نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال یازدهم شماره 42 (پاییز 1402)

The aim of the present study was to investigate the relationship between cognitive emotion regulation strategies, perception of teacher's diagnostic skills, the challenging level of the class and the quality of teacher's teaching with achievement emotions in ninth-grade students, using multilevel analysis. The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth-grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 Males and 500 Females) was selected by multi-stage random sampling method. Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Garnefski et al.'s Questionnaire of cognitive emotion regulation strategies (2002) and Pakran et al.'s achievement emotions questionnaire (2005) were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. The results of the multilevel analysis showed that variables of level 1 and level 2 were positively and significantly predicting positive achievement emotions of students. The interactions of level 2 variables with the slope of the relationship between positive strategies of cognitive regulation of emotion and positive achievement emotions were significant. It can be concluded that paying attention to the improvement of students' positive strategies of cognitive regulation of emotions and class variables will lead to the improvement of students' positive achievement emotions and their positive attitude towards the education process.

The aim of this study was to developing a comprehensive motivational design program for students. In this mixed study of the type of explanatory sequential design, the six-step process of intervention mapping, motivation, volition and performance theory (keller, 2018), as well as frequently used components in motivational interventions were used and the training program "motivational design" was developed for students. The final version of the educational program was implemented through 10 sessions and each session was two hours, in a virtual way for the experimental groups. The effectiveness of this program was investigated with a quasi-experimental research with a pre-test-post-test design and control group. Based on the results obtained from the qualitative part of the research, the components of enriching attention skills, perceived communication, competence and perceived academic self-confidence, satisfaction and self-regulation processes, problem solving and time management were the basis for shaping the content of the comprehensive program of motivational design. In addition, the results of the statistical method of simple mixed variance analysis showed that the motivational design program was effective in increasing the behaviors facilitating the health-oriented academic lifestyle, reducing the behaviors inhibiting the health-oriented academic lifestyle, and improving the academic coping behaviors. The results of the present study showed that the motivational design program through strengthening concentration, attention and interest, improving positive thinking strategies, adaptive emotion management strategies, correcting goal orientations and ineffective attributions and enriching cognitive and metacognitive skills of self-regulation, was effective in improving the motivational profile of learners.

 The aim of the current research is providing a causal model of factors affecting the psychological outcome of environmental protection training course in the simulation form, among the students of secondary school in Shiraz. For this purpose, a random multi-stage cluster sampling and Cochran's selection formula are used and 620 students are selected. After using Environmental simulation game, and an amalgamated questionnaire of Keller's game motivation questionnaires (2010), social presence Arba et al. (2008), Need for Cognition Cacciopo and Petty (1982), Mahat Self-Efficacy Scale, Mahd Ayoub and Wang (2012) and environmental engagement questionnaire , 605 questionnaires were completed and returned to the researcher. The results showed that the variables of social presence, the need for recognition and directly and indirectly through mediation Self-efficacy and motivation variables have a significant effect on environmental involvement among students. Also investigating the fitting indicators showed that the proposed research model has a good fit with the data collected from the students of the secondary school. In total, 25 percent of the total changes in the environmental engagement variable as the most important outcome of educational simulation is caused by the variables of social presence, need for recognition, self-efficacy and motivation.

The aim of this study was to equation modeling academic burnout and problem-solving styles with the mediating role of academic buoyancy. This descriptive research was of the correlation type based on the structural equation modeling (SEM). The statistical population of this study consisted of all high school students in the city of Hamadan in the year 2022. 304 students were selected by multi-stage cluster sampling method. Data were collected using the Mosleshs academic burnout (2002), Cassidy and Long's problem-solving styles (1996) and Martin and Marsh's academic buoyancy (2008) questionnaires. The results showed that academic buoyancy and the components of trust, orientation and creativity have a negative effect and the components of helplessness and avoidance have a positive effect on academic burnout. But the direct effect of the inhibition component on academic burnout was not significant. The components of trust, orientation and creativity have a positive effect and helplessness, avoidance and inhibition have a negative effect on academic buoyancy. Also, the components of trust, orientation and creativity have a negative effect and helplessness, inhibition and avoidance have a positive effect with the mediating role of academic buoyancy on academic burnout. The results can be a model for intervention.

This study aimed to determine the effectiveness of professional education of preschool educator training on career self-efficacy and assertiveness in preschool-educating volunteers. The method of the present study is quasi-experimental. The statistical population includes all volunteers of preschool educators in Mahabad who participated in the training course for preschool educators at Payame Noor University in 2020 and their number was 197 people. 40 people were selected by systematic sampling. Data collection tools included 20 sessions (two sessions per week) of specialized training, short form of self-efficacy scale in career decision-making by Betz et al. and Ay, Holland, and Gallacy assertiveness Questionnaire. The questionnaire was conducted pre-test and post-test. Data were analyzed by analysis of covariance in SPSS software version 24. The intervention has been effective on self-assessment, goal selection, job information and planning as components of career decision self-efficacy and has not only an effect on problem-solving (P <0.09). The intervention also affected assertiveness (P <0.05). Given that training has a positive effect on career decision-making self-efficacy and assertiveness. Hence, it is recommended that educational policymakers offer specialized and professional training as a foundational element to facilitate the success of preschool education candidates in their chosen career paths.

Risky behaviors are considered one of the most complex social harms and one of the main examples of deviations that can be the basis of many social harms. The present study aimed to investigate the relationship between sensation-seeking and metacognitive beliefs with high-risk behaviors in students through the mediating role of coping strategies. The statistical population of this descriptive-correlational study included all high school students in Khansar (Iran) in 2021. Among them, 254 students were selected as samples. The research instruments included the Coping Inventory for Stressful Situations (CISS), the Zuckerman Sensation-seeking Scale-V, the Metacognitions Stretegies Questionnaire, and the Risky Behaviors Questionnaire. Data were analyzed by the Pearson correlation method, simultaneous regression, and structural equation modeling (SEM). The results showed that there was a significant relationship between sensation-seeking and metacognitive beliefs in students, and both variables had a positive and significant relationship with high-risk behaviors. The results showed that there was a significant relationship between sensation-seeking and metacognitive beliefs in students, and both variables had a positive and significant relationship with high-risk behaviors. There was a significant relationship between metacognitive beliefs and coping strategies. Moreover, metacognitive beliefs and coping strategies had a relationship with high-risk behaviors in the students.

Thought related to human sciences as a technology to apply different changes in different fields and human situations has gained great importance.In this article, it is argued that economic education is based on the formal document of the fundamental transformation of education (Ministry of Education, Islamic Republic of Iran) and includes epistemic and non-epistemological goals;In addition to considering the knowledge of the world as its ultimate goal, the aforementioned economic education aims to prepare learners to organize and deal with future life situations in different economic conditions, and considering that technologies bring about changes in the individual and society.the question is whether it is possible to consider economic education based on the formal document of the fundamental transformation of education as a technology,and by technologizing economic education,it is possible to open the space for judging progress with pragmatic criteria (the ability to solve practical problems)?This research describes and analyzes the dimensions of science and technology with a qualitative approach and documentary-analytical method and explains the ability of this type of human soft technology to understand and explain the issues in the education system to change the existing reality;Of course, based on the findings, it should be said that the realization of such an environment requires having a transparent platform of information, so that all those involved in the field of education and training can fully and accurately access the information of the education and training system so that they can use the appropriate technology with time and Invent the place.