public Schools in the theory-based branch of the second grade (eleventh) sof high schools of the first and second district of Rasht in the academic year of 2017-2018. 60 students were selected by multi-stage cluster sampling and randomly divided into 3 groups. The questionnaires of educational buoyancy of dehghani-zadeh & hossein-chari (2012) and educational conscience Mcilroy and Bunting (2002) were completed for all the subjects in the pre-test and post-test phases. Then, one of the experimental groups received twelve 90-minute sessions of help-seeking strategies, and the other experimental group received fifteen 90-minute sessions of self-regulated learning. The control group did not receive any interventions during this period. The data were analyzed by inferential statistics of covariance analysis and Bonferroni post hoc test. The results showed that self-regulated learning and help-seeking strategies training increased the educational buoyancy of Procrastinating Students. The results also showed that there is no significant difference between two training methods. Based on the results of this research, it can be concluded that the use of self-regulated learning and help-seeking strategies training is useful for reducing the procrastination in students.
Nasim Saeed; Monireh Azimi Hemat
Volume 4, Issue 15 , January 2017, , Pages 79-92
Abstract
Student satisfaction of e-learning systems plays an important role in their academic performance as well as the success and effectiveness of this area. With regard to being qualitative the measurement of satisfaction, this research has designed a fuzzy expert system. Therefore, factors such as interactions, ...
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Student satisfaction of e-learning systems plays an important role in their academic performance as well as the success and effectiveness of this area. With regard to being qualitative the measurement of satisfaction, this research has designed a fuzzy expert system. Therefore, factors such as interactions, feedback, quality and usefulness of e-learning, is intended for student satisfaction. In order to determining the amount of each of these factors in the studied population, the fuzzy techniques are used. The priorities and importance of each of them in satisfaction obtained by using the analytic hierarchy process. After completing the knowledge base and benefit from expert opinion, the fuzzy rule base has been completed and the exact amount of satisfaction is obtained with the mamdani fuzzy inference. The sample in this study is the seventy Master students of Electronic PNU which after implemented the system with Matlab software, their satisfaction level obtained "high" and the exact amount of satisfaction is-estimated "0.75". Also, validation the model indicate high conformity of results and experts opinion in this felid.
Ali Ghasemi; Parvin Kadivar; Hadi Keramati; mehdi arabzadeh
Abstract
The main purpose of this article is investigating the validity and reliability of teacher's self- efficacy questionnaire.
Questionnaires were administered on teachers, of Asalouyeh, Parsian and Shibkooh cities in Hormozgan and Bushehr provinces of Iran. The sample group consists of 501 teachers, 298 ...
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The main purpose of this article is investigating the validity and reliability of teacher's self- efficacy questionnaire.
Questionnaires were administered on teachers, of Asalouyeh, Parsian and Shibkooh cities in Hormozgan and Bushehr provinces of Iran. The sample group consists of 501 teachers, 298 men and 203 women. They were selected with randomized stratified sampling and answered to the questionnaire.
Validity of teacher's self- efficacy questionnaire is verified by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA is conducted with principal components and rotation of varimax method. Three factors are obtained: self- efficacy for classroom engagement, self- efficacy for student management and self- efficacy for instructional strategy. Result of confirmatory factor analysis (CFA) also showed that the fitness of the factors is good. Reliability of teacher self- efficacy is obtained with Alpha Cronbach’s Coefficient method. The result was good and acceptable.
The result showed that the three factors of teacher self- efficacy inventory has good and acceptable validity and reliability. It can be used in instructional and psychological research in Iran.
Mohammad PourHoseini; SeidMehdi Sajadi; Mohsen imani
Volume 2, Issue 7 , February 2015, , Pages 83-100
Abstract
This research aims to determine John Dewey’s aesthetical view for teaching and learning process. In the present research, we had two questions: 1. what is the view of John Dewey's about aesthetics and its components? 2. What is the relationship of these components to the teaching and learning process? ...
