نشریه آموزش و ارزشیابی
پیاپی 48 (زمستان 1398)

The purpose of this study was to investigate the prevalence of bullying victimization bullying and its correlation with social-emotional skills, problem-solving skills, and depression in middle school students. This is a correlational and descriptive study. The study population consists of all students of the first-grade middle school of city of Bukan. The sample has been chosen by cluster sampling method of 525 people. The data were collected by using illinois bullying questionnaire, Heppner problem-solving skills, child and young depression (CADS), and social-emotional skills (SEL). The data were analyzed using descriptive statistics, standard deviation, Pearson correlation coefficient and multiple regression by spss24. The results showed that bullying behaviors with total score of problem solving (p=0.001, r =-0.25) and self-confidence (p=0.000, r=-0.21), self-control (p=0.002 r=-0.25) tendency to problem solving (p=0.000, r=-0.27) and total score social-emotional skills (p=0.02, r=-0.13) and the components of self-organizing (p=0.009, r=-0.14) self-regulation (p=0.003, r=-0.12) and relationships with peer (p=0.03, r=-0.10) have negative correlation. But there is a positive correlation with depression (p=0.006, r=0.16) and avoidance of problem solving (p=0.005, r=0.20). The results of regression analysis also showed that solving problem (β=0.19) and emotional social skills(β=0.71) and depression (β=0.10) were reliable predictors in the regression model. Findings indicate that bullying can be predicted based on variables of depression (positive correlation), social-emotional skills (negative correlation), and problem-solving skills (negative correlation). These results can be considered in clinical interventions for students and used as preventive variables.

Considering the need for housing in recent decades as one of the most basic human needs, and in line with the country's major policies and the importance of home in the religion of Islam, Thus, the emphasis on the principles of housing architecture design, according to the Islamic epistemic system, seems to be an important and indispensable factor in achieving the desired quality of housing. Thus, the present study seeks to answer the question of how well the original Islamic and Qur'anic concepts have been able to be expressed in contemporary physical and functional dimensions in the context of contemporary housing patterns. While explaining the components of Islamic value in the field of housing architecture, in this regard, this research will be done through a combination of two main steps. In the first step, by descriptive-analytical research method and by gathering information in the form of library and documentary studies with the help of first-rate religious sources (Quran Majid), he will extract religious concepts and then specialize the concepts according to the theoretical foundations of research. In the second step, we will evaluate and prioritize the indicators presented in the analytical model from the experts' point of view and evaluate the same indicators in the case samples by fuzzy hierarchy (AHP) technique. The results show that architectural patterns derived from Qur'anic concepts and teachings can be classified into two domains of functional and physical architecture components in Islamic housing. According to the experts, the sub-components of "location" and "geometry" with the weights of 0.217 and 0.275 have the highest importance factor in the functional and physical components, respectively.

The purpose of this study was to determine the effectiveness of mindfulness-based intervention on emotion regulation difficulties in the middle school students with conduct disorder. The present study is a semi-experimental study with pretest-posttest and control group design. The statistical population consisted of all male students from first to third grade of the first secondary school in Tabriz city in the academic years of 2018-2019. From this population, were selected a sample size of 40 people using children symptom inventory (CSI-4) and structured diagnostic and clinical interview by multi-stage cluster sampling and purposeful sampling method and were randomly assigned to the experimental and control groups. Data were collected during pre-test and post-test stage of the difficulties in emotion regulation scale (DERS). Data analysis was performed using covariance analysis in spss version 25. Data analysis showed that mindfulness-based intervention resulted in a significant difference between groups in difficulty in emotion regulation 76% And its components included non-acceptance of emotional responses 16%, impulse control difficulties 38%, lack of emotional awareness 44%, limited access to emotion regulation strategies 62% (p<0.05). According to the findings, it can be suggested that mindfulness-based intervention reduces the problem of emotional regulation and its components in students with conduct disorder.

Test anxiety is one of the most common problems among students. The purpose of this study was to investigate the test anxiety prediction based on fundamental psychological needs and cognitive emotion regulation in students. A total of 212 students of Urmia University of Cultural Sciences were selected by available sampling method during the academic year of 2018. They participated in this study. Data were collected by a questionnaire including Test Anxiety Inventory, Basic Psychological Needs Satisfaction Scale, and Cognitive-Emotional Regulation Strategies Questionnaire. The results of this study showed that there is a positive correlation between basic psychological needs and compromised strategies of cognitive-emotional regulation with negative anxiety test and uncomplicated strategies of cognitive emotion regulation with test anxiety. The results of hierarchical regression analysis also indicated that in the first step, the competence of 13% of the test anxiety variance was explained. In the second step, adding unstructured adjustment strategies to the regression equation, the explained variance increased to 16%. In the third step, by adding adapted strategies of adjustment, the explained variance increased to 19% and in step 4, with the addition of autonomy, the explained variance increased to 21%. Therefore, psychological interventions are required to meet the basic psychological needs and emotional cognitive adjustment in the student's test anxiety.

