نشریه آموزش و ارزشیابی
پیاپی 50 (تابستان 1399)

The purpose of this study is to investigate was Psychometric indicators of high school climate scale with an emphasis on security, commitment and school environment. For this purpose, 429 students (245 boys and 187 girls) from Meybod high school students were selected by cluster random sampling method and answered the Joe Questionnaire of Bradshaw School et al. (2014).Data were analyzed by confirmatory factor analysis and AMOS 24 and SPSS 22 software.The findings show that there is a good three-dimensional model for school atmosphere, which includes three dimensions of security, commitment and school environment in 13 subscales. The commitment dimension includes teacher-student relationship subscales, student communication, academic engagement, relationship with the whole school, fairness and equality, parental engagement, and the school environment dimension includes sub-scales of tasks and roles, school environment cleanliness, emotional support, Disorder and disorder in school.Findings from confirmatory factor analysis showed that this model has a good fit.Also, the reliability coefficients of these 13 subscales were obtained as 0.68 and 0.87, which indicates the acceptable and appropriate reliability of this scale. According to the obtained results, it can be said that the school climate questionnaire has a favorable validity and reliability by focusing on the three dimensions of security, commitment and environment in Iranian society.

The purpose of this study was to compare the effectiveness of emotion regulation training and interpersonal skills training on psychosocial competence of Urmia girls' vocational and technical school students. The present study is a quasi-experimental one considering its nature. The statistical population of the study consisted of all female students of Urmia Technical School for undergraduate and undergraduate students in the academic year 1396-97. 90 students were selected as sample in three groups: Experiment 1, Experiment 2 and Control. Experimental groups 1 and 2 were trained for 16 60-minute sessions and the control group received no intervention. The psychosocial competence questionnaire (SECQ) was administered between the two experimental groups and one control group. Multivariate covariance test was performed. The findings showed that there is a difference between the effectiveness of emotion regulation and interpersonal communication skills training on the level of psychosocial competence and its components (self-awareness, social awareness, self-management, responsible decision making, communication skills) of students ( P <0.05) and the mean scores of effectiveness of emotion regulation training were more than communication skills training on the level of psychosocial competence and its components.

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 purpose of this study was to evaluate the inefficiency of undergraduate Curriculum in Architecture. Moreover, determine the desirability of the headings based on a Strategic to respond to the most urgent, real needs of the community to regulate the status of the architectural education structure by explaining the gaps between theoretical and practical training to achieve the goals of this field in Iran. The statistical population of the study consisted of professors and specialists in architecture. 67 people were selected by using purposive and non-probability sampling method as the sample and used a researcher-made questionnaire with 37 questions and 5 Components of internal effectiveness, external effectiveness, latent effectiveness, linking theory and practice and needs and goals of review. We used confirmatory factor analysis with Amos software to analyze the questionnaire data. According to the results of the estimation, in the recent revised programs, none of the requirements has fulfilled and it is necessary in the first place to revise the curriculum of Iranian undergraduate education with the necessity to pay attention to linking theory and practice within the framework of architectural knowledge development. In addition, it is necessary in the second place to Considering the urgent, realistic, and justifiable needs of the community is included in the review program. Which some suggestions have made in this regards.

The aim of this study was to evaluate the effectiveness of using Misha and Kusha's educational software on academic achievement in mathematics and the level of creativity of fifth grade elementary school girls in Sanandaj in the academic year 1397-98. This research is applied in terms of purpose and quasi-experimental in terms of data collection method. The statistical population consists of all female students of fifth grade public schools in Sanandaj, 2935 people, of which 60 people were selected as a sample of 30 people in the control group and 30 people in the experimental group by available sampling method. In the experimental group, Misha and Kusha software training was used for two months and in the control group, the usual class training was used. Dr. Abedi's creativity questionnaire (1993) as well as the teacher's academic achievement test (pre-test-post-test) were used to collect information. Data were analyzed using univariate analysis of covariance using SPSS software. The findings show that there is a significant difference between the mean scores of academic achievement and creativity of students in the experimental and control groups. Therefore, it can be said that the use of Misha and Kusha's educational software on the level of creativity) Fluency, Expansion, Originality& Flexibility) and also on the academic progress of students' mathematics lessons at a significant level of less than 0.05 It is positive. In general, the results of the present study show that the use of Misha and Kusha's educational software plays an important role in students' academic achievement and creativity.

