نشریه مطالعات آموزش و یادگیری
سال دوازدهم شماره 2 (پیاپی 79، پاییز و زمستان 1399)

The present study aimed to determine the psychometric properties of the belonging to the university scale and analyze its current status. The participants were 664 students at Ferdowsi University of Mashhad (232 students in the first study and 432 students in the second study), who were selected through the multi-stage random sampling method. They completed Karaman and Cirak's (2017) Belonging to the University Scale and Gagné’s (2003) Basic Needs Satisfaction in General Scale. The validity and reliability of the research scales were examined and confirmed through factor analysis and Cronbach's alpha coefficient methods. The descriptive data, on the other hand, was analyzed using correlation matrix and exploratory factor analysis in SPSS 23. In addition, confirmatory factor analysis was performed using LISREL 8.80, the results of which revealed a three-factor structural model whose fit indices suggested a desirable fit with the data, thus corroborating the three-factor structure of the belonging to the university scale. Cronbach's alpha coefficient was in an acceptable level in the two studies and the convergent validity demonstrated a positive and significant correlation between the belonging to the university scale and the scale of satisfaction of basic needs satisfaction in general scale. The results of the current status showed that the students' sense of belonging was in a moderate level. These findings emphasize the importance of planning and designing comprehensive interventions in order to measure and improve students' sense of belonging to the university.

Adopting the employment approach, the present study aimed to identify the strategies for improving teaching quality in vocational and technical higher education. This was an applied research with mixed methods design. The statistical population involved in the qualitative phase consisted of curriculum experts, faculty members of technical and vocational universities and employers in Iran, among whom 18 participants were selected via a purposive sampling method. The statistical population of the quantitative phase, on the other hand, consisted of all lecturers at Shariati University of Technical and Professional Affairs in Tehran, among whom 230 participants were selected via the stratified random sampling method. Research data were collected through the semistructured interviewing technique and a researcher-made questionnaire. Content validity was used to determine the validity of the interview questions and the questionnaire and Cronbach's alpha coefficient was used to estimate the reliability of the questionnaire. As the results of the qualitative research indicated, using work-based teaching methods and empirical activities, applying theoretical knowledge in practice, teaching in real work environments or simulated environments such as labs and workshops, employing groupbased and collaborative learning, using expert laboratory technicians to teach practical units, and interacting with faculty and students to exchange skills are the most important strategies that can affect the quality of teaching. The results of the quantitative phase also made it clear that the stated strategies are effective in improving the quality of teaching. Therefore, based on the results of this study, in order to improve the quality of technical and vocational higher education and achieve its goals and missions, it is necessary to adopt a different approach to teaching and training in relation to other higher education subsystems, and focus on skills, and be employment- and skill-based.

The purpose of this study was to investigate the effect of hope training on the hardiness level of female students who were candidates of the university entrance exam. This was a semi-experimental research with pretest-posttest and control group design. The statistical population of the study included all the pre-university female students in Maku city in the academic year of 2017-2018 (N=173). From this population, a sample of 30 pupils was selected through purposeful sampling method, based on the criteria for inclusion in the study. The participants were randomly assigned to the experimental and control groups, each with 15 students. They completed the pre-test and post-test stages of the revised academic hardiness scale (RAHS), while the experimental group underwent eight ninety-minute hope training sessions. Data analysis was performed using covariance analysis in SPSS program. Based on the results, hope training led to increase in the average scores of the experimental group for hardiness and its components, including personal commitment, challenge, and emotional control; besides, the experimental group significantly exceeded the control group in the scores for the stated variables (p<0.01). Therefore, it can be argued that hope training is effective on the degree of academic hardiness of female volunteers.

The aim of the present study was to investigate the psychometric properties of Bashir and Bala’s scale for measuring academic dishonesty. Participants in the study were 452 undergraduate students (163 men and 289 women) at Shiraz University in the academic year 1398-99. They completed the scales of Bashir and Bala’s academic dishonesty, Khormaei and ghaemi’s moral character, Bandura et al.’s moral disengagement, Rimkus’s cheating, Goldberg’s conscientiousness, Akbay et al.’s academic responsibility, and Savari’s academic procrastination. The reliability of the scale was assessed using Cronbach's alpha method; on the other hand, confirmatory factor analysis, internal consistency and correlation with other scales were the measures taken to determine its validity. The results of confirmatory factor analysis confirmed the six factors of cheating in examination, plagiarism, outside help, prior cheating, falsification and lying about academic assignments underlying the academic dishonesty scale. The results of the correlation with other tests also confirmed the convergent and divergent validity of the scale. Cronbach's alpha also revealed the acceptability of all the coefficients pertaining to the internal consistency of the subscales and the total score of the scale. The results suggest that Bashir and Bala’s academic dishonesty scale yields quite reliable and valid results for Iranian students and has the necessary efficiency to measure academic dishonesty in the six dimensions the scale specifies. The results are discussed based on research and theoretical evidence.

