نشریه مطالعات آموزش و یادگیری
سال دوازدهم شماره 1 (پیاپی 78، بهار و تابستان 1399)

The purpose of this study was to predict academic responsibility based on the classroom social context mediated by the satisfaction of basic psychological needs and academic engagement. Structural equation modeling was the main data analysis technique used in this correlation study. The statistical population consisted of all ninth grade students in the city of Sanandaj in the academic year 2019, of whom 390 students were selected as the sample through multi-stage cluster random sampling method. Cordllo’s Responsibility Questionnaires, Fredric et. al.’s Academic Engagement Questionnaire, Deci and Ryan's Basic Psychological Needs Scale, Blackburn’s Autonomous Support Subscale, Patrick et. al.’s Student Emotional Support Subscale, and Sakiz Teacher's Emotional Support Subscale were used as the measurement instruments. Overall, the findings indicated that the data fit the model and the results showed that, with p<.0005, classroom social context had a significant and direct effect on academic responsibility, the satisfaction of basic psychological needs, and academic engagement. The satisfaction of basic psychological needs and academic engagement, on the other hand, had a direct effect on academic responsibility and academic engagement. The classroom social context had an indirect effect on academic responsibility through mediating variables. Therefore, in order to increase the academic responsibility of students, attention should be paid to the classroom social context, the learners’ satisfaction of basic psychological needs, and their academic engagement.

This study aimed to investigate the causal relationship between academic engagement and academic support with the mediation of psychological capital. For this purpose, 230 elementary school students of Yasuj were selected through multistage cluster sampling method. Three questionnaires were used to collect data, namely Sands and Plunkett’s, Academic Support Scale, Luthans and Avolio’s Psychological Capital Questionnaire, and Reeve’s Academic Engagement questionnaire. Data was analyzed via path analysis using structural equation modeling. The findings corroborated the good fitness of the model with the research data. Besides, the results demonstrated significant and direct paths between academic support and academic engagement, psychological capital and academic engagement, and between academic support and psychological capital. On the other hand, the indirect path from academic support to academic engagement through psychological capital was also significant. In sum, the results of this study show that academic support by affecting psychological capital can lead to effective involvement of students in educational and learning activities.

The purpose of this study was to design a blended learning model based on virtual social networks with social constructivist approach and determine its effectiveness on academic performance, academic self-regulation and social cognition of teacher students. The blended learning model, having been developed based on virtual, social, and training protocols, was validated by experts. The effectiveness of the model was verified through a quasiexperimental study whose statistical population consisted of teacher students in Farhangian University. A sample of whom 75 undergraduate teachers were selected through convenient sampling from Shahid Hashemi Nejad Campus in Mashhad and were randomly divided into three groups of 25, each receiving instruction through blended learning, in-person education, and virtual social networks for 10 sessions. Data in the study encompassed the participants’ responses to Academic Performance Test, Pintrich and DeGroot’s SelfRegulation Strategies Questionnaire (MSLQ) and Nejati’s Cognitive Abilities Questionnaire in pre-test and post-test phases. Data were analyzed using ANOVA and MANOVA, with SPSS 24, to examine the difference between the participants’ pre-test and post-test scores. The results suggested that instruction through virtual social networks had a significantly higher effect on the academic performance of the students compared to the other two educational methods. On the other hand, the students in blended learning group had higher academic selfregulation and social cognition than those who received instruction through virtual social networks. Nevertheless, there was no significant difference between social cognition and academic self-regulation of students in blended learning group and in-person group.

