جستجوی مقالات مرتبط با کلیدواژه « دانش آموزان دوره ابتدایی » در نشریات گروه « علوم انسانی »

The purpose of study was to determine a typology of the patterns of parents' academic support to elementary school students during virtual education. The research was developmental-applied in terms of purpose and qualitative in terms of approach and was carried out by thematic analysis method. Potential participants were the parents of elementary school students. Selection of the participant was done by purposeful sampling method of criterion type. Data were collected through semi-structured interviews to the point of theoretical saturation (16 participants). Credibility of the results was ensured through researcher accuracy, referral to colleagues and expert supervisors and member checking. Moreover, the confirmability was ensured via conducting effective interviews, self-review of the researcher, and coding of interviews by another researcher. Based on data analysis, 11 main themes of virtual education including classroom management, homework, teaching methods, conditions and facilities, practical activities, pursuit of academic status, encouragement and punishment, planning, problem solving, assessment and evaluation, and covert support were obtained. In general, the results showed that parents support the virtual educational process of students in 4 types: Permissive, authoritarian, interventionist, and authoritative. Identifying these types of academic support, criticizing and evaluating them and introducing the best types will help parents to have better and more effective academic support to elementary school students during virtual education.

The aim of this study was to investigate the effect of the filliped learning approach in the virtual class on the academic engagement of the sixth - grade students. The statistical population of the study was female elementary school students in the academic year 1300-1400 in the 15th district of Tehran. The sample size of this study consists of 30 sixth grade students in the 15th district of Tehran province which was available. 15 of them were randomly assigned to the experimental group and 15 to the control group. Due to the prevalence of Covid 19 disease, education was conducted in cyberspace. In this study, the educational file of the selected topics of the experimental science course was provided to the experimental group and they learned the topic of changing the means of personal communication from the past to the future of the experimental science course at home. The control group did not receive any teaching. The study also uses the Shuffle and Becker (2002) Academic engagement Questionnaire to collect information. Multivariate analysis (MANCOVA) were used to analyze pre-test and post-test data. The results showed that the filliped learning in the virtual learning has an effect on academic engagement .

The purpose of this research was to design and validate a model for improving attention deficit and hyperactivity in primary school students of Ardabil City. The research was applied in terms of purpose, mixed in terms of the nature of data, and exploratory in terms of execution method. In the qualitative part, the semi-structured interview and database theory have been used. The statistical population of the qualitative section was university professors and experts in the field of school counseling and educational sciences, 15 of whom were selected based on the principle of opinion saturation. The statistical population in the quantitative section was all the primary school teachers of Ardabil City in the academic year of 2023-2024 in the number of 2600 people, according to Morgan's table, 335 of them were selected based on stratified random sampling. The data collection tool in this research was a researcher-made questionnaire resulting from the refined concepts obtained from the primary codes. The data sets obtained after the continuous process of open, central, and selective coding were organized in the form of 156 open codes, 146 concepts, 12 categories and 6 classes based on a systematic approach. The findings of the research show the improvement pattern of attention deficit and hyperactivity in elementary school students of Ardabil city under the categories of personal and psychological characteristics, motor skills, social skills, attention deficit disorder, educational strategies at the individual level, educational strategies at the interpersonal and communication level, pharmaceutical interventions and nutrition, physiological and behavioral interventions, psychological control, strengthening motor and physical abilities, psychological growth and social participation were categorized and fit in terms of validation (p<0.05). Finally, it is suggested that the results of this research be used as a guide and a general path to improve attention deficit and hyperactivity by specialists in schools and in other centers such as psychological service centers, counseling and psychotherapy clinics, welfare centers, universities, etc. Use existing situations and contexts.

