جستجوی مقالات مرتبط با کلیدواژه "دانش اموزان" در نشریات گروه "ادبیات و زبان ها"

The purpose of conducting this research is to open a new door for all teachers, especially teachers and instructors of teaching literature books. The research population includes all teachers of the second year of high school in  Ghorve city, and since the size of the research population is about 100 people, we should select almost the entire community as a sample, as well as all the students who are studying in this course. The method of the present research was applied in terms of purpose and descriptive in terms of correlation type, in order to analyze the data SPSS software and statistical tests of Pearson correlation coefficient and regression test were used. The results showed that the situation of verbal intelligence of Persian literature teachers in  Ghorve city is at the optimal level and there is no significant difference between the verbal intelligence of male and female teachers. The level of academic progress of secondary school students in  Ghorve city in the Persian literature course is at an optimal level, and there is a significant difference between the academic progress status of the Persian literature course of male and female students.

The essay lesson is one of the lessons that has a direct relationship with creativity; Students think about the subject by using words as well as making appropriate sentences and using their creativity; Therefore, the essay lesson in the curriculum is the same as the place of the performing arts among other arts. All the arts are expressed in the art of performance, and the essay, like this art, is a re-creation and a person's perception of the creation. The present research processes the causes and factors of lack of motivation among tenth grade students. The research plan is descriptive and practical research (action research), using the library and survey method, in order to solve the created problem and try to improve lack of motivation in the essay lesson. Considering the action research nature of the research, the experiences of colleagues, guidance and interviews with parents and students have been used for better performance. The findings of the research show that the most important causes of students' lack of motivation in Persian writing and essay lessons are lack of interest in the lesson, lack of extracurricular studies, students' lack of awareness of social issues around them, and in this regard, specialized and general solutions have been presented

The aim of this present study is improving the spelling problems of the sixth grade students of Bahar School in Aligudarz. The current research is a descriptive research that was conducted as an action research.The statistical population of this study consisted of all 28 sixth grade students Bahar Primary School of Aligudarz city in the academic year of 2019-2020 and all statistical population was selected as a sample. The method of collecting information is the observation and checking of students' spelling. In order to optimize the spelling teaching method (as a subject that can be taught, not as a lesson that is always evaluated), along with the traditional dictation method, new spelling teaching methods, providing spelling teaching worksheets, reinforcement methods Visual memory and... were used and the words were presented to the students in the form of slides. Based on the results, corrects the spelling problems of sixth grade elementary students, and their writing skills, accuracy, attention, and visual and auditory memory improve and remember things better, and write words better.

This research was designed to evaluate the impact of blended learning on students’ self-concept and academic engagement in Arabic course. The research methodology was a quasi-experiment study of a pre-test and post-test type with two groups. The study’s statistical population included all students of the upper secondary of the city of Kangavar, of which, 40 students were chosen as the research sample using the cluster sampling method. The research tools included the Self-Concept Questionnaire (SCQ) developed by Carl Rogers and the Academic Engagement Scale developed by Schaufeli et al. (2002). The reliability rates of the questionnaires were obtained using Cronbach’s alpha as 0.79 and 0.75, respectively. Their validities were also measured with the help of psychology professors and specialists in the fields of educational sciences and psychology and were approved after the necessary evaluations. The SPSS statistical analysis software, Ver. 24 was used to analyze the data in the descriptive analysis section (variance, standard deviation, skewness, and kurtosis) and the inferential analysis section (one-variable covariance analysis). The research findings revealed the significant impact of blended learning on students’ self-concept and academic engagement and their components (p < 0.01). The study results also showed that the blended learning (education) method enhanced the students’ self-concept and academic engagement. Hence, it was suggested to plan necessary measures to increase the use of the blended learning method aimed at improving other psychological factors of students.

The present study was conducted with the aim of improving the students' self-confidence in oral interactions by the use of tasks. This was an action research. The population of the study was all female senior high school students in Lavandavil in the academic year of 1400-1401, and the sample which was chosen based on purposive sampling was 28 tenth grade Science major students at Alzahra High School. To solve the problem of students' self-confidence, we adopted tasks in the form of information gap, opinion exchange, storytelling and problem solving activities, and to collect data, we applied a checklist, Griffee's standard self-confidence questionnaire, and an opinion survey. By adopting tasks, the average scores of students’ self-confidence increased from 23.57 to 50.53, which according to the cut-off line of Griffee's questionnaire (30) indicate improvement of the students' self-confidence in classroom. In addition, increasing students’ speaking skills, improving their performance, and increasing the skill of asking questions are among the most important results of this research. The results obtained show that teachers teaching different languages, by using appropriate new methods including meaningful communicative activities (tasks) in the classroom and teaching, can help students to improve their self-confidence for oral interactions.

