Research in School and Virtual Learnin
Year:2019 | Volume:7 | Issue:2 (26) |Papers Count:7

The aim of present study was to investigate the role of personality trait and dimensions of family communication environment in academic engagement with the mediating role of passion. For this purpose, 375 secondary high school students (200 girls and 175 boys) were selected from district two of Yazd who were studying in the educational year of 2017-18 by multi-stage cluster sampling. The measures of study were the personality trait scale (NEO-FFI) (Costa & McCary, 1992), the family communication environment scale (FCEI) (Fitzpatrick & Ritchie, 1994), the academic engagement scale (Schaufeli et al., 2002) and passion scale (Vallerand et al., 2003). The results of structural equation modeling showed that conscientiousness and expressiveness have direct positive effect on academic engagement. Extraversion from personality traits and structural traditionalism from family communication environment had only positive indirect effect (with mediation of passion) on academic engagement. Therefore, it is possible to consider latent variable of passion as an effective mediator in the path of the effectiveness of personality and family factors on latent variable of academic engagement.

This study was aimed at comparisons of the Efficacy of cognitive motivational multidimensional intervention with mind-awareness-based stress management education on educational vitality and target orientation in students. This clinical trial design is pretestposttest quasi-experimental research with two experimental and control groups among female ninth graders in Mahabad schools. 45 students were assigned randomly in 3 groups Using cluster sampling. The efficacy of interventions was evaluated by using the target orientation questionnaire and educational vitality Scale. The data was analyzed with covariance analysis method. The results showed that cognitive motivational multidimensional intervention and mind-awareness-based stress management education are statistically (p<0. 05) significant on educational vitality and target orientation. Moreover cognitive motivational multidimensional intervention is more efficient than mind-awareness-based stress management education in both educational vitality and target orientation scales. cognitive motivational multidimensional intervention as a multidimensional method fosters a set of cognitive, motivational and behavioral abilities in students and has a high effectiveness on improving their performance.

The purpose of the present study was to predict learning approaches based on achievement emotions and academic self-efficacy beliefs of secondary school students in Mahabad city. The research method is descriptive correlational. The statistical population was all the second-grade students who were selected by multi-stage cluster sampling (372). The research instruments were Pekrun, Goetz, Tits and Perry (2002), Jinks and Morgan Academic Self-Efficacy Inventory (1999), Tait and Entwistle Study (1998), Questionnaire for Positive and Negative Excitement. Data were analyzed using Pearson correlation coefficient and multivariate regression analysis. The results showed that Positive emotions including pleasure, hope and pride have a significant positive relationship with deep motivation and approach, and there is a significant negative relationship with superficial approach and motivation. The relationship between pride emotion and superficial motivation was not significant. Negative emotions (anger, anxiety, shame, hopelessness, and fatigue) have a significant negative relationship with the deep approach. The relationship of these variables with positive attitude and motivation is (0. 01). The relationship between shame and deep motivation is not significant; also Anger has no significant relationship with the superficial approach. The relationship of all four subscales of academic self-efficacy beliefs with deep approach and motivation is positive (0. 01) and with superficial approach and motivation is negative (0. 01). The achievement Emotions predict a 13. 4% variance of learning approaches. Self-efficacy beliefs predict 33. 1% of variance in learning approaches.

The purpose of this study was to investigate the factor structure, validity and reliability of the questionnaire for measuring the level of reflective thinking. This research is a non-experimental research that has been done by descriptive-analytic method. The population of this study were all the students enrolled in the teacher training courses in the academic year of 2016-2017 in Tehran. A sample of 680 students were selected by Cluster random sampling and answered to the Kember et al(2000) reflective thinking questionnaire; among them, 636 questionnaires could be analyzed. The data were analyzed by spss21 and Lisrel8. 8 softwares. The findings showed that the questionnaire had acceptable formal and content validity. The results of exploratory factor analysis by the principal components method, confirmed four factors named habitual action, understanding, reflection and critical reflection. These four factors account for 59. 51% of the overall variance. For determining the factor validity, a confirmatory factor analysis was used. The results showed that the questionnaire appropriately fits the data. All of the tests confirm the model (χ 2/df=1/855<3، RMSEA=0/056، GFI=0/93، NFI=0/91، CFI=0/95). The results of this study showed that Cronbach's alpha coefficient was 0. 76, interclass correlation coefficient and Pearson correlation coefficient of test-retest was 0. 76 and 0. 78, respectively. As a result, it can be said that the translated version of reflective thinking questionnaire in studies related to professional development, among Iranian learners, is acceptable. This questionnaire can also be used as a learning and assessment tool.

