نشریه مطالعات آموزش و یادگیری
سال پانزدهم شماره 1 (پیاپی 84، بهار و تابستان 1402)

This study aimed to investigate the effectiveness of cooperative learning on the verbal behavior of sixth-grade visually impaired students in the field of experimental sciences in Zahedan. This experimental research adopted a pretest-posttest design with a control group. The statistical population of the study included sixth-grade visually impaired students in primary schools in Zahedan, Sistan and Baluchestan province, Iran, in the academic year of 2019-2020. Twenty students were selected as the study sample using the simple random sampling method and they were assigned randomly to experimental and control groups. The tool used in this research included an observation schedule of positive and negative verbal behaviors of students. The educational intervention was implemented for the experimental group in 12 sessions, each lasting 45 minutes. The covariance analysis of positive verbal behaviors showed that collaborative learning had a significant positive effect on students’ positive verbal behaviors. Also, covariance analysis of negative verbal behaviors showed that cooperative learning affected students’ negative verbal behaviors. The results showed that teaching based on cooperative learning strengthened positive verbal behaviors but discouraged negative verbal behaviors in visually impaired students. Therefore, it can be suggested that collaborative learning is one of the effective methods for changing the verbal behaviors of visually impaired students.

The purpose of this study was to identify and explain the features, capabilities, and components of computational thinking as one of the basic learning skills at the primary school level. This qualitative study used meta-analysis to identify the components of computational thinking. For this purpose, Persion keywords such as “thinking”, “thinking skills”, “computational thinking in primary school”, and “computational thinking in students”, together with their equivalents in English, were searched in MagIran, Sid, Civilica, ScienceDirect, Scopus databases, Institute of Electrical and Electronics Engineers from 1390 to 1399 and 2000 to 2021 in Persian and English sources, respectively. Data were collected using Sandelowski and Barroso’s seven-stage metasynthesis method. The sample was selected using acceptance and non-acceptance criteria and Critical Appraisal Skills Programme. The credibility of the results was checked using the researcher’s self-monitoring, peer review, and expert survey. Initially, 1643 articles were extracted, of which 1533 were screened based on the title, 35 based on the abstract, and 51 based on the content. Finally, 24 articles were selected as the study sample and analyzed. Based on the findings, the components of computational thinking can be classified into nineteen general categories. The results, furthermore, highlighted the importance of the following three basic categories in cultivating computational thinking in schools, especially during childhood and the early years of primary schooling: cognitive skills, communication and information skills (technology), and skills related to science, engineering, and mathematics. There was a high level of overlap and a positive relationship between the identified components and categories of computation thinking. In sum, it can be stated that computational thinking is an emerging problem-solving skill that should be taught and learned through technology and computer science in early childhood and primary schools.

The present research aimed to examine the semantic system of PHD students of Shiraz University and their perception of belonging to Shiraz University using a qualitative approach. The participants were 15 PhD students of Shiraz University in the academic year of 2021-2022. In-depth and semi-structured interviews were used to collect data. The interviews continued until theoretical saturation was reached. The collected data were analyzed using thematic analysis method. The process of coding and data analysis led to the identification of the following three main concepts: the university as a context for rethinking stereotypes, the university and its impact on the emotional and cognitive dimensions of students, and Shiraz University, the prominence of the dimension of belonging and spatial identity. Each of these themes consisted of several sub-concepts. The main theme of the study was university as an identity and cognitive determinant. Based on the findings, it can be concluded that the university plays an essential and undeniable role in the formation of students' identity, cognition and student’s belonging. The above mentioned three concepts indicate that the university can foster identity and cognitive changes will encourage students to rethink their academic, cultural, and social stereotypes and challenge their previous beliefs and thoughts, of which many, if left untouched, can have negative consequences for the society, in general, and the university, in particular.

This study sought to examine the effectiveness of individual flipped learning, cooperative flipped learning, learning from evaluation in flipped learning evaluation, and evaluation of learning in flipped learning on higher-order cognitive outcomes in seventh-grade students in the subject of experimental sciences. This quasiexperimental research adopted a pretest-posttest design with a control group. The statistical population of the study included all seventh-grade students in Hamadan, of which five classes (135 students) were randomly selected using the convenience sampling method and divided into four experimental groups and one control group. A teacher-made descriptive test, the validity of which was confirmed by three experienced teachers, was utilized to collect data. The reliability of the instrument was also confirmed using the Kuder-Richardson 20 coefficient. The data were analyzed using the analysis of covariance in SPSS). The results showed that learning from evaluation was higher in the flipped learning group compared to other groups; however, no significant difference was observed between the other groups, including individual flipped learning, cooperative flipped learning, evaluation of learning in flipped learning, and the control, in terms of higher-order cognitive outcomes. In conclusion, it can be said that integrating the strategy of learning from evaluation into flipped learning can increase the effectiveness of flipped learning, which, in turn, can facilitate the achievement of higher-order learning outcomes.

