جستجوی مقالات مرتبط با کلیدواژه « کیفیت آموزشی » در نشریات گروه « روانشناسی »

The purpose of this study is to investigate the role of social networks in the quality of e-learning in the Corona era. The research method is applied in terms of achieving the goal, and survey in terms of collecting information. The statistical population included all the students of the universities of Ardabil city in the academic year of 2019-2020 and the method used for sampling was stratified random method. To determine the sample size, Morgan's table was used and the number of statistical samples was estimated to be 381 people. To collect the data, the questionnaire of social networks and the quality questionnaire of e-learning were used. The validity of the questionnaire was determined by face validity and reliability through Cronbach's alpha test. Hypotheses were analyzed using spss software version 22 and simple regression was used to test them. The results of the research showed. Social networks on the dimensions of e-learning quality (educational quality) including (quality of reflection in classroom management, creating a learning environment similar to face-to-face classroom, strengthening group activities, facilitating the learning process and fine-tuning the program and announcing it to students) Corona has a significant positive effect.

The aim of present study was to investigate the relationship between the quality of classroom instruction and cognitive appraisals with academic emotions and their motivational outcomes, based on Pekrun’s control- value theory. The participants were 586 nine grade students (male and female) in Tehran that selected using multistage cluster sampling method. The participants completed five questionnaires, Academic Emotions Questionnaire (AEQ), Academic Motivation Scale (AMS), Academic Control Scale, Cognitive Activation Questionnaires and Perceived Teacher Feedback, Questionnaire and four scales, task difficulty, task value, mastery evaluation and Teacher’s Quality of Teaching Scale. The relation between variables were examined by a structural equation modeling and tested with path analysis method that the model was confirmed. The results of path analysis showed that cognitive activation, task difficulty, mastery evaluation and achievement feedback had significant and direct effects on cognitive evaluations. Cognitive activation and task difficulty had direct and indirect significant effects on positive and negative emotions and self-determined motivation, through mediatory variables. Achievement feedback had a significant direct effect on positive emotions and it had indirect significant effects on negative emotions and self-determined motivation. However teacher instruction quality had only a direct effect on negative emotions and an indirect effect on self-determined motivation. Also academic control and task value had significant effects on positive and negative emotions and self-determined motivation, and this emotions had significant effect on self-determined motivation. Therefore instructional quality as classroom environmental factor affect on cognitive appraisals and they are both determinants of positive and negative emotions experienced in classroom, And these emotions affect on self-determined motivation of students.

This study deals with the degree of faculty member's teaching load, its relationship with their specialties and also the relationship between the teacher's satisfaction and the quantity and quality of their academic responsibilities based on three variables of faculty, gender, and academic rank. This study is both qualitative and quantitative. The required data were gathered through the study of documents and papers (a quantitative method) and interview (a qualitative method). The population of this study was the faculty member's of Mazandaran University in the educational year of 1385-86. 222 faculty members were selected for quantitative part of the study. Among them 16 faculty members were selected as qualified cases for qualitative part. For analyzing the data gathered through documents and interview, respectively, descriptive statistics and Inductive analysis were used. The analysis of the data gathered through documents indicates that faculty member's mean of teaching load during the given time period was 50.81. The 3 top faculties in this part were, respectively, chemistry faculty with 50.01, official and economics, and natural sciences. Regarding the teaching load based on sex, the results show that female faculty member's mean of teaching load was less than that of the males. The data related to extra cases show the same result. Based on academic rank, the professor's teaching load and extra teaching were higher than that of the other academic ranks. The results about course variety show that the total course number in the Mazandaran University is 3293. Considering 228 fee faculty member and 222 formal faculty member, each member, in average, has 7 courses. Humanities faculty with 696 courses has the greatest number of courses; and Art and Architecture faculty with 41 courses has the least numbers of course. In terms of gender, mal members have 3000 courses and female members, 293. And also, in terms of academic rank, assistant professors with 2241 courses have the greatest number of courses. The results indicate that there was no significant relationship between the faculty member's specialty and their course verity. On the other hand, there was a consensus among faculty members regarding the amount of teaching load and the quantity and quality of their academic responsibilities. Based on these variables as faculty, sex, and academic rank, there was no difference in faculty member's opinions. They were unsatisfied about the quantity and quality of their academic responsibilities.