One of the most important concerns of executives is the need for training accountants to meet the needs of organizations. In recent years, the issue of the quality of education and teaching has been viewed as major issues in educational systems, one of the most important component that has been taken into consideration in the quality of the universities is teaching methods. This study aimed to Improving the Quality of Accounting Education by Analyzing Teaching Methods, which was conducted using qualitative research methodology and using a strategy based on the grounded theory. In this regard, semi-structured interviews with 21 accounting professors and experts were carried out using purposeful approach and application of theoretical saturation criterion. To obtain the reliability and validity of the data from two participants review method and review of non-participating experts in the research were used. The results of the data analysis were separated into separate concepts through three stages, open coding, axial coding and selective coding with the aid of maxqda2018 software, and 16 general categories were obtained. This paper presents the findings of the study within the paradigm model including: causal conditions (5 categories), pivotal phenomena (improving the quality of accounting education as a general teaching approach), strategies (2 categories), contexts (3 categories), intervening conditions (3 categories) and outcomes (4 categories) analyzed. The findings generally showed that the proper use of the components of teaching methods guarantees learning and improves the quality of teaching and ultimately the quality of accounting education.

The purpose of present study is to investigate the Modeling of the Relationship among Student Academic Burnout, Personal and Educational experiences and Avoidance Strategies with the Intermediating Role of Academic Engagement. This research is carried out using correlation method and using structural equation method. The statistical population of the study consisted of all senior students of University of Kashan in 2017-2018 academic year (N=1218). Stratified random sampling was used. The sample size was estimated based on the Krejcie & Morgan formula of 300 (135 males and 165 females). The research tools include the Maslach's Burnout Inventory (Schaufeli et al., 2002), Avoidance Strategies Scale (Turner et al, 2002), Personal and Educational Development Inventory (Lawless & Richardson, 2004), and Academic Engagement Questionnaire (Reeve &Tseng, 2011). The analysis of the findings showed that the conceptual model of research has been appropriately fitted, so that academic burnout directly affects the personal and educational experiences of students and with the intermediating of academic engagement on both internal research variables (personal and educational experiences and reporting avoidance strategies). Student engagement as an intermediating variable has a significant correlation with other two introvert variables in the research domain and the extrovert variable of research (academic burnout), and burnout has reduced the academic engagement of the students. Finally, the results of the study showed that increased academic burnout in students can affect their academic engagement, their experiences during the university and the use of avoidance strategies

The present research aimed at studying the effectiveness of a concept-based model of education on creative thinking and self-regulated learning. The methodology was quasi-experimental with pre-test post-test control group design. The statistical population included all students of the sixth grade, educating at elementary schools of Kamyaran in 2018-2019. The selected sample was divided, through random sampling, into two groups: 24 persons for the experimental group and 21 for the control group. The experimental group received 8 thirty-minute sessions of the concept-based model of education for 4 weeks (2 sessions per week). The control group received the common traditional teaching approach. The data collection tools included the Torrance Tests of Creative Thinking (Figural Test, Form A) and Sevari and Arabzadeh’s Self-Regulated Learning Strategies Questionnaire (2013). The results of multivariate analysis of covariance showed that the students who received the concept-based model of education achieved higher scores than the control group in creative thinking and self-regulated learning tests (p<0.001). Given the effectiveness of the concept-based model of education, the teachers are recommended to use such methods in elementary grades, particularly in the Experimental Sciences course

Considering the need to provide valid tools and test their usability, present study aimed to determine psychometric properties and factor structure of Persian version of regret-based decision-making style scale. The current research is an analytical cross-sectional study. The statistical population consisted of students from Kermanshah universities. From this population 400 people were selected through available sampling and they were assessed employing short version of the UPPS-P Impulsive Behavior Scale, Depression, Anxiety and Stress Scale, and regret-based decision-making style Questionnaire. Data were analyzed based on Cronbach's alpha test, Intraclass and Pearson correlation tests, and confirmatory factor analysis using SPSS and Mplus softwares. The findings showed thatinternal consistency reliability of the questionnaire was 0.85, its split-half reliability was 0.79, and its test-retest reliability was 0.80 for a three-week period. The results of confirmatory factor analysis confirmed the one-dimensional factorial structure of the questionnaire (RMSEA=0.10, CFI=0.91, TLI =0.90). Furthermore, significant correlation between the scores of this questionnaire and impulsivity and emotional distress dimensions indicated the criterion validity of regret-based decision-making style scale.  It could be said thatthe Persian version of regret-based decision-making style scale has acceptable validity and reliability and it can be an appropriate tool for employing in cognitive psychology and decision making styles studies