Payame Noor UniversityResearch in School and Virtual Learning3060-649710120220823Relationship between Learning Styles, Problem Solving, Sensation Seeking and Cultural Intelligence with Risk of Perception: The Mediating Role of Emotion RegulationRelationship between Learning Styles, Problem Solving, Sensation Seeking and Cultural Intelligence with Risk of Perception: The Mediating Role of Emotion Regulation920915610.30473/etl.2022.62204.3693FALeilaZoghiAssistant Professor, Department of Psychology, Faculty of Human Resources, Amin University of Police, Tehran, IranBitaAjilchiPhD in General Psychology, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, Allameh Tabatabaei University, Tehran, IranSamiraMadandostMaster of General Psychology, Islamic Azad University, Electronics Branch, Tehran, IranJournal Article20211221The aim of the current research was the mediating role of emotion regulation in the relationship between learning styles, problem solving, thrill seeking and cultural intelligence with risk. In an applied research with descriptive-correlation method among drivers in the center of Tehran, 340 people were selected by available sampling method and they answered the questionnaires of learning style of Kolb (1984), Hepner and Peterson's problem solving (1982), sensation seeking of Arentt (1994), cultural intelligence of Ang and Earley (2004), emotion regulation of Gross and John (2003), and Ulleberg & Rundmo (2001)'s perception of driving risks.
The highest frequency belonged to men, age range 40 to 50 years and higher education and less. The standard coefficients of the direct paths between learning style, problem solving, excitement seeking and cultural intelligence with emotion regulation are 0.41, 0.31, 0.45, 0.45, respectively and the standard coefficient of the direct path between emotion regulation and risk perception is 0.93 and The absolute fit index (GOF) for the research model was 0.38. Learning style, problem solving, excitement seeking, and cultural intelligence with the mediation of emotion regulation have a positive effect on the risk perception of Tehran drivers (P<0.05).Findings: The highest frequency belonged to men, age range 40 to 50 years and higher education and less. The standard coefficients of the direct paths between learning style, problem solving, excitement seeking and cultural intelligence with emotion regulation are 0.41, 0.31, 0.45, 0.45, respectively and the standard coefficient of the direct path between emotion regulation and risk perception is 0.93 and The absolute fit index (GOF) for the research model was 0.38. Conclusion: learning style, problem solving, excitement seeking, and cultural intelligence with the mediation of emotion regulation have a positive effect on the risk perception of Tehran drivers (P<0.05).The aim of the current research was the mediating role of emotion regulation in the relationship between learning styles, problem solving, thrill seeking and cultural intelligence with risk. In an applied research with descriptive-correlation method among drivers in the center of Tehran, 340 people were selected by available sampling method and they answered the questionnaires of learning style of Kolb (1984), Hepner and Peterson's problem solving (1982), sensation seeking of Arentt (1994), cultural intelligence of Ang and Earley (2004), emotion regulation of Gross and John (2003), and Ulleberg & Rundmo (2001)'s perception of driving risks.
The highest frequency belonged to men, age range 40 to 50 years and higher education and less. The standard coefficients of the direct paths between learning style, problem solving, excitement seeking and cultural intelligence with emotion regulation are 0.41, 0.31, 0.45, 0.45, respectively and the standard coefficient of the direct path between emotion regulation and risk perception is 0.93 and The absolute fit index (GOF) for the research model was 0.38. Learning style, problem solving, excitement seeking, and cultural intelligence with the mediation of emotion regulation have a positive effect on the risk perception of Tehran drivers (P<0.05).Findings: The highest frequency belonged to men, age range 40 to 50 years and higher education and less. The standard coefficients of the direct paths between learning style, problem solving, excitement seeking and cultural intelligence with emotion regulation are 0.41, 0.31, 0.45, 0.45, respectively and the standard coefficient of the direct path between emotion regulation and risk perception is 0.93 and The absolute fit index (GOF) for the research model was 0.38. Conclusion: learning style, problem solving, excitement seeking, and cultural intelligence with the mediation of emotion regulation have a positive effect on the risk perception of Tehran drivers (P<0.05).https://etl.journals.pnu.ac.ir/article_9156_734be894ae5b8cef5e129f9cc8be4208.