نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال هشتم شماره 29 (تابستان 1399)

The purpose of this study was to present a causal model of academic avoidance in relation to meaning of education and academic self-efficacy: the mediating role of hope in education.The research method is descriptive-correlational. The population of the study was all students of the second level high school of Khusuf city in the academic year of 2019-20 (equals to 674 students). 255 students were randomly selected as sample. Measures of educational meaning, academic self-efficacy, hope for education, and academic avoidance were used to measure research variables. Evaluation of the proposed model is done by structural equation modeling and Sobel test using SPSS and AMOS software. The results showed that the final model was well-fitted. The results showed that the meaning of education and academic self-efficacy through the hope of education decrease the students' avoidance. Hence, the meaning of education, academic self-efficacy, and hope for education play an important role in predicting academic avoidance. Also, the educational hope has an intermediate role in the relationship between the meaning of education and academic self-efficacy and avoidance of education.

The main purpose of the present study was to investigate psychometric properties of the Farsi version of the Psychological Capital Questionnaire (PCQ, Endler & Parker, 2007) among male and female teachers. In this correlational study, 381 teachers completed the (PCQ) and Teacher Emotion Inventory (TEI, Chen, 2016). The confirmatory factor analysis and multi-group methods were used to compute the PCQ's factorial validity and its gender invariance, respectively. The results of confirmatory factor analysis based on AMOS software showed that the four factor model of PCQ (self-efficacy, resiliency, optimism and hope) fit well to the data across two groups. The results of multi-group confirmatory factor analysis revealed the cross-group invariance of factorial structure, factor loadings, and factor variances and covariances of the PCQ across teachers. Internal consistency coefficients for the four subscales were 0/87, 0/83, 0/86 & 0/70 respectively. In sum, these findings approved the validity and reliability of the PCQ to measure the psychological capital as a broad, compound and higher-order construct and has a buffering function against stressors in male and female teachers.

One of challenges that students face with is academic procrastination. It means “delay in performing a task”. Since academic procrastination could affect various aspects of students' personal and social life, by identifying related factors, steps can be taken toward reducing or eliminating it. This study aimed at determination the role of self- compassion on academic procrastination by mediating role of experimental avoidance in students of Yazd University. The research design was descriptive-correlational. The participants of this study were 375 (208 girls and 167 boys) undergraduate students of Yazd University in the academic year 2018-19, that were selected on the basis of random cluster sampling. Data were collected by academic procrastination questionnaire (Solomon & Rothblum, 1984), self-compassion questionnaire (Neff, 2003) and acceptance and practice questionnaire (Bond and et al, 2011). Data analysis was performed by using correlation method based on structural equation modeling approach using AMOS software version 24. The results showed that compassion predicts directly, negatively and significantly, experiential avoidance (β = -0.69) and academic procrastination (β = -0.33). Experiential avoidance also directly, positively, and significantly predicts academic procrastination (β = 0.24). Finally, the results showed that experiential avoidance plays a mediating role in the relationship between self-compassion and academic procrastination. Therefore, it can be concluded that by increasing self-compassion and psychology flexibility (reducing experiential avoidance) students' academic procrastination can be to some extent reduced.

The purpose of this study was to investigate the psychometric indicators of the Perceived Autonomy Support Questionnaire. The sample size of this study was 200 first level high school students who were selected by cluster sampling method from schools of Tehran. The data were analyzed by SPSS and Amos (ver. 23). Findings showed that perceived autonomy support questionnaire has acceptable validity and reliability. The results of exploratory factor analysis by the principal components method, confirmed 1 factor accounting for 51.1% of overall variance. Confirmatory factor analysis showed that goodness of fit indicators (x2/df=1.867, RMSEA=0.066, GFI= 0.915, NFI=0.909, CFI=0.955) confirmed the model. Cronbach's alpha coefficient (0.925) shows a good internal consistency. The results of factor analysis and reliability test are consistent with the existing international studies. Considering psychometric properties, the perceived autonomy support questionnaire is a valid and reliable scale and can be used as an assessment tool in research and school settings.

