فهرست مطالب akbar jadidi mohammadabadi

The present research was conducted to teaching of non-verbal memory on the level of accuracy and concentration of primary school students in Kerman City.

This research is a quasi-experimental design that was implemented with an experimental group and a control group. The statistical population of the present study included all primary school students of the 2nd district of Kerman city in the academic year of 2021-2022. To conduct this research, 30 students of two classrooms from two primary schools were purposefully selected from among the statistical population. The random sampling method was a cluster in which 30 people were selected and placed in two experimental and control groups. The measurement tools of this research were 4 tools, the Wechsler's Intelligence Scale (1939), the Sawari and Orki Concentration Questionnaire (2015), the Accuracy Test (Toulouse-Piron Line Drawing) (1911) and Rosvold et al.'s Continuous Performance Scale (1956) (CPT). At the inferential level, Cronbach's alpha was used to check the reliability of the questionnaires and parametric statistics, t-test for independent groups and covariance analysis were used to check the status of the variables and the research hypothesis. The basis of the analysis results in this research was the use of SPSS version 26 software.

The results of the research showed that non-verbal memory training the level of accuracy and concentration of primary school students in Kerman, However, the effect of non-verbal memory training on the level of accuracy and concentration of male and female elementary school students in Kerman was not different.

It can be concluded that non-verbal memory training is better than the traditional method of education for increasing the level of accuracy and concentration of primary school students in Kerman. Active learning is more effective in teaching students to learn skills. Non-verbal memory is one of the important skills in developing the accuracy and concentration of primary school students. By improving non-verbal memory, students can do the best possible performance in their various cognitive activities and benefit from the learning process and their personality development in the best way

Disruption in metacognitive beliefs, including cognitive trust, positive beliefs about worry, negative beliefs about uncontrollability, and the need to control thoughts, can overshadow a person's attention to physical and mental health. Considering the high number of children with mental disabilities, the presence of these children in the family exerts various effects on different aspects of the lives of families and parents. Therefore, the level of self-care in these parents and factors (positive and negative emotions and metacognitive beliefs) that affect their self-care are paramount. Therefore, the present study aimed to assess the metacognitive beliefs and self-care of parents of children with mental disabilities. A query was conducted on Scopus, Science Direct, Iranmedex, Springer, and ProQuest within the time frame of 2003-2022. After reviewing and summarizing the full text of the articles, 31 papers were selected. The findings pointed out that mental disability is a condition that is formed by various factors, such as attention disabilities, learning disabilities, and social disabilities, along with related behavioral problems. Parents of children with intellectual disabilities need special support, self-care, and guidance. Negative metacognitive beliefs may decrease confidence in one's own abilities, intensify stress, decrease motivation and energy, and destroy family relationships. On the other hand, positive metacognitive beliefs cause positive dealing with challenges, self-control, and self-acceptance, helping parents achieve high self-care in this regard. Parents who believe that healthy eating and taking care of the mother's physical and mental health during pregnancy can accelerate the improvement of their children's health. They pay more attention to this issue and will consider preventive approaches before birth as an essential part of their care. Parents who believe that appropriate educational methods can improve their behavior towards their children and their children's abilities plan their children's education according to these beliefs.

The purpose of this study is to identify MOOC ethical features of Courses & Online MOOC courses in higher education.

This study was designed as embedded mixed model research to provide a better understanding of the research problem. Throughout this research, both the heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage, ethical features of Courses & Online MOOC courses were identified. The content analysis method was used for qualitative data, and for quantitative data, both weighted mean and Friedman test were used. The statistical population in the qualitative section of the study includes the electronic resources related to the research subject and, in the quantitative section, 60 distance education experts in the field of planning in virtual learning environments and virtual universities so that 36 of these experts were voluntarily selected as the study sample.

