سپیده صفرپور دهکردی

the increasing growth of science and as a result the necessity of using new educational methods, tools and systems, beside critical situation of the corona epidemic and the closure of universities, despite the inevitability of the use of e-learning methods, it raises many concerns, such as the decline in the quality of education and the effectiveness of such training methods, as a major challenge for students. The purpose of this study was to determine the effect of virtual clinical education on the academic achievement of Shiraz medical assistants during the Corona pandemic period. Virtual education and its effectiveness on the level of learning and performance of medical students in a virtual way was a big challenge that educational centers of medical sciences universities will face in the future. With the onset of the Corona crisis and the adoption of strict rules regarding social distancing all over the world and the recommendation of educational guidelines that students should not have direct contact with patients, the importance and necessity of virtual education became more obvious. The crisis caused by the epidemic of Covid-19 has affected the educational systems in all countries all over the world like here in Iran, and has led to the closure of face-to-face courses, and on the other hand, the role and importance of non-face-to-face education has become more colorful. The covid-19 epidemic at the beginning of 2020 has forced people to observe social distancing and not be present in all areas of social life, including cultural and educational centers. Accordingly, an issue that faced a tough challenge to education in general and traditional education in particular and opened a new horizon towards paying more attention to virtual space. The present study was a descriptive cross-sectional study. This research seeked to determine the impact of virtual clinical training on the academic progress of the third and fourth year assistants of Shiraz Medical School based on Kirkpatrick's model during the Corona era in the academic year 2020-2021.The statistical population of this study was all third and fourth year medical assistants that the sample size was selected based on Cochran's formula, consequently, the number of 186 assistants were participated randomly. The tool for collecting information was a questionnaire measuring the attitude of medical assistants about e-learning, which was designed and used by Kian, Zarif Sanyaani and Karimian in 2022. This questionnaire has been prepared by using reliable and relevant scientific sources in addition to the respondent's personal characteristics in three emotional, cognitive and behavioral areas based on the Crickpatrick model in the form of 21 items. Then the assistants expressed their level of their agreement with each of the questions of this scale. They stated on a 6-point Likert scale.  Scores from 1 to 6 were assigned to options from completely disagree to completely agree, respectively. In addiotn, after the content validity of this questionnaire was confirmed by the designers, the obtained coefficients for each question were 8 that meant up to 1. The reliability of this questionnaire was also determined by the designers through Cronbach's alpha test calculated of 0/80. Next, the GPA of the previous semester was used to determine the academic performance of assistants. SPSS version 23 software was used for statistical analysis. After testing the normality of the data and as a result of the non-normality of the data distribution, the non-parametric, Spearman correlation test was used. The significance level was considered equal to 0.05. The entry criteria in this study were the third and fourth year of residency and the consent of the medical assistants to participate in the research, and those student's  with lack of consent were exited. The results of the present study indicated that the general average of the attitude and willingness of the assistants participating in this research to virtual clinical training based on the scale of Kirkpatrick model seemed higher than the average and desirable value. Assistants' general attitude towards virtual education had a positive and significant correlation with their academic performance. In other words, in parallel with the increase in the positive attitude and desire of the assistants for virtual clinical training, their academic performance had also improved. In line with the results of the present study, Wu determined that there is a significant difference in the test scores of the students by examining the average test difference in the two groups of traditional and virtual education. The emotional and cognitive aspects of Shiraz medical school assistants' attitude to virtual clinical training also had a positive and significant correlation with their academic performance. However, the level of residents' behavioral attitude towards virtual clinical training had no significant correlation with their academic performance. Therefore, in spite of the high sense and emotional desire as well as the relative understanding and knowledge of clinical virtual training, the assistants had not implemented a favorable behavioral attitude and evaluation in line with the implementation of clinical virtual training. This research finding was consistent with the results of the studies of Haji Khajelu et al. (2013), Khadivar and Rahmani (2014) regarding the practical obstacles of providing virtual education. To conclude, the virtual education had a significant effect on the learning rate of medical assistants, which demonstrated the effectiveness and usefulness of this educational method. These findings were consistent with the research conducted in other countries such as Cyprus (Uzgur and Uzgur, 2010), Tanili (2009), Thailand (Noy Tim, 2010), and Czechoslovakia (Hebakova, 2010).

The aim of this study was to investigate the effect of cognitive and metacognitive strategies on self-concept and procrastination of first grade high school students in Shiraz city.

