shahin abdolmaleki

This study aims to examine the impact of technology-based interactive teaching methods on enhancing students' conceptual understanding and to analyze the challenges and opportunities associated with this educational approach. This research was conducted using a qualitative approach, with data collected through semi-structured interviews with 24 teachers and educational experts in Tehran. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. The collected data were analyzed using qualitative content analysis with NVivo software. Open, axial, and selective coding techniques were applied to identify key patterns related to the research topic. The findings revealed that interactive technologies in education facilitate easier access to learning resources, increase student motivation, enhance educational interactions, and improve conceptual understanding. Additionally, technology contributed to the development of cognitive and social skills among students. However, several challenges were identified, including infrastructural limitations, lack of teacher knowledge and skills, and disciplinary issues in virtual classrooms. Technology-based interactive teaching methods have significantly improved students' conceptual understanding and transformed learning into a dynamic and engaging process. However, for successful implementation, educational infrastructure needs to be strengthened, teachers require proper training, and strategies must be developed to manage the associated challenges.

Considering the importance of behaviors related to academic health in students, the present research was conducted with the aim of explaining the contribution of personality dimensions in behaviors that promote academic health.

This was a descriptive-analytical correlational study. The research population was female students of the second secondary school in Karaj city in the academic year of 2019-2019. The research sample was 150 people who were selected by cluster random sampling method. To collect data, the list of personality traits (Costa and McCrae, 1992) and the questionnaire of academic lifestyle behaviors promoting academic health (Salehzadeh, Shokri and Fathabadi, 2018) were used. Also, for data analysis, multiple regression method with step-by-step model was used in SPSS software.

The findings showed that the dimensions of extroversion, neuroticism, and conscientiousness were able to account for 14% of the changes in academic resilience, among the personality dimensions only extraversion was able to account for 14% of the changes in academic optimism, and among the personality dimensions only the dimension of extraversion was able to account for 8% of the changes in academic engagement. Among the personality dimensions, only extroversion was able to explain 3% of changes in academic vitality and extroversion, openness to experience and agreeableness were able to explain 22% of changes in mastery-oriented goal orientation (P<0.01).

According to the obtained results, planning to improve academic health-promoting behaviors based on personality dimensions, especially through increasing extroversion using educational workshops, seems necessary.

The objectives of this study were to compare anxiety between three groups of women participating in psychology (life skills), principles of jurisprudence and women who did not participate in any of these classes.

The present research design is descriptive-analytical and cross-sectional. The sample of this study consisted of 90 people aged 30 to 60 years who were selected based on the criteria of anxiety entry and exit criteria of having a psychiatric history, chronic diseases and unwillingness to complete a questionnaire. In addition, participants on the Depression Scale completed anxiety. Participants were selected by purposive and available sampling and were divided into three groups: the psychology group participated in 14 sessions of 1.5 hours, three sessions per week and the group of principles of jurisprudence in 8 sessions of 1.5 hours, 2 sessions per week. Data were analyzed using one-way analysis of variance.

The results of comparison in the post-training period showed that there was a significant difference between the two groups of women who participated in psychology (life skills) classes and women who did not participate in any class in terms of anxiety level (0.05). . In addition, there is a significant difference between the level of women's anxiety in the two groups of principles of jurisprudence and non-participation in classes.

However, there was no significant difference between the level of anxiety in women participating in psychology (life skills) classes and women participating in principles of jurisprudence classes

The objectives of this study were to compare anxiety between three groups of women participating in psychology (life skills), principles of jurisprudence and women who did not participate in any of these classes.

The present research design is descriptive-analytical and cross-sectional. The sample of this study consisted of 90 people aged 30 to 60 years who were selected based on the criteria of anxiety entry and exit criteria of having a psychiatric history, chronic diseases and unwillingness to complete a questionnaire. In addition, participants on the Depression Scale completed anxiety. Participants were selected by purposive and available sampling and were divided into three groups: the psychology group participated in 14 sessions of 1.5 hours, three sessions per week and the group of principles of jurisprudence in 8 sessions of 1.5 hours, 2 sessions per week. Data were analyzed using one-way analysis of variance.

The results of comparison in the post-training period showed that there was a significant difference between the two groups of women who participated in psychology (life skills) classes and women who did not participate in any class in terms of anxiety level (0.05). . In addition, there is a significant difference between the level of women's anxiety in the two groups of principles of jurisprudence and non-participation in classes.

However, there was no significant difference between the level of anxiety in women participating in psychology (life skills) classes and women participating in principles of jurisprudence classes.

This research was carried out with the purpose of "presenting a model for the effectiveness of the leadership of managers in Farhangian University".

The sample size was determined using Cochran's formula, 936 people (307 faculty members and non-academic faculty members, 249 employees and 380 students). Based on the literature and research background, a researcher-made questionnaire of the factors affecting the leadership effectiveness of Farhangian University campus managers was compiled. Using the exploratory factor analysis of the questionnaire of factors affecting the leadership effectiveness of Farhangian University campus administrators with 3 main factors 1. internal organizational factor, 2. external organizational factor and 3. contextual factor and 11 sub-factors were formulated. The questionnaire of the dimensions of manager's leadership effectiveness is also in 3 dimensions of perceptual evaluation (personal), achievement of organizational goals and satisfaction of subordinates (individual) = It was based on the opinions of Hoy and Miskel and both questionnaires were distributed among the people of the society after determining the validity of form, content and structure and determining reliability.

The result of implementing the structural equation modeling technique (SEM) with the LISREL software package showed that the values of the t statistic obtained at the level of 0.05 in all dimensions and components of the conceptual model of the research are greater than 1.96; Therefore, there is a significant relationship between each of the effective factors on improving the leadership effectiveness of Farhangian University campus managers.

Also, in order to determine the appropriateness of the model, a questionnaire with a 5-point scale was prepared and given to 30 experts in this field, the model presented in the philosophy and goals, the dimensions of the effectiveness of managers' leadership and the factors affecting the effectiveness of managers' leadership in terms of It is trusted by experts and approved with 95% confidence.