The aim of the current study was to investigate the mediating role of epistemic curiosity in the relationship between university students’ epistemic beliefs and agentic engagement. The research population included all undergraduate students of Ferdowsi University of Mashhad in the first semester of 2019-2020. For this purpose, 231 participants, selected through random cluster sampling method, completed Oldenburg epistemic beliefs questionnaire, agentic engagement questionnaire, and epistemic curiosity scale. Structural equation modeling, using AMOS, was performed to analyze the data. The results of the model showed that all indices represented their respective latent variables. The structural model, on the other hand, suggested that epistemic beliefs, indirectly and through epistemic curiosity, affect agentic engagement positively and significantly. The fit indices confirmed the goodness of fit of the stated model. Overall, the results indicated that epistemic curiosity mediated the relationship between epistemic beliefs and agentic engagement. Therefore, based on the findings, it can be concluded that to promote the students' constructive participation and agentic engagement in academic environments, we need to consider both their epistemic beliefs and experience of epistemic emotions.

The purpose of this study was to predict self-esteem based on internal and external developmental assetsin students. 322 students of gifted schools of Hamedan province were selected through proportional ratio sampling and the Developmental Assets Profile (DAP) and Self- esteem were used for them. Data were analyzed through partial least squares method. The results of structural equation modeling using SmartPLS3 software showed that the research model is well-fitted. According to the results, among the dimensions of internal developmental assets, positive identity, social competence, commitment to learning and positive values respectively had a significant positive relationship with self-esteem. On the other hand, among the dimensions of external developmental assets, support, empowerment, limitationsexpectations, and constructive use of time had significant positive relationships with self-esteem. Based on the research findings, it can be seen that students' developmental assets can be good predictors of their self-esteem; therefore, to enhance adolescents’ self-esteem, it is recommended that their developmental assets be increased and various sections of the society should provide their comprehensive support in this regard.

In the present study the mediating role of self-compassion in the relationship between perfectionism and subjective vitality was investigated. To this end, 213 undergraduate students from Shiraz University were selected via multistage random cluster sampling method. The participants answered the Almost-Perfect-Scale-, Self-Compassion Scale and Subjective Vitality Scale. Data were analyzed using Structural Equation Modeling through AMOS software. The results showed that among the components of perfectionism, the standard component – an indication of adaptive perfectionism – predicts subjective vitality directly and positively. However, the discrepancy component (difference between standards and performance) – an indicant of maladaptive perfectionism, negatively predicts subjective vitality through self-compassion. In conclusion, self-compassion plays a mediating role in the relationship between perfectionism and subjective vitality. This suggests that given a conflict between standards and performance, paying attention to selfcompassion and increasing it has important implications for students.

The aim of this applied correlational study was primarily to discover cluster the clusters of students based on their academic buoyancy and test anxiety and further to evaluate the academic performance of theseir clusters. The research was applied and its design was correlational. The statistical population of the present study was encompassed all second year undergraduate students of Azerbaijan Shahid Madani University in the academic year 2018-2019; of this population, in which 360 people learners were selected as a sample through cluster random samplingas a sample by cluster random sampling. The instruments used tools in the present study were included the Sarason’s test anxiety inventory, and the Martin and Marsh’s academic buoyancy scale. Hierarchical cluster analysis (Ward method) and independent t-test were used to analyze the data. Based on the findings, two clusters of students were identified, the first cluster included students who hadith moderate test anxiety and academic buoyancy and the second cluster includedcomprised students with low test anxiety and high academic vitality. The academic performance of the second cluster students was significantly better than that of the first cluster students. Achieving Clustering students based on their test anxiety clusters and students' academic buoyancy makes it possible to examine the teaching and learning process with a group-based approach. In this wayThus, groups of students who have less test anxiety and higher academic buoyancy have better academic performance.

This study examined the mediating role of cognitive appraisal processes on the relationship between goal orientations and achievement emotions among male and female university students. 340 university students (170 male and 170 female) answered the Achievement Goal Questionnaire-Revised, the Stress Appraisal Measure-Revised and the Achievement Emotions QuestionnaireRevised. Multi-group structural equation modeling was used to assess the mediating effects of cognitive appraisal processes on the relationship between goal orientations and achievement emotions among male and female university students. The results indicated that for the total sample and for male and female university students, the partially mediated model of positive and negative cognitive appraisals in the relationship between goal orientations and achievement emotions had good fit to data. The results of the group specificity of structural relations showed that the relationship between goal orientations, cognitive appraisals and achievement emotions were equal for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant. The results of present study show that part of the common variance between the conceptual circles of goal orientations and positive and negative achievement emotions can be explained through cognitive appraisal processes.

