EDUCATIONAL STRATEGIES
Year:2021 | Volume:14 | Issue:2|Papers Count:8

Introduction: Academic vitality is one of the most important variables in academic achievement, which is influenced by several factors. Therefore, this study was conducted with the aim of modeling academic vitality based on meta-cognitive beliefs by mediating perceptions of classroom environment in students. Methods: The research design was a correlation research based on the structural equation modeling method. The statistical population of this study consisted of all female students of the 10th and 11th grade students of Fereydoun Nazarard in the academic year 2019. 342 students were selected by stratified random sampling. To collect data, the study was conducted using Hussein Chari and Dehghanizadeh (1391) academic vitality model, Wales meta cognitive beliefs (1997) and Jennetry et al. (2002). Data were analyzed using descriptive statistics and structural equation modeling (SEM). Results: The results of the findings showed that the research model is fit and 35% academic vitality can be explained by metacognitive beliefs and perceptions of the classroom environment. Also, there was a significant negative correlation between metacognitive beliefs and academic vitality, and there was a significant positive correlation between perception of classroom environment and academic vitality. Conclusion: The results of this study indicate the importance of the role of metacognitive beliefs and perceptions of the classroom environment in predicting students' academic vitality. Regarding the results, implementing programs to improve metacognitive beliefs and enhancing the correct perception of classroom environments in students can help improve and increase academic vitality.

Introduction: The purpose of the present study was to develop a causal model of academic satisfaction based on academic self-confidence and academic optimism mediated by cognitive strategies among male students. Methods: The research method was correlational descriptive type. The statistical population included male high school students in Hamedan in the academic year 20192020. The sample size consisted of 338 persons which were selected randomly through two-stage cluster sampling method. The research tools included Lent et al satisfaction questionnaire, Azadi's academic self-confidence, Tschannen‐ Moran et al Academic Optimism Scale, and Karami's meta-cognitive strategies. Data were analyzed by means of structural equation modeling approach. Results: The findings obtained from statistical analysis showed that there was a significant causal relationship between academic self-confidence and academic optimism with metacognitive strategies and academic satisfaction. It was also found that the causal relationship between metacognitive strategies and academic satisfaction was significant. Conclusion: Finally, the results emphasized the mediating role of metacognitive strategies in establishing the relationship between these variables. Based on the findings, it is suggested to use metacognitive strategies, academic self-confidence and academic optimism to increase students' academic satisfaction.

Introduction: Medical students due to the difficulty of the lessons and future job sensitivity, need to academic buoyancy and sometimes they experience academic burnout. As a result, the aim of this research was to determine the effectiveness of schema therapy on academic buoyancy and academic burnout of medical students. Methods: This research was a semi-experimental with a pre-test and post-test design with a control group. Research population was medical students of Birjand University of medical sciences in 2017-18 academic year. Research sample was 40 people that selected by available sampling method and randomly assigned to two equal groups. The experimental group was trained 8 sessions of schema therapy for 90 minutes and the control group didn’ t receive any training. For data collection, academic buoyancy and academic burnout questionnaires were used. Data analyzed by using SPSS-19 software and method of multivariate analysis of covariance. Results: The findings showed that there was a significant difference between the experimental and control groups in the variables of academic buoyancy and academic burnout. In other words, schema therapy led to increase the academic buoyancy and decrease the academic burnout of medical students (P<0/001). Conclusions: The results indicate the effectiveness of schema therapy in improving the academic buoyancy and academic burnout. Therefore, the schema therapy method is suggested to counselors and education experts to increase the academic buoyancy and decrease the academic burnout of students especially medical students.

Introduction: One of the contexts that can play an important role in teaching and learning is educational simulation. Given the benefits of this technology, the present study investigates the impact of chemistry education using educational simulation on the spatial ability and problem solving skills of tenth grade female students in Tehran. Methods: This is a quasi-experimental study with pretest-posttest design with control group. The statistical population of this study consisted of all 10th grade female students in district 2 of Tehran city (1310 students) in the academic year 2019. 60 of them (30 experimental group) and 30 control group were selected by convenience sampling method. The research tools included a combination of two tests of the spatial ability of Montana and Paul Newton and Helen Bristol and a researcher-made problem solving test. Results: Findings showed that after controlling for pre-test effects, there was a significant difference in spatial ability between the two experimental and control groups. Therefore, it can be said that educational simulation was effective on students' spatial ability and problem solving skills. In mental rotation, spatial perception and spatial visualization, there was a significant difference between the two experimental and control groups, so it can be said that educational simulation was also effective in improving the components of students' spatial ability. Conclusion: The results of the present study showed that the use of simulation in chemistry instruction affects the students 'spatial ability and problem solving ability and increases the students' ability to solve the problem of chemistry.

