نشریه پژوهش در روش های آموزش
سال دوم شماره 4 (پیاپی 8، زمستان 1403)

It is very important to use appropriate methods to improve students' cognitive skills; therefore, the aim of this research was to investigate the effectiveness of a teaching method based on a concept map on students' implicit beliefs in intelligence and problem solving. The current research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was made up of all sixth grade students of Chabahar city in the academic year of 2023-2024, From this population, 30 students were selected as the research sample using the available sampling method and were randomly assigned to two groups: experimental (15 students) and control (15 students). After the pre-test, the teaching method based on concept maps was implemented for the experimental group in 8 sessions of 60 minutes (once a week). All participants were evaluated before and after the training based on the scale of implicit theories of intelligence by Abdul Fattah and Yates (2010) and the scale of problem solving skills by Heppner and Petersen (1982). Data were analyzed using descriptive statistics and multivariate covariance analysis in SPSS-27 software. The results of data analysis showed that there was a significant difference between the two experimental and control groups in the post-test stage in all the components of the implicit theories of intelligence as well as all the components of problem solving (p<0.05) and in the post-test stage, the subjects of the experimental group benefited from the increasing theories of intelligence, personal control, confidence in solving problems, and more tendency style compared to the control group; Also, the subjects of the experimental group in the post-test stage had fewer theories of inherent intelligence compared to the control group. Based on the results of the present research, the teaching method based on concept maps has a positive effect on the implicit beliefs of intelligence and problem solving of students, and this teaching method can be used to improve academic goals.

The purpose of this research was to study the effectiveness of teaching positive thinking skills based on religious teachings on academic enthusiasm as well as the academic adjustment of students with academic procrastination. The method of this research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research consisted of all male students with academic procrastination in the first secondary school of district 6 of Shiraz city in the academic year of 2023-2024. Among the statistical population, 30 male students with high academic procrastination based on the academic procrastination questionnaire were selected by multistage cluster sampling and randomly assigned to the experimental (15 people) and control (15 people) groups. A positive thinking intervention program based on religious teachings was taught to the experimental group for 8 sessions of 60 minutes. To collect research data, Solomon and Roth Bloom's academic procrastination questionnaire (1984), Fredericks et al.'s academic enthusiasm questionnaire (2005), and Baker and Seriak’s academic adjustment questionnaire (1984) were used. The research data were analyzed using univariate and multivariate analyses of covariance. The results of the analysis of the research findings showed that teaching positive thinking skills based on religious teachings is effective in increasing academic enthusiasm and the improving academic adjustment of male students with academic procrastination (p<0.01). Thus, one of the useful educational approaches to increase academic enthusiasm and improve the academic adaptation of students with high academic procrastination is teaching positive thinking skills based on religious teachings.

The purpose of this research was to compare the effects of using the flipped teaching method and traditional teaching methods on academic resilience and academic involvement of students in experimental sciences course. The method of this research was semi-experimental with a pre-test and post-test design with a control group. The statistical population includes all male students in the 6th grade of the primary school in Selseleh during the academic year of 2023-2024. From among the statistical population, 2 classes were selected using the available sampling method and were randomly replaced in the form of two experimental (20 people) as well as control (20 people) groups. The data collection tool included Samuel’s Academic Resilience Questionnaire (2004) and Rio’s Academic Engagement Questionnaire (2013). Data were analyzed using descriptive tests and analysis of covariance. The results of the analysis of covariance test indicated that the flipped teaching method has a positive impact on the resilience and academic engagement of sixth-grade elementary school students in the experimental group (p < 0.05). Specifically, the levels of resilience and academic engagement in students who learned science using the flipped teaching method were higher compared to those who studied science through traditional methods. Using the flipped teaching method as a new technological teaching method more than the traditional method can strengthen academic resilience and academic engagement in students.

The purpose of this study was to examine the impact of philosophy education for children on moral identity, specifically in relation to emotional self-regulation. The research method used a semi-experimental design with a pre-test-post-test design and a control group. The study involved female first-year high school students in Khoy, and a sample size of 76 participants was selected through multi-stage cluster sampling. To ensure proper sample selection, a screening process was conducted using the emotional self-regulation questionnaire in five selected schools. From those schools, 36 participants with high emotional self-regulation scores and 36 with low scores were randomly selected. Among these, 19 participants with high emotional self-regulation and 19 with low self-regulation were assigned to the experimental group, while the control group consisted of 19 participants with high emotional self-regulation as well as 19 with low self-regulation. The educational intervention for the experimental group included exposure to a series of Iranian stories with philosophical themes from Mevlana's Masnavi and Attar's Manteq-alTir. These sessions lasted for 15 hours, with each session lasting one hour. In this study, two questionnaires were used: the emotional self-regulation questionnaire developed by Hoffman and Kashdan (2010) and the moral identity questionnaire developed by Aquino and Reed (2002). The data were analyzed using univariate and multivariate (factorial) covariance analysis. The results indicated that philosophy education for children positively influenced moral identity and its components, independent of emotional self-regulation. However, the levels of emotional self-regulation (high and low) did not moderate the effects of philosophy education for children on moral identity and its components.

The purpose of the present study was to investigate the mediating role of self-goal alignment in the relationship between academic achievement and psychological capital in students. The research method was a descriptive correlational study. The statistical population of this study consisted of all Tabriz University students in the academic year 2024-2025, which was equal to 2340 people. From this population, 330 individuals were selected and examined using the Cochran formula and multistage cluster sampling method. To collect data, the psychological capital questionnaire of Luthans et al. (2007), the self-goal alignment scale of Elliott and Sheldon (1998), and the Wells Academic Achievement Questionnaire (2010) were used. Data analysis was performed using the structural equation modeling method and Smart PLS2 software. The findings indicated a positive and significant effect of psychological capital on academic achievement and self-goal alignment (P≥0.01). Furthermore, self-coordination had a direct effect on academic success and an indirect and mediated effect on the relationship between academic success and psychological capital (P≥0.01). Therefore, students can benefit from self-coordination by planning for academic success and psychological capital.

The purpose of this research was to examine the effectiveness of child-centered mindfulness on the social isolation and emotional regulation of children with specific learning disorders. The statistical population of the study included all elementary school boys with specific learning disorders who were referred to learning disabilities centers in District 5 of Tehran during the academic year of 2023. One center (Kian Behnoud Center for Learning Disorders) was selected by random sampling, and 30 students who were referring to this center were selected as a sample. A total of 15 students were randomly assigned to the experimental group, and 15 students were allocated to the control group. The experimental group underwent child-centered mindfulness training in 10 sessions (two one-hour sessions per week), whereas the control group was not given training. The tools of this research were Russell, Peplau, and Cutrona’s Social Isolation Questionnaire (1980) and Gross and John Children's and Adolescents' Emotion Regulation Questionnaire (2004). The research data were analyzed using univariate analysis of covariance and SPSS-27 software. The findings revealed that children's mindfulness affected the social isolation of children with learning disorders, and the effect rate was 0.39. In addition, children's special mindfulness affected their emotion regulation, with an effect rate of 0.17. Considering the effectiveness of mindfulness in children, this research can be of interest to psychologists, teachers, and counselors.