Payame Noor University Research in School and Virtual Learning 3060-6497 9 3 2022 02 20 A Qualitative Meta-Analysis of Assessment Frameworks of Mathematical Problem-Posing Skills A Qualitative Meta-Analysis of Assessment Frameworks of Mathematical Problem-Posing Skills 9 28 8459 10.30473/etl.2022.58505.3483 FA Saeid Haghjoo Ph.D. Student, Mathematics Education, Shahid Rajaee Teacher Training University, Tehran, Iran Ebrahim Reyhani Associate Professor, Mathematics Education, Shahid Rajaee Teacher Training University, Tehran, Iran Journal Article 2021 04 10 Today, problem-Posing is one of the most important topics in mathematics education research. One of the challenges researchers face after investigating problem-posing skills and thinking processes is how to evaluate them. The present study investigates the content and methodology of these studies to determine their structure. This study presents a qualitative meta-analysis of the major frameworks that researchers have used to evaluate the posed problems in order to provide a comprehensive picture of these studies. To this purpose, 25 studies on evaluating Problem-Posing Skills were selected from 83 research studies conducted between 1994 and 2020 and analyzed descriptively and instrumentally. Students presenting a solution, adaptability, mathematical expression, linguistic knowledge and expression, solvability, quantity, and quality of data, Open-Ended and generalizable problems, solution strategies, and multiple solutions are among the nine common criteria identified by the meta-analysis findings. In addition, after reviewing the research, a framework with 11 criteria was created, with an emphasis on mathematical problem-posing and problem-solving. With the aid of generalizability theory, this framework has been validated by experts in mathematics and mathematics education, as well as teachers from all three grades, and has been evaluated in two stages. Today, problem-Posing is one of the most important topics in mathematics education research. One of the challenges researchers face after investigating problem-posing skills and thinking processes is how to evaluate them. The present study investigates the content and methodology of these studies to determine their structure. This study presents a qualitative meta-analysis of the major frameworks that researchers have used to evaluate the posed problems in order to provide a comprehensive picture of these studies. To this purpose, 25 studies on evaluating Problem-Posing Skills were selected from 83 research studies conducted between 1994 and 2020 and analyzed descriptively and instrumentally. Students presenting a solution, adaptability, mathematical expression, linguistic knowledge and expression, solvability, quantity, and quality of data, Open-Ended and generalizable problems, solution strategies, and multiple solutions are among the nine common criteria identified by the meta-analysis findings. In addition, after reviewing the research, a framework with 11 criteria was created, with an emphasis on mathematical problem-posing and problem-solving. With the aid of generalizability theory, this framework has been validated by experts in mathematics and mathematics education, as well as teachers from all three grades, and has been evaluated in two stages.

https://etl.journals.pnu.ac.ir/article_8459_d3d6c79924820a6ef11d66d9a3bbed75.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 9 3 2022 02 20 Construction of the Elementary School Students’ Subjective Well-Being in School Scale: an Exploratory Mixed-Method Study Construction of the Elementary School Students’ Subjective Well-Being in School Scale: an Exploratory Mixed-Method Study 29 52 8466 10.30473/etl.2022.59434.3528 FA Reza Kamalimohajer MA. of Educational Research, University of Tehran, Tehran, Iran Keyvan Salehi Assistant Professor, Faculty of Psychology and Education, University of Tehran, Tehran, Iran 0000-0001-8673-4248 Ali Moghadamzadeh Assistant Professor, Faculty of Psychology and Education, University of Tehran, Tehran, Iran Fateme Jafari MA of Educational Research, University of Tehran, Tehran, Iran Journal Article 2021 06 06 The purpose of this study was to construct a scale for assessing the Students` Subjective Well-being in elementary School (ESSSWBSS). For this purpose, based on an exploratory sequential mixed methods design, two studies were conducted. In the first study, using purposive sampling of the criterion type, 29 key informants including teachers and elementary school students in Tehran were selected and interviewed. Research tools were researcher-made single-item questionnaire and semi-structured interviews. Data were analyzed by Colaizzi's method. This has led to identifying six main themes including 'executive-administrative ', 'cultural', 'environment', 'friends', 'teaching and teacher ethics' and 'individual'. In the second study, among elementary school students in Tehran 387 students were selected through three-way cluster sampling. Psychometric properties of tools were evaluated using content validity, examination of items, structural validity and reliability determination. The content validity ratio (CVR) of each of the items was above the criterion of 0.54 and the overall validity of the tool (CVI) was 0.735. Validity of the scale was confirmed by content validity based on experts' opinion; the reliability of the scale was calculated by Cronbach's alpha and its value was 0.86. The exploratory factor analysis resulted in extraction of six factors. The item characteristic curve indicates that the majority of the items have a satisfactory and sometimes very good qualifications. In general, it can be said that the quality of the tool is of good quality because it provides a high level of information in a significant range of the ability continuum (-2 to +1). Investigating the