esmail sadipoor

The Aim Of This Study Was To Investigate The Effectiveness Of Critical Thinking Training Package In Adolescents' Attitudes And Harmful Use Of Virtual Social Networks Among High School Students. The Test Is With The Control Group. The Statistical Population Included All High School Students In Esfarayen In 2021-2022, Which According To The Type Of Research, 40 Students Were Selected By Cluster Sampling And Randomly Replaced In Experimental Groups. In This Study, The Experimental Group Was Given A Critical Thinking Training Package In Eleven 60-Minute Sessions; But The Control Group Did Not Receive Any Intervention. The Research Tool Is The Internet Attitude Questionnaire (IAS-4) Which Has 40 Questions And The Researcher-Made Questionnaire Harmful Use Of Social Networks Which Has 52 Questions. Validity And Reliability Of The Researcher-Made Questionnaire Were Reported Using Face Validity Method To Determine Its Reliability And Cronbach's Alpha Coefficient (0.89) To Determine Its Reliability. Data Were Analyzed Using Multivariate Analysis Of Covariance. The Results Showed That The Critical Thinking Training Package In The Harmful Use Of Virtual Social Networks Has Created A Significant Difference Between The Two Groups (P <0.01, F = 51.244 / 224, W = 0.150) .The Results Also Showed That There Is A Significant Difference Between The Experimental Groups In The Critical Thinking Training Package In Adolescents' Attitudes Toward Virtual Social Networks (P <0.01, F = 51.451, W = 0.384). The Results Of This Study Can Be Used To Reduce Harmful Behaviors In The Use Of Virtual Networks Among Students.

Transition through puberty is marked by an increased risk for the onset of a range of health problems, particularly those related to the control of behavior and emotion. The aim of this study was to determine the effectiveness of training puberty (physical and psychological matters) in general well being and its dimensions in girl adolescents. This was a quasi-experimental study in which the target population included all girl students at the first grade of high school in Jiroft, Iran. 40 students (20 in the experimental group and 20 in the control group) was selected using multi stage sampling method. The experimental group was educated in twelve-90- minute sessions. The content of the educational course included physical signs of puberty, physiologic change in menstrual period, hygiene, nutrition, and psychological changes of puberty. The participants completed the Skehill's general well being questionnaire before and after the intervention. Covariance analysis revealed the efficacy of education on the enhancement of psychological well being and psychological distress reduction. Therefore, it is recommended to implement health educational programs about physical and psychological matters during puberty to elementary and secondary school students to improve their mental health

The study was examined effect of puberty education on knowledge, attitude and function in girl's student in Jiroft.
this was a quasi experimental study and the target population was girl's student at grade 1 high school in jiroft city and 40 girls were selected and were educated in a 12 sessions. The content of the educational course including physical signs of puberty, physiologic change in menstrual period, nutrition, sleep and psychological changes. The subjects completed in pretest and posttest a researcher made questionnaire that measure knowledge, attitude and function. The data was analyzed using descriptive indexes, t- and F-tests. The significant level was considered in less than 0.05.
The results showed that the average difference between pre-test and post-test knowledge, attitude and function in both experimental and control groups was significant (p Results maintained the importance of puberty education in improving knowledge, attitude and function of female students.

This quasi-experimental study with pre test-post test and control group investigated a comparison about the impact of the scaffolding teaching method and the traditional teaching method on academic motivation of high school second grade students in English lesson in Veisian in Lorestan province. The study population was high school second grade male students of Veisian in 2010-2011. The sample size was 40 students, in which 20 were in the experimental group and 20 were in control group who were selected by multistage cluster sampling. In the experimental group the scaffolding teaching and in control group traditional teaching methods were used. The research tool was Verland Academic Motivation Inventory (1985).For data analysis; both descriptive and inferential statistics (ANOVA) were used. The results showed a significant differences among the academic motivation of the two groups (P<0/05) and experimental group was affected more by scaffolding teaching method in comparison with control group (P<0/05). So teachers need to use the scaffolding teaching method in class to increase the student’s academic motivation.