Distance education, virtual learning and e-learning
fahimeh abbasi; Elaheh Hejazi; Rezvan Hakimzadeh
Abstract
This study aimed to investigate the effectiveness of the positive education program on teachers' teaching self-efficacy and engagement in online classes. This study was an applied research in terms of purpose and an experimental research with repeated measurement design in terms of method. The statistical ...
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This study aimed to investigate the effectiveness of the positive education program on teachers' teaching self-efficacy and engagement in online classes. This study was an applied research in terms of purpose and an experimental research with repeated measurement design in terms of method. The statistical population of the present research was secondary public elementary schools of the 11th district of Tehran in the academic year of 2019-2020. A secondary elementary school from the 11th district of Tehran with convenience sampling method were selected and all the teachers of this elementary school were trained. Positive education program was designed and presented based on Seligman’ PERMA model and in 12 two-hour sessions and virtually. Data collection instruments were, Klassen et al. (2013) engaged teachers scale (2013), and teaching self-efficacy scale of Tschannen-Moran and Hoy (2001). Data were analyzed using multivariate analysis of variance for repeated measures. The results showed that positive education program had positive effect on teachers' teaching self-efficacy and engagement in online classes and this effect were sustained until a follow-up period of one month. The findings of this research can be useful for educational psychologists and school counselors in designing and implementing programs to promote well-being and motivation of teachers in the teaching process.
Motivation and Learning
Fatemeh Alipour; abolfazl farid; Emad Aldin Ahrari; Seyed Qasem Mosleh
Abstract
Academic dishonesty refers to any misconduct in academic affairs and assignments. It is a worrying phenomenon with many negative consequences. To prevent these consequences, experts have studied the effective relevant factors on academic dishonesty. In this study self-control and academic procrastination ...
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Academic dishonesty refers to any misconduct in academic affairs and assignments. It is a worrying phenomenon with many negative consequences. To prevent these consequences, experts have studied the effective relevant factors on academic dishonesty. In this study self-control and academic procrastination were studied as antecedents for academic dishonesty. It was a correlational study and Tangney, Baumeister and Boone (2004) self-control questionnaire, McCabe and Trevino (1997) academic dishonesty questionnaire and Solomon and Rothblum (1984) procrastination questionnaire were used. The relationships between the constructs of the proposed model were analyzed using structural equation modeling in AMOS software version 24. The statistical population included all high school students in the city of Osko, in the academic year 1401-1400. The sample size was 380 students. The fitness indices of the proposed model according to the criteria proposed by Meyers, Gamst and Guarino (2006) indicated an acceptable fitness with the data. The results showed that self-control has a direct and significant effect on academic procrastination and academic dishonesty. In addition, academic procrastination has a direct and significant effect on academic dishonesty. Also academic procrastination plays a mediating role in the relationship between students' self-control and academic dishonesty. Therefore, it is suggested that education authorities consider programs to improve students' self-control skills.
Cognitive psychology and school learning
mojtaba beyrami; Parvin Kadivar; Hadi keramati; mehdi arabzadeh; javad kavousian
Abstract
This study aimed to determine the psychometric properties of the Persian version of the Brief self-report measure of behavioral grading of the executive functioning (Version 2) in secondary high school students. The sample included 455 secondary high school students from Zanjan city who were selected ...
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This study aimed to determine the psychometric properties of the Persian version of the Brief self-report measure of behavioral grading of the executive functioning (Version 2) in secondary high school students. The sample included 455 secondary high school students from Zanjan city who were selected through cluster sampling. Participants responded the Giova et al’s self-report measures (2015) Spitzer et al’s generalized anxiety disorder (2006) and Duckworth and Quinn's step stability in face-to-face and classroom performance. The data were analyzed using SPSS-25 and AMOS-24 software, and statistical methods including Cronbach's alpha, Pearson correlation, and confirmatory factor analysis (CFA). The results of the CFA indicated that the three-factor model (cognitive, behavioral, and emotional) with seven subscales (inhibition, self-monitoring, shifting, emotional control, working memory, planning/organizing, and task completion) had an acceptable fit for Iranian students in comparison with one- and two-factor models. The internal consistency reliability of the total scale was 0.93, and for subscales ranged from 0.70 to 0.90. In order to estimate the criterion validity, the correlation coefficients of the indices and subscales with the generalized anxiety disorder and gait stability scales were respectively positive and negative. According to the obtained results, it can be said that the Persian version of the self-report scale of executive functions has favorable psychometric properties to measure the executive functions of Iranian students and can be a valid tool in educational, research and clinical situations
Distance education, virtual learning and e-learning
Hasan Karamalian; tayebeh dastanpoor; Mohammadreza Sarmadi; mehran farajollahi
Abstract
This study aimed to examine the curriculum of the eLearning system at Payame-Noor University from a constructivist perspective and provide an appropriate model to enhance the quality of the university curriculum. The research design employed a mixed-method approach, incorporating both qualitative and ...