Using Structural Equation Modeling (SEM), this study intended to investigate the mediating role of academic optimism in the relationship between perceived self-efficacy and students' adjustment to the university. The statistical population of the study included all undergraduate students of Fars Farhangian University who were studying in the first semester of the 1397-98 academic year, from which 300 students were selected by cluster random sampling. They responded to the Morris Self-Efficacy Questionnaire, Tschannen-Moran et al.'s Academic Optimism Questionnaire, and Students’ Adjustment to College Questionnaire (Baker & Siryk, 1989). The data was analyzed by performing SEM in AMOS software. The findings revealed that the model fits well with the research data and that perceived self-efficacy has a direct effect on the students' academic optimism and adjustment to the university. The indirect effect of perceived self-efficacy on university adjustment, mediated by academic optimism, was also significant. In other words, in the results of the study, self-efficacy was found to affect the students' adjustment to the university, both directly and indirectly through the mediation of academic optimism. The findings imply that for the students to increase their academic adjustment, they need to practice and improve skills such as perceived selfefficacy and academic optimism; this is significant for the educational staff to consider.

The aim of this study was to develop and validate an instructional package of cognitive and metacognitive strategies and explore its effectiveness on cognitive functions and the ability to solve verbal math problems in students with special math learning disabilities. The study was designed with a pretest, posttest, and follow up. The statistical population of the study consisted of all fourth-grade elementary students with special learning disabilities in Bahmaei city in 2009-2010 academic year. From this population, 16 pupils were selected as the research sample via purposive sampling method .The package was compiled in the form of 9 sessions of 45 minutes and was validated using content validation technique .The instruments used in the study included a researcher-made word problems test in five parallel forms, KeyMath diagnostic assessment, and Wechsler Intelligence Scale for Children. The results showed that the educational package of cognitive and metacognitive strategies could significantly increase cognitive functions and verbal math problem solving in students with special math learning disabilities. In addition, cognitive functions and word problem solving in students were followed up after the post-test; no noticeable change was observed in the posttest after one month. The finding demonstrates the effectiveness of the training package of cognitive and metacognitive strategies in the long run.

The fourth generation university defines a new career model for the higher education institution, which creates opportunities for local and regional development. From the point of view of most educational experts, teaching and learning methods are the most important sources of using the indicators of the fourth generation university and cultivating creative graduates. In fact, the implementation of the fourth generation university indicators in the teaching-learning methods continuously improves the quality of the fourth generation university curriculum. This present study was conducted to answer the following question: What are the indicators of teaching and learning methods of the fourth generation university curriculum? This was a qualitative case study whose participants were 20 faculty members of the universities in Iran, who were expert in the field of curriculum design and fourth generation universities. They were selected through snowball sampling method and their number was determined, in accordance with the principle of saturation, after a semi-structured interview. The interviews were then analyzed through qualitative content analysis. Data validity was assessed using the four criteria of acceptability, transferability, reliability and verification and its reliability was assessed using the documentation method. Findings suggest that the most important indicators of teaching methods in the curricula of fourth generation universities are: application of action-based learning approach, facilitating simulated learning opportunities, attention to participatory learning methods, and educational approach based on peer education, as well as exploratory and self-directed learning methods. The results corroborate the application of new teaching methods such as the integration of information and communication technology in the development of teaching methods for learning curricula. The findings also imply that the Institute of Higher Education, by changing its approach to the fourth generation university, can offer effective and efficient human capital training based on local and regional needs to create a better society.

The purpose of this study was to investigate the impact of teaching academic motivational strategies on the students’ academic injuries and academic success. This was an experimental study with pre-test, post-test and control group design. The study population encompassed all secondary school students in district 6 of Mashhad city. The sample consisted of 40 students who were selected through purposeful sampling and were randomly assigned to the experimental (n=20) and control (n=20) groups. The experimental group received motivational strategies in 8 sessions of 90 minutes. Participants in both groups completed Abedi’s (2005) Academic Injuries Checklist and Salehi’s (2014) Academic Success Questionnaire. Data were analyzed by conducting multivariate analysis of covariance in SPSS-16 software. The results showed that academic motivational strategies training was effective in reducing academic injuries and improving academic success. Moreover, teaching motivational strategies had a significant effect on the sub-components of problems in selection and decision making, academic readiness problems, academic motivation problems, academic habits problems, academic planning problems, as well as problems related to the academic environment and atmosphere, and those pertaining to exams. The findings suggest that teaching academic motivational strategies is effective in reducing academic harm and in increasing students' academic success.

