نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال دوازدهم شماره 3 (زمستان 1403)

The purpose of this research was to investigate the relationship between the perception of school culture and the mental vitality of secondary school students with the mediating role of goal orientation and task value. The design of the descriptive-correlation research was structural equation modeling. The statistical population included all the students of the third grade of the second secondary school in the public schools of Khoy city in the academic year of 1402-1403. The study sample was 300 female and male students who were selected from a population of 1,280 people based on the Karjesi and Morgan table using stratified random sampling. The data collection tools were school culture scales (Higgins and Sade, 1997), goal orientation (Middleton and Migli, 1997), task value (Pintrich et al., 1991) and mental vitality (Ryan and Frederick, 1997). For data analysis, structural equation modeling was used using Lisrel software. The findings showed the positive direct and indirect effects of perception of school culture on mental vitality. The path of goal orientation has the highest direct effect on mental vitality; followed by the perception of school culture and task value was located. The path of perception from school culture to goal orientation and task value was significant. In addition, the perception of school culture on mental vitality also showed a positive and significant indirect effect. In general, the perception of school culture, while having a direct effect on mental vitality through the mediation of goal orientation and task value, showed an indirect effect in this field.

Children with emotional-behavioral problems have deficiencies in social cognition abilities, including empathy. Social cognition and interaction training (SCIT) is one of the effective interventions for social cognition problems. This research aimed to investigate the effectiveness of this intervention with painting based on the empathy of children with emotional-behavioral problems. The present research is applied and semi-experimental design. The statistical population included children with emotional-behavioral problems referring to treatment. By using the available sampling method, 40 male students aged 10 to 12 years selected and randomly divided into two experimental and control groups. Data collected using the Strengths and Difficulties Questionnaire (SDQ), and Empathy Questionnaire for Children and Adolescents (EmQue-CA) in two stages pre-test and post-test. The experimental group received painting-based interaction and social cognition training for 12 sessions. The data analyzed using SPSS-24 software and a multivariate covariance analysis method. The results showed that painting-based SCIT significantly increased cognitive and emotional empathy and prosocial behaviors. Also, this intervention reduced emotional problems, communication problems with peers, and general problems in the experimental group. The findings of this research confirm the role of social cognition skills in children with emotional-behavioral problems; That’s why the painting-based SCIT can increase empathy on the one hand and reduces emotional and communicational problems on the other side

The purpose of this research was to predict aggression based on positive parenting with the mediating role of executive functions. The research was fundamental in terms of purpose and correlational in terms of method. The statistical population of this research consisted of all the students of the first secondary school in the 15th district of Tehran, and a sample of 261 students selected in an accessible way. Also, to collect data, the executive function deficit questionnaire (Sultani et al., 2017), the aggression questionnaire (Akbari Belotabangan et al., 2015) and the positive parenting scale (Naji et al., 2019) were used. Pearson correlation and structural equations were used to test the hypotheses. The results of the research showed that positive parenting has a negative relationship with relational aggression and executive functions play a mediating role. As a result, it can say that positive parenting helps parents to react calmly and skillfully to their children in times of tension and stress. Furthermore, executive functions can consider important prerequisites for effective parenting and for reducing aggression in families. These positive and effective relationships can ultimately help to reduce aggression in families and increase the quality of family life, because understanding and addressing the role of executive functions in this relationship may have implications for the development of targeted interventions to strengthen parenting practices and promote adaptive behaviors in adolescent

The present study conducted with the aim of evaluating the effectiveness of transcranial direct electrical stimulation treatment on the quality of life and anxiety of children with attention deficit hyperactivity disorder. This study was applied with a quasi-experimental design of pre-test, post-test, and follow-up with a control group. The statistical population of the study consisted of students (boys and girls) with attention deficit hyperactivity disorder in special schools in Rasht in the academic year 1402-1403. The sample size of the present study was 60 people based on Cohen's table, with 15 people in each group selected through purposive sampling and then randomly assigned to two experimental and control groups. The research instruments were the Weir et al. Quality of Life Questionnaire (1988), the Beck Anxiety Inventory (1990), and the Swanson, Nolan, and Pelham Standard Questionnaire for Attention Deficit Hyperactivity Disorder (1981). The data analysis methods were multivariate covariance and univariate analysis of covariance, and Tukey's post hoc test. The results of the study showed that transcranial direct current stimulation treatment had a positive effect on improving anxiety and quality of life in the experimental group (p<0.01), and these results also obtained in the follow-up phase, which was 2 months after the intervention. It can conclude that transcranial direct electrical stimulation treatment (transcranial electrical stimulation) is effective in the quality of life and anxiety of children with ADHD.

The present study was conducted with the aim of developing of the structural model of academic engagement based on self-regulation and academic self-efficacy with the mediating role of grit among students. The research method was correlational, which was done by structural equation modeling. The statistical population included second year high school students in Tehran who were studying in the academic year of 2023-2024. The number of 395 students were selected by multi-stages cluster random sampling method. Using Duckworth & Quinn (2009) Short Grit-S Scale, Savari & Arabzadeh (2013) Academic Self- Regulation Questionnaire, Gafoor & Ashraf (2006) Academic Self Efficacy Scale and Utrecht et al.'s (2006) Work Engagement questionnaire data were collected. The review and evaluation of the proposed model was done by structural equation method with Spss26 and Amoss24 software. The results showed that the standard and direct coefficient of academic self-regulation (β=0.323) and grit (β=0.433) have a direct and significant effect (P<0.001) on academic engagement. The standard and direct coefficient of academic self-efficacy (0.632) and academic self-regulation (β=0.501) has a direct and significant effect (P<0.001) on grit. Also, the results of the Sobel test showed that in the relationship between self-regulation and academic self-efficacy on academic engagement, grit. The findings of this research showed that students who have high self-regulation and academic self-efficacy had better academic involvement and experienced more grit in their studies.

The purpose of the current research was to identify effective cognitive functions in the teaching profession and to propose a set of cognitive tools for the timely assessment of candidates entering this profession. Considering the importance of cognitive skills in all recruitment tests, performing cognitive evaluations on candidates entering this profession can provide indicators based on the benefits of these people from the basic and necessary capabilities of this job. In the current research, with a descriptive-exploratory nature and within the framework of the Qualitative-Delphi method, after conducting semi-structured interviews with experts and experts in the field of education and training, the initial conceptual model of the cognitive functions required by the professional competencies was designed. In the next step, the dimensions of this model and the behavioral indicators extracted from the interviews were discussed verified, and ranked (weighting) in expert panels. In the end, a conceptual model with four components of communication, planning, decision-making, and problem solving along with specific behavioral indicators as cognitive prerequisites for the target competencies in the teaching profession and then along with the basic executive functions to identify The purpose of choosing cognitive evaluation tests. Experts approved the final evaluation package in terms of content validity. The results of this study will have practical implications for education specialists and especially policymakers in the process of recruitment and selection of human resources in education.