جستجوی مقالات مرتبط با کلیدواژه « Academic vitality » در نشریات گروه « علوم تربیتی »

The purpose of this research was to compare the sense of belonging to the school, the perception of the school atmosphere and the academic vitality of elementary school boys in non-profit and normal schools in Qain city.

The method of this research was descriptive and comparative. The statistical population of this research included all elementary students of non-profit and normal schools in Qain city in the academic year of 2023-2024. From among the statistical population, 114 students (57 regular students and 57 male students from non-profit schools) were selected as the research sample using available sampling method. In order to collect research data, Barry, Betty and Watt (2004) School Belonging Questionnaire, Reddy and Rhodes (2007) Perception of School Atmosphere Questionnaire and Martin and Marsh (2008) Academic Vitality Questionnaire were used. In order to analyze the research data, multivariate analysis of variance (MANOVA) was used.

The results of the research data analysis showed that there is a significant difference between the variables of feeling of belonging to school, perception of school atmosphere and academic vitality in non-profit and normal school students (p<0.005). In other words, the sense of belonging to the school, the perception of the school atmosphere, and the academic vitality of non-profit students are more than the students of normal schools.

The results of this research showed that the scores of normal students in the studied variables are lower than those of non-profit students, so normal schools should provide training to strengthen academic variables

this research was to model the academic vitality of academic engagement with the mediation of academic self-efficacy in gifted students of schools of brilliant talents.

The current research method was a correlational description based on structural equations. The statistical population of the research included all the gifted students of the first secondary school (7th and 8th grade) studying in schools of gifted talents in Isfahan city in the second half of the academic years 2022 - 2023 . The sample was selected by the selection sampling method and finally 340 students were used as a sample for Hossein Chari and Dehghani Zadeh's Academic Vitality Questionnaires (2013), Reeve Academic Engagement Questionnaire (2013) and Morgan-Jinks Academic Self-Efficacy Questionnaire. (1999) answered. were analyzed using structural data analysis in Amos23 software.

Based on the results of this research, the proposed model had a good fit. The results showed that academic engagement has a significant effect on academic vitality both directly and indirectly through academic self-efficacy (P<0.05). And this role becomes more prominent with the mediation of academic self-efficacy. Considering the positive and meaningful relationship between academic engagement and academic vitality and confirming the mediating role of academic self-efficacy, it is suggested in this context. In order to increase the academic vitality of gifted students, while paying attention to the increase in academic conflict, focus on increasing academic self-efficacy in this group. In this context, it is important to empower students as well as extracurricular training sessions focusing on the aforementioned variables.

The main purpose of this study is to investigate the relationship between professors' attitudes toward virtual training courses and academic procrastination of students of Islamic Azad University of Tehran.

This research is in terms of purpose in the field of applied research and in terms of research method is correlation. The statistical population includes 000 professors and students studying at the Islamic Azad University of Tehran in the academic year 1399-1400, of which 112 professors by simple random sampling and 246 students Statistical sample was selected by cluster random sampling. In the present study, two questionnaires were used, including the Attitude Towards Virtual Education of Patriots and Colleagues (2015) and the Rush Academic Procrastination (2011). Data analysis was performed using Spss software.

The findings showed that there is a negative and significant relationship between professors' attitudes toward virtual education courses (interest in working in the virtual environment and the importance of virtual education) and academic procrastination of students of the Islamic Azad University of Tehran. There is a positive and significant relationship between professors' attitudes toward virtual training courses (anxiety about working in a virtual environment) and academic procrastination of students of Islamic Azad University of Tehran. The results showed that the components of the importance of e-learning and the anxiety of working in the virtual environment have the highest predictive power of the variable of academic procrastination.Discussion and

Students unanimously believe that the virtual learning system has many benefits and can eliminate many problems for students. Accordingly, academic interest in them will increase and academic procrastination will be minimized. On the other hand, the low cost of using the virtual education system has made both professors and students satisfied with this process.

