narjeskhatoon oveici; Zahra Jamebozorg; saeed pourrostaei; Khadijeh Ali;abadi
Abstract
There is a vast literature on aesthetics, visual design principles and graphic design theory. But very little has been discussed about the trend of e-learning and online courses in terms of aesthetics. One of the main obstacles to obtaining the required knowledge in this field is the lack of understanding ...
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There is a vast literature on aesthetics, visual design principles and graphic design theory. But very little has been discussed about the trend of e-learning and online courses in terms of aesthetics. One of the main obstacles to obtaining the required knowledge in this field is the lack of understanding of practical definitions and conceptual ideas in this field. The appropriate use of aesthetic concepts can be effective in accepting the learning system in terms of functionality and ease of use, going beyond instrumental features and paying attention to non-instrumental features such as emotional, aesthetic and motivational aspects of e-learning design according to the needs of learners and on the one hand cause their learning and satisfaction and on the other hand increase the efficiency of the education system and finally lead to a valuable learning experience. Although the definition of aesthetics in e-learning is complex, it can be said that it includes three basic elements: an acceptable appearance, an attractive visual interface, and an orderly content, and a combination of these three elements. These elements increase the learning experience and strengthen its results and affect the entire system. Therefore, the purpose of the current research is to explain the concepts and process of using beauty and visual aesthetics to improve the e-learning experience and expand the knowledge of visual aesthetics in this field by using the scope research method.
روانشناسی یادگیری
Seyed Ali mosallami; mahdi vahedi; Mohamadreza Nili Ahmadabadi
Abstract
The purpose of this research was to design mobile learning based on the STEAM approach and to determine its effect on students' learning in sixth-grade mathematics. The research was applied as quantitative and quasi-experimental in the form of a pre-test and post-test design with a control group. The ...
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The purpose of this research was to design mobile learning based on the STEAM approach and to determine its effect on students' learning in sixth-grade mathematics. The research was applied as quantitative and quasi-experimental in the form of a pre-test and post-test design with a control group. The statistical population of the research was all sixth-grade students of Gorgan city in the academic year of 1402-1401. Using the available sampling method, 70 people were selected as a sample, and randomly 35 people were in the control group and 35 people were in the experimental group. became A researcher-made test used to collect the data. Covariance analysis was used to analyze quantitative data and test hypotheses. The findings indicate that the difference between the post-test scores in the two experimental and control groups in the year math course's learning levels (analysis, evaluation, and creation) is significant. Therefore, the design of mobile learning based on the STEAM approach affects the learning of sixth-grade elementary students in mathematics.
روانشناسی یادگیری
majid firouzkouhi berenjabadi; soghra Ebrahimi Qawam; hasan asadzadeh; esmaiel sadipour; noorali farrokhi
Abstract
Purpose: This research tries to study the knowledge map in the research published in the Web of Science database in the field of sexual education by using the techniques of co-occurrence analysis of words, using the approaches of network analysis and scientific visualization. Methodology: In a descriptive ...
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Purpose: This research tries to study the knowledge map in the research published in the Web of Science database in the field of sexual education by using the techniques of co-occurrence analysis of words, using the approaches of network analysis and scientific visualization. Methodology: In a descriptive analytical study, the number of 1556 scientific resources on sex education from the Web of Science database was subjected to bibliometric analysis. Data analysis was done by the facilities of this database as well as the VOS viewer software, which is a social network analysis software. Findings: The retrieved sources covered scientific productions from 1909 to 2021. The results of the study showed an upward trend in the publication of sex education articles in the last ten years. The highest number of articles in 2019 was 190 articles. The most publications in this field were in the form of original research articles (62.661%) and from American countries (38.368%). The studied documents showed that concepts such as: educational research, occupational health of the public environment, psychology are among the most widely used fields in the field of sex education research at the international level. Drawing the co-authorship network of magazines on the topic of sex education was displayed in 6 clusters with 393 co-authorships. Key words changed from pregnancy prevention and sexually transmitted diseases to sexual identification and then the prevention of mental injuries. Conclusion: Since the topic of sex education has been widely considered in the countries of the world and in Iran.
