نشریه مطالعات آموزش و یادگیری
سال سیزدهم شماره 1 (پیاپی 80، بهار و تابستان 1400)

The aim of this study was to explore the challenges teachers experience with the conversion of traditional education to the online due to COVID pandemic. This Hursserlian descriptive phenomenology research was based on Colaizzi’s sevenstage model. Participants in this study were 16 elementary school teachers teaching in Shiraz in the academic year 1399-1400, selected through purposeful sampling and based on theoretical saturation. Data was collected through semistructured interviews and was analyzed using contextual analysis method. The validity of the data was determined using verification techniques such as the researchers' self-review. The reliability of the data, on the other hand, was verified by accurately guiding the data collection process and harmonizing the related research. After extracting and categorizing themes, two comprehensive themes were identified. The first concerned non-constructive challenges and included challenges pertaining to cyberspace knowledge organizing themes, cyberspace equipment and infrastructure, cyberspace skills, and attitudes toward cyberspace use. The second encompassed constructive challenges such as finding educational and psychological opportunities. The results suggest highlight the necessity both of accepting virtual education with all its advantages and eliminating its weaknesses and problems.

The present study aimed to expound on the teachers’ adaptation to the first virtual instruction course based on their attitudes toward the use of technology in education, considering the mediating role of their anxiety and competency and in using technology in the classroom. The statistical population of the study included full-time teachers in Kazerun at all educational levels of whom a sample of 263 teachers participated in the study’s online data collection. The measures used in this study included the Aydin and Semerci’s (2017) Teachers' ICT Attitudes Scale, Tondor et al.’s (2017) Teachers’ ICT Competence Questionnaire, Van Acker et al.’s (2013) Teachers’ ICT Anxiety in Classroom, and a researchermade inventory to measure adaptation to the first e-learning course after the COVID-19 outbreak. The results of the Structural Equation Modeling analysis, performed with AMOS-22, showed that teachers' general attitudes on technology have indirect effect on their adaptation to the first virtual instruction course, with the mediation of their increased competence and decreased anxiety about using technology in the classroom. This finding pinpoints the necessity of attention to teachers' attitudes towards the increasing change in teaching methods due to new technologies.

The purpose of this study was to investigate the mediating role of behavioral selfregulatory processes in the relationship between self-perception and adolescent functioning among high school students in Shiraz. Participants were 380 students (192 females and 188 males) who were selected through random cluster sampling. They completed the Self-Perception Profile for Adolescents, the SelfRegulation Questionnaire, and Adolescent Functioning Scale. The validity and reliability of the research scales were verified via factor analysis and Cronbach's alpha coefficient. Using SPSS 24 and AMOS 24, the descriptive data was analyzed to obtain the correlation matrix between the variables and to test the research hypotheses and model. The results showed that the research model fit well with the data collected. According to the findings, some dimensions of selfperception could directly predict positive development and antisocial behavior among the components of adolescent functioning. This means that behavioral conduct directly promotes positive development and reduces the anti-social behavior. Global self-worth can also directly and negatively predict emotional difficulties. Besides, the research hypothesis regarding the mediating role of behavioral self-regulation in the relationship between self-perception dimensions and adolescents' functioning was confirmed. The findings highlight the important role of behavioral self-regulation and self-perception in the development of adolescent functions including positive development, emotional difficulties, antisocial behaviors and oppositional behavior. Therefore, it is suggested that educational systems considered the formation of positive self-perception and selfawareness of adolescents as much as possible to provide the basis for improving self-regulation and increasing the positive functions of adolescence.

The aim of the present study was to investigate the effect of dilemma discussions on the students’ moral competence. The present study was an experimental study that was performed using a pre-test and post-test design with a control group. The statistical population included all Shiraz University undergraduate students who were studying in the 1399-1400 academic year. Of those who volunteered to participate in the study, a sample was randomly selected and randomly assigned to experimental and control groups, each consisting of 16 participants. The participants in the experimental group went through eight ninety-minute virtual sessions of dilemma training while the control group did not receive any training. Both groups responded to the Lind’s Moral Competence Test twice in the study, i.e., in the pre-test and post-test. The results of Analysis of Covariance showed that after the implementation of the dilemma discussion training method, the experimental group outperformed the control group in their moral competence scores. Accordingly, it can be said that the dilemma discussion training method facilitated the students' attainment of moral competence

The goal of this correlation study was to investigate the mediating role of basic psychological needs satisfaction in the relationship between the perceptions of the classroom environment and academic self-regulation. The statistical population encompassed female high school students in Shiraz, studying in 1398- 99. Of this population, a sample of 225 students were selected through cluster random sampling. Participants completed the Basic Psychological Needs Scale, the Academic Self-Regulation Questionnaire, and the Perception of the Classroom Environment Questionnaire. The findings of structural equation modeling showed that satisfying basic psychological needs had a mediating role in the relationship between perception of the classroom environment and academic self-regulation. This implies that increasing the students’ positive perception of the classroom environment (interest, challenge, choice, and pleasure) increases the satisfaction of their basic psychological needs and subsequently their academic self-regulation. Therefore, it can be argued that apart from the effective educational factors, the satisfaction of basic psychological needs should be considered as a mediating variable in fostering the students’ academic self-regulation.

