نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال یازدهم شماره 43 (زمستان 1402)

The aim of this research was the psychometric characteristics of the questionnaire of students' perception of technology-based active learning in physical education colleges of Alborz province. The statistical population of this research was made up of students of physical education colleges in Alborz province, from whom 412 questionnaires were collected using stratified random sampling. In order to collect data, the technology-based active learning questionnaire of Shroff et al. (2019) was used, which consists of 20 questions and has the components of interactive participation, problem solving skills, interest and feedback. In order to analyze the data, descriptive indices and Cronbach's and Raykov's alpha coefficient statistical tests were used to determine internal consistency and exploratory factor analysis and confirmatory factor analysis were used to determine construct validity in SPSS.21, LISREL 8.8 and Stata.17 statistical software. The results showed that the reliability of the technology-based active learning questionnaire is (0.968). Regarding construct validity and based on the degree of relationships and significance level, all the questions had a significant relationship with the factors and were able to be a good predictor for their component. Also, regarding the relationships of the components with the concept of technology-based active learning, the results showed that all four components could be a good predictor for the concept of technology-based active learning, and as a result, it can be used to measure the functions of using technology in the field of active learning among students.

The purpose was to compare the effects of Life Skills Training with and without Mindfulness Training on Experiential Thinking, and Negative Thoughts of youth with motor physical injuries. The research was experimental, with a pre-test, post-test, and follow-up design. The statistical population included male students with motor-physical injuries from the secondary exceptional high schools in Tehran. The research sample, due to the small size of the statistical population, included all the people of this population in the year 2021-2022. With the purposeful sampling method, 45 subjects were randomly assigned to two experimental and one control group. Group one received life skills training and group two, received life skills training plus mindfulness training. The control group did not receive any training. All three groups responded to the Rational-Experiential Inventory (Epstein & Pacini, 1999), Automatic Thoughts Questionnaire (Hollon & Kendall, 1980), before and after the training courses and a month after the end of them. In the end, the data was analyzed with One-way variance, repeated measurement variance analysis and multivariate covariance analysis methods. The comparison of the groups showed that both interventions had the same effects on the participants' rational ability, rational engagement, and experiential ability and negative thoughts. It can be said that both educational interventions lead to the strengthening of rational and experimental thinking systems and the reduction of negative thoughts, which is valuable in the case of youth with motor-physical injuries.

In the current research, the relationship between epistemological beliefs and academic self-determination with academic procrastination was investigated through the mediation of academic emotions. The research method employed was descriptive-correlational. The participants of the study were 320 undergraduate students from various fields and faculties of Mazandaran University, Babolsar Campus, selected through stratified random sampling. To measure the variables under study, the following questionnaires were utilized: Academic Procrastination Scale (Solomon & Rothblum, 1984), Epistemological Beliefs Inventory (Bayless, 2009), Academic Motivation (Vallerand et al., 1989), and Academic Emotions Scale (Pekrun et al., 2005). The proposed model was evaluated using structural equation modeling with AMOS software version 26. The mediating relationships in the proposed model were tested using the bootstrap procedure. The results indicated that the proposed model had a good fit with the data, also the results showed that the dimensions of epistemological beliefs and academic self-determination had significant indirect effects on academic procrastination through academic emotions.

The aim of the research was psychological factors effective in shooting skills of police training centers. The findings were combined in two parts, the findings from documentary studies and the findings from interviews in the form of the foundation's data theorizing method with Strauss and Corbin's approach. The statistical population consisted of 300 people, and 170 people were selected as a sample using Morgan's table, and the researcher-made questionnaire was distributed among them that theoretical saturation was achieved during the interview with the 20th expert. The method used to collect the research data was used as a sequential exploratory mixed method. Data analysis was done with open, central and selective coding of documents and semi-structured interviews during three rounds of interviews until reaching a theoretical consensus to identify the categories of central phenomenon, causal conditions, background, intervention, strategies and consequences. The coding research tool was made according to the instructions of the researcher, whose validity was confirmed by the members of the research group, and its reliability was calculated with the P-Scott criterion of 0.95.The psychological factors affecting the shooting skills of police training centers were identified as follows: 1- environmental factors in the performance of the shooter, 2- anxiety and fear during competition, 3- not being aware of the reason and motivation for participating in competitions, 4- attributing one's own value to abilities. In sports competition, 5- variability in attention focus, 6- poor performance after returning to the initial state, 7- self-confidence, 8- motivation, 9- emotional control, 10- concentration.

