نشریه آموزش و ارزشیابی
پیاپی 55 (پاییز 1400)

The purpose of this study was to predict academic adjustment based on coping strategies and academic ethics of students. The type of research was applied and its method was descriptive correlational. The statistical population of the study consisted of high school male high school students in Karaj in eleventh and twelfth grades. 150 students were selected by random sampling method. Data collection tools included Sinha and Singe Academic Compatibility questionnaires (1993) with a reliability of 0.86, Billings and Moss Coping Strategies questionnaires (1984) with a reliability of 0.79, and Golparvar Academic Ethics Questionnaire (2010) with a reliability of 0.89. The validity of the questionnaires was based on the opinions of several professors and its reliability was determined by calculating Cronbach's alpha coefficient. Data were analyzed using SPSS 24 software and using descriptive and inferential statistics such as normality and regression tests. The results of the first hypothesis test showed that coping strategies and academic ethics can predict 42% of students' academic adjustment changes. The results of the second and third hypotheses showed that coping strategies have a positive and significant relationship with students' academic adjustment. Also, educational ethics a positive and significant relationship with students' academic adjustment.

Academic challenges and youth developmental problems cause some distress in university students that can treats their academic adjustment. Furthermore, according to traits theories, some personality traits and characters provide adjustment in various challenges for individuals. So, the goal of this study is to investigate the structural relationships between moral characters (etiquette, conscientiousness, forgiving, piously) with academic adjustment in Shiraz University students. In order to implement the research, four Colleges Humanities, Arts and Architecture departments of Shiraz University were selected by random cluster sampling method. Thus, 248 students of these departments were participated to these study and they answered the questionnaires of moral characters and academic adjustment. In order to analyze the data SPSSv21 and AMOSv21 statistical software were used. The result showed that there is a positive relationship between the moral characters and academic adjustment (p=0/001, ). The findings of this research include new topics from both theoretical and practical viewpoints. The results of the present study theoretically led to an increase in existing knowledge about the intrapersonal factors of academic adjustment. Practically, it is also possible to help increase academic adjustment by teaching moral characters

The purpose of this research was to determine the difference of educational methods of Reggio Emilia and High Scope effectiveness on creativity and social skills of preschoolers. Data was collected in the framework of semi-experimental research design of pre-test, post-test with control group kind and by performing Torