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

The aim of this research was to design and validate a media literacy curriculum for parents of elementary school students. The study employed qualitative and synthesis research methods, focusing on reference texts related to media literacy education for children. In order to verify the validity of the findings, 10 experts in curriculum planning, primary education and communication in Isfahan were selected purposefully. Lawshe's method was used to assess the content validity of the curriculum components (CVR> 0.6) and the developed program (CVR= 0.926). The results indicated that the program's overall goal is to enhance children's media literacy through parental involvement. This was pursued through the specific objectives of increasing parents' media literacy and equipping them with a model for teaching media literacy to children. The program content includes familiarity with various media, developing parents' media skills (Including critical understanding, ability to analyze, evaluate, group, infer, compare, combine and summarize), content production, media use, communication skills, and addressing issues like cyberbullying and Internet addiction. The program also provides a model for teaching media literacy to children. Learning-teaching strategies were identified as dialogue-oriented, cooperative/ interactive, and empathetic. The evaluation process consisted of assessing parents' prior media knowledge and children's media literacy which is done with a questionnaire. Grouping was based on parent-child pairs, primarily for evaluation purposes. The program also recommended media literacy-based films and books as resources. This curriculum is intended to be delivered over one semester in elementary schools for parents.

This study was conducted with the aim of investigating the effect of four-corner strategy on development of mathematical problem-solving skills in fifth grade students.

The type of research in terms of implementation, it is semi-experimental in the form of a post-test design with a control group. In this plan, the participants were divided into two experimental groups and control group. In the experimental group, the independent variable was the implementation of the four-corner strategy method, and the control group was the implementation of traditional method. The research sample was selected from among 72 students who were randomly divided into two groups. The researcher compared the variables between the two groups, such as previous knowledge, intelligence test, age and parents' progress. After completing the study, the researcher determined a test to solve mathematical problems, which included 25 paragraphs of multiple choice types.

The results showed that in solving math problems, the average score of the experimental group was 19.03, while the average score of the students of the control group was 15.92. Also, in the math achievement test, the average score of the experimental group was 18.97, while the average score of the control group students was 15.83. The independent t-test showed that these differences are statistically significant.

The results of the research showed that the students of the experimental group performed better than the students of the control group in solving math problems.

 The purpose of the present study was to investigate encouragement and punishment in virtual education from the perspective of elementary school teachers in Niriz City. The research, using a qualitative approach with the phenomenological method, investigated the ways of encouraging and punishing virtual education. The scope of the research (community) included sample teachers of Niriz city and the participants (sample) were selected using targeted sampling (desirab2-le cases). A response interview was used to collect data. Thus, after interviewing 10 teachers, data saturation was achieved. The obtained data were analyzed according to Strauss and Corbin's coding. The results showed that the use of various methods of encouragement and punishment, observance of moderation, the use of innovative methods, and the use of the correct behavioral framework in the virtual classroom are among the main themes of encouragement and punishment. Also, to enrich the virtual education, making stickers from the audience and paying special attention to their differences was planned by the participants. Therefore, to maintain the learning motivation of learners and prevent deviations in virtual education, the use of encouragement and punishment is an undeniable necessity.

This research aimed to investigate the mediating role of the sense of belonging to school in the relationship between teacher-student interaction and academic resilience among secondary school students. This descriptive study was correlational, using structural equation modeling. The statistical population included 430 male students in the second secondary level in Salas Babajani city, from which 205 were selected using an available sampling method. Data were collected using the Teacher-Student Interaction Questionnaire developed by Murray and Zwak (2011), the School Belonging Questionnaire by Barry, Betty, and Watt (2004), and the Academic Resilience Questionnaire by Martin (2006). Descriptive and inferential statistical methods were used to analyze the data with SPSS version 23 software, and PLS software was used to check the fit of the research model. The results showed that teacher-student interaction has a positive and direct effect on academic resilience, the sense of belonging to school has a positive and direct effect on academic resilience, and teacher-student interaction has a positive and direct effect on the sense of belonging to school. Additionally, academic resilience mediates the relationship between teacher-student interaction and academic resilience. Therefore, it can be concluded that teacher-student interaction and a sense of belonging to school are important and effective variables for academic resilience. These factors should be considered by researchers in the field of education to design preventive measures aimed at increasing academic resilience.