psychometric properties of the tool showed that it can be used as a valid and reliable tool for assessing the Elementary School Students’ Subjective Well-Being in School. The purpose of this study was to construct a scale for assessing the Students` Subjective Well-being in elementary School (ESSSWBSS). For this purpose, based on an exploratory sequential mixed methods design, two studies were conducted. In the first study, using purposive sampling of the criterion type, 29 key informants including teachers and elementary school students in Tehran were selected and interviewed. Research tools were researcher-made single-item questionnaire and semi-structured interviews. Data were analyzed by Colaizzi's method. This has led to identifying six main themes including 'executive-administrative ', 'cultural', 'environment', 'friends', 'teaching and teacher ethics' and 'individual'. In the second study, among elementary school students in Tehran 387 students were selected through three-way cluster sampling. Psychometric properties of tools were evaluated using content validity, examination of items, structural validity and reliability determination. The content validity ratio (CVR) of each of the items was above the criterion of 0.54 and the overall validity of the tool (CVI) was 0.735. Validity of the scale was confirmed by content validity based on experts' opinion; the reliability of the scale was calculated by Cronbach's alpha and its value was 0.86. The exploratory factor analysis resulted in extraction of six factors. The item characteristic curve indicates that the majority of the items have a satisfactory and sometimes very good qualifications. In general, it can be said that the quality of the tool is of good quality because it provides a high level of information in a significant range of the ability continuum (-2 to +1). Investigating the psychometric properties of the tool showed that it can be used as a valid and reliable tool for assessing the Elementary School Students’ Subjective Well-Being in School.

https://etl.journals.pnu.ac.ir/article_8466_f1475d99409c1eb023fa0459223fc7a7.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 9 3 2022 02 20 Comparison of the Effect of Linear and Non-Linear Training on the Coordina-tion Pattern of Drop forehand Badminton Skills in Adolescent Girls Comparison of the Effect of Linear and Non-Linear Training on the Coordina-tion Pattern of Drop forehand Badminton Skills in Adolescent Girls 53 62 8519 10.30473/etl.2022.60517.3600 FA Farnaz Torabi Associate Professor, Physical Education Department, Payame Noor University, Tehran, Iran Masome Momtazi MA of Physical Education Department, Payame Noor University, Tehran, Iran Journal Article 2021 08 23 The aim of this study was to compare the effect of linear and nonlinear training on the coordination pattern of drop forehand badminton skills of adolescent girls in Tehran. The research method was quasi-experimental and was performed as pretest and posttest. The statistical population of the present study consisted of all adolescent girls aged 10 to 12 years in Shiroodi Club, District 7 of Tehran. The statistical sample of this study consisted of 30 beginner girls in badminton who had less than 3 months of experience in badminton, who were selected by purposive sampling and randomly divided into two groups of linear and nonlinear training. Thirty participants were trained in drop forehand skills using linear and nonlinear training methods. The linear method was designed and implemented based on traditional and conventional methods and in contrast to the nonlinear method derived from ecological dynamics using task constraints (rules related to activity and equipment). For data analysis, descriptive (mean and standard deviation) and inferential (paired t-test and analysis of covariance) statistical methods were used on SPSS software version 22. The results of the present study showed that the two groups had a significant difference in the pattern of coordination and accuracy of drop forehand skills and the nonlinear training group had better performance than the linear group (p <0.05). The results of the present study showed that nonlinear training is a good method to improve the coordination patterns of drop forehand badminton skills in adolescents. The aim of this study was to compare the effect of linear and nonlinear training on the coordination pattern of drop forehand badminton skills of adolescent girls in Tehran. The research method was quasi-experimental and was performed as pretest and posttest. The statistical population of the present study consisted of all adolescent girls aged 10 to 12 years in Shiroodi Club, District 7 of Tehran. The statistical sample of this study consisted of 30 beginner girls in badminton who had less than 3 months of experience in badminton, who were selected by purposive sampling and randomly divided into two groups of linear and nonlinear training. Thirty participants were trained in drop forehand skills using linear and nonlinear training methods. The linear method was designed and implemented based on traditional and conventional methods and in contrast to the nonlinear method derived from ecological dynamics using task constraints (rules related to activity and equipment). For data analysis, descriptive (mean and standard deviation) and inferential (paired t-test and analysis of covariance) statistical methods were used on SPSS software version 22. The results of the present study showed that the two groups had a significant difference in the pattern of coordination and accuracy of drop forehand skills and the nonlinear training group had better performance than the linear group (p <0.05). The results of the present study showed that nonlinear training is a good method to improve the coordination patterns of drop forehand badminton skills in adolescents.

