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

Given that academic buoyancy could help with school achievement, its relationship with other factors could be of interest if one were to help with its improvement. Among such factors communication skills and academic self-efficacy stand out. To determine the relationship between these three constructs a group of 262 female high school students was selected using the cluster sampling method. Three questionnaires of assumed validity and reliability were utilized to collect data on the said three constructs. Data analyses revealed that communication skills have a direct and significant impact on both academic buoyancy and self-efficacy, with the latter having a mediating role in the relationship between the other two. Thus it is suggested that the stage for the improvement of communication skills within the educational settings be set in order for the students’ self-efficacy and buoyancy improve and lead to higher level of achievement.

The main goal of this research is to explain the main dimensions of Habermas' communicative rationality and to analyze and investigate the obstacles to rational education based on this theory. The main issue is what are the obstacles to rational education based on the theory of communicative action. This problem is solved with four questions in the form of identifying a (barriers existing at the level of application b) barriers existing at the level of "type of action", c. barriers existing at the level of functions related to communication rationality, and d. barriers existing at the basic level or lifeworld 1- Obstacles arising from the lifeworld; 2- Obstacles regarding the relationship between the lifeworld and the system have been raised. The analytical descriptive method is used to answer the questions. In this regard, firstly, data collection and sampling from reliable sources have been done, and then qualitative data analysis has been done to achieve the research objectives. The findings showed that the existing obstacles in the development and establishment of rational education based on Habermas's point of view can be categorized into the four levels of beliefs, behaviors, actions, and values. In this way, extreme emphasis on the relativity of knowledge and truth, emphasis on the reproduction of behaviors that distort communication rationality, and the spread of anti-understanding actions are the most important obstacles. These obstacles also become stronger due to the lack of conversational skills, the lack of common ground in communication-based on intersubjective relationships, and the application of domineering beliefs. Also, efforts to establish equal relations and emphasis on justification and truthfulness of information, avoiding colonization of people's communication world, and emphasis on the free sharing of beliefs and feelings are among the factors that moderate the mentioned obstacles.

The aim of the present study was to explain the causal model of marital turmoil based on communication patterns, marital relationships and depression among couples with children under 10 years old.

In terms of the purpose of the present research, and in terms of the method, it is one of the descriptive researches of correlation with the application of structural equation modeling. The statistical population of the research was couples with children under 10 years of age applying for divorce who in the second half of 2023 referred to counseling and family therapy centers licensed to operate or family counseling centers authorized by the judiciary in Shiraz, and among them 250 couples (500 people in total) The title of the sample size was considered. The research tool is the communication patterns questionnaire (1998); Beck depression questionnaire (1988); Enrich Marital Satisfaction Questionnaire (1989) and Marital Turmoil Questionnaire (1979).

The findings showed communication patterns in the form of expectation/withdrawal communication, mutual constructive communication and mutual avoidance communication; Depression and marital relations in the form of marital relationship, conflict resolution and sexual relations affect marital turmoil, and the effect of these factors was in a positive direction (i.e. increasing marital turmoil) and in a negative direction (i.e. reducing marital turmoil). The effect of communication patterns and marital relations is also negative according to the sign of the obtained coefficients, that is, these factors reduce marital turmoil, but depression is a factor that increases marital turmoil (P<0.05). The achievement of structural equation modeling also confirmed the fit of the developed model.

According to the findings; Providing solutions that improve communication patterns, marital relations and reduce depression can lead to reducing marital turmoil among couples and as a result, improve family functioning and raising children

The present research was conducted with the aim of investigating the relationship between social identity and social adjustment, considering the mediating role of communication skills. The research method was descriptive and correlational. The research population was 6570 people, of which 362 people were selected using a simple random sampling method and using the social adjustment questionnaires of California Clark et al. The standard social identity questionnaire of Safarinia et al. (2013) was examined. In order to analyze the data, the structural equation technique was used using Lisrel statistical software. The research findings showed that the social adaptation of students has a direct and meaningful relationship with their communication skills and social identity. Students' social skills have a direct and significant relationship with their social identity. The research results showed that social skills play a mediating role in the relationship between social adaptation and social identity.

