نشریه پژوهش های تربیتی
سال هشتم شماره 1 (بهار و تابستان 1400)

Sex education is considered as one of the main aspect of education that overlook in Iran. We used systematic review for answering three questions related to definition and conceptualization of sex education, sex education curriculum and skills and investigating the effectiveness of these programs. Findings of this study showed that sex education programs ranged from instruction for sexual protection to applying ethical methods for obtaining sexual health. Primary definitions of sex education were general and behavioral but as the time passed, this definition transform to culture-dependent definitions. Sex education program is effective for reducing unwanted pregnancy in adolescents and protecting from sexual abuse. It could conclude that adopting a holistic sexuality education that is characterized by applying psychological skill training methods and involvement of parents and school authorities, could fulfill the goals of sex education programs. Any sex education programs should modified based on the individual and cultural aspects to reach better success in guaranteeing sexual health for children.

Due to the outbreak of coronavirus, the majority of students in more than 150 countries faced school closures in their home country, which caused parents to face unforeseen circumstances and change the type of education of their children. The purpose of this study was to Assessing the health-oriented attitude of elementary school parents towards the reopening of schools in the Corona crisis. This is a descriptive study that was conducted by survey method. The statistical population included all parents of primary school students in Shiraz. 195 parents were selected using cluster sampling. The data collection tool was the Oakfield Educational Complex Questionnaire. Data were analyzed using one-sample tests by Will Coxon and Friedman. Parents have a negative attitude towards their childrenchr('39')s participation in face-to-face classes, but a positive attitude towards the possibility of supporting their childrenchr('39')s education, ensuring the health and safety of their children and school staff and forcing their children to wear masks they had while unable to keep social distance from each other. Despite the fact that most parents believe that their child should not attend school in the school year 1399-1400 in presence, but their priority in this school year is to ensure social communication and interaction of their children with others in school.

With the increasing demand for study in higher education and the limited capacity of student admission in universities and popular fields, student assessment and admission has become one of the important goals of the educational system. In this regard, the present study was conducted with the aim of pathology of the current status of the student assessment and admission model and to provide solutions to improve the current student assessment and admission model in the country. The present study in terms of purpose is an applied research and in terms of methodology is qualitative. The participants of the research were scientific and executive experts in the field of entrance exams who were selected by purposive sampling method with snowball approach. The results of the present study indicate the inefficiency of the current model of student assessment and admission. According to experts, the most important disadvantages of the current model of student assessment and admission are: disadvantages caused by the atmosphere of the educational system in the pre-entrance period, challenges caused by the atmosphere of the national exam and the conditions of the supervisor on the entrance exam of the candidates, and the disadvantages related to the period after the national exam. Also, admission by the university, optimization of admission based on Educational background, solutions related to improving the performance and efficiency of the educational system and academic guidance were among the complementary and alternative solutions that were identified in the present study. From the expertschr('39') point of view, the proposed model has advantages despite the problems and challenges, and its successful implementation requires in-depth study, feasibility study, careful and meticulous evaluation in various educational and non-educational dimensions. Therefore, according to the results of the present study, the following solutions are suggested. reducing the emphasis on memorization and paying more attention to other skills needed in todaychr('39')s society, talents, interests and abilities of students, intelligent and process-oriented academic guidance and choosing a field that suits studentschr('39') talents, interests, and abilities, change from the normative approach to the criterion method and gradual elimination of the entrance exam.

purpose of this study is to extract the components and elements of the home-school sex education curriculum. research method is the synthesis of related research works taken from databases in the period 2010 to 2020 . 376 scientific researches were identified and after the necessary studies, 19 researches entered the first stage of synthesis. The method of this research was Suškevičs, Hahn and Rodela  synthesis. factors credibility were Use the appraiser to recode the findings, Clearly state what has been done, certain and defensible indicators for selecting input studies. in the home-school sexual education curriculum, According to the findings of synthesis, Categories Including 1. Vital Arteries of Health, 2. harassment to rape: From prevention to treatment, 3. Growth, Development and Maturity in Human Life Cycle,4. Human Communication Network: me exponent us, 5. Welfare skills, 6. Value driven and role-playing spirituality, 7. sexual act, 8. sexual and gender identity, 9.Information-media highway, 10. organizational empathy and cooperation, 11. right on The scales of justice, and 12, the reflection of socio-cultural norms on sexual issues . Among the elements of the sexual education curriculum to participate were identified teachers, parents, students, and then specialists and religious scholars.

