Iranian Evolutionary and Educational Psychology Journal
Volume:2 Issue: 1, Mar 2020

The purpose of this study was to design a higher education curriculum framework based on Connectivism approach. This is a qualitative research in terms of design, and a descriptive-analytical one in terms of methodology. The statistical population consisted of all digital documents, articles, and books related to Connectivism Theory from 2005 to 2017, out of which 120 valid sources were identified and ranked based on the degree of relevance to the research topic. Code extraction began from the most relevant sources and continued until the theoretical data saturation which was obtained after reviewing 30 articles. To validate the proposed curriculum framework, the viewpoints of 5 experts who were selected through Purposeful Sampling were sued in classic Delphi method. To this end, the experts reviewed and modified the proposed framework and eliminated its flaws and ambiguities in three phases and finally, the desired framework was developed. After reviewing the documents related to the Connectivism approach through a descriptive-analytical method, the curriculum was discovered based on this approach and then it was developed within the Nine Elements of Klein`s Curriculum (1992) including Objectives, Content, Teaching-Learning Strategies, Learning Material & Resources, Learners` Learning Activities, Time, Learning Space, Learners` Grouping, and Evaluation methods.

The purpose of this study was to investigate the role of self-regulated learning and achievement goals in predicting academic burnout among 384 male and female students of Payam-e-Noor University of Shiraz in the 2018. The research method was correlational. Multi-stage random cluster sampling was used to select the sample. Finally, 204 female students and 180 male students were included in the study sample. Data collection was performed using the Pentrich and De Groot Self-regulated Learning Strategies Questionnaire, Middleton and Midgley Goal-Orientation Questionnaire, and Maslash Burnout Inventory. Structural Equation Modeling confirmed the good fit of the initial theoretical model with the data, and after modifying the model, excellent fit of the final model to the data was obtained. The results indicated self-regulated learning leads to students' motivational orientation and this can lead to long-term academic achievement and success or stress and burnout in students. In addition, the achievement goals have a critical role in predicting academic burnout because of its impact on the right or wrong approach of learning.

The purpose of this study was to investigate the relationship between personality characteristics of single-parent, two-parent and multi-parent families with their parent-child relationship in Sari. In a correlational study, 324 high school male and female high school students in Sari were selected by simple random sampling and completed the NEO 5-Factor Personality Questionnaire and Parent-Child Relationship Questionnaire (PCRS). The data was analyzed by SPSS software using descriptive statistics and linear regression. The results showed that personality traits explained 49.5% variance of father-child relationship in single-parent families, 25.4% variance of father -child relationship in two-child families and 26.3% variance of father -child relationship in multi-child families (p < 0.01). Furthermore, the results indicated that personality traits explained 20.8 % variance of mother-child relationship in single-parent families, 36.9% variance of mother-child relationship in two-child families and 32.7% variance of mother-child relationship in multi-child families (p < 0.01).  Therefore, personality traits of students are effective in explaining the parent-child relationship of families.

Although girls' running away from home may seem to be an individual phenomenon at first glance, it is the source of many deviant and anti-social behaviors due to the detrimental consequences it has on social order. The purpose of this study was to compare the effect of training compassion-based techniques and schema therapy cognitive and emotional techniques in reducing loneliness and emotional dysregulation in runaway adolescent girls. In this study, a single subject design was used. The statistical population of the study includes all runaway adolescent girls (age range 12-19) of Hamedan city in 1398 that referred to the Social Emergency Center of Hamedan. The sampling method is purposive sampling. Four girls were selected as the sample based on the study entry and exit criteria and filled out questionnaires of UCLA loneliness scale and difficulties in emotion regulation scale before and after the educational intervention and the data were analyzed using visual charts. The data showed that compassion-based training had a better effect than schema therapy cognitive and emotional techniques in reducing loneliness and emotion dysregulation in runaway girls. Also, the effect of both training methods was also confirmed on reducing loneliness and emotional dysregulation of runaway girls. It is recommended to use these training methods in order to reduce the problems of this group and also to prevent the occurrence of this phenomenon in other adolescent groups.

The purpose of the present study was to examine the structural and construct validity of the FCG inventory as applied in Iran. Feedback on Career Goals (FCG) Inventory was devised and validated by Hu, Creed, and Hood (2017) and was later used to measure career feedback among Chinese and Australian university students. The statistical population of this study consisted of all high school students in Isfahan in the academic year of 2018-2019, and 324 students (166 females and 158 males) were selected through cluster sampling as the sample size. Then, the students were administered a translated version of the FCG inventory, and their responses were examined with respect to the structure of the inventory. Results of confirmatory factor analyses demonstrated that three factors of feedback on progress, goal suitability, and improvements needed loaded on one higher-order factor of career feedback, similar to the structure of the FCG inventory applied in Chinese and Australian students. The results also provided support for construct validity of the scale by linking career feedback with career goal-performance discrepancies and career-related stress. Our findings suggest that the Iranian version of the FCG inventory has acceptable psychometric properties and is a valid instrument for the assessment of career feedback.

The purpose of this study was to investigate the role of self-regulated learning and achievement goals in predicting academic burnout among 384 male and female students of Payam-e-Noor University of Shiraz in the 2018. The research method was correlational. Multi-stage random cluster sampling was used to select the sample. Finally, 204 female students and 180 male students were included in the study sample. Data collection was performed using the Pentrich and De Groot Self-regulated Learning Strategies Questionnaire, Middleton and Midgley Goal-Orientation Questionnaire, and Maslash Burnout Inventory. Structural Equation Modeling confirmed the good fit of the initial theoretical model with the data, and after modifying the model, excellent fit of the final model to the data was obtained. The results indicated self-regulated learning leads to students’ motivational orientation and this can lead to long-term academic achievement and success or stress and burnout in students. In addition, the achievement goals have a critical role in predicting academic burnout because of its impact on the right or wrong approach of learning.

The present study aimed to investigate the effectiveness of empathy training on social adjustment and belonging to the school in elementary school students. The present study was conducted as a semi-experimental two-group pretest-posttest design. The statistical population was all sixth grade elementary school students in Tabas city in the academic year of 2016-2017. The study sample was 30 people who were selected by cluster random sampling method. The tools used to collecting data were: Belonging to school inventory and  Bell’s adjustment inventory  For data analysis, Descriptive statistics such as mean, standard deviation, and Univariate and Multivariate analysis of covariance were used (p < 0.01). The findings indicated that the mean of the experimental group in the components of social adjustment and belonging to the school increased compared to the control group (p <0.05). Therefore, it can be concluded that empathy training has been effective in increasing social adjustment and students’ belonging to the school.