Payame Noor UniversityResearch in School and Virtual Learning3060-649711420240420The Mediating Role of Teacher's Perceived Social Support and Task Value in the Relationship between Teacher's Perceived Enthusiasm and Students' Academic Burnout in Math LessonThe Mediating Role of Teacher's Perceived Social Support and Task Value in the Relationship between Teacher's Perceived Enthusiasm and Students' Academic Burnout in Math Lesson9201097610.30473/etl.2024.69723.4113FAFarzaneMikaeeli ManeeAssociate Professor, Educational Psychology, Urmia University, Urmia, Iran.BehzadArzhangiMS.c. Psychology, Urmia University, Urmia, Iran.SiyamakMirzaee SeilabiMS.c. Psychology, Urmia University, Urmia, Iran.Journal Article20231114This research aimed to investigate the relationship between teacher's perceived enthusiasm and students' academic burnout in mathematics, with the mediating role of teacher perceived social support and the value of homework. This research was of the type of structural equations. The statistical population of the research was 270 ninth-year male students of Selmas city, who selected by multi-stage cluster random sampling method. In order to collect data, the questionnaires of the teacher's perceived enthusiasm (Erosz et al., 2015), perceived social support by Park et al. (2002), the value of math homework, Akin et al. (2016), and school burnout. (SBI) Salemla-Aro et al. (2005) used.
The data analyzed with SPSS and Lisrel software. The results showed that the direct effects of teaching with passion on social support and homework value were significant. Also, the effect of teaching without passion on social support and homework value was negative and significant, the direct effect of social support and homework value on academic burnout was also significant. Additionally, the indirect effects showed that teaching with enthusiasm has a negative and significant indirect effect on academic burnout based on the mediating role of social support and task value, and teaching without passion on academic burnout based on the mediating role. Social support and task value have a positive and significant indirect effect. Therefore, it is possible to prevent students' academic burnout in mathematics by providing educational programs to teachers according to the components of teacher's perceived enthusiasm, perceived social support, and task value.This research aimed to investigate the relationship between teacher's perceived enthusiasm and students' academic burnout in mathematics, with the mediating role of teacher perceived social support and the value of homework. This research was of the type of structural equations. The statistical population of the research was 270 ninth-year male students of Selmas city, who selected by multi-stage cluster random sampling method. In order to collect data, the questionnaires of the teacher's perceived enthusiasm (Erosz et al., 2015), perceived social support by Park et al. (2002), the value of math homework, Akin et al. (2016), and school burnout. (SBI) Salemla-Aro et al. (2005) used.
The data analyzed with SPSS and Lisrel software. The results showed that the direct effects of teaching with passion on social support and homework value were significant. Also, the effect of teaching without passion on social support and homework value was negative and significant, the direct effect of social support and homework value on academic burnout was also significant. Additionally, the indirect effects showed that teaching with enthusiasm has a negative and significant indirect effect on academic burnout based on the mediating role of social support and task value, and teaching without passion on academic burnout based on the mediating role. Social support and task value have a positive and significant indirect effect. Therefore, it is possible to prevent students' academic burnout in mathematics by providing educational programs to teachers according to the components of teacher's perceived enthusiasm, perceived social support, and task value.https://etl.journals.pnu.ac.ir/article_10976_457f560ec00b9e347e3a087f59e593d8.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649711420240420The Relationship between Positive Parenting Methods and Emotional and Social Competence in Students: The Mediating Role of Executive FunctionsThe Relationship between Positive Parenting Methods and Emotional and Social Competence in Students: The Mediating Role of Executive Functions21301097710.30473/etl.2024.69613.4104FANafiseh SadatNekoueePhD Student, Department of Educational Psychology, Faculty of Educational and Psychology, Alzahra University, Tehran, IranZahraHashemiAssistant Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, IranJournal Article20231101The current study aimed to investigate the mediating role of executive functions in the relationship between positive parenting methods and the development of emotional and social competence in students. The research population was all third-grade students from elementary schools in District 1 of Tehran (academic year 2022-2023).), a total of 383 students participated through available and voluntary sampling, completed the Alabama Positive Parenting (Frik, 1991), Brief Executive Functions (Gioia et