جستجوی مقالات مرتبط با کلیدواژه "female" در نشریات گروه "علوم تربیتی"

The purpose of this study was to determine the effect of social-emotional learning (SEL) training on academic procrastination and communication skills in female students.The statistical population consisted of eighth grade female students in one of the high schools of district 14 of Tehran in the school year of 2018-2019 with 180 students and 30 students who were selected by Simple Random Samplingand were randomly divided into experimental and control groups.The experimental group received SEL training for 12 sessions.The research method was quasi-experimental with pretest-posttest with experimental and control group with follow-up period and data gathering tool was Solomon & Rothblum (1984) procrastination questionnaire and Queendom (2004) communication skills.The findings were analyzed by one-way and multivariate analysis of covariance tests and dependent t-test using SPSS25 software. The results of analysis of covariance showed that there was a significant difference between the mean of experimental and control groups in academic procrastination scores. Results of dependent t-test showed that there was no significant difference between post-test and follow-up scores. In other words, SEL training has a significant and lasting effect on academic procrastination of female students. The results also showed that there was no significant difference between the mean of experimental and control groups in communication skills scores. In other words, SEL training had no significant effect on the communication skills of female students.

The purpose of the current study is to ascertain the effectiveness of patience training on the three virtues of courage, justice and moderation among female-headed households. The statistical population includes all the female-headed households supported by welfare department Jiroft town in the year 1392. The sample includes 20 female-headed households covered by the welfare department who attained the lowest scores by the scale of patience, and have been randomly replaced in the two experimental and control groups. The experimental group passed an eight-session course on patience. In order to evaluate the personality capabilities, the scale of practical values in action in action have been used. Median and standard deviation have been used in this paper to describe the data. For testing hypothesis covariance analysis have been conducted. In addition, for analyzing the efficiency of the follow-up period, the (dependent t) test has been conducted. The results affirm the effectiveness of patience on the power of personality capabilities (three virtues: courage, moderation and justice) and this effect became obvious in a two-month follow up period.

Tendencies to critical thinking, creativity and innovation are among significant challenges of third millennium schools which pave the way for development and promotion of students in their educational and vocational successes. The present research studies the effect of school social climate on critical thinking, creativity and innovation among third-grade female students of high school through describing the schools in two states of open and closed social status. The method of this research is of causal-comparative type. Statistical population of the research consist of all third-grade female students of second period of Tabriz high schools in the school of 2013-2014, of whom 365 students were selected using multistage cluster random sampling method. Social climate questionnaires of Halpin and Kraft, critical thinking of Ricketts, creativity of Abedi, and innovation of Koolze and Vanden Brooke were used for collecting data. Questionnaires validity has been reported using Cronbach’s alpha. Multivariate variance analysis test (MANOVA) was used for analyzing data. Results showed that there was a significant difference between open and closed social climates based on components of tendency to critical thinking, creativity and innovation, of which schools open social climate had the most effect on the tendency to creativity of female students.

The purpose of this study was to evaluate the effectiveness of PA instruction on learning strategies on the academic achievement of the fifth grade elementary female students in Yazd. The method of this study was a quasi-experimental with the control group. Statistical population included all of the fifth grade elementary female students in Yazd city (8100 students). They were enrolled in public schools in 2010-11. The targrted sample was 30 students randomly selected by using the cluster method. The used tools in this study were the Cattell intelligence test and a demographic information questionnaire. The mean obtained scores of the students in exams were used for assessing the academic achievement. The experimental group underwent 12 training sessions of PA learning strategies, whereas the control group did not receive any interventions. The exams were taken included all courses in order to assess academic achievement during three phases (pre-test, test and test). The results of covariance analysis showed that there were significant differences between the mean scores on tests taken from the students in the test and pre-test phases and the subjects in experimental and contol groups (p = 0.01).