The research has been done with the aim of synthesis of  Mobile-based learning curriculum  with an emphasis on the Acker pattern in higher education. Accordingly, the research was of the synthesis type. For this purpose, in order to study the research background and collect data appropriate to the research purpose, the resources available in dissertations, libraries, research projects and articles available in domestic and foreign databases were used. The keywords used for the search included curriculum, mobile learning, mobile-based curriculum, distance learning, virtual learning, web-based learning, online learning, and Acker pattern in higher education. The total studies related to keywords were 48 cases, that after reviewing the titles, 9 irrelavant cases were excluded; so in this study 39 cases were examined. After collecting the data, the findings and results of the research were extracted and analyzed separately. The results indicate that the learning-based curriculum with emphasis on the Acker model has 10 components and 82 indicators, that for the logic and cause component 25 indicators, Objectives 7 indicators, Learning activities 9 indicators, Teacher role 3 indicators, Materials and resources 13 indicators, Grouping 3 indicators, Location 3 indicators, Time 2 indicators and measurement and evaluation of 8 indicators have been respectively extracted. Based on the results, the logic and cause component has the highest index and the time component has the lowest index.

The purpose of this study was to determine the effectiveness of group play therapy, storytelling and creative drama on anxiety reduction in elementary male students in Tehran. The design of the study was quasi-experimental, pre-test, and post-test with control group, which is considered as an applied research in terms of purpose. The statistical population included all male students of the first elementary school in Tehran. 45 students with anxiety syndrome were selected randomly in a cluster, and randomly assigned to three groups of fifteen. Also, a group of 15 students was selected as a control group. Group play therapy in 9 sessions, storytelling with 5 stories and 7 sessions, and creative drama in 10 sessions, each run for 30 to 45 minutes in experimental groups. The data collection tool was Screen for Child Anxiety Related Disorders (SCARED), and the data were collected in three stages, pre-test, post-test and follow-up < span lang="AR-SA" dir="RTL">.The results of multivariate analysis of covariance showed that group play therapy, storytelling and creative drama had a significant effect on the reduction of anxiety and this effect has been preserved in the follow-up phase. The results of this study can be recommended to mental health professionals working with children.

The purpose of the present study was to design and validate the continuing medical education model based on blended learning in Iran. This study was conducted by using a mixed exploratory design with Instrument Development Model. First, in qualitative part of this study, a questionnaire consisted of 7 major aspects, 28 components and 100 sub-components was developed by using grounded theory approach and interview with 10 experts. Then, in the quantitative part, the primary designed questionnaire was distributed among 10 Iranian experts of Continuing Medical Education programs and Blended Learning. Based on the received feedback, the questionnaire was revised. Then the final version was distributed countrywide among 383 persons subject to continuing medical education rule, selected by stratified random sampling method. The validity of the questionnaire was confirmed by experts using the three-stage Delphi method and its reliability was calculated by Cronbach's alpha (α= 0.943). A Non-probability purposive sampling method was used in the qualitative part of the study whereas random sampling method was utilized in the quantitative part. Analysis of structural equation modeling was used for testing mentioned model. To verify the factor structure, the first confirmatory factor analysis was used and the model was confirmed with 7 major aspects, 28 components and 100 sub-components. Results of second-order confirmatory factor analysis showed that the extracted major aspects and components have sufficient factors for predicting the Continuing Medical Education model based on blended learning in Iran. In addition, goodness of the fit indices were as follows: (Chi-square/df= 2.38), (RMSEA= 0.072), (GFI=0.98), (AGFI = 0.92), (CFI = 0.94), (NFI = 0.98(. The results of statistical tests displayed that the designed model for continuing medical education model based on blended learning in Iran is well fitted.