The purpose of this study was to investigate the effectiveness of the good behavior game on behavioral problems of students with intellectual disabilities. The study participants were four male students with intellectual disability aged 9-13 selected from Shamim Exceptional Center in Gachsaran, Kohgiluyeh and Boyer-Ahmad province, Iran, in the academic year 2020- 2021. A changing-criterion design within the single-subject research design was used as the study design. The participants were observed for 16 sessions at the baseline. Then, each of them was subjected to the intervention of the good behavior game in 16 sessions. At this stage, according to the changing criterion design, the 16 intervention sessions were divided into four criteria, each of which included four intervention sessions. The criteria showed the extent of changes in the behavioral problems of each participant. Finally, each participant was followed up for one week. It should be noted that all sessions were video recorded. Statistical and visual analysis showed that participants’ behavioral problems were reduced by playing the good behavior game. Furthermore, the effect-size analysis showed that the percentage of effectiveness in all four participants was 100%. As a result, it can be stated that the good behavior game is an effective strategy to reduce the behavioral problems of students with intellectual disabilities.

The aim of this study was to investigate the factors affecting the acceptance and use of the learning management system (LMS) technology among students of Farhangian University of Mashhad using the unified theory of acceptance and use of technology (UTAUT). This study adopted a correlational design. The statistical population of the study included 2150 students of Farhangian University of Mashhad. The study sample consisted of 350 students selected through convenience sampling. The UTAUT questionnaire was used to collect data. The data were analyzed using structural equation modeling in AMOS. The content and face validity of the questionnaire were confirmed by six university faculty members. The reliability coefficient of the questionnaire was also determined using Cronbach’s alpha, which was at satisfactory level. The results showed that performance expectancy, and effort expectancy had a significant positive effect on behavioral intention. In addition, the results revealed that social influence had no significant effect on students’ behavioral intention and use behavior. The facilitating conditions and behavioral intention had a significant positive effect on students’ use behavior in using LMS. Also, effort expectancy and performance expectancy were found to be the indirect positive and significant predictors of students’ use behavior in using the LMS through the mediating role of behavioral intention. According to the results, it can be concluded that a clear understanding of the behavioral intention and use behavior of Farhangian University students in using the LMS can help university administrators and decision-makers provide students with an efficient and comprehensive system of learning.

The aim of this research was to identify the effective factors in innovative teaching in the online environment. This study adopted a qualitative design. The statistical population of the study included exemplary and successful faculty members who had the experience of holding classroomsin online platforms using creative and innovative methods in the year 2021. Of these faculty members, 15 were selected as the study participants using the purposive sampling method. Interviews were conducted to collect data and continued until theoretical saturation was reached. Thematic analysis was used to analyze the data. Based on the findings, the effective factors involved in the faculty members’ innovative teaching in online spaces were classified into five global themes, 10 organizing themes, and 84 basic themes. Based on the findings, faculty participants’ digital competence included the two organizing themes of personal competence and professional competence. Students’ engagement in online learning included two the themes of interests and virtual interactions. In addition, online content included the two themes of content quality and content organization. Finally, online learning-teaching strategies included the two themes of the manner of implementation and effective implementation, and feedback consisted of the two themes of evaluation and motivational feedback. The results indicated that effective teaching in online environments requires the provision of necessary infrastructures and platforms, especially those conducive to the development and improvement of faculty members’ professional, digital, and communication skills and competencies. All these measures should be taken with the aim of enhancing the quality of knowledge transfer and improving students’ academic engagement and achievement in online environments.

The aim of this study was to determine the effect of body language training on failure and defectiveness schemas of university students with academic failure. This experimental study adopted a pretest-posttest design with a control group. The statistical population of this study included all Qom University of Technology students, of whom 30 were selected by convenience sampling and randomly divided into two experimental and control groups. The Young Schema Questionnaire was used to collect data in pre-test and post-test stages. The experimental group received eight sessions of body language training. The results of univariate analysis of covariance (ANCOVA) showed that there was a significant difference between the experimental and control groups regarding their post-test failure and defectiveness scores. The results highlight the significance of body language training in helping university students struggling with academic failure.

