نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال ششم شماره 22 (پاییز 1397)

This study aims to provide an academic burnout structural model based on school atmosphere, educational self-efficiencry and social support of students of high schools of lorestan province. The study method is coordinoated descriptive method and the study population includes all of the girl and boy students of the first and second level of high schools of lorestan prorince during 94-95 educational year (128163 members) selected by classified rondom sampling. The sample, selected by kocran formula, includes 400 members. To measure the resarch variables, academic burnout questionnaires (Borso, 1974), philips' social support (1986), Jick and Mdgan’s educational self-efficincy (1990) and atmosphere of Halpean and ctaft were applied. To analyze the data, t-test and SEML structural equation model were applred. To determine the model fitness base on proposed variables in this study, by Lisrel software, at first variable's relationship with its factors, and then the variable relationship and factors with academic burnout and its factors were investigated. In accordance with studied theories, results showed that expected model has a good fitness for academic burnout (fitness between 93 to 97). Also the results showed that there is a meaningful and negative relationship between atmosphere and academic burnout. There is a meaningful and negative relationship between self-efficiency and academic burnout. There is a negative and significant relationship between academic burnout and social support. The results showed that academic burnout is more frequent in boys than girls. There is no significant difference between first and second levels of high school regarding academic burnout.

The current study aimed to examine the mediating role of academic procrastination, academic stress and sleep quality on the causal relationship between social network addiction and academic achievement of the high school students. This research is a descriptive correlational study. Statistical population covered all the students in Urmia high schools. Study participants were 204 female and 156 male students who were selected through cluster random sampling. Data were collected by using Turel and Serenko’social network addiction questionnaire (2012), Solomon and Rothblum’s academic procrastination questionnaire (1984), Sun, Dunne, Hou and Xu’s academic stress scale (2011), and Pittsburgh’s sleep quality scale (1989) and the mark average of previous term for measuring academic achievement. Data were analyzed by using Pearson correlation and structural equation modeling. Results showed that social network addiction has an indirect negative effect on academic achievement through creating academic procrastination, decreasing sleep quality and increasing academic stress. Increased use of social network increases procrastination among students and spending excessive amounts of time in these networks reduces quality of sleep that both of them, in turn, increase academic stress which leads to dropout.

The aim of this study was to evaluate the effectiveness of an intervention based on future time perspective theory on achievement motivation, academic self-efficacy and time perspective in high school male students in Ahwaz. This research was done in an experimental design with pre-test, post-test and follow-up with an active control group. The population consisted of all tenth grade male students that were educated in the theoretical branch in Ahwaz. Among them, 40 students who had problems in the dependent variables and had been introduced by school officials were chosen. Then, they were randomly grouped into experimental and control groups. This study used these questionnaires: Test of Motivation Achievement (TMA), self-efficacy subscale of Patterns of Adaptive Learning Scales (PALS) and Zimbardo Time Perspective Inventory (ZTPI). The results of MANCOVA and ANCOVA revealed Peetsma and Vanderveen time perspective based intervention increase achievement motivation, academic self-efficacy and future time perspective and decrease present fatalistic and present hedonistic time perspective. Furthermore, the results showed that the effects of intervention on achievement motivation, academic self-efficacy and future time perspective are stable in the passage of time.

This study examined the mediating effect of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions. In a sample consisting of 330 university students, the Perceived Academic Stress Questionnaire (PASQ, Zajacova, Lynch & Espenshade, 2005), the Cognitive Emotion Regulation Questionnaire (CERQ, Garnefski, Kraaij & Spinhoven, 2001), and Achievement Emotion Questionniare-Revised (AEQ-R, Abdollahpour, 1394) were administered. Structural equation modeling was used to assess the mediating effects model of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions. Results showed that the partially mediated model of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 25% and 21% of the variance in positive and negative achievement emotions, respectively. In sum, the findings show that a part of available variance between conceptual cycles of perceived academic stress and positive and negative achievement emotions can be accounted for by cognitive emotion regulation strategies.

