EDUCATIONAL STRATEGIES
Year:2021 | Volume:14 | Issue:1|Papers Count:8

Introduction: The aim of this study was to evaluate the structural relationship between the core self-evaluation, positive emotion and optimism with meaning in life in students by examining the mediating role of hope. Methods: For this purpose, in a hypothetical structural model plan, relationships between self-evaluation, positive emotion and optimism with meaning in life, 166 students (99 boys and 67 girls) of Isfahan University of Medical Sciences were selected by accessible sampling. They were evaluated with Meaning in Life Questionnaire (MLQ), Life Orientation questionnaire of Scheier and Carver (1985), Positive and Negative Affect (Diner et al., 2010), and Hope Snyder (2000). Results: The results of the research showed that hope play a mediating role in the relationship between the core self-evaluation, positive emotion and optimism with meaning in life. The findings supported the appropriate fitness of the hypothetical structure of the research variables, and the results showed a significant correlation between the core self-evaluation, meaning in life, positive emotion and optimism. Conclusion: According to the findings, it can be said that the variables of hope, the core of their evaluation, positive emotion and optimism play an important role in the process of meaningfulness of students. These results, along with the confirmation of previous findings, have practical implications for enhancing hope in students.

Introduction: The purpose of this study was to investigate the effectiveness of admission and commitment-based Education on psychological components (stress, anxiety, Depression) and problem-solving styles in the first grade students of Sanandaj city, Iran. Methods: The method of this quasi-experimental study was to use a pre-test post-test follow-up design with control group. The statistical population of the study included all female high school students in Sanandaj city in the academic year of 2018. Based on the statistical population and the purpose of the study, 60 students of the first-year high school students were selected after the screening stage. A multistage cluster sampling method was used to select the sample. In this research, the fieldwork method (Education on treatment groups) was used for collecting data. Beck Depression Inventory, Beck Anxiety Inventory, Depression Scale, Anxiety and Stress Questionnaire and Problem Solving Style Questionnaire the following self-checking tools will be used. The data were analyzed using covariance analysis. Results: The findings of this study showed that education based on acceptance and commitment on psychological components (stress, anxiety, depression) and problemsolving styles had a significant effect (p <0. 001). Conclusion: The present observation confirmed the effectiveness of teaching-based therapy based on commitment and acceptance in changing the level of psychological components (stress, anxiety, depression) and problem-solving styles in the first grade students of Sanandaj city.

Introduction: In recent decades, academic burnout has been recognized as one of the major academic challenges that have a negative impact on academic performance. Therefore, studying the topics related to academic burnout is very important. The purpose of this study was to investigate the relationship between self-efficacy and academic burnout. Methods: The statistical population in this descriptive-correlation study was students of Campus of Agriculture and Natural Resources in Razi University of Kermanshah. Respondents were 267 students who were selected by stratified sampling method. In order to collect data, self-efficacy questionnaire of Sherer et al. and academic burnout questionnaire of Bersu et al. were used. The data were analyzed using descriptive statistics and inferential statistics (Pearson correlation coefficient and regression analysis). Results: The results indicated that academic burnout among students is more than average. Also, student self-efficacy was higher than average. In addition, the results showed that there was a significant negative correlation between self-efficacy and academic burnout. Moreover, the results of regression analysis showed that 30% of academic burnout is explained by self-efficacy. In other words, students with higher self-efficacy experience lower academic burnout. Conclusion: The study findings’ could have implications for higher education system. In this case, management programs should be designed in order to prevent academic burnout among students.

Introduction: This study aimed to design a structural equation model for explaining coping styles in students based on perfectionism with mediating of educational stress. Methods: The research was correlational. The statistical population of the study was all girl high school students in Kerman, Iran in the academic year of 2017-2018. 367 students were selected through multistage cluster sampling method. Data were collected using (CISS) coping styles questionnaire (Endler & Parker, 1990), ESSA (2011) Educational Stress and (FMPS) perfectionism (Frost, 1990). Descriptive statistics and structural equation modeling (SEM) were used to analyze the data, based on spss23 and amos24 software. Results: The results showed that perfectionism has a direct and indirect relationship with the mediator of educational stress, and coping styles. Also, 0. 84 of the effect of perfectionism on coping styles is indirectly explained by the median of educational stress (p <0. 01). Conclusion: Based on the results of the research, negative perfectionism and educational stress play a very important role in coping styles of high school students and it is necessary to pay attention to these important variables in education.