Introduction: Even though the internship course did design to promote clinical competence, increase self-confidence, gain independence, and facilitate the transition from role to the student to clinical nursing, this course is not practical. Therefore, this study investigated the degree of responsibility to internship students from students, instructors, and hospital staff viewpoints. Methods: This cross-sectional descriptive study was conducted in Kerman in 2018 with 30 students, 30 hospital staff, and ten instructors. Data collection tools were demographic and assess the level of responsibility from viewpoints of hospital staff, instructors, and students’ questionnaires, which did use after psychometric assessment. Data analysis did perform using descriptive analysis. Results: The results of this study from the viewpoints of three groups of staff, students, and the instructor showed that most of the staff cared for patients themselves due to insufficient student skills, and students participated in caring for patients for whom the staff was responsible. The only care given to the student was the control of vital signs. Conclusion: If the internship course's clinical education will accompany students' responsibility and complex skills, achieving work independence in nursing students will be given.

Introduction: Internationalization of higher education is an active and creative response towards the globalization phenomenon. The process of internationalization according to national upper documents in the country is assigned higher education as a priority and necessity. The objective of the study was to design and evaluate the model of internationalizing higher education in the medical sciences universities. Methods: This study was performed using a mixed method. The qualitative section were designed through grounded theory with the review of texts and the semi-structured interviews with 20 experts in the field of internationalization model, and the quantitative section-the validity and fitting of the model-was done by completing a questionnaire by 124 people. The experts have been identified through structural equation modelling analysis. Results: According to the grounded theory of the internationalization model of higher education in medical universities, there are 16 main factors and 71 sub factors, the main factors include 8 conditional factors (governance-management of university – faculty member-information technology-language and culture-structure of university-management of human resources-management of physical and financial resources), 4 process factors (government function-management of international affairs-international education, and international research) and 4 outcome factors (country development, university development, students and graduated students, organizational sublimit of the university). In quantitative section, the results of first and secondary factor analysis showed that 16 mentioned factors have sufficient load factor to predict the model of internationalizing higher education. The indexes of fitness measurement of final model showed that Chi-square ratio to the degree of freedom (CMIN/DF) equals 2. 068. Furthermore, the value of the index of square root of reminder squares mean (RMSE(, equals 0. 057. The value of goodness of fit index (GFI), adjusted goodness of fit index (AGFI), correlation of fit index (CFI), normalized fit index of Bentler Bonette (NNFI), fit index of Toker – Loise (TLI), increased fit index (IFI), and relative fit index (RFI) in the presented model is higher than 90%. Considering the fitness indexes, it can be concluded that the model of internationalizing state universities of medical sciences has sufficient fitness. Conclusion: The internationalization model of higher education consisting of 16 factors in two levels of government and university has a favourable fit.

Introduction: Considering the importance of teaching and treatment in educational hospitals and their impact on each other and the importance of the therapeutic and teaching role of the assistants in educational hospitals, the quality of training of specialist assistants have been influenced by this project. The purpose of this study was to Identify and Explain the Affecting Factors on quality of residents education in the healthcare transformation plan system. Methods: This qualitative study was performed with qualitative content analysis in spring of 2019 on 24 managers, faculty members and medical assistants of Mashhad University of Medical Sciences by purposeful sampling method until reaching to the theoretical saturation and confidentiality of the data was carried out. Data were collected by semi-structured interviews, organized, categorized, and analyzed by MAXQDA10 software. Results: The data were extracted based on three main axes of treatment burden, clinical education, and process monitoring. Furthermore the data were also extracted based on 9 axis of treatment priority of treatment on education, increasing the number of patients, professional ethics (medical error, satisfaction), the skills of assistants, teacher-assistant teaching, theoretical training, management weakness and expertise of the project, the lack of proper separation of the budget, the time of education, treatment, and research, the lack of allocation of resources and facilities. Conclusion: The findings of this study indicated that the quality of medical education in the implementation of the health system reform plan has been influenced in three aspects including treatment burden, clinical education, and process monitoring. Regarding to these issues, it is necessary to pay attention to the medical education of specialized residents in educational hospitals in the next step of implementation of this plan or such plans.

Introduction: Undesirable teachings or curriculum, pave the way for training unqualified people. Among these, improving available curriculum are very significant. The present study aims to analyze scrap learning dimensions in technical and vocational training (work & knowledge branch) senior high schools. The study uses a qualitative approach. Methods: The present study was qualitative in nature and in terms of the type of study it was content analysis. To achieve the experts’ consensus a semi-structured interview through a snowball sampling technique was used. Theoretical saturation was found during the 11th interview. Having used a qualitative content analysis technique, the researchers encoded the data obtained from the interviews and elicited the model and dimensions of scrap learning dimensions by using MAXQDA 12. Results: The proposed model includes such dimensions and components as content (knowledge, skill, attitude), structural characteristics (professionalism, protectionism, concentration, formality, politicization, complexity), educational context (educational facilities, educational aids, financial resources, communication network, educational environment), learners’ characteristics (motivational ability, mental ability, cognitive ability, technical ability, the ability to achieve a goal), instructors’ characteristics (creativity, scientific ability, motivational ability, personality trait) and educational processes (inappropriate need assessment, designing, implementation, evaluation). Conclusion: Findings of the study indicated that there are a variety of dimensions and components which create and form the scrap learning. This type of curriculum can exist partially in all educational courses and levels ranging from work and knowledge high schools to higher education, even medical sciences.