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This research aims to determine John Dewey’s aesthetical view for teaching and learning process. In the present research, we had two questions: 1. what is the view of John Dewey's about aesthetics and its components? 2. What is the relationship of these components to the teaching and learning process? To answer the research questions, many data were collected from library resources many notes were collected from online databases (Namaye, website of foreign language researches of TMU, website of thesis of TMU, Tehran University, Allameh Tabatabai University and Alzahra University, Magiran, ISC, Noormags, CRCIS, SID). Then by using the review – documentary method, Dewey's view about art, beauty, aesthetics and teaching and learning are described briefly. Afterwards we deduced the implications of Dewey's artistic opinion for teaching and learning processes. The results of this study is that the process of teaching and learning is an aesthetic experience and should be presented in an aesthetic way. From Dewey's point of view, in order to teaching and learning process be aesthetical, following issues should be applied: using scientific bases in the teaching and learning process, having one teaching method, avoiding contradiction in teaching, linking learning to social and everyday life, using psychological factors such as imagination and emotion in teaching and learning process, having aesthetic view of the teaching job, using game in this process, being honest and create an artistic discipline.
Maryam Safaei; Siyavash Talepasand
Volume 5, Issue 4 , June 2018, , Pages 83-92
Abstract
The aim of this study was to investigate the psychometric properties of the student engagement scale in school. Population of this study were all of the students of Mahdishar city in Semnan province in 2015-2016. Participants were 502 students of 7th to 9th grades (252 male and 250 female) that were ...
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The aim of this study was to investigate the psychometric properties of the student engagement scale in school. Population of this study were all of the students of Mahdishar city in Semnan province in 2015-2016. Participants were 502 students of 7th to 9th grades (252 male and 250 female) that were selected via stratified random sampling method. All of them completed student engagement instrument (SEI) and student engagement multidimensional scale (SES-4DS). Exploratory factor analysis, item-total correlation and reliability analysis to evaluate psychometric characteristics of this questionnaire were conducted. Confirmatory factor analysis to study the measurement model and internal structure of items was carried out. Convergent validity with student engagement instrument and criterion validity with math and discipline score was studied. Results showed that the student engagement multidimensional scale in the school is saturated with four factors. The student engagement multidimensional scale in School showed positive and significant correlation with the Student Engagement Instrument (0/67), mathematics (0/14) and discipline (0/099). Reliability of the student engagement multidimensional scale in school via Cronbach's alpha, 0/82 and reliability of cognitive, emotional, behavioral and agency subscales computed 0/65, 0/75, 0/77 and /076, respectively. The findings suggest that Persian version of the student engagement multidimensional scale in School has acceptable psychometric properties and can be used as a valid instrument in academic and educational studies.
Khadijeh Noorani; Bahman Zandi; MohammadReza Sarmadi; Farhad Seraji
Volume 5, Issue 1 , September 2017, , Pages 85-98
Abstract
This article aims at discovering the cultural features of Iranian learners in the e-learning System. Conducting by using the thematic analysis, semi - structured interview, purposive snowball - sampling, the viewpoint of 20 expertises on Iranian cultural dimensions such as attitude toward Study in elearning ...
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This article aims at discovering the cultural features of Iranian learners in the e-learning System. Conducting by using the thematic analysis, semi - structured interview, purposive snowball - sampling, the viewpoint of 20 expertises on Iranian cultural dimensions such as attitude toward Study in elearning Systems, teacher authority, and learning - Teaching methods - preferred Iranian learner and Evaluation assessing preferred methods Iranian learner were investigated. According to the cultural studies of Hoftstede, Morse learning dimension of high and low context, Parish et al, Trompeniaar (The results) indicated that: in case of Iranian attitude toward Study in e-learning System they were Ascription Culture assigned and highly uncertainty avoidance, collectivism, highly power distance, for teacher''s authority it showed the empowering of culture in education and collectivism, in case of learning - (Teaching) method preferred learner learning - (Teaching) method they were in line with high uncertainty avoidance and Cultural collectivism and for Evaluation assessing the preferred method, method preferred correlated with high cultural context.
Cognitive psychology and school learning
shokoufeh mousavi; MahmoudReza Shahsavari; najmeh haghi
Abstract
The present study aimed to investigate the intricate relationship between sensation-seeking, metacognitive beliefs, with high-risk behaviors in students, with the mediating role of coping strategies. Utilizing a descriptive-correlational approach, the study encompassed the entirety of high school students ...
