reyhaneh talebi; kiumars farahbakhsh; Mohammad Asgari; asieh shariatmadar; hossain salimi bejestani
Abstract
Parents face many stresses and strains throughout their lives, one of which is the stress related to their children's education. Changing societies and intensifying the pressure to succeed in education doubles the importance of empowering parents to manage stress related to their children's education. ...
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Parents face many stresses and strains throughout their lives, one of which is the stress related to their children's education. Changing societies and intensifying the pressure to succeed in education doubles the importance of empowering parents to manage stress related to their children's education. Therefore, the current research is done based on parents' experiences with the aim of developing and validating the model of stress management related to children's education. This research was conducted with a qualitative approach (grounded theory). For this purpose, the parents (father or mother) of the students studying in the second secondary level were selected from among the 22 districts of Tehran in 1402 using convenience method. Three districts 1, 9, and 22 of Tehran were selected, and then 18 parents were interviewed using semi-structured interviews based on the principle of theoretical saturation. After coding, the paradigm model extracted from the findings was drawn. The findings of this research were able to present the causal, contextual, intervening conditions, action/interaction strategies and consequences of the strategies in the form of a paradigmatic model. Then, using the Content Validity Index, the resulting model was validated. The findings of this research showed that the stressful components related to children's education were categorized in the form of three categories of components focused on children, parents, and external factors. Effective strategies in stress management were also conceptualized in the form of five categories of cognitive strategies, intra-family strategies, behavioral strategies, parental role management strategies, and strategies related to external resources.
روانشناسی یادگیری
Mohammad Asgari
Abstract
Abstractcritical thinking has been the main goal of higher education institutions in the 21 century. The purpose of the study was to study development process of critical thinking of psychology students during four years of study. The research method was a survey type in a cross-sectional study. The ...
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Abstractcritical thinking has been the main goal of higher education institutions in the 21 century. The purpose of the study was to study development process of critical thinking of psychology students during four years of study. The research method was a survey type in a cross-sectional study. The statistical population and sample were all students entering psychology from Allameh Tabataba’i University from 1398 to 1401, whose number was 87. Watson-Glasser (1937) critical thinking test was used to measure students' critical thinking. This test has five sub-tests of inference, hypothesis identification, inference, interpretation and evaluation of logical arguments .Multiple regression analysis and diagnostic analysis were used for data analysis. The results showed that the students' critical thinking and its components are low and weak. The general trend of the development of critical thinking in students during the four years of study is upward, although this trend was slightly downward in the third year. The components of hypothesis identification, inference, interpretation and evaluation of logical arguments had a significant increasing trend, but the inference component did not have a significant trend. In addition, the components of interpretation and interpretation, and the identification of assumptions have more effect than other components in creating distinction in the four investigated inputs, and the evaluation of arguments has the least effect. Therefore, it can be concluded that although the critical thinking of students is evaluated as weak in general, university education has been effective on the growth process of critical thinking of psychology students .
روانشناسی یادگیری
Roghaye Asadi; jalil Younesi; Mohammad Asgari; ٍEnayatollah Zamanpour
Abstract
The goal of this research was to create and develop a combined test specification table based on the approaches of "Marzano and Kendall" and "Anderson et al." for the sixth-grade basic science curriculum, using a research and development methodology. The study population encompassed all web-based testing ...
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The goal of this research was to create and develop a combined test specification table based on the approaches of "Marzano and Kendall" and "Anderson et al." for the sixth-grade basic science curriculum, using a research and development methodology. The study population encompassed all web-based testing tools and experts in the fields of assessment and measurement, software, and science. This article outlines two phases of the research and development process, taking an architectural perspective into account. The first phase involved a thorough analysis of needs and background, while the second phase encompassed the design, architecture, and formative evaluation. In the initial phase, we examined research literature and software related to question design. In the subsequent phase, two software prototypes developed. The first prototype established the initial software framework based on a combined approach, employing artificial intelligence chatGPT-4 to generate 406 behavioral verbs and 5137 behavioral objectives, which their validity confirmed by assessment and measurement experts. In the second prototype, the software architecture was designed as a web application using the PHP language for the backend, the Laravel framework, JavaScript language, and the React framework for the frontend, along with a MySQL database and the REST protocol for server communication. This phase also addressed and resolved the initial sample's issues and bugs. Furthermore, the input and feedback from other experts were incorporated into the final design.
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.
