فهرست مطالب محمد ارمند

The present study was aimed at predicting life satisfaction based on cognitive errors with the mediating role of procrastination of students with cyberspace addiction. The statistical population of this research includes all students of the first secondary level in Tehran in the academic year of 1401-1400. The sample size, using the Klein method and taking into account the possibility of sample dropout, was considered to be 180 people who were selected using available sampling method. The main data of this research was obtained using Diener's life satisfaction, Litenberg et al.'s cognitive errors , Tuckman's procrastination and Young's Internet addiction . Descriptive statistics (mean, standard deviation, skewness and kurtosis indices) and inferential statistics of Pearson's correlation coefficient and structural equation modeling with LISREL software were used in data analysis. The results of the research indicated that cognitive errors with the mediating role of procrastination can predict life satisfaction in students with cyberspace addiction.

The purpose of this research was to investigate the effectiveness of lesson study training on the professional competencies of primary school teachers.

The present study was semi-experimental with a pre-test, post-test follow-up design with a control group. With the available sampling method, 30 people were selected and randomly divided into two equal groups of 30 people. They were replaced by the experimental group of lesson study training for primary school teachers and the subjects of the control group did not receive any intervention until the end of the follow-up phase.  Data collection was done with the help of standard questionnaire of teachers' professional competencies. The data analysis of the research was done using Covariance Analysis of Intergroup Effects.

After comparing the data obtained in the pre-test and post-test between the experimental and control groups and performing the analysis of covariance between the groups, the results showed that there was significant difference between the total scores of the teachers' professional competencies in the experimental and control groups after the implementation. There was a significant difference in the lesson study training course compared to the group that did not receive lesson study training, so lesson study training has increased the professional competence of the trained teachers at a significant level. Also, the professional competencies score of teachers who have received lesson study training has improved more.

The effectiveness of lesson research training on the professional qualifications of primary school teachers has been influenced by dimensions and components such as content knowledge, educational knowledge, experience, reflective and critical thinking, mass collaboration, student learning, problem solving and innovation, empowerment and ownership, which work together to promote Teacher development, student learning, and overall amelioration of school education are applied.The indicators of professional competence of primary school teachers include: teaching skills, expert knowledge, classroom management, interpersonal communication, motivating and motivating students, and the ability to assess and evaluate. These indicators play an important role in determining the quality of teaching and the academic progress of students.In pedagogy, teachers can ameliorate their skills in teaching subjects by using their professional competence indicators. By analyzing the pros and cons of the courses and providing proper solutions, they can increase the quality of their teaching and strengthen the students' learning, and by examining the main topics and educational methods in providing the content, they can make the necessary changes and improvements in their teaching programs.According to the above explanations, it can be concluded that there is a direct relationship between the indicators of professional competence of primary school teachers and pedagogy. The indicators of teachers' professional competence affect the quality of students` teaching and learning, and the research enables teachers to improve the quality of students` teaching and learning by applying these indicators. Eventually, in order to improve the quality of teaching and learning in elementary schools, it is essential for teachers to pay attention to their professional competence indicators and to study, analyze and improve their teaching programs by applying case studies.Since lesson study training has an effect on the professional qualification competencies of teachers, it is recommended to pay attention to lesson study training to grow and strengthen the professional competencies of teachers. Therefore, in order to improve the quality of teaching and learning in elementary schools, it is necessary for teachers to pay attention to their professional competence indicators and to study, analyze and improve their teaching programs using lesson research.Regarding the results and considering the positive and constructive effect of the pedagogy on an important category such as the teachers` professional competence, it is recommended that this curriculum is widely taught to teachers in all schools and educational levels; additionally, the teachers apply them in their teaching method.The findings indicate that under the pre-test statistical control conditions, with 95% reliability, the ratio between the total scores of the teachers' professional qualifications of the experimental group and the control group after carrying out the training course via applying pedagogy for primary school teachers, a significant difference was observed in the group which had not been exposed by training. Thus, the pedagogy has an impact on the professional qualifications of elementary teachers.

Critical thinking is defined as the art of analyzing and evaluating thinking along with a review to correct it. Critical thinking is one of the basic needs of human life for decision-making, selection, and deep understanding of various issues. There is a research gap regarding the possible role of analytical literacy and computer literacy in predicting critical thinking with regard to the gender variable.