The present research is a quantitative and survey study that aims to identify the problems of the virtual classroom during the corona in the high school of Ilam city. The statistical population includes 7731 high school students in Ilam city. The sampling method is cluster and random that 2035 students participated in completing the questionnaire. Data collection tool was a researcher-made questionnaire whose validity was used using convergence test (AVE). Findings showed that there is a positive and significant relationship between communication problems and students' negative attitude towards participating in online classes. There is also a positive and significant relationship between motivational problems and students' negative attitudes toward participating in online classes. This study showed that educational problems and achieving academic goals have a positive and significant effect on students' motivation to participate in online classes. Infrastructure and software problems of online learning classroom learning environment have a positive effect on educational problems. Finally, communication problems in online classrooms reduce students' motivation.

The present study was conducted with the aim of presenting prediction of dependence on social networks based on differentiation and emotional communication patterns in teenagers of Tehran city in 2022. This research was descriptive-correlational in terms of the type of applied goal and the method of data collection. The statistical population was 90,000 students of the second secondary level in the 22nd district of Tehran, and 300 people were selected by multi-stage cluster sampling based on Morgan's table. In order to collect data, the social network dependence questionnaire of Kajbaf, Sashabani, Nikbakht and Farahani (2016), the Revised Scale of Family Communication Pattern (RFCP) Kothner and Fitzpatrick (2002) and the self-differentiation questionnaire of Skavron, Friedland (1998) were used. In order to analyze the data, Pearson correlation and stepwise regression tests were used. The correlation results showed that all the correlation coefficients are significant (p<0.01). Based on the obtained results, the correlation between differentiation and dependence on social networks is significant (p<0.01). The correlation between conformity orientation with dependence on positive social networks is significant and the correlation between dialogue orientation with dependence on negative social networks is significant. According to the obtained results, the dependence on social networks can be explained by using predictive variables of differentiation and communication patterns. The results of this study can help educational specialists in examining adolescent issues.

The present article was carried out to design and validate the communication model of teachers and the curriculum planning system in the process of developing and implementing the Primary school curriculum in Iran. The research approach was qualitative and the research method was theoretical research. To collect data, three strategies were used: a review of upstream documents, a review of countries' experiences, and interviews with curriculum planning and education experts. For this purpose, four upstream documents include the document on the fundamental evolution of education, the national curriculum document, the strategic document of the deputy of primary education and the set of approvals of the Supreme Council of Education, and the curriculum planning system of the four countries of Indonesia, Malaysia, Pakistan, and Australia were investigated. Also, interviews were conducted with ten professors of curriculum planning and familiar with the elementary school's curriculum in Tehran, Mashhad, Mazandaran, and Birjand universities in person or by phone. The selection of samples in each section was made purposefully. The data were also analyzed by thematic analysis. Validity of the data was achieved through triangulation and member checking, and Guba and Lincoln's criteria were used to increase the reliability of the data. The communication model of teachers and curriculum planning system was designed based on the eight stages of the process of developing and implementing the curriculum, as well as the components of the purpose of communication/ participation, the level of communication/ participation, communication/ participation structure, participants, and communication channels. In the end, to validate this model, a focus group meeting was held and necessary reforms were made. The communication model of teachers and the curriculum planning system facilitates teachers' participation in the curriculum planning process and causes the effective implementation of curricula.

The goal of this study was designing the model of Communicative Language Teaching approach in teaching English for improving English skills. The research approach was qualitative and the method was Research Synthesis. This part was done based on 6 steps of Research Synthesis. The research domain was all the related texts and resources in Communicative Language Teaching including 15 books between 2002 and 2016 and 30 internal and external articles between 2008 and 2020. The Gathering data tool was note-taking of available resources, after literature analysis; by open, axial and selective coding, seven elements were recognized around three main categories of human elements, tools elements and interactional elements. Human elements were grouped into subject and community, tools elements were grouped into rules and mediating artifacts and interactional elements were grouped into division of labor and community, and extracted elements were applied in the Communicative Language Teaching model after validation of elements by Delphi method and using experts' comments about this domain. The findings were resulted to designing the Communicative Language Teaching model to be used in English lesson plans for improving four English skills including speaking, listening, reading and writing.