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649710120220823The Effect of Instructional Application According to brain-based Learning on Learning and Retention in Science Course of Second Grade Elementary StudentsThe Effect of Instructional Application According to brain-based Learning on Learning and Retention in Science Course of Second Grade Elementary Students2134906810.30473/etl.2022.58669.3491FARezaTalimiMA of Educational Technology, Department of Educational Science, Arak University, Arak, IranMohsenBagheriAssistant Professor, Department of Educational Science, Arak University, Arak, IranBahmanYasbolaghi SharahiAssistant Professor, Department of Educational Science, Arak University, Arak, IranJournal Article20210418Brain-based learning is the knowledge of the rules and regulations of the brain to create meaningful learning and organize training based on them. The aim of this study was to investigate the effect of brain-based educational application on learning and memorization of experimental science course for second grade elementary students in the 98-99 academic year. The method of the present study was quasi-experimental with a pretest-posttest design with a control group. The statistical population included all the second-grade male students of in Qom province and the participants including 30 people who were selected as the available sample were randomly divided into two groups of 15 people. The tools of this study included a researcher-made brain-based application and a researcher-made learning test. The validity of this test was confirmed by the instructors and experts in the field of education and also its reliability was reported to be 0.78 using the Koder Richardson 20 method. Students in the experimental group were influenced by brain-based application-based education for 10 sessions. In order to inferentially analyze the data, repeated measures analysis of variance was used. The findings showed that brain-based educational application has a significant effect on learning and retention.(p<0.05). Therefore, the use of educational application designed based on the principles of brain-based learning has a significant effect on learning and retention the experimental science course of second grade elementary students. According to the research results, it is suggested that the principles of brain-based learning be used in instructional application to enhance learing and retention.Brain-based learning is the knowledge of the rules and regulations of the brain to create meaningful learning and organize training based on them. The aim of this study was to investigate the effect of brain-based educational application on learning and memorization of experimental science course for second grade elementary students in the 98-99 academic year. The method of the present study was quasi-experimental with a pretest-posttest design with a control group. The statistical population included all the second-grade male students of in Qom province and the participants including 30 people who were selected as the available sample were randomly divided into two groups of 15 people. The tools of this study included a researcher-made brain-based application and a researcher-made learning test. The validity of this test was confirmed by the instructors and experts in the field of education and also its reliability was reported to be 0.78 using the Koder Richardson 20 method. Students in the experimental group were influenced by brain-based application-based education for 10 sessions. In order to inferentially analyze the data, repeated measures analysis of variance was used. The findings showed that brain-based educational application has a significant effect on learning and retention.(p<0.05). Therefore, the use of educational application designed based on the principles of brain-based learning has a significant effect on learning and retention the experimental science course of second grade elementary students. According to the research results, it is suggested that the principles of brain-based learning be used in instructional application to enhance learing and retention.https://etl.journals.pnu.ac.ir/article_9068_458c367ab794e6b99c42718d6ce8e4f7.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649710120220823Meta-Analysis of the Effectiveness of Educational and Therapeutic Interventions on Mathematical AnxietyMeta-Analysis of the Effectiveness of Educational and Therapeutic Interventions on Mathematical Anxiety3546914110.30473/etl.2022.60730.3613FAGholamiGholamiDepartment of Psychology, Shahrbabak Branch, Islamic Azad University, Shahrbabak, IranBitaRahnamayezabijariDepartment of curriculum planning, Science and Research Branch, Islamic Azad University, Tehran, IranJournal Article20210907Math anxiety is one of the most common anxiety types that students face during their studies and their performance is affected by it. Various treatment methods are used by researchers to reduce math anxiety. The purpose of this research is to examine the researches conducted in the field of the effect of therapeutic and educational methods on reducing students' math anxiety. The statistical population of the current research is all the available studies about the effectiveness of educational and therapeutic interventions on math anxiety. To perform meta-analysis between 1985 and 1999, 55 studies