The present study aimed to differentiate students with high and low suicide risks based on the components of self-restraint, meaning in life, and depression. In this causal-comparative study, the statistical population comprised all male and female high-school students in Oskoo (Iran), of whom a sample of 766 was selected by both cluster random and purposive sampling. The data were collected via the Beck Depression Inventory, the Meaning in Life Questionnaire, the Suicide Probability Scale, and the Self-Restraint Scale. The data were analyzed in SPSS 22 using discriminatory analysis. The variable of depression and the components of impulse control and responsibility had the highest discriminatory power, followed by the components including aggression control, the presence of meaning, search for meaning, and consideration for others, which were respectively the best discriminatory components of the two groups (P<0.01). Educational authorities are advised to incorporate programs to improve students' self-restraint skills and give meaning to their life.

The current research was conducted by examining the positive and negative effects of virtual spaces and new technologies on the mental health and lifestyle of students in the second year of elementary school. The statistical population included the students of the second year of elementary school, about 500 people who were studying in the academic year of 1402-1401 in Tehran province, Roudhen region. The statistical sample was estimated to be 350 people according to the table of Karjesi and Morgan, who were selected by random cluster sampling. To collect the data, the questionnaire of virtual space injuries and new technologies have been used. In this research, after confirming the validity, the reliability of each questionnaire was calculated as 0.80 and 0.82 respectively. Descriptive and inferential statistics were used to analyze the data. At the descriptive level, indicators such as mean, variance, standard deviation, frequency and percentage were used. To test the hypotheses of the research, one-sample t-test, Friedman's analysis was used; and with the help of SPSS 22 software was used. The results indicate that the virtual space causes harm such as generation gap, addiction to virtual space, social isolation, conflict of values, etcachers.

In order to demonstrate the educational benefits of a retraining program on attribution a group of 200 high school girls was randomly selected and their math anxiety measured in order to select the top 40. The selected students were divided into two groups, one of which was put through a retraining program on attribution. In addition to math anxiety, both groups’ attributional styles were identified both before and after the intervention. Both measures were assumed to be of adequate validity and reliability. The data analyses show that the retraining program is effective in changing students’ attributions in both positive and negative situations, as well as in relationship to math anxiety (learning and evaluation). Thus it is suggested such retraining programs be utilized in schools.