The study aimed to design and investigate the effectiveness of family-centered problem-solving interventions on communication interactions in slow-paced students with Down syndrome. This quasi-experimental study was a pretest-posttest-follow-up with a control group. The statistical population included 67 slow-paced female and male students with Down syndrome in Kermanshah. Thirty slow-paced students with Down syndrome (15 girls and 15 boys) in the academic year 2021-2022 were selected using the purposive sampling method and randomly assigned to two experimental groups (n=15) and controls (n=15). The experimental group participated in fifteen one-hour sessions of the “I Can Problem Solve” (ICPS) workshops, while the control group did not receive any training. The Matson Social Skills Scale (MESSY) (1983) was used to collect the data. Data analysis was performed using SPSS version 24 with repeated measures. The experimental group’s results showed a significant difference between pre-test-post-test scores in social skills, antisocial behavior, aggression, impulsive behavior, and peer relationship (P=0/001). There was no significant difference between post-test-follow-up scores, indicating the stability of the effect. Despite increasing the mean score, there was no significant difference in the high self-confidence and superiority components. Due to the impact of the family-centered problem-solving intervention, this educational program at home and school is of great importance for parents, educators, and students with Down syndrome

Considering the importance of communication in the family, the purpose is to invent a communication model by creating innovative conversations on the part of the parents to strengthen the bonds within the family. The design and validation of the model was done with a mixed method, and the data was collected through interviews and then questionnaires. The statistical population is family experts and psychologists and then the families of Kermanshah city. Purposive sampling and then random sampling were done and the sample size was determined to be 200 people based on Klein's rule. In the qualitative part, the thematic analysis was done with Maxqda, and factor ranking was done with interpretive structural equations and Micmac. 21 factors such as respect, mutual understanding, allocation of clarity, awareness and proper implementation of roles, direct verbal and non-verbal relationships, recognition and provision of needs, intimacy of members, religious values, logical beliefs, problem solving, children Proper parenting, consultation between members, etc., were identified as dimensions of the model and they had the highest ranks in the ranking of the two factors of recognition and satisfaction of needs and intimacy between members.

communication skills as a part of life skills can be used both as a solution to promote mental health and as a strong tool in the hands of community mental health custodians to empower young people in psychological and social aspects. The purpose of this study was to investigate the impact of teachers' communication skills on students' mental health.

The research method in this research was a descriptive correlational type. The statistical population of the research included all students of primary schools in Gilangreb city, the number of students is 210, and the sample size of the study was based on the entire population.

The results showed that social anxiety dimensions significantly predicted communication skills in students at a significance level of 0.01. The value of multiple correlation coefficient is equal to 0.33. This finding means that the inclusion of the dimensions of the psychosocial atmosphere of the class into the prediction equation has caused 61.6% of its variance to be explained.

According to the results of this research, it is recommended to conduct psychological evaluations of students and provide counseling services and hold communication skills training workshops in order to improve the level of mental health of students.

One of the teaching approaches that has received much attention in language teaching so far is the communicative approach. It has led to the practical and interactive use of a foreign language. The present study aims to represent the communicative approach in teaching speaking skill in Mina textbooks of teaching Persian to non-Persian speakers. To this end, the literature review related to the research topic has been studied in order to prepare a checklist for evaluating the communicative approach in teaching speaking skill based on some experts’ viewpoints in the communicative education filed. Then, the speaking activities of every three books of Mina have been detected and sorted in three classifications of individual activities, two-person activities and group activities. After observing and analyzing these speaking-based activities, values and criteria of the named checklist have been examined and rated according to the Likert scale. According to the observations and results in this study, it can be said that teaching the speaking-based contents of Mina textbooks are possible only by means of communicative language teaching, as the authors of these textbooks claim. This claim is particularly obvious to a large extent in the first and the third volume of Mina textbooks, while in the second volume despite including topics and interactive situations related to real life, there has been few oral production activities which help the learners to practice their speaking skill.

Predicting Marital Infidelity based on Behavioral Inhibition and Activation Systems and Couples' Communication Patterns The current research was conducted with the purpose of marital infidelity based on behavioral inhibition and activation systems and couples' communication patterns. The present research method was descriptive, correlational. The statistical population studied in this research was married undergraduate and graduate students of Tehran University. Among them, based on Green's (1992) sample size formula, 248 people who met the criteria for entering the research were selected by simple random sampling. The research data was collected through Mark Watley's (2006) betrayal attitude questionnaire, Carver and White's behavioral brain systems questionnaire (1994) and Ritchie and Fitzpatrick's communication patterns questionnaire (1994) and simultaneous regression was used to examine the hypotheses and analyze the data. Examining the research results showed that marital infidelity has a negative and meaningful relationship with the behavioral inhibition system and a positive and meaningful relationship with the behavioral activation system. (p = 0.01). The correlation of marital infidelity with the orientation of dialogue and listening is negative and with the orientation of conformity is positive and significant (p=0.01). Also, the behavioral activation system has a greater unique contribution in predicting marital infidelity. Based on the obtained results, marital infidelity can be predicted based on brain behavioral systems and couples' communication patterns in married students.