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The present study aimed to investigate the intricate relationship between sensation-seeking, metacognitive beliefs, with high-risk behaviors in students, with the mediating role of coping strategies. Utilizing a descriptive-correlational approach, the study encompassed the entirety of high school students in Khansar, Iran, for the year 2021. The sample size included 254 students. The research instruments included the Coping Inventory for Stressful Situations (CISS), the Zuckerman Sensation-seeking Scale-V, the Metacognitions Stretegies Questionnaire, and the Risky Behaviors Questionnaire. Data analysis involved the use of Pearson correlation coefficients, simultaneous regression, and structural equation modeling (SEM). The findings revealed a significant correlation between sensation-seeking and metacognitive beliefs and, both variables had a positive and significant relationship with high-risk behaviors. Furthermore, a notable relationship was discerned between metacognitive beliefs and coping strategies. Both metacognitive beliefs and coping strategies had a relationship with high-risk behaviors in the students
Hossein zare; MohammadReza Sarmadi; Mehran Farajollahi; Osman Achak
Volume 2, Issue 8 , May 2015, , Pages 89-98
Abstract
In addition to the personal factors of memory, Test properties can affect the student's information retrieval. The research aim was to study question type effect and questions processing level on everyday students memory performance. The method of research was factorial experimental with two factors ...
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In addition to the personal factors of memory, Test properties can affect the student's information retrieval. The research aim was to study question type effect and questions processing level on everyday students memory performance. The method of research was factorial experimental with two factors (question type and question processing level). By using random category sampling, 128 students in boukan payame noor university were selected and were divided to four groups, by randomly sampling. The groups have no different in Wechsler Memory Scale. The research instrument was educational text about quantum physics. Each of four group gets one kind of four tests (1-recognition/ surface processing 2-recognition/deep processing 3- recall/surface processing 4-recall/deep processing). Text and tests validity and reliability were confirmed. Results revealed that the effect of processing level on memory performance was significant (f=3.344 & p
Saeid Mazloumian
Abstract
The aim of this study assesses training needs based on DACUM method and educational standard of ISO 10015. The study population that consist of all engineers of Petrochemical Industries Design and Engineering Company project were studied on 103 persons by Census and purposeful way. The research tools ...
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The aim of this study assesses training needs based on DACUM method and educational standard of ISO 10015. The study population that consist of all engineers of Petrochemical Industries Design and Engineering Company project were studied on 103 persons by Census and purposeful way. The research tools consisted of two questionnaires. The first questionnaire based on the standard requirements of ISO 10015 and the second questionnaire based on DACUM method and opinion of project expert engineers, qualifications and competencies in three dimensions like knowledge, attitude and skills are developed and collected after the validity and reliability. This study as functional goal and combined method include both section,qualitative and quantitative. The results show that between current and desirable situation of training needs assessment that it based on ISO 10015 from the perspective of project engineers there is a significant difference and documenting and determining the required standards to identify required competencies for each job has the highest priority. Also the results show that by Dacum method, engineers of design and petrochemical engineering company project have six main task and thirty sub-task. Review the training needs of engineers in three dimensions as knowledge, skills and attitude, according to DACUM method shows that there are significant differences between the current and desired situation and also the findings showed that in the knowledge dimention, understanding and knowledge management component and in the skills dimention, mastering principles and techniques of negotiation component, in the attitude dimention, flexibility component has the highest priority, which will be considered as the most important educational needs of project’s engineers.
Distance education, virtual learning and e-learning
Afife Qanbari; Soheila Hashemi; Khosro Rashid
Abstract
This research was conducted with the aim of predicting the Germane cognitive load resulting from virtual education based on the quality of education and metacognitive knowledge of students. The statistical population of the research included all undergraduate students of the Faculty of Humanities of ...