From time immemorial, history has been an integral part of the school curriculum, as it is seen as a means by which students learn civic lessons that influence them to become reliable and useful citizens. In general, history education plays a significant role in transferring desirable social attitudes, values, and behaviors (Pote et al., 2010). Traditionally, the focus of history education has been on the content and transmission of historical knowledge as facts. In this model, a fixed set of historical content is conveyed by textbooks and instructors, with teachers explaining concepts while students listen and learn. This conventional approach has often rendered history lessons boring, reducing the subject to mere memorization of important and unchanging facts and data from the past. However, in the past two decades, many researchers in the field of history education have advocated for a shift from "teaching facts" to "developing students' historical reasoning abilities". There is a growing consensus that learning history involves more than just recalling past facts; it requires engaging with the "how" and "why" of historical events (Hsiao, 2004; Van Derry, 2005; Van Sledright & Lim, 2006; Van Derry & Van Baxtel, 2008; Monte Sano, 2008; Abbas et al., 2022). While mastering historical content remains essential, one of the primary goals of history education is to foster students' ability to think and reason historically. Students should not only learn what happened in the past but also critically engage with the context and significance of those events. This shift has opened new dimensions in the education systems of various countries, leading to international debates and controversies regarding the teaching of history in schools and universities. These discussions often relate the perceived lack of historical knowledge and engagement among young people to the curriculum and teaching methods employed. A closer examination reveals that these controversies signify a paradigm shift in educational thinking, particularly in history education. In this context, historical reasoning has emerged as a key construct for defining the goals of history education and the activities in which students should engage to learn effectively. Engaging students in historical reasoning is crucial for enhancing their understanding of historical events, situations, people, and developments. This engagement requires students to pose historical questions, comprehend context, think critically, and reflect on the causes and significance of events, as well as the potential outcomes of alternative courses of action (Van Sledright & Lim, 2006; Van Derry & Van Baxtel, 2008; Montesano, 2008; Pote, Maarouf, & Teck, 2010; Van Baxtel & Van Derry, 2013; Parks and Donnelly, 2014; Cartrow and Liu, 2014; Talin, 2015; Van Derry, Broxma, and Van Derry, 2015; Mendez and Tirado, 2016; Van Baxtel et al., 2018; Lewis & Rapanta, 2020). Historical reasoning can be described as the construction or evaluative assessment of processes of change and continuity, the explanation of historical phenomena, or the comparison of historical events or periods. This process involves utilizing central facts and concepts to create an orderly interpretive historical record, followed by analysis in relation to all aspects of that truth, allowing students to describe, explain, interpret, and support their views with well-founded arguments (Leinhart et al., 1994; Van Drey, 2005; Derry et al., 2005; Van Derry & Van Baxtel, 2008; Cartrow & Liu, 2014; Derry et al., 2015; Mendez & Tirado, 2016; Sandor et al., Kahn, 2022). Teaching historical thinking and reasoning emphasizes the "how" rather than the "what." Students learn to think critically about the past and historical events. The ability to reason historically is an important cultural practice within societies and is crucial for participation in a democratic society, contributing to the development of students' civic identity (Barça, Magalhas, & Castro, 2004; Van Derry, 2005; Van Derry & Van Baxtel, 2008; Lusk, 2008; Pote, Maarouf, & Teck, 2010; Van Baxtel & Van Derry, 2013; Sheehan, 2013; Mendez & Tirado, 2016; Hoijgen, et al, 2017; van Baxtel & van Derry, 2018; McGraw, et al, 2018). Despite extensive research in the field of historical reasoning, much of the literature reflects the contributions of Van Drey and Van Baxtel, with limited additional insights from other researchers. Furthermore, there is a notable scarcity of Farsi-language research in this area. These factors, along with obstacles to implementing this style of education—such as time constraints, inadequate educational resources, assessments focused on factual recall, and instructors lacking expertise in historical reasoning (Bain and Mairel, 2006)—have prompted the researchers of this study to analyze the competencies of historical reasoning in existing Farsi-language studies. Consequently, the present study aims to examine the historical reasoning competencies of history students. Mothod: This qualitative research was conducted using the seven-step method of Sandlowski and Barroso. The metacomposite team consisted of three lesson planning specialists and one expert in metacomposite research. Data analysis was performed using thematic analysis, with extracted factors considered as themes. These themes were classified based on concepts related to historical reasoning skills, resulting in the identification of a model comprising four foundational themes: historical awareness, awareness of transhistorical concepts and strategies, historical thinking, and historical skills. The reliability of the data was confirmed through transferability and alignment techniques, as well as through careful guidance of the information collection process and alignment among researchers.

The findings showed that historical reasoning skills help students to interpret and analyze historical events based on evidence, documents and wellfounded, reliable, reliable and first-hand sources.

Historical reasoning skills enable students to interpret and analyze historical events based on evidence, documents, and reliable first-hand sources. Additionally, these skills empower students to critically evaluate resources, minimizing the risk of errors in their practice.

From the history of human creation, man has always been learning and teaching, on the one hand, educational methods have always changed throughout the life of man on the earth, on the other hand, the rapid progress of science and technology requires many necessities in creating a fundamental transformation in the educational system. In this regard, the current research has been conducted with the aim of teaching the effect of hand-made structures made by students in improving students' learning in biology.

The present research is an applied and experimental research type with two control and experimental groups. The statistical population of this research is 60 people who were randomly selected. (Teaching in the experimental group was done using student hand-made constructions and in the control group in the traditional way). The design of pre-test, post-test in control and experimental groups and independent t-test was used for statistical calculations.

The results of the grades after checking with the t-test showed that there is a significant difference between the grades of the two experimental and control groups, in other words, the use of student constructions has a positive effect on improving learning in the biology course.