The purpose of the present study was to investigate the prevalence of mathematics anxiety in the outbreak of COVID-19 and role of mathematics motivated strategies for learning (cognitive, metacognitive, information and non-information resources management) and mathematic resilience in discriminating the membership in high school students (with low academic performance) with low and high mathematics anxiety. The research method was descriptive- correlation. The statistical population of this study consisted of all male high school students of Bahar city from Hamadan province (N=621). The study sample consisted of 247 male students who selected by randomized cluster sampling. Mathematics Motivated Strategies for Learning (Liu & Lin, 2012), mathematics resilience (Kooken et al., 2016) and Mathematics Anxiety (Bai et al., 2009) scales were used for data collection. One-sample t-test, Pearson correlation coefficient and stepwise discriminant analysis were used for data analysis. Descriptive analysis indicated that 67.21% of students had low mathematics anxiety in the outbreak of COVID-19. According to One-sample t-test, students were in a low status in terms of using mathematical learning strategies and high status in mathematics anxiety. There was a negative relationship between mathematical learning strategies (cognitive, meta-cognitive, information and non-information resources management) and mathematics anxiety. Also, only the role of metacognitive strategies and mathematical resilience in predicting group membership of students with high and low math anxiety was significant. Teaching mathematics learning strategies and mathematics resilience to students with low mathematics achievement and incorporating mathematical teaching methods based on metacognition strategies and mathematics resilience into in-service programs for mathematics teachers will be useful for decreasing studentschr('39') mathematics anxiety in the outbreak of COVID-19.

The purpose of this study was to study the challenges of virtual education in the Corona era from the perspective of lived experience of female faculty members of Mazandaran University. The design of the present study was qualitative and the method used, was phenomenological. The statistical population included women faculty members of University of Mazandaran in the academic year 2020-2021, which was a total of 71 members. Qualitative data were collected using semi-structured interviews of 20 members. The validity and reliability of the study were verified on the basis of validity, transferability, reliability, and verifiability the method of data analysis in this study was thematic analysis (comprehensive, organizing, and inclusive). The results showed that women faced various challenges in e-learning which were classified into 1 comprehensive theme, 3 organizing themes and 9 inclusive themes Changes in teaching style, infrastructure and facilities and students' lack of cooperation are the themes of the organizer. Each organizing theme also consists of several inclusive themes that include changes in teaching style and teaching and being time consuming; Challenges of university infrastructures, faculty facilities, student facilities and basic infrastructures; Failure of taking e-learning seriously, neglect of the classroom, and unreasonable expectations of students are among the basic themes that participants cited as a challenge to e-learning during the Corona era. Finally, virtual education and e-classroom which had not been considered in Iranian universities, since the arrival of this virus became the center of attention, which faced many challenges due to this issue. Identifying challenges is the first step is to resolve it so that affiliated organizations can take steps in this direction.

This study aimed to investigate the effect of attribution retraining on academic procrastination and fear of failure of Semnan high school girl students with test anxiety. This study was applied in terms of purpose and semi-experimental based on the nature and method with pretest-posttest along with a control group. The statistical population included all high school girl students of the second semester of the Semnan high schools. From this population, the fifty people who had the highest score in the Friedman test anxiety questionnaire were selected and randomly assigned to one of the two experimental and control groups. The data collection tool consisted of two standard questionnaires including; fear of failure in Conroy's performance (2001), and Savari's academic procrastination (1392). The results of multivariate analysis of covariance (MANCOVA) showed that the mean of the experimental group in the components of fear of failure and total score of fear of failure and total score of procrastination was significantly lower (P <0.05) than the control group, but there was no significant difference between the two groups in the components of procrastination. The results showed that attribution retraining reduced the fear of failure and academic procrastination. This intervention contributes significantly to the mental health of students and prevents the wastage of social and economic costs of society.