Nasrolah Erfani
Abstract
The purpose of this study was to determine the effect of teaching the Quranic stories through the community of inquiry method on the moral judgment of students. The research method was semi-experimental by pretest-posttest with unequal control group design. A sample of 120 students was selected from ...
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The purpose of this study was to determine the effect of teaching the Quranic stories through the community of inquiry method on the moral judgment of students. The research method was semi-experimental by pretest-posttest with unequal control group design. A sample of 120 students was selected from the statistical population of the male and female students of the sixth grade of primary schools in Hamedan during the academic year of 2017-18. They were selected by multi-stage random sampling and randomly assigned to experimental and control groups were replaced. For data collection, the Moral Judgment Test of Sinha and Varma (1998) was used in the pretest and post-test. The experimental group received a course of teaching Quranic stories during 2.5 months in 10 ninety-minute sessions. The text book was the collection of stories from the prophets and great religious men from Sayegostar publication. The course was not provided for the education control group. To analyze the data, multivariate and simple covariance analysis was used. Data were analyzed with SPSS-24 software. The results showed that the mean scores of moral judgment and its components among the students of the experimental group were significantly higher than the control group. Therefore, the research hypothesis was confirmed. Also, the results showed that the gender and interactive effect of education on students' moral judgment scores was not significant. Therefore, it can be said that teaching the Quranic stories by method of the community of inquiry have a similar effect on the moral judgment of male and female students. Thus, it can be concluded that the teaching of Quranic stories through the method of the community of inquiry can be used to enhance the moral judgment of male and female students.
Maryam Rostami; Imanollah Bigdeli; Farahnaz Kianersi
Abstract
Embodied Cognition as a perceptual experience claims all psychological processes are affected by the body morphology, sensorimotor systems and emotions. This study was an attempt to investigate the impact of metacognitive judgments and memory performance by sensorimotor experience of weight on word memorization. ...
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Embodied Cognition as a perceptual experience claims all psychological processes are affected by the body morphology, sensorimotor systems and emotions. This study was an attempt to investigate the impact of metacognitive judgments and memory performance by sensorimotor experience of weight on word memorization. In this quasi-experimental study, 60 volunteer students were selected from among all undergraduate students of the Faculty of Psychology and Educational Sciences at the University of Semnan, and they were assigned into three experimental conditions. Then participants were tested with 50 nouns taken from Robin and Friendly norms (1986) and provided with Lightweight clipboard (250 g), heavy weight clipboard (600 g) in experiment 1, lightweight pillow boxes (9 g) and heavy weight pillow boxes (13 g) in experiment 2, and lightweight pillow boxes (13 g) and heavy weight pillow boxes (63 g) in experiment 3 to examine the judgment of metacognition and memory performance. The results revealed that heavy weight had the highest mean value at Judgments of Learning test and memory performance test in all three experiments. Also, analysis of variance with repeated measures in experiment 1 showed that light weight and heavy weight in the clipboards had a significant difference in learning judgment (P <0.01) memory performance (P <0.001). In test 2, light and heavy weight of the pillow boxes did not show significant difference in the judgment and memory performance (P <0.01). In experiment3, weighted pillow boxes showed a significant difference in memory performance (P <0.001) but there was no significant difference in learning judgment (P <0.05). The results of this study indicate that perceptual experiences can be affected by emotional and sensorimotor experiences. Hence, the findings of this study can help teachers to care about physical efforts that affect students' attention to memorization and remembrance. Also the results will help researchers, educational psychologists and course designers in future studies on this issue.
Nila Elmimanesh; maryam fazelipour
Abstract
This study aimed to investigate the effectiveness of positive thinking intervention on academic Buoyancy of students of Payame Noor University. The statistical population of the study consisted of all undergraduate student of Natanz in the academic year of 2016- 2017. The method used in this study is ...
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This study aimed to investigate the effectiveness of positive thinking intervention on academic Buoyancy of students of Payame Noor University. The statistical population of the study consisted of all undergraduate student of Natanz in the academic year of 2016- 2017. The method used in this study is semi-experimental whit pretest-posttest control group design. 30 students who had a low score in Buoyancy test were selected and randomly assigned to experimental and control groups. Positive thinking training during 8 sixty minute sessions was presented to the experimental group. The instrument used in the study was the academic Buoyancy test of Dehghanizadeh & Chary that as pre-test and post-test was applied to both groups.
Data were analyzed by multivariate covariance test. The results showed that positive thinking intervention has a significant effect on the academic Buoyancy of Student. (p<0.05). Therefore, it can be concluded that positive thinking can be used to increase and improve the students' academic Buoyancy.
Zahra sadat Mirhashemi rooteh; Omid Shokri
Abstract
This study examined the mediating effect of teacher emotions on the relationship between teachers’ perceived self-efficacy beliefs and interpersonal teacher behavior. In a sample consisting of 329 women teachers, the Teacher Self-Efficacy Scale-Short Form (Schwarzer, Schmitz & Daytner, ...
