نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال هشتم شماره 31 (زمستان 1399)

The aim of this study was to compare the explicit and implicit associations of moral foundations in students with bullying behavior. The research method was descriptive and the statistical population included high school male students in first and second cycle in Tehran. 113 students from four high schools were selected by cluster available sampling method in the academic year of 1998-99. To collect data, the Illinois Bullying Questionnaire, the Moral Foundations Questionnaire (Hyatt and Graham, 2007) , and the Implicit Association Test for moral foundations (IAT) were used. Data were analyzed by using multiple regression analysis. The results showed that explicit associations in the ethical dimensions of care/harm and authority/subversion; and implicit associations in the dimensions of fairness/cheating, loyalty/betrayal, and sanctity/degradation could predict bullying behavior with confidence (p≥ 0.0001). These results confirm the interaction of the explicit and implicit role of moral foundations in relation to bullying behavior and could be effective in better understanding and designing training, and psychological interventions.

Since the main purpose of the research was meta-analysis of the application of cognitive sciences in blended learning, meta-analysis methodology was used on the basis of estimating the effect size of cognitive sciences application on blended learning. From the statistical population of research in the period 2000-2019 28 researches were found, of which 18 research documents were selected as a statistical sample based on purposeful sampling method according to field research and intra-analytical criteria. For analyzing the data Cohen model and CAM2 software were used. In the research results, the effect size was estimated 1.59 which is considered high, based on interpretation of the Cohen model. This shows the great impact of the application of cognitive sciences in blended learning. In this research by using meta-analysis method the content of conducted research, such as the relevance of the results to the research objectives, the type of theoretical framework and the type of suggested solutions were reviewed and in the appearance study, the applied research method was examined. The statistical population of this research was all articles related to the theoretical field of cognitive sciences. The results of the research showed that cognitive sciences influence learning, creative problem solving and models based on mental awareness. In the field of evaluation, based on cognitive sciences, the problem of students is recall. In order to reduce recall problems, repeated tests are recommended in blended learning.

The aim of this study was to identify the factors affecting the interaction in the teaching-learning process among postgraduate students in e-learning at the University of Tehran. This research has been done qualitatively and phenomenologically with purposive sampling method. The statistical population of this study was all students of electronic courses at the University of Tehran, of which 40 who were studying in the second semester of 2018-2019 were studied as a sample. The data collection tool was in-depth semi-structured interviews, the text of the interviews was reviewed and analyzed by qualitative content analysis and content analysis, and the interviews continued until the data were saturated. The results show that 360 basic conceptual propositions with 40 sub-categories and 4 main category propositions affecting the quality of learning can be identified in the form of educational, technological, scientific and personal factors. Findings indicate that interaction in the e-learning environment is directly related to the educational and scientific skills of professors and individual and technological factors of both professors and students.

The aim of this study was to investigate the relationship between preferred learning style and academic performance with the mediating role of digital informal learning among Shiraz University students. The research method was descriptive-correlational. The research sample consisted of 320 students of Shiraz University who were selected using stratified random sampling method. The tools used in this study include scales for measuring students' preferred learning styles (Ozdamar-Keskin, Ozata, Banar & Royle, 2015), informal digital learning (He and Li, 2019), academic performance (Yu, Tian, Vogel & Kwok, 2010) that after calculating their validity and reliability, by using structural equation models were analyzed. The findings showed that students' preference for visual learning was positively and significantly correlated with increased tendency to informal digital learning (β = 0.32, p = 0.0001).Also, there is a positive and significant relationship between students' preference for dependent learning with increasing tendency to digital informal learning (β = 0.27, p = 0.02).In addition, the findings showed that there was a positive and significant relationship between increasing the tendency to digital informal learning and improving students' academic performance (β = 0.38, p = 0.0001). On the other hand, the findings showed that increasing students' desire to learn depends on increasing their academic performance (β = 0.27, p = 0.01). Thus, digital informal learning with its mediating role has a positive effect on preferred learning style and academic performance and it can increase or decrease academic performance among students.