The present study was conducted with the aim of investigating the prevalence and gender differences of academic procrastination among students of multi-grade classes in junior high school. The research method was descriptive in terms of strategy, case study in terms of execution path, and applied in terms of purpose. The participants in the research were 150 ninth grade students (82 boys and 68 girls) who were studying in multi-grade classes in South Khorasan province and were selected by random cluster sampling. Data collection was done using Sawari academic procrastination questionnaire (2013). The results of descriptive statistics showed that 24% of students were one standard deviation higher than the mean and were considered to have high procrastination, 61.33% were between one standard deviation higher and one standard deviation lower than the mean and were classified as having medium procrastination and 14.66% had one standard deviation lower than the mean and were diagnosed as low procrastinators. Also, boy students obtained a higher score in the academic procrastination questionnaire than girl students, and the inferential statistics analysis through running an independent samples t-test showed that the observed difference between the average scores of the two groups was statistically significant. The results of this research can be used by education experts.

The responsible behavior of healthy human indicators is in any society. One of the most important goals of educational systems is the development of social skills, including social responsibility. The purpose of this study was to "predict accountability based on academic motivation and emotional intelligence among elementary school students." This research was applied to the descriptive method of the problem. The statistical population of this study was all elementary school students in Borujerd, from among them 384 by random sampling using Morgan table as sample size. To measure the research variables in the research, California's responsibility questionnaire (1987), Hermans (1970) motivation (1970) and emotional intelligence and Petrah and Farnham (2002). Its validity was estimated by professors and the reliability of the questionnaires was estimated using Cronbach's alpha coefficient of 0.7, 0.86 and 0.81, respectively.The obtained data were analyzed using correlation coefficient and regression analysis and confirmed the relationship between responsibility and academic motivation and liability with emotional intelligence. Predictive variable regression coefficients show that academic motivation (B = 0.453) and emotional intelligence (B = 0.187) can predict students' responsibility.

The aim of this study was to investigate the status of life skills of students in elementary school from the perspective of teachers and principals of Kermanshah. The research is combined and consists of two parts: qualitative and quantitative. The first part of the research is qualitative and its method is descriptive and includes; Document analysis as well as content analysis with a practical approach. The analytical community included texts and resources related to the field of life skills, among which 20 internal sources were identified and analyzed. To collect information, a checklist (life skills checklist) was used and measurement tools, a fish-taking form, and a content analysis checklist were developed by the researcher. In the second part, the research method was quantitative. There were public schools in Kermanshah from which 100 people were selected using multi-stage cluster sampling method.The data collection tool in this section was a researcher-made questionnaire.To ensure the face validity of this questionnaire, several Educational experts reviewed it and approved it after making some corrections, and then the validity of the questionnaire structure was reviewed and confirmed.The research results indicate that based on the studied sources for life skills in Three sections of knowledge (4 main themes) in ability (11 main themes) and attitude (7 main themes) and a total of 69 categories were obtained.The results also showed that the current situation of life skills in primary school is not appropriate.

The purpose of this study is to investigate the harms caused by cyberspace in the educational model of students in the virtual education process. The expansion of communication and its diversity in the modern world, along with its advantages, has brought many disadvantages to human beings. The arrogant regime, which seeks to conquer and transform the cultural values ​​of its opposing countries, is trying to make the most of the existing space. Spending heavy costs on building filter-breakers, building various games with the aim of promoting Western values, and Humiliating the culture of other countries, making cyberspace attractive in different ways shows its great ability to change values. In his book Soft Warfare, Joseph Nye emphasizes ways to change countries' values ​​and beliefs in order to dominate them.The findings of this study show that e-learning, along with its positive capabilities due to more access to students and students who previously did not have access to this space for any reason, makes them familiar with social networking space and access to equipped phones. It has been made to the Android system that can acquaint them with the charms of this space and for various reasons such as cultural invasion, lack of media literacy, relative freedom in this space, unknown identity of individuals, lack of proper management and supervision by families. And ... cause changes in their role modeling contrary to the educational and moral goals of the country's education system.

