نشریه آموزش و ارزشیابی
پیاپی 59 (پاییز 1401)

The purpose of this research is to design and develop a questionnaire of academic stability among elementary school students. The research method was Mixed Method with an Exploratory Sequential Design (Tool compilation model). The participants in the qualitative section were 25 persons who were selected by purposive sampling from university lecturers of educational sciences, teachers, elementary school students and parents of students. The population of research in the quantitative section was all of elementary students in Marivan city, of which 373 persons were selected with using proportional stratified random sampling method. Qualitative data were collected using semi-structured interviews and analyzed by qualitative content analysis method and 238 codes were obtained that were summarized in the form of 5 main themes and 44 sub-themes. In order to analyze criterion validity, first the correlation of each item with the criterion was calculated and 38 items were omitted. Then, the correlation of the scores of questionnaire with the criterion was calculated, which was significant at the level of 0.01. The construct validity of the questionnaire was analyzed by exploratory factor analysis. The result of the analysis showed that six factors explain a total of 68.442% of the total variance of the questionnaire. Also, Cronbach's alpha was 0.883 for the total questionnaire and 0.901, 0.841, 0.855, 0.740, 0.577 and 0.600 respectively for each of the components. In general, the results showed that the academic stability questionnaire with 23 items has high validity and reliability in order to assessment and predict the amount of academic stability in elementary school students.

The present research aims to investigate the effectiveness of mobile app-based teaching of phonological awareness on reading performance improvement and behavior regulation and metacognition skills in children with a specific learning disorder (SLD) with reading as a specifier. An experimental single-subject research method is applied. Accordingly, three dyslexic children were purposively selected from the research-eligible children, and Wechsler (WISC-IV; Wechsler, 2003) and Reading and Dyslexia (NAMA) (Karami-Nouri, Moradi; 2005) tests were conducted by the students, while the BRiEF executive function questionnaire (BRiEF; Guy, Gioia, Isquith, Kenworthy; 2002) was filled by the children's parents. The research findings were evaluated using visual inspection of the graphs, the improvement percentage, and the effect size. The results indicate that mobile app-based teaching of phonological awareness improves reading performance and enhance metacognition and behavior regulation skills in female children with SLD with reading as a specifier. The research contribution includes the introduction of a phonological awareness-oriented teaching app derived from subtests of the phonological awareness test, which can be beneficial as a supplementary instrument in a part of the reading disorder's restorative-therapeutic process to improve the reading ability and metacognition and behavior regulation skills of children with reading disorder.

The study is aimed to designing and validating the flipped learning model to in order to improving the metacognition and problem solving on elementary school students. It is used exploratory mixed method, so in qualitative part. It is used inductive content analysis to developing the instructional model and in quantitative part used professional’s survey to internal validating. It is used content analysis and researcher-made questionnaire to collecting the data in qualitative and quantitative method respectively. The questionnaire’s reliability was 0.91 by alpha Cronbach and its content validity was confirmed by content validity ratio (CVR) and content validity index (CVI). The statistical populations were written and electronic resources and documents from 2000 to 2020 and professionals in educational technology and psychology and educational management in qualitative and quantitative part respectively. The samples were 13 books, 88 articles and 4 theses that chosen and analyzed purposively to determining the components of model. It is chosen 20 professionals in order to validating the model. Based on content analysis, it is collected 4 main components. Also, there were 21 sub-components and70code. After content analysis and coding, the components and sub-components is developed as conceptual and procedural model. The result based on professional’s opinion in internal validating showed that the presented instructional model has internal validity and be effective on teaching to students.

The purpose of this study was to investigate the mediating role of academic self-regulation in the relationship between academic hope and academic well-being. The Research design was a description of the type of correlation and the research population included all students of the higher school in Evaz city, located in the south of Fars province, among them (1281 student) 519 student (174 boys, 345 girls) were selected by convenience sampling method; And answered the questionnaires of academic hope (Khormaei & Kamari, 2017), academic well-being (Tuominen-Soini et al., 2012), and academic self-regulation (Hong & O'Neil, 2001). SPSSv16 and AMOSv24 statistical software were used to analyze the data. The results of path analysis showed that the academic hope can predict academic well-being both directly and through the mediators of academic self-regulation. academic self-regulation also directly predicts positive academic well-being. Academic hope also significantly predicts academic self-regulation. The findings of this research include new topics from both theoretical and practical dimensions. The results of this research theoretically confirmed the mediating role of academic self-regulation in the relationship between academic hope and academic well-being. Practically, it can also help students' academic well-being by promoting academic hope and teaching academic self-regulation strategies.