This study was conducted to predict critical thinking through computer and analytical literacy with the mediating role of gender in second-year high school students of Gilan province.

Research method was descriptive correlation type and the statistical population included second-year high school students of Gilan province in the first half of the academic year 2019-2020. The statistical sample included 384 people (191 girls and 193 boys) who were randomly selected in person and virtual. Data collection tools included critical thinking questionnaire (Ricketts', 2003) and researcher-made computer and analytical literacy questionnaires. The data were analyzed using hierarchical regression, multivariate regression, and Z-test using SPSS software version 26, and a significance level of 0.05 was considered to test the hypotheses.

The results showed that the effect of analytical literacy and computer literacy on students' critical thinking is positive and significant and explains 43% of its changes. Also, multiple relationships between analytical literacy and computer literacy with critical thinking have been stronger in male students than in female students.

According to the obtained findings, it seems that Critical thinking in students can be predicted by the variables of analytical literacy and computer literacy according to the role of gender

This research was conducted to study the effectiveness of the lesson study method on the self-efficacy of primary school teachers.

The research method was quasi-experimental and pre-test-post-test design with two experimental groups and a control group. The statistical population included sixth grade teachers of primary schools in Tehran and the sample size included 60 teachers who were randomly selected and replaced in the experimental (30 people) and control (30 people) groups. The data collection tool included the job self-efficacy questionnaire (Riggs and Knight-1994). In the pre-test stage, the dependent variable (job self-efficacy questionnaire) was conducted on both experimental and control groups. Then, the independent variable (lesson study training) was implemented on the experimental group during 12 sessions of 90 minutes, and the control group did not receive any training. Then, in the post-test stage, the dependent variable (job self-efficacy questionnaire) was administered again for both groups (experiment and control). The validity of the questionnaire was checked and confirmed by experts. The total reliability of the job self-efficacy questionnaire according to Cronbach's alpha coefficient was 0.86 and the reliability coefficient of its sub-scales including individual self-efficacy beliefs was 0.86, individual outcome expectations were 0.88, collective efficacy beliefs were 0.88 and collective outcome expectations were 0.85. In order to analyze the data, descriptive statistics and inferential statistics (analysis of covariance test) were used in SPSS software version 22.

The analysis of covariance test showed that there is a significant difference in the pre-test scores of teachers' self-efficacy between the effect of the two experimental groups (lesson study training ) and the control group (P=0.000 and F=28.678), which means that the self-efficacy score in teachers who They have received the lesson study training, it has improved more.

Since lesson study training has an effect on teachers' self-efficacy, it is recommended to pay attention to lesson study training to grow and strengthen teachers' self-efficacy.Key words:lesson study training, self-efficacy, collective efficacy beliefs, individual self-efficacy beliefs, primary school teachers.

In order to help junior high school students with their future economic needs, an economic training curriculum was developed and validated based on the sustainable development approach. Initially both national and international sources on economic training and sustainable development were perused and a subset there of selected, analyzed, and synthesized. Accordingly, four requirements for such a curriculum were identified: personal development and advancement in life, national economic development and advancement, internalization of values related to sustainable development by the students, and their academic achievement. Furthermore, the desired model for the developmentally based curriculum in economic training was developed containing the four basic elements of objective, content, organization, and teaching and evaluation methods. To validate the model, the views of ten experts in curriculum development and economic training were sought on the developed model, using a questionnaire. Results show that these experts consider the developed model as desirable as it could help the students with their future economic needs without ecological damages done to the environment or incursions to others’ rights committed.