By using the results of researches like this to organize educational methods in planning, effective steps can be taken to develop the personality and cognitive abilities of students in the face of ever-increasing developments and new situations.

The purpose of this research is to investigate the factors affecting teacher-student communication from the teachers' point of view according to the phenomenological approach. A qualitative and desirable relationship between a teacher and a student is not just a simple and one-sided action and reaction, but a two-way and complete exchange that is formed and built in a context of factors affecting it. The qualitative research method is phenomenology. A semi-structured interview was conducted with 12 primary school teachers (7 women and 5 men) of public schools in Sari, District 1, who were purposefully selected, in the academic year of 2021-2022. Based on the findings of this study, the three factors of teacher characteristics, student characteristics, and external factors are among the effective factors on the relationship between teacher and student, each of which consists of several categories. Teacher characteristics including (teacher's personality trait, communication style, knowledge and scientific standing of the teacher, teacher's classroom style and teacher's motivation), student characteristics including (student's personality trait, student's academic status, life skills and connection seeking) and the need for attachment and belonging) and external factors include (family, school facilities and meeting the needs of students).

The aim of this study was to investigate the effect of animation on learning and analysis power of primary school students in Esfarayen from the perspective of teachers. The present study is applied in terms of purpose and non-experimental and descriptive-survey in terms of method. The statistical population of the study included all primary school teachers in Esfarayen city, 984, of which 564 were female and 420 were male. Using multi-stage cluster sampling method and based on Cochran's formula, 277 people participated in this study, considering the ratio of men to women, 158 women and 119 men. The data collection tool in this study was a researcher-made questionnaire that was obtained through interviews with education specialists, experts, principals and primary school teachers in Esfarayen. Its content validity was obtained by sending it to 8 professors in the field of education and receiving their opinions and confirmatory factor analysis was used to evaluate construct validity its reliability was confirmed by Cronbach's alpha of 0.77. In this study, second-order confirmatory factor analysis was used. The model parameters were estimated by maximum likelihood method using AMOS26 software. To evaluate the effect of animation on students 'learning and analytical power from teachers' point of view, one-sample t-test was used. Findings showed that animation affects students' learning and analytical power from the perspective of teachers. The greatest effect of animation in the dimension of learning is related to learning pleasure (Beta = 0.894) and in the dimension of analytical power is related to analysis (Beta = 0.927). It can be concluded that the more teachers use animation (dynamics) in education, the greater the learning rate and the stronger the analytical power of students.

Introduction and goal:

 students are one of the most important sections of the society and the good academic performance of this section can guarantee the success of any society. Therefore, this research was conducted with the aim of the effectiveness of the child-centered mindfulness program on the sense of belonging to school and academic engagement in students.

It was a semi-experimental research with a pre-test and post-test design with two experimental and control groups. The statistical population included all female students of the first secondary level of Delfan city in 2024, who were selected by the available sampling method, 30 people were selected and replaced in two equal groups of 15 people. The mindfulness program was applied in 10 group sessions and one session per week for the experimental group. To collect information, the school belongingness questionnaire (Berry et al., 2004) and the academic enthusiasm questionnaire (Fredericks et al., 2004) were used. The data were analyzed using descriptive statistics and covariance analysis with spss-26 software.

The results showed that the child-centered mindfulness program increased the feeling of belonging to school (F=15.145, P=0.015 and Eta=0.589) and increased academic engagement (F=16.690, P=0.016 and Eta=0.568) each index of these two variables had a significant effect in the post-test phase (P<0.05).

According to the results, it can be said that therapists and school counselors can use mindfulness exercises to improve and succeed in students' academic processes.

The present study aimed to identify professional boundaries in the relationship between professors and students through a qualitative content analysis. Hence, 36 (20 students and 16 faculty members) were selected using purposive sampling method with maximum variation. The data were collected through semi-structured interviews, and analyzed through inductive content analysis. The rigor of the findings was examined through member check, triangulation, and reflexivity. The results showed that the professional boundaries in the relationship between professors and students include: emotional boundaries (avoiding emotional and romantic relationships and maintaining respectful behavior), communication boundaries (transparency in communication and maintaining privacy), and power boundaries (transparency in power boundaries and avoiding discrimination and differentiation).

