محبوبه اسلمی

Introduction and goal: 

Anxiety and its high levels, in addition to psychological problems, can also affect the educational and academic issues of students. The aim of this study was to predict academic anxiety based on maladaptive cognitive schemas and perceptions of the school environment in junior high school male students.

This study was descriptive and correlational studies. The statistical population of this study included all male high school students in Bushehr province in the academic year 2021-2022. Using multi-stage cluster random sampling method, 234 people were selected and used as research tools including Academic Anxiety Scale (Sarason, 1957), Short Form maladaptive schema scale (Yang, 2005) and School Environment Perception Scale (Jantri et al., 2002) Replied. Data analysis was performed by descriptive statistics, Pearson correlation coefficient and multivariate regression with SPSS software version 26.

The results showed that there is a negative and significant correlation between the total score of perception of the school environment and each of its dimensions with the academic anxiety of male students (P<0.05). This relationship between the total score of the primary maladaptive schema and each of its dimensions with the academic anxiety of male students was positive and significant (P<0.05). Regression coefficients by simultaneous entry method also showed that 33% of the variance of students' academic anxiety can be explained based on two predictor variables.

According to the results, planners and experts in the field of psychology and educational sciences pay attention to psychological issues and their role in the academic performance of students.

The aim of this study was to predict parenting styles based on educational motivation and critical thinking with respect to the mediating role of hardiness. The research method was applied research and its implementation method was descriptive (non-experimental) and the research design was relational - Correlation and mediator analysis. The statistical population of this study was female primary school students in KARAJ (district 4) in 2017, from which 400 people were selected by multi-stage cluster sampling. Research data were collected through these ways: parenting style questionnaire (Baumrind, 1971), educational motivation questionnaire (Harter, 1980), Ricketts critical thinking orientation questionnaire (Ricketts, 2003) and Ahvaz Hardiness Inventory, (2000). In order to test the hypotheses and analyze the data, multiple regression and SOBEL test were used. The results showed that there is a significant relationship between dictatorial, authoritarian and negligent parenting styles with students' educational motivation and critical thinking (P = 0.001). Also, educational motivation and critical thinking were able to predict parenting styles due to their hardiness.

The present study was conducted to investigate the relationship between academic achievement motivation and professional characteristics of smart school teachers in Birjand.

 This descriptive research examines the correlation and relationships between the components of the predictor variable (teachers' professional characteristics) and the criterion variable (students' academic achievement motivation).The sampling method is multi-stage and the total number of teachers in the selected schools in each school was 22 people. The total number of students was 300 in girls chr('39')high school and 270 in boyschr('39') high school. Data were collected using the Leper et al.chr('39')s academic motivation questionnaire and the professional characteristics questionnaire of government teachers and colleagues.

Pearson correlation coefficients showed that there is a significant correlation between the variables of teacher skills in creating teaching-based environment and technology-based learning, teacher skills in creating technology-based communication, teacher skills in using ICT with motivation of intelligent school students in Birjand. . The results of multiple regression analysis also showed that studentschr('39') motivation for progress is predictable based on the professional characteristics of the teacher.

Smart schools are expected to affect the factors affecting the characteristics and tasks and ability of the teacher, especially in three areas, teacher skills in creating a technology-based teaching and learning environment, teacher skills in creating technology-based communication, skills Teachers should pay special attention to the use of ICT.

Current study used exploratory mixed method designs to identify the competencies of e-instructors based on the constructivism approach. A qualitative and quantitative methods were applied in this research. The qualitative method was thematic synthesis and the quantitative method was a survey method. The statistical population of the study included all works published in this field from 1992 to 2019 in 6 valid databases.  The study sample included 30 documents. In the quantitative section, due to the researcher’s access and utilizing Krejcie and Morgan table, the statistical sample consisted of 135 e-instructors in the field of educational sciences and psychology who were selected from Payame Noor University. At this stage, a 41-item questionnaire was designed based on the components obtained in the qualitative section and for the purpose of validation. The results obtained by data collection were analyzed after adjustment and summarization using statistical tests including first and second order confirmatory factor analysis using applying LISREL 8.8 and SPSS 22 software. Experts were used to confirm the content validity of the research instrument, and confirmatory factor analysis was used to determine the construct validity of the measurement instrument. Also, the reliability of the tool was confirmed by Cronbach's alpha coefficient. According to the findings of synthesis research, the components of constructivist competencies of instructors in e-learning environment as the main theme include four themes of constructivist guide, constructivist instructor, constructivist designer and constructivist collaborator. The dimension of constructivist guide consisted of three components: modeling, improving critical thinking skills and upgrading problem solving skills. The dimension of constructivismm instructor consisted of three dimensions of cognitive instructor, feedback, and motivational. The dimension of constructivism designer included three dimensions of content design skills, organizing and the use of interactive and participatory tools in designing. The dimension of constructivist colleague included four dimensions of class dynamics, knowledge sharing skill and social negotiation skill and group formation skill. Fit indices of first-order confirmatory factor analysis of the inclusive themes showed the alignment of items with the theoretical structure and confirmation of factor analysis. Also, the second-order confirmatory factor analysis of organizing themes showed that the mentioned components played a role in explaining the variance of the main structure. The research findings can be used in the design of e-learning environments based on the constructivist approach and also to improve the instructors' career development programs.