The present study was conducted with the aim of comparing academic vitality, academic self-handicapping and academic burnout of primary school students in virtual and face-to-face education. The current research was of comparative causal type. The target society of the current research was formed by all the sixth-grade students of Birjand city in the academic year of 1400-1401. Among these 150 people, for each variable, 75 of the students who received face-to-face training and 75 of the students who followed the educational activities in the Shad educational network were selected by available sampling method. The research tools were Hossein Chari and Dehghanizadeh's academic vitality questionnaires (2013), Midgly's academic self-handicapping (2000) and Rostami et al.'s academic burnout (2013). Independent t-test was used to analyze data in SPSS-26 software. The findings of the research indicated that academic vitality was higher in students with face-to-face education; Also, the averages showed that academic self-handicapping was higher in students with virtual education, and in all components of academic burnout (emotional fatigue, doubt and pessimism, and inefficiency), its amount was higher in students with virtual education compared to face-to-face education (001/0>p). According to the findings of the research, despite the inevitable psychological benefits of virtual education, conducting extensive and deeper research in the field of comparing virtual and face-to-face education seems necessary.

The present study aimed to model the academic vitality of critical thinking mediated by academic self-efficacy of gifted students of gifted schools. The study employed a correlational-descriptive method using structural equation modeling (SEM). The research statistical population consisted of the gifted students of the lower secondary school (7th and 8th grade) in Isfahan gifted schools in the second semester of the academic year 2022 - 2023. The sample was selected via a convenient sampling method. Finally, 340 students were selected as participants to answer Hossein-Chari and Dehghanizadeh’s Academic Vitality Questionnaire (2013), Rickett's Critical Thinking Disposition Scale (2003), and The Morgan-Jinks Student Efficacy Scale (1999). Data were analyzed using SEM. As the results showed, the proposed model had a good fit to the data. The results demonstrated that critical thinking has a significant and positive effect on academic vitality both directly and indirectly through academic self-efficacy. As a result, to increase the gifted students’ academic vitality, while paying attention to increasing critical thinking skills, focus on increasing their academic self-efficacy.

The current research was conducted with the aim of the effect of dramatic theater technique on the academic vitality, vitality and social development of primary school students, with a semi-experimental method with a pre-test and post-test design and experimental and control groups. The statistical population of all second grade students of Sari city in the academic year of 2022-2023 was 5382 people, 40 of them with the same characteristics were selected as a sample. In the first stage, multi-stage cluster random sampling was done from all the elementary schools, the second grade of Sari city, and in the second stage, in a simple random way and based on lottery, the students were divided into two experimental groups (20 people). and control (20 people) were assigned. The measuring instruments, Martin and Marsh (2006), Tamizhifar and Azizi Mehr social vitality (2016) and Weiland social growth questionnaires were distributed and implemented in both groups. After scoring, while the control group was trained in the usual way, the students of the experimental group were trained according to the dramatic theater technique in the science lesson in 10 sessions of 45 minutes. The reliability of the measurement tool was obtained using Cronbach's alpha as 0.84, 0.78 and 0.92 respectively. The collected data were used using descriptive statistics (mean and standard deviation) and inferential statistics (correlated t-test and covariance analysis). The results showed that dramatic theater technique has influenced and increased the academic vitality, vitality and social growth of second grade elementary students in Sari city.

The present study was conducted with the aim of investigating the effectiveness of teaching cognitive-metacognitive strategies on the motivation to progress and academic vitality of students with learning disabilities.

The research method was an experiment with a pre-test-post-test design with a control group. The statistical population of the research includes all students with learning disabilities in the elementary school of Ardabil who were studying in the academic year 1401-1402. 40 students were selected by available sampling method and randomly replaced in two experimental and control groups. The research tools included Martin and Marsh Academic Vitality Questionnaire, Colorado Learning Difficulties Questionnaire, Hermans Achievement Motivation and Raven Intelligence Test. Data were analyzed using multivariate analysis of covariance test.

The findings of the research showed that the teaching of cognitive-metacognitive strategies is effective and has a direct and significant effect on the motivation of progress and academic vitality of students with learning disabilities (P<0.01). Based on the findings, it can be concluded that the training of cognitive and metacognitive strategies can help to improve the motivation of progress and academic vitality of students, which in itself leads to an increase in performance and academic progress of students.

According to these results, cognitive and metacognitive strategies should be used in educational environments in addition to other methods of increasing attention and improving executive functions in children with learning disabilities. Also, by teaching cognitive strategies to students, it is possible to increase their motivation to read.

One of the issues that has attracted a lot of attention today is the discussion of well-being and vitality in the educational environment. Because experts believe that relationships in the educational environment so that students feel alive and valuable, play a very vital role in promoting desirable social behaviors and their success. Therefore, the current research was conducted with the aim of the effectiveness of academic vitality education on the social desirability and social adjustment of secondary school students..

