جستجوی مقالات مرتبط با کلیدواژه "academic failure" در نشریات گروه "علوم انسانی"

This study aimed to determine the effectiveness of mindfulness-based cognitive therapy on procrastination and self-handicapping of students with academic failure. The research method was quasi-experimental with a pre-test-post-test and control group design. The statistical population of the present study was male high school students in Tehran in the academic year 2020-2021 who had a drop in education. Thirty students were selected by purposive sampling method and randomly assigned to experimental and control groups. The Solomon and Rothblum (1984) academic procrastination questionnaire (APQ) and the Jones and Rudwalt (1982) academic self-handicapping questionnaire (ASHQ) were used to collect data. Mindfulness-based cognitive therapy was presented in 8 sessions of 60 minutes (Two sessions per week) for the experimental group. Multivariate analysis of covariance was used to analyze the data. The results showed that mindfulness-based cognitive therapy had a significant effect on academic procrastination (F = 28.54; P = 0.001) and academic self-handicapping (F = 11.534; P = 0.001). Therefore, the use of mindfulness-based cognitive therapy to improve procrastination and self-handicapping of students with academic failure is recommended.

The purpose of this article is to explain academic failure based on the views of experts in the field of education.

The present study is applied in terms of purpose and in terms of method, it is a type of mixed research. In this research, experts were first interviewed, and then the information obtained was extracted using the method of text analysis of the main components of students' academic failure. The research community included 30 experts in this field (10 staff members, 10 school principals, and 10 heads of study groups in elementary school and written sources). Next, the extracted components were categorized and prioritized using the Delphi technique. Finally, by examining and inferring the collected data and analyzing them, a model of academic failure based on various factors was presented.

The results of the survey show that academic failure is closely related to the educational, cultural, social and family system of the society. In this city, these factors are divided into three categories: human factors, institutional factors, and textbooks, and based on the presented cases, There are solutions to get out of this situation.

academic failure is a problem that should not be ignored by parents and teachers. Ignoring academic failure can cause irreparable damage to students. The causes of academic failure are among the things that parents should be aware of and take steps to solve.

Introduction and goal:

 Academic problems and lack of success in education are associated with many consequences and can make students face difficulties in the field of educational and career processes. Therefore, this research was conducted with the aim of predicting academic failure based on mindfulness and family functioning in students.

The research was descriptive-cross-sectional and correlational. The statistical population of the research included all male students studying in the first secondary level of Sarpol Zahab city in 2023, which with the available sampling method and according to the formula for determining the sample size of the plant (n=50+8m) the number 200 people were selected as samples. To collect data, academic failure questionnaire (Conroy et al., 2002), mindfulness (Baer et al., 2006) and family functioning (Epstein et al., 1982) were used. Data analysis was done with descriptive statistics, Pearson correlation coefficient and multiple regression with spss software.

The results showed that there is a negative and significant relationship between mindfulness and each of its components, including observation, description without labels, performance with awareness, acceptance without judgment, and non-reaction with academic failure (P<0.05). Also, this relationship between family function and each of its components including problem solving, communication, roles, emotional companionship, emotional intercourse, behavior control and overall performance with academic failure in students was negative and significant (P<0.05).

Considering the negative and widespread consequences of academic failure and the important role of psychological processes and the institution of the family in various dimensions of students' lives, especially their academic lives, it is necessary for mental health officials and educational psychologists to pay special attention to this issue.

The present study aimed to know the factors, complications, and controllability of masturbation addiction in twelfth-grade students. the present research is single-case experimental research. The participants of this study are all male students. According to their own words, are addicted to masturbation and have shared it with their teacher. One person who was in the severe category was selected intentionally by considering the entry and exit criteria of the study. Finally, the person's lived experience in the stages of baseline, treatment, post-treatment, and follow-up, respectively through a semi-structured interview. It was determined in four axes that 1. The frequency of masturbation was five times a week since three months ago, and the most important reasons; Loneliness, lack of physical activity, and watching movies were mentioned 2. The consequences of starting this behavior include a drop in academic grades, avoidance of responsibility at home and isolation at school, and a drop in cheerfulness. In the last 2 axes, after two months of implementation of therapeutic techniques, the frequency of this procedure decreased to one-fifth compared to the baseline. The drop in his grades was temporary, He became more social in school and more responsible at home, and his cheerfulness increased. Controlling this problem is not only possible but also promotes health growth in social, academic, personal, and family fields.