The present study was carried out to examine the impact of guided exploratory teaching method on achievement emotions of male elementary school sixth graders. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study comprised all male elementary school students in Meybod in 2020-21 school year from among whom 30 pupils were selected via random cluster sampling method and randomly assigned to two groups of experimental (N=15) and control (N=15). The guided exploratory teaching method was utilized for the experimental group and the conventional teaching method was used for the control group. The research instrument included Achievement Emotions Questionnaire (elementary school students form). To analyze data, multivariate analysis of covariance was used. The results showed that guided exploratory teaching method had a significant effect on the enjoyment of attending math classes. Also, guided exploratory teaching method significantly increased the pleasure of doing math assignments and significantly reduced the anxiety of doing math homework. In addition, guided exploratory teaching method increased the pleasure of taking math exams and reduced math exams anxiety. Accordingly, guided exploratory teaching method can be used as a useful intervention to organize students’ achievement emotions.

The present study was conducted with the aim of designing a life skills training package for children and determining its effectiveness on the social skills of primary school students. The research method was qualitative, Theme analysis according to Attride-Stirling (2001), and the research method in the quantitative part was semi-experimental with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the research was made up of 12698 primary school students of Shahrekord city in the academic year of 2021-2022. The sample in this research consisted of 109 students of the first year of elementary school who were selected by the available sampling method and randomly assigned to experimental and control groups (56 students in the experimental group and 53 students in the control group). The students in the experimental group received the life skills training package during 10 weeks in 10 sessions of 75 minutes as a group. The results showed that the life skills training package has sufficient content validity according to experts. Also, this training package had an impact on the social skills (P<0001; Eta=0.65; F=196.39) of social skills of primary school students. Based on the findings of the research, it can be concluded that the life skills training package by familiarizing students with their strengths and weaknesses, effective communication skills and empathy, emotion management, problem solving skills and creative thinking can be an efficient method to improve the social skills of primary school students be used.

The aim of the present study was to compare the effectiveness of art-play therapy and mindfulness-based training in promoting problem solving skills of male elementary school sixth-graders. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study was comprised of all male elementary school sixth-graders in Bukan in 2020-2021 school year from among whom 45 students were selected via multistage random sampling method and randomly assigned to two experimental and one control groups (15 pupils in each group). The experimental groups received twelve 90-minute training sessions using two different intervention programs: art-play therapy and mindfulness training, whereas the control group did not receive any intervention. The Problem Solving Inventory (Heppner & Peterson, 1982) was used as the research tool at both pre- and post-test stages. For data analysis, multivariate analysis of covariance (MANCOVA), univariate analysis of variance (ANOVA), and the Bonferroni test were utilized. Results showed that there was a significant difference between the experimental groups and the control group in terms of subscales of problem solving (problem-solving confidence, approach-avoidance style, and personal control) in the post-test (P≤ 0.05). In addition, mindfulness training had a greater effect on students' problem solving ability compared to art-play therapy (P≤0.05). Accordingly, mindfulness training can be used by educators as an effective intervention for improving the problem-solving ability of primary school children and enhancing their cognitive abilities.

Music education has a long history of defending its place in the school curriculum with practitioners, and researchers alike discuss the creative, social, and cognitive benefits of music in children and adolescents. On the academic achievement and social skills of female students in the fourth, fifth, sixth grade, second grade, was in Tehran. The research method was quasi-experimental. The statistical population of 361 students was selected by stepwise random sampling using Morgan table and received Gersham and Elliott (1999) social skills questionnaire. Then, in a simple group of 180 people, they were randomly divided into two groups: experimental (privet schools) and control (public schools). The experimental group was trained in one useful month in 4 sessions of useful 45 minutes in art class (anthem and music), while the control group followed their daily schedule during this period and did not receive any educational intervention. After the educational program, a questionnaire was administered to both groups again. Data analysis using analysis of covariance showed that participation in anthem and music art classes was significantly effective in promoting students' academic achievement. These results show that the art class of song and music has had a positive and significant effect on social skills in the dimensions of: cooperation, assertiveness, self-control and empathy.

The aim of this research was to determine the effectiveness of Kephart's visual-motor method on writing skills of students with writing problems.

