The modern Techniques and methods of teaching and learning
Arash Akhash; Askar Atash Afrouz; Manijeh Shehni Yailagh; Morteza Omidian
Abstract
The objective of this study was to conduct a multilevel analysis examining the relationship between the perception of teachers' diagnostic skills, classroom challenge level, quality of teaching, cognitive emotion regulation strategies, and ninth-grade students' achievement emotions. The research method ...
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The objective of this study was to conduct a multilevel analysis examining the relationship between the perception of teachers' diagnostic skills, classroom challenge level, quality of teaching, cognitive emotion regulation strategies, and ninth-grade students' achievement emotions. The research method was correlational and conducted in a multilevel analysis format. The statistical population comprised all ninth-grade male and female students from the secondary schools of Khegilooyeh during the academic year 1401-1402. Among them, a sample of 1,000 students (500 boys and 500 girls) was randomly selected using a multi-stage sampling method. To measure the research variables, the following instruments were used: Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Garnefski et al.'s Questionnaire of cognitive emotion regulation strategies (2002) and Pakran et al.'s achievement emotions questionnaire (2005) were utilized. The data were analyzed using Hierarchical Linear Modeling (HLM). The results of the multilevel analysis indicated that both Level 1 variables (positive strategies of cognitive regulation of emotion) and Level 2 variables (average of positive strategies of cognitive regulation of class emotion, perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) positively and significantly predicted positive achievement emotions. The interaction between Level 2 variables and the slope of positive cognitive emotion regulation strategies and positive achievement emotions was significant. Based on the multilevel analysis in this research, it can be concluded that focusing on enhancing positive cognitive emotion regulation strategies among students and classroom variables (Level 2) leads to fostering positive achievement emotions in students. Consequently, this results in a positive attitude towards the learning process
Motivation and Learning
fateme rashidipour; Omid Shokri; Jalil Fathabadi; Hossein Pourshahriar
Abstract
The aim of this research was to develop a comprehensive motivational design program for students. Employing a mixed-method approach using an explanatory sequential design, we integrated the six-step process of intervention mapping, theories on motivation, volition, and performance (Keller's, 2018), along ...
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The aim of this research was to develop a comprehensive motivational design program for students. Employing a mixed-method approach using an explanatory sequential design, we integrated the six-step process of intervention mapping, theories on motivation, volition, and performance (Keller's, 2018), along with commonly utilized components in motivational interventions. As a result, a "motivational design" training package was formulated for students. This finalized educational program was implemented across ten virtual sessions, each lasting two hours, in a virtual way for the experimental groups. The program's effectiveness was assessed through a quasi-experimental study employing pre-test and post-test design and control group. Based on the results obtained from the qualitative part of the research, the components of enriching attention skills, perceived communication, competence and perceived academic self-confidence, satisfaction and self-regulation processes, problem solving and time management were the basis for shaping the content of the comprehensive program of motivational design. Moreover, quantitative outcomes from a simple mixed variance analysis indicated that the motivational design program effectively enhanced facilitative behaviors conducive to a health- Oriented academic lifestyle, mitigated behaviors hindering such a lifestyle, and bolstered academic coping strategies. In conclusion, this study underscores that the motivational design program through strengthening concentration, attention and interest, improving positive thinking strategies, adaptive emotion management strategies, correcting goal orientations and ineffective attributions and enriching cognitive and metacognitive skills of self-regulation, was effective in improving learners' motivational profiles
Cognitive psychology and school learning
Ahmadreza Akbari; Mohammadhasan Seif; Seyd mohammad Shobeiri; Saeed Talebi
Abstract
The objective of this study was to provide a causal model of factors that influence the psychological outcomes of environmental protection simulation training among secondary school students in Shiraz. To achieve this, a multi-stage random cluster sampling method was employed based on Cochran's formula, ...
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The objective of this study was to provide a causal model of factors that influence the psychological outcomes of environmental protection simulation training among secondary school students in Shiraz. To achieve this, a multi-stage random cluster sampling method was employed based on Cochran's formula, resulting in the selection of 620 students from secondary schools in Shiraz. After using Environmental simulation game, and an amalgamated questionnaire of Keller's game motivation questionnaires (2010), social presence Arba et al. (2008), Need for Cognition Cacciopo and Petty (1982), Mahat Self-Efficacy Scale, Mahd Ayoub and Wang (2012) and environmental engagement questionnaire, 605 questionnaires were completed and returned to the researcher. Out of the distributed questionnaires, 605 were completed and returned to the researcher. The findings revealed that variables such as social presence and the need for cognition have a significant direct and indirect impact on environmental engagement among students, mediated through self-efficacy and motivation variables. Furthermore, model fitting indicators demonstrated that the proposed research model aligns well with the data gathered from secondary school students. In total, 25% of the variations observed in the environmental engagement variable, the primary outcome of the educational simulation, were attributed to the variables of social presence, need for cognition, self-efficacy, and motivation.
Cognitive psychology and school learning
Ruhollah Salehitabar; Rahim davari; Hosen Ebrahimi Moghadam
Abstract
The aim of this research was to construct a model that examines the relationships between academic burnout, problem-solving styles, and the mediating role of academic buoyancy. This study utilized a descriptive correlation design, employing Structural Equation Modeling (SEM) as its methodology. The statistical ...