The purpose of the present study was to determine the effects of emotion regulation training on aggression, bullying, and victimization of female students with attention-deficit/hyperactivity disorder. This experimental research used a pretest-posttest design with a control group. The statistical population of this study included all female students with attention-deficit/hyperactivity disorder referred to counseling centers in District 3 of Tabriz. Participants were selected through convenience sampling and divided into two groups of 15 students each. Both experimental and control groups took the pretest; then, the experimental group received an intervention in the form of eight sessions of emotion regulation training. The post-test was given to both groups, and the follow-up stage was conducted with a two-month interval for both experimental and control groups. The Aggression Questionnaire, and Peer Interactions in Primary School (PIPS) Questionnaire were used to collect data. The results showed a significant decrease in the mean scores of aggression, bullying, and victimization in the post-test stage in the experimental group. However, the changes in aggression, bullying, and victimization variables did not change significantly from the post-test to the follow-up stage. Therefore, it can be concluded that counselors cand use this intervention to prevent and reduce aggressive behaviors, bullying and victimization in this group of peope.

The current research was conducted to develop and validate a resilience test in gifted adolescents by referring to the conceptual teachings of the capability-based approach, as a comprehensive and hyper-realistic approach that defines resilience in the context of individual and contextual resources. Using the convenience sampling method, 451 gifted teenagers were selected from among the first and second high school students of gifted girls-only and boys-only schools in Kashan, Isfahan province, Iran. Firstly, the exploratory factor analysis, using principal component analysis, supported the measurement model, which included three sources of teacher, family, and friends, at the extrapersonal level. In addition, the results of the exploratory factor analysis supported the model that consisted of the six sources of self-esteem, responsibility, self-control, the ability to learn from negative experiences, challenge-seeking, and positive thinking at the intrapersonal level. The results of confirmatory factor analysis aimed at determining the factorial validity of the psychological resilience tool revealed that the first-order twofactor model had a better fit with the data than the other two competing models, including the third-order hierarchical multifactorial model and the first-order multifactorial model. Also, the results of the t-test for independent groups, once the differential validity of the resilience tool was confirmed, showed that the tool was effective in distinguishing between resilient and non-resilient gifted learners. Furthermore, the results related to the correlation between the individual and contextual dimensions of the developed tool, with different aspects of the perception of social support, provided additional evidence for the criterion validity of the developed resilience tool. Internal consistency coefficients were between 0.75 and 0.97 for contextual sources of resilience and between 0.84 and 0.96 for intrapersonal sources of resilience. Furthermore, the results showed that the informational limits of the capability-based approach to resilience could not only maximize the inclusion of intra- and extra-personal resources, which nourish resilience-coping strategies, but also reduce the negative consequences caused by the dominance of onedimensionality in the process of evaluating, monitoring, and selecting leaders.

The purpose of this study was to investigate the effectiveness of critical thinking training on academic emotions and academic well-being of sixthgrade male students in Ahvaz, Khuzestan province, Iran. This experimental study adopted a pretest-posttest design with a control group. The statistical population of this research included all sixth-grade male students in District 1 of Ahvaz in the academic year 2022-2023. Using random cluster sampling, 28 students were selected as the study sample and randomly assigned into experimental (N = 14) and control (N = 14) groups. The experimental group received critical thinking training for 12 sessions, each lasting one hour. To collect data, academic emotions questionnaire and academic well-being questionnaire were used. The data were analyzed using analysis of covariance (ANCOVA). The results showed that critical thinking training was effective in changing the academic emotions and improving well-being of male students. More specifically, critical thinking training reduced negative academic emotions, increased positive emotions, and enhanced the academic wellbeing of student participants. Accordingly, it can be concluded that critical thinking training is a useful and effective approach to improve some educational variables such as students’ positive academic emotions and academic well-being.

The purpose of this study was to develop a causal model of academic wellbeing among Farhangian University students based on its relationship with internal and external developmental assets and the mediating role of the sense of coherence. This research adopted a correlational design to investigate the relationship between the variables. The statistical population of the study included all students studying at Farhangian University of Kurdistan, Kurdistan Province, Iran, in the academic year 2020-2021. In total, 300 students were selected as participants using stratified random sampling. Academic well-being scale, Developmental assets questionnaire, and the sense of coherence scale were used to collect data. Structural equation modeling was performed using SPSS and AMOS (version 21) to analyze the data. Based on the results, the causal model confirmed the relationship between internal developmental assets, external developmental assets, the sense of coherence, and students’ academic well-being. Furthermore, both the sense of coherence and internal and external developmental assets were found to have a direct, positive, and significant effect on academic well-being. Internal and external developmental assets also had a direct, positive, and significant effect on the sense of coherence and an indirect positive effect on academic wellbeing through the mediating role of the sense of coherence. Therefore, it can be concluded that improving Farhangian University students’ internal and external developmental assets and sense of coherence can significantly enhance their academic well-being .