fateme naderi; mohsen ayati; Ahmad Khamesan
Abstract
The main purpose of this study was to examine the current activities of teachers to personalized learning student in the second grade of the Iranian educational system The year was 2018-2019. This research was a qualitative research with data base theory method. The statistical population includes primary ...
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The main purpose of this study was to examine the current activities of teachers to personalized learning student in the second grade of the Iranian educational system The year was 2018-2019. This research was a qualitative research with data base theory method. The statistical population includes primary school teachers Birjand city whose purpose was to select them. In total, 22 teachers were interviewed. Data were gathered through semi-structured interviews during three stages of open coding, axial coding and selective coding and analyzed using MaxQda software. The findings were conceptualized as follows: causal conditions (causes and opportunities); central factors (personalization elements of learning); strategies (teachers' practical actions); contextual factors (infrastructures); confounders: facilitators ( Supporters) and limiters (teachers' gap between professional performance), and ultimately, outcomes (personalized learning results). For validity and reliability, the Lincoln and Guba methods were used, which included validity, reliability, verifiability, and transferability And confirmed in terms of validity and reliability. The findings of the study showed that teachers Elementary Secondary School are far from professional in their ability to personalized learning student and that teachers do not receive the necessary training in this area.
روانشناسی یادگیری
Abstract
This paper investigated the relationship between social support (types, amount and importance of sources) with subjective well-being and academic achievement of pre-university female students. The research method was a descriptive and correlational (regression). The statistical population was all pre-university ...
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This paper investigated the relationship between social support (types, amount and importance of sources) with subjective well-being and academic achievement of pre-university female students. The research method was a descriptive and correlational (regression). The statistical population was all pre-university female students in Birjand. 220 students were selected randomly from three pre-university centres. Scale of Social Support for Children and Adolescents (CASSS2000, Malecki, Demary, & Ellliot, 2000) and Oxford Happiness Questionnaire (OHI) was used to measure the research variables. The data were analyzed using multiple regression. The research findings showed there was a statistically positive relationship between sources of social support and perceived level of support from parents and classmates with subjective well-being. In addition, only the importance of receiving support from parents related positively to students' subjective well-being. In types of support, only emotional and informational support had a statistically positive relationship with subjective well-being. On the other hand, the research results also showed that there was not a statistically correlation between types and network of social support with academic achievement. The study specifically highlights the role of parental support in subjective well-being.