The research had a quasi-experimental-clinical design with pre-test, post-test and follow-up. The intervention was based on the Kephart's visual-motor method. The subjects were selected among the students with writing problems who were referred to centers for specific learning disorders in Rafsanjan in 2018 and were diagnosed based on the tests conducted in the centers. In this study, ten students were selected through random sampling. The interventions were administered in ten sessions (one session every week). To evaluate the writing skills, the translated and adapted version of Orton Gillingham's writing assessment questionnaire was administered. The data were analyzed using SPSS software (version 22) and Friedman's non-parametric test.

The findings showed that Kephart's visual-motor method was effective on improving visual clarity (pvalue=0.00), visual completion (pvalue=0.018), visual form and context (pvalue=0.018) and passive learning (pvalue=0.002). But, it was not effective in the other twelve subscales. The pairwise comparison of means in the Wilcoxon test showed the stability of the improvement in most of the pairwise comparisons of post-test with pre-test, follow-up with pre-test at a significance level of 0.05. But the stability of the effect was not significant at the 0.05 level by examining the pairwise comparison of follow-up and post-test.

This research aimed to identify the effective policies of smartening schools on the quality of learning and academic progress of elementary school students in Tehran province.Research

The research method was semi-experimental. The statistical population of 60 male and female students were selected by random sampling and received the questionnaire. Then, 4 schools (girls and boys) were selected randomly, 30 people were placed in smart classes and 30 people were placed in traditional classes. The experimental group was trained in useful 45-minute sessions in smart classrooms for a month, while the control group followed their daily schedule during this period and did not receive any educational intervention. After the implementation of the educational program, the questionnaire was again administered to both groups.

Data analysis using covariance analysis showed that participation in smart classes was significantly effective in improving the quality of students' learning.

The results show that the identification of effective school smartening policies has had a positive and significant impact on the quality of learning and academic progress of students.

The present study was conducted with the aim of the effectiveness of social skills training on academic self-concept and sense of belonging to school in primary school students. The research design was semi-experimental and pre-test-post-test design with a control group. The statistical population was the elementary school students of Harris city in the academic year 2018-2019, from this population, 40 students were randomly selected and placed in 2 experimental (20 people) and control (20 people) groups. To collect data, Sinha and Singh (2011), sense of belonging to school (2004) and Yi Sen Chen (2004) academic self-concept questionnaires were used. Data analysis was done with the statistical method of multivariate covariance analysis. The average scores of academic self-concept and belonging to school after the test in the experimental group were 4.24 ± 33.05 and 4.54 ± 54.05 respectively. The results showed; Teaching social skills has an effect on the sense of academic self-concept and belonging to the school of primary school students (P≤0.01) and increases the academic self-concept and sense of belonging to the school. Therefore, the acquisition and application of social skills is the basis on which interpersonal relationships are built. Students who practice social skills in a real way and use them competently are definitely able to be successful in entering the peer group and making friends and establish a positive and reciprocal interaction with others, which increases Academic self-concept and the feeling of belonging to the school become in them..

Self-esteem is one of the most important components of a person's personality and It is an important factor in his growth and prosperity.Pay attention to this component, especially in children.It is important for learning disorders.The purpose of this study was to investigate the relationship between mathematical learning disorder and self-esteem for student in elementary school boy.The method of this research is descriptive-correlational.Community statistical The study consisted of 301 male elementary school students in the 97-98th academic year;They are studying at Imam Hussein School in Tehran District No.2 and her sample is 30 Of these students,15 of these students with math's learning disabilities and 15 without They were impaired and were assigned to the control group. Disorders group includes all students with disabilities in this is a school that is trained by a psychologist and a learning disorders counselor and specialist They were diagnosed and selected by purposive sampling and the control group was randomly selected from the whole community statistically selected. Data were collected using a self-esteem questionnaire of Pope et al (1989).Results were analyzed using descriptive and inferential statistics (Student t test).The results showed that there is a significant negative relationship between mathematical learning disorder and self-esteem. It means disorder mathematical learning reduces self-esteem in the group of impaired students and self-esteem in the group no higher disturbance.According to the results of the present study and the importance of increasing self-esteem in children with learning disorders, self-esteem can be improved by identifying these children and improving these disorders.