The reason for failure in learning and academic failure is the lack of academic skills. Mentally retarded children, as a special and vulnerable group of society, usually have little academic skills for various reasons. One of the important reasons can be executive functions. The present research was conducted with the aim of investigating the role of executive functions in predicting the mathematical academic skills of mentally retarded elementary students. The descriptive research method was correlation type. The statistical population was all 995 mentally retarded students of the elementary level in the academic year 1402-1401 in Kerman city; Based on the Morgan-Karjesi table, the statistical sample size of this research was 278 people; which were selected by stratified random sampling method. Brief executive function questionnaire and math teacher-made test were used to collect data. Data analysis was done with spss25 and Amos24 software. The results of the research showed that the model of the role of executive functions in predicting math academic skills in mentally retarded primary school students has an acceptable fit by controlling the effect of intelligence and age. There was a significant relationship between inhibition, attention transfer, emotional control, initiation, working memory, planning, organization of materials and revision with mathematical academic skills of intellectually disabled students, so that the components of executive functions simultaneously accounted for 0.357 of skill variance. The academic skills of intellectually disabled students were explained and the most important predictors of mathematical academic skills in intellectually disabled students were planning and working memory respectively

The purpose of this research was to provide a model for predicting academic achievement of distance education students based on parental academic involvement with the mediating role of task value, students' sense of belonging to the university, and academic effort. The study sample was 300 undergraduate students of Payam Noor University in Khoy Center in the academic year 2002-2013, who were selected by stratified random sampling. The data collection tool was a questionnaire consisting of the task value subscale (Pintrich et al., 1991), sense of belonging (Wang, White, and Eccles, 2011), academic effort (Dupirat and Marin, 2005), and parental academic involvement subscale. Academic achievement was also measured by inserting a question about students' academic averages through self-reporting. Advanced correlation schemes (path analysis) were used for data analysis. The results of the research generally showed that the relationship between parents' academic involvement and the academic achievement of distance education students is influenced by the dimensions of emotional and behavioral academic engagement. In such a way the direct effect of parents' academic involvement on students' academic achievement was not confirmed, but parental academic involvement showed a positive indirect effect on academic achievement through the students' sense of belonging to the university, the value of the task, and academic effort. In addition, concerning the direct effect of research variables on academic achievement, the most positive effect was related to academic effort. Also,

The aim of this research was to evaluate the effectiveness of Dialectical behavior therapy on academic emotion components and self-control in the attention deficit \ hyperactivity disorder in year 7 to 11 students. This research method was semi-experimental with pretest-posttest design. Using Pekran, Goerz, Frenzel's academic emotion (2005) and Tangey, Baameister, Boone's self-control (2004) questionnaires, 30 person of attention deficit\hyperactivity disorder in year 7 to 11 students were purposive selected any were randomly assigned two experimental and control group. (each group was 15) The experimental received 8 sessions of DBT based on instruction package and the control group did not receive any training in the field. After executing the DBT, academic emotion components and self-control of the members of two groups were measure again. Date were analyzed using multivariate covariance analysis (MANCOVA) and univariate analysis (ANCOVA). in the mancova analysis for academic emotion components and self-control showed significant differences in the both groups and the avncova analysis for self-control and academic emotion components like enjoyment, angry and boredom, showed significant differences in both groups. But concerning of academic emotion components like anxiety, shame, pride and hopelessness, showed not significant differences in both groups. The results of this study which are in line with other studies that DBT has significant role in academic emotion components and self-control in the attention deficit\ hyperactivity disorder in year 7 to 11 students.