The research method was experimental with pre-test and post-test design for both experimental and control groups. The statistical population of the present study consisted of all female students of the first grade high school (ninth grade) of District 1 of Shiraz in the academic year 2021-2022, whose number is estimated to be about 1850 by referring to the Education Department of Shiraz city. Sixty students were selected through purposive sampling method. The instruments used in this study were Solomon and Roth Bloom and Chen and Thompson self-concept of academic procrastination questionnaires. The face and content validity of the questionnaire was confirmed by experts and technicians and the reliability was confirmed by Cronbach's alpha method. Descriptive statistics (mean and standard deviation) and inferential statistics (univariate and multivariate analysis of covariance) were used to analyze the data.

The results of the research indicated that the use of cognitive and metacognitive strategies explains 13.4% of the variance of self-concept and 21.9% of the variance of students' procrastination. Also, the use of cognitive and metacognitive strategies has a significant effect on the dimensions of self-concept (general, educational and non-academic) and dimensions of procrastination (preparing for exams, preparing homework and preparing for research).

The results indicated that the students who used cognitive and metacognitive strategies were better than other students in terms of self-concept and procrastination.

This research was conducted with the aim of investigating the effectiveness of multimedia educational design based on cognitive load theory on the academic progress and self-concept of students in the fifth grade science course.

The research method was experimental with a pre-test and post-test design for both experimental and control groups. The statistical population of the present study was made up of all the male students of the fifth grade of elementary school in district one of Shiraz city in the academic year of 2021-2022, whose number is estimated to be around 2000 people, referring to the education department of Shiraz city. Sixty of the students under study were selected as a sample through purposive sampling method. The tools used in this research were the Chen and Thompson self-concept questionnaire and the academic achievement test of the science course. The face and content validity of the questionnaire was confirmed by experts and technical people, and the reliability was confirmed through Cronbach's alpha method. Descriptive statistics (mean and standard deviation) and inferential statistics (univariate and multivariate covariance analysis) were used to analyze the data.

The results of the research indicated that the education through a multimedia educational program based on cognitive load theory explains 15.2% of the variance of academic achievement and 25.1% of the variance of self-concept.

The results indicated that the students who used the multimedia educational program based on cognitive load theory had a better situation than other students in terms of academic progress and self-concept.

This research was conducted with the aim of comparing the effectiveness of traditional learning and electronic learning on poor writing skills of first grade students in Shiraz city.

The research method was of comparative causal type. The statistical population of the current study was made up of all the first grade students of Shiraz city in the academic year of 2021-2022, whose number is estimated to be around 3500 people by referring to the Education Department of Shiraz city. Thirty of the students under the study (15 in the experimental group and 15 in the control group) were selected as a sample through purposive sampling method. The tool used in this research was a researcher-made questionnaire on dysgraphia.  The face and content validity of the questionnaire was confirmed by experts and technical people, and the reliability was confirmed by Cronbach's alpha method. Descriptive statistics (mean and standard deviation) and inferential statistics (T single sample and independent T groups) were used to analyze the data.

The results of the research indicated that there is a significant difference between the average grades of dysgraphia in the two groups of traditional learning and electronic learning.

The results indicated that the students who were taught by the traditional learning method had less dysgraphia than the students who were taught by the electronic learning method due to the direct communication between the teacher and the student with the disorder.

This study aimed to evaluate the role of usefulness and perceived ease in using online learning for behavioral purposes concerning the mediating role of attitudes toward technology. In this regard, the current research is of applied, descriptive-survey, and correlational type. The statistical population of the present study was all formal and full-time teachers in Tehran in all courses. A sample of 253 people from this community who participated in online data collection was considered as a research sample. A standard online questionnaire was used to collect data, the reliability, and validity of which were confirmed. Studies using the partial least squares method and smart pls software showed that perceived usefulness and perceived ease have a positive and significant effect on teachers' behavioral goals. The results also showed that the attitude towards technology mediates the impact of usefulness and perceived ease of using online learning on behavioral goals.

Corona virus disease has become one of the largest public health crises of present time. Diabetes disease has a very high prevalence and people with diabetes are one of the main groups at risk of corona disease. It seems that positive and negative meta-emotions, religious beliefs and resilience are associated with corona anxiety. As a result, the aim of this study was investigate the role of positive and negative meta-emotions, religious beliefs and resilience in predicting corona anxiety of patients with type 2 diabetes.