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This research was conducted with the aim of predicting the Germane cognitive load resulting from virtual education based on the quality of education and metacognitive knowledge of students. The statistical population of the research included all undergraduate students of the Faculty of Humanities of Mazandaran University in the academic year of 1399-1400 with a number of 1911 students, 380 of whom participated in the research through proportional stratified sampling. The tools of this research included: cognitive load questionnaire (Kalpesh, Schmidts and Sofret, 2017), metacognitive state questionnaire (O'Neill and Abedi, 1996) and a questionnaire for evaluating the quality of services of virtual learning systems based on the servqual model (Mohammadzadeh, 1398). The obtained data were analyzed through SPSS version 22 software.Simultaneous multiple regression analysis showed that the quality of virtual education based on SERVQUAL model and metacognitive knowledge are significant predictors for Germane Cognitive Load and were able to explain 12% of the Germane Cognitive Load variance that means by increasing the quality of virtual education based on the indicators of the SERVQUAL model and students' metacognitive knowledge, conditions will be created to increase the desired cognitive production and better and more effective learning.
Parinaz Purali; Maryam Seyf Naraghi; Ezzatollah Naderi
Volume 3, Issue 11 , February 2016, , Pages 67-81
Abstract
The present article is a survey on the quality of using humanistic education components with focusing on elementary student’s school motivation achievement according to the teachers and principals of 2nd education district of Tehran. This is an applied research and is done as a field study research. ...
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The present article is a survey on the quality of using humanistic education components with focusing on elementary student’s school motivation achievement according to the teachers and principals of 2nd education district of Tehran. This is an applied research and is done as a field study research. The research community included two groups from 2nd district in Tehran in educational year 93-94: Principals & Teachers in public and private primary schools (boys and girls schools). The sample groups, chosen according to Cochran-Morgan table, consisted of 183 Principals (managers & assistants) and 295 teachers that were chosen through stratified random sampling. Studying the literature review in humanistic education field, the questionnaire prepared by the researcher was formed in four different components to gather data. Face and content validity of the research were determined with the help of university professors and its reliability was determined through Cronbach's Alpha (0.824). The gathered data was analyzed with SPSS software and non-Parametric Chi square Tests. The results show that the using of all four components is not satisfactory, therefore, regarding to the importance of humanistic education in comprehensive growth, it is suggested that certain courses with the same titles be hold by the Education Organization to promote the educational level of principals and teachers.
ghavam moltafet; somayeh firozabadi
Volume 1, Issue 3 , January 2014, , Pages 71-78
Abstract
The purpose of this study is to investigate the relationship between perfectionism and creativity among high school student in Shiraz. Participants consisted of 354 high school students (boys 168 and girls 186). Those are selected by multistage cluster sampling in Shiraz city. Two scales were used: ...
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The purpose of this study is to investigate the relationship between perfectionism and creativity among high school student in Shiraz. Participants consisted of 354 high school students (boys 168 and girls 186). Those are selected by multistage cluster sampling in Shiraz city. Two scales were used: Try-short perfectionism scale that has two subscales included positive perfectionism and negative perfectionism. In addition, students completed Abedi Creativity questionnaire. The reliability of the measures verified by Chronbach alpha method and validity of those were confirmed through internal consistency. Data were analyzed via Pearson correlation coefficient, multiple regressions and analysis of variance. The results of multiple regressions showed that negative perfectionism negatively and positive perfectionism positively related to creativity among all students and girls group. while for boys students only negative perfectionism can predict creativity negatively. The findings of the study on the one hand provide good evidence on the effect perfectionism on creativity and other hand revealed that negative perfectionism related to creativity negatively while positive perfectionism related to creativity positively. so we should discourage negative competitive among students.
Ali Mostafaei; Aziz Mohammadi
Volume 3, Issue 12 , May 2016, , Pages 71-77
Abstract
This study aimed to determine the effectiveness of positive self - talking on self - efficacy of elementary school students. The population in this study consisted of all elementary school students in the academic year 1393-1394 in the city of Piranshahr. This study is based on semi-experimental design ...