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.
bahareh alsadat heidariezadeh; Omid Shokri; Jalil fathabadi; shahriar shahidi; Saeed Akbari Zardkhaneh
Abstract
In the present study, with the aim of determining the effectiveness of interventions based on emotional and social skills and identifying multiple moderators in this field of study, the meta-analysis method was used. After specifying the entry and exit criteria, intervention efforts based on emotional ...
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In the present study, with the aim of determining the effectiveness of interventions based on emotional and social skills and identifying multiple moderators in this field of study, the meta-analysis method was used. After specifying the entry and exit criteria, intervention efforts based on emotional and social competence programs were extracted from the databases, and in this way, 30 studies and 162 effect sizes were selected for the final analysis. The data of the present study were analyzed using the second edition of comprehensive meta-analysis software (CMA2). The results of data analysis showed that the overall effect size of interventions based on emotional and social competences on teachers' emotional well-being was 0.598. Also, the results of the analysis showed that there is a significant difference between the effect size of the studied studies according to the gender of the participants, the number of training sessions and according to the components of the dependent variable. In general, the results showed that although educational interventions based on emotional and social skills have an effective role in increasing the emotional well-being and reducing the psychological disturbance of teachers; But focusing on the explanatory role of some moderators such as the target community, the nature of the dependent variables and the number of training sessions has a decisive role. Key words: meta-analysis, moderators, emotional and social competences, emotional well-being
روانشناسی یادگیری
Mehdi Mohammadi; Seyede Haleh Hosseini
Abstract
The purpose of this research was to present a cyberbullying prevention model based on the participation of students, schools and parents. The approach of this research was theory-generating Meta-Synthesis, A systematic search of sources in databases was done and according to the exclusion criteria, 67 ...
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The purpose of this research was to present a cyberbullying prevention model based on the participation of students, schools and parents. The approach of this research was theory-generating Meta-Synthesis, A systematic search of sources in databases was done and according to the exclusion criteria, 67 original articles were selected. First, 66 open codes were first extracted, and then based on similarities, conceptual relationships and common characteristics between the open codes, 17 axial codes included people (such as parents, counselors, etc.) ..), intervention programs (including special programs for students, such as intervention based on martial arts, preventive intervention, etc.), students (such as promoting and increasing empathy, promoting personality development, etc.), capabilities created in others (such as increasing teachers' awareness and increasing the role of parents in supervision, etc.), emotional-psychological consequences ( (such as creating a supportive environment, improving social support, etc.) and social consequences (such as reducing the impact of cyberbullying, reducing victimization in cyberbullying, etc.) were determined, and finally,. cyberbullying prevention model based on the participation of students, schools and parents model developed and the validation of the model findings was done using the reliability and transferability techniques. Based on the available findings, it can be said that in order to empower students against cyberbullying, it is necessary to raise their own awareness and raise awareness and support of parents and teachers, administrators and school counselors, along with the use of special programs and software to prevent and train cyberbullying.
روانشناسی یادگیری
Sadegh Hekmatiyan Fard; Seyed Mousa Golestaneh; Mahnaz Joukar Kamal Abadi; yousef dehghani
Abstract
The present qualitative research was conducted with the aim of explaining the perception and attitude towards procrastination and its factors (contextual, continuous and revealing) in students. This study was conducted using the grounded theory method. First, the prevalence of procrastination was analyzed ...
