نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال هشتم شماره 32 (بهار 1400)

The aim of the research was to evaluate the effectiveness of compassion focused therapy (CFT) on academic resiliency and hopefulness in the academic procrastination of male students of the second degree of high school. This research method was semi-experimental with pretest-posttest design. Using Martin's academic resiliency, Schneider and et al's hopefulness and Solomon and Ratilom's academic procrastination questionnaires, 28 procastinated male students of the second degree of high school were purposively selected and were randomly assigned into two experimental and control group. (each group: 14). The experimental group received 8 sessions of CFT based on Neff’s instruction package and the control group did not receive any training in this field. After conducting the CFT, academic resiliency, hopefulness and academic procrastination of the students of two groups were measured again. Data were analyzed using multivariate covariance analysis (MANCOVA) and univariate covariance analysis (ANCOVA). According to the posttest scores of calculated F either in the Mancova analysis and either in the Ancova analysis for acadmic resiliency, hopefulness and academic procrastination showed significant differences in both groups. The results of this research which are in accordance with other studies, showed that CFT has significant role in increasing academic resiliency and hopefulness and decreasing academic procrastination in the male students.

In this research, the effectiveness of goal-setting strategies training designed based on goal-setting theory in the grade goals and academic achievement of middle school students has been investigated. To achieve this aim, 79 seventh-grade male students were selected by random cluster sampling and assigned to experimental and control groups. The Goal-setting strategies training package was developed on the basis of goal-setting theory by researchers and presented during 7 sessions to students and the tasks were done by them. Final grades of the first and second semesters were used for evaluating academic achievement and the grade goals set by students for the first and second semesters were used for assessing grade goal setting. The findings showed that the academic achievement of the experimental group increased in comparison with the control group. Whereas the grade goals of the students of the experimental group did not change, their grade goal errors decreased significantly which indicate the improvement and increased accuracy of educational goal-setting of students. Goal-setting strategies training can enhance academic performance and the quality of goal-setting.

This study investigates the effect of teacher -supported discussion - based learning environment (modeling and coaching) on improving students' moral - social decision - making skills. Three sixth grade classes were selected, and were randomly assigned to experimental groups 1 (modeling strategy), experimental 2 (coaching strategy) and experimental groups 3 (blended strategy). Three learning environments were designed with the support of the teacher, called the discussion-based learning environment, and these educational supports were applied in the learning environments.After the pre - test, a six - week discussion - based learning unit on moral - social decision-making was implemented with modeling, coaching, or blended instructional supports. The data obtained from pre-test, post-test and application-test of decision-making skills were analyzed using a coding scheme designed based on the relevant research literature. Repeated measures analysis of variance and one-way analysis of variance were used to analyze the collected data. The results showed that students who received blended support in the discussion - based learning process performed better in terms of acquisition and applying decision-making skills as well as satisfaction than the other two conditions. Also, the students who were supported in the discussion process through modeling, performed better than the coaching group in acquisition and applying decision-making skills. The implications, limitation and suggestions for future research are discussed.

This study was conducted to develop a measurement model for the environmental ethics questionnaire. The research methodology was correlational and was conducted in measurement model. The statistical population of the study included all the 14391 secondary high school students in Hamadan city. The sample size, which was selected by stratified relative sampling method, was 986 students. The tool for data collection was the researcher-made Environmental Ethics Questionnaire (2019), which consisted of 5 components (i.e., water, soil, air, plants and animals). The initial questionnaire was developed on the basis of theoretical foundations and research background and contained 130 items. The content validity of the questionnaire was assessed by CVR method and the items with the relative validity coefficient of less than 0.29 (i.e., 26 items) were deleted. In addition, in a pilot study, the reliability of the questionnaire was calculated through Cronbach's alpha. After implementation of the questionnaire, the results showed that the structural model of environmental ethics has goodness of fit (GOF= 0.614). The results, also, indicated that all the questionnaire questions had a significant effect on their component. The results of the model, also, showed that the water component had the greatest effect on environmental ethics and the air component had the least effect on it. In addition, the results showed that there is a high internal correlation between the components of environmental ethics. In conclusion, it can be said that the researcher-made Environmental Ethics Questionnaire (2019) has the necessary psychometric characteristics for measuring environmental ethics.

The main purpose of this study was presenting the casual model of cognitive absorption, need for cognition and perceived enjoyment of learning via Augmented Reality (AR) (mediating role of mobile self-efficacy and academic engagement) with a descriptive and correlation method. For this purpose 3 western provinces (Hamedan, Kermanshah and Chaharmahal-o Bakhtiari) were randomly selected and 600 undergraduate students were selected through randomized multistage cluster sampling on the basis of Cochran's formula and after using AR application , the students completed a 52 item questionnaire that was an integration of following questionnaires: perceived usefulness (Davis, 1989), need for cognition (Cacioppo & Petty, 1982) cognitive engagement (Aloka & Odongo, 2018), mobile self- efficacy (Mahat, Mohd Ayub & Wong, 2012) and cognitive absorption (Agarwal, R., & Karahanna, 2000). After completing the questionnaire, 556 questionnaires were returned to the researcher and data were analyzed through confirmatory factor analysis, Cronbach's alpha coefficients and path analysis using Amos 22, Lisrel 8.50 and Spss 22. The findings showed that cognitive absorption and need for cognition had a direct and indirect effect on perceived usefulness with mediating role of mobile self- efficacy and cognitive engagement. Also, the obtained results for the fit indices of the proposed model showed that it had a good fit with the data collected from the respondents. Therefore, this model can provide educators and education leaders with critical information for improving learning outcomes.

This study examined the mediating effect of teacher’s emotions and cognitive coping strategies on the relationship between cognitive appraisal processes and goal orientations with male and female teachers’ job-related affective well-being. In this correlational study, 360 teachers (200 female and 160 male) who were selected through available sampling, responded the Teachers’ Achievement Goals in Work Questionnaire, the Stress Appraisal Measure-Revised, the Cognitive Emotion Regulation Questionnaire, Teacher Emotion Inventory and the Job-Related Affective Well-Being Scale. The results showed that for total sample and for male and female teachers, the partially mediated model of teacher’s emotions and cognitive coping strategies on the relationship between cognitive appraisal processes and goal orientations with teachers’ emotional well-being had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 55% of the variance in teachers emotional well-being. In general, the results of the present study cosistent with the prevailing concern of educational researchers interested in analyzing the profile of teachers' emotional and motivational experiences, showed that predicting the teachers' occupational well-being through qualities such as goal orientation and cognitive appraisals is achieved in the informational context of other concepts such as emotions and cognitive coping strategies.

working memory, creativity and cognitive flexibility in bilingual and monolingual students of persian azeri languages. The research method was ex post facto. The statistical population of the study consisted of all bilingual and monolingual female students in district 19 of Tehran in 2018. Of this population, 120 people were selected by stage sampling. Data collection tools included Working Memory Questionnaire (Dunman & Carpenter, 1980), Creativity (Abedi, 1985) and Cognitive Flexibility (Dennis & vanderwal, 2010). Analysis of variance was used for data analysis. The findings showed that there was a significant difference (p <0.05) between working memory, creativity and cognitive flexibility in monolingual and bilingual groups. Bilingual students had a better performance than monolinguals in all three areas. In this regard, the differences between bilingual and monolingual students were (7 points) in creativity, (4 points) in flexibility, and (2 points) in working memory. Based on the findings, it can be concluded that second language instruction in students' developmental process can enhance their cognitive abilities, especially creativity and cognitive flexibility, which is likely to improve their academic performance.

Scaffolding is conceptualized as the provision of assistance to learners and the gradual withdrawal of the aid as the scaffoldee signals progression in their knowledge/skill and the capability to take over more responsibility. The present study sought to scrutinize the impact of metacognitive scaffolds intended to endorse metacognitive activities (i.e. planning, monitoring, and evaluation) on various aspects of oral proficiency namely, complexity, accuracy, and fluency. Sixty participants selected through a proficiency test and ranging in age from 16 to 27 took part in the study. Complexity was assessed by calculating the ratio of clauses to AS units in the participants' production. Fluency was measured by dividing the number of syllables by the total number of seconds and multiplied by 60, and accuracy was gauged as the percentage of clauses devoid of syntactic, morphological, and lexical errors to the whole number of clauses. The results of a number of t-tests and ANOVAs on pre and post-intervention oral performance revealed that metacognitive scaffolds could significantly enhance oral proficiency in terms of complexity, accuracy, and fluency. Implications for classrooms are discussed.