The purpose of this study was to investigate the efficacy of Quality of Life Therapy (QOLT) on psychological capital, and self-forgiveness in mothers having children with locomotor disability. This study was performed using an experimental study with pretest-posttest and follow-up (one month) with control group. The statistical population included all mothers having handicapped children with locomotor disability, of whom 20 mothers were selected through purposeful sampling from one of the exceptional schools in Shiraz in the academic year 2018-2019. Having been selected through purposeful sampling, the mothers were randomly divided into a control (10) and a test group (10). The intervention involved ten ninety-minute sessions of group teaching to improve the quality of life in the test group , while the control group was placed on the waiting list and did not receive any training until the end of the course. The participants went through two stages of post-test and follow-ups. The research instruments included two questionnaires: Psychological Capital Questionnaire (PCQ); and Self-forgiveness Questionnaire. The collected data were analyzed through one-variable and multivariable covariance tests using SPSS software, version 24. The results showed that quality of life therapy had a significant effect on psychological capital and on hope and optimism components in both post-test and follow-up stages and there was no significant effect on resiliency and selfefficacy. The findings further suggested that this training program had a significant effect on the self-efficacy of mothers of locomotor disabled children; however, this effect on self-efficacy was not found stable within the one-month follow-up study. Therefore, it can be argued that training positive psychology and cognitive psychology approaches by building positive constructs such as hope and optimism and increasing self-forgiveness can be useful in enhancing the quality of life for families having physically challenged children.

The purpose of this study was to investigate the influence of psychological capital on individual development among employees of the National Petrochemical Company, taking learning agility as a mediator. The statistical population of the study encompassed all employees in Tehran petrochemical company (N=500), of which 217 individuals were randomly selected to respond to three questionnaires: a) learning agility of Gravett and Caldwell, b) psychological capital of Luthans et. al., and c) individual development of Dachner. Structural equation modeling was used to analyze the obtained data. The findings suggested that psychological capital directly affects individual development and learning agility, with learning agility playing a mediating role between psychological capital and individual development. Regarding the capability of management and development of psychological capital, the findings of this research can provide useful practical implications for the development of human resources specialists in organizations.

The aim of this study was to dissect the components of culture in the field of academic education and learning. Academic culture is a fluid, multidimensional concept, the understanding of which requires a holistic approach. This qualitative research was developed using the meta-analysis technique in general, and Sandeloski and Barroso’ 7- step strategy in particular. The findings were extracted and categorized through content analysis technique. A total of 156 basic themes were extracted and then classified into 29 categories of second level organizing themes. In the next step, the 29 categories of second level organizing themes were combined into seven categories: 1) Symbolic components (values, customs, symbols); 2) Identification (giving identity to the university, giving identity to the academic community,academic socialization); 3) Existentialism (multidimensionality of academic culture, norms, plurality of academic culture, regularity, cultural reproduction); 4) Academy (system of teaching and learning, quality of education, autonomy and scientific freedom, coexistence with scientific ethics, academic governance); 5) Scientific-epistemology (scientific norms, development of science, innovation and value creation); 6) structure (structure of academic culture, interaction of subcultures, adaptation to environmental complexity); and 7) proactivity (participation of members, directing the work of members, extramural interactions, academic relations, sharing members' knowledge, academic trust, professional growth). Eventually, the network themes were extracted and drawn. Through the process of this exploratory study, it was found that academic culture relies on seven stable pillars. Although the authors' emphasis on each pillar is not equal, any cultural policy must simultaneously take all of these elements into account.