were identified, 28 studies were included in the analysis. Due to the fact that some studies used several variables or interventions, they were examined several times in the meta-analysis process. In the end, 33 effect sizes were obtained from the entire research. and analyzed with CMA2 software. The results of the analysis showed that the effect size of educational and therapeutic interventions on the general category of math anxiety was -1.41 and -1.58 respectively, which was statistically significant. Based on the size of the obtained effects, it can be stated that educational and therapeutic interventions based on Cohen's criterion have a very high effectiveness on math anxiety, and the use of therapeutic interventions for math anxiety is more effective. A meta-regression model was used to influence the moderating variable of gender on math anxiety. The results showed that the moderating role of gender is weak. Also, this study has given recommendations for using different interventions to improve math anxiety.Math anxiety is one of the most common anxiety types that students face during their studies and their performance is affected by it. Various treatment methods are used by researchers to reduce math anxiety. The purpose of this research is to examine the researches conducted in the field of the effect of therapeutic and educational methods on reducing students' math anxiety. The statistical population of the current research is all the available studies about the effectiveness of educational and therapeutic interventions on math anxiety. To perform meta-analysis between 1985 and 1999, 55 studies were identified, 28 studies were included in the analysis. Due to the fact that some studies used several variables or interventions, they were examined several times in the meta-analysis process. In the end, 33 effect sizes were obtained from the entire research. and analyzed with CMA2 software. The results of the analysis showed that the effect size of educational and therapeutic interventions on the general category of math anxiety was -1.41 and -1.58 respectively, which was statistically significant. Based on the size of the obtained effects, it can be stated that educational and therapeutic interventions based on Cohen's criterion have a very high effectiveness on math anxiety, and the use of therapeutic interventions for math anxiety is more effective. A meta-regression model was used to influence the moderating variable of gender on math anxiety. The results showed that the moderating role of gender is weak. Also, this study has given recommendations for using different interventions to improve math anxiety.https://etl.journals.pnu.ac.ir/article_9141_1be9a353ee0c68f24127cda08f02a0cf.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649710120220823The Effectiveness of the Second Step Psychoeducational Program on Increas-ing the Emotional-Social Competence of Elementary School StudentsThe Effectiveness of the Second Step Psychoeducational Program on Increas-ing the Emotional-Social Competence of Elementary School Students4766909410.30473/etl.2022.64259.3822FAAhmadBayandorianDepartment of Psychology, University of Zanjan, Zanjan, IranRezaRahimiDepartment of Psychology, Payame Noor University, Tehran, IranSamanehHaddadiDepartment of Psychology, Payame Noor University, Tehran, IranSHokoufehMousaviDepartment of Psychology, Payame Noor University, Tehran, IranAliKhodaeiDepartment of Psychology, Payame Noor University, Tehran, IranJournal Article20220616The aim of this study was to test the effectiveness of the second step education program on increasing the emotional social competence of elementary students. In this quasi-experimental study with pretest-posttest design and control group in company with follow up stage, 48 sixth grade male students (25 students) and (23 students) groups responded to the State-Trait Anger Expression Inventory-Child & Adolescent, the Adjustment Inventory for School Students and the Bar-On Emotional Quotient Inventory. The second step program was performed in experimental group for 6 weeks and two hours per week through the Shad system. The results of the statistical method of simple mixed analysis of variance showed that the main effect of within-subjects and between-subjects factors and the interaction effect of within-between-group factors on increasing empathy, social responsibility, impulse control and anger control were statistically significant. Also, the results showed that the effect of factors on academic adjustment were not statistically significant. The results of this study showed that the second step program as a psycho-educational intervention influenced by the conceptual logic of the cognitive processing model of social information and social learning theory, in agreement with other its language versions, was effective in strengthening the skill treasury and psychological capital of elementary students.The aim of this study was to test the effectiveness of the second step education program on increasing the emotional social competence of elementary students. In this quasi-experimental