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This study aimed to determine the effectiveness of positive self - talking on self - efficacy of elementary school students. The population in this study consisted of all elementary school students in the academic year 1393-1394 in the city of Piranshahr. This study is based on semi-experimental design with pre and post-test. First, two schools were selected randomly. From each school, one second grade classes randomly selected. The students selected through random sampling of one of the schools, as the experimental group (34 students) and other schools as a control group (36 students) were selected. Positive self - talking experimental group received ten sessions of education. Devise of measurement was General Self - Efficacy test that the pre - test and post - test was applied to both groups. To analyze the data, univariate covariance analysis and post hoc Bonferroni test were used. The results of Covariance analysis and Bonferroni test for comparison of means showed that positive self-talking has a significant effect on increasing the students Self - Efficacy (p
Taher Mahboobi; Hosein Salimi; Seyed Adnan Hoseini; Kamal Mahboobi
Volume 3, Issue 10 , December 2015, , Pages 73-80
Abstract
The purpose of this study is to determine the effectiveness of Emotional self - control training on reduction of students Depression in Payame Noor University of Bukan. For this, 40 students were randomly selected as the sample group. This is a semi-experimental research with a pre-test, post-test plan ...
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The purpose of this study is to determine the effectiveness of Emotional self - control training on reduction of students Depression in Payame Noor University of Bukan. For this, 40 students were randomly selected as the sample group. This is a semi-experimental research with a pre-test, post-test plan and a control group. Questionnaire based on bullying Scale Hamilton (1960) were used as research tool. The program was presented to students during 10 sessions (each 60 min) in five weeks. The sample group was randomly divided into two 20 person groups, (an experimental group and a control group). The experimental group was taken under Emotional self- control training, while the control group was not. Data analysis with descriptive statistics (Mean, Standard Deviation) and inferential statistics (Covariance Test) was performed using SPSS software. The results of Analysis of Covariance Test (p
saeid rezaei; gholamali afroz; saeid hasanzade; elahe hajazi; seyd kamal kharazi
Volume 1, Issue 4 , April 2014, , Pages 77-84
Abstract
Social cognition impairment and emotional problems are explicit characteristics of people with autism disorder and especially high functional autistic. Social-cognitive impairments are a grope of problems in interpreting of self and others emotion, social function, problem in making and developing ...
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Social cognition impairment and emotional problems are explicit characteristics of people with autism disorder and especially high functional autistic. Social-cognitive impairments are a grope of problems in interpreting of self and others emotion, social function, problem in making and developing of adapted and appreciated social relations. The objectives of this research include development of social cognition training program and its effectiveness for emotional skills (Reading, Interpreting, expressing) of High- Functional Autistic Children. This research was an experimental research in which students who got more than 150 scores in autism high functional scale were selected as a sample by available sample method from all students who were access therapy and training in Tehran autism schools. From the 14 HFA,7 students in experimental and 7 in control grope were selected randomly. Social cognition developed program in 14 session (per session 2.5houres) were taught in Tehran psychology clinic. For the assessment of emotional skills situation, Baron-Kohen emotion test was applied. The collected data were analyzed by advanced statistical method like repeated measures and analysis of variance. The results showed that all hypothesis of this research significantly were accepted. The results showed that social cognitive training program (SCT-A), led to modifying and increasing the emotional skills and capability of HFA student in experimental group.
Mahmud Shakarami; zohre latifi; shokofeh mosavi
Abstract
The purpose of this study was to investigate the effectiveness of compassion focused group therapy on Aggression, Emotion of self- regulation and school motivation. This study was done by semi-experimental approach with two groups and three stages (pre-test, post-test & follow up). To conduct the ...
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The purpose of this study was to investigate the effectiveness of compassion focused group therapy on Aggression, Emotion of self- regulation and school motivation. This study was done by semi-experimental approach with two groups and three stages (pre-test, post-test & follow up). To conduct the study, in 2018, among all male students in the second grade in the elementary school (10-13 years old) in Khoramabad City, 30 volunteers were purposefully selected based on the criteria for entry and exit. They were randomly divided into experimental group (n = 15) and control group (n = 15). The Shahim aggression questionnaire (1385), the Harter school motivation questionnaire (1981) and the Hafman and kashdan emotional self- regulation questionnaire (2010) were conducted as pre-test. The experimental group went under 12 sessions (three 45-minute sessions per week) of compassion focused group therapy and one week after intervention, both experimental and control groups took the post-test. After 1 month, the follow up was conducted. Analyze the results was performed using the analysis of variance by repeated measures in SPSS software version 24. The results of variance with repeated measurement analysis indicated that compassion focused group therapy has a significant effect on the Aggression & Emotion of self- regulation students (p<0.01). These results have stagnated over time. But in the level of school motivation, there was no significant difference between repeated measures of the effectiveness of therapeutic intervention. Therefore, therapeutic therapy can be used to improve the aggression and Emotion of self-regulation of students in health centers.
