جستجوی مقالات مرتبط با کلیدواژه « دانش آموزان دوره متوسطه اول » در نشریات گروه « علوم تربیتی »

Learning theories help to design the desired educational programs. Wittrock developed the theory of generative learning, which is one of these theories. In different educational systems, little attention has been paid to the new methods of mathematics education, and one of these methods is education based on the theory of generative learning. The main objective of this research is to develop an educational program for teaching mathematical concepts to first-state secondary school students that will help the students develop a thorough understanding of the educational content of mathematics and in which the student actively participates in the learning process, creates meanings and relationships, and the teacher only serves as a facilitator. Metacomposition and a synthesis-research approach based on the seven-stage Sandelowski-Barroso model were used in this study to look into the research that had been done in this direction. The study area included 57 research articles according to the intended purpose, among which 19 articles and one thesis were selected using the Glynn tool. Concepts extracted from this study were summarised by the open coding method in the form of 131 concepts and 32 sub-categories, which finally resulted in 9 main categories. Then, according to the results obtained, a special math curriculum was designed for the first state secondary school. The content validity of the mathematics education curriculum was obtained using the Laushe method (P = 0.05).

This study aimed at investigating the mediating role of the quality of Islamic life in the relationship between academic perfectionism and the spiritual intelligence of the senior high school students.

This correlational study was conducted using a structural equation modeling. The statistical population included all 1046 senior high school students in Kerman, Iran, in the academic year of 2021-2022. 342 students were selected as a sample using a multi-stage cluster sampling method. In order to collect data, Namqi’s questionnaire of quality of Islamic life (2014), Rasouli and Bahrami’s questionnaire of academic perfectionism (2015) and Abdollah-Zadeh and his colleagues’ questionnaire of spiritual intelligence (2017) were used. The data were analyzed using structural equation modeling with AMOS software version 23 and SPSS version 22.

There is a direct, positive, and significant relationship between the variables of the quality of Islamic life and academic perfectionism (t= 11.182,  = 0.35), a direct, positive, significant relationship between the variables of the spiritual intelligence and academic perfectionism (t= 8.224,  = 0.24), and a direct, positive and significant relationship between the variables of spiritual intelligence and the quality of Islamic life (t= 13.716,  = 0.59). In addition, there is an indirect, positive, significant relationship between the variables of spiritual intelligence and academic perfectionism with the mediating role of Islamic quality of life ( = 0.23).

Academic perfectionism is one of the causes of students’ failure, and what can improve it is paying attention to the quality of Islamic life and spiritual intelligence. Therefore, by increasing spiritual intelligence and improving the quality of Islamic life, one can reduce academic perfectionism in students.

The aim of the current study was to standardize and validate the Interpersonal Hopelessness scale in Iranian society, which examines the degree of Interpersonal Hopelessness in adolescents' lives. The present study was a descriptive correlational study. The study population was high school students in Karaj in the academic year 2019-2020, from which 504 students were selected as the study group by cluster sampling. In order to collect data, the Interpersonal Hopelessness Scale along with Suicide Behaviors Questionnaire and Beck Hopelessness Scale for Convergent, and Psychological Hardiness and Interpersonal Needs Questionnaire for divergent validity were used. To analyze the data, two classical approaches and Item Response theory through statistical software SPSS and R software were used. The results of the tool structure validation using heuristic and confirmatory factor analysis (classical theory) and one-dimensional models (Item Response theory) confirmed the single-factor model of the Interpersonal Hopelessness Scale, as well as convergent and divergent validity of the instrument. The validity of the scale was confirmed by Cronbach's alpha method and the retest method in the classical approach. The validity of the data was assessed using the knowledge function and measurement error showed that all three factors had the highest awareness and the least measurement error in the range of the trait level between -2 to 3 Interpersonal Hopelessness Scale has a good validity and reliability in the Iranian society and can be used as a valid scientific tool to assess Interpersonal Hopelessness among adolescents.

This study aimed to investigate the relationship between time perspective dimensions and academic dishonesty through the mediating role of autonomy. The participants of the study were 294 secondary school students in Ahvaz who were selected by a multistage cluster sampling method during the academic year of 2018-2019. Data were collected through Zimbardo & Boyd Time Perspective Questionnaire, Gagne Basic Needs Satisfaction Scale, and Witherspoon et al Academic Dishonesty Scale collected data were analyzed using SPSS and Amossoftware. The results indicated that the initial model fitted well to the data, but two modifications were made theoretically and a final model was developed. Results of mediation analysis indicated that time perspective dimensions indirectly and significantly predicts academic dishonesty through autonomy. Moreover, the past positive and future-oriented had a direct and positive significant effect on autonomy, while negative and significant predictors were of academic dishonesty. In addition, the past negative and the present fatalistic had significant direct and negative effects on autonomy and, in turn, were positive and significant predictors were of academic dishonesty. Also, present hedonistic was associated with increased autonomy; while autonomy had a direct and negative effect on academic dishonesty. In light of these findings and acknowledging their limitations, the theoretical and practical implications for educational researchers and teachers are discussed.