جستجوی مقالات مرتبط با کلیدواژه « دانش آموزان مقطع متوسطه » در نشریات گروه « علوم انسانی »

The purpose of the present study was to compare the bullying and social exclusion between boy and girl primary and secondary high school students of Isfahan city in the academic year of 2022 – 2023. The research method was causal – comparative study. The population of this study consisted of all boy and girl primary and secondary high school students of Isfahan city that including 130068 students. The sample size using G Power Software included 316 boy and girl primary and secondary high school students that consisting of 158 boy and 158 girl students which were selected through convenience sampling method. To collect the data Illinois Bullying (2001) and Social Exclusion Questionnaires (Modaresi Yazdi, Farahmand, and Afshani, 2016) were used. The reliability of questioners were .83 for bulling and .79 for social exclusion, respectively. To analyze the data one way MANOVA was used and results revealed that there was a significant difference between boy and girl students on the mean scores of battling sub – scale of bullying and inability sub – scale of social exclusion. Boy students obtained significantly higher mean scores in comparison to girl students (p<.05). But there was not observed any significant differences on the mean scores of the other sub – scales of bullying and social exclusion. Therefore, according to the results of this research, it can be concluded that one of the reasons why boy students engage in physical aggression compared to girl students is their defensive behavior in front of self-protection. It can also be concluded that during adolescence, boy students lack important skills that can reduce loneliness and social isolation, and girl students have effective communication skills, and this issue can reduce social isolation, especially the level of disability in them.

The impact of teaching methods on educational quality has been proven in many research studies. The purpose of this research was to determine and rank the components of a quality educational scaffolding model in the Iranian secondary education system.

The research method was qualitative-quantitative. The qualitative section's population included experts and specialists in the fields of learning-teaching, teaching methods, and educational scaffolding, as well as related written documents including articles, scientific research, and relevant authored books. The priority-setting section included top and middle managers from education department deputy offices. In the qualitative part, deep interviews were conducted with 13 experts using snowball sampling until theoretical saturation was reached, and 18 documents (texts) were examined using a purposive method. In the priority-setting part, 35 individuals were selected through purposive sampling and responded to a matrix questionnaire. The validity and reliability in the qualitative phase were ensured through necessary reviews including acceptability (expert review) and confirmability (re-review by experts), and in the priority-setting phase, the content of the matrix questionnaire was verified for understandability and clarity by five academic and organizational experts, and reliability was calculated with inconsistency rates between 0.01 to 0.06. Qualitative data were analyzed through theoretical coding, and priority-setting data were analyzed using the Analytic Hierarchy Process (AHP) technique in Expert Choice software.  

The results of the qualitative part indicated that the quality educational scaffolding model in the Iranian secondary education system consists of 10 categories (development of human and non-human resources, improvement and development of the educational system, teaching-learning methods, culture building and communications, supportive laws and behaviors, performance monitoring, strategies based on cognition and metacognition, motivation-based strategies, mental development, and scientific advancement), 21 subcategories (human resource development, student empowerment, development of hardware and software facilities, participatory and interactive teaching, task simplification, virtual learning, teaching based on scientific theories, culture building among parents and teachers, effective communication, supportive behaviors, internal and external organizational strategies and guidelines, mental and academic engagement, continuous assessment, metacognitive strategies, cognitive strategies, cognitive and metacognitive strategies, motivational strategies, psychological well-being, actualization of potential talents, improvement of learning process and academic progress), and 134 indicators which were categorized under causal, contextual, interventional, strategies, and outcomes in the research's paradigmatic model.

The results of the priority-setting part also indicated the greater importance of "outcomes" and the component of "academic progress".