Content analysis results showed 4 dimensions and 16 criteria. The evaluation results of the experts also showed that interacting with the global network, the ease of online interactions with learners and other organizations, and the possibility of receiving electronic assignments or workbooks during the course, are regarded as the most important ethical characteristics of Courses online MOOC courses; security and privacy of individuals ought to be considered in their interactions, observance of the principles related to confidentiality with regards to the files or marks, with other participants through emails, chats, forums, etc.

In these courses, the features of online courses and openness for enrollment are emphasized and predominant. Therefore, there is no need to get involved in new ethical features. Since the maximum current size of online classes is 60 students, various factors of these indicators such as learner agents, instructive organization, content, and teaching and learning environment ought to be accurately studied. Given that the capacity of learners may reach the limit of hundreds and thousands, the kind of considered ethics should be beyond the procedure implemented for online classes.

the purpose of this research is to the investigating the role intelligence beliefs on academic self-efficacy and academic vitality of students in kerman. The study population in this study were all male and female first year of elementary school students in kerman. In the school year. They were 2022-2023.

The sample size was selected using stratified random sampling. In this method, statistical population of the research divided into different classes and a random sample is selected according to the number of people in the population. The population was 1783 people and 315 students were selected as a sample. The Krejcie & Morgan table was used to determine the sample size. The measurement tools included three intelligence belief questionnaires, babaei (1998), Students' Academic Self-Efficacy Questionnaire and Hossein Chari and Dehghanizadeh's academic vitality scale (2012). Pearson correlation coefficient, regression and independent t-test were used to analyze the data.

The findings showed that there is a positive and significant relationship between belief in incremental intelligence and effort components and the context of academic self-efficacy. Intrinsic intelligence has a positive and significant relationship with the component of academic self-efficacy talent. Increased intelligence has a negative and significant relationship with academic vitality. Based on regression analysis, increasing IQ can predict academic self-efficacy and academic vitality. There is also a difference between the intelligence beliefs of male and female students. As a result, when students look at intelligence as a flexible and scalable one, they seek to increase academic skills and develop learning and the mental value of activities.

When students see intelligence as a flexible and expandable construct, they aim to increase academic skills and develop learning And the mental value of academic activities and efforts to improve their ability has increased and they go more towards the goals that require more mastery And according to the results of the research, they enjoy challenging academic tasks and activities, and the spirit of hope and success increases in them, and the ground for the formation of dynamic and active learning patterns such as self-directed learning is provided.

The purpose of the present study was to investigate the effect of Gagne’s Learning Hierarchy on the cognitive and metacognitive skills of junior high school female students in Kerman. The research method was quasi-experimental with a pre-test/post-test and a control group. The statistical population of the research included all the junior high school female students of Kerman (N=1125) in the academic year of 2022-2023. From among these students, two classes of 20 students were randomly selected as the experimental and control groups. The Gagne’s Learning Hierarchy package was implemented in the experimental group and both groups responded to Rastegar Metacognitive Strategies Questionnaire (2006) and Karami Cognitive Strategies Questionnaire (2005) in the pre-test and post-test stages. The obtained data were analyzed using univariate covariance with SPSS 20 software. The findings of the research showed that there was a significant difference between the cognitive and metacognitive skills of the experimental and the control groups and the cognitive and metacognitive skills of the experimental group improved compared to those of the control group. These results showed that learning English can improve students' recognition of concepts, processing, learning, and self-control.

This study aimed to investigate the role of the characteristics of web-based learning technologies (WLT) in predicting the constructs of Davis' technology acceptance model among teachers. For this purpose, a correlation method was used and data were collected from 150 teachers in Anar city by simple random sampling method using a questionnaire adapted from previous studies and analyzed by path analysis method. The results showed that the direct effect of characteristics of WLT such as ease of finding, and ease of understanding on perceived ease and usefulness of technology use is positive and significant. The result also showed a direct effect of behavioral intention on actual usage, the effects of perceived usefulness and attitude toward use on behavioral intention, the effect of perceived usefulness on attitude toward use, and the effect of perceived ease use on perceived usefulness use is positive and significant but the effect of perceived ease on attitude wasn’t significant. The mediating results showed the serial path of ease of finding, usefulness, attitude, behavioral intention, and actual usage, and the serial path of ease of finding, usefulness, attitude, and behavioral intention use are the most important paths to predict teachers' actual usage and behavioral intention to use of technology. These results showed that teachers' beliefs and attitudes, especially the belief of perceived usefulness and attitudes toward the use of technology play an important role in conveying the effect of ease of understanding and ease of finding technology on the actual usage and behavioral intentions use of technology.