jafar torkzadeh; Seyed Javad Hashemi; rahmatallah marzoghi; Jafar Jahani
Abstract
This study aimed to Assessing the Challenges of Islamicization of Educational Systems. The statistical population consisted of all the managers (173 people) and faculty members (2021) of universities in Fars province that was selected by stratified random sampling method. The sample included 118 managers ...
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This study aimed to Assessing the Challenges of Islamicization of Educational Systems. The statistical population consisted of all the managers (173 people) and faculty members (2021) of universities in Fars province that was selected by stratified random sampling method. The sample included 118 managers and 325 faculty members using the Cochran formula. In this study, a researcher made questionnaire which was based on the dynamic system model of Islamic University development developed by Torkzadeh and Moeini (2015), was used to collect the data. The validity of this questionnaire was estimated by factor analysis and its reliability was calculated by Cronbach’s alpha and the results indicated desirable validity and reliability of the questionnaire. In order to analyze the data, one-sample T-Test and Friedman test were utilized. Finally, The results showed that based on the meanings obtained from the managers' point of view, among the challenges of Islamic University development, system thinking, strategic attitude, developmental approach, functional dimension and practical orientation, from the viewpoint of faculty members of system thinking, approach Development and functional dimension, diagnosis-orientation, evaluation, learning and strategic leadership were identified as a major challenge to the development of the Islamic University. The results also showed that among the dimensions of the challenges of Islamic University development, the highest average is related to the institutional dimension and the lowest is the technical dimension
Samanerh Haddadi; hossein zare; Sosan Alizadehfard
Abstract
This study was done to compare problem-solving skills and decision-making methods between the intermediate and advanced second language learners (English, French, German) and non-learners. The present study was carried out on the basis of the casual-comparative method. The statistical population of this ...
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This study was done to compare problem-solving skills and decision-making methods between the intermediate and advanced second language learners (English, French, German) and non-learners. The present study was carried out on the basis of the casual-comparative method. The statistical population of this research contained two groups in which the first group included all learners who participated in the English Language Institutes in Tehran in the first half of the year (2019) to learn English, French and German, whereas the second group included ordinary people who live in Tehran. All the participants were in the range of 18-40 years old. After eliminating scratched questionnaires, 120 subjects were assigned in each group on the basis of multi-stage clustering. Data collection was done by Cassidy and Long problem-solving questionnaire (1996) and Scott and Bruce Decision-making Methods (1995), but due to the lack of normality of data distribution for analyzing data, U Man-Whitney test was used. The results showed that there is no difference in problem-solving skills between Second Language Learners (English, French, German) and non-learners. However, in decision-making methods, dependent decision-making method was significantly lower in second language learners than non-learners (P<0. 01). Difference among other methods was rejected due to higher significance level than assumed 0. 05. Research has shown that people who have learned a second language have the ability to process higher information and learn more quickly, making it more accurate and faster than those who know only one language. Collect and summarize.
Parvin Sadeghitabar; Mehdi Shariatmadari
Abstract
The purpose of the present study was to design and validate the continuing medical education model based on blended learning in Iran. This study was conducted by using a mixed exploratory design with Instrument Development Model. First, in qualitative part of this study, a questionnaire consisted of ...