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The aim of this research was to construct a model that examines the relationships between academic burnout, problem-solving styles, and the mediating role of academic buoyancy. This study utilized a descriptive correlation design, employing Structural Equation Modeling (SEM) as its methodology. The statistical population encompassed all high school students in Hamadan city during the academic year 2022-2023. A sample of 304 students was selected through a multi-stage cluster sampling technique. Data collection instruments included the Mosleshs Academic Burnout questionnaire (2002), Cassidy and Long's Problem-solving Styles questionnaire (1996), and Martin and Marsh's Academic Buoyancy questionnaire (2008). The findings revealed that academic buoyancy, and the components of trust, orientation, and creativity, exerted a negative influence on academic burnout. Conversely, helplessness and avoidance exhibited a positive impact on academic burnout. Notably, the direct effect of the inhibition component on academic burnout was found to be insignificant. Furthermore, components of trust, orientation, and creativity positively affected academic buoyancy, while helplessness, avoidance, and inhibition had have a negative effect on academic buoyancy. Also, components of trust, orientation and creativity have negative effect and helplessness, inhibition and avoidance have a positive effect mediated by academic buoyancy on academic burnout. The results can be a model for intervention.
Cognitive psychology and school learning
Ali Mostafaei; fatemeh Bayanfar
Abstract
This study aimed to determine the effectiveness of professional training for preschool educators on career self-efficacy and assertiveness among volunteers engaged in preschool education. The research method employed was quasi-experimental, using a pre-test-post-test design along with a control group. ...
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This study aimed to determine the effectiveness of professional training for preschool educators on career self-efficacy and assertiveness among volunteers engaged in preschool education. The research method employed was quasi-experimental, using a pre-test-post-test design along with a control group. The statistical population comprised all volunteers engaged in preschool education in Mahabad who participated in the professional training course for preschool educators at Payame Noor University in 2020, totaling 197 individuals. A sample of 40 individuals was selected through systematic sampling. Data collection tools included 20 specialized training sessions (two sessions per week), a short form of the self-efficacy scale in career decision-making by Betz et al., and the assertiveness questionnaire by Ay, Holland, and Gallacy. The questionnaire was conducted pre-test and post-test. Data were analyzed using analysis of covariance in SPSS software version 24. The intervention demonstrated a significant impact on self-assessment, goal selection, job information, and planning, as components of career decision self-efficacy but, had no significant effect on problem-solving (P < 0.09). Additionally, the intervention also affected assertiveness (P <0.05). Considering the positive impact of training on career decision-making self-efficacy and assertiveness, it is recommended that educational policymakers prioritize specialized and professional training as a foundational element to enhance the success of aspiring preschool educators in their chosen career paths.
Cognitive psychology and school learning
shokoufeh mousavi; MahmoudReza Shahsavari; najmeh haghi
Abstract
The present study aimed to investigate the intricate relationship between sensation-seeking, metacognitive beliefs, with high-risk behaviors in students, with the mediating role of coping strategies. Utilizing a descriptive-correlational approach, the study encompassed the entirety of high school students ...
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The present study aimed to investigate the intricate relationship between sensation-seeking, metacognitive beliefs, with high-risk behaviors in students, with the mediating role of coping strategies. Utilizing a descriptive-correlational approach, the study encompassed the entirety of high school students in Khansar, Iran, for the year 2021. The sample size included 254 students. The research instruments included the Coping Inventory for Stressful Situations (CISS), the Zuckerman Sensation-seeking Scale-V, the Metacognitions Stretegies Questionnaire, and the Risky Behaviors Questionnaire. Data analysis involved the use of Pearson correlation coefficients, simultaneous regression, and structural equation modeling (SEM). The findings revealed a significant correlation between sensation-seeking and metacognitive beliefs and, both variables had a positive and significant relationship with high-risk behaviors. Furthermore, a notable relationship was discerned between metacognitive beliefs and coping strategies. Both metacognitive beliefs and coping strategies had a relationship with high-risk behaviors in the students
Theoretical and philosophical foundations of education and learning
saeed afshari; mohammadreza sarmady; Seyyed Ali Alamolhoda; Mehran farajollahi
Abstract
The concept related to human sciences as a technology aimed at implementing various changes in different fields and human situations has gained significant importance. In this article, it is argued that economic education based on the formal document of the fundamental transformation of education encompasses ...
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The concept related to human sciences as a technology aimed at implementing various changes in different fields and human situations has gained significant importance. In this article, it is argued that economic education based on the formal document of the fundamental transformation of education encompasses both epistemic and non-epistemic objectives; the aforementioned economic education not only considers acquiring knowledge as its ultimate goal but also aims to prepare learners to organize and confront future life situations under various economic conditions, considering that technologies aim to bring about changes in individuals and societies, the question arises as to whether economic education based on the document of the fundamental transformation of education can be termed as technology, and By technologizing economic education, does it create a space for judgment regarding progress based on pragmatic criteria (ability to solve practical problems)? This research, with a qualitative approach and documentary-analytical method, delves into describing and analyzing the dimensions of science and technology and, explains this type of human soft technology's capability in understanding and explaining the issues in the educational system to change the existing reality; Of course, based on the findings, it should be said that the realization of such an environment requires having a transparent platform of information, so that all those involved in the field of education and training can fully and accurately access the information of the education and training system so that they can innovate appropriate technology for time and place
