نشریه آموزش و ارزشیابی
پیاپی 56 (زمستان 1400)

Academic procrastination is one of the most visible and problematic problems among students. The aim of this study was to investigate the mediating role of self-regulated learning in the relationship between basic psychological needs and academic procrastination in students. The statistical population of this study included students of Urmia Farhangian University in the academic year 1397, from which 212 students were selected and participated in this study. Data collection tools included the Self-Regulated Learning Questionnaire (1995), the Basic Psychological Needs Satisfaction Scale (2003) and the Academic Procrastination Scale (1984). The results showed that academic procrastination has a negative and significant relationship with self-regulated learning and basic psychological needs (p <0.05). The results of path analysis showed that self-regulated learning has a mediating role in the relationship between basic psychological needs and academic procrastination (p <0.05). This means that in students, basic psychological needs can reduce academic procrastination by affecting self-regulated learning. Accordingly, in the field of education, it is necessary to organize the interventions used to reduce academic procrastination in students in order to satisfy basic psychological needs and self-regulated learning.

Different factors such as motivation and self-efficacy can affect the students learning activity. Therefore, educational research has shown that motivation is one of the essential factors for the improvement of student performances. Using a person-oriented approach, the present study aimed to determine the motivational profiles (clusters) of students and to compare their academic self-efficacy considering these profiles. This study was conducted with a comparative-descriptive method. The participants were 211 high school students eighth and ninth grade who completed the Achievement Goal Questionnaire and Academic self-efficacy Questionnaire. The criterion for academic achievement was students’ total average in the Last year. The methods of cluster analysis and multiple analysis of variances were used for data analysis using SPSS software. Cluster analysis revealed four motivational profiles for the students: 12/7% of the subjects were placed in the without motivation cluster, 35/2% were placed in the triple motivation cluster, 19/6% were placed in the mastery goal orientation- performance goal orientation, and 38% were placed in multiple motivation cluster. The academic self-efficacy of without motivation cluster was lower than the other clusters (p<0.001). The findings of this study will help those involved in the field of education make effective attempts by planning helpful educational program, so promote the students’ learning motivations, during the academic years.

In literature, positive features of teachers have been investigated under many dimensions. Positive teacher studies focus more on positive teacher-student relationships. The aim of this research was to Investigation of factor construction, validity, reliability and standardization the scale of positive teacher 280 Second grade students were multistage cluster randomly selected as sample of thestudy from high school in Tehran in year 2019-2020. These students responded to the Eryılmaz Positive Teacher Questionnaire. In the reliability of the study, Chronbachʼs Alpha coefficient, Guttman, Spearman -Brown and in the validity of confirmatory factor analysis have been used. The Cronbach’s Alpha coefficients were found to be 0.73 for positive teacher scale, and 0.95, 0.83, 0.82, 0.88, 0.94, 0.91 for Subscales) satisfying students need for competence, building positive relationships with students, concretize the subject which is taught, being extravert, supporting students flow experience and supporting students class engagement (respectively. The exploratory factor analysis of the scale showed that it has six factors with opimal fit indices.

The purpose of this study was to investigate the challenges and solutions for an effective evaluation of Primary School students by new teachers, who were graduated from Farhangian University, in Shad Software. This study was conducted via qualitative approach using phenomenological method. Participants were selected by two methods of snowball and Criterion sampling to theoretical saturation boundary, 17 new teachers who were freshman at Farhangian University, in academic year 2012-2013. The participant who are new teachers in Mashhad were subjected to semi-structured interviews, in 2021. Transcribed interviews were analyzed via thematic coding. Lincoln and Guba criteria were also used to determine the reliability of the research. Findings revealed that there were 2 inclusive themes, 6 organizing themes and 14 basic themes, based on main challenges for doing an effective evaluation in primary schools by new teachers. Also main solutions for overcoming to these challenges can be categorize in 4 inclusive themes, 10 organizing themes and 27 basic themes. The results indicate that doing evaluation in Shad Software is one of the most difficult tasks carried out by new teachers. In a way that some of the evaluation challenges were so serious and new teachers didn’t have any idea or successful solutions, despite their best effort, to overcome them. But in the face of other challenges, by spending a lot of time and tolerating some work pressure, relatively they succeeded to perform a valid evaluation.