Nowadays, education is considered a long-term investment in many societies. which is achieved at the cost of ignoring the short-term growth of society's facilities. Problems such as anxiety, worry, apprehension, and weakness in solving physical problems and understanding their concepts initially cause a decrease in academic grades, then cause apathy and finally cause them to have little interest in physics at higher levels, especially university degrees. Now that physics is one of the basic sciences and considerable attention should be paid to solve the problems in this case. Considering that the physics course is apparently a new subject in the tenth grade, to solve the educational problems and issues, one can use the main methods of creating creative thinking and quality control and SWOT management tools, such as the scientific method of cause and effect of the table of other scientific methods. In this research, the most important factors that are involved in the academic failure of the 10th grade physics students were investigated and analyzed using the matrix method using questionnaire data.

One of the most important challenges of the Corona epidemic was the academic decline of students due to the sudden change in the teaching method. The current research was conducted in the academic year of 2019-2020 in Shahid Motahari Primary School, Amlash city. The purpose of the research is to use the pre-organizing teaching method to improve the academic performance of fourth-grade students in mathematics. The method of the research is action research in that the researcher has used a questionnaire, interview, observation and student activity in the SHAD class to collect primary information. After analyzing the primary information, the Advance-organizing teaching method was used to solve the problem. The student was trained in 7 sessions. To collect secondary data after the implementation of the plan, interviews, teacher-made tests, oral questions, and educational progress sheets based on lesson objectives were used. The findings showed that the student successfully passed the test and the oral question and achieved the goals of the sample sheets of academic progress. The results of the research indicate the effectiveness of using the Advance-organizing teaching method in teaching mathematics.

Considering the decreasing age of addiction and the many problems faced by addicts, the present research was conducted with the aim of presenting a causal model of bias towards drugs in students based on the academic failure and hyperactivity and attention deficit with the mediating role of hopelessness feelings.

The current research in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population was all the junior and senior high school students of one district of Mashhad city in the 2020-2021 academic years, which number of 310 people of them were selected as a sample by cluster random sampling method. The tools of the current research were the questionnaires of addiction potential, academic failure, hyperactivity and attention deficit and hopelessness, which whose psychometric indicators were confirmed in previous researches and in this study. Data were analyzed by structural equation modeling method in SPSS version 24 and AMOS version 24 software.

The findings of the present study showed that the causal model of bias towards drugs in students based on the academic failure and hyperactivity and attention deficit with the mediating role of hopelessness feelings had a good fit. Also, the variable of academic failure on the hopelessness feelings and bias towards drugs, the variable of hyperactivity and attention deficit on the hopelessness feelings and the variable of hopelessness feelings on the bias towards drugs had a direct and significant effect (P<0.05), but the variable of hyperactivity and attention deficit on the bias towards drugs hadn’t a direct and significant effect (P>0.05). In addition, academic failure and hyperactivity and attention deficit had an indirect and significant effect on the bias towards drugs with the mediating of hopelessness feelings (P<0.05).

The results indicated the effective role of academic failure and hyperactivity and attention deficit with the mediating of hopelessness feeling on bias towards drugs. Therefore, the planners and specialists of cultural and educational activities of adolescents in order reduce to bias towards drugs can seek to design and implement programs to reduce academic failure, hyperactivity and attention deficit and hopelessness feelings.

After the epidemic of Covid-19 in the world, virtual education replaced face-to-face education. Virtual education, despite its many advantages, also brings challenges, one of which is the academic drop of students, especially in the elementary school. Therefore, the aim of the current research is to analyze the lived experiences of primary school teachers about the causes of students' academic failure in virtual education.

The present research was investigated in a qualitative and phenomenological way. According to the nature of the research, the purposeful sampling method of criterion type was used, and with the in-depth interview of 11 primary school teachers, the data obtained reached saturation. The data obtained from teachers' lived experiences were analyzed by the method of Colisei (2002) and MAXQDA 11 software was used as a data analysis tool.

Findings from teachers' lived experiences, in the form of six main themes: "Technical and infrastructural problems", "Problems related to the teacher", "Problems related to the student and the student's family", "Psychological pressures", "Lack of correct evaluation" and principles" and "decreasing students' motivation" were classified.

The results obtained from the analysis of the lived experiences of elementary school teachers on the causes of students' academic failure during virtual education show that a set of factors play a role in the student's academic failure, and most of these factors are caused by The teacher is controllable. Therefore, teachers, should develop revised management, teaching, evaluation and communication skills with students and their parents.

Our goal in this research is to analyze the experiences of parents and elementary students from virtual education with the approach of academic progress or decline.