The purpose of the current research is to identify learning strategies from a metacognitive perspective and to investigate its effect on academic self-efficacy, procrastination and academic burnout of male students of the second year of high school in the period of Corona virus. The method of research was mixed (quantitative and qualitative) and of the type of multi-group pre-test and post-test (extended experiment). In the qualitative stage, the statistical population included teachers and principals of junior high schools of Rasht, and in the quantitative stage, the population included all male students of junior high schools in the second district of Rasht in the academic year of 1401-1400 (N=500). Two schools were selected from the mentioned population via multi-stage cluster sampling (after checking the homogeneity of the classes). Fifty individuals from two homogeneous classes were selected randomly selected and were randomly assigned as the experimental and control groups (each containing 25 people). It can be stated that according to the covariance value in the academic self-efficacy variable (sig=0.00, F=36.97), this variable is significant. Also, it can be stated that the experimental group had a significant change in academic procrastination compared to the control group under the influence of the intervention (analysis of covariance in the variable of academic procrastination (sig=0.00, F=25.71)) that is, the development of learning strategies from a meta-cognitive perspective is effective on the academic procrastination of male students. Also, according to the results obtained from the analysis of covariance in the variable of academic burnout, which is (sig=0.00, F=30.42), it can be claimed that the experimental group had a significant change in academic burnout compared to the control group under the influence of the intervention. Thus, formulating learning strategies from a metacognitive perspective is effective on the academic burnout of students.

The aim of the current research was to investigate the perceptions of university professors as to the degree of transferability of textbook standards to electronic learning environments in the Iranian academic environment. In this mixed-method study, 132 faculty members completed an online questionnaire consisting of seven categories and 90 items related to textbook standards and 8 descriptive questions and evaluated the transferability of each of the standards to the electronic learning environment. To compare the mean differences of the standard groups with one another, within-subject analysis of variance, partial eta square and Bonferroni test were used. Qualitative data analysis was also carried out using the thematic analysis method. The quantitative results of the research showed that the most transferable items were the educational, linguistic, and content standards, respectively. The group of social-cultural standards was also reported to be transferable to an acceptable extent. Finally, the lowest perceived transferability was related to the group of structural, appearance and technical standards. The qualitative findings of the research also led to the extraction of four themes, including fundamental principles in all environments, enhanced possibilities of e-learning, flexibility and adaptability of the standards, and challenges and problems of adopting the standards. The insights obtained from the present research can have significant theoretical and practical implications for the establishment of local standards of developing electronic contents in the Iranian academic context.

This research was carried out with the aim of designing a model for aesthetic education based on the principles and aesthetic components in the Holy Quran.

A descriptive analysis of library and documentary sources was done. The data of the research indicates that the path of aesthetic education is through the realization of the basics and components that lead to beauty in belief and thought, desires and will, and causes the realization of true beauty. In the presented model, the ultimate goal Aesthetic education is godliness, godlikeness, or resemblance to absolute beauty, and ultimately leads to the attribution of man to the attributes of God Almighty.

The generality of the comprehensibility of beauty, the generalization of beauty, doubt, the inheritance and transmission of beauty, the absoluteness of beauty, the objectivity of beauty, God is the source of beauty, man is a version of absolute beauty, beauty is the ultimate human perfection, beauty is an existential matter, some of the basics of aesthetics are introduced. It is the Qur'an and its components are the balance of proportion, purposefulness and efficiency.

In the continuation of the discussion, among the foundations and components examined, educational topics were extracted, the realization of which can provide the basis for the flourishing of the potential talents of the educator and its direction towards the desired goals.

The aim of this study was to determine the effect of interactive teaching model of e-learning on academic self-efficacy and social skills of female elementary students. The research method is quasi-experimental. In the present study, due to the large statistical population, random sampling was performed and 30 people were selected as the sample and Garsham and Elliott (1999) social skills questionnaire and researcher-made academic self-efficacy questionnaire were performed on them. Then, by simple random number, this number was replaced in two groups of 15 people, one in the experimental group and the other in the control group. The experimental group was trained in interactive e-learning in one month and in 4 useful 45-minute sessions in the classroom, while the control group followed their usual daily schedule during this period and did not receive any educational intervention. After the training program, the questionnaire was administered to both groups again. Data analysis using analysis of covariance showed that attending classes based on the interactive teaching model of e-learning had a significant effect on the academic self-efficacy of female elementary school students. These results show that the interactive teaching model of e-learning has a positive and significant effect on social skills in the dimensions of: cooperation, assertiveness, self-control and empathy.

The purpose of this research is to provide a model for aesthetic education based on the principles and elements of aesthetics stated in the Holy Quran.

This research has presented a model for aesthetic education based on the Holy Quran by using the analytical-descriptive method and using library and documentary sources. The results of the research show that aesthetic education requires the realization of aesthetic principles and elements that manifest beauty at different levels of human belief, thought, desire and will and provide the necessary conditions for the emergence of true beauty. In the proposed model, the ultimate goal of aesthetic education is to become God-like, God-like, or close to absolute beauty, which leads to the attributes of God Almighty in humans.

