نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال دوم شماره 7 (زمستان 1393)

This study aimed to determine the effectiveness of Bullying Recognition and prevention Program on teachers'' views and beliefs about bullying and their efficacy in classroom behavior management. For this study، 40 of female teachers primary school were selected randomly and assigned to experimental and control groups. In order to measure the research variables، the questionnaire of student social behavior and self - efficacy of teachers were used. The designed program for experimental group with bullying recognition and prevention content، was used in six 90 minutes sessions. Results of multivariate covariance analysis indicated that educational interventions was able to create meaningful changes in the two types of teachers'' beliefs about bullying (assertive، normative) and their efficiency in classroom behavior management. Considering that information increase of teachers about bullying and their skill to prevent it has a positive results; the findings of study insists on the necessity of performing preparation courses and professional development for teachers and school counselors to properly deal with students'' behavior problem and that can be effective in designing the content of in-service programs for teachers.

The purpose of this study is to evaluate effectiveness of teaching components of self-directed learning (based on Pintrich''s model)، on intrinsic valuation of gifted students in Kermanshah and their final grade in mathematics. The experiment was performed using quasi-experimental method with Solomon four-group design. 60 of students were randomly selected as sample، divided into groups of 15 randomly selected students. A questionnaire was used in this study: Motivated Strategies for Learning Questionnaire (MSLQ); It`s reliability and predictive validity has already been confirmed. Also، in order to evaluate mathematics grades، two teacher-made tests were used which were confirmed a validated by the supervisor and consultant، in addition to chiefs of respective educational groups. Results from data analysis showed that: Teaching components of self-directed learning (based on Pintrich''s model) has 17. 9% positive impact on intrinsic valuation of gifted students but it had no effect on their grade in mathematics. Even though، while analyzing the averages from Solomon four group design، it was deducted that pre-test grades in mathematics had no effect on post-test grades of the same subject and the average grade of post-test for control group is more than that of pre-test for inspection group. Above results indicate necessity of paying more attention to training in components of self-directed learning، and boosting intrinsic valuation، when considering gifted students.