Love Trauma is a common phenomenon in students that causes academic and psychological problems. The aim of the current research was to identify the effective factors in the love Trauma of female students. research method was qualitative through semi-structured interview. The statistical population of this research was all the students of Mohaghegh Ardabili University in 1402 who were involved in the experience of love failure. Among them, 10 people were selected as a sample through purposeful sampling. Thematic analysis was used to analyze the data. According to the findings, five main themes of the love Trauma were identified, which included the following: Causes related to the family of origin and childhood, psychological causes, relational causes, causes related to the boyfriend, and concurrent causes with the relationship. Each of these overarching themes included many organized and basic themes. Based on these findings, it can be concluded that first of all, the past and the individual's developmental context in the family are very important in the love trauma, and the causes related to the present are of secondary importance. Therefore, it is suggested to prevent love trauma first of all to identify the person's primary relationships and their impact on the current life and the type of choices of the person and to inform the person in this field so that he can make a more correct choice.

Introduction and goal: 

In order to prevent academic and psycho-emotional problems in students, it is considered vital to identify related factors and educational-therapeutic measures. This research was designed and implemented with the aim of investigating the effectiveness of mindfulness training on self-efficacy and responsibility in primary school students.

The research was semi-experimental with a pre-test and post-test design with two experimental and control groups. The statistical population included all the students studying in the elementary school of Asaluyeh city in the academic year of 2023-2024, and the number of 30 subjects was selected by the available sampling method and randomly assigned to two equal groups (experiment, 15 people and control, 15 people) were assigned. In addition to the demographic information checklist, a self-efficacy questionnaire (Morris, 2001) and a responsibility questionnaire (Lewis, 2001) were used to collect data. The data were analyzed by descriptive statistics and covariance analysis with SPSS version 26 statistical software.

The results showed that the mindfulness training program increased the total score of self-efficacy (F=89.515, P=0.000 and η=0.547) and increased the total score of responsibility (F=77.737, P=0.000 and η=0.479) and each of their components was tested in the group, but no statistically significant change was observed in the average scores of these components in the control group during the different stages of the assessment.

Considering the effectiveness of mindfulness training, psychologists and mental health professionals can use this therapeutic approach for psychological empowerment and reducing harm in students.

Introduction and goal: 

Considering the widespread interest of students in social networks and its positive and negative consequences, examining the psychological factors related to addiction to social networks is of particular importance. This research was conducted with the aim of predicting addiction to virtual social networks based on alexithymia and attachment styles in students.

Descriptive research was correlational. The statistical population included all the male students of the first secondary level in Tehran in 2024, who were selected by available sampling method, 150 people. To collect data from self-reporting tools, including virtual social network addiction questionnaire (Khaje Ahmadi et al., 2015), Toronto emotional ataxia (Bagbi et al., 1994) and attachment styles questionnaire (Hazen and Shaver, 1987) was used. Data analysis was done with descriptive statistics, Pearson correlation coefficient and multiple regression with SPSS version 26.

The results showed that there was a positive and significant relationship between addiction to virtual social networks and alexithymia and its components (R=0.682 and P=0.009). Also, between addiction to virtual social networks and each of the attachment styles, respectively, negative and significant secure attachment (R=-0.601 and P=0.007), and avoidant insecure attachment (R=0.524 and P=0.008) and ambivalent was also positive and significant (R=0.472 and P=0.015). Simultaneous regression analysis also showed that 31% of the variance of cyberspace addiction could be explained based on predictive variables.

According to the results of the research, in order to reduce the addiction to virtual social networks, by identifying the factors related to this type of harm, a suitable model can be designed and developed for the formulation and design of prevention programs.

Introduction and Goal:

 In the past few decades, psychologists and mental health specialists have paid increasing attention to the importance of spirituality in the psychosocial health of humans. Therefore, this research was conducted with the aim of determining the relationship between spiritual health and self-compassion and aggression symptoms in college students.