The descriptive research method is correlation type. The statistical population of the present study consists of all seventh grade female students of Bafgh city, their number is 700. The sample size was 248 randomly selected using Morgan's table. The research tools are two questionnaires of cooperative learning model of Chu and Bawli (2007) and academic motivation questionnaire of Aminifar and Saleh Sedghpour (2009). In order to measure the reliability, 30 copies of the questionnaire were given to the respondents as a trial, and after collecting the questionnaire and entering the data into the SPSS software, Cronbach's alpha coefficient of cooperative learning was 0.85 and academic motivation was 0.81. In order to analyze the data, inferential statistics such as Pearson's correlation coefficient test and regression with SPSS 20 software were used. The results of the research showed that there is a positive and significant relationship between cooperative learning and academic motivation of high school students in Bafgh city.

This study aimed to investigate the role of knowledge of teaching methods in the quality of teaching and job satisfaction of secondary teachers of Anar city. The descriptive method was used to do the research. To do this research correlation-descriptive research method was used. 120 people were selected from the statistical community with a multi-step cluster method and data collection tools including the questionnaires on modern teaching methods (Grasha & Richman, 1996 1996 1996 1996 ), quality of teaching (Seraj, 2002 ), and job satisfaction (Smith et al, 1969 1969 1969 1969 ). After collecting and classification, the data were analyzed with SPSS software that the research findings showed that awareness of teaching methods has a significant positive effect on teacher performance. Furthermore, awareness of teaching methods has increased the quality of teaching teachers, which in turn affects teacher performance and job satisfaction.

This study aimed to investigate the effectiveness of virtual social networks on the level of aggression and creative thinking of female high school students in Yazd. This research is a quasi-experimental study with a pre-test-post-test design with a control group and is a part of applied research in terms of purpose. The statistical population of this study includes all female high school students in Yazd, whose statistics were announced as 2300. To select a sample, 30 female high school students were selected by convenience sampling. This number of people was randomly divided into two experimental groups (15 people) and a control group (15 people). Data collection tools were Eiseng's (1978) aggression questionnaire, hani creative thinking questionnaire (2005), and a researcher-made chess training package. Analysis of covariance was used to analyze the data and test the hypotheses. The results showed that virtual social networks significantly affect the level of aggression and creative thinking of students. So; teachers and families need to educate students about the dangers of cyberspace networks while educating students about how to use them properly.

The aim of this study was "The relationship between positive and negative emotions and academic resilience with academic burnout of female high school students in Manojan in the academic year 2021-2022" The statistical population of the study was 535 female high school students in Manojan, of which 224 One of them was selected by simple random sampling. To collect data, three questionnaires of positive and negative emotions of Pekran et al. (2002), Samuels academic resilience (2004), and Maslach (2003) academic burnout were used. Their reliability was obtained through Cronbach's alpha coefficient of 0.85, 0.89 and 0.81, respectively. Stepwise multivariate regression statistical tests and SPSS software were used to analyze the data. Findings showed that positive and negative emotions and resilience have a significant relationship with academic burnout. And the three dimensions of positive emotions (pleasure, hope and pride) have a negative and significant relationship with academic burnout. Negative emotions (anxiety about learning; frustration with learning; shame about learning and fatigue from learning) have a positive and significant relationship with academic burnout. The findings also showed that communication skills have a negative and significant relationship with academic burnout but future orientation; And problem-solving and positivity have no significant relationship with academic burnout. Therefore, it can be concluded that increasing academic literacy along with the dimensions of positive emotions will play a decisive role in reducing academic burnout. And contributes to the success and improvement of students' academic performance.