The research design was semi-experimental and pre-test-post-test design with a control group. The statistical population of secondary school students of Ahar city in the academic year 1401-1400, from this population, 40 students were randomly selected and placed in 2 experimental (20 people) and control (20 people) groups. The students of the experimental group were subjected to academic vitality training for 12 sessions and did not receive any training in contrast to the control group. To collect data, social desirability questionnaires of Crown and Marlow (1998) and social compatibility questionnaires of Sinha and Singh (2001) were used. Data analysis was also done with the statistical method of multivariate covariance analysis.

The average scores of social desirability and social compatibility in the post-test in the experimental group were 15.05 (1.27) and 23.15 (2.62), respectively. The results showed; Academic vitality education has an effect on the social desirability and social adaptation of students and increases their social desirability and social adaptation (P≤0.01).

Academic Buoyancy is one of the positive structures of psychology that researchers have paid attention to in the field of education, and attention to the psychological, emotional, and academic components affecting it is becoming more widespread day by day. The purpose of this research is to investigate. The mediating role of academic support and school atmosphere in the relationship between the quality of life at school and the Academic Buoyancy of middle school students in the academic year 1401-02.

The current research is applied according to its purpose, and according to the method of data collection, it is a descriptive-correlation type of research. The statistical population includes all secondary school students of Shirvan city (1500 people). The participants were 280 high school students who were selected using cluster random sampling method and Cochran's formula. All of them completed the relevant questionnaires. Data were analyzed with structural equation model using LISREL software.

The findings showed that there is a positive and significant relationship between quality of life in school, academic support, school atmosphere Academic Buoyancy of secondary school students. The quality of life in school has a positive and significant effect(0/32) on the academic vitality of students, and the quality of life in school, through the mediation of academic support and school atmosphere, has an indirect and significant effect on the academic vitality of students.

In order to increase the Academic Buoyancy of students, schools should try to improve the quality of life in the school and increase as much as possible academic support and make the school atmosphere positive

The present study was conducted with the aim of investigating the effect of philosophy education for children on the academic excitement and academic vitality of sixth grade male students. The method of this research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was formed by all the male students of the sixth grade of elementary school in the first district of Khorramabad city in the academic year of 2021-2022. Among the statistical population, 32 students were selected by staged cluster sampling method, and then they were randomly assigned in the form of two experimental (16 people) and control (16 people) groups. In order to collect research data, Pakran, Goetz and Perry's academic excitement questionnaire (2005), Hossein Chari and Dehghanizadeh's academic vitality scale (2019) and philosophy education for children were used. Philosophy education for children was provided for 12 sessions of 60 minutes for the experimental group. Multivariate covariance analysis was used for the statistical analysis of the data. The results showed that teaching philosophy for children is effective in improving positive academic emotions, reducing negative emotions and increasing students' academic vitality (P<0.01). According to the results of this research, it is suggested to present the educational approach of philosophy for children to students in order to improve positive emotions, reduce negative emotions and increase academic vitality.

Investigating the effectiveness of reverse learning education on the academic hope and academic vitality of first secondary school boys in experimental sciences in Birjand city. The research method was semi-experimental with pre-test and post-test with control group. The statistical population of the research consisted of all male students of the first secondary school in Birjand city in the academic year of 2022-2023. Among the statistical population, 34 students were selected by available sampling method, and all of them were randomly assigned to two experimental (17 people) and control (17 people) groups. The experimental group was taught reverse learning in 9 sessions in 60-minute a group format.  In order to collect research data, Hossein Chari and Dehghanizadeh's academic vitality questionnaire (2012) and Zarang's academic engagement (2019) were used. In order to analyze the data, univariate and multivariate covariance analysis was used. The results showed that reverse learning training is effective on students' academic vitality and hope to study in experimental sciences (p<0.01), in other words, the average academic vitality and hope to study of the experimental group has improved significantly after the test. Based on the results of this research, it is suggested that the teachers of experimental sciences, along with traditional education, use reverse learning to strengthen and improve educational variables such as students' vitality and hope for education.

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The present study was conducted with the aim of evaluating the effect of critical thinking training on cognitive flexibility, academic vitality and academic self-concept in female high school students of the first year.