The research was descriptive-cross-sectional and correlational. The statistical population of this research included all the students of Payam Noor University, Asalouye Branch in the academic year 2021-2022, which was selected by available sampling method, 309 students. To collect information, Polotzin and Ellison's spiritual health questionnaire (1982), Neff's (2003) self-compassion questionnaire, and Buss and Perry's (1993) aggression questionnaire were used. In addition to descriptive statistics, data analysis was performed with Pearson's correlation coefficient and multiple regression with SPSS-26.

The findings showed that there is a difference between the total score of self-compassion (p<0.05 and β=0.33) and its dimensions including self-kindness (p<0.05 and β=0.134), mindfulness (p<0.05 and β=0.157), human commonality (P<0.05 and β=0.111), with spiritual health has a positive and significant correlation, but this relationship between self-criticism dimensions (P<0.05 and β=-0.132 ), isolation (P<0.05 and β=-0.098) and extreme identification (P<0.05 and β=-0.124) were negative and significant with spiritual health among students. Also, there was an inverse and significant correlation between the total score of aggression (r=-0.612 and P<0.014) and its dimensions with spiritual health. Regression analysis also showed that 28% of the variance of spiritual health was explained according to predictor variables.

According to the findings, it can be said that by planning to improve the spiritual health of students, psychological vulnerability can be reduced in them.

The present study was conducted with the aim of investigating the lived experience of rural multi-grade school teachers on the factors of aggression among primary school students. The present study was of a qualitative type and based on a phenomenological approach.

In this study, 20 primary school teachers from multi-grade rural schools who were teaching in 1402-1401 were selected by purposive sampling method. The data was collected using semi-structured interviews, and for data analysis, Smith's phenomenological method was used, during which 5 main themes and 27 sub-themes were extracted from the data.

The findings showed that in the definition of aggression, examples of aggressive behavior and underlying causes of aggression are aligned with the background, but different results were seen in relation to teachers' performance against aggression; According to the personal style of the rules in the classroom, teachers use different methods against aggression, including talking and preaching, anger and showing anger, corporal punishment, referring to the school principal, applying behavior modification techniques, referring to The counselor used to call parents to school, remind them of disciplinary rules, and use the scoring mechanism to create a friendly atmosphere.

This study aimed to examine the relationship between social maturity, academic engagement, and personality traits in secondary school students in Kermanshah. The research method was descriptive-correlational. From all secondary school students in Kermanshah during the academic year 2023-2024, a total of 200 students were selected using convenience sampling. Participants completed the Johnson Triarchic Personality Questionnaire (Johnson, 2018), the Academic Engagement Questionnaire by Fredericks et al. (2004), and the Adolescent Social Achievement Goal Scale by Ryan and Shim (2008). The research hypotheses were analyzed using Pearson’s correlation coefficient, path analysis, and the Sobel test. Results showed that the direct effect of social maturity and avoidance of revealing social immaturity on academic engagement was not significant; however, the direct effect of social maturity on academic engagement was positive and significant. Additionally, findings revealed that the direct effect of the personality traits empathy, compassion, and altruism on academic engagement was not significant. The direct effect of social maturity on the personality traits of empathy, compassion, and altruism was positive and significant. The direct effect of social maturity on empathy as a personality trait was negative and significant. However, the direct effect of social maturity avoidance of revealing social immaturity on empathy as a personality trait was not significant.

The purpose of the present research is to review requirements and impediments to accepting teachers’ invitation by students, presenting some strategies to obtain those requirements and avoid impediments in this regard. The research method is qualitative analysis and the results indicate that in the ideas of Shahid Motahhari, requirements for accepting teachers’ invitation involve innocence, being alive with instinctive life, and teachers’ responsibility. On the other hand, the obstacles which lead to rejecting their invitation include heart’s wickedness, heart’s impurity, heart’s sealing, losing insight, heart’s ear becoming deaf, deviation of soul’s book, following ancestors’ habits and so on. Moreover, some strategies used by students to acquire requirements and avoid impediments include: balanced acquisition of faith and prayer, and equilibrium between affection and hatred. Familiarity with these conditions and obstacles in the process of education and finding solutions for them can immensely assist teachers and students in appropriate and comprehensive training. As a result, the research results can be used in teachers’ training courses so that they take important measures in this regard with full awareness of conditions and obstacles in the education process.