al., 2000) and Social-Emotional Competence (Zhou et al., 2012) questionnaires. Correlation coefficient and path analysis used for data analysis. Findings showed that there is a significant and positive relationship between emotional and social competencies and components of executive functions. Additionally, the relationship of parenting with dimensions of executive functions was also positive. Thus, since the the relationship between parenting and competencies is significant directly and indirectly through the mediation of executive function dimensions, the mediating role is incomplete. The present study provides evidence that positive parenting may act as a desirable pathway for intervention. In this way, focusing separately on the child's executive function and parenting may be less effective in the child's behavioral competence. In fact, parent education programs, which involve parents in learning content relevant to their child's development, increase the use of effective practices and learning opportunities.The current study aimed to investigate the mediating role of executive functions in the relationship between positive parenting methods and the development of emotional and social competence in students. The research population was all third-grade students from elementary schools in District 1 of Tehran (academic year 2022-2023).), a total of 383 students participated through available and voluntary sampling, completed the Alabama Positive Parenting (Frik, 1991), Brief Executive Functions (Gioia et al., 2000) and Social-Emotional Competence (Zhou et al., 2012) questionnaires. Correlation coefficient and path analysis used for data analysis. Findings showed that there is a significant and positive relationship between emotional and social competencies and components of executive functions. Additionally, the relationship of parenting with dimensions of executive functions was also positive. Thus, since the the relationship between parenting and competencies is significant directly and indirectly through the mediation of executive function dimensions, the mediating role is incomplete. The present study provides evidence that positive parenting may act as a desirable pathway for intervention. In this way, focusing separately on the child's executive function and parenting may be less effective in the child's behavioral competence. In fact, parent education programs, which involve parents in learning content relevant to their child's development, increase the use of effective practices and learning opportunities.https://etl.journals.pnu.ac.ir/article_10977_cb222ae3c664237f8868044593eab210.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649711420240420The Effects of Mandala Coloring on Working Memory and Test Anxiety in StudentsThe Effects of Mandala Coloring on Working Memory and Test Anxiety in Students31421084510.30473/etl.2024.69614.4105FASeyede MolodSalari PoorPhD Student in Educational Psychology, Shahid Chamran University of Ahvaz, Ahvaz, IranAlirezaHajiyakhchaliAssociate Professor, Department of Psychology and Educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, IranMortezaOmidiyanProfessor, Department of Psychology and Educational Sciences,Shahid Chamran University of Ahvaz, Ahvaz, IranNaserBehroozyAssociate Professor, Department of Psychology and Educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, IranJournal Article20231101This research aimed to determine the effect of mandala coloring on working memory and test anxiety in grade 12 female high school students in Ahvaz City, Iran. This was an experimental study with Semi-experimental type of unequal control group, and a one-month follow-up. The statistical population included all grade 12 female high school students in Ahvaz. The study sample selected using cluster sampling based on the inclusion and exclusion criteria. For this purpose, one education district selected first and all grade 12 students in this school took the GHQ-28 screening test. Thirty of those scoring above the cut-off point randomly assigned to the experimental and control groups (15 students in each group). Both groups evaluated in the pretest, posttest, and follow-up stages using the Wechsler Memory Scale, which includes the digit span test (Wechsler, 2009), and Friedman Test Anxiety Scale (Friedman, 1997). The experimental group attended eleven 45-minute sessions of coloring mandalas, but the control group received no intervention program. The data analyzed using repeated measures MANOVA in SPSS23. The results indicated that mandala coloring was effective in increase working memory and reducing test anxiety in students in the posttest stage, and its effects remained stable in the follow-up stage (P<0.05). Based on the findings of the research, mandala coloring can be used to increase working memory and reduce test anxiety in female high school students, and it can also employed by counselors and psychologists. This research aimed to determine the effect of mandala coloring on working memory and test anxiety in grade 12 female high school students in Ahvaz City, Iran. This was an experimental study with Semi-experimental type of unequal control group, and a one-month follow-up. The statistical population included