https://etl.journals.pnu.ac.ir/article_8519_22f552956462f08b3d7e0bf93489aa44.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 9 3 2022 02 20 Offering a Blended Learning Model of Persian Language to Foreigners Offering a Blended Learning Model of Persian Language to Foreigners 63 80 8430 10.30473/etl.2022.61971.3681 FA Bahman Zandi Professor, Linguistics, Department of Linguistics, Payame Noor University, Tehran, Iran Marjan Masoumifard Assistant Professor, Distance Education, Department of Education, Payame Noor UniversityTehran, Iran Journal Article 2021 12 04 The purpose of this study is offering a blended learning model of Persian language to foreigners. This research was conducted in terms of applied purpose, in terms of analytical nature and in a documentary way. First, by using library and documentary studies, a systematic review and detailed analysis of existing models of blended learning regarding teaching-learning activities, characteristics of learners, teachers, content, educational media and evaluation was performed. In this level, the statistical population included all the different models of blended learning in the scientific databases of Science Direct, Scopus, Springer, the Emerald and Google Scholar databases, the Internet platform of the French network called (TV5) and the language teaching content of the BBC site. Data collection tools also included receipts, tables and cards. Then, the proposed model of blended learning of Persian language teaching to foreigners was developed and the validity of the model was examined using the opinions of experts in the two fields of linguistics and distance education. The statistical population in the second level included all experts in the fields of linguistics and distance education, among them 15 distance education specialists and 15 linguistics specialists were purposefully selected and commented on the validity of the proposed model. The research tool also included a researcher-made questionnaire with ten items and a four-point Likert scale (very high, high, low, very low) whose validity was confirmed by education and linguistics experts. The reliability of the questionnaire was also 0.89 using Cronbach's alpha method. In order to analyze the data, descriptive and inferential statistical methods (one-sample t-test) were used to validate the model. The results obtained from the one-sample t-test that was used to examine the internal validity of the Persian language blended learning model for foreigners, indicate that the proposed model is based on blended learning from the perspective of specialists in both distance education and linguistics. It also pays attention to the motivation of learning in language learners, also emphasizes the interactions of teacher, learner and content and is in accordance with the psychological principles of language learning. In addition, it has sufficiently blended various teaching-learning activities (face-to-face and electronic). It also pays enough attention to the characteristics of the teacher, content, media and evaluation, therefore the proposed model has sufficient validity for teaching Persian to foreigners. The purpose of this study is offering a blended learning model for Persian language to foreigners. First, the existing models of bleanded learning were studied and teaching-learning activities in blended learning language were studied, then the characteristics of learners, teachers, content, educational media and evaluation were considered. Then the challenges of bleande learning education were introduced and finally the proposed model of bleanded learning Persian language was introduced to foreigners and the validity of the model was confirmed by using the opinions of experts in the fields of linguistics and distance education. The purpose of this study is offering a blended learning model of Persian language to foreigners. This research was conducted in terms of applied purpose, in terms of analytical nature and in a documentary way. First, by using library and documentary studies, a systematic review and detailed analysis of existing models of blended learning regarding teaching-learning activities, characteristics of learners, teachers, content, educational media and evaluation was performed. In this level, the statistical population included all the different models of blended learning in the scientific databases of Science Direct, Scopus, Springer, the Emerald and Google Scholar databases, the Internet platform of the French network called (TV5) and the language teaching content of the BBC site. Data collection tools also included receipts, tables and cards. Then, the proposed model of blended learning of Persian language teaching to foreigners was developed and the validity of the model was examined using the opinions of experts in the two fields of linguistics and distance education. The statistical population in the second level included all experts in the fields of linguistics and distance education, among them 15 distance education specialists and 15 linguistics specialists were purposefully selected and commented on the validity of the proposed model. The research tool also included a researcher-made questionnaire with ten items and a four-point Likert scale (very high, high, low, very low) whose validity was confirmed by education and linguistics experts. The reliability of the questionnaire was also 0.89 using Cronbach's alpha method. In order to analyze the data, descriptive and inferential statistical methods (one-sample t-test) were used to validate the model. The results obtained from the one-sample t-test that was used to examine the internal validity of the Persian language blended learning model for foreigners, indicate that the proposed model is based on blended learning from the perspective of specialists in both distance education and linguistics. It also pays attention to the motivation of learning in language learners, also emphasizes the interactions of teacher, learner and content and is in accordance with the psychological principles of language learning. In addition, it has sufficiently blended various teaching-learning activities (face-to-face and electronic). It also pays enough attention to the characteristics of the teacher, content, media and evaluation, therefore the proposed model has sufficient validity for teaching Persian to foreigners. The purpose of this study is offering a blended learning model for Persian language to foreigners. First, the existing models of bleanded learning were studied and teaching-learning activities in blended learning language were studied, then the characteristics of learners, teachers, content, educational media and evaluation were considered. Then the challenges of bleande learning education were introduced and finally the proposed model of bleanded learning Persian language was introduced to foreigners and the validity of the model was confirmed by using the opinions of experts in the fields of linguistics and distance education.