The Holy Quran expresses aesthetic principles and principles, some of which are: Beauty is a phenomenon that can be understood and generalized by everyone. Beauty can be separated and inherited. Beauty is absolute and objective. God is the source and origin of beauty. Man is a small version of absolute beauty. Beauty is the goal and perfection of man. Beauty exists and is not just said. The aesthetic elements that are emphasized in the Quran include: balance and proportion, purposefulness and efficiency.

After examining the basics and aesthetic elements mentioned in the Holy Quran, the themes and axes of education were determined, and by realizing them, it is possible to bring out the hidden talents of the teacher and guide them towards the final goals.

The aim of this study was to investigate the experiences of professors in identifying the characteristics of university textbooks from the perspective of professors of public universities in Tehran. The approach of this research and its strategy is qualitative based on phenomenology. The number of participants in the study was 19 university professors who were purposefully invited to participate in the snowball. The data collection tool was a semi-structured interview that was recorded visually and aurally and their content was implemented textually. The method of data analysis was reflective analysis or reflective analysis using Van Manen's (1996) six-step method. The interview data were analyzed in three coding steps by the 2018 version of maxqda software. The analysis showed that the main categories arising from the interviews are soft (non-technical) competencies and hard competencies. Taking into account these factors arising from the experiences of professors, a model of the characteristics of the academic textbook is presented. The content validity of the model was assessed by a 14-item questionnaire validated by 30 university professors who were selected by convenience sampling and the content validity of 13 components with cvr = 0.77 was confirmed. In order to validate the data, the proposed criteria of Goba and Lincoln (1989) validity, reliability, verifiability and transferability were used. Reliability test technique in the research, the method of intra-subject agreement has been used.

The aim of this study was to determine the relationship between analytical literacy and computer literacy with creativity and the role of gender adjustment in high school students in Guilan province.

The method of research was of descriptive- correlational and the statistical population included the secondary course school students of Guilan province in the first semester of the academic year 2021-2022. The number of statistical sample using Klein's criteria was 384 people (191 girls and 193 boys) who were selected by cluster method and presence and electronic styles. The tools for measuring variables included Abedi creativity test, researcher-made computer literacy and analytical literacy questionnaire. Data were analyzed using hierarchical regression analysis, multivariate regression and Z test.

The results showed that the effect of computer literacy and analytical literacy on students' creativity is positive and significant. The effect of gender literacy on creativity was also significant. The relationship between computer literacy and analytical literacy has been positive and significant.

The results can be used to predict creativity in male and female students.

One of the most important organizations that play an important role in the socialization of people is the organization or education system, which is often implemented through the content of the curriculum and teachers. Through socialization, adolescent students learn how to introduce, control, and manage their emotional, emotional, and social expression and revise their beliefs, values, and norms. The education and training system and schools through official curriculum and hidden curriculum cause the socialization of students. Considering the importance of students' socialization in the education system of the Islamic Republic of Iran, the present study was conducted with the aim of designing a socialization pattern of high school students based on the sociological foundations of the document of fundamental transformation in the education system.

The present research in terms of time was cross-sectional, in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the document of the fundamental transformation of the education system and the experts of the education system and educational management of Bushehr province in 2020 year. In addition of document of the fundamental transformation in the education system, the research sample according to the principle of theoretical saturation was obtained 16 people who were selected by purposive sampling method. Data were collected by reviewing documents and semi-structured interviews, which its validity was confirmed by the triangulation method and its reliability by the agreement coefficient method between the three coders was obtained 0.88 and were analyzed by the thematic analysis method in MAXQDA-12 software.

The results indicated that for the socialization pattern of high school students based on the sociological foundations were extracted 48 indicators, 9 components and 2 dimensions. The intra-individual dimension were included four components of communication and interaction, creativity and skill, attitude and family and the environmental dimension were included five components of school, economic, social, political and value and cultural. Finally, according to the dimensions and components, feedback system and reform, philosophy and aims, pattern implementation stages and pattern implementation mechanism, the socialization pattern of high school students based on the sociological foundations of the document of fundamental transformation in the education system was drawn.