all grade 12 female high school students in Ahvaz. The study sample selected using cluster sampling based on the inclusion and exclusion criteria. For this purpose, one education district selected first and all grade 12 students in this school took the GHQ-28 screening test. Thirty of those scoring above the cut-off point randomly assigned to the experimental and control groups (15 students in each group). Both groups evaluated in the pretest, posttest, and follow-up stages using the Wechsler Memory Scale, which includes the digit span test (Wechsler, 2009), and Friedman Test Anxiety Scale (Friedman, 1997). The experimental group attended eleven 45-minute sessions of coloring mandalas, but the control group received no intervention program. The data analyzed using repeated measures MANOVA in SPSS23. The results indicated that mandala coloring was effective in increase working memory and reducing test anxiety in students in the posttest stage, and its effects remained stable in the follow-up stage (P<0.05). Based on the findings of the research, mandala coloring can be used to increase working memory and reduce test anxiety in female high school students, and it can also employed by counselors and psychologists. https://etl.journals.pnu.ac.ir/article_10845_8210710b19885703d9b9fae7ed56a6d5.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649711420240420The Structural Relationship between Basic Psychological Needs and Academic Enthusiasm: The Mediating Role of Academic PerfectionismThe Structural Relationship between Basic Psychological Needs and Academic Enthusiasm: The Mediating Role of Academic Perfectionism43541085110.30473/etl.2024.69944.4125FAFaribaTabebordbarAssociate Professor, Department of Psychology, Payam Noor University, Tehran, Iran.Journal Article20231209The present study conducted with the aim of investigating the structural relationship between basic psychological needs and academic enthusiasm with the mediation of academic perfectionism. The research method was correlational. The statistical population included all students of the second level of secondary education in Shiraz city, in the academic year 1399-1400 with a sample size of 150 individuals. The tools used in this research were Desi and Ryan's Basic Psychological Needs Questionnaire (2000), Ahvaz, Najarian et al.'s Perfectionism Questionnaire (2004), and Friedrichs et al.'s Academic Enthusiasm Questionnaire (2004). The relationships between the structures of the proposed model analyzed using the structural equation modeling method in AMOS software version 24. The fit indices of the proposed model indicated an acceptable fit with the data. The results showed that basic psychological needs have a direct and significant effect on perfectionism (P=0.01, =24) and academic enthusiasm (P=0.01, =18). Perfectionism also has a direct and significant effect on academic enthusiasm (P=0.01, =21). Considering the reduction of path coefficients, it can said that perfectionism plays a mediating role in the relationship between students' basic psychological needs and academic enthusiasm. By discovering the relationships between the variables related to education, it is possible to prevent dropout and academic failure, and suggest appropriate treatment models to enhance the quality of their education. The present study conducted with the aim of investigating the structural relationship between basic psychological needs and academic enthusiasm with the mediation of academic perfectionism. The research method was correlational. The statistical population included all students of the second level of secondary education in Shiraz city, in the academic year 1399-1400 with a sample size of 150 individuals. The tools used in this research were Desi and Ryan's Basic Psychological Needs Questionnaire (2000), Ahvaz, Najarian et al.'s Perfectionism Questionnaire (2004), and Friedrichs et al.'s Academic Enthusiasm Questionnaire (2004). The relationships between the structures of the proposed model analyzed using the structural equation modeling method in AMOS software version 24. The fit indices of the proposed model indicated an acceptable fit with the data. The results showed that basic psychological needs have a direct and significant effect on perfectionism (P=0.01, =24) and academic enthusiasm (P=0.01, =18). Perfectionism also has a direct and significant effect on academic enthusiasm (P=0.01, =21). Considering the reduction of path coefficients, it can said that perfectionism plays a mediating role in the relationship between students' basic psychological needs and academic enthusiasm. By discovering the relationships between the variables related to education, it is possible to prevent dropout and academic failure, and suggest appropriate treatment models to enhance the quality of their education. https://etl.journals.pnu.ac.ir/article_10851_14f7d097d8322a2081be0ac48c664683.