نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال دهم شماره 38 (پاییز 1401)

The purpose of the current research was to investigate the structural relationships between parenting styles and academic optimism with the mediating role of parents' positive perfectionism. The research design is descriptive-correlation and the statistical population includes all the male and female students of the second secondary level of Khorramabad city in the academic year of 1400, which included 19,500 students. Three hundred and seventy seven people were selected using the stratified relative sampling method and based on the Karjesi-Morgan table. The research tools included positive and negative perfectionism questionnaire (Terry Short et al., 1995), Alabama parenting styles child version (Samani, 2010) and academic optimism (Schennen-Moran et al., 2013). Research data analysis was done using descriptive statistics, Pearson correlation coefficient, multivariate regression and structural equation modeling with SPSS-27 and AMOS-24 software. Based on the findings of this study, the proposed model to investigate the causal relationships between research variables had an acceptable fit. The research results showed that parenting styles are directly and indirectly related to academic optimism through parents' positive perfectionism (P<0.05). Also, the results showed that parenting styles had a positive and significant effect on academic optimism and positive perfectionism of students (P<0.05). The effect of positive perfectionism on students' academic optimism was also confirmed (P<0.05). According to the findings of this research, it can be concluded that the model of structural relationships between parenting styles and academic optimism with the mediating role of parents' positive perfectionism has a favorable fit.

The purpose of this study was to determine the mediating role of corona stress in the relationship between loneliness with academic engagement. The research method was correlation of the type structural equation modeling. The population of this study included all undergraduate students of Lorestan University in the academic year 2021-2022.The statistical sample size was determined based on Klein's thumb rule equal to 240 people which was done by available sampling method and online questionnaire. The instruments used in this study were University of California Los Angeles Loneliness Scale (UCLA), Corona Stress Scale (CSS) and Academic Engagement Scale (AES). Data analysis was performed using structural equation modeling statistical method and by the SPSS-22, and AMOS-24 software. The results showed that loneliness has a direct relationship on the academic engagement and an indirect effect on the academic engagement due to corona stress. Due to the results, authorities are required to increase academic engagement in higher education by planning intervening programs, holding workshops and presenting counseling to reduce these factors in order to increasing students' academic engagement

The present research was performed to investigate the relationship between organizational culture of school and teachers’ work motivation considering the intermediary role of psychological empowerment. A descriptive research methodology with a correlational scheme was adopted. Statistical population of the research was composed of all elementary-school teachers working in the city of Islam-Abad-e-Gharb during 2018/19 educational year, making up a total of 513 individuals, of whom a statistical sample of 219 individuals was selected through cluster sampling. Research instruments included the school cultures scale (SCS) by Gruenert (2005), work motivation scale (WMS) by Bakhshi et al. (2007), and psychological empowerment instrument (PEI) by Spreitzer and Mishra (1997). Results of testing the hypotheses by correlational and structural equations-based tests in SPSS 25 and SmartPLS 3 showed that the organizational culture exhibits a significant positive correlation with the teachers’ work motivation. It was further found that the organizational culture of school is positively and significantly associated with the psychological empowerment of teachers. Finally, the relationship between organizational culture of school and teachers’ work motivation, considering the intermediary role of psychological empowerment, was found to be significant and positive. According to the results, it can be stipulated that one may expect strong work motivation among teachers should the organizational culture of school as well as psychological empowerment of teachers be at high levels.

The present study from the target perspective is the type of applied research and based on the data collection method is a descriptive-correlational research. Data collection tools included, a researcher -made questionnaire consisting of 21 items extracted from valid questionnaires related to the effectiveness of virtual education. The random sampling method is clustered and includes 382 students of Isfahan Payam Noor University who were trained by LMS in the academic year 1401-1400 and answered the questionnaire. The content validity of the questionnaire was approved by experts, and its reliability was estimated at 94 % using Cronbach's alpha, indicating acceptable reliability. With the applied exploration analysis, 2 factors, including satisfaction with the quality of education and satisfaction with the technical quality of the system, were extracted. These two factors explain 53.42 % of the total variance. According to the results of the factors, they have a significant relationship with each other and the values of the indicators are within the acceptance range. Isfahan Payam Noor University Student Satisfaction Questionnaire with LMS E-learning Organization has a good fit. So this questionnaire can be used at this university.

Test anxiety is one of the most common educational problems among students that is growing, and therefore it is important to know the factors affecting it. Accordingly, the present study was conducted to investigate the relationship between perceived social support and academic resilience with test anxiety. The method of the present study is descriptive and correlational. The statistical population included all- female high school students in Kashan in the academic year 1399-1400. Three hundred and sixteen students were selected by multi-stage cluster sampling. To collect data, the Multidimensional Social Support Scale of Zimet et al. (1988), the Martin Academic Equality Questionnaire (2003), and the Spielberger Test Anxiety Scale (1980) were used. Pearson correlation test and regression analysis with SPSS software were used to analyze the data. The results of data analysis showed that test anxiety had a significant relationship with social support (r = -0 <23, p <0.01) and academic resilience (r = -0.63, p <0.01). The results of regression analysis showed that predictor variables (social support and academic resilience) were able to predict 0.397 of the variance of the criterion variable (test anxiety). Therefore, it can be said that social support and academic resilience act as predictor variables for test anxiety, with increasing resilience in academic situations and social support, the level of test anxiety in students decreases. The findings of the present study have practical implications for educational psychologists and school counselors to perform educational-counseling interventions to control students' test anxiety

This study investigated the effect of virtual reality exercises on motor-perceptual development performance of taekwondo girls. The research was quasi-experimental with a pretest-posttest design with a control group. Due to the availability of sample selection, the statistical population of the present study, including 24 taekwondo practitioners (with white, yellow and green belt), was selected, who are completely familiar with the basics of taekwondo, with family satisfaction and cardiovascular endurance tests and a relatively good level of sports. The experimental protocol consisted conducted 12 sessions of 30 minutes 3 days per week for 4-weeks and during this period they did not do any training, even recreationally. The MANOVA test was performed for data analysis. Before analysis of variance, the necessary assumptions such as the normality of the distribution of dependent variables, homogeneity of variance, variables of regression line slope homogeneity and regression slope were examined. Both groups maintained their regular taekwondo training, which was the same. The results showed a significant difference between the experimental and control groups (p≤0/05). Virtual reality exercises increase the perceptual- motor performance of all components have a significant effect on agility, endurance, strength, balance flexibility and perception of taekwondo practitioners compared to the control group (p≤0/05). Therefore, it is suggested to be used in the training program taekwondo athletes.

The aim of this study was to predict academic vitality and resilience based on e-learning skills by mediating role of academic excitement of Arak University students. The statistical population of the study includes all students studying in the first semester of 1400-1399 in Arak University from whom, 365 people were selected by available sampling. Data collection tools including Academic Vitality Questionnaire Hossein Chari and Dehghanizadeh (2012), Martin Academic Resilience Questionnaire (2001), Watkins et al. (2004) e-Learning Questionnaire, And Pekran et al.'s (2005) Academic excitement Questionnaire. Data were analyzed using SPSS software (26) and R software (4.0.2) and hypothesis tested by structural equation model. The results of data analysis showed that e-learning skills can significantly predict students' vitality and academic resilience and academic Excitement (positive and negative) also play an important role in predicting academic resilience and vitality based on e-learning skills.Therefore, it seems that in order to strengthen the resilience and academic vitality of students in virtual education, in addition to strengthening electronic learning skills, it should also be considered to moderate negative emotions and strengthen positive emotions.