Academic hardiness is a personality characteristic that researchers have a long standing interest in better understanding why some students avoid challenging academic course work at the risk of harming their academic standing, whereas others are willing to pursue these types of challenges. This study examined the hardiness training on imposter syndrome and academic buoyancy and students. The research was an experimental study with control group pretest-posttest design. The population included all the First -grade high school male students of in City Maybod in academic year 2020-20121. Out of the population, 48 students were selected through cluster random sampling and were assigned randomly in one experimental (n=24) and one control (n=24) group. Both groups completed an of imposter syndrome Questionnaire and academic buoyancy Questionnaire in pre-test and post-test stages. To analyze the data, multivariate analysis of covariance was used with the help of SPSS20 software. The results of analysis of covariance showed that hardiness training significantly reduces the student's imposter syndrome. The results of analysis of covariance also showed that hardiness training significantly increases students' academic buoyancy. The results of the present study indicate that participation in hardiness training sessions can be effective in reducing imposter syndrome and increasing students' academic buoyancy.

The present study was conducted with the aim of assessing the learning organization and examining its deployment in the Azerbaijan Regional Electricity Company. The research method was descriptive-survey. The statistical population is all the employees with 1307 people in three provinces (East Azerbaijan, West Azerbaijan and Ardabil). The statistical sample was determined through Morgan table with 297 people and selected by stratified random sampling. The instrument used in this study is the Dimensions of Learning Organization Questionnaire (DLOQ) by Watkins& Marsick. The content and construct validity of this questionnaire also its reliability was confirmed. The collected data were analyzed using SPSS20 and Smart-PLS 3 software. The results showed that the learning organization and its components individual learning (create continuos learning opportunities and promote inquiry and dialogue), group learning (encouraging collaboration and team learning), organizational learning (creating systems to capture and sharing learning, empower people towards a collective insight, connect the organization to its environment, and provide strategic leadership for learning) was significantly lower than average and only the level of dialogue and research in the organization are intermediate. Also using structural equation modeling with the least Partial squares provided a model for the learning organization in order to evaluating its components relationship. The results showed that the model has a strong utility (GOF = 0.813). As a result, it achieves the goals and strategies of the Azerbaijan Regional Electrice Company in being a learning path.

The purpose of this research was to determine the difference among effectiveness of parent-child interaction therapy (PCIT), child-centered mindfulness instruction (Burdick) and incredible years' program (IY) on decreased externalizing symptoms of first period elementary students in Tabriz. Necessary data was collected in the framework of semi-experimental design of pre-test, post-test kind and follow-up with three experimental groups and one control and administration of Achenbach' child behavior questionnaire (CBCL) – parents' version. The statistical population was all the first period elementary students of Tabriz and their mothers during 2020-2021. The sample included 40 students with their mothers that 30 people were selected as experimental groups and 10 people as control group through volunteer method and based on inclusion criteria. After holding treatment periods (parent-child interaction therapy, child-centered mindfulness and incredible years (IY) during three months and data analysis by mixed variance analysis, the results showed that treatment methods of parent-child interaction, child-centered mindfulness and incredible years' program (IY) were effective on decreased scores of externalizing behaviors of the students since pre-test session till follow-up session. the results of Bonferoni's test showed that the method parent-child interaction is more effective than the treatment method of child-centered mindfulness on decreased externalizing symptoms of the students. Also, the program of incredible years was more effective than child-centered mindfulness treatment on decreased externalizing symptoms of the students.

The aim of the present study was to investigate psychometric analysis of the Online Engagement Strategies Questionnaire. The method of study was descriptive and correlational. The statistical population was all students of Tehran universities in 1400, of which 371 students were selected as a sample use of convenience sampling method based on Klein (2010) proposal. In this correlation study, they completed the Online Engagement Strategies Questionnaire (Martin & Bolliger, 2018) and Student Course Engagement Questionnaire (Dixson, 2015). The exploratory factor analysis method and internal consistency were used to compute the Online Engagement Strategies Questionnaire's factorial validity and reliability, respectively. Also, in order to examine the convergent validity of the Online Engagement Strategies Questionnaire, we studied correlations between different dimensions of Online Engagement Strategies Questionnaire with Student Course Engagement Questionnaire. The results of principal component analysis (PC) and oblimin rotation replicated 4 factor structures: peer engagement, multimodal engagement, instructor engagement & self-directed engagement in the Iranian samples. Correlational analyses between Online Engagement Strategies Questionnaire's factors with Student Course Engagement Questionnaire's factors provided initial evidence for the Online Engagement Strategies Questionnaire convergent validity. Internal consistency for the Online Engagement Strategies Questionnaire's factors was desirable (a=0.87). These findings provide evidence for the validity and reliability of the Online Engagement Strategies Questionnaire as an instrument to identification & assessment the online engagement main strategies among Iranian students.