The purpose of this study was to identify and evaluate teaching methods and evaluate the academic achievement of civil engineering students in one of the comprehensive universities in Iran. This was an exploratory sequential mixed methods research study, implementing phenomenological and survey designs correspondingly in the qualitative and quantitative phases. Data was collected in the qualitative part through semi-structured interviews and via a researcher-made questionnaire in the quantitative phase. The statistical population in the qualitative phase encompassed the faculty members of the civil engineering department of the given university and the statistical population of the quantitative part involved the third and fourth year undergraduate civil engineering students of the stated department (N =80). To study the issue in depth, all the faculty members were involved in the interview; however, the sample size in the survey study was determined based on Krejcie and Morgan’s table (N = 68). The interview data was analyzed through categorization and the data obtained from the survey was analyzed using SPSS software program. Based on the findings, the faculty members believed that teaching methods in civil engineering should have the following features: a) emphasis on practical learning; b) providing learning opportunities in real environments; and c) strengthening engineering vision. Regarding evaluation, the faculty members emphasized that evaluation in civil engineering should make use of diverse, continuous and functional methods. On the other hand, the civil engineering students contended that the majority of the courses are offered in the form of planned presentations and little heed is given to the use of novel and practical teaching methods. They believed although their assignments, and projects are considered in the final evaluation, the instrutors rarely engage them in authentic practical activities or ask for their preferred assessment practices. Therefore, it can be concluded that there is a gap between the favorable teaching and assessment activities the instructors described and what the students believed the instructors do in practice

This descriptive-correlational study aimed to examine the role of personality traits and developmental family functioning in predicting mental health of students with disciplinary record of misconduct. The study population consisted of all students of Ferdowsi University of Mashhad, reported by the Student Disciplinary Council of the university to have academic misconduct in their disciplinary records in the academic years of 2018-2019 and/or 2019-2020. Considering the inclusion and exclusion criteria of the study, 218 students participated in the study and responded to Goldberg’s General Health Questionnaire, the NEO-Five-Factor Inventory (NEO-FFI), and the Developmental Family Function Assessment Questionnaire by Aali et al (1394). Of these, 200 questionnaires were complete and were included in the subsequent analyses. Based on the results of the stepwise regression analysis, the components of attention and regulation from the developmental family functioning, and personality traits of responsibility, extraversion, agreeability, and neuroticism could predict the mental health of students with disciplinary record misconduct (P <0.05). The results highlight the significance of taking family and individual factors into account in the process of dealing with disciplinary misconduct. Besides, family-centered psychological interventions are also necessary to prevent the recurrence of student misconduct; thus, higher education planners should consider them.

The present study aimed to investigate the effect of metacognitive and emotional prompts on monitoring accuracy, regulation accuracy and the types of cognitive load in students. The research method was experimental with pretest-posttest and control group design. For this purpose, 64 female students of the seventh grade were randomly assigned to three experimental groups and one control group. In the pre-test, after studying the exam text, they were asked to predict their score on the exam, identify the paragraphs that needed to be restudied, and answer the Cognitive Load Questionnaire. Finally, an exam was taken from the content of the studied text to determine the accuracy of the participants' predictions. In the post-test, the procedure was the same, except that the experimental groups received diagnostic monitoring cues including metacognitive and emotional prompts after studying the text; the first experimental group received metacognitive monitoring cues in the form of stimulating questions (Metacognitive prompts), the second experimental group was stimulated to think about their epistemic emotions (Emotional prompts) and the third experimental group received both types of prompts while the control group did not receive any prompts. The results showed that the scores of monitoring accuracy, regulation accuracy and the germane load of the experimental groups were significantly higher than those of the control group in the post-test. However, no significant difference was observed across the groups with respect to their intrinsic loads. Notwithstanding, the score of extraneous load in the group that received metacognitive prompts was significantly different from that of the control group and of the group that received emotional prompts. The finding suggests that in the process of education, prompts by providing appropriate cues to students, allow them to use their working memory capacity for learning new constructs and to make realistic judgements of their learning.

, The aim of the present study was to investigate the effectiveness of verbal working memory intervention on the emotional working memory of students with dyslexia. This was an experimental study with the pre-test, post-test and control group design. Participants in the study were a sample of 20 male primary school students diagnosed with dyslexia from centers for learning disabilities in Alborz province in the academic year 2017-2018. They were randomly assigned to the experimental and control groups, each with 10 participants. The experimental group received the verbal working memory program for 10 sessions. Participants in both groups completed the Reading and Dyslexia Test and Arjmandnia’s Emotional Working Memory Questionnaire correspondingly to evaluate their dyslexia and to assess their emotional working memory. The obtained data were analyzed through the analysis of covariance using SPSS. The results showed that the intervention of verbal working memory improves emotional working memory and dyslexia of students. Based on the finding of the present study, it can be concluded that the verbal working memory intervention was effective in improving emotional working memory and dyslexia.

