مطالب

The present research is devoted to the study of the effect of teaching self-regulation learning strategies (cognition, metacognition) on self-efficacy and mental health of students in Astara city. The statistical population included all the female students of the first high school (second period) of Astara city in the academic year of 1996-1997. Among these students, 46 students were selected by multi-stage cluster sampling method and they were randomly replaced into two experimental and control groups. The instruments used were: Pentrich and Groot's self-regulated learning strategies questionnaire (1990) and Goldberg and Hiller's general health questionnaire. (1979). The current research is a semi-experimental research of the pre-test-post-test design type with a control group. After conducting the pre-test for the experimental and control groups, the experimental group was trained in self-regulated learning strategies for 10 sessions of 60 minutes based on the theoretical background of the research of Nunes et al. et al., under the title of "How to comprehensively self-regulate?" Then the post-test was done for the experimental and control groups. The results of multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) showed a significant difference in self-efficacy in the experimental group, but this significance was not observed in mental health.

Purpose: This study aims to identify the key components of a curriculum based on cultural literacy in the education system. Methods: The study employed a qualitative research design, using content analysis to examine a wide range of documents and scholarly articles on cultural literacy. The data were collected from reputable sources between 2009 and 2024, including books, articles, and reports. Through open, axial, and selective coding, the data were analyzed to identify recurring themes and concepts. In total, 665 initial concepts were extracted, which were categorized into 46 subcategories, representing the core components of a culturally literate curriculum. Findings: The analysis revealed 46 distinct components of a culturally literate curriculum, including critical, personal, and cultural evaluation; historical, religious, and political knowledge; student-centered learning strategies; and environmental and social goals. These components emphasize the importance of fostering cultural literacy as a multifaceted concept, incorporating evaluative skills, social responsibility, and awareness of cultural diversity. The study highlights the need for both student-centered and teacher-centered strategies to balance critical engagement with structured learning. Conclusion: The study provides a comprehensive framework for integrating cultural literacy into the education system. By identifying the core components, it offers valuable insights for educators and policymakers to develop curricula that promote cultural understanding, critical thinking, and social cohesion. The findings underscore the importance of a holistic approach that incorporates cultural, educational, and social goals to prepare students for diverse and multicultural environments.