جستجوی مقالات مرتبط با کلیدواژه « شبکه های مجازی » در نشریات گروه « علوم تربیتی »

The aim of the research is to identify the factors influencing the tendency to have children with an emphasis on virtual social networks. The statistical population is one-child or childless couples in the four cities of Tehran, which were interviewed based on theoretical saturation and targeted sampling of 15 couples. To analyze the data, the qualitative strategy of Strauss and Corbin's data-based theory was used and three stages of open, central and selective coding were used. For validation, third-party coding was used to ensure the correctness of the coding and the lack of bias in the researcher's understanding of the content of the interviews.Based on the results, the research model in the framework of six categories; Causal conditions include bad economic conditions, the formation of new cultures and political instability, background conditions including media pressure, public beliefs and tendencies, illusions, the dominance and attack of virtual influencers, mediating or intervening conditions including increasing family expectations, the difficulty of providing for children's expenses, Fear of responsibility, concern about the stability of the country and disturbing news, the central category including fear of responsibility, strategies including positive presence in the virtual space, promoting childbearing in this space,Providing good role models in the virtual space, facilitating the economic situation, holding analytical meetings in this space, the consequences include reducing the fear of young couples, creating the joy of having children and having children, increasing the tendency to get married and marginalizing the negative pages. Based on the results of the research, the higher the presence in the virtual space in order to restore the health of the society and the country's population, the more we see the joy of having children and raising children among young couples and the increase in the tendency to get married.

The aim of this research is to investigate the relationship between the use of virtual social networks and the types of religiosity of the youth of Yazd city, based on the theory of multiple worlds and the metaphor of the burger market, with the help of a researcher-made questionnaire, whose validity is through validity. Its content and reliability have been confirmed through Cronbach's alpha. The statistical population is 384 young people aged 15 to 34 in Yazd who were selected by multi-stage cluster sampling. The data were analyzed with the help of spss software and factor analysis and t, f tests, correlation coefficient and path analysis, and the results after identifying two types of popular religiosity and bricolage show that women have popular religiosity and men have strong bricolage religiosity. They have a The correlation of economic-social base with popular religiosity is negative, but with bricolage religiosity is positive and significant. Also, there is a significant relationship between the amount of use of virtual social networks and types of religiosity. Regression analysis shows that independent variables (social-economic base, non-recreational use of virtual social network and social-economic base) are 9% of changes in popular religiosity and variables (use of virtual social network, social-economic base and recreational use of virtual social network) explain 20% of the changes in bricolage religiosity.

The current research was conducted with the aim of determining the effectiveness of using social networks on academic performance and school attachment of students in Kerman. The design of the research was semi-experimental and pre-test-post-test with a control group. The statistical population of the research included all eleventh students of Kerman secondary schools. The sample of this research was 40 students from the community who were selected through simple random sampling. The data measurement tools were two standard academic performance questionnaires by Pham-Taylor Questionnaire (1990) and school attachment questionnaire by Brew, Beatty & Watt (2004). The statistical method of covariance analysis was used to analyze the data. The results obtained from the data analysis showed that there is a significant difference between control and experimental group (P <0.05 level) and also the obtained results showed that the use of social network has a significant effect on academic performance and attachment to school. Therefore, it is suggested to school administrators, teachers and counselors to familiarize students with the disadvantages and threats of excessive and extreme use of virtual networks and by creating a fresh atmosphere in the school environment, it will cause enthusiasm and eventually increase attachment and improve the performance of students in school.

The aim of this study was to determine the prevalence of emotional failure syndrome in 12th grade female students and its relationship with the use of virtual networks and satellite programs. In this study, a descriptive research method (causal-comparative) has been used. The statistical population of the study included all 12th grade female students in Meshgin Shahr, The statistical sample of the study included 260 people who were selected using multi-stage random sampling. To collect data, Dehghani's Emotional Failure Syndrome Questionnaire (2010) was used. The analyze data by used Fisher's tests showed that emotional failure syndrome among students who use both of virtual networks and satellite programs equal to 67.92% and it is in students who they do not use of virtual networks and satellite programs equal to 17.02 percent and multivariate analyze showed it is significant (p <0.05).Also, the prevalence of emotional failure syndrome is higher among students who use of virtual networks than those who use satellite programs (p <0.05). The incompatibility of the cultural values governing the content of satellite programs and web space programs with the cultural values governing their society on the one hand and the psychological needs, especially the emotional awakening of girls at this age, causes harm and attitudinal conflicts in the opposite sex, eventually, prevalence of symptoms is followed by emotional failure.