The aim of this study is to Identify Teaching/Learning Leadership Effectiveness components in the Secondary Schools, Using the phenomenological qualitative approach. The sample for this study consists 16 School principal, 15 teachers, 8 University faculty members, 7 student groups and 8 Selected teaching film. The data were collected by semi-structured interviews. The interviews continued to reach the theoretical saturation. To analyze the data, the inductive content analysis method with three levels of open, axial and selective coding was used. For more accurate analysis, MAXQDA software was used. The results of data analysis indicated 9 categories (dimensions) for Teaching/Learning Leadership Effectiveness. Training Delivery dimension consists of 22, Class handling of 8, Planning and readiness of 7,Classroom environment of 9, Monitoring, assessment and following of 8, Cooperation, communication and professional development of 6, Teacher's Individual Features of 13, Participation and interaction of students of 13 and individual differences of 5 components. The results of this study indicated some criteria for the effectiveness of the teacher in the classroom as the leader of Teaching and Learning. By focusing on these dimensions, teachers can continuously measure and develop their knowledge and skills. Also, these dimensions should be considered by managers, supervisors and educational guides and officials and planners.

The main purpose of this article is investigating the validity and reliability of teacher's self- efficacy questionnaire.
Questionnaires were administered on teachers, of Asalouyeh, Parsian and Shibkooh cities in Hormozgan and Bushehr provinces of Iran. The sample group consists of 501 teachers, 298 men and 203 women. They were selected with randomized stratified sampling and answered to the questionnaire.
Validity of teacher's self- efficacy questionnaire is verified by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA is conducted with principal components and rotation of varimax method. Three factors are obtained: self- efficacy for classroom engagement, self- efficacy for student management and self- efficacy for instructional strategy. Result of confirmatory factor analysis (CFA) also showed that the fitness of the factors is good. Reliability of teacher self- efficacy is obtained with Alpha Cronbach’s Coefficient method. The result was good and acceptable.
The result showed that the three factors of teacher self- efficacy inventory has good and acceptable validity and reliability. It can be used in instructional and psychological research in Iran.

This research was aimed at designing and validating the native social education model based on the high level documents. The combined research methodology is a qualitative and quantitative method. In the qualitative section, the content analysis is based on analogy. Quantitative part includes expert’s advices. The statistical community in the qualitative section includes the high level documents which consists of the document on the fundamental transformation and the national curriculum planning. The research sample is the social education sectors in these documents. In the quantitative section of the field, there are some famous specialists in the field of planning familiar with high-level documents. The data were analyzed using coding method based on Tyler's model and on the basis of four objective criteria (cognitive, emotional, and psychomotor), content (selection and organization), method and evaluation. The results were modified according to the views of specialists in the stage of modification. After modifications, the results showed that in the cognitive objectives section, the characteristics includes: ability to analyze values, Familiarizing the student with his social base, competencies, paying attention to individual differences, familiarity with social values, the importance of lawfulness, acceptance of Islamic and national identity. In emotional goals, features include: Possibility of creating and promoting interest in students in order to fulfil the virtue-based competencies, active participation, the spirit of respect, the argumentation of social issues, tolerating the others' opinions. In Psycho-motor goals, features include: the ability to develop skills in the analysis of social problems, problem solving, communication skills. Content features include: the ability to create and understand the importance of family role, the process of constructing values, subcultures review, common social words commentary, horizontal, vertical and combined compilation of content setting. Traits of the method include: Ability to use the methods of questioning, Reasoning and thinking, Reasoning, discourse, media and cyberspace, role play. Evaluation features include: the ability of continuous assessment, measuring the practical performance of the student, the degree of mastery of the tasks, the participatory evaluation, and the application of various methods. The credibility of the designed pattern based on these features was evaluated as appropriate by experts.