The present study was done to investigate the effectiveness of Navayesh family-based multimedia virtual aural rehabilitation program on the audio-lingual perception performance rate of deaf children with cochlear implant. The present research was a semi-experimental study with pre-test, post-test design and control group with follow-up. Using purposive sampling, forty 2-7 year old deaf children with cochlear implant of the Cochlear Implant Center in the Rasul Akram Hospital, Tehran city were selected. The subjects were randomly divided into two groups. At the first phase, the design of the Internet portal and assignment classification, based on the Navayesh program, was presented in the form of multimedia (audio, image, text), online and offline. At the second phase, the experimental group's mothers who could not go to the rehabilitation center with their child and receive the program weekly, received this program by Portal and Messenger channels and Aparat in 80 sessions. Speech Intelligibility Rating and Categories of Auditory Performance were used as the pre-test and post-test to measure social and language, auditory perception skills. Multivariate data analysis with repeated measures design showed a significant difference in the language, auditory perception of the experimental group, while no such difference was observed in the control group (p<0/001). The results indicate that Navayesh family-based multimedia virtual aural rehabilitation program improve the speech skill and auditory perception performance of deaf children with cochlear implant.

Today, the world of education has shifted its focus from teaching to learning and such an approach is achieved with extensive knowledge of information technology and rich technologies. Therefore, the purpose of this study was to compare the education with traditional methods and education with educational software in the levels of learning, understanding and application of Mathematics and natural sciences in sixth grade female students in Khorramabad. Participants in this study included sixth grade students. This study was conducted on sixth grade students from two schools, one with educational software and the other without educational software. For this purpose, 60 elementary sixth grade students of Khorramabad city were selected by cluster sampling method. The research tools included the Bloom Educational Objectives Survey Questionnaire designed to measure students' learning levels at the level of knowledge, understanding and application in mathematics and natural sciences. Multivariate analysis of variance was used to analyze the data. The results of multivariate analysis of variance showed that there is a significant difference between traditional education and software training in the levels of knowledge, understanding and application of mathematics and natural sciences. One-way analysis of variance showed that there is a significant difference between the traditional teaching method and the software-based teaching method in the learning levels of natural sciences and mathematics, at the level of understanding of mathematics and the knowledge level of the natural sciences lessons.

The purpose of this study was to investigate the effectiveness of compassion focused group therapy on Aggression, Emotion of self-regulation and school motivation. This study was done by semi-experimental approach with two groups and three stages (pre-test, posttest & follow up). To conduct the study, in 2018, among all male students in the second grade in the elementary school (10-13 years old) in Khoramabad City, 30 volunteers were purposefully selected based on the criteria for entry and exit. They were randomly divided into experimental group (n = 15) and control group (n = 15). The Shahim aggression questionnaire (1385), the Harter school motivation questionnaire (1981) and the Hafman and kashdan emotional self-regulation questionnaire (2010) were conducted as pre-test. The experimental group went under 12 sessions (three 45-minute sessions per week) of compassion focused group therapy and one week after intervention, both experimental and control groups took the post-test. After 1 month, the follow up was conducted. Analyze the results was performed using the analysis of variance by repeated measures in SPSS software version 24. The results of variance with repeated measurement analysis indicated that compassion focused group therapy has a significant effect on the Aggression & Emotion of self-regulation students (p<0. 01). These results have stagnated over time. But in the level of school motivation, there was no significant difference between repeated measures of the effectiveness of therapeutic intervention. Therefore, therapeutic therapy can be used to improve the aggression and Emotion of self-regulation of students in health centers.