The purpose of this research is to identify and validate the explanatory components of support in Iran's secondary education system. The research method is qualitative-quantitative. - Periodicals and written documents related to the subject included articles and scientific researches and related books authored and in the quantitative part by first and second year high school teachers of the whole country. In the qualitative part, using the snowball sampling method until reaching theoretical saturation, an in-depth interview was conducted with 13 experts, and 18 documents (texts) were examined with a targeted method for documents, and in the quantitative part, to evaluate the model, A researcher-made questionnaire with 134 Likert scale items was distributed among 384 people with a multi-stage relative cluster sampling method. In order to determine the validity and reliability in the qualitative phase of the necessary checks including acceptability (expert review) and verifiability (re-review by experts) and in the quantitative phase, the validity of the questionnaires was verified by three methods formal, content and structural. The method of determining factor loadings of items, Cronbach's alpha of components (between 0.749 and 0.864) and composite reliability (between 0.827 and 0.916) were confirmed. Qualitative data were analyzed through theoretical background and quantitative data with structural equation modeling technique and exploratory and confirmatory factor analysis tests in Smart PLS software and Friedman test in SPSS software. The results of the qualitative part indicated that the model of support building in Iran's secondary education system includes 10 categories (development of human and non-human resources, improvement and development of the educational system, teaching-learning methods, culture and communication, laws and supportive behaviors performance monitoring, strategies based on cognition and metacognition, strategies based on motivation, mental progress and scientific progress), 21 subcategories (development of human resources, empowerment of students, development of hardware and software facilities, collaborative and interactive teaching, simplification Homework, virtual learning, teaching based on scientific theories, culture building between parents and teachers, effective communication, supportive behaviors, internal and external organizational strategies and instructions, mental and academic involvement, continuous assessment, metacognitive strategies, cognitive strategies, cognitive strategies and metacognitive, motivational strategies, psychological well-being, actualization of potential talents

The purpose of this study is to investigate the role of hidden curriculum in thinking style and communication styles of high school students in Mehran. Research Method In this descriptive correlational study, the statistical population included all male high school male students in Mehran, which according to Morgan's table, 164 people were selected and studied by stratified random sampling. Sternberg and Wagner (2007) Styles of Thought Questionnaires, Norton Communication Styles (1987) and Hashemi Hidden Curriculum (2012) were used to collect data. Descriptive statistics and confirmatory factor analysis, Pearson correlation and Linear regression was used. The results of factor analysis showed that Hashemi (2012) Hidden Curriculum Questionnaire has three components and in the present study also has appropriate validity. The results also showed that the role of hidden curriculum on students' thinking and communication styles was significant. The results showed that there is a positive and significant relationship between the components of people interaction, school organizational structure, physical structure with communication styles and between thinking styles and components of people interaction, school organizational structure, physical structure.

The purpose of this study is to validate the questionnaire on the lifelong learning readiness of high school users of public libraries.

This research is an applied and descriptive-correlational study. The statistical population consists of the high school users of public libraries from whom 201 students were selected by using the random sampling method. The questionnaire of readiness for lifelong learning were translated, localized and adapted from the Kungu's questionnaire (2010). The validity of the questionnaire was verified in terms of content validity by using confirmatory factor analysis and its reliability was assessed using the Cronbach's alpha for each indicator and the whole tool. The reliability value was 0.82, which indicated the suitability of the tool.

According to the findings of this study, the correlation coefficient between the components "self-directed learning readiness" and "readiness to overcome the barriers to participation in learning" was 88%, and between the components "readiness to respond to triggers for learning" and "readiness to overcome the barriers to participation in learning" was 60%, and betwwen the components "self-directed learning readiness" and "readiness to respond to triggers for learning" was 56%. Validity of the questionnaire was verified in terms of the content validity and by asking for the opinions of experts, and the confirmatory factor analysis model was applied by satisfying the fit index.

The tool applied in the present research can be used in the studies on lifelong learning readiness of users of public libraries as the lifelong learning centers. It can also be used in various studies aimed at assessing the status and factors associated with lifelong learning readiness.

The present paper aims to study the social status of physical education teachers from the viewpoint of high school students of Isfahan city. The applied methodology was descriptive survey. The statistical population included all the high school students of Isfahan. A sample of 310 subjects was selected using purposive sampling method. The data-gathering instrument was a 44-item researcher-made questionnaire to assess four components of the social status of teachers (including specialized and professional skill, personality traits and human relations, appearance, and financial factors). The subjects were asked to respond to the questions using a five-point Likert scale ranging from 1 (too much) to 5 (too little). The SPSS17 software was used to analyze the data. Validity of the questionnaire was confirmed by a panel of experts, and its reliability was established by calculating Cronbach’s alpha (α= 0.89). The results showed that personality traits and human relations had the highest effect on the improvement of the social status of teachers from the viewpoint of students. Moreover, specialized and professional skills, appearance, and financial factors hadthe most important roles in strengthening their social status (F=59.48, P<0.01).