The present study was descriptive-analytical from correlation type. The research population was patients with type 2 diabetes of Fars province in 2020 year. The research sample was consisted of 450 patients who were selected by voluntary sampling method. The study tools were the scales of Alipour and et al’s corona anxiety, Mitmansgruber and et al’s positive and negative meta-emotions and Allport and Ross’s religious beliefs and questionnaire of Connor and Davidson’s resilience. Data after entering to SPSS software version 23 were analyzed with methods of Pearson correlation coefficients and multiple regression with enter model.

The findings showed that positive meta-emotions (r=-0/294), internal religious orientation (r=-0/355) and resilience (r=-0/380) have a negative and significant relationship with corona anxiety in patients with type 2 diabetes and negative meta-emotions (r=0/336) and external religious orientation (r=0/181) have a positive and significant relationship with their corona anxiety. Also, positive and negative meta-emotions, religious beliefs and resilience could predicted the 27/6 percent of corona anxiety variance in patients with type 2 diabetes (P<0/05).

positive meta-emotions, internal religious orientation and resilience have a negative role and negative meta-emotions and external religious orientation have a positive role in predicting corona anxiety of patients with type 2 diabetes. Therefore, designing programs to increase positive meta-emotions, internal religious orientation and resilience, and decrease negative meta-emotions and external religious orientation and implement them through virtual and e-learning workshops can play an effective role in reducing corona anxiety.

The aim of this study was determine the effect of teaching interpersonal communication skills on improving social relationships and interpersonal conflicts resolution. Study methodology was semi-experimental with design of pretest-posttest with control group. Research population was women with marital problems referring to counseling and psychological services centers of Shiraz city in 2019 year. From them 50 people were selected by purposeful sampling method and assigned into two equal groups. The experimental group trained 7 of 2 hours sessions by method of interpersonal communication skills (one session per week) and the control group didn’t receive training. Data collected with the questionnaires of social relationships (Monajemizadeh, 2012) and interpersonal conflicts resolution (Fisher and Ury, 1981) and analyzed by multivariate analysis of covariance method in SPSS-24 software. The results showed that teaching interpersonal communication skills led to significant increase social relationships and interpersonal conflicts resolution in women with marital problems (P<0/001). Therefore it is suggested that therapists used from teaching interpersonal communication skills along with other educational and therapeutic methods to improve the psychological characteristics especially increase social relationships and interpersonal conflicts resolution.

Present research aimed to investigate the relationship of sense of mental coherence and social health with quality of life in women with mastectomy. This study was a descriptive-analytical from type of correlation. Research population was w omen with mastectomy referring to health and care centers of Shiraz in spring and summer sessions of 2018 year. Based on Tabakhnic and Fidell formula 100 people selected as a sample by available sampling method. Research tools was the questionnaires of sense of mental coherence (Flensborg-Medsen & et al, 2006), social health (Keyes. 1998) and quality of life (World Health Organization, 2010). Data was analyzed by Pearson correlation and Regression with stepwise model methods. The findings showed that the variables of sense of mental coherence and social health had a positive and significant relationship with quality of life in women with mastectomy and could explained the 46 percent of variance the quality of life in women with mastectomy (P

The institution of science in Iran has undergone increasing changes in the contemporary era. Studying these changes is of particular importance in view of the consequences they have brought about in Iran’s knowledge system. There is no doubt that a country’s power، development، and true independence are significantly and directly proportional to its ability to generate knowledge as well as it’s scientific and research development. Generation، extension، and development of knowledge fundamentally affect a country’s social، economic، and cultural dimensions. In the past few decades، countries who have successfully been included among scientifically developed countries – or those that managed to enter the transitional period towards such development have paid particular attention to generate as well as application of knowledge. Scientific development would follow in those countries that have successfully generated knowledge at an adequate level. Scientific development entails multidimensional development in a country’s knowledge، education، research، and technology، as well as extension of all these fields. Achieving social، economic، cultural، political، and scientific goals by a society can carry that society forwards towards development. Therefore، due attention by relevant authorities in a society to knowledge generation as well as the solutions and obstacles associated with the same can pave the way towards realizing that society’s goals. In Iran، as in many other countries، efforts have been made to reach sustainable development and knowledge-based status. The necessary resources have been provided for achieving such a status، and optimal productivity status can also be achieved in each section by technically oriented authorities. Efficient management requires knowledge، planning، and building the proper infrastructure for generating and extending knowledge.