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This study examined the mediating effect of teacher emotions on the relationship between teachers’ perceived self-efficacy beliefs and interpersonal teacher behavior. In a sample consisting of 329 women teachers, the Teacher Self-Efficacy Scale-Short Form (Schwarzer, Schmitz & Daytner, 1999), the Teacher Emotion Inventory (TEI, Chen, 2016) and the Questionnaire on Teacher Interaction (QTI, Lourdusamy & Khine, 2001) were administered. Structural equation modeling was used to assess the mediating effects of teacher emotions on the relationship between teachers’ perceived self-efficacy beliefs and interpersonal teacher behavior. Results showed that there is a positive significant correlation between teachers’ perceived self-efficacy beliefs with positive emotions and positive interpersonal teacher behavior and a negative significant correlation with negative emotions and negative interpersonal teacher behavior. Results also indicated that there is a negative significant correlation between positive emotions with negative interpersonal teacher behavior and a positive significant correlation whit positive interpersonal teacher behavior and there is a negative significant correlation between negative emotions with positive interpersonal teacher behavior and a negative significant correlation whit negative interpersonal teacher behavior. Results showed that the partially mediated model of teacher emotions on the relationship between teachers’ perceived self-efficacy beliefs and interpersonal teacher behavior had acceptable fit to data. In these hypothesized models, teachers’ perceived self-efficacy beliefs and teacher emotions accounted for 54% and 57% of the variance in positive and negative interpersonal teacher behavior, respectively. In sum, these finding show that the part of available variance in positive and negative interpersonal teacher behavior in the context of prediction by teachers' perceived self-efficacy beliefs, accounted for teacher emotions.
Somayeh Yosefi; masumeh bagherpur
Abstract
The purpose of this study was to investigate the effectiveness of education based on multiple intelligence theory on problem-solving skills and critical thinking skills of male students. The research was semi-experimental and was pre-test and post-test with control group. The statistical population included ...
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The purpose of this study was to investigate the effectiveness of education based on multiple intelligence theory on problem-solving skills and critical thinking skills of male students. The research was semi-experimental and was pre-test and post-test with control group. The statistical population included 375 students of elementary school boys in Gorgan city who were randomly assigned to 15 subjects in the experimental group and 15 in the control group. The data gathering tool was Hepner and Petersen problem-solving questionnaire (1982) and Retex's critical thinking (2003). The intervention tool was training course of multiple intelligence model in 12 sessions of 45 minutes. The collected data were analyzed using covariance analysis in SPSS22 software. The results of covariance showed that multiple-based education program affects the dimensions of problem solving skills and critical thinking. Therefore, students' achievements are enhanced and they create a positive attitude in dealing with issues. It also enriches and enhances learning in students.
bahman zandi; Marjan Masomifard
Abstract
The aim of this study is to investigate the priorities of lifelong learning in the context of current era Literacies (informational, research, educational, media, Computer, environmental, health, emotional, cultural, and financial).This research is descriptive and analytical in terms of its purpose, ...
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The aim of this study is to investigate the priorities of lifelong learning in the context of current era Literacies (informational, research, educational, media, Computer, environmental, health, emotional, cultural, and financial).This research is descriptive and analytical in terms of its purpose, and was implemented in a mixed way (interview and scrolling).The statistical population included all faculty members of Payam-e-Noor University and e-learning students of this university in the academic year of 96-97. 372 students and 86 faculty members were selected by stratified random sampling. In the first step, after studying the literature and background and conducting a semi-structured interview with the experts of the educational system, the literacies of the current era were extracted, and then in the second step, two special checklists for the Faculty members and students were distributed. The results of Friedman's test showed that both faculty members and students have selected information literacy as their first priority, then health literacy was ranked second, students selected emotional literacy as the third grade, while Faculty members' financial literacy was ranked third. Both faculty members and students chose media literacy as the fourth grade. Also, the results of independent t-test for comparing the study subjects showed that from the view point of faculty members the financial, computer, research and educational Literacies are significantly more important while from students' viewpoint environmental, and emotional Literacies are significantly more important. Also for other Literacies, we did not find any difference. In the end, a conceptual model was proposed to prioritize the literacies from the viewpoint of students and faculty members.
somayeh sadati firozabadi; sadegh Yousefi
Abstract
The purpose of this study was to predict the emotional creativity of the gifted students on the basis of family functioning and coping styles. Research Method was descriptive study with correlational design .The population of this study consisted of gifted students in Esfahan city in the academic year ...
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The purpose of this study was to predict the emotional creativity of the gifted students on the basis of family functioning and coping styles. Research Method was descriptive study with correlational design .The population of this study consisted of gifted students in Esfahan city in the academic year of 1393-94. 137 students (95 boys and 42 girls) were selected by systematic random sampling. They answered three questionnaires which consist of Avril's questionnaire of emotional creativity (1999), McMaster Family Function dimensions questionnaire (1983) and Endler and Parker coping style questionnaire (1990). The validity and reliability of these scales were approved. Path analysis was used to analyze the data. The findings showed that there is a direct and negative relationship between behavior control and overall performance factors, and emotional creativity. In addition, the results showed that there is a positive relationship between Problem-focused style and emotional creativity whereas there is a negative relationship between emotion-focused style and emotional creativity. The family function factor has negative influence on emotional creativity due to problem-focused and emotion-focused style. Based on these results, it can be claimed that family has an important and influential role in emotional creativity of gifted students. In sum, these findings tell us those students who have more emotional creativity use more Problem-focused coping style against stresses and strains of life.