The main purpose of this article is to specify the effect of psycho-social immunization training on the psychological well-being of secondary school students in Mahabad city based on the Masnavi e Manavi's principals. The current research is done with a semi-experimental research method and a pre-test-post-test scheme in cooperation with a control group. The statistical population have been all students of secondary schools of Mahabad city. Among the students, 30 students were chosen by prepared sampling method.From this chosen number of students, two groups of experimental and control in equal numbers were separated by random sampling method.The topics to be instructed are (training package of 6 skills :emotional self-awareness, bravery, participation, accountability, self-respect and social relations), which were conducted by 12 live sessions through the Shad virtual education system and sending files to the experimental group'students.In this paper , the psychological well-being scale of Rief and colleagues PWB has been used to collect the demanded information.Shapiro-Wilk test and univariate covariance analysis were used to test the research hypotheses based on the obtained results from the hypothesis testing. The results have shown that the adjusted average scores of psychological well-being in ​​the intervention group are higher than the psychological well-being in the control group after the implementation of psychosocial immunization training based on the the Masnavi e Manavi's teachings.In other words, the psychosocial immunization training based on the teachings of the Masnavi e Manavi had an effect on increasing the psychological well-being of students.By Considering the square of eta, it could be said that about 64% of these alternations are result of the effect of the intervention or psychosocial immunization training based on the teachings of Masnawi e Manavi.

This study intended to compare the effectiveness of group training of anger management based on cognitive reconstructing and mindfulness based stress reduction (MBSR) on mental fatigue, perceived stress, and emotion regulation in nurses. The research method was quasi-experimental with pre-, and post-test design and a control group, statistical population included all the nurses of Shafa hospital in Urmia (n=85), among them 45 people were selected through on-hand method and were randomly assigned in two experimental and one control groups (each group 15 people). The research instruments included mental fatigue scale (Feron & Tidel), perceived stress scale (Cohen), and emotions questionnaire (Watson) and anger management based on cognitive reconstructing and MBSR packages. Data analysis was done by one-way analysis of covariance with SPSS software. The findings indicated that MBSR was more effective than anger management based on cognitive reconstructing regarding decreased perceived stress. No significant difference was observed regarding the effectiveness of two methods on both variables of mental fatigue and emotion regulation (in sig level of 0.05). In conclusion, participating in anger management training sessions based on cognitive restructuring and MBSR makes nurses familiar with their feelings, emotions and thoughts and can control their negative emotions, thereby experiencing lower levels of perceived stress and mental fatigue.

The important mission of education is to help the all-round development of students intellectually, behaviorally and attitudinally. Academic optimism is considered one of the most important components of attitudinal growth and a complement to the intellectual and behavioral growth of students, which has attracted the attention of education specialists and researchers in this field. This research was conducted with the aim of identifying the effect of the flipped classroom teaching method on the components of academic optimism in mathematics. The present research method was semi-experimental with a pre-test-test design with a control group. The statistical population of the research includes all the students of the 6th grade of elementary school in Varzeghan city, firstly, 34 people were selected by the available sampling method, then two experimental groups (17 people) were randomly selected due to the homogeneity of the samples. and control (17 people) were replaced. To collect data, the Academic Optimism Questionnaire (AOQ) of Schennen Moran et al. (2013) was used with a reliability of 0.93 for the whole test. Research hypotheses were analyzed using multivariate analysis of variance method and SPSS26 software. The findings showed that the flipped classroom teaching method significantly increases students' academic optimism in the components of student trust in the teacher (P<0.001), academic emphasis (P=0.013) and school unity (P=0.015). As a result, the flipped classroom teaching method is considered one of the most effective methods of developing academic optimism, which is recommended to sixth grade teachers.

The present study was conducted with the aim of determining the difference in effectiveness of group training based on mindfulness, Gestalt theory and Islam-oriented spiritual-religious approach on perceived quality of marital relationship of mothers of intellectually disabled student. The statistical population included all the mothers of Intellectually disability students in the academic year 2020-2021 who were studying in exceptional primary schools in Tabriz city, of these, 48 samples were selected in 3 experimental groups of 12 people and 1 control group of 12 people. According to the construction of the research and the current conditions (coronavirus), the available sampling method was used to select the sample. The instruments which used was Fletcher's perceived relationship quality scale (2002). The results of multivariate covariance analysis showed that group training based on mindfulness, gestalt and Islamic spiritual-religious approach is effective on the perceived marital relationship quality of mothers of mentally retarded students. Based on the results obtained from this research, it can be concluded that group training based on mindfulness, Gestalt theory and the spiritual-religious approach based on Islam can be used as complementary interventions to reduce problems and improve the marital relationship of mothers of students with Intellectually disabilities.