The purpose of this phenomenological-qualitative research was to identify the indicators of learning and pedagogical creativity in higher education. Participants in the present study included 25 university professors and elites, selected through purposive sampling based on their significant expertise and scientific experience in the field of creativity in higher education. Data was collected using semistructured interviews, taking theoretical saturation as criterion. The findings suggested that pedagogical creativity comprises of three main aspects, namely creative educational content, creative educational approaches, and creative assessment approaches. Regarding educational content, the participants emphasized the necessity of paying due heed to the learners’ regional needs, as well as their problem-finding and problem-solving skills, entrepreneurship, and health and ecological knowledge. On the other hand, regarding the second component, creative educational approaches, they suggested that the most important features of this include establishing a connection between the educational content and life issues, creative utilization of educational technology in teaching, employing various and creative educational approaches such as studying circles and role-playing, as well as discussion-based education. Concerning the third aspect, creative assessment, the participants highlighted the feedforward approach and situational assessment. In addition, to encourage and facilitate creative leaning in academic environments, the participants placed greater emphasis upon encouraging and supporting questioning and criticism, curiosity, audacity, risk-taking and enriching extracurricular activities in academic settings. Undoubtedly, the findings of the present research make it possible to facilitate teaching and learning processes in higher education.

Numerous factors have caused the teaching and/or learning of mathematics in elementary schools not to be effective enough. In this regard, the purpose of this grounded theory qualitative research was to determine the challenges of math teaching/learning in elementary schools. The target group included all teachers of elementary schools in Yazd who were selected using purposive sampling method. Using semi-structured interview", interviews were conducted with teachers with who had at least 5 years and an average of 9 years of teaching experience until theoretical saturation was achieved (N = 14). To analyze the data, the interviews were transcribed and coded using open, axial, and selective coding. Subsequently, some qualitative researchers, as well as the participants themselves, were invited to review the data and make the necessary modifications to make them both credible and reliable. Ultimately, the challenges identified for teaching/learning mathematics in elementary schools were classified in terms of a sixdimensional paradigm, specifying the core, causal, contextual, and environmental conditions that rise to these challenges, as well as the strategies teachers and students adopt accordingly and the potential consequences. Based on the results, "the core category" included "lesson complexity and temporal-methodical mismatch". On the other hand, the most important causal conditions encompassed weakness in research and competency support and lack of attention to the principles of planning. The contextual conditions included behavioral contexts and hardware-financial contexts. The "environmental conditions" included the socio-cultural background, the family, the economic and policy making environment. The "strategies" included feeling of deprivation of authority on part of teachers and referring to educational aid institutions on part of the students. Finally, the "consequences" of adopting such strategies were found to be anxiety and aversion to mathematics, accumulated math learning difficulties and non-applicable math learning.

This was a mixed-methods research, aimed to identify and validate sex education strategies for 12-to-16 year-old Iranian adolescents based on the perspectives of their teachers and parents. Participants in the qualitative phase were 20 sex educators, teachers, and parents with scientific expertise or practical experience, selected through theoretical purposive sampling. Using semi-structured questions, the participants were interviewed about their opinions regarding the principles of sex education and the best and/or most important approach to that. The qualitative data was analyzed using content analysis, which revealed 19 basic themes regarding sex education strategies. Such principles were narrowed down to five basic categories, namely “overcoming cultural barriers", "sociocultural considerations", "capacity building in the education system and parents", "education strategies", and "principles of Education". A questionnaire was designed accordingly for adolescent sex education. To examine its rigor, this instrument was used in the quantitative phase of the study to collect data from a sample of 345 teachers in the middle and secondary schools in Khoy and Chaypareh Cities, selected through stratified random sampling method. Exploratory and confirmatory factor analyses were conducted to examine the validity of the questionnaire. The results revealed sufficient loading for the questionnaire items on the relevant factors, thus corroborating its validity. Cronbach’s alpha coefficient, on the other hand, corroborated the reliability of the instrument in terms of the number of its items. The result of current research can be insightful for educational planning with the aim of strengthening adolescent sex education.

The determining role of learners’ motivation for their academic success has always been emphasized. Thus, the interventions and programs to enhance learners’ motivation been of great importance. The present study adopts a metaanalytical approach to investigate the effectiveness of psycho-educational interventions and to identify the multiple modulators in this field of study. After specifying the inclusion and exclusion criteria, the studies conducted based on the psycho-educational programs with the aim of motivational improvement were extracted from the databases; hereby, 35 studies and 173 effect sizes were selected for the final analysis. The data were analyzed using CMA2 software. The results of data analysis showed that the overall effect of psycho-educational interventions with the aim of promoting motivation was .582. Furthermore, modulatory effect analysis was conducted based on the gender, age, and culture of the participants, and the nature of the selected interventions. The results suggested that the effect size of the interventions was relatively larger for males than for females. Similarly, respecting age, the effect size of the interventions was higher for university students as compared to school students. Culture also proved significant in this regard, with the effect size of the interventions being larger for the interventions conducted in collectivist, compared to individualistic, societies. Finally, regarding the nature of the interventions, studies conducted with a focus on extrinsic factors had relatively larger effect sizes than those focusing on endogenous factors. In general, the results showed that although psycho-educational interventions play an effective role in promoting the motivational profile of learners, focusing on the explanatory role of some moderators such as culture, target population and especially the nature of the interventions, is also of particular importance.