This research is a qualitative and narrative research, and the data source of this research is the interviews that were taken from parents and elementary school students. The number of interviewees until theoretical saturation was 14 people. Targeted sampling was also used in the sampling method.

The analysis of the research data showed that the primary school students and their parents both agree on the academic decline in virtual education and from their point of view, virtual education has difficulties and especially their parents prefer face-to-face education over virtual education. And they believe that their children learn better in a face-to-face class than in a virtual class.

Therefore, it can be concluded that everything has advantages and disadvantages, and as a result, virtual space is not exempt from this. Most of the parents consider internet problems, high costs and boringness of virtual education as its disadvantages. Of course, students have also mentioned advantages such as not needing to commute daily and access to the teacher's teaching if needed.

Predicting students’ performance is important for their parents and their teachers. In recent years, learning analytics has been used to evaluate educational data and factors affecting academic performance. Numerous factors, including individual, family, social and environmental characteristics affect this issue. One of the most important individual factors is personality, which we will examine the impact of this factor on academic performance. For this purpose, we analyze the data of a school students in District One of Tehran. Researches in this field has focused on the correlation of different dimensions, but the main purpose of this study is predicting student performance in order to identify students at risk of academic failure, which with the knowledge of the family to improve They take action. The methodology used is CRISP-DM. The Auto ML data mining technique was used for analysis. According to the Accuracy criterion, the classification is more accurate than the artificial neural network method. According to the findings of this study, the conscientious dimension had the greatest effect and the neurotic dimension had the least effect on predicting students' performance.

One of the problems and obstacles of educational systems is academic failures that impose unpleasant financial and attitude burdens on the educational system, family, and students. Thus, this study aimed to examine the effectiveness of positive psychotherapy on motivational beliefs in secondary school boy students with academic failure. The present study was a quasi-experimental pre-test-post-test and follow-up with a control group. The sample consisted of 30 male students with academic failure in Dezful schools in the academic year of 2018-2019. The participants were selected by the available sampling method and were randomly assigned to experimental and control groups. The experimental group received eight ninety-minute sessions over two months. The applied questionnaire in the study was Motivated Strategies for Learning Questionnaire. Data were analyzed through multivariate analysis of covariance. The results showed that positive intervention affects motivational beliefs in students with academic failure. Therefore, according to the present study's findings, positive intervention can efficiently increase self-efficacy and intrinsic value and reduce test anxiety, which are the subcomponents of motivational beliefs in students with academic failure.

The use of online games has become a popular pastime among teenagers in recent years. The high attractiveness of games along with the significant prevalence of addiction to them has made these games the focus of experts. The present study aimed to explain the model of online gaming addiction based on academic failure, concentration skill, and aggressive behavior with the mediation of family life events and changes. This study was designed with descriptive-correlational and structural equation modeling. The statistical sample of the study was 4200 young and youth people who lived in Mashhad and Shahre Kurd cities. The instruments were Ponets Internet Gaming Disorder-20(IGD), Hamilton Young Adult Family Inventory of Life Events and Changes (Y A-FILES), Sevari and Oraki Concentration Skill Questionnaire, and Buss and Perry Aggression Questionnaire. Findings showed that the structural equation modeling of academic failure, concentration skill, aggressive behavior, and internet gaming disorder use relapse demonstrated significant fitness directly and indirectly. Moreover, 8.2%, 9.9%, and 9.1% of the internet gaming disorder were predicted by academic failure, concentration skill, and aggression. Family life events and changes could also predict 0.88% of the internet gaming disorder. The findings showed that family life events and changes as a meditating variable could predict online gaming addiction based on academic failure, concentration skill, and aggressive behavior. According to the results, family experts can reduce the rate of internet gaming addiction by emphasizing the ability to cope with stressful stimuli and pressures of family changes.