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649711420240420The Effectiveness of Metacognitive Strategies on Concentration Skills and Academic Hope in Students with Low Academic MotivationThe Effectiveness of Metacognitive Strategies on Concentration Skills and Academic Hope in Students with Low Academic Motivation55701086310.30473/etl.2024.69658.4108FAAbolghasemYaghoobiProfessor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, IranMasoomehAziziM.Sc. Educational Psychology, Faculty of Economics and Social Sciences, Bo Ali Sina University, Hamadan, IranAfshinAfzaliAssistant Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, IranTaherhHaghtalabAssistant Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, IranJournal Article20231107The current study aimed to examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical population consisted of all female students in the first year of secondary school in the academic year 2022-2023 in the city of Hamedan. Forty students with low academic motivation selected for sample selection by sampling method and randomly placed in two groups: the test group (20 students) and the control group (20 students). After grouping and conducting the pre-test, the test group presented with 10 sessions of training in metacognitive strategies. Then post-tests conducted for both groups. The data collection tools included the Academic Motivation Questionnaire of Wallerand et al. (1992), Questionnaire on the Skill of Concentration of Savari and Orkei (2015) and The Questionnaire of the Academic Hope of the Kharmaei and Kemari (1396). In order to analyze the data, covariance analysis using SPSS27 software employed for data analysis. The findings indicated that teaching metacognitive strategies had a significant positive and meaningful impact on students with low academic motivation (p < 0/01). Therefore, it can concluded that teaching metacognitive strategies improves concentration skills and strengthens academic hope in students and these factors together increase their academic motivation. Accordingly, it suggested that teachers encourage students to use metacognitive strategies more actively and effectively for better learning and motivational outcomes. The current study aimed to examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical population consisted of all female students in the first year of secondary school in the academic year 2022-2023 in the city of Hamedan. Forty students with low academic motivation selected for sample selection by sampling method and randomly placed in two groups: the test group (20 students) and the control group (20 students). After grouping and conducting the pre-test, the test group presented with 10 sessions of training in metacognitive strategies. Then post-tests conducted for both groups. The data collection tools included the Academic Motivation Questionnaire of Wallerand et al. (1992), Questionnaire on the Skill of Concentration of Savari and Orkei (2015) and The Questionnaire of the Academic Hope of the Kharmaei and Kemari (1396). In order to analyze the data, covariance analysis using SPSS27 software employed for data analysis. The findings indicated that teaching metacognitive strategies had a significant positive and meaningful impact on students with low academic motivation (p < 0/01). Therefore, it can concluded that teaching metacognitive strategies improves concentration skills and strengthens academic hope in students and these factors together increase their academic motivation. Accordingly, it suggested that teachers encourage students to use metacognitive strategies more actively and effectively for better learning and motivational outcomes. https://etl.journals.pnu.ac.ir/article_10863_6a714790cca2831e8f813c6ce8f87376.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649711420240420Predicting Academic Dishonesty Based on Academic Entitlement and Impulsivity of High School StudentsPredicting Academic Dishonesty Based on Academic Entitlement and Impulsivity of High School Students71801085010.30473/etl.2024.63953.3790FAMahdiShirzadehMaster of Educational Psychology, Urmia University, Urmia, Iran.Journal Article20220508This research conducted with the aim of determining the relationship between academic entitlement and impulsivity with academic dishonesty among high school students. The research method was correlational. The statistical population consisted of all high school students in Miandoab city during the academic year 1400-1401, and 272 people (137 boys and 135 girls) selected as a statistical sample using a multi-stage cluster random method. In order to collect data, questionnaires of academic entitlement (Chunning and Campbell, 2009), impulsivity (Patton, Stanford and Barrett, 1995) and academic dishonesty (McCabe and Trevino, 1996) used. Data analysis performed using Pearson's correlation coefficient and multivariate regression analysis by a step-by-step method in SPSS23 software. The findings showed a significant positive relationship between academic entitlement (r=0.43) and impulsivity (r=0.50) with academic dishonesty (p<0.001). The results of the regression analysis showed that academic entitlement and impulsivity can explain 33% of the variance of academic dishonesty; therefore, it can concluded that academic entitlement and impulsivity play an important role in predicting academic dishonesty of high school students. It also suggested that those involved in the field of education should inform teachers and students about the variables of academic competence and impulsivity as