The assessment process for the admission of qualified candidates applying for doctoral programs in Iran has always been a challenging issue, leading to debates among academic communities about the psychometric properties of the admission criteria. Using the generalizability theory as the framework, this study investigated the reliability-like coefficients of the secondary data measures and the criteria related to the Ph.D. admission program at 37 departments admitting Electrical Power Engineering candidates at the Ph.D. level in different state universities in 2018. Data were analyzed using mGENOVA software with onefacet 𝑝 • × 𝑖 °design. The results suggested that due to the high difficulty of items, omitted responses, and using scoring formula, four Subject Test Batteries (STB) and two General Test Batteries (GTB) did not have adequate generalizability and dependability coefficients. Two interview scores, which included different measures, showed better coefficients. However, little predictive value was found for the candidates’ undergraduate grade-point average (UGPA) and graduate grade-point average (GGPA) due to their restricted range. Indeed, broadly defining the underlying construct and including multiple measures in the assessment design for doctoral programs leads to more error components in the results. Therefore, it is not possible to determine an exclusive reliability index for the predictive measures involved in the test. However, high-stakes educational decisions for the classification of applicants may be accomplished with fewer false predictions by adjusting test difficulty, using partial scoring schemes without correction for guessing, specifying the underlying construct more thoroughly, and increasing the levels of the facets.

The aim of this study was to determine the effectiveness of gamification in enhancing the academic engagement of Tabriz University students. This was an experimental study with pretest-posttest design involving two experimental groups and a control group. The statistical population of the present study comprised all bachelor students of educational sciences at Tabriz University in the academic year of 1397-98. Of this population, 60 participants were randomly selected and assigned to experimental (1, 2) and control groups. The data collection instrument was the Academic Engagement Questionnaire whose validity and reliability have already been confirmed. The collected data were analyzed using the analysis of covariance. The results showed that the gamification-based E-learning environment is more effective than both the none gamified E-learning environment and the conventional method in learning English as a second language in enhancing the learners’ academic engagement. Based on the results, it is necessary to use gamification in higher education levels to increase the students’ learning and engagement.

Intellectual games play a key role in developing children's thinking, problem solving, decision making and cognition. Using a causal-comparative approach, the present study aimed to investigate the effect of chess on decision making process and academic achievement in mathematics taking into account the moderating role of gender in this respect. The participants were 100 (50 females and 50 males) primary school students in Shiraz selected through purposive sampling. The students completed the deliberative and intuitive decision-making scale (Wolff), whose reliability and validity were determined using Cronbach's alpha and exploratory factor analysis with varimax rotation. The participants further answered a researcher-made math test, the reliability and validity of which were examined through test-retest and content validity. Multivariate analysis of variance, two-way analysis of variance and repeated measures analysis of variance were performed to analyze the obtained data. No significant difference was found in the results between the decision-making processes of chess players and non-chess players and gender was not found a determining factor in this respect. Notwithstanding, The results showed that there was no significant difference between chess player and non-chess player students, both girls and boys, in the decision-making process, chess player students had higher meaningful average in math score than non-chess player students and dominant decision-making process among chess player students was deliberative process. Therefore, due to the findings of the present study, it is necessary for educational planners and parents to pay attention to the use of chess to create decision-making skills and also to help academic math achievement in students and their children.

The purpose of this study was to determine the effectiveness of schoolbased model of positive education training on the levels of primary student’s psychological and social well-being. This was a semiexperimental study with pretest-posttest and control group design. Participants in the study were two classes of 59 male primary school students in Tehran (zone 1) who were selected through multi-stage cluster sampling and were randomly assigned to the experimental (N=28) and control (N=31) groups. The experimental group received positive education training for 12 sessions of 40 minutes. The students in both groups responded to psychological and social well-being questionnaires, before and after the training. The results of the multivariate covariance analysis performed on the participants’ posttest scores showed higher scores for the scores of psychological and social well-being of the experimental group were higher than those of the control group. Therefore, it can be argued that positive education training had positive and significant effect on the students’ psychological and social well-being.