The current research was practical in terms of its purpose and semi-experimental in terms of collection method with a pre-test and post-test design with a control group. The statistical population of this research was the female students of the first secondary school in the 5th district of Tehran in the academic year 2023-2024 and the sample size included 30 students (15 in the experimental group and 15 in the control group) and the available sampling method was used. became. In order to collect data, cognitive flexibility questionnaires of Dennis and Vanderwaal (2010), academic vitality of Martin and Marsh (2008) and academic self-concept of Yasen Chen (2004) were used, and the educational content of critical thinking was based on the views of Myers (1986) and Fisher and Hypel (1984) was prepared and given to the experimental group in 8 one-and-a-half-hour (90-minute) training sessions. The method of data analysis was multivariate covariance analysis.

Based on the findings of this research, there is a significant difference at the 0.01 level between the average scores of the subjects of the experimental and control groups in the post-test stage in the variables of cognitive flexibility, academic vitality and academic self-concept.

Therefore, it can be said that critical thinking training can be a method to increase cognitive structures such as cognitive flexibility, and motivational factors such as academic vitality and academic self-concept.

Specific learning disorders are among the problems that have long been the focus of child psychologists and specialists. Children with specific learning disabilities, despite their normal intelligence, are unable to make academic progress in reading, writing, and mathematics. The purpose of this research was to investigate the effectiveness of group-based positive thinking training on academic motivation and academic vitality of students with special learning disabilities.

This research was a semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all the male students of the first secondary school with a specific learning disorder who referred to the learning disorders center in Birjand city in the academic year of 2022-2023. Among the statistical population, 30 male students with special learning disorder were selected by available sampling method and randomly assigned to two experimental groups (15) and control group (15). The experimental group was trained for 10 sessions of 60 minutes. In order to collect research data, Harter's academic motivation questionnaire, Hossein Chari and Dehghanizadeh's academic vitality questionnaire and positive thinking training were used. The research data were analyzed using multivariate and univariate analysis of covariance.

The results of the analysis of research hypotheses showed that group-based positive thinking training is effective on academic motivation and its components (intrinsic and extrinsic motivation) and academic vitality of students with specific learning disorders (p<0.005).

According to the findings of this research, it can be said that one of the useful teaching approaches to increase the academic motivation and academic vitality of students with special learning disabilities is teaching positive thinking in a group way.

This research was conducted with the aim of developing a causal model to explain academic vitality based on academic self-regulation strategies and cognitive emotion regulation strategies with the mediating role of Corona anxiety. The research method was descriptive-correlation and specifically structural equation modeling. The statistical population of the research included all the students of the first secondary school in Ahvaz city in the academic year 2001-1400, of which 350 students were selected by multi-stage cluster sampling method and with emotion regulation strategies questionnaire (CERQ), strategies questionnaire Academic self-regulation and the Corona Virus Anxiety Questionnaire (CDAS2) were evaluated. The data were analyzed using descriptive statistics and structural equation modeling using spss24 and Amos.24 software. The results showed that the research model had a good fit and was confirmed. Also, cognitive strategies of emotion regulation, academic self-regulation strategies and corona anxiety directly predicted academic vitality, and results supported the mediating role of corona anxiety in the relationship between cognitive strategies of emotion regulation, academic self-regulation strategies and academic vitality.The results of the research showed that academic self-regulation strategies and cognitively adapted emotion regulation strategies can reduce the anxiety of Corona and, as a result, increase academic vitality in students. While the non-compromised cognitive strategies of emotion regulation can increase the anxiety caused by Corona and reduces the academic vitality because of this. Based on the results of this research, it is suggested that teachers and education officials increase their vitality and academic vitality by implementing educational workshops and psychological interventions and training and promoting educational self-regulation strategies and cognitive strategies to regulate emotions by reducing corona anxiety in students.