We need media literacy to live in the present world. Given the importance of media literacy, different countries have begun essential training in schools. In this research, the effectiveness of media literacy training on the students of city Kerman has been examined. A quasi-experimental research was carried out with cluster sampling and the selection of treatment and control groups, each including 120 male high school students, during an educating course in Kerman. According to the results, the average total score of the student literacy in both the treatment and control groups was in the pretest of 2.2 out of 5, which was at the "weak" level. After the ending of educating course, the average student literacy scores of the treatment group in comparison with the control group increased by 99% confidence and reached 3.65, that is, the level of "good". Also, after the experiment period, the mean scores of students in the treatment group significantly increased in media literacy skills, namely, the ability to use media, analyzing, producing and sending media messages and critical thinking. Therefore, it can be said that the education of media literacy impact on the level of media literacy skills among students, hence its development is necessary in schools.

Academic engagement plays an important role in predicting the academic achievement of students. Students who find meaning and purpose for their activities, enjoy learning increasingly and have more energy to succeed. The purpose of the present study was to examine the effectiveness of logotherapy training on academic engagement of middle school students in khorramabad.
The statistical population comprised all middle school students in khorramabad in the academic year of 2015- 2016 among whom 32 students were selected through step random sampling method. Participants were assigned to either test or control groups following the pretest -post test and follow up experimental design (16 students were assigned to test group and 16 to the control group). The test group received interventions related to logotherapy training for 12 sessions of 90 minutes in a one-week period of time. The applied tool was zerang academic engagement questionnaire (1391). The obtained data were analyzed using the multi-variable covariance analysis (MANCOVA).
Findings demonstrated a significant difference between the groups. Similarly, results from the single variable research showed a meaningful difference between the two test group and control group and findings were also preserved in the follow-up phase.
Accordingly, it is recommended to teachers to embark on teaching logotherapy training during their training period.

One of the main institutions of a society is family which seems that with the advent of social media in it has experienced some changes. The aim of the present study is to study the effect of Facebook Social Network as one of the modern media on family values of students as users of this virtual social network. In this regard, Habermas’ communicative action and Kelley and Volkhart’s theory were used about the effect of group and theories of mass communication. The present study was conducted in a survey research and employing an Internet-based researcher-made question distributed among 300 high school students in Tabriz in 2014-2015. The sampling method was the convenience and voluntary sampling method. In addition, to analyze data, Tay Kendal C test, Pearson correlation coefficient, and regression were used. Findings of the research indicate that Facebook Social Network can be effective on family values in different aspects. There is a reverse correlation ofthe duration of membership, the degree of using, the degree of participation and activity in Facebook, the dependency on Facebook, the kindly space due to students’entrance into the interactional space of Facebook, emotional relations due to students’ entrance into the interactional space of Facebook, and students’ feeling of satisfaction with anonymity in Facebook with family values; but there is a direct significant correlation between degree of families’ awareness of their children’s use of Facebook and family values.

This project has been accomplished with the aim of the role of instruction in self-arranging strategies in educational postponement of students. The research methodology was in semi-experimental form with pretest -post test pattern and control group and the research statistic community was whole girl students of secondary school of Dehak village from Nehbandan Township in 2012-2013 school time which 68 numbers of students has been selected randomly from the Morgan table and performing the educational postponement test of Solomon and Rat bloom student copy (40، (1984 number of the students who hold the educational postponement grade over 50 and they has been selected for superseding in two groups of Experimental and Control band (per group in 20 number). The testing’s of the experimental group has been trained under the self-arranging instructions for 16 session of two hours، but the control group has not received any interference. At the end of instruction program، both of the experimental and control group have been received the said testing anew. Data analysis with the use of SPSS software and the single variant Coronas analysis method indicated meaningfully the level of P 05/0>، which dropped the instruction of self-arranging strategies in educational postponement of the said group from 60/74 to the level of 85/71 and verified the positive and meaningful effect to educational postponement. Therefore، by training of self-arranging strategies، we are able to represent the effective and profitable methods in decreasing of the educational postponement of the students.