The purpose of this study was to investigate the effect of teaching TRIZ problem solving skills on students' Creative thinking and critical thinking. The statistical population of this study was 3958 female students in the sixth grade of elementary school in the 5th district of Tehran. The sample size was determined using Cohen's table of 60 people and they were divided into experimental and control groups by random sampling. A quasi-experimental research method as pretest-posttest with a control group was used. The measurement tool consisted of Torrance (1974) Creative Thinking Test and Critical Thinking Questionnaire (Robert Ennis, 1961). The experimental group underwent six one-hour sessions of innovative problem-solving skills training (TRIZ). At the end of the intervention, both groups were retested using the Robert Ennis Critical Thinking Test and the Torrance Creative Thinking Test. Data analysis was performed using descriptive statistics and multivariate covariance analysis through SPSS. The findings showed that there was a significant difference between the experimental group and control group and also there is a difference between all dimensions of critical thinking (understanding the meaning of a phrase, identifying the ambiguity in the way of reasoning, logical conclusion, understanding the coordination, justified conclusion, adherence to a rule or principle, the validity and acceptability of the sources of a claim) and the dimensions of creative thinking (ingenuity, expansion, fluidity, and flexibility). The mean score of critical thinking and creative thinking in the experimental group was significantly higher than that of the control group. Therefore, the results indicate that the teaching the problem solving skills by TRIZ affects creative thinking and critical thinking.

In recent years, the development of the use of a variety of methods for teaching English has greatly improved the value of educational books. However, very few studies have focused on the evaluation of English-language textbooks in primary education in Iran. The purpose of this study was to evaluate English language teaching textbooks in junior high school from the perspective of students and teachers. To achieve this goal, 8 junior high school teachers with an average of 7 years of teaching and 261 students of the seventh, eighth and ninth grades participated as participants in this study. The textbooks were evaluated based on a questionnaire designed and validated in 1979, comprising 25 questions in six contexts: The suitability of topics, the vocabulary and structure of the book, the appropriateness of the exercises, the suitability of the images, and the physical make-up of the book. The results of the interviews were compared with the results of the questionnaires. Finally, the results of this study showed that from the perspective of students the Prospect Book series in many respects does not meet the needs of students and is not efficient. The results of this study can be used by teachers, educational planners, and textbook writers.

In cognitive linguistics, language is considered part of human cognitive abilities, and any linguistic analysis is accompanied by an analysis of human cognitive abilities. One of the human cognitive abilities is cognitive inhibition. The aim of this study was to compare cognitive inhibition in bilingual students and monolingual students. The research question is whether there is a significant difference between cognitive inhibition in bilingual and monolingual students? The present study is a descriptive causal-comparative study. In this study, cognitive inhibition (performance in numerical stroop test) was compared between two groups of bilingual and monolingual students. The statistical population of the present study included all secondary school students in Qazvin. The sample group consisted of 90 students (45 Persian monolingual students and 45 Turkish-Persian and Kurdish-Persian bilingual students) who were selected by purposive sampling method. A demographic questionnaire and numerical stroop test were used to collect information. A demographic questionnaire and numerical stroop test were used to collect information. Due to the lack of complete cooperation of some sample people in answering the numerical strop test, the number of sample people was reduced to 39 monolingual students and 43 bilingual students. Despite the attention of many researchers to cognitive inhibition, understanding and access to the true concept of cognitive inhibition is complex. Two strategies have been used to study cognitive processes: self-report techniques (interview and questionnaire) and the use of empirical-cognitive models. Interviews and questionnaires assess only aspects of cognition that can be verbalized, and such data can only provide relative support for cognitive models of disorders. The existence of such problems in interviews and questionnaires has increased the use of empirical concepts and patterns. The Stroop test is one of the most effective tools that studies cognitive inhibition and selective attention in a practical way and its results are extracted directly from the individualchr('39')s performance. The test was named after John Ridley Stroop (1935), who invented the color version of the test. Since then, various forms of this test such as directional stroop, odor and taste stroop, numerical stroop, shape strokes & etc have been made and used. In the present study, to measure cognitive inhibition used the numerical stroop .The Persian version of this test was made by the researcher (the first author of the present study). The reliability of the test was 86% using the retest method on 100 subjects. The numerical stroop test consists of 96 numeric pairs, of which 48 pairs are used for physical comparison and 48 pairs are used for numerical comparison. In the 48 pairs on which the physical comparison is performed, 16 pairs of inconsistent numbers, 16 pairs of consonants and 16 pairs of numbers are neutral, and in the 48 pairs on which the numerical comparison is performed, the same order of properties is established. The subjectchr('39')s task is to select the number that is larger in terms of physical size in the physical comparison section and the number that is larger in terms of numerical value in the numerical comparison section. The output of the numerical stroop test includes pairs of numbers to be compared, reaction time, subject selection, correct or incorrect answer, and type of comparison (physical comparison and numerical comparison). In order to determine the Stroop effect, the interference score is calculated by calculating the difference between the reaction time to the consonant and inconsistent numbers. Using this test, the effect of numerical stroop and the effect of physical stroop can be calculated. The larger stroop effect indicates greater interference and a lower level of cognitive inhibition. Multivariate analysis of variance was used to measure the difference between the effect of numerical and physical stroop in bilingual and monolingual students. The results showed that there was a significant difference between bilingual and monolingual students in the numerical stroop effect and the physical stroop effect. There is a significant difference in cognitive inhibition performance between the two groups and according to the mean, monolingual students have poorer performance in cognitive inhibition. This result is in line with the findings of Bialystok and et al. (2005), Carlson and Meltzoff (2008), Bialystok and Viswanthan (2009), Prior and Macwhinney (2020), Cushen and Wiley (2011), Poulin-Dubois et al. (2011) and Blumenfeld and Marian (2011) are consistent. In these studies, it has been concluded that the performance of bilinguals in cognitive activities such as cognitive control, flexibility and cognitive inhibition is better than monolinguals. Cognitive inhibition involves the ability to switch between sets of responses. Bilingual students have a stronger central performer. Because more linguistic information in bilinguals is constantly challenged and acted upon, they perform better in suppressing interference with a stimulus that competes with the initial response, and are better at controlling disturbances from different tasks. It can be said that bilinguals use more effective cognitive strategies in dealing with problems because they speak a variety of languages. The interaction of languages ​​can be considered as a factor that confronts the bilingual person with situations that he learns to use more appropriate cognitive strategies, and these strategies improve their cognitive performance. Also, the ability of symbolic substitution in different forms causes the superiority of bilinguals in cognitive function and this effect is due to the interaction and interrelationship of two languages. Thus, because in bilinguals both languages ​​are mutually active and have common representational regions in the brain, bilinguals have a greater ability to inhibit and selectively pay attention to cognitive processes.