According to the results of the present study, planning to improve the students' socialization is necessary through the socialization pattern of high school students based on the sociological foundations of the document of fundamental transformation in the education system.

It is very important to prepare a standard for evaluating printed books in order to measure the quality of books, before printing, in order to buy for the library and to study in the field of medical sciences. This research was conducted for this purpose in three phases. The first phase was an applied study in which the general criteria for evaluating books were extracted by literature review. In the second phase, the criteria for evaluating printed books in the field of medical sciences were extracted using interviews. At this phase, the content approach using MAXQDA software was used for analysis. In the third phase, according to the target group, three types of researcher-made questionnaires were used to collect data. In order to assess the priority of evaluation criteria, quantitative analysis of the questionnaire was performed using descriptive statistics. The results showed the criteria for evaluating printed textbooks in the field of medical sciences included seven areas, 35 criteria and 213 indicators. Criteria for evaluating printed non-textbooks in the field of medical sciences included eight areas, 32 criteria and 162 indicators. Criteria for evaluating printed reference books in the field of medical sciences included seven areas, 25 criteria and 129 indicators. Criteria for evaluating printed translated books in the field of medical sciences included two areas, six criteria and 21 indicators. The medical science book evaluation standard will be a very useful guide for publishers, librarians, students and professors of medicine to choose the best resources for their purpose.

This study aimed to investigate the challenges and problems of virtual education from the perspective of teachers and primary school principals in Dehaghan. The research method was a descriptive survey. The statistical population of the study included all (N = 210) teachers and principals of primary schools in Dehaghan city in the academic year 1399-1400, which were selected using the convenience sampling method and based on Krejcie and Morgan table, 132 people were selected as the sample. To collect data, a researcher-made questionnaire was used, the face and content validity of which was confirmed by a panel of experts, and its reliability was obtained through Cronbach's alpha method of 0.76. Descriptive statistics (mean and standard deviation), inferential statistics (CV change coefficient), and SPSS 23 software was used to analyze the data. The results showed that e-learning managers have evaluated the problems of e-learning in technical, legal, organizational, and financial components at a high level, while the problems of e-learning in cultural, cognitive, executive components, have evaluated education as moderate. Finally, it can be said that smartening schools requires more attention from teachers and principals in the education organization.

The aim of this study was to analyze the content of elementary school Persian books.This research is of descriptive type and is in the group of applied research.The tool used in this research is content analysis.Using this method, the analysis of Persian textbooks for the elementary school as well as the general objectives of the Islamic Republic of Iran, the objectives of the elementary course and the objectives of the Persian course were discussed.The statistical population consisted of six Persian books(let's read)in the elementary school in the academic year 2019-2020, which were examined by counting method.Findings indicate that the elements of public culture have a great effect on promoting the level of public culture and students should be familiar with the components of public culture in which they live through textbooks. At the end of the elementary school, in the fourth, fifth, and sixth grades, they gain a better understanding of the cultural issues of their society, and as a result, in the sixth grade, much attention is paid to the cultural components.The results of content analysis showed that the prioritization of the components of public culture(general religious and moral values, legal norms, national symbols, religious symbols)in Persian books in the six primary grades are close to each other.While in the content of Persian books of elementary school, among the components of general culture of Persian textbooks, the highest frequency is in the component of"general religious and moral values" and the lowest frequency is in the component of religious symbols.

The need to identify the characteristics of the academic textbook and the unavailability of explicit criteria for the compilation of academic textbooks led to a study to identify the characteristics of textbook in order to develop a model with a qualitative meta-analysis approach.

A qualitative meta-analysis and tool from Sandlowski & Barroso seven-step model were used, only articles in domestic scientific journals and international conferences (1380-1399) and foreign (1989-2020) in the field of books were used. University courses written, reviewed. The study population is 150 sources including articles, books and dissertations, which according to the criterion of relevance of 56 sources were selected in a targeted manner until achieving information saturation. The Kappa index has been used to control the quality of the qualitative hybrid method. Maxqda software was used for coding.

