مطالب

The present study aimed to investigate the relationship between math anxiety with optimism and perceived classroom structure through mediating role of mathematics attitudes in female high school students. The statistical population of this descriptive correlational study comprised all the female high-school students in Ahvaz (Iran) in the academic year 2020-2021. A sample of 237 students was randomly selected via single-stage cluster sampling. In this study, the sample size was determined based on the number of predictor variables in the structural equation analysis. The research instruments included the Mathematics Anxiety Rating Scale (MARS), the Life Orientation Test (LOT), Dundee Ready Education Environment Measure (DREEM), and the Mathematics Attitude Scale (MAS). The proposed model was evaluated by structural equation modeling (SEM). The results showed that all direct paths except perceived classroom structure to math anxiety were significant (p< 0.01). The indirect paths from optimism to math anxiety mediated by mathematics attitude, and the path from perceived classroom structure to math anxiety mediated by mathematics attitude were significant (p< 0.01). The proposed method, therefore, has an optimal fit and is a major step towards identifying the factor affecting students’ math anxiety.

The current study presents an alternative approach toward semantic relatedness research in second/foreign language (L2) education as it looks at the issue from a cognitive perspective. The participants were 35 intermediate English as a foreign language (EFL) learners. A semantic priming experiment was used to examine the cognitive processing of semantically related and semantically unrelated words. Repeated Measure ANOVA was run on reaction time and error rate data to establish any potential interaction between the primes and targets with reference to their semantic relatedness. The results showed that semantic relatedness does exercise a noteworthy influence on the ease of cognitive processing of L2 words. This facilitative effect is reflected in faster responses and lower errors on the part of the EFL learners when they dealt with semantically related words in comparison to semantically unrelated words, and can be attributed to the core mechanism of activation of lexical items in the human mind.

Given the growing importance of the use of novel technologies, especially in the field of education, and with regard to the necessity of learning the use of e-learning by community members, specifically students, the present study aimed to evaluate the role of critical thinking disposition and academic self-efficacy in the acceptance of e-learning by students. This was a descriptive survey research, and the statistical population (n=1289) included tenth-grade male students in experimental sciences and mathematics disciplines in Mashhad, Iran. In total, 288 students were selected by cluster sampling method and based on the Morgan table. Data were collected using Morgan and Jing Academic Self-Efficacy Scale (MJSES) (1999), Ricketts' Critical Thinking Disposition Questionnaire (2003), and Technology Acceptance Model by Davis and Bagozzi (1989). Notably, the instruments had confirmed validity and reliability. Data analysis was performed in SPSS version 20 using Pearson’s correlation coefficient and stepwise regression. The research question was “do critical thinking disposition and academic self-efficacy play a role in acceptance of e-learning by tenth-grade male students in experimental sciences and mathematics disciplines?” According to the results, critical thinking disposition and academic self-efficacy significantly predicted students’ acceptance of e-learning. In fact, the variable of critical thinking disposition had a share of 0.068 in the amount of acceptance of e-learning in a significant way and based on the standardized beta coefficient. Therefore, this concept can be used as a predictor of e-learning acceptance. Therefore, it is suggested that these skills be reinforced in students by families, principals, teachers and educational authorities to improve the acceptance of new educational innovations and enhance students’ academic achievement.

Virtual education will be an effective educational system in students' effective learning during the corona and post-corona outbreaks, So the research method is quantitative, applied and descriptive-survey. The study population was all teachers of exceptional schools in Guilan province with a population of 690 people who were selected as a sample using systematic random sampling method. Data were collected through a researcher-made questionnaire. The validity of the questionnaire was confirmed by consulting experts from exceptional education in Guilan province and some university professors. To evaluate the reliability, a pretest was performed and a Cronbach's alpha of 0.92 indicated the reliability of the questionnaire. Virtual education challenges were analyzed through R-type exploratory factor analysis technique. Findings showed that the four infrastructural-technical and economic challenges, content and evaluation, cultural-social and organizational-managerial challenges explained 64.93% of the total variance and the main effective challenges in education Virtual schools in exceptional schools of Guilan province are from the perspective of teachers. Given the importance of overcoming these challenges, more interaction with knowledge-based companies, upgrading a SHAD educational network, effective interaction with telecommunication networks to strengthen the speed and bandwidth of the Internet, design and operation of the system Counseling, experience sharing webinars, parent briefings, and student support charities are recommended.