Due to the role of teacher's emotions in the educational environment and the importance of measuring tools in this field, the present study was conducted with the aim of examining the psychometric characteristics of the emotionality in teaching. The research method was descriptive-survey and the statistical population included all the teachers of second cycle of public and non-governmental high schools in Zabol city in academic year of 2019-2020 (435 people). A sample of 300 people was selected. In order to conduct the research, the emotionality in teaching (ETS) of Villavicencio (2011) and the positive and negative emotion of Watson (1988) scales’ were designed online and the relevant link was sent to the Telegram group of the statistical community. After collecting the data in the desired number, statistical analyses were conducted using SPSS21 and Lisrel8.5  software’s. Content validity, structural validity, convergent validity and confirmatory factor analysis were used to achieve validity, and internal consistency method was used to determine reliability .The experts' opinions confirmed the content validity. The correlation pattern between the subscales showed validity of the structure of this scale. Also, the results of correlation coefficients between subscales with positive and negative emotions indicated convergent validity. Confirmatory factor analysis was also acceptable and it was shown that the distribution of substances in all five subscales corresponds to the main test .cronbach's alpha coefficient was obtained for the subscales of anger, pride, pleasure, guilt, boredom and annoyance in the range of 0.79 to 0.90. Regarding the results, the Persian version of the Villavicencio (2011) the emotionality in teaching scales has sufficient validity and reliability for the Iranian society and can be used to evaluate the teaching emotions of high school teachers.

The purpose of this study was developing a school satisfaction model based on perception of classroom environment and perception of teacher support mediated by academic buoyancy and academic engagement in the students of second cycle of high schools in Naghadeh city through multi-stage cluster sampling method.The data were analyzed by statistical methods including correlation and structural equations model using SPSS and Amos. Questionnaires of Anderson and Brooke's school satisfaction, perception of classroom environment's Gentry et al., perception of teacher support's Lent et al., Martin and Marsh's academic buoyancy, and Reeve's academic engagement were used as data collection tools. The data were analyzed by statistical methods including correlation and structural equations model with SPSS and Amos. Findings showed that academic buoyancy and academic engagement have a direct and significant effect on school satisfaction; while there was a direct, an indirect and a significant effect of the perception of teacher support and the perception of the classroom environment on school satisfaction through academic buoyancy and academic engagement. The results of this investigation showed that in general, the perception of the teacher support and the perception of the classroom environment could be a good predictor of student's school satisfaction through their academic buoyancy and academic engagement

The main purpose of the present study was to investigate psychometric properties of the Trait Emotional Intelligence- Adolescent Short Form (TEI-ASF, Petrides, Sangareau, Furnham & Frederickson, 2006) among Iranian gifted adolescents. In this correlational study, 347 gifted adolescents (148 male and 199 female) completed the Trait Emotional Intelligence- Adolescent Short Form (TEI-ASF) and the Adolescent Resilience Scale (ARS, Oshio, Nakaya, Kaneko & Nagamine, 2002). The confirmatory factor analysis method and internal consistency were used to determine the TEI-ASF's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the TEI-ASF, correlations between different dimensions of TEI-ASF with scales of adolescent’s resilience was calculated. The results of confirmatory factor analysis based on AMOS software showed that 4-factor structure of the well-being, sociability, self-control and emotionality in the Iranian sample had good fit with data. Correlational analyses between different dimensions of TEI-ASF with scales of adolescent’s resilience provided initial evidence for the TEI-ASF convergent validity. Internal consistency for the well-being, sociability, self-control and emotionality subscales was 0/82, 0/73, 0/73 & 0/70 respectively. In sum, these findings provide evidence for the validity and reliability of the TEI-ASF as an instrument for measuring Trait Emotional Intelligence among Iranian gifted adolescents.