Fostering critical thinking among senior high school students in Colombia has been an unfulfilled goal. This undesirable situation has multiple causes: “critical thinking” has become a mere slogan and its meaning and scope have not been clearly specified despite being widely used in the different levels of the education system. Furthermore, the strategies designed to teach critical thinking lack creativity, reinforce rote learning and the sheer repetition of logic rules besides misallocating the goal of reasoning and argumentation by focusing only on rhetorical persuasion. Textbooks and core literature in critical thinking suggest that a critical thinker is someone who always has plenty of arguments to defend her beliefs besides being ready to address even destructive criticism. By contrast, critical rationalism emphasizes the importance of a humble approach, acknowledges error, and portrays a critical thinker as someone who is ready to test her most beloved theories against experience and to reject them in the light of the facts that contradict her beliefs and certainties. We consider that a pedagogical approach enriched with fallibilism might be central for a better education and endorse these views with the results of a case study conducted in Manizales, Colombia, which shows that teaching the basics of logic and argumentation by using the central tenets of critical rationalism fosters critical thinking among senior high school students

Purpose: The purpose of this research was to compare the sense of belonging to the school, the perception of the school atmosphere and the academic vitality of elementary school boys in non-profit and normal schools in Qain city. Method: The method of this research was descriptive and comparative. The statistical population of this research included all elementary students of non-profit and normal schools in Qain city in the academic year of 2023-2024. From among the statistical population, 114 students (57 regular students and 57 male students from non-profit schools) were selected as the research sample using available sampling method. In order to collect research data, Barry, Betty and Watt (2004) School Belonging Questionnaire, Reddy and Rhodes (2007) Perception of School Atmosphere Questionnaire and Martin and Marsh (2008) Academic Vitality Questionnaire were used. In order to analyze the research data, multivariate analysis of variance (MANOVA) was used. Findings: The results of the research data analysis showed that there is a significant difference between the variables of feeling of belonging to school, perception of school atmosphere and academic vitality in non-profit and normal school students (p<0.005). In other words, the sense of belonging to the school, the perception of the school atmosphere, and the academic vitality of non-profit students are more than the students of normal schools.Conclusion:The results of this research showed that the scores of normal students in the studied variables are lower than those of non-profit students, so normal schools should provide training to strengthen academic variables

Objective: The present study was conducted with the aim of effective school-based self-control skill training on increasing psychological hardiness and self-efficacy of male students of the first secondary level.Method: This research is a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the present study included male students of the first secondary school in Qom city, 30 students were selected using the available sampling method and divided into two groups of 15 people completely randomly. Students in the experimental group participated in 8 sessions of the school-based self-control training program, and the control group did not receive training. Before and after the implementation of the intervention, both groups were evaluated using the psychological hardiness scale of Lang and Goulet (2003) and the self-efficacy scale of children and adolescents (SEQ-C). The data was analyzed using spss-22 software and through repeated measures analysis of variance test.Findings: The results showed that school-based self-control skill training has a significant effect on increasing students' psychological hardiness and self-efficacy (P<0.01). Conclusion: The findings of the present study indicated that school-based self-control skill training can be an effective intervention in increasing psychological hardiness and self-efficacy in students.

Coronvirus desies and its consequences have caused concern among various segments of society. In particular, the change in teaching methods from online to face-to-face training and the damage caused by this process in some cases has made this educational process difficult. Thus, identifying students' concerns and understanding the predictions of anxiety in the reopening of educational institutions will allow us to address the roots of this factor after the Corona epidemic and the reopening of schools.. This research is a qualitative research and content analysis and its statistical population is high school students in Tehran at the time of reopening of schools after the Corona epidemic. From this statistical population, 40 male and female subjects who met the research criteria were selected. After interviewing the subjects and analyzing them, sub-themes and main themes have been identified and classified.

The purpose of this research was to design a model to measure the general competencies of elementary school students with regard to regard to all domains education and to examine these competencies in elementary school students from the perspective of school principals and assistants. The present one is of the type of exploratory mixed research projects, and the researchers conducted have been collected using two qualitative methods (comparative analysis and interviews with experts) and quantitative methods (researcher's questionnaire based on the research model). In the qualitative part, at first, using comparative content analysis with Meiring's method and based on the fundamental reform doc ument of Education and other high-level documents, 5 main were extracted and the text of the interview based on these elements and considering all domains education was provided to 8 primary education experts who were selected by purposeful and snowball sampling. The results of semi-structured interviews showed that the general competencies of primary school students had 8 common themes and 182 sub-themes. In the quantitative part, a researcher-made questionnaire was created based on the research model, and after validating it, it was given to 70 vice-principals and managers (out of 205 people) of schools in Bukan city in the academic year of 1402-1401, who were selected by multi-stage cluster sampling method, it placed. Finally, the results of Friedman's test showed that the performance of students in spiritual and intrapersonal-ethical competencies is favorable, in learning competencies is weak and in psychological-physical and cultural-social competencies is very unfavorable.

AbstractThe aim of this study was to investigate the validity, reliability and factor structure of the "How I Think" questionnaire to assess cognitive distortions in Iranian students. The present research design is descriptive and psychometric studies. The statistical population of this study included all male high school students in city Dezful in the academic year 1399-1400, from which 316 students were selected by multi-stage random sampling and completed the How I think and Bass and Perry Aggression Questionnaires (for Convergent validity). Factor analysis, Cronbach's alpha and Pearson correlation were used to analyze the data using SPSS and AMOS 20 software. The results of factor analysis showed that the questionnaire consists of six factors and has good fit indices. The convergent validity of this questionnaire indicated a satisfactory correlation between the dimensions of the scale "How I think" with the Aggression Questionnaire (p <0.01). Cronbach's alpha and Split- half coefficients for the whole scale and its dimensions ranged from 0.66 to 0.92.The conclusion is that the Persian version of the "How do I think" questionnaire for measuring cognitive distortions in Iranian students has acceptable psychometric properties and can be used as a valid tool in research, educational and clinical situations.

The present research aimed to determine the prevalence of computer games as a pastime amongst adolescents in the province of Zanjan, Iran. 1,500 students from 18 high-schools (750 girls, 750 boys) completed the researcher devised questionnaire consisting of a demographic questions and questions asking if participants played computer games and the amount of time spent playing. Findings showed that 53% of the participants were computer game players, and 43% spent more than three hours per week playing games. Boys played games more (68%) than did girls (39%). Playing computer games was most prevalent among freshmen (63%), followed by sophomores (54%), juniors (57%) and seniors (50%). Students in urban areas played more (62%) than those living in rural areas (35%). Research findings were compared to those of similar studies in other countries

Introduction: The present study aimed to standardize and evaluate the validity of the Barnett and Fanshav’ s High School Stress Scale (HSSS) (1997). Method: This research was descriptive-survey in terms of method and was considered in the field of developmental research in terms of purpose. To perform the research, high school stress scale was carried out on 445 high school students, and Goldberg and Hiller’ s general health questionnaire (1979) was administered to 150 male and female high school students who were selected through multistage cluster sampling. In order to determine the factorial validity, factor analysis was used and to verify the internal consistency, Cronbach Alpha Coefficient was used. Results: The results showed that the test consists of nine subscales. Subscales consists of stress education including teaching methods, teacher-student relations, the workload of school, vulnerability feelings, personal organizing, school environment, achieving independence, anxiety about the future, and communication with parents. To check the convergent validity, General Health Questionnaire was used. The results showed the convergent validity fortwo tests. Conclusion: Overall, the results showed that the High School Stress Scale is a valid and reliable tool for measuring high school students' stress.