This study aimed to investigate the relationship among self-efficacy, life expectancy, and public mental health with the level of physical activity of drug users.

 The research method was descriptive-correlation. Participants were male drug users of addiction treatment camps in Rafsanjan, and 160 sample were selected using the Morgan sampling table. The research instruments included Scherer & Maddox (1982) general efficacy questionnaire, Schneider (1991) life expectancy, Goldberg (1988) public mental health questionnaire, and Beck (1982) physical activity scale. Data were analyzed using Pearson correlation coefficient and stepwise regression statistical methods. 

 The correlation findings showed that the relationship between physical activity and general self-efficacy, life expectancy, and general mental health of men addicted to drugs is significant. The prediction results of stepwise regression of physical activity showed that self-efficacy and public mental health are positive predictors of physical activity of drug users, respectively, and explain 12% and 15% of the variance of physical activity of drug users, respectively. 

 The results showed that judging an individual ability to perform positive actions and thinking and feeling about life can play a positive role in performing physical activities of drug users.

This study aimed to investigate the fitness of the mediating role of environmental experience, environmental values, and environmental identity in the relationship between gender and environmentally conscious behavior of second high school students in Yazd. For this purpose, a quantitative design with a correlation approach was used, and data collected from a sample of 348 students through multi-stage cluster sampling using Allen's (2013) environmental experience scale, environmental values scale by Tronu et al (2011), Clayton's (2003) environmental identity scale, and environmentally conscious behavior scale by Kaiser & Wilson (2004). The validity and reliability of the scales were analyzed by exploratory factor analysis and principal components method and Cronbach's alpha with spss24 software and showed relatively good characteristics in the Iranian sample. In the model analysis, structural equation modeling with maximum likelihood method and with Amos24 software was used. Results showed that the direct effect of environmental identity on environmentally conscious behavior was positive, the effect of gender and self-transcendence value orientation on environmental identity was positive, the effect of environmental experience on environmental identity was negative, the effect of gender on self-transcendence value orientation was negative and the effect of environmental experience on self-transcendence and self-enhancement value orientation was positive and significant. Results also showed that environmental identity was a positive and serial indirect effect of environmental identity and self-transcendence value orientation in the relationship between gender and environmentally conscious behavior was negative and significant.

This study was designed as an embedded mixed model research to identify and evaluate the ethical features of MOOC (course & massive). For this purpose, both heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage. The research sample in the qualitative section of the electronic resources related to the topic and in the quantitative section 36 of the experts in planning distance education in virtual learning environments and virtual universities were selected voluntarily. To analyze the qualitative data, content analysis method and the content of the content ratio, weighted average and Friedman test were used to analyze the survey data. Content analysis results showed 4 dimensions and 15 criteria. The qualitative and qualitative outcomes of MOOCchr('39')s ethics show that the impact of each dimension of the learner, the content, Teaching organization, and Educational environment of the MOOC are similar to face-to-face training, and does not require new moral features. In the quantitative outcomes, the course & massive features of MOOC should be of special interest in the dimensions of the teaching organization, the content and the Educational environment, because this type of training is carried out both by a wide range of the learners and at regular times, then the learner and the teaching organization are also important. These results suggest that special attention should be paid to the dimensions of the learner and the teaching organization of the learning in order to hold the massive features of the MOOC (widespread, pervasive and regular and time-consuming), and the national and international ethical standards should be considered and at the level of the supra Enormous to be addressed, Because the ethics of classroom attendance are carried out at the micro and native level, but in these classes, national and international ethics are applied and applied extensively.