Based on result of Cohen's kappa test, value of the index was calculated to be 0.638, with valid agreement level. the model is presented from two quality levels of 4 concepts (appearance, structure, content and writing) and function, which are important components; 8 concepts (information, evolutionary, systematic, regulatory, self-learning, educational, integration and coordination) are composed.

categories and concepts of textbook were reviewed and academic textbook model was developed. The model of the present study is different from other models in order to further integrate the features of textbook and design clearly and eliminate the shortcomings of the previous models. New textbook design template helps professors, students and authors to select, study and write textbooks.

Academic conscientiousness is the best predictor of personality for professional, educational, and academic performance. Therefore, the purpose of this study is to provide a model of academic conscientiousness based on social adequacy through the mediation of academic engagement in female high school students.

The method of this research was descriptive-correlational modeling of structural equations. The statistical population includes all-female high school students in Bukan County (N = 1400) who were studying in the 2019-2020 academic year. The sampling method was multi-stage cluster. The sample size was 300 participants. For data collection, McIlroy and Banting’s Academic Conscientiousness Questionnaire (2002), Academic Adequacy Questionnaire (Felner et a, 1990), and Fredricks, Blumenfeld, and Pari’s School Engagement Questionnaire (2004) were used as assessment tools. Data analysis was performed by Pearson’s correlation method and structural equation modeling by using the SPSS 23 software and LISREL 8.8.

Findings showed that the direct path of social adequacy to academic conscientiousness (β = 0.45, p <0.001), academic engagement to academic conscientiousness (β = 0.60, p <0.001), academic engagement to social adequacy (β = 0.63, p <0.001) and the indirect path of social adequacy to academic conscientiousness mediated by academic engagement (β = 0.42, p <0.001) were positive and significant. Fit indices equal to CFI = 0.97, NFI = 0.95, FIFI = 0.93, AGFI = 0.90, RMSEA = 0.074, p = 0.001, which shows that the assumed model had a relatively good fit with the data.

Based on the results obtained, social adequacy was directly and indirectly related to academic conscientiousness through academic engagement, and social adequacy and academic engagement can be a good predictor of academic conscientiousness. The results of this study contain important practical implications for improving students' academic conscientiousness.

The present study was conducted to evaluate the effectiveness of the social adjustment curriculum on academic vitality, academic identity and cognitive flexibility of female students. The present study was quasi-experimental with pre-test-post-test design with the control group. The study population included all female high school students in Buchan in the academic year of 2019-2020, The study sample consisted of 30 people who were selected through available sampling method. They were randomly assigned to two experimental groups (15 subjects) and a control group (15 subjects). The measuring instruments in this study were Dehghani Zadeh and Hossein Chari academic buoyancy Questionnaire, Woodruff academic identity scale, and Dennis & Vander Wal Cognitive Flexibility. The students of the experimental group underwent 10 sessions (90-minute) for 5 consecutive weeks (2 sessions per week) of the carpentry social adjustment program and the control group did not receive any intervention. The obtained data were analyzed using covariance analysis method. The findings showed that after the intervention, the effect of the social adjustment training program on academic buoyancy, academic identity, Cognitive Flexibility of female students was significant. Based on the results of the study, it can be said that teaching social adjustment program was effective on academic buoyancy, academic identity and cognitive flexibility of female students and it is suggested that the program be done in schools and other educational places to increase school-related variables.

Textbooks are one of the most important teaching tools. Therefore, it is necessary to be very careful about how they are designed and edited. Works on textbook design and authoring have been published, one of which is textbook research and writing that can be used by scholars, authors, and textbook contributors. In this article, this book has been criticized, using a critical philosophical research. The importance of this book in reflecting the wide range of textbook research in the world, its being research-oriented, and addressing fundamental issues are among the advantages.  The benefits of this book include the use of various tools to understand more about the contents, such as charts and tables, and the type of letters and their size. Its disadvantages include failure to rationalize the content and misinterpretation of some concepts, lack of proper design and contrast of colors, and inappropriate margins and unattractiveness.

The purpose of this study was to provide a model of moral education in elementary school.

The research method was mixed with a qualitative-quantitative design. The statistical population of the research in the qualitative section included articles, thesis, documents and books from 1390 to 1398 and in a quantitative part, the teachers of the second elementary school were in Kerman. The study sample was based on purposive sampling method in qualitative part and simple random sampling method in quantitative part. The data collection tools in the qualitative section included articles, thesis, books, and in the quantitative section was a questionnaire. The content analysis method was used to analyze the data in the qualitative part and the second-order confirmatory factor analysis was used in the quantitative part.