study with pretest-posttest design and control group in company with follow up stage, 48 sixth grade male students (25 students) and (23 students) groups responded to the State-Trait Anger Expression Inventory-Child & Adolescent, the Adjustment Inventory for School Students and the Bar-On Emotional Quotient Inventory. The second step program was performed in experimental group for 6 weeks and two hours per week through the Shad system. The results of the statistical method of simple mixed analysis of variance showed that the main effect of within-subjects and between-subjects factors and the interaction effect of within-between-group factors on increasing empathy, social responsibility, impulse control and anger control were statistically significant. Also, the results showed that the effect of factors on academic adjustment were not statistically significant. The results of this study showed that the second step program as a psycho-educational intervention influenced by the conceptual logic of the cognitive processing model of social information and social learning theory, in agreement with other its language versions, was effective in strengthening the skill treasury and psychological capital of elementary students.https://etl.journals.pnu.ac.ir/article_9094_352531576a88fa31aa6bc19ca1fa2fc9.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649710120220823Identification, Analysis and Prioritization of Success Indicators on Quality in Distance Education System: The Case of Payame Noor UniversityIdentification, Analysis and Prioritization of Success Indicators on Quality in Distance Education System: The Case of Payame Noor University6786910910.30473/etl.2022.50564.3672FAAnvarShahmohammadiDepartment of Education, Payame Noor University, Tehran, IranNematollahAziziProfessor, Department of Educational Sciences, University of Kurdistan, Sanandaj, IranJournal Article20211123The purpose of this study was to identify, analyze and prioritize indicators affecting the quality of distance education: the case of Payame Noor University. In terms of purpose, this research is an applied research that was conducted with a mixed exploratory approach (qualitative and quantitative). The participants of this study in the qualitative section were 15 professors and graduates of distance education who were purposefully selected and interviewed. In the quantitative part of the study, the target statistical population (managers, planners and experts of the central organization of Payame Noor University) were 215 of them selected by available sampling and asked to complete the research questionnaire. This questionnaire consisted of 52 indicators whose content validity was evaluated and confirmed based on experts' opinions and its reliability was evaluated using Cronbach's alpha coefficient of 0.89. To analyze the data of the qualitative part, open and axial coding were used and to analyze the quantitative data obtained from the questionnaire, in addition to the central tendency indicators, confirmatory factor analysis was used. The results of this study showed that the comprehensive model of quality in the distance education system has 7 dimensions of Teaching Organization; Teacher; Learner; Fundamentals of Pedagogy, Theory and Generations of Technology; Educational Materials and Content; Teaching methods and approaches; And the time and place of education is related to 52 indicators that based on them, strategies have been proposed to improve the educational quality of the distance education systemThe purpose of this study was to identify, analyze and prioritize indicators affecting the quality of distance education: the case of Payame Noor University. In terms of purpose, this research is an applied research that was conducted with a mixed exploratory approach (qualitative and quantitative). The participants of this study in the qualitative section were 15 professors and graduates of distance education who were purposefully selected and interviewed. In the quantitative part of the study, the target statistical population (managers, planners and experts of the central organization of Payame Noor University) were 215 of them selected by available sampling and asked to complete the research questionnaire. This questionnaire consisted of 52 indicators whose content validity was evaluated and confirmed based on experts' opinions and its reliability was evaluated using Cronbach's alpha coefficient of 0.89. To analyze the data of the qualitative part, open and axial coding were used and to analyze the quantitative data obtained from the questionnaire, in addition to the central tendency indicators, confirmatory factor analysis was used. The results of this study showed that the comprehensive model of quality in the distance education system has 7 dimensions of Teaching Organization; Teacher; Learner; Fundamentals of Pedagogy, Theory and Generations of Technology; Educational Materials and Content; Teaching methods and approaches; And the time and place of education is related to 52 indicators that based on them, strategies have been proposed to improve the educational quality of the distance education systemhttps://etl.journals.pnu.ac.ir/article_9109_703ff7cc6e78ce7f33a0fe7d6c2ddcce.