elahe kakavand; ali delavar; afsaneh mozaffari; Nassim majidi
Abstract
New social networks as an emerging field have affected all human relations. One of them is the definition of different human capitals. One of the new definitions of capital is the subject of psychological capital. Psychological capital is one of the indicators of positive psychology, which is characterized ...
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New social networks as an emerging field have affected all human relations. One of them is the definition of different human capitals. One of the new definitions of capital is the subject of psychological capital. Psychological capital is one of the indicators of positive psychology, which is characterized by characteristics such as belief in one's ability to achieve success, perseverance in pursuing goals, creating positive self-image and enduring problems, and empowers people. In addition to better coping with stressful situations, they are less stressed and have more power against problems and are less affected by daily events. Therefore, this study was conducted to study the role of social networks in psychological capital. This research is a quantitative research. Its orientation is developmental and practical. The strategy of this research is descriptive and by combining several standard questionnaires, it intends to survey among Telegram users in Tehran as a statistical population. According to Cochran's formula, 384 questionnaires were received for an unlimited community. The results showed that economic function, network communication and self-expression have a significant effect on the psychological capital of Telegram users, while the political function of social networks has a significant negative effect on the psychological capital of Telegram users.
leila zamani kokhaloo; Mojgan Sepah Mansour; Khadijeh Abolmaali Alhosseini
Abstract
Theaim of this study was to determine theeffectiveness of peace education on interpersonal relationships and students' academicmotivation in aquasi-experimental method with apre-test-post-test design, taking into account theone-month control and follow-up group. The statistical population of the study ...
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Theaim of this study was to determine theeffectiveness of peace education on interpersonal relationships and students' academicmotivation in aquasi-experimental method with apre-test-post-test design, taking into account theone-month control and follow-up group. The statistical population of the study was all female students in thefirst year of high school in District 19, Education, Tehran, in the academic year of 1998-99, amounting to 5901 people. The statistical sample size of thestudy was 40 junior high school students who were selected by purposive sampling.Thedata collection tool was the section on interpersonal relationships and academic motivation from the Academic Competency Questionnaire (ACES), Elliott and Diperna(1999). After performing thepre-test, theexperimental group underwent peace training in 8 consecutive 90-minute sessions according to thepeace education protocol, and thecontrol group did notreceive any training in thisarea. Finally, both groups were tested for interpersonal relationships and academic motivation (post-test). After one month, both groups were exposed to thesame test again (follow-up). Data were analyzed by repeated measures analysis of variance and Bonferroni post hoc test. Analysis of variance showed that peaceeducation explains 57% of variance changes in interpersonal skills scores and 46.1% variance variations in academic motivation scores; Therefore,it can be said that peace education has been effective in increasing interpersonal skills and academic motivation of students. And this effect remained stable after thefollow-up stage (p <0.01). Theresults of thisstudy indicate the need to learn how to live together. Peace education has a positive effect on interpersonal relationships and students 'academic motivation, improvesstudents' interpersonal relationships inschool and increases theirmotivation tostudy.
saeideh zahed; Hossein kareshki; parvin roshanghias
Abstract
The purpose of this study was to investigate the effect of extraneous cognitive load on cognitive engagement and germane cognitive load of students: the effect of desirable difficulty. The design of this study was quasi-experimental with pre-test-post-test and control group, and statistical population ...
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The purpose of this study was to investigate the effect of extraneous cognitive load on cognitive engagement and germane cognitive load of students: the effect of desirable difficulty. The design of this study was quasi-experimental with pre-test-post-test and control group, and statistical population of the research included female students of high school in Esfahan in the academic year 2021-2022. 30 participants were selected by available sampling method and assigned randomly to control and experimental groups. To induce extrinsic load, the text's influency effect was used. Thus, in the pre-test stage, both groups were given a text with fluent (readable) font to read for 10 minutes. They were then asked to indicate their evaluation of the text by answering the Cognitive Load Questionnaire (Klepsch & Siofert, 2017) and the Cognitive Engagement Subscale (Reeve, 2013). In the post-test, a text parallel to the pre-test text was given to the participants, with the difference that the text font of the experimental group was manipulated to be less readable. Then both groups were asked to answer the cognitive load and cognitive Engagement questionnaires. Data were analyzed using MANCOVA. The results indicated significant difference between experimental and control groups in terms of cognitive engagement and germane load. Therfore, it seems that a certain amount of extraneous load can stimulate germane cognitive process, by creating cognitive engagement.
