Fatemeh Imamgholivand; Mohammad Asgari
Abstract
The aim of the present project is to evaluate students' learning through COVID-19 (virtual, semi-present and face-to-face). The semi-experimental research method is repeated measurement type. The population is students of high school in the academic year of 1400-1401, district 15 of Tehran. The studied ...
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The aim of the present project is to evaluate students' learning through COVID-19 (virtual, semi-present and face-to-face). The semi-experimental research method is repeated measurement type. The population is students of high school in the academic year of 1400-1401, district 15 of Tehran. The studied sample is 76 students, from three 12th grade classes of Humanities, studying in 1400-1401. The sampling method was chosen from among the available population in a branch random manner. The research tool is the coordinated exams in January, March at the high school level, the semi-final exam in April of the 15th region, the national final exam of sociology course 3, all of which are conducted face-to-face held. The analysis method of variance analysis test with repeated measurement and Bonferroni's post hoc test. Results: Wilks's Lambda test with value (0.250) and (f=70.954), 0.750 discriminative root square at the level of significance (p<0.001) has In other words, the type of training was effective in the present study. The effect of education was 0.750. The results of the Benferroni test showed that the average of virtual training (10.36) is more effective than semi-present training (5.05), semi-present continuation (7.56), and face-to-face training (12.03). It is higher than the optimal level and more effective than virtual training (10.36), (p<0.01). Educational systems should consider emergency virtual education as an alternative method to maintain teaching-learning processes in synchronous or asynchronous environments that are carried out using different platforms with Internet access, avoiding putting pressure on teachers, students, and others. Calculated, provide.
Faeze Hezardastan; Hossein Salimi Bajestani; Atousa Kalantar Hormozi; Mohammad Asgari
Abstract
The aim of this study was to identify the characteristics of school refusal and the components contribute to develop it and to present a conceptual model of school refusal for of elementary school students. This research data was collected and analyzed through qualitative approach and grounded theory. ...
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The aim of this study was to identify the characteristics of school refusal and the components contribute to develop it and to present a conceptual model of school refusal for of elementary school students. This research data was collected and analyzed through qualitative approach and grounded theory. The study population included all the parents, educators and specialist of school refusal in the year of 2018-2019. In pursuit of this goal, 7 child Specialist and 10 parents and educators of student with school refusal meeting the criteria to enter the research were chosen according to the targeted sampling. After semi-structured in-depth interviews was conducted, the obtained findings were as follows: in the characteristics section, a main category and 7 subcategories were obtained. Also, in the section of effective components, 12 subcategories and finally 4 categories was extracted. After comparing the data obtained from the three groups of interviewees, we tried to design a conceptual model.As school refusal behavior in many cases in the coming years will lead to antisocial behavior and eventually dropping out of school, provide a conceptual model of school refusal behavior in schools, cultural and counseling centers in order to identify this phenomenon better is suggested to use therapeutic methods and prevent the occurrence of several disorders at the same time.
Mohammad Asgari; abolfazl ghadami; reihaneh aminaei; rehaneh rezazadeh
Abstract
The outbreak of Covid 19 led to quarantine at home and the closure of many leisure and educational centers, which negatively affected people's mental health. Therefore, the aim of the present study was to investigate the psychological dimensions of coronary heart disease and the resulting psychological ...
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The outbreak of Covid 19 led to quarantine at home and the closure of many leisure and educational centers, which negatively affected people's mental health. Therefore, the aim of the present study was to investigate the psychological dimensions of coronary heart disease and the resulting psychological effects through a systematic review. Thus, the articles published between 2019 and 2020 in PupMed, Sciencedirect, Google Scholar databases were searched by searching for the keywords of Quaid 19, psychological dimensions, mental health, and quarantine, which were finally examined according to the entry criteria among 70 articles. , 15 articles entered the research and classification results, summarized and reported. Evaluation of the studied articles showed that increased anxiety and depression, sleep problems, feelings of loneliness, and post-traumatic stress disorder are among the psychological consequences of the spread of Quaid 19 for normal people. Due to the negative psychological dimensions of the prevalence of Quaid 19 disease, effective interventions are needed to reduce and improve these psychological problems.
روانشناسی یادگیری
Mohammad Asgari
Abstract
Abstract The purpose of this study was to determine the effect of cognitive-behavioral stress management training on test anxiety, academic achievement and performance of male and female students who were enrolled in high school enrollment in Malayer in the academic year of 1395-94. A sample of 100 individuals ...
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Abstract The purpose of this study was to determine the effect of cognitive-behavioral stress management training on test anxiety, academic achievement and performance of male and female students who were enrolled in high school enrollment in Malayer in the academic year of 1395-94. A sample of 100 individuals (50 boys and 50 girls, half of the subjects in the experimental group (25) and the other half (25 persons) in the control group were replaced) was selected through multi-stage random sampling. Sara son's test was used to test the anxiety of the subjects. The students' average score and grade of examination were considered as academic achievement and performance. For the 10-session group, 1.5 hours of cognitive-behavioral stress management training was performed in the experimental groups, but the controls group did not receive any training. Data analysis with factorial multivariate analysis of variance showed that: Stress management training based on cognitive-behavioral approach has an impact on the performance of exam, academic achievement and student's test anxiety. The stress-management of cognitive-behavioral stress reduced the test anxiety of male and female students, and improved the academic achievement and performance of the male and female students. But did not significantly affect on gender, and educational interaction and gender on any of the variables.