The optimal age to start teaching a foreign language is one of the most challenging topics in foreign language education, especially when the role of culture in such education is discussed. The aim of this research was to identify the optimal age range for foreign language education (focusing on English) and considering the cultural factors. The method adopted in this study was synthesis of the related studies. In the first stage of research synthesis, through electronic search of the databases over a time period starting from 1961 to 2020, 81 sources were identified as the research population. Subsequently, through two round of purposeful sampling 19 studies were selected for the next stage. In the second stage, the selected researches were analyzed using the physiological analysis tables. The results of the analysis were entered into the synthesis stage, which has two sub-stages of aggregate and combined synthesis. In the synthesis stage, the data were integrated with the purpose of coding, which resulted in open, axial and selective codes. The selective codes included the intercultural competence, cultural-critical awareness, early learning of second language culture, and the time required for the formation of the first and second language culture. The findings indicated that the majority of researchers whose studies were reviewed conceded that the optimal age range to start teaching a foreign language considering cultural factors is the age range below 12 years preferably young children of 3 to 5 years old. The results of the present study could be used by foreign language education policy makers.

Orphans and vulnerable children have many problems, including communication problems, especially language problems and poor vocabulary, and creative drama with a good background in the development of communication skills can be effective in improving these problems. Therefore, the present study was conducted with the aim of designing an educational model based on creative drama in order to improve the communication problems of orphaned and vulnerable children. The present study was conducted with a combined approach in two stages. In the qualitative part, the components of the educational model based on creative drama and the order and sequence of these components were identified through systematic review of resources, and in the quantitative part, the validity of the designed model was assessed quantitatively using a questionnaire. Finally, the educational model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. The components of this model were defined according to the main stages of educational design (problem analysis, design, implementation, evaluation, correction and revision). To implement the model in the educational environment of orphans and vulnerable children, eight educational steps (determining the content, introducing the course, performing the language development pre-test, performing motor training, demonstration practice, improvisation practice, performing creative drama and performing pre-test) were suggested. The validity of the model was confirmed by experts according to descriptive analysis and chi-square test results.

In any society, schools have crucial importance when it comes to improving social and interpersonal relationships and solving social problems. One of the best ways to solve social problems is to identify communication problems and provide training in communication skills from lower ages, particularly in primary school. Therefore, the present study poses the question: what interpersonal and social problems can be found in second-grade primary schoolchildren? This study has been conducted using the qualitative content analysis method with a summative approach. Analyzing interview transcripts with 20 teachers from three different school districts in the city of Tehran (Districts 15, 16, and 19) led to eight different categories identified for students' interpersonal and social problems: 1. problems regarding controlling emotions and creating tension, 2. problems arising in discourse or getting one's message across, 3. collaboration and teamwork problems, 4. problems in problem-solving and thinking, 5. character-wise problems, 6. self-protection problems, 7. problems in intrapersonal communication, and 8. weaknesses in making friends. From teachers' point of view, communication problems cannot be solved by providing students with instructions alone; some variables need to be taken into consideration and changed and revised significantly, such as harmony among different institutions (i.e. families, neighborhoods, school, the media, etc.), teachers' skills, the number of students, students' grade, how long training lasts, the adequacy of school personnel as well the education content itself.

The aim of this article was to "evaluate the desirability of educational, disciplinary and training characteristics of students in scientific-military classes as well as communication channels between professors and commanders". This research is of applied and was done by descriptive-survey cross sectional method. The research population is 136 classrooms in the second semester of 1300-1400. The sample population was selected as a whole. The data collection tool was a researcher-made questionnaire whose validity was assessed by experts and its reliability was assessed using Cronbach's alpha coefficient. 452 questionnaires by professors/commanders who had a teaching with students during the semester and interacted with their commanders for 15 weeks; Completed. LISREL was used to fit the model and descriptive and inferential statistical indices were used to analyze the data using SPSS. The results of the research show that the desirability of scientific-military training classes is in a "favorable" condition. Also, the ranking of factors showed that educational characteristics (with mean: 4.59±0.69) had the highest rank and communication channels between professors and commanders (with mean: 3.18±1.06) had the lowest rank. Also, the results of one-way ANOVA test show that there is no difference in the mean of the factors among students of different years.