فهرست مطالب alireza mohammadi nejad

This study aimed to examine the impact of teacher-student relationship quality and the quality of the educational environment on the academic engagement of elementary students in Tehran. The study sought to explore the relationship between these factors and students' academic engagement to understand their role in enhancing motivation and participation in learning. This cross-sectional study was conducted on 250 elementary students in Tehran. The sample was selected through cluster random sampling. Data collection tools included the Student Engagement Questionnaire, the Teacher-Student Relationship Scale, and the Classroom Environment Scale. Data were analyzed using SPSS-27. Pearson correlation was used to assess the relationships between variables, and multiple linear regression was employed to predict academic engagement based on the independent variables. The results indicated that both teacher-student relationship quality (r = 0.45, p < 0.01) and educational environment quality (r = 0.41, p < 0.01) were significantly correlated with students' academic engagement. Multiple linear regression analysis revealed that these two independent variables explained 28% of the variance in academic engagement (R² = 0.28, p < 0.001). Both variables were significant predictors of students' academic engagement. This study demonstrated that the quality of the teacher-student relationship and the educational environment play critical roles in enhancing students' academic engagement. Improving these factors can effectively boost students' motivation and participation in learning. The findings can assist policymakers and educational administrators in designing effective programs to improve the quality of education and increase students' academic motivation.

This study aimed to explore the qualitative effects of storytelling-based education on enhancing the creativity of students. The objective was to understand how this pedagogical approach influences various aspects of creativity, including imaginative thinking, critical thinking, social participation, and self-confidence among students. A qualitative research design was employed, utilizing semi-structured interviews to collect data. The study was conducted in Tehran with 21 student participants selected through purposive sampling until theoretical saturation was achieved. Data analysis was performed using content analysis, which involved open, axial, and selective coding to identify key themes and patterns related to the impact of storytelling-based education on creativity. The analysis revealed that storytelling-based education positively influenced students' creativity by enhancing their imaginative thinking, critical thinking, social skills, and self-confidence. Key axial codes included improved problem-solving abilities, increased class participation, and development of artistic creativity. Thematic analysis further categorized these impacts under broader themes, such as cognitive skills development, social skills enhancement, and emotional growth. The results aligned with previous studies indicating the effectiveness of storytelling as an educational tool in fostering creativity and related skills. The study concluded that storytelling-based education is a powerful method for fostering creativity in students. It not only enhances their cognitive and artistic abilities but also improves their social and emotional skills. The findings suggest that incorporating storytelling into educational curricula could significantly benefit student development. Future research is recommended to explore the long-term effects of this approach and its application across diverse educational contexts.