درخت حوزه‌های تخصصی

The aim of this study is to investigate the general health, resilience, and identity crisis among children from families supported by the Imam Khomeini Relief Committee, as well as predicting the general health of individuals based on resilience and identity crisis. In this research, 156 male students from the province of Zanjan and the city of Maragheh, who were under the support of the Imam Khomeini Relief Committee, were studied using the Goldberg General Health Questionnaire (GHQ), Connor-Davidson Resilience Scale (CD-RISC), and Rajaei Identity Crisis Scale. The data were analyzed using Pearson correlation and multiple regression analysis. The findings indicated a significant positive relationship between general health and resilience, and a significant negative relationship between general health and identity crisis among these individuals. Furthermore, a significant negative relationship was found between resilience and identity crisis. Multiple regression analysis showed that general health explains a small amount of the variance in resilience and identity crisis in these individuals. This study demonstrated that under conditions of high resilience and low identity crisis, individuals would have better general health.

The constant evolution of technological tools and the benefit of the introduction of new technologies in the teaching and learning process in schools, suggests that the possibilities of using digital technology in the practices of the evaluation of learning inside and outside the classroom. Faced with the diversity of technical tools and methods, the teacher is called upon, before addressing his learners, to make a certain number of technical, didactic and pedagogical choices, to set his pedagogical scenario, this is all the more so. Necessary for the conduct of learning activities or to design and implement its assessment tool. In this perspective, we are entitled to ask the question relating to the attitudes and feedbacks of teachers and learners regarding the integration of ICT in assessment practices. This question is broken down into several sub-questions: "At what points, and how do teachers of Life and Earth Sciences integrate digital technology into their assessment practices?" is this integration determined by the educational pathways? What interest and what limit of the use of digital technology according to teachers and learners? "  To answer our problem, we opted for export research, the recommended methodology of which is based on a multidimensional survey, in which we first questioned the teachers around the use of new technologies in the evaluation process, and secondly, to identify the degree of motivation and commitment of learners in instrumented and innovative assessment situations. Our research context is represented by 34 schools, 22 from qualifying secondary education and 12 from college education (from the provincial delegation of Taza), with a varied population of 431 students of all levels and sectors, as well as than a number of 132 teachers of life and earth sciences. Finally, confirming that despite the satisfaction of the majority of teachers and students with respect to the functional qualities and the contribution of technological tools in evaluation practices, some disparities were noted whether at the technical, spatiotemporal level or even organizational.