The present research was accomplished aiming to survey the effect of measurement approach for learning on perception of class and educational enthusiasm among female secondary school students of State schools in Behshahr City. The present research method was considered practical in terms of purpose and was of semi-experimental type with control and experiment groups in terms of reserach method which it was performed the measurement approach for learning by the teacher in expriment group and it wasn't performed any measurement in control group. . In order to estimate the sample volume, they were selected 50 students from schools as a sample in 2019-2020 using Convenience sampling of schools were selected and randomly divided into two experimental and control groups (25 in experimental group and 25 in control group). Data collection tool consisted of: standard inventories of educational enthusiasm by Wang (2011), perception of classroom by Gentry Gabel and Riza (2002), and intermediation tool also includes 12 sessions of 90 minutes measurement approach for learning. Data were analyzed using Multi-variable Analyze of Covariance (MANCOVA) using the software SPSS. The findings represented that: The approach of measurement for learning had a positive and significant effect on components of perception of classroom (interest level, challenging behaviors, sense of pleasure, right to choose) among female students and also, the approach of measurement for learning had a positive and significant effect on components of educational enthusiasm (mental, behavioral and motivational enthusiasm) among female secondary school students of State schools in Behshahr City.

This study is aiming to investigate the comparison between the effects of group training of metacognitive strategies and those of the fellowship training on the educational self-efficacy and motivation of high school male students in Dehloran in the academic year of 1397-1398. The research method is semi-experimental with pre-test and post-test design on the control group and following up after 3 months. It is practical in terms of research type. The present study population includes all the male high school students of the second grade (300 students) among which 75 ones were selected as the sample group by the purposeful sampling technique. This sample is divided randomly into three groups including 25 students as metacognitive experimental group, 25 ones as fellowship experimental group and 25 others as the control group. The research tools consists of Harter's Educational Motivation Scale (1981) and Morgan-Jinks Student Efficacy Scale (1999) questionnaires. The data so collected were analyzed by descriptive statistical methods including the calculation of frequency, percentage, mean, standard deviation as well as inferential statistics including covariance analysis tests and its assumptions in order to investigate the differences between the means of pretest, posttest and follow-up. The SPSS software Ver. 24 was performed to analyze such data. The findings indicate that the group training of metacognitive strategies and fellowship training have significant effects on the educational motivation and self-efficacy. Furthermore, the mean scores of the training method with metacognitive strategies were higher on self-efficacy and motivation compared to those of fellowship method Therefore; training method based on metacognitive strategies is significantly more effective than the fellowship training method.

Based on previous studies, various factors affect the excitement of scholarship, which is the reduction of stress-based mindfulness education. This study was conducted to evaluate the effectiveness of stress-based mindfulness training on students' positive and negative emotional excitement. This research was an experimental study with pretest, posttest and follow up design with control group. All of the high school students in the first period of Urmia comprised a population of which 30 were selected by random cluster sampling and assigned to two experimental groups (15 subjects) and control (n = 15). The data were collected by the Peakan & Associates Exercise Exercise Questionnaire (2005). The subjects in the experimental group received mindfulness training based on stress reduction during 8 sessions, but the control group did not receive any intervention. For analyzing the data, multivariate covariance analysis was used by SPSS software. Results showed that stress-based mindfulness training increased positive emotional excitement and reduced students' negative emotional excitement (P <0.01). The effectiveness of stress-based mindfulness training on students' positive and negative academic excitement has continued in the follow-up phase. Therefore, teaching stress-based mindfulness mindfulness education is an effective method in students' positive and negative academic excitement