The Covid-19 epidemic and the need to use virtual Internet networks to educate students have been associated with many problems. The aim of this study was to investigate the role of virtual education in internet addiction and its relationship with elementary teachers’ eye fatigue in Covid-19 epidemic. The statistical population included teachers of Ardakan city from among whom 317 people were selected as the sample of the study using voluntary method. Participants answered the Habibi et al. (2012) Eye Fatigue and Young (1996) Internet Addiction Questionnaires, which were designed online. 286 questionnaires were analyzed using Pearson correlation method at the level of 0.05 and using SPSS statistical package version 24. The results showed that virtual education has been effective in increasing Internet addiction and eye fatigue in teachers. The results also showed that there is a significant positive relationship between Internet addiction and ocular fatigue and its dimensions, i.e. ocular strain, visual impairment, ocular surface disorder and ocular disturbance (p<0.001). According to the results, e-learning can increase the risk of Internet addiction and eye fatigue in teachers and lead to many eye problems. It is recommended to prevent the negative consequences of the Covid-19 epidemic by providing training programs.

This study investigated the effectiveness of blended learning based on virtual social networks with a social constructivist approach on students' academic self-efficacy and academic achievement. The statistical population included students of Farhangian University in 2019-2020, 75 of whom were selected by available sampling method from Shahid Hasheminejad Campus in Mashhad and were randomly divided into three groups of 25 people. The research method was quasi-experimental and required information were collected by academic achievement test and owen and Faraman's academic self-efficacy questionnaire. Data were analyzed using SPSS24 software. The results investigated that students of blended learning had higher academic achievement compared to the other two groups. Also, there is no significant difference between the academic self-efficacy of students with blended learning and face-to-face education, and students participating in blended learning had higher academic self-efficacy than students with social networks-based education. Accordingly, the use of blended learning based on social networks is suggested as a suitable educational method in university education.

This study was conducted with aimed to comparison of academic procrastination, aggression and academic engagement of students based on their membership in virtual networks in the first grade of high school girls in Tabriz. The research method was causal-comparative. The statistical population of the study consisted of high school female students of Tabriz high school in the academic year of 2017-2018. Their number was 32469 according to the report of the Education Department. The statistical sample included 67 students in virtual networks and 34 non-virtual students who were randomly selected from two schools. Data were collected by Bass & Perry's aggression questionnaire, Solomon and Rathblom’s procrastination assessment and Zarang Educational Inventory. Data analysis was done by multivariate analysis of variance. The results of the study showed that there is a significant difference in student involvement based on membership in virtual networks in students, but there is no significant difference in the amount of work and aggression and its components. Therefore, membership in virtual networks can affect students' academic engagement.

The purpose of this study was to design a blended learning model based on virtual social networks with social constructivist approach and determine its effectiveness on academic performance, academic self-regulation and social cognition of teacher students. The blended learning model, having been developed based on virtual, social, and training protocols, was validated by experts. The effectiveness of the model was verified through a quasiexperimental study whose statistical population consisted of teacher students in Farhangian University. A sample of whom 75 undergraduate teachers were selected through convenient sampling from Shahid Hashemi Nejad Campus in Mashhad and were randomly divided into three groups of 25, each receiving instruction through blended learning, in-person education, and virtual social networks for 10 sessions. Data in the study encompassed the participants’ responses to Academic Performance Test, Pintrich and DeGroot’s SelfRegulation Strategies Questionnaire (MSLQ) and Nejati’s Cognitive Abilities Questionnaire in pre-test and post-test phases. Data were analyzed using ANOVA and MANOVA, with SPSS 24, to examine the difference between the participants’ pre-test and post-test scores. The results suggested that instruction through virtual social networks had a significantly higher effect on the academic performance of the students compared to the other two educational methods. On the other hand, the students in blended learning group had higher academic selfregulation and social cognition than those who received instruction through virtual social networks. Nevertheless, there was no significant difference between social cognition and academic self-regulation of students in blended learning group and in-person group.