درخت حوزه‌های تخصصی

A professional learning community consisting of dialogue and engagement. Interaction does not mean simple one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this paper, 15 papers were reviewed and analyzes continued to saturation. The registration unit was considered in this research. At the end of inductive content analysis, 6 categories and 17 subcategories emerged with continuous comparison of the obtained codes A professional learning community consisting of dialogue and engagement. Interaction does not mean simple one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this paper, the factors contributing to the professional learning community in distance learning have been studied. Using qualitative content analysis method, a structured interview of teachers, experts and e-learning students at the educational institution was conducted in a targeted way. 15 papers were reviewed and analyzes continued to saturation. The registration unit was considered in this research. At the end of inductive content analysis, 6 categories and 17 subcategories emerged with continuous comparison of the obtained codes. The main categories are teacher, participation, online environment, time, tools and evaluation. The result from this article can be a guide to the action of trainers and distance education designers to increase student participation in formal education courses and finally to form a community of professional learning in this environment.

Object: The main purpose of this study was to investigate the effect of neuro-verbal programming on test anxiety and self-efficacy in secondary school students in Diwandareh city. Method: The present study was a semi-experimental pretest-posttest design with control group. The sample consisted of 30 students who were selected from among students with anxiety tests based on structured interviews and the implementation of the Sarahson Anxiety Inventory (1957) and were randomly assigned to control and experimental groups. The experimental group was trained in 8 sessions of neurological planning and the control group did not receive any experimental intervention. Anxiety Inventory Questionnaire of Sarason (1957) and Social Self-efficacy Scale (Smith and Betz, 2000) were used as pretest and posttest on participants. Results: One-way covariance analysis showed that therapeutic interventions were effective in reducing the test anxiety in the experimental group (P<0.01), but did not affect the self-efficacy of individuals (P<0.05). Conclusion: In general, the results indicate that counseling and psychotherapy specialists can apply the verbal neural program approach to the treatment of anxiety disorders.

Purpose: the present study aimed at investigating the effectiveness of working memory training on reading difficulties of students with reading disorder. Method: the method of this study was experimental with a pretest-posttest design and a control group. The statistical population consisted of all elementary school children with reading disorder, who had attended counseling centers of Tehran Education Department in the spring of 2017. Then, these students were randomly assigned to two groups of 15 (one control group and one experimental group) and the intervention program of working memory training was performed on the experimental groups over a period of 10 sessions, with each session lasting for half an hour. Both Simple Random Sampling and Convenience Sampling methods were applied. To measure reading difficulties, WISC- R (3rd edition) and Reading and Dyslexia Test (NEMA) were used. The obtained data were analyzed using the statistical method “Covariance Analysis”. Findings: the results of Covariance Analysis showed that working memory training intervention is effective on all sub-components of Reading & Dyslexia Test (p <0.01), with its greatest impact being on picture naming, sound elimination and category mark. Conclusion: accordingly, it was concluded that the experimental group`s interventions based on working memory training, as a useful intervention method, can be effective on reducing reading difficulties of students with learning disorder, and can be applied as a complementary exercise to reduce reading difficulties among this group of students.

The main goal of this paper is to identify the relationship between achievement goals and academic self-efficacy with academic success. It was attempted to investigate the mediating role of academic self-efficacy in the relationship between achievement goals with academic success. The sample of this study comprised 220 subjects, in different ages including both women and men. The instruments used are the achievement goals orientations contained 14 items (Midgley et al., 2000), the 8-item academic self-efficacy for Learning and Performance for College students (Pintrich et al, 1991) and college GPA. The results indicated that mastery goals, performance-approach goals and self-efficacy had a significant relationship with academic success. The results showed that self-efficacy has the facilitative role on the relationship between mastery goals and performance-approach goals for academic success and mastery goals and self-efficacy could be strongly useful in the motivating strategies for enhancing learning.