The purpose of the present study was to determine the effectiveness of Quality Of Life Therapy (QOLT) on anxiety and stress of female high-school students in Dehaghan. The study was a semi-experimental study with experimental-control groups and a follow-up (45 days). From among 150 respondents who answered the items of anxiety and depression questionnaires, 48 respondents who received the highest scores were selected and assigned into two groups (each group included 24 subjects). Then these subjects in each group were divided into two 12 subjects experimental and control groups and 8 sessions of quality of life therapy interventions was administered to experimental groups. The results of analysis of covariance showed that quality of life therapy had significantly decreased the degree of anxiety and depression in experimental groups as compared to the control groups in posttest and follow-up stage. (p<0.0005).

The Education Department, in addition to preparing the contents of the curriculum, is effective in the establishment of understanding others and developing cognitive, affective, and action orientation of the students through strong and stable social networks in the educational environments and participation in extra-curricular activities. This research uses theoretical and experimental literature to study experimentally the influence of schools on religious and national identity of high school students. To examine this relation, a sample containing 353 high school students in Baneh has been used. The research is done based on the survey method using a questionnaire. The findings indicate that the religious and national orientation of the teachers, membership in student associations, participation in extra-curricular activities, relationship with school officials, interactive learning, and schooling years positively predict the development of national and religious identity. Among the independent variables, the variable "national and religious orientation of the teachers" has the greatest force in meaningful and positive prediction of national and religious identity and overall 60% of the variance of national and religious identity of the students is predictable with these variables.

Media literacy, as the new kind of literacy in the 21st century, involves a person’s ability in accessing, analyzing, assessing, and communicating with media messages in different forms, as well as his or her ability in critical thinking. The fundamental question of this study was studying high school students’ media literacy and its relationship with their sex, high school major and socio-economic status. This study was carried out using a survey method and a questionnaire, and the sample consisted of 400 students chosen through multilevel cluster sampling in Kerman high schools. Data was collected to address two questions and five hypotheses of the study. Findings revealed that level of media literacy was higher in male high school students, and that there was a significant relationship between level of media literacy and the three variables (sex, major, and socio-economic status). The study also showed that media literacy in students of last year of high school, who are human outputs of Ministry of Education average, was average in general.

The purpose of this study is to determine the status of Mashhad secondary school students’ leisure reading habits and its affecting demographic factors (gender, parental socioeconomic status, parental education level, academic achievement and attitudes to the Internet). The method of the current study is descriptive. 384 students (boys and girls) from the first three grades of high school were randomly selected through multistage sampling. The data were collected through a questionnaire. Face validity of the questionnaire was approved by professors and experts and its reliability (0.73) was estimated throughout Cronbach's alpha. Data were analyzed at two levels of descriptive and analytical statistics to answer basic questions and to test the research hypothesis. The results show that: 1 –The rank of “free reading” among the favorite activities of student's leisure time was relatively low. 2 - Students were more interested in reading fiction and fantastic books. 3 - The reading barriers of "listening to music", " school assignments," and "watching TV" was more important than other activities. 4 - Students mostly get their needed resources from "bookstores" and "Friends," and the "School Library" is the least important for them. 5 – The students mainly access their information resources from internet. 6 – There was significant difference between reading habits of boys and girls in some cases like, "reading enjoyment", "buying non-text book materials" and "frequency of reading". Some other factors significantly affect on the student's reading habits, factors such as parents’ education level, family socioeconomic status and academic achievement. Originality/Value: The novelty of the present paper is determining the relationships between variables "attitude to Internet", "parent's education level", "socioeconomic status" and "academic achievement" and "reading habits" of students in Iran.