The Covid-19 pandemic is a threat to human health and and has fundamentally changed many human activities. Since November 2019, the world has been facing a crisis called Covid-19, which has created an emergency for different countries, especially for their education system. Covid-19 Pandemic has disrupted the education systems of most countries. Social distancing, the school closure or the reduction in the frequency of face-to-face teaching, and the expansion of online teaching are some of the effects of the Covid 19 pandemic. During the pandemic, most parents prevented their children from attending school because they feared they and their children would be infected with the Corona virus. In such a situation, home-based education was the most appropriate option to maintain the health of students on the one hand and the continuation of their education and learning on the other hand. Home-based education created a situation in which parents entered their children's education and learning cycle for a long time. This phenomenon created a new educational order in which students did not stop their education. The aim of the present study was to investigate primary school students’ mothers' experiences of home-schooling during the Covid-19 pandemic. The present qualitative study was carried out using a phenomenological strategy. The study population was all mothers of Zanjan students in primary schools. It should be noted that during the Covid 19 pandemic, especially in the elementary school, mothers were more involved in their children's teaching-learning process than fathers for a variety of reasons. Therefore, in the present study, participants were selected from among mothers. From this population, 15 individuals were selected as participants in the study using purposive sampling (chain sampling). Semi-structured (in-depth) interviews were used to collect data. The average interview time was about 90 minutes, and the interview process continued until reaching data saturation. The interviews were conducted on Google Meet after making the necessary arrangements and were recorded after obtaining interviewees’ permission. Data analysis was carried out using thematic analysis. To perform validity assessment, peer review and member checking methods were used. To perform the peer review method, contacts were made with some individuals with sufficient experience and expertise in qualitative research methods, and their opinions on research design, data collection, and analysis was obtained. Regarding the member checking method, the interview text was coded, and interview analysis results were provided to several of the interviewees to revise them and comment on them. Most of the interviewees expressed satisfaction with the research process. To evaluate the research reliability, the interview text was coded by three anonymous individuals. The result showed 85% agreement between the coders and the relative stability of the responses was confirmed. The research findings identified nine organizing themes as follows: 1) mothers' mental and attitudinal preparations; 2 teaching and learning platforms; 3) technological literacy for mothers and students; 4) guiding children's learning assignments; 5) supporting teachers' teaching; 6) supporting teachers' evaluation; 7) psychological status of mothers and children; 8) time in virtual teaching and learning; and 9) mothers' relationship with school agents (teacher, principal, assistants and counselor). The results showed that home-schooling is a complex and challenging phenomenon for mothers. After the widespread closure of schools, mothers found themselves in a challenging and unfamiliar situation due to a lack of preparation for home-schooling. Although mothers were initially forced to accept home-based education, they were concerned about the adverse effects of reducing their child's social interactions. Although mothers gradually improved their capacity for home-based education, they found face-to-face school education to be an irreplaceable element for elementary school students. At the beginning of the virtual teaching, due to the lack of a suitable platform, the teaching and learning process was followed on social networks such as WhatsApp. With the launch of the "SHAD" platform, the formality and order of the classrooms increased. This platform, due to its relatively diverse facilities, somewhat increased the quality of teaching and learning process. In addition to the above, the findings showed that mothers did not receive the necessary training on how to use the teaching platform. The findings also showed that mothers guided their children step by step in homework such as math.Some mothers showed impatience due to their children's lack of motivation to do their homework. Mothers were unfamiliar with teaching methods to their children at the beginning of home schooling. Gradually, through gaining experience, self-learning, and the use of digital learning resources, their skills in supporting and complementing teacher teaching increased. According to the findings, mothers were actively involved in evaluating their children's learning. Although mothers's anxiety and stress were greater than their children in the formative and final evaluations, they controlled themselves and tried to reduce their children's stress. Despite the various concerns of mothers during the Covid-19 pandemic, they tried to create a relatively good learning environment for their children at home. The results showed that during the Covid-19 pandemic, formal teaching time decreased but informal teaching time increased. This, in turn, created challenges in the mothers' life program. Finally, the findings showed that mothers have a better relationship with teachers in "home based education" than in "school based education". They frequently consulted with the teacher about their children's learning difficulties. Mothers' relationship with the school principal was purely administrative. The lack of a psychologist or counselor at school prevented some mothers from receiving specialized help in dealing with their children's mental disorders. Despite all the shortcomings and limitations of the Covid-19 pandemic, it provided opportunities for parents to enter the learning cycle more seriously and experience a new form of interaction with their children and teachers. Home- based education requires parental preparation; Providing the necessary software and hardware facilities; Psychological support; providing a suitable cultural background and so on. If these requirements are met, then effective learning opportunities will be provided for students, especially in emergency and crisis situations.

