نشریه پژوهش و نوآوری در تربیت و توسعه
سال سوم شماره 4 (پیاپی 12، زمستان 1402)

This study aimed to qualitatively analyze the impact of descriptive feedback on the learning motivation of elementary school students. The objective was to explore how descriptive feedback influences students' confidence, interest in learning, academic performance, and social interactions, as well as to identify the challenges teachers face in implementing this feedback effectively. A qualitative research design was employed, utilizing semi-structured interviews to gather data from 19 participants, including teachers and students from elementary schools in Tehran. Participants were selected through purposive sampling, and the number of interviews was determined by theoretical saturation. The data collected were analyzed using qualitative content analysis to identify core themes and categories related to the influence of descriptive feedback. The analysis revealed that descriptive feedback significantly enhances students' learning motivation by boosting their confidence, increasing their interest in learning, improving academic performance, and fostering better social interactions. However, challenges such as limited time for providing detailed feedback and insufficient teacher training were identified as barriers to the effective implementation of descriptive feedback. Descriptive feedback is a powerful tool in enhancing the learning motivation of elementary students. It positively impacts students' confidence, academic performance, and social skills. However, for descriptive feedback to be most effective, teachers require adequate training and sufficient time to provide detailed and meaningful feedback. Addressing these challenges can further optimize the benefits of descriptive feedback in the educational process.

The objective of this study was to examine the effectiveness of critical thinking skills training on academic creativity and satisfaction with education among high school students in Tehran. The study aimed to determine whether teaching critical thinking skills could enhance students' academic creativity and increase their satisfaction with education. This quasi-experimental study employed a pre-test, post-test design with a control group. Thirty high school students were randomly assigned to an experimental group (15 students) and a control group (15 students). The experimental group participated in ten 60-minute sessions of critical thinking skills training, while the control group received no intervention. Data were collected using academic creativity and satisfaction with education questionnaires at three stages: pre-test, post-test, and follow-up (five months after the intervention). The data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests. The results indicated that critical thinking skills training significantly improved both academic creativity and satisfaction with education in the experimental group. The mean scores for academic creativity and satisfaction with education increased from pre-test to post-test and follow-up in the experimental group, while no significant changes were observed in the control group. The results of ANOVA and Bonferroni post-hoc tests revealed significant differences between groups and across different stages of the assessment. This study demonstrated that critical thinking skills training can effectively enhance academic creativity and satisfaction with education among high school students. These findings highlight the importance of incorporating active and participatory teaching methods in schools, showing that critical thinking education can lead to improved academic performance and increased student motivation.

This study aimed to examine the impact of teacher-student relationship quality and the quality of the educational environment on the academic engagement of elementary students in Tehran. The study sought to explore the relationship between these factors and students' academic engagement to understand their role in enhancing motivation and participation in learning. This cross-sectional study was conducted on 250 elementary students in Tehran. The sample was selected through cluster random sampling. Data collection tools included the Student Engagement Questionnaire, the Teacher-Student Relationship Scale, and the Classroom Environment Scale. Data were analyzed using SPSS-27. Pearson correlation was used to assess the relationships between variables, and multiple linear regression was employed to predict academic engagement based on the independent variables. The results indicated that both teacher-student relationship quality (r = 0.45, p < 0.01) and educational environment quality (r = 0.41, p < 0.01) were significantly correlated with students' academic engagement. Multiple linear regression analysis revealed that these two independent variables explained 28% of the variance in academic engagement (R² = 0.28, p < 0.001). Both variables were significant predictors of students' academic engagement. This study demonstrated that the quality of the teacher-student relationship and the educational environment play critical roles in enhancing students' academic engagement. Improving these factors can effectively boost students' motivation and participation in learning. The findings can assist policymakers and educational administrators in designing effective programs to improve the quality of education and increase students' academic motivation.

This study aimed to examine the relationship between academic self-efficacy, self-regulation, and academic emotions in high school students in Shiraz. The primary objective was to determine how self-regulation and academic emotions predict academic self-efficacy in this population. A cross-sectional study design was employed, involving 160 high school students from Shiraz, selected based on the Morgan and Krejcie sample size table. Data were collected using standardized questionnaires for academic self-efficacy, self-regulation, and academic emotions. Pearson correlation analysis was conducted to assess the relationship between academic self-efficacy and each independent variable. Subsequently, linear regression analysis was performed to evaluate the predictive power of self-regulation and academic emotions on academic self-efficacy. Data analysis was conducted using SPSS-27. Descriptive statistics indicated mean scores of 3.75 (SD = 0.62) for academic self-efficacy, 3.82 (SD = 0.58) for self-regulation, and 3.67 (SD = 0.71) for academic emotions. Pearson correlation results showed significant positive correlations between academic self-efficacy and self-regulation (r = 0.54, p < 0.01), and between academic self-efficacy and academic emotions (r = 0.48, p < 0.01). The regression analysis revealed that both self-regulation (B = 0.42, β = 0.39, p < 0.001) and academic emotions (B = 0.27, β = 0.31, p < 0.001) significantly predicted academic self-efficacy, explaining 38% of its variance (R² = 0.38). The findings underscore the critical roles of self-regulation and academic emotions in shaping academic self-efficacy among high school students. These results suggest that enhancing self-regulation skills and fostering positive academic emotions can significantly contribute to higher academic self-efficacy, which is crucial for academic success. Educational interventions should focus on these areas to improve students' overall academic performance and well-being.