The goal of this research was the study of validity and reliability of revised short form of studying approaches to measuring the studying approaches of high school students. For this goal a sample was selected by the cluster method that complets the mentioned scale. This sample includes 310 students (155 female students and 155 male students) that 144 persons of them were studying mathematic and 166 persons were studying experiential sience. Internal consistency coefficients of each item measure between 30% and 71% by measuring the correlation of each item with total score of each approach. Conclusions of principle components studying, by varimax rotation show that similar to long’s conclusions, strategic approach with all of it’s items load in one factor and each of deep and surface approach items load in tow factors. So questionnaire (by omiting 2 items) includes 5 factor :strategic ,unrelated memorizing ,understanding the meaning, relationship of concepts, and fear of failure .In addition to the negative relationship between the surface approach and deep and strategic approaches and positive relationship between deep approach and strategic approach is the witness of scal validity .The Cronbach’s alpha and tes-retest reliability coefficients are in the suitable range and show the permanency in measuring the studying approach of high school students .

The purpose of this research was to study and comparison of the attitude of students and teachers of other courses to the teachers of physical education at the high school in Bandarabbas، Iran. Statistical population of the research was 62 teachers of non- physical education courses، and 20000 students of Bandarabbas high schools. On the basis of Morgan table، 377 students were randomly selected، and all of the teachers were selected as total number of research samples. In order to achieving the required data، two researcher made questionnaires were used. Their validity was confirmed by the 15 experts and their reliability was studied in an introductory survey with 30 subjects and was confirmed by Cronbach’s Alpha of 0. 81 and 0. 83. In order to achieving the research purposes، the descriptive and inferential statistics methods such as Kolmogorov-Smirnov، one sample T-test، liner regression، and independent sample T-test by SPSS software were used. Research findings showed that students and teachers of other courses have an undesirable attitude to the teachers of physical education. There is a significant correlation between students and teachers of other courses attitudes to the teachers of physical education. Student’s attitude is the predictor factors teachers’ attitude to the teachers of physical education. And there is not meaningful difference between students and teachers of other courses to the teachers of physical education.

The purpose of this survey is the study of the relationship between Spiritual Intelligence and Tendency to Satanism the high school students. Research method of this survey is the correlation. The representative population of this survey consists of all the Chaharmahal & Bakhtiari’ Students. In order to evaluate this relationship, two questionnaires were applied. To analyze the data, I›m used the descriptive statistics and inferential statistics. Results demonstrate that there is a negative significance relationship between Spiritual Intelligence and Tendency to Satanism, so the main question of research confirmed. Also the mean of student`s Spiritual Intelligence is above from average and there is no significance relationship between male and female students. Results also demonstrate that the scale of the Tendency to Satanism in students is very low. This scale in male is more than female, that is significance.

Today, our life is so much depends on the media. High school students are the main addressees of media who their consumption is more than any other ages. Media consumption regime is one of the generative components of media literacy which should be programmed and thoughtful. Media literacy pertains to twenty first century which includes the ability to use the media, analysis of media transmission and critical thoughts towards the media transmission. The main subject is that how is the media consumption regime for high school girls and boys? and how is the relationship between having access or using the media and the economical base and gender? The present research has been done by survey method, questionnaire and selecting 400 students by cluster sampling method among high school student of fourth grade in Kerman city. The results show that school boys use the media more than school girls. Also, there is a meaningful relationship between the rate of using conteractive media. But it does not have and relationship with the rate of using the print media(newspaper and magazine).

The present research tries to investigate the relationship between in God, self-esteem and academic achievement. To do so, 305 female students form a high school in Yazd were selected randomly through a cluster sampling. They answered Cooper Smith's standard questionnaires on confidence (tawkul) and self-esteem. The student's total grade of the students was the index of their academic achievement. The research is a descriptive–correlative one. The data were analyzed by such statistical indexes as Pearson's correlation and ANOVA. The research findings show that there is a significant relationship between all components of self-esteem (domestic, social, academic and general) and confidence in God (p<0.01). There is also a positive significant relationship between the academic achievement and confidence in God (p<0.01), but no significant relationship between academic achievement and confidence in God was noticed. Furthermore, the results of ANOVA test show no significant difference between the average scores of confidence in God and self-esteem among the students who took part in different courses.