The present study was conducted to recognize and analyze the Massive Open Online Course (MOOC) aesthetics for sustainable education. For this purpose, two methods of the exploratory search (qualitative) and the questionnaire (quantitative) were used for data collection. The research sample in the qualitative section included the electronic resources related to the topic and in the quantitative section, 36 experts in the field of the distance education planning from the virtual learning environments and universities were selected voluntarily. The content analysis method was used to analyze the qualitative data and weighted average and Friedman's test was used to analyze the survey data for content analysis. The qualitative results of the study showed that the aesthetics of the MOOC should have a visual attraction in terms of the learner dimension, and they should be attractive and enjoyable in terms of the content dimension and regardless of any constraint, they must be linked to the natural environment regarding the dimension of the teaching organization and educational environment, indicating the equal effect of each of the four dimensions (the learner, content, teaching organization, and educational environment) of distance education. Quantitative results obtained from the viewpoints of the experts in the field of the distance education on the aesthetics of the MOOC showed that they can be assessed in the dimensions of the content, educational environment, and the teaching organization that will have a significant and special effect on the qualitative results on the MOOC aesthetics.

The purpose of this study is to analyze and evaluate epistemological characteristics of online and open MOOC courses in higher education. This study was designed as an embedded mixed model research to provide a better understanding of the research problem. Throughout this research, both heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage, epistemology features of online and open MOOC course were identified. Content analysis method was used for qualitative data, and for quantitative data, both weighted mean and Friedman test were used. The statistical population in the qualitative section of the study includes the electronic resources related to the research subject and, in the quantitative section, 60 distance education experts in the field of planning in virtual learning environments and virtual universities, so that 36 of these experts were voluntarily selected as the study sample. Content analysis results showed 4 dimensions and 23 criteria. The evaluation results of the experts also showed that interacting with the global network, the ease of online interactions with learners and other organizations, and the possibility of receiving electronical assignments or workbooks during the course, are regarded as the most important epistemological characteristics of online MOOC courses; learning facilities for both genders, quick access to the digital libraries and databases, the ease of sharing knowledge with other participants through emails, chats, forums, etc. are the most important epistemological features of MOOC open courses. Providing epistemological features of online and open course, understanding how to hold these courses, understanding and getting information about organizations, professors and learners, knowing how to register and participate in classes as well as getting information on the online and open of classes.

The aim of this study was to the effectiveness of mindfulness training on cognitive emotion regulation and early maladaptive schema in teenagers covered by kerman Well-being.
For this purpose, among the statistical population of adolescent girls and boys who were the recipient of the kerman Well-being in 1396, which numbered 860 people, 100 people were selected by available sampling method. A short version of the Young Schema Questionnaire (YSQ-SF) and Cognitive Emotion Regulation Questionnaire (CERQ) was implemented on them. Then, 30 adolescents who had inadequate status in these two questionnaires were selected as subjects and randomly assigned to two experimental groups (with mindfulness therapy intervention) and control. Then"Mindfulness Therapy" protocol for experimental groups. That is, the experimental group was subjected to an intervention of "mindfulness therapy" in 8 sessions of group training, once a week, lasting about 2 hours,. The data were evaluated using one way multivariate analysis of covariance (MANCOVA).
The results showed that Mindfulness-based education was effective in improving emotional regulation and reducing early maladaptive schemas.
According to the findings, it is concluded that mental-based therapies can be used as an effective intervention in emotional regulation and effect on early maladaptive schemas.

This study is analyzing school texts with paying attention to national identity in sixth grade of elementary school. The research is a descriptive study in applied researches group. For studying components, content analyzing was used that is a scientific method for studying documentary contents. The population is Farsi and social sciences textbooks in sixth grade of elementary school. For data analysis, descriptive statistics (including frequency distribution, percentage, mean and charts) were used. The obtained results from the present study shows that there is paying attention in the books Social Sciences and Farsi to some symbols like Geography, natural - national places, Iranian celebrities and culture. Some symbols like flag, national anthem, official calendar, ethnicity, national literature, Iranian myths, historical and national places and Iranian art are not paid enough attention. Some symbols like religion are not paid attention at all. So, according to the results of this study, the content of (text and image) in Social Sciences and Farsi didn’t pay attention to the subject of national identity symbols suitably.