فاطمه زارع زردینی

The purpose of this study was to investigate the perceptions and lived experience of primary school teachers of the strengths and weaknesses of virtual education in the corona virus pandemy in the academic year 2020-2021. The research approach was qualitative and phenomenological. The instrument used was a semi-structured interview. The target group included all fifth grade female teachers in girls' schools in Yazd, that 12 of whom were selected by purposive sampling. After the eighth interview, theoretical data saturation was obtained, but interviews were continued up to 12. Data were analyzed by coding and categorization methods and used seven-step Colaizy pattern. The validity of the data was obtained through triangulation method, in the form of referrals to the participants and also the analysis of the group of colleagues. After analyzing the data, 15 sub-themes were identified as strengths and 25 sub-themes as weaknesses, which were classified in to 8 main themes: educational, social, media mediation, parental mediation, cultural, ethical, environmental and economic. Then, contextual factors were extracted which were placed in 8 sub-themes at three levels: macro, medium and micro.

Academic engagement is one of the multifaceted constructs that affect students' academic performance. The aim of this study was to determine the mediating role of a sense of belonging in the relationship between teacher-student Relationship and academic engagement. The method of the present study was descriptive-correlational. The statistical population of this study consisted of all the students of the first secondary level of Mashhad city in 1400-1401, 360 of whom (251 girls and 109 boys) were selected as a sample using the multi-stage cluster random sampling method. Data collection tools included academic engagement Reev (2013) RAEQ, the student-teacher relationship questionnaire Murray & Zvoch (2011) IT-SR, and the school of Belonging questionnaire of  Brew & Et.al (2004). The collected data were analyzed using the Structural Equation Model. The results showed that the research model is approved in terms of significance and fit indicators and The teacher-student relationship variable indirectly affects academic engagement through the sense of belonging to the school. The direct effect of teacher-student relationships on academic engagement was not significant. Based on this, the sense of belonging to the school can play a mediating role between the teacher-student relationship and academic engagement.

The purpose of this study was to investigate the mediating role of basic psychological needs in the relationship between family function and happiness. The research population consisted of all students living in the residence of Alzahra University in Tehran during 2019-2020. 300 of them were selected by convenience sampling method. The research method was descriptive-correlative type. In the present study, descriptive and inferential statistical methods were used to analyze the data, skewness and elongation were used to determine the normality of the data, and path analysis was used to evaluate the proposed model. The questionnaires used in this study were the short version of the Oxford Happiness Questionnaire (OHQ_SF), the Family Assessment Device (FAD), and the Psychological Basic Needs Questionnaire (BPNS) (.SPSS 24 and AMOS 24 software were used. The results showed that all subscales of family functioning were significantly correlated with happiness. The proposed modified empirical model showed good fit indices. According to this model, family functioning (problem solving, family roles, affective responsiveness, affective involvement, behavioral control, general functioning) showed direct and indirect effects on happiness. In addition, basic psychological needs (autonomy, competence, relatedness) had a partial mediating role in the relationship between family functioning and happiness.