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649710120220823The Effectiveness of Positive Parenting Education for Mothers on Executive Functions and Academic Motivation of Children with Attention Deficit-Hyperactivity DisorderThe Effectiveness of Positive Parenting Education for Mothers on Executive Functions and Academic Motivation of Children with Attention Deficit-Hyperactivity Disorder8796906910.30473/etl.2022.62553.3720FAAliAkbarSharifiAssistant Professor, Department of Psychology, Payam Noor University, Tehran, IranZeinabKhoramiMS.c., Department of Psychology, Payam Noor University, Tehran, IranJournal Article20220115The aim of this study was to investigate the effectiveness of The Parenting Program to mothers on executive functions and academic motivation of children with attention deficit hyperactivity disorder. The research method was quasi-experimental with pretest-posttest with a control group. The statistical population included all mothers of children with ADHD in Kashan, from whom 32 people were selected by convenience sampling and randomly assigned to experimental and control groups. Harter’s academic motivation questionnaire (1981) and Behavior Rating Inventory of Executive Function were used. After the pre-test, the experimental group received positive parenting training in 7 sessions of 60 minutes, and the control group did not receive any training. After all training sessions, a post-test was performed. Data were analyzed by analysis of covariance and SPSS-26 software. The results showed that positive parenting education to mothers has a significant effect on executive functions and academic motivation (F = 71.63 and p <0.01) of children with attention deficit hyperactivity disorder. It seems that positive parenting education for mothers improves executive functions and academic motivation of children with attention deficit hyperactivity disorder.The aim of this study was to investigate the effectiveness of The Parenting Program to mothers on executive functions and academic motivation of children with attention deficit hyperactivity disorder. The research method was quasi-experimental with pretest-posttest with a control group. The statistical population included all mothers of children with ADHD in Kashan, from whom 32 people were selected by convenience sampling and randomly assigned to experimental and control groups. Harter’s academic motivation questionnaire (1981) and Behavior Rating Inventory of Executive Function were used. After the pre-test, the experimental group received positive parenting training in 7 sessions of 60 minutes, and the control group did not receive any training. After all training sessions, a post-test was performed. Data were analyzed by analysis of covariance and SPSS-26 software. The results showed that positive parenting education to mothers has a significant effect on executive functions and academic motivation (F = 71.63 and p <0.01) of children with attention deficit hyperactivity disorder. It seems that positive parenting education for mothers improves executive functions and academic motivation of children with attention deficit hyperactivity disorder.https://etl.journals.pnu.ac.ir/article_9069_49ccbe6b5e08ca709a6484fb1b7f2fad.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649710120220823The study of effectiveness of cyberspace literacy On cyber victimization Experiences, self-control and critical thinking of studentsThe study of effectiveness of cyberspace literacy On cyber victimization Experiences, self-control and critical thinking of students97108909510.30473/etl.2022.61835.3673FAFereshtehPourmohseni KoluriAssociate Professor, Faculty of Psychology and Education, Payame Noor University, Tehran, IranFatemehGhorbani AzarM.A of Psychology, Payame Noor University, Tehran, IranJournal Article20211124The purpose of this study was to investigate the effectiveness of cyberspace literacy training on the victimization of cyber bullying, self-control and critical thinking in high school students in 2019-2020. The present study was an experimental design with pretest-posttest with a control group. The statistical population included all third grade high school students in Ardabil, from which 30 students were selected by available sampling and randomly assigned to experimental and control groups. Prior to cyberspace literacy training, both experimental and control groups answered the CBVEQ, the 13-item Tanji, self-control questionnaire, and the Ritex Critical Thinking Questionnaire. Then, the experimental group was trained in 8 cyberspace literacy program, but the control group was not receiving any intervention. After the training program, two groups respondent all questionnaires. The results of multivariate analysis of covariance (MANCOVA) showed that cyberspace literacy training had improved cyber victimization and self-control (p <0.05), but cyberspace literacy training program had a significant effect on students' critical thinking in the