https://etl.journals.pnu.ac.ir/article_8430_ee1fd5df26cbde05df82f0aca111f36a.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 9 3 2022 02 20 Structural Model of Impulsivity and Academic Performance with Mediating Role of Motivation in High School Female Students Structural Model of Impulsivity and Academic Performance with Mediating Role of Motivation in High School Female Students 81 92 8472 10.30473/etl.2022.62962.3736 FA Masoomeh Ranjbakhsh Ph.D Student ، Psychology، Roudehen Branch، Islamic Azad University، Roudehen، Iran Malek Mirhashemi Assistant Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran Khadije Abol-maali Associate Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran Journal Article 2022 02 09 This study sought to investigate the structural relationships between impulsivity and academic performance based on the mediating role of academic motivation. The method of the present study was descriptive-correlational. The statistical population of this study was all female students aged 16 to 18 years in Tehran in 1399. Using multistage cluster sampling method, 350 people were selected and answered the questionnaires of Pham and Taylor (1999), Walred et al.'s (1995) academic motivation and Bart (1995) impulsivity questionnaires. The data obtained from the questionnaires were analyzed in two sections: descriptive statistics such as mean and standard deviation, and inferential statistics such as Pearson correlation coefficient and structural equations were analyzed using SPSS and AMOS softwares. Findings showed that academic motivation mediates the relationship between impulsivity and students' academic performance significantly (p <0.01). Based on the findings, it can be concluded that improving academic motivation can be a solution for reducing impulsivity and therefore improving the students' academic performance. This study sought to investigate the structural relationships between impulsivity and academic performance based on the mediating role of academic motivation. The method of the present study was descriptive-correlational. The statistical population of this study was all female students aged 16 to 18 years in Tehran in 1399. Using multistage cluster sampling method, 350 people were selected and answered the questionnaires of Pham and Taylor (1999), Walred et al.'s (1995) academic motivation and Bart (1995) impulsivity questionnaires. The data obtained from the questionnaires were analyzed in two sections: descriptive statistics such as mean and standard deviation, and inferential statistics such as Pearson correlation coefficient and structural equations were analyzed using SPSS and AMOS softwares. Findings showed that academic motivation mediates the relationship between impulsivity and students' academic performance significantly (p <0.01). Based on the findings, it can be concluded that improving academic motivation can be a solution for reducing impulsivity and therefore improving the students' academic performance.

