درخت حوزه‌های تخصصی

Purpose: the aim of the present study was to investigate the dimensions and quality of teaching-learning interactions by elementary teachers during the Covid-19 pandemic. Methodology: this was a qualitative study carried out using a phenomenological approach. The study population included all elementary school teachers in Abhar City (Iran). From this population, 12 individuals were selected as participants in the study using purposive sampling (chain sampling) who were engaged in online teaching from the onset of the Covid-19 pandemic. Data collection instrument included semi-structured or in-depth interviews performed in the Google meet interactive platform. The interviews continued until reaching data saturation. Data analysis was also carried out using thematic analysis and theme network formation. Validity was also assessed using peer review and member checking and reliability was assessed by text coding of three interviews by anonymous people outside the research. Findings: the results reflect the dimensions and quality of teaching/learning interactions by elementary teachers during the Covid-19 pandemic in the form of 226 basic themes, 21 organizing themes and 4 global themes. Conclusion: the results showed that elementary teachers had relatively acceptable interactions with themselves, students and parents during this process. However, there were no acceptable interactions between teachers and their colleagues.

Purpose: The present research was done to determine the effectiveness of training process mental stimulation on academic procrastination and academic stress of gifted students. Methodology: The present quasi-experimental study was done with a pretest posttest design and follow-up along with a control group. The research population consisted of high school gifted students in academic year 2019-2020. The research sample included 30 students, who were chosen through multistage cluster sampling method, and assigned into two equal groups as treatment and control via randomization. The treatment group was trained for nine sessions of 90 min (one session per week) through process mental simulation training method, while the control group did not receive such training during this time. The data were collected through academic procrastination scale (Solomon and Rothblum, 1984) and academic stress (Zajacova and et al., 2005), and then analyzed using repeated measure analysis of variance and Bonferroni post hoc test in SPSS-19 software. Findings: The results revealed that the treatment and control group differed significantly with each other in the posttest and follow-up stages. In other words, the process mental simulation training resulted in diminished academic procrastination and academic stress of gifted students, and the results were also preserved in the follow-up stage (P<0.001). Conclusion: The results indicated the effectiveness of process mental simulation training on academic procrastination and academic stress of gifted students in post-test and follow-up stages. Thus, the education experts can use the mentioned method alongside other effective methods for reducing the academic procrastination and academic stress of students.