Learners have been introduced as one of the main determinants of success and effectiveness in e-learning courses because the nature of e-learning is learnercentered and they are responsible for their own learning. Therefore, the aim of this study was to identify the learner characteristics that are effective in elearning. To this end, a qualitative research approach and a phenomenological strategy were adopted. Faculty members and instructors of e-learning courses in universities constituted the statistical population of this research. Participants were selected using criterion-based purposeful sampling method. Data was collected through semi-structured interviews until the twelfth interview in which theoretical saturation was achieved. The obtained data was analyzed first qualitatively through content analysis in the three stages of coding, subcategorizing, and categorizing. Based on the findings of the twelve interviews, 102 codes, 13 subcategories and six categories were found, including “The learner-centered in the e-learning process”; “learner interaction in the e-learning process”; “learner as assessor in the e-learning process”; “learner's Literacy”; “self-directed learner”; and “psychological characteristics of the learner”. According to the research findings, managers and planners of e-learning courses in universities should pay special attention to the role of the learner in the success and effectiveness of university e-learning courses.

The study adopted an exploratory mixed-methods design to identify and explain the requirements of project-based teaching-learning strategy appropriate to the generational characteristics of today's undergraduate students. The statistical population of the qualitative section included experts in the two fields of educational and social sciences, of which the sample was selected through purposive sampling to the point of information saturation. In the quantitative section, the statistical population included faculty members and undergraduate students from the faculties of educational and social sciences of the two universities of Tehran and Isfahan in the academic year of 2019-2020. Of this population, a sample was selected via stratified random method, according to the size of the statistical population. Data was collected from the sample of experts through semi-structured interviews and from the faculty members and undergraduate students using a researcher-made questionnaire. The content validity of the questionnaire and interview questions was determined by means of expert checks and their reliability was estimated through Cronbach's alpha, which with a value of 0.86 was estimated as appropriate. The analysis of the interview data was based on grounded theory while the analysis technique used for the questionnaire data was descriptive survey. Based on the findings, the most important elements of the project-based teaching-learning strategy, appropriate to the generational characteristics of today's undergraduate students, are: a) combining science and practice in teaching; b) going on scientific visits and trips; c) making educational videos and photos; d) conducting seminars, writing articles, and making scientific interviews with qualified people; and e) translating valuable scientific texts and making teaching aids. Thus, the academic motivation and scientific growth of today's students depends on the application of the stated requirements in project-based teaching-learning approach. Therefore, it is recommended for teachers not to neglect them if they intend to have effective teaching and to make optimal use of educational opportunities.

The purpose of this Husserlian phenomenological study was to explore the experiences of Shiraz primary school teachers of disciplined students. Participants in the study were 12 teachers with teaching experience in the central and suburbs of Shiraz, who were selected from the first and sixth grades via purposive sampling. Semi-structured interviews were used as the qualitative data collection instrument. The acceptability and reliability criteria for qualitative data were used to determine the initial validity of the collected data. Given the qualitative approach in this research, thematic analysis was conducted to develop a network of themes signifying the disciplined students’ characteristics. To this end, the data was codified; the codes were compared and similar codes were combined, resulting in a total of two basic (positive and negative) and four organizing themes, pertaining to the students’ personality, studying habits, interaction with other students, and interactions with the teachers. All these themes together were the constituents of a global theme called the characteristics of disciplined students. The model designed in this study provides a framework for school principals to identify disciplined students and can help teachers identify weaknesses and shortcomings in their teaching. The proposed model can thereby pave the way for the school staff to provide an educational environment that can foster the students’ innovation and improve their performance at school.

This correlational-psychometric research aimed at constructing an academic hope scale and investigating its psychometric properties for university students. The statistical population consist of all undergraduate students at Shiraz University, from which 566 (278 male and 288 female) students were selected through random cluster sampling and they answered to the scale. The validity of the scale was determined through factor analysis and convergent analysis; its reliability, on the other hand, was verified through Cronbach's alpha coefficient. The results of the confirmatory factor analysis using AMOS software confirmed the existence of four factors underlying the scale, namely the hope to gain opportunities, hope to gain life skills, hope to gain competency, and the hope for university productivity. The results of the correlation coefficient between the subscales of academic hope with similar conceptual variables such as hope in Pekrun’s theory, academic engagement, academic burnout, and admiration, provided evidence for the construct validity of the scale. The results of Cronbach's alpha coefficient for reliability showed that all subscales and the total score of academic hope had appropriate reliability. In general, the findings corroborated that the student academic hope scale had appropriate psychometric properties and can be used as a useful tool for academic counseling and research activities.