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This study aimed to examine the curriculum of the eLearning system at Payame-Noor University from a constructivist perspective and provide an appropriate model to enhance the quality of the university curriculum. The research design employed a mixed-method approach, incorporating both qualitative and quantitative elements. The study encompassed experts, professors, and students from electronic learning centers at Payame-Noor University, with participants selected randomly from three centers in Tehran, Isfahan, and Arak. A total of 863 individuals were chosen using quota sampling. The research tool was a custom-designed questionnaire. The analysis of research hypotheses involved One-Sample T-Test and One-Way ANOVA tests using SPSS software (Version 22), and the structural equation modeling was conducted using AMOS software (Version 22). The results indicated that, from the perspective of the research participants, the components of the curriculum in the eLearning system at Payame-Noor University do not align with the principles of the constructivist approach. However, when analyzed separately, each component showed different results across participant groups. According to experts, the curriculum's goals, teaching and learning strategies, the roles of students and lecturers; as perceived by professors, teaching and learning strategies, and the role of lecturers; and as reported by students, the goals and teaching and learning strategies in the current curriculum were in line with the constructivist approach. All participant groups concurred that the content and evaluation methods of the university's eLearning system did not conform to the constructivist approach. According to the results, the research model adequately fits the data and can effectively enhance the quality of the curriculum in the university's eLearning system.
Cognitive psychology and school learning
Mahdie Jafari Dehabadi; MohammadReza Tamannaeifar
Abstract
Adjustment is considered one of the most crucial indicators of psychological well-being, influenced by a myriad of factors. The present study was undertaken with the objective of examining the relationship between attributional style and adjustment, with self-esteem and self-compassion as mediators, ...
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Adjustment is considered one of the most crucial indicators of psychological well-being, influenced by a myriad of factors. The present study was undertaken with the objective of examining the relationship between attributional style and adjustment, with self-esteem and self-compassion as mediators, among secondary school students in Kashan City during the academic year 2021-2022. Through a multi-stage cluster sampling approach, 327 students (195 females and 132 males) were selected. They completed the adjustment Inventory Students Scale (Sinha and Singh 1993), the Attributional Style Questionnaire (Peterson and Seligman 1984), The Self-Compassion Scale – Short Form (Rees et al., 2011), and the self-esteem scale (Rosenberg 1969). SPSS and AMOS software were employed for statistical analyses. The results demonstrated a significant relationship between attributional style and adjustment, with self-compassion and self-esteem playing mediating roles in this relationship.
Cognitive psychology and school learning
Kazem Hassani; Parasto Sohrabi; Mohyedin Mohammad khani
Abstract
This study was conducted to predicting academic failure based on rumination with the mediating role of procrastination and emotion regulation difficulty in second high school period students in Kermanshah city. The research was descriptive and correlational. The statistical population included all female ...
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This study was conducted to predicting academic failure based on rumination with the mediating role of procrastination and emotion regulation difficulty in second high school period students in Kermanshah city. The research was descriptive and correlational. The statistical population included all female students of the second high school period in Kermanshah city, district 1 in the academic year 2022, from which 120 people were selected using available sampling method. To collect data, fear of academic failure assessment questionnaire, rumination questionnaire, academic procrastination questionnaire and emotional regulation difficulty questionnaire were used. Research data analysis was done using descriptive statistics (mean and standard deviation), Pearson correlation coefficient, multivariate regression and structural equation modeling with SPSS-24 software. Based on the results, the proposed model of causal relationships between the mentioned variables had an acceptable fit. In general, in the proposed research model, the results showed that regulating emotions is related to academic failure both directly and indirectly through procrastination and difficulty rumination in students. The results of this research have important practical recommendations for psychologists, counselors and planners in the field of education to identify the cognitive, emotional and academic problems of learners with timely and appropriate interventions and by correcting and treating them they can improve students’.mental health and academic quality.
Aspects of ethics, values and social related to school learning
Mina Rahdar; Masumeh Bagherpur
Abstract
The present research was accomplished to aim the effectiveness of teaching the spiritual concepts with a focus of religion on the amount of academic alienation and development of academic identity among female 7th grade students in Bandar Torkman city. The research was semi-exprimental and of pre-test ...
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The present research was accomplished to aim the effectiveness of teaching the spiritual concepts with a focus of religion on the amount of academic alienation and development of academic identity among female 7th grade students in Bandar Torkman city. The research was semi-exprimental and of pre-test and post-test with witness group. The statistical society included the whole female 7th grade students in Bandar Torkman city in the school year of 2021-2022 with the number of 1250 people whom they were divided 25people in experiment group and 25 people in witness group. Data collection tool contained standard questionaire of academic alienation by Mio & Rosalind (1992) and academic identity by Vaz & Issacson (2008) and the intervention tool was teaching spiritual concepts with a focus of religion within 13 sessions of 90-minute for twice a week based on a model by Amini et al. (2017). The obtained data were analyzed using Covariance analysis in the software SPSS-24. The The results showed that there's a significant difference among the components of academic alienation (abnormality, meaningless, powerless and social solidarity) and improving the components of academic identity (successful academic identity, late academic identity, confused academic identity and follower academic identity).