the aim of the present study is Explaining student retention based on , quality of educational services (course design, organizational support, interaction) in the e-learning environment. The Method of this research paper was descriptive- correlation, The total number of population was 6000 active electronic students of Payamnoor University and out of which, 361 students were selected randomly as the sample population. A researcher-made questionnaire was used to collect data. The content validity of the research instrument was approved by five experts in the field of educational sciences. And also a confirmatory factor analysis was used to determine the validity of the measurement instrument's structure. The reliability of the tool was confirmed by the Cronbach's alpha coefficient which was equal to 0.79. The collected data were analyzed in the form of descriptive and inferential statistics. The results indicate that there are relationship between quality of educational services (course design, interaction, organizational support and student retention in e-learning environment. Also Regression coefficient indicates that quality of educational services can predict the retention of students in the electronic learning environment of Payam Noor University. Based on findings, to emphasize on quality of educational services (course design, interaction, organizational support) will lead to an increase the retention of Payame Noor University students.

This study aimed to investigate the relationship between quality of technology and Internet quality and student retention in an e-learning environment. In this regard, the current research is of applied, descriptive-survey type. The statistical population of the present study was encompasses the electronics active students of Azarbayjan Shaghi Payamenoor University. A sample of 360 people from this community was considered as a research sample. The data collection tools in the study were the questionnaire of Bhuasiri (2012). The content validity of the research instrument was approved by five honorable supervisors, consultants, and experts. And also a confirmatory factor analysis was used to determine the validity of the measurement instrument's structure. All of the questions variables were fitted with factor load. The reliability of the tool was confirmed by the Cronbach's alpha coefficient which was equal to 0.83 The results of data collection after adjustment and tabling were analyzed by statistical tests (exploratory, Correlation). The results of Pearson correlation test showed a significant relationship between quality of technology and Internet quality with student retention. The results of simultaneous regression also showed that predictor variables account for about 58% of student retention changes.

The purpose of this study is to illustrate the professional competencies of instructors in the e-learning environment.

Recent research is a descriptive and analytical study. In the qualitative level, Delphi method was used in the presence of some experts to identify the dimensions and competency components and making decisions to reach consensus. In the quantitative level, a researcher-made questionnaire including 71 questions was used to collect data. The t-test and confirmatory factor analysis (CFA) were applied to check the data.

In the present study, the six main dimensions of the instructors ’competencies including dimensions of social, ethical, organizational, individual, technical, pedagogical and evaluation and also nineteen sub-components are investigated. Based on the findings, seventeen competency components had an average higher than the expected mean. According to achieved data, the highest factor loading is related to the pedagogical dimension and the lowest factor loading is the individual dimension.

Recognized competencies in this study can be useful to design the career development plans and determination of the training needs for education courses with high quality. This leads to the development of the instructors’ competencies in order to perform their right roles and competencies in the e-learning environment.

The aim of the present study is the preliminary examination validity and reliability of learning style scale on Silver, Hanson & Strong model. Participants of this study were the students Payame--Noor University of Tabriz during 92-93, from which 377 students were selected through stratified random sampling. Data collection tool is learning style questionnaire with 32 items with four grades Likert scale based on learning style questionnaire of Silver, Hanson & Strong model. Silver, Hanson & Strong learning style model (1980) had 25 horizontal row and 4 vertical rows that there have been mentioned four behavior describer in each horizontal confirmatory factor analysis was used to survey factorial validity of the questionnaire. Indices of fit goodness in this research were AGFI = 0.86, GFI = 0.90, RMESA = 0.9, x2 = 556.72. These results suggest that questionnaire structure has acceptable fitness with the data and confirms all of the fit goodness indices of the mode and indicates to the optimal fitness of the questionnaire. The reliability of the questionnaire was elevated using Cronbach's alpha. Its reliability was 0.74. Given the results of this study it can be stated that the developed learning style questionnaire can be a reliable and valid instrument in assessing learning styles.