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The present qualitative research was conducted with the aim of explaining the perception and attitude towards procrastination and its factors (contextual, continuous and revealing) in students. This study was conducted using the grounded theory method. First, the prevalence of procrastination was analyzed among the students of the Persian Gulf University in the academic year 2023-2024, and students whose grades were two standard deviations higher than the average were identified as procrastinators. Then, using a semi-structured interview, necessary information was collected from 22 procrastinating students. The findings in the perception and attitude of procrastination show two main categories (negative and positive) and seven primary concepts (delay in performing tasks, personality traits, burnout, negative emotion, self-blame, temporary positive attitude, having confrontational thoughts). they gave Procrastination factors from three main categories (contextual, sustaining and revealing factors) and twelve primary concepts (personality characteristics, family, parenting style, low self-esteem, virtual space, burnout, lifestyle, corona era, educational background, communication with others, adolescence and career field) were formed. The stable personality, family and motivational patterns of the central class shaped the current findings. These findings have important practical implications in understanding the personality, family, and motivational profiles of procrastinators.
روانشناسی یادگیری
mohadese bakhshipoor; Siavash Talepasand
Abstract
The purpose of this research was to investigate the relationship between conscientiousness and math academic achievement with the mediation of emotional intelligence and the moderating role of need to autonomy. The current research was correlational. The statistical population of this research was all ...
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The purpose of this research was to investigate the relationship between conscientiousness and math academic achievement with the mediation of emotional intelligence and the moderating role of need to autonomy. The current research was correlational. The statistical population of this research was all the female students of the first secondary level in the 14th district of Tehran in the academic year of 2001-2001 (N = 8858). Voluntary sampling method was used. All of them completed Neo's five-factor personality questionnaire (1985), Schering's emotional intelligence (1999), Guardia et al.'s (2000) autonomy, and Pham and Taylor's (1994) academic achievement questionnaire. Hypotheses were tested with path analysis model and conditional process analysis. The findings showed that conscientiousness had a direct structural effect on emotional intelligence and academic achievement in mathematics. Emotional intelligence had a direct structural effect on math academic achievement. Emotional intelligence played a mediating role in the relationship between conscientiousness and math achievement. The moderating role of need to autonomy in the relationship between conscientiousness and math achievement was confirmed. The highest relationship between conscientiousness and academic achievement was at low levels of need to autonomy. As need to autonomy increased, the relationship between conscientiousness and mathematical achievement became weaker. As a result, the antecedents of mathematical progress have complex structural relationships. Emotional intelligence and autonomy along with conscientiousness played an effective role in math progress. The practical implications of the findings were discussed.
روانشناسی یادگیری
Mehdi Vafayizadeh; Zahra Jahanbakhsh
Abstract
The aim of this study was to investigate the relationship between cognitive emotion regulation strategies and test anxiety with the mediation of resilience among teacher-students. The study method was descriptive correlational. The statistical population of the study included all teacher-students of ...
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The aim of this study was to investigate the relationship between cognitive emotion regulation strategies and test anxiety with the mediation of resilience among teacher-students. The study method was descriptive correlational. The statistical population of the study included all teacher-students of Farhangian University, which 400 of them selected through Convenience Sampling method. After removing incomplete answer sheets, the sample size was 370 included 220 women (59.46%) and 150 men (40.54%). In order to collect data, Sarason’s test anxiety scale (Sarason, 1957), Cognitive emotion regulation questionnaire (Garnefski & Kraaij, 2006), and Connor- Davidon’ Resilience scale (Connor & Davidon, 2003) were implemented on them. The collected data were analyzed using multiple regression and path analysis. The multiple regression result showed that self-blame, acceptance, rumination, positive reappraisal and catastrophizing significantly predict test anxiety. In a similar way, psychological resilience as a predictor significantly predicted test anxiety negatively. Path analysis was performed to investigate the mediating effect of the psychological resilience variable. According to the results of the regression analysis, the direct effect of Positive refocusing, refocus on Planning, putting into perspective and other blame were not significant. These findings highlight the importance of focusing on mediating role of resilience and cognitive emotion regulation strategies. Resilience training interventions may be developed to help psychologists in order to support students encountering anxiety during the test.
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