https://etl.journals.pnu.ac.ir/article_8472_5b181e7a9f5a002d54d31586a8014f84.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 9 3 2022 02 20 The Effectiveness of Cognitive-Behavioral Play Therapy on Reducing Hand-writing and Math Problems in Students with Special Learning Disabilities The Effectiveness of Cognitive-Behavioral Play Therapy on Reducing Hand-writing and Math Problems in Students with Special Learning Disabilities 93 100 8573 10.30473/etl.2022.61408.3652 FA Nosrat Jafari Instructor, Department of Psychology, Payame Noor University, Tehran, Iran Tahereh Roshani Instructor, Department of Psychology, Payame Noor University, Tehran, Iran Giti Shahbazi Corresponding Author: PhD Student in Clinical Psychology, Department of Psychology, Islamic Azad University, Tehran, Iran Journal Article 2021 10 26 Children with learning disabilities form a heterogeneous group. Their common denominator is that they all have difficulty in learning school subjects. The present study determines the effectiveness of cognitive-behavioral play therapy on reducing handwriting and math problems in students with special learning disabilities. Method: The present study was a quasi-experimental with a pretest- posttest design with a control group. The statistical population includes all male students in the third grade of primary school in Ilam in 1400. Using the available sampling method, 20 people (10 people in the experimental group and 10 people in the control group) were selected as the sample size. The research tools were Kosanj et al.'s (2012) questionnaire, handwriting problem checklist, failure test, and mathematical performance test for math disorder and cognitive-behavioral play therapy protocol. Data were analyzed using multivariate analysis of covariance. The results showed that cognitive-behavioral play therapy effectively reduced handwriting and math problems and mathematical components of students with special learning disabilities. Therefore, it can be said that teaching the cognitive-behavioral play therapy can solve the handwriting and math writing problems in students with learning disabilities and can inform them to deal with problems during school. Cognitive: behavioral play therapy, handwriting and math writing disorder, special learning disabilities Children with learning disabilities form a heterogeneous group. Their common denominator is that they all have difficulty in learning school subjects. The present study determines the effectiveness of cognitive-behavioral play therapy on reducing handwriting and math problems in students with special learning disabilities. Method: The present study was a quasi-experimental with a pretest- posttest design with a control group. The statistical population includes all male students in the third grade of primary school in Ilam in 1400. Using the available sampling method, 20 people (10 people in the experimental group and 10 people in the control group) were selected as the sample size. The research tools were Kosanj et al.'s (2012) questionnaire, handwriting problem checklist, failure test, and mathematical performance test for math disorder and cognitive-behavioral play therapy protocol. Data were analyzed using multivariate analysis of covariance. The results showed that cognitive-behavioral play therapy effectively reduced handwriting and math problems and mathematical components of students with special learning disabilities. Therefore, it can be said that teaching the cognitive-behavioral play therapy can solve the handwriting and math writing problems in students with learning disabilities and can inform them to deal with problems during school. Cognitive: behavioral play therapy, handwriting and math writing disorder, special learning disabilities

https://etl.journals.pnu.ac.ir/article_8573_2708b304a4e3dedaff5f4f5afe374905.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 9 3 2022 02 20 The Effectiveness of Executive Functions-Based Cognitive Rehabilitation on Improving Cognitive Deficits in Children with Dyslexia The Effectiveness of Executive Functions-Based Cognitive Rehabilitation on Improving Cognitive Deficits in Children with Dyslexia 101 111 8460 10.30473/etl.2022.54387.3286 FA Elham Seif M.A. Student, Psychology of Special Children, University of Mohaghegh Ardabili, Ardabil, Iran Sajjad Basharpoor Professor, Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Mohammsd Narimani Professor, Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Fazeleh Heidari PhD Student, Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Journal Article 2020 08 01 The aim of this study was to determine the effectiveness of executive functions-based rehabilitation program on cognitive deficits of children with dyslexia. This study was experimental with pre-test and post-test with control group. The statistical population of this study consisted of all students with dyslexia in the fourth and fifth grades of elementary school in Tehran in 1397-1398 academic year. The sample consisted of 40 dyslexic students who were selected by clustering sampling method and randomly assigned into two experimental (n=20) and control (n=20) groups. After conducting the revised effortful Control Scale as pretest on both groups, the executive functions-based rehabilitation program was applied to the experimental group in 12 sessions and each session for 60 minutes twice a week, but the control group received no intervention. Then, both groups responded to mentioned questionnaire as post-test. Data were analyzed using repeated measure ANCOVA. The results showed that there was a significant difference between the experimental and control group in cognitive deficits of distraction, poor concentration, poor attention shifting and impulsivity. These results indicate that executive functions-based rehabilitation program has improved the cognitive deficits in children with dyslexia, thus, this intervention can be a useful program for dyslexic children. The aim of this study was to determine the effectiveness of executive functions-based rehabilitation program on cognitive deficits of children with dyslexia. This study was experimental with pre-test and post-test with control group. The statistical population of this study consisted of all students with dyslexia in the fourth and fifth grades of elementary school in Tehran in 1397-1398 academic year. The sample consisted of 40 dyslexic students who were selected by clustering sampling method and randomly assigned into two experimental (n=20) and control (n=20) groups. After conducting the revised effortful Control Scale as pretest on both groups, the executive functions-based rehabilitation program was applied to the experimental group in 12 sessions and each session for 60 minutes twice a week, but the control group received no intervention. Then, both groups responded to mentioned questionnaire as post-test. Data were analyzed using repeated measure ANCOVA. The results showed that there was a significant difference between the experimental and control group in cognitive deficits of distraction, poor concentration, poor attention shifting and impulsivity. These results indicate that executive functions-based rehabilitation program has improved the cognitive deficits in children with dyslexia, thus, this intervention can be a useful program for dyslexic children.

https://etl.journals.pnu.ac.ir/article_8460_9c0b046567b1c286304c73139766dcbf.pdf