فهرست مطالب مرتضی چمل نژاد

The objective of this study was to identify the effective teaching components of the first-grade primary Persian book to empower primary school teachers. The research population consisted of experts, educational supervisors, and teachers in Hormozgan province in 2022. In this qualitative study, 26 participants, including experts, educational supervisors, and first-grade teachers, were interviewed using an inductive coding system. The results indicated that in the area of teaching methods, concrete and visual methods, group and participatory methods, stories and poems, exploratory methods, visual and hands-on methods should be employed. The use of supplementary textbooks alongside textbooks, boards and picture cards, relevant images and clips, animations, and modern educational software should be emphasized. Teaching based on students' common experiences and their cognitive development should be utilized, with maximum student participation as a key principle in educational practices. Additionally, teaching methods for first-grade students should be clear and explicit to avoid confusing students and giving them activities beyond their comprehension.

Investigating the effective factors in improving the social health of students as the future builders of the country is necessary and important, so the present study was conducted with the aim of investigating the role of cyberspace disturbances and feelings of defeat  in predicting the social health of students. 

The present study was a descriptive correlational study. The research population included all the female and male students of the first secondary school in Shahriar in the academic year of 2021-2022, based on Gujersi and Morgan's table, 290 people were selected by available sampling method; And to the cyber harassment questionnaires of Setin et al. (2011), feelings of defeat  Gilbert and Allen (1998) and social health Keyes(1998). To analyze the data, Pearson's correlation test and multiple linear regression analysis were used step by step with SPSS version 22 software.

The results showed that the relationship between cyber space harassment (r=-0.57) and feeling of defeat  (r=-0.53) with social adjustment is positive and significant (P<0.001). And cyberspace annoyances (33%) and feeling of defeat (28%) had the ability to predict social health.

Considering the role of cyberspace disturbances and the feeling of defeat  in the social health of students, the necessity of developing educational and intervention programs to promote social health is considered as one of the practical requirements of this research.

The aim of this study was to predict emotional-social competence based on academic conflict, self-efficacy and perception of school climate in high school students in Minab. The research method was correlational, and regression was used to test the research hypotheses. The statistical population consisted of the second-high school students of Minab city from whom 380 people (200 male students and 180 female students) were selected as the study sample by stratified random sampling method. Four questionnaires including Social Emotional Competence, Academic Conflict, Academic Self-efficacy and Perception of School Atmosphere were used to collect data. The results showed that the predictor variables explained about 39% of the variance of the criterion variable. According to the findings, academic engagement (β = 0.224, P = 0.001) significantly predicted socio-emotional competence, which means that as students' academic engagement increases, their socio-emotional competence increases. Also, academic self-efficacy (β = 0.436, P = 0.001) positively and significantly predicted emotional-social competence, which means that with increasing students' academic self-efficacy, their socio-emotional competence also increases. Likewise, perception of school climate (β = 0.193, P = 0.001) positively and significantly predicted emotional-social competence, which means that with increasing perception of school atmosphere, students' emotional-social competence increases. According to the results, academic self-efficacy with a standardized coefficient (β = 0.436) compared to other predictor variables was a stronger predictor of students' emotional-social competence. In general, the research findings support

The aim of this study was to investigate the relationship between self-determination, expectancy-value beliefs and future time perspective in high school students. To this purpose, 186 high school students (88 boys and 98 girls) were selected by stratified random sampling. The research tools included: Expectancy-Value Questionnaire, Basic Psychological Needs Scale and Future Time Perspective Scale. For data analysis, one sample t-test, independent sampels t-test and Pearson correlation coefficient were used. Results indicated that participants in self-determination and its dimensions (autonomy, competence, communication), value expectation and its dimensions (except the component of understanding the difficulty of the task) and the future time perspective and its components (except the component of focus on opportunity), had a score higher than average. Also, results revealed that there was a positive and significant relationship between self-determination and expectancy-value beliefs; but there was no significant relationship between self-determination and future time perspective. According to the results, there was a significant difference between the male and female students in self-determination, but there was no significant difference between the two groups in the expectancy-value beliefs future time perspective.