Findings showed that 35 basic themes, eleven organizing themes and three comprehensive themes were identified in three areas of cognition, belief and moral behavior, then a questionnaire was designed to validate the model with 35 items. The reliability of the questionnaire was calculated using Cronbachchr('39')s alpha (0.95) and its validity was calculated based on the views of experienced faculty members and using the sigma numbering index of 0/85. The results showed that all themes with high factor load were approved, which indicated the high validity of the model. In the quantitative part, the findings showed that all themes with high factor load were approved, which indicated the high validity of the model.

According to the results of this study and focusing on the model of moral education, it is possible to help improve the level of cognition, belief and moral behavior of elementary school students.

This study aimed to systematically study and present‎ an ultracombination of the works of local and international researchers on the desirable characteristics of university textbooks. The method used in this study was qualitative research synthesis. The research community included 60 relevant researches that have been carried out during the last 20 years. The obtained results are in the form of semantic units and coding of competencies. In the first stage, 150 codes were created and organized by analyzing the qualitative content in 25 categories in order to achieve the two objectives of the research. The first objective was to identify the most important components of composing and developing textbook as well as identifying the four themes: 1) Scientific Accuracy; 2) Educational Nature; 3) Audience-Oriented Approach; 4) Writing Accuracy. For the second objective, a model was designed based on which the component of transparency of expression was the common component of the three themes: Educational Nature, Scientific Accuracy, and Writing Accuracy. Components of holism and coherent scientific structure are the common factors of Scientific Accuracy and Educational Nature themes, and the concept of transferring values is the common factor of ‎ Educational Nature and Audience-Oriented Approach.

The main purpose of this article was the factors affecting the socialization of high school students based on the sociological foundations of the document of fundamental change in the formal public education system of the Islamic Republic of Iran.

The method of conducting research is mixed (qualitative-quantitative). In order to conduct this research, in addition to the documentary study, the content analysis technique with MAXQDA12 software was used to identify the factors and components. The statistical population in this study was all experts in the field of philosophy of education and educational management, which was done after an interview with 16 theoretical saturations. And all the interviews lasted between 60 and 85 minutes. Semi-structured interviews with experts were conducted in 1399 in the form of open source, selective and selective codes, and the structural equation method was used to determine the extent of impact and the share of factors. According to the semi-structured interviews, 246 open codes and 55 central codes for the socialization of secondary school students were extracted based on the sociological foundations of the document of fundamental change.

The results showed that according to the researcher-made questionnaire with Likert scale, the effective factors and their share were determined. Among the interpersonal dimensions with a coefficient of 0.720, the most impact and among the components, respectively, school, creativity and skills, value and culture, attitude, social, communication and interaction, family, economics and politics had the largest share in students' socialization.

Based on the results, 2 dimensions (intrapersonal and environmental factors) and 9 components (pivotal code) and 48 indicators (open code) for socialization of high school students based on the sociological foundations of the document of fundamental change were extracted.

Well-designed questions have an integral role in acquiring knowledge, developing perceptions, and stimulating critical thinking. This study is to present an integrative model for designing questions in university textbooks and accordingly conduct a case study on questions in education and psychology textbooks published by SAMT Publications. To this end, content analysis and case study were used. In the first section, the related literature on question design were content analyzed, and the integrated approach was chosen as the theoretical model. Then, the validity of the model was checked by eight relevant experts. In the second part, 1323 questions in eight education and psychology textbooks published by SAMT Publication between 1392-1397 AH were analyzed based on the research model. The results showed that a desirable model for designing questions should be developed based on three main dimensions including learning hierarchy, student engagement in the course, and types of convergent and divergent thinking. The final model was composed of 3 main dimensions with 13 types of main questions and 25 sub-questions. The evaluation of a total of 8 textbooks and 1323 questions indicates that 827 questions (62.51%) and 496 questions (37.49%) assessed Lower and Higher Order Learning Skills, respectively. Moreover, the design of the questions in these textbooks was mainly focused on content, and no attention was paid to fundamental, emotional, and engaging questions. Finally, only 10.5% of the questions relate to the development of divergent thinking, while 89.5% of them relates to interrelated questions.