The present study aims to investigate academic optimism, identity, and buoyancy as predictors of school well-being (interest in school, perceived academic self-efficacy, and destructive behaviors) among male high school students in Izeh City, Iran. The study employed a descriptive methodology with a correlational research design, and the statistical population consisted of male high school students in Izeh City, Iran. Among all the students, 300 were selected using the multistage random sampling technique. The academic vitality and well-being (ABQ) and Academic Optimism Questionnaire (AIQ), Academic Identity Scale (AIS), and buoyancy were applied for data collection. Furthermore, the canonical correlation coefficient and regression analysis were employed to evaluate the data. The results indicated that there is a significant relationship (r = 0.46 and p ≤ 0.01) between academic optimism (Hoy & Hoy, 2010), academic identity (Woodruff, 2003), and academic buoyancy (Martin & Marsh, 2006) and components of school well-being (interest in school, perceived academic self-efficacy, and destructive behaviors). The results from stepwise regression analysis show that the predictor variables of academic optimism and buoyancy fulfilled school well-being to 70.61%. According to the research findings, it is essential to provide different education levels in lower educational stages and invest more deeply in academic optimism.

The general purpose of this research is to determine the relationship between the organizational health of schools and human health with the academic vitality of female students in second grade high schools in east of Gilan province.

The current research was conducted using a correlational method, in which human health and organizational health were considered as predictor variables and academic vitality was considered as a criterion variable. The statistical population of this research included all the female students of the second grade high schools in east of Gilan province, numbering 10392 people. According to the table of Krejcie and Morgan, 373 people were selected as a sample through stratified random sampling method. To collect data, three researcher-made human health questionnaires (Hedayati et al., 2021) with a reliability of 0.96, a standard organizational health questionnaire by Hoy and Feldman (1997) with a reliability of 0.91, and an academic vitality questionnaire (Dehghanizadeh et al., 2014) ) were used with a reliability of 0.80, which had good validity and reliability. The obtained data were analyzed using spss software. At the descriptive and inferential level, the K-S test was used for the normality of the data and the Pearson correlation coefficients and step-by-step regression were used to test the research hypotheses.

The findings of this research indicated that there is a direct relationship between predictor and criterion variables in this research.

As a result, it can be said that there is a relationship between the organizational health of schools and the human health of students with their academic vitality, so that if organizational health in schools and human health in students increases, students' academic vitality will also increase.

The purpose of this research was the effect of hidden curriculum on academic enthusiasm and academic vitality with the mediation of self-efficacy in Dehaghan students.

The present research method is based on a quasi-experimental study. The statistical population of the study includes all the male and female students of Dahaghan city who were studying in the second year of elementary school in the academic year of 2014-2014, it included 1900 people. 320 students were selected as a statistical sample by multi-stage cluster random sampling. The tools used in this research included Khormai and Kameri's educational hope scale (2015), Fredericks and Frommanfield's academic enthusiasm questionnaire (2004), Jink and Morgan's academic self-efficacy questionnaire (1999), and Sheikhi et al.'s hidden curriculum questionnaire (2016).

The results showed that the hidden curriculum on academic enthusiasm (R2=0.584, P<0.01), academic vitality (R2=0.425, P<0.01) and self-efficacy (R2=0.565, P<0.01). you have Also, self-efficacy has a significant effect on academic enthusiasm (R2=0.052, P<0.01) and academic vitality (R2=0.051, P<0.01).

It was also found that self-efficacy has a moderate mediating role in the relationship between hidden curriculum and academic enthusiasm (Vaf=0.381) and academic vitality (Vaf=416). According to the results of the research, by implementing the hidden curriculum, the academic enthusiasm, academic vitality and academic self-efficacy of the students can be increased to a desirable level.

The aim of this study was to determine the effect of the use of electronic content in online education on academic performance, academic motivation and academic vitality of elementary school students during the outbreak and corona epidemic, using a quasi-experimental method with a control group. The statistical population of all sixth grade elementary school students in Miandrood City in the academic year 2020-2021 was 20 people selected by simple random sampling method and randomly assigned to experimental (10 people) and control (10 people) Were selected as. The instruments for measuring variables were standard questionnaires of academic performance by (pham, taylor 1999), academic motivation (Harter, 1980) and academic vitality (Martin, Marsh 2006). One-variable analysis of covariance (ANCO) showed that the use of electronic content in online education has an effect on students' academic performance, academic motivation and academic vitality. Multivariate analysis of covariance (MANCOVA) showed that the effect of using electronic content in online education on academic vitality (Effect size: 0.76) was greater. In the next ranks are academic motivation (Effect size: 0.74) and academic performance (Effect size: 0.73), respectively. The results show that in order to improve and improve each of the variables of academic performance, academic motivation and academic vitality in elementary school students, electronic content can be used in online education.