Introduction: Creativity and innovation are one of the most advanced and complex activities of the human mind to be considered in education. The present study has been conducted with the aim of explaining and prioritizing elements of the curriculum of experimental science based on creativity development in the first elementary period. Methods: The present study, with a quantitative approach and descriptive-survey method, evaluates and prioritizes components in each of the curriculum elements. The statistical population of this study was all the experts of curriculum design and science education in elementary schools in Tehran. 100 subjects were selected through systematic random sampling. The research tool was a questionnaire of 40 researchermade questions based on the Likert scale related to the curriculum of experimental sciences based on creativity, whose content validity was confirmed by experts and reliability was 0. 81 based on Cronbach's alpha coefficient. Results: Explaining and prioritizing the elements of the curriculum of experimental sciences based on creativity development in the elementary period, and the mean of the variance obtained in all dimensions was more than 0. 5. Therefore, according to the finding, it can be concluded that the elementary school plays a key role in developing creativity for later periods, and It was considered as the most important priority in the field of assumptions, exploratory training and problem solving, as the most important component in the field of goals, foster creative thinking and as a priority component in the content field, exploration, as the most important component in the teaching-learning field, and in component evaluation, use encouragement and praise. Conclusion: Based on the findings, it can be concluded that the curriculum of the experimental sciences in the first elementary period needs to emphasize on new components such as exploration and exploration which can be the basis for a huge transformation in the curriculum of the experimental sciences. And this can be effective in nurturing learners towards active, empowered learners in the shortest possible time, given the power of creativity in learner development, the impact of the atmosphere and environment, and the emphasis on student-centeredness.

Introduction: The level of empathy, commitment, respect to clients and receiving feedback from health service outcomes in the health system staff are lower than the expected quality. The Sound-Heart spiritual care model considers the patients care and treatment as the highest worship. Providing health services requires cultivating, deepening spirituality and spiritual empowerment of medical students. The purpose of this study was to design and validate the Students' Spiritual Self-care empowerment model with sound heart approach. Methods: By using the philosophical inquiry and the conceptual analysis approach and Qualitatively-Derived Theory based on Morse et al. 's Concept-Integration method, students' spiritual empowerment model was designed in six stages: defining concepts representing the main phenomenon, level of concept development, relationship between concepts, detailing the central concepts to determine the relationship between them, and formulating conceptual model. The findings robustness, accuracy, completeness, comprehensibility, clarity and rationality, were confirmed by Morse's suggestions, the use of authentic Islamic texts, and three specialized panels, by faculty members of the Academy of Spiritual Health. Results: Conceptual model elements included: students' confidence building, spiritual knowledge-building, development of relationship with God, self, people and creatures, motivation, self-confidence and "self-efficacy". Daily self-calculation based on the problem-solving process is needed. Professors should avoid students' inquisition. As mentors, they should train the student by cultivating themselves. Conclusion: Considering the cultural and educational challenges in Iranian universities and the necessity of spiritual education of students, the spiritual empowerment model is suggested as an executive strategy.

Introduction: Students are one of the major human resources of any society and paying attention to their health education especially in elementary school is considered as an investment for the future. Therefore, the purpose of the present study was to specify the experience of educational training and health education professionals in identifying health education methods in primary schools. Methods: This was a qualitative research in 2019 based on the interpretive model and was conducted using phenomenological method. Data were collected through semistructured interviews with 15 health education and training professionals who met the inclusion criteria. Colaizzi method was used to analyze the interview data. Results: In order to analyze the data, Max QDA software was used. Findings included two main components of "direct and indirect teaching method" and 17 minor components. group discussion, question and answer, work unit (project), role-based teaching method, laboratory teaching method, game-based teaching method, field trips or extracurricular experimental activity, process teaching method, probe teaching method, creativity-based teaching method, storytelling, problem solving, use of visual and auditory resources, conference, lecture, explanatory teaching method and educational help books. Conclusion: Field trips and extracurricular activities are effective teaching methods in elementary school. Therefore, planning and paying attention to the formulation and implementation of health education curricula should be taken into consideration by the methods of academic circulation and extracurricular activities.

Introduction: The Mindfulness is consciousness and constant attention and purposefulness in the present moment, along with admission, non-admission and separating yourself from the mind. The present study aimed at determination of the effectiveness of the mindfulness training on decreasing anxiety and increasing psychological well-being of students. Methods: In this research, a semi-experimental design with pretest-posttest and control group was used. For this purpose, a total of 30 out of 325 students were selected from Parsabad Moghan Branch, Islamic Azad University (Parsabad Moghan Town, Iran). The selected subjects who had a higher score in anxiety test were divided into experimental and control groups. The mindfulness was provided for experimental group for 8 sessions. Participants of these two groups completed the Catell’ s anxiety questionnaire and Reef’ s psychological well-being questionnaire in two steps (before and after therapy). For data analysis, multivariate covariance analysis and spss 20 was used. Results: The results showed that the mindfulness training decreases anxiety (F=13/063, P < 0. 05) and increases psychological well-being (F= 9/963, P <0. 05). Conclusion: The mindfulness by increasing awareness and attention in the present moment, observing non-affiliation and non-conditional acceptance of phenomena, separating yourself from the mind, reducing the old show, along with the power of the commands of the mind and reducing the activity from habits, reduces anxiety and increases psychological well-being. Therefore, it is suggested that mindfulness is used as a quality method of living in the present moment to reduce the anxiety and promote the psychological well-being of students.