experimental group. did not show. Findings show that cyberspace literacy training can reduce the destructive consequences of this network by increasing users' awareness about this phenomenon.The purpose of this study was to investigate the effectiveness of cyberspace literacy training on the victimization of cyber bullying, self-control and critical thinking in high school students in 2019-2020. The present study was an experimental design with pretest-posttest with a control group. The statistical population included all third grade high school students in Ardabil, from which 30 students were selected by available sampling and randomly assigned to experimental and control groups. Prior to cyberspace literacy training, both experimental and control groups answered the CBVEQ, the 13-item Tanji, self-control questionnaire, and the Ritex Critical Thinking Questionnaire. Then, the experimental group was trained in 8 cyberspace literacy program, but the control group was not receiving any intervention. After the training program, two groups respondent all questionnaires. The results of multivariate analysis of covariance (MANCOVA) showed that cyberspace literacy training had improved cyber victimization and self-control (p <0.05), but cyberspace literacy training program had a significant effect on students' critical thinking in the experimental group. did not show. Findings show that cyberspace literacy training can reduce the destructive consequences of this network by increasing users' awareness about this phenomenon.https://etl.journals.pnu.ac.ir/article_9095_f21bbcb2b72ff7868d374fb4d32bf2af.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649710120220823A System of Indicators for Assessing the Teacher Readiness in Primary Education: a Systematic ReviewA System of Indicators for Assessing the Teacher Readiness in Primary Education: a Systematic Review109125912910.30473/etl.2022.61342.3646FAMahdiGhorbankhaniPh.D. Student, Faculty of Psychology and Education, University of Tehran, Tehran, IranKeyvanSalehiAssociate professors, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran0000-0001-8673-4248EbrahimKhodaieAssociate Professor, Faculty of Psychology and Education, University of Tehran, Tehran, IranAliMoghadazadehAssociate Professor, Faculty of Psychology and Education, University of Tehran, Tehran, IranMarziehDehghaniAssociate Professor, Faculty of Psychology and Education, University of Tehran, Tehran, IranJournal Article20211022Educational systems do not develop beyond the ability and motivation of their teachers. The teacher is the main factor in implementing educational programs in the school. The purpose of this study is to identify the factors, criteria and indicators for measuring teacher readiness in primary school. We conducted a systematic review in the period 2000-2021 and searched scientific databases including ProQuest, Eric, Google Scholar, SID, Ensani, and Magiran. We analyzed 67 documents based on PRISMA criteria. The results of the analyses led to the identification of 191 indicators, 21 criteria and 8 main factors. In the next step, the effect of each criterion on each other was estimated using the Dematel technique. Findings indicated that the first 5 criteria with most impact, respectively, include teaching aptitude, moral sensitivity, commitment and responsibility, rational and ethical training and being research-oriented. Also, by calculating the net impact, the top criteria include basic teacher prerequisites, general and superior mental abilities, teaching aptitude, attitudinal and emotional characteristics, and communication skills, respectively. The results of the rankings show that the criteria related to the teacher prerequisites factor have the greatest effectEducational systems do not develop beyond the ability and motivation of their teachers. The teacher is the main factor in implementing educational programs in the school. The purpose of this study is to identify the factors, criteria and indicators for measuring teacher readiness in primary school. We conducted a systematic review in the period 2000-2021 and searched scientific databases including ProQuest, Eric, Google Scholar, SID, Ensani, and Magiran. We analyzed 67 documents based on PRISMA criteria. The results of the analyses led to the identification of 191 indicators, 21 criteria and 8 main factors. In the next step, the effect of each criterion on each other was estimated using the Dematel technique. Findings indicated that the first 5 criteria with most impact, respectively, include teaching aptitude, moral sensitivity, commitment and responsibility, rational and ethical training and being research-oriented. Also, by calculating the net impact, the top criteria include basic teacher prerequisites, general and superior mental abilities, teaching aptitude, attitudinal and emotional characteristics, and communication skills, respectively. The results of the rankings show that the criteria related to the teacher prerequisites factor have the greatest effecthttps://etl.journals.pnu.ac.ir/article_9129_c73d7ea31489fd43da7ea1c973ac23de.pdf