Covid-19 pandemic conditions have affected various aspects of students' lives, One of the most important effects in the field of education is academic failure. In-depth and extensive research is needed to investigate the factors affecting academic failure in the Covid-19 pandemic. Therefore, the purpose of this study is to investigate the perceptions of high school students who have suffered quantitatively or qualitatively in the covid-19 pandemic than before. The method of this study is qualitative and with a descriptive phenomenological approach and semi-structured interviews have been used to collect data. Using criterion-based purposive sampling, after 10 interviews with eighth to eleventh-grade students in Mashhad in 1400, the results were saturated. An in-depth analysis of students' perspectives showed that various factors have influenced their academic failure during the pandemic. Which includes three axes: individual, environmental and educational. Individual focus includes distraction, nervousness, Depression, stress (psychological problems), Decreased quality of learning, motivation, cheating, poor reading, shortening of time (learning), And playfulness, electronic games, harmful information, and virtual. Environmental factors include school, recreation (uplifting environments) and family behavior, friends, and classmates (relatives). Educational factors include Internet problems, problems with educational software (educational platform), low quality of teaching, change in class hours, teacher disorder, and teacher non-response. It is recommended that those in charge of this matter try to improve the quality of education, improve the virtual education capability of teachers, take care of mental health and increase the skills of students to be more adaptable to these conditions.

Lack of education today is one of the major concerns of families and those involved in education. Every year, a large number of students face a phenomenon called academic failure.

The aim of this study was to investigate the lived experience of parents of the reasons for academic failure of primary school students in Ardabil city, Hir region.

This qualitative study was conducted with the participation and support of 14 parents (male and female) of primary school students in Ardabil, Hir region, using purposive sampling and semi-structured interviews. Qualitative content analysis method was used to analyze the obtained information.

The findings of the study showed that the reasons for primary school dropout are: personal, family, economic, governance, social and cultural factors.

The results showed; Characteristics and factors that have hindered the academic performance of elementary students are a set of individual and environmental factors, so neglecting or ignoring any of these factors and characteristics can deprive them of continuing their education and having a better future.

This study aimed to present present a program for academic empowerment of Martyr and Veteran Students and also to identify factors and provide operational suggestions to improve the academic achievement of this group of students and at the same time to expand the existing literature and provide new perspectives on the achievement of Martyr and Veteran Students.

This research has a developmental and exploratory nature. Participants included all students with academic failure, teachers and principals and assistants of SHAHED schools, educational experts of the Martyr Foundation of Sanandaj, as well as the General Directorate of Education and parents of students with academic failure. In the present study, 44 interviews were conducted. Before presenting the educational empowerment program for Martyr and Veteran students, the most important reasons and factors of academic failure as well as strategies to reduce academic failure and increase academic achievement were reviewed and the presented program is based on academic failure factors.

  The academic empowerment program consists of five stages. The stages are named 1. determination or need assessment, 2. academic planning; 3. academic supervision and Follow up; 4. implementation and 5. the academic empowerment program named as the Martyr and Veteran students evaluation and feedback. Each stage of the program includes the presentation of strategies and actions at the individual level of students, parents and families, school, foundation, and the General Directorate of Education in the province and the organization of the Martyr Foundation.

The proposed program can be used as an operational plan at the beginning of the school year to improve academic achievement and reduce the dropout of Martyr and Veteran students in the country by the Ministry of Education and the Foundation for Martyrs and Veterans Affairs.

The purpose of this study was to determine the effectiveness of mindfulness-based stress reduction program on self-efficacy beliefs of female students with academic failure. The research method was semi-experimental with pretest-posttest design with a control group. The study population included all high school female students in first grade and second course on the 2015-2016 academic year in Ardabil city, that among them by convenience sampling method 30 students were selected with academic failure and then randomly were assigned to the experimental group (15 subjects) and control group (15 subjects). The participants of the experimental group received 8 sessions mindfulness-based stress reduction program. Scherer self-efficacy questionnaire (1982) was used to collect the data. Data were analyzed using analysis of covariance (ANCOVA). The results showed that mindfulness-based stress reduction program has significant impact on increasing of self-efficacy of students. According to these results it can be concluded that this method can be used by school administrators and especially school psychologists and counselors.

The purpose of this study was to determine the effectiveness of self-regulation learning strategies training on academic self-efficacy and test anxiety among female students with academic failure. The research method was semi-experimental and its pre-test design was a post-test with control group. The statistical population of the study was all 12th grade female students of Sanandaj city Who had academic failure. There were 837 students that studying in 2018-2019 school year. a 32 students were selected using randomized cluster multistage sampling in the experimental and control groups. To collect data, academic self-efficacy and anxiety test questionnaires were used. The training program for self-regulation learning strategies was presented to the experimental group during the eight sessions, while the control group did not receive any training. The findings showed that the mean scores both experimental and control groups in post-test and follow up were significantly different and training has increased academic self-efficacy and reduced test anxiety in the experimental group. So using self-regulated learning strategies improves academic performance by increasing the quality of cognitive and metacognitive strategies in order to achieve goals. In this case, the student will feel more self-effective and will experience less anxiety during the exam.