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The purpose of the present study was to design and validate the continuing medical education model based on blended learning in Iran. This study was conducted by using a mixed exploratory design with Instrument Development Model. First, in qualitative part of this study, a questionnaire consisted of 7 major aspects, 28 components and 100 sub-components was developed by using grounded theory approach and interview with 10 experts. Then, in the quantitative part, the primary designed questionnaire was distributed among 10 Iranian experts of Continuing Medical Education programs and Blended Learning. Based on the received feedback, the questionnaire was revised. Then the final version was distributed countrywide among 383 persons subject to continuing medical education rule, selected by stratified random sampling method. The validity of the questionnaire was confirmed by experts using the three-stage Delphi method and its reliability was calculated by Cronbach's alpha (α= 0.943). A Non-probability purposive sampling method was used in the qualitative part of the study whereas random sampling method was utilized in the quantitative part. Analysis of structural equation modeling was used for testing mentioned model. To verify the factor structure, the first confirmatory factor analysis was used and the model was confirmed with 7 major aspects, 28 components and 100 sub-components. Results of second-order confirmatory factor analysis showed that the extracted major aspects and components have sufficient factors for predicting the Continuing Medical Education model based on blended learning in Iran. In addition, goodness of the fit indices were as follows: (Chi-square/df= 2.38), (RMSEA= 0.072), (GFI=0.98), (AGFI = 0.92), (CFI = 0.94), (NFI = 0.98(. The results of statistical tests displayed that the designed model for continuing medical education model based on blended learning in Iran is well fitted.
HasanAli Veis Karami; Saeideh Sabzian; Fatemeh Pirjavid; Hoshang Garavand
Volume 2, Issue 5 , July 2015, , Pages 81-94
Abstract
In recent decades, creating and fostering self-regulated learning skills in students has become one of the educational goals.thus, The purpose of this study was to investigate the relationship between self-regulated learning strategies and with perception of parenting styles of students in Ferdowsi University ...
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In recent decades, creating and fostering self-regulated learning skills in students has become one of the educational goals.thus, The purpose of this study was to investigate the relationship between self-regulated learning strategies and with perception of parenting styles of students in Ferdowsi University of Mashhad. The research method was descriptive correlational. Statistical population included all undergraduate students of Ferdowsi University of Mashhad. The statistical population mentioned a size sample of 352 individuals (30% male and 70% female) were selected by random stratified relative. Research instruments were the “Perception of Parents Scale” (POPS)., and the “students achievement goal orientations & -motivated strategies for learning questionnaire (MSLQ)”. Data was analyzed by using both descriptive (Mean, and standard deviation) and inferential statistics (Pearson correlation, Multiple regression, Multivariate Analysis of Variance). The results of Pierson Correlation Coefficient revealed that there is significant and minus relationship between Authoritarian style with self-regulatory and cognitive learning strategies (P<0/05). But there is significant and positive relationship between Authoritative style with self-regulatory and cognitive learning strategies. Results of multiple regression revealed that self-regulatory and cognitive learning strategies can be predicted by Authoritative style (P<0/05). In addition, the results of MANOVA indicated that there is significant difference between male and female students in authoritative styles, self-regulatory and cognitive learning strategies (P<0.05). but there is significant difference between in educational groups only in self-regulatory learning strategies. Parents must be informed of the results of the research and the correct style of parenting as pamphlets, workshops, special sessions and had taught them.
Shekofeh ShariatPanah; Ali Mashhadi
Volume 2, Issue 6 , November 2014, , Pages 81-90
Abstract
The purpose of the present research was studying the role of implicit intelligence theories in students’ educational improve-ment. The research method was correlation and the statistical population was all female students in special high schools (state exemplary school and Shahed) in Mashhad city on ...
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The purpose of the present research was studying the role of implicit intelligence theories in students’ educational improve-ment. The research method was correlation and the statistical population was all female students in special high schools (state exemplary school and Shahed) in Mashhad city on academic year of 2013-2014; that 332 of them were selected by using multi-stage cluster sampling method. The used tool was implicit theories of intelligence scale (ITIS) that its reliability and validity had been confirmed. The average mark of students was regarded as mark of academic improvement. Data was analyzed by using descriptive statistic, correlation coefficient of Pearson and multiple- regression method. The results are: 1- there were negative and significant correlation between intelligence intrinsic theory and the students’ educational improvement (r=-0.56, p