Recently, the implementation of online instruction has gained increasing popularity among English as a foreign language (EFL) students and teachers. However, very limited research has been directed towards online EFL teachers’ preparedness for and knowledge of online instruction. The present study aimed to explore Iranian online EFL teachers’ perceptions on their level of online language instruction skills. The participants included 108 online EFL teachers who worked at numerous language teaching institutions in Iran. Compton’s (2009) conceptual framework for required skills for online teaching was considered as the theoretical basis of this study. The findings of the survey study indicated that the majority of Iranian online EFL teachers have limited technological, pedagogical, and evaluation skills and knowledge in order to implement online instruction in the Iranian EFL context. The study proposes several recommendations and suggestions on how to equip teachers with the necessary skills required for online instruction in the EFL context of Iran.

The aim of this study was to examine the relationship between religious orientation and psychological well-functioning family was among the students.

The research method was correlation. The population of this research martyr Beheshti University, 320 students (175 males and 145 females) who were randomly selected form. Alport religious orientation questionnaire for the evaluation questionnaire, Psychological well-being and family functioning scale was used.

Multivariate regression analysis showed that the problem significantly predict psychological well-being and added solve the problem, the family, communication, roles, behavior management, emotional involvement and emotional support to the equation able to predict increases significantly. The correlation between the components of religious orientation (extrinsic religious orientation, internal religious orientation) on the one hand and students on the other side of psychological variables 388 / 0R = calculated and shown that 15% of the variance, or differences psychological well-being of individual variances or individual differences in the characteristics of religious orientation.

So we can say that all family members, especially parents with their performance in the context of their important effect on the mental health of their children and Higher mental health, religious orientation, would be better.

One of the problems of today's students is their shyness problem, and this problem can affect the lifestyle and educational status and living conditions and future of her. The purpose of this study was to investigate the shyness of Shahid Nasseri school students in Tehran and provide solutions for improving shyness and enhancing self-expression and improving their interpersonal communication.

The present research method is a descriptive and qualitative method in the method of action research. For this purpose, a multi-stage cluster sampling method was used and 25 students of this school, which has 250 students, were selected. Analysis: In this study, in order to obtain the necessary information and analyze them, and data from interview, observation and shyness questionnaire were used.

The qualitative results of the research indicated that the therapeutic strategy was positive and significant and improved the shyness of Shaheed Naseri school students and indicated the significance of the hypothesis.