This study was conducted to investigate the effect of conversational style education through multimedia on increasing communication skills of female students. The research method was quasi-experimental and the statistical population included female students in sixth grade of District 2 of school system in Tehran(Iran), of whom 60 were selected by cluster sampling and placed in two groups of control and experiment. Data collection tools included Attar's standard communication skills questionnaire (2007) whose face validity was confirmed by eleven teachers using Delphi technique and its reliability through Cronbach's alpha coefficient for subscales, emotion management, others perception and assertiveness. It was equal to 0.92, 0.89 and 0.88, respectively. Research data were analyzed using SPSS.22 software. The results showed that there was a significant difference between the mean scores of the control and experimental groups regarding students' communication skills at the level of 95%. Students' communication skills in conversational style through multimedia were better than students trained in the traditional way. The results of this study indicate the positive role of interactive teaching through multimedia in increasing the communication skills of primary school students, and this emphasizes that schools and educational institutions need more multimedia tools to deepen Learn and enhance learners' communication skills.

خلاقیت به یکی از موضوعات داغ در زمینه رشد کودکان تبدیل شده و در مطالعات روانشناسی و طراحی محیطی ویژه ویژه یافته شده است. تحقیقات بر روی محیط کودک بر رشد خلاقیت او وجود دارد. بنابراین هدف اصلی این پژوهش بررسی رابطه بین خلاق و محیط آموزشی کودکان 2 تا 10 ساله و شناسایی و تبیین مولفه های محیطی برای خلاقیت با محیطی است که بر اساس ساختار جسمی و روانی کودک و نیاز به استفاده از محیط معماری است. است. پژوهش کیفی حاضر با استفاده از روش اکتشافی و تحلیل کیفی، تغییرات اساسی در تحقیقات مربوط به رابطه محیط و خلاقیت کودکان را شناسایی کرده و سعی کرده است با استدلال منطقی به بررسی و جمع بندی روابط بین آنها بپردازد. از آنجایی که نتایج این پژوهش بر اساس تحلیل تحلیلی بر اساس نظریه ها و نتایج تحقیقات قبلی است، می توان آن را یک فراتحلیل کیفی تلقی کرد. نتایج این پژوهش نشان می دهد که محیط با ویژگی هایی مانند جامعه پذیری، احساس فضا، حس پذیری، تنوع و پیچیدگی، امنیت، حرکت، خوانایی و ارتباط با طبیعت در افزایش خلاقیت کودکان خلاق است. همچنین اگر محیط آموزشی به گونه ای طراحی شود که اصول روانشناسی محیطی مرتبط با وضعیت جسمی و روانی کودک رعایت شود.

پژوهش از نظر هدف کاربردی، از نظر نوع طبقه بندی آمیخته اکتشافی، در بعد کیفی داده شده از نظر ماهیت و بعد از کمی پیمایش مقطعی بوده است. شرکت کنندگان در بخش کیفی 18 نفر از اساتید علوم تربیتی بودند که به روش نمونه گیری هدف انتخاب شدند. جامعه آماری در بخش کمی، کلیه معلمان مقطع متوسطه استان همدان (3431 نفر) بودند که به روش نمونه گیری تصادفی خوشه ای 413 نفر انتخاب شدند. ابزار سنجش در بخش کیفی مصاحبه نیمه ساختاریافته و در بخش کمی پرسشنامه محقق ساخته بود. پرسشنامه پژوهش شامل 12 مؤلفه و 82 گویه است که ضریب آلفای کرونباخ آن 98/0 محاسبه شد. روایی صوری و پرسشنامه توسط متخصصان تایید شد. روش تحلیل داده ها در بخش کیفی، کدگذاری محورهای باز-انتخابی و در بخش کمی، تحلیل عاملی انتخابی با استفاده از نرم افزار smart PLS 3 شد. پژوهش های بخش کیفی شامل 12 مؤلفه شامل مولد شبکه ای، توسعه شایستگی های معلمان و شایستگی های مدرسه، ارتقای کیفیت در مدرسه، توسعه مدیریت دانش مدرسه، بلوغ یادگیرنده، غ مدرسه، عواملی، عوامل سازمانی، قابلیت های توسعه فردی و پایدار. نتایج تحلیل عاملی تاییدی برازش مناسبی را برای مدل نشان داد. نتایج تحقیق می تواند به مدیران ارشد نظام آموزشی در ایجاد مدارس کمک کند.