effective factors in the classroom education process to reduce the possibility of academic dishonestyThis research conducted with the aim of determining the relationship between academic entitlement and impulsivity with academic dishonesty among high school students. The research method was correlational. The statistical population consisted of all high school students in Miandoab city during the academic year 1400-1401, and 272 people (137 boys and 135 girls) selected as a statistical sample using a multi-stage cluster random method. In order to collect data, questionnaires of academic entitlement (Chunning and Campbell, 2009), impulsivity (Patton, Stanford and Barrett, 1995) and academic dishonesty (McCabe and Trevino, 1996) used. Data analysis performed using Pearson's correlation coefficient and multivariate regression analysis by a step-by-step method in SPSS23 software. The findings showed a significant positive relationship between academic entitlement (r=0.43) and impulsivity (r=0.50) with academic dishonesty (p<0.001). The results of the regression analysis showed that academic entitlement and impulsivity can explain 33% of the variance of academic dishonesty; therefore, it can concluded that academic entitlement and impulsivity play an important role in predicting academic dishonesty of high school students. It also suggested that those involved in the field of education should inform teachers and students about the variables of academic competence and impulsivity as effective factors in the classroom education process to reduce the possibility of academic dishonestyhttps://etl.journals.pnu.ac.ir/article_10850_9fddbc97e0de4acdf8f1e53070cebfb1.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-649711420240420Investigating the Use of Artificial Intelligence Systems to Detect and Correct Educational Content Errors in E-LearningInvestigating the Use of Artificial Intelligence Systems to Detect and Correct Educational Content Errors in E-Learning81911104710.30473/etl.2024.70158.4132FAMohammad MohsenSadrAssistant Professor, Information Technology, Payam Noor University, TehranMohsenKhaniPh.D. Department of Basic Science, School of Medicine, Ardabil University of Medical Science, Ardabil, IranJournal Article20240102This article examines the importance of identifying and correcting errors in educational content in e-learning and the role of artificial intelligence systems in improving the quality of education and learning. With the rapid growth of online learning platforms, there has been an increased demand for high-quality educational content. However, mistakes and inaccuracies in educational content can have serious effects on students' learning experiences. In this regard, artificial intelligence systems have emerged as a promising solution for identifying and correcting errors in educational content. These systems can analyze large volumes of data and identify errors and inconsistencies, significantly improving the quality of education and learning. Implementing artificial intelligence systems is an effective tool for enhancing students' learning experiences and increasing the efficiency of educators in the teaching process. This article examines the fundamental role of artificial intelligence systems in enhancing the learning experience and demonstrates how these systems can significantly improve the detection and correction of errors in educational content, ultimately leading to improved quality of education and learning. Finally, this article is introduced as a valuable resource for researchers and experts in the field of e-learning, highlighting the essential role of artificial intelligence systems in transforming and improving e-learningThis article examines the importance of identifying and correcting errors in educational content in e-learning and the role of artificial intelligence systems in improving the quality of education and learning. With the rapid growth of online learning platforms, there has been an increased demand for high-quality educational content. However, mistakes and inaccuracies in educational content can have serious effects on students' learning experiences. In this regard, artificial intelligence systems have emerged as a promising solution for identifying and correcting errors in educational content. These systems can analyze large volumes of data and identify errors and inconsistencies, significantly improving the quality of education and learning. Implementing artificial intelligence systems is an effective tool for enhancing students' learning experiences and increasing the efficiency of educators in the teaching process. This article examines the fundamental role of artificial intelligence systems in enhancing the learning experience and demonstrates how these systems can significantly improve the detection and correction of errors in educational content, ultimately leading to improved quality of education and learning. Finally, this article is introduced as a valuable resource for researchers and experts in the field of e-learning, highlighting the essential role of artificial intelligence systems in transforming and improving e-learninghttps://etl.journals.pnu.ac.ir/article_11047_4dc1dddaff1b70574cb5edd80d4f4e6e.pdf