Learning through games and dolls is one of the most important ways to learn. The aim of this study was to determine the effect of puppetry class on learning and social skills of first, second and third grade female students in the first elementary school in Tehran. The research method was quasi-experimental. The statistical population of 360 students was selected by stepwise random sampling using Morgan table and received Gersham and Elliott (1999) social skills questionnaire. Then, they were randomly replaced in two groups of 180 in the experimental and control groups. The experimental group was trained in puppetry class for 4 useful 45-minute sessions in one month, while the control group followed their daily schedule during this period and did not receive any educational intervention. After the training program, the questionnaire was administered to both groups again. Data analysis using analysis of covariance showed that attending puppetry classes had a significant effect on promoting students' learning. These results show that the puppet drama class has a positive and significant effect on social skills in the dimensions of: cooperation, assertiveness, self-control and empathy.

The current research aimed to evaluate the current state of research in connection with the use of the ecological approach in elementary school for formal learning, which seeks to analyze (1) methodological approaches and (2) ecological approaches. The knowledge adopted in the research was in the form of a systematic review. Articles published from 2013 to 2022 were searched in Scopus, WebScience, Wiley, and Jstore databases. Systematic search according to selected keywords reached 203 studies, which were reduced to 57 in the next stage, and finally, 10 studies were determined according to the criteria and from the point of view of research method, tools, participants, time, and place of research, the research implementation space, the topic, and the target concepts were analyzed. The findings showed various images of data collection methods and tools, topics, spaces, and characteristics of learners. The ecological view of learning is suitable for today's needs of elementary school students, and its design and development can ultimately positively facilitate learning in the formal context. In this regard, it was concluded that in order to develop the ecological approach in the official context of elementary school, we should move towards the analysis of the ecosystem, situational, open-ended, and dynamic goals, active interactions of body and mind, and the natural and digital environment, targeted networking, controlling communication modulating factors, diverse learning paths, and initial evaluations and a process took more serious steps.

The purpose of this study was to investigate the effectiveness of training metacognitive beliefs and state on working memory of elementary school students. This study was a quasi-experimental study with a pre-test, post-test, follow-up and a control group design. The population consisted of elementary school students in Birjand. Forty-six students in the sixth grade were recruited via convenience sampling method. The participants were allocated to the experimental group (n = 23) and the control group (n = 23). The metacognitive training package was used to teach metacognitive beliefs and state. Moreover, the computer image recognition test (N-Back) was used to evaluate working memory. Data were analyzed using Mann Whitney U, Friedman and Wilcoxon tests. The findings indicated a significant difference between the experimental group and the control group. Furthermore, the experimental group showed higher levels of mean in working memory scores compared to the control group. The results of the follow-up test suggested the lasting effect of the training. According to the results of the present study, it can be concluded that training metacognitive beliefs and state might enhances students’ working memory.