درخت حوزه‌های تخصصی

Purpose: The COVID-19 pandemic has had significant effects and outcomes on primary education. Therefore, the aim of this study was to understand teachers' experiences of the effects and outcomes of COVID-19 on the quality of education in elementary schools. Methodology: This qualitative study was phenomenological in nature. The research population consisted of elementary school teachers in Zanjan County, from which 24 were selected as samples through purposive sampling based on the principle of theoretical saturation. The samples were subjected to semi-structured interviews, the validity of which was confirmed through triangulation and the reliability was calculated as 0.88 using the intercoder agreement coefficient. Data analysis of the present study was conducted using thematic analysis in MAXQDA software. Findings: The results of this study indicated that understanding teachers' experiences of the effects and outcomes of COVID-19 on the quality of education in elementary schools consisted of 14 sub-themes under 2 main themes. The main theme of the virtualization of education included 9 sub-themes: deficiencies in facilities and infrastructure, lack of information and experience among teachers, decreased quality of learning, increased stress among families, behavioral and psychological problems of students, health and physical problems of students, economic problems, educational gaps, and the organization of psychological strengthening courses. The main theme of developing new policies and strategies in education and teaching included 5 sub-themes: a new approach to modern education, new policies in school development, new strategies in teacher training, new work procedures and goals, and the integration of technology in the workplace and life. Conclusion: According to the results of this study, it was determined that COVID-19 opened a new window for the education system to adjust and change educational policies and develop the necessary infrastructure to improve the quality of education.

Objective: The present study aimed to predict social anxiety based on parent-child conflict and the mediating role of anxiety sensitivity.Methods: The research methodology employed was structural equation modeling with the primary objective being to investigate anxiety sensitivity, social anxiety, and parent-child conflict among second-year high school students in Khorram Abad city during the academic year 2023-2024. A sample of 350 students was randomly selected using cluster sampling. The instruments utilized included the anxiety sensitivity questionnaire Floyd et al, social anxiety assessment Connor et al, and parent-child conflict measurement Fine et al Data analysis was conducted using SPSS26 and AMOS24 software.Results: The results indicated that parent-child conflict had a direct, positive, and significant impact on students' social anxiety (β₌0.44; p<0.01). Furthermore, parent-child conflict directly influenced students' anxiety sensitivity (β₌0.68; p<0.01). Additionally, anxiety sensitivity had a direct and significant correlation with students' social anxiety (β₌0.41; p<0.01). Overall, the findings suggest that the research model fits well.Conclusion: The findings of the study show that conflicts between parents and children, along with sensitivity to anxiety, are important factors that can predict the level of social anxiety in students.

The aim of this study was to examine the impact of metacognitive-cooperative training on the writing skills of Iranian EFL learners. The study employed quasi-experimental design. To this aim, four intact classes were randomly allocated into three experimental groups and one control group. The findings from the initial assessments indicated that the individuals involved in the study exhibited a similar level of language competence and writing skills, ascertained by the Oxford Quick Placement Test (OQPT) and a pretest specifically designed to evaluate writing abilities. Consequently, a total of 120 Iranian EFL learners, selected from a subject pool of 160 individuals at the upper-intermediate level, were designated as the participants for this study. The selected subjects were subsequently divided into four distinct groups, namely three experimental groups (EG1, EG2, EG3) and one control group (CG). The experimental groups (EG1, EG2, and EG3) received instruction on cooperative learning, metacognitive strategies, and a combination of metacognitive and cooperative learning, respectively. Conversely, the control group (CG) adhered to a conventional curriculum for writing. Subsequently, a posttest was conducted. Having conducted the Wilcoxon-Signed Rank Test, the researchers figured out that the instructional methods of cooperation, metacognition, and metacognitive-cooperation significantly influenced the improvement of writing skills among Iranian EFL learners. Based on the outcomes of the ANCOVA test, the researchers reached the conclusion that the metacognitive-cooperative group exhibited superior performance compared to the groups that received solely cooperative or metacognitive instruction. The study’s pedagogicalimplications have been thoroughly discussed.

In the present study, the role of quantitative easing on the stability of financial markets in Iran has been analyzed from the quarterly data of 2006-2021 using the econometric model with vector error correction model (VECM). To estimate the model from some observable variables, the effects of quantitative easing on financial market variables, including (liquidity volume, capital adequacy rate, credits granted to the private sector by banks, bank deposit interest rate, stock market index and exchange rate) were estimated. The data was extracted from the official website of the Securities and Exchange Organization and the Central Bank. In VECM models, the estimation was done in both short-term and long-term periods with the aid of Eviews software. The findings of the research, based on the estimation of long-term and short-term relationships, show that quantitative easing has a positive and significant effect on the stability of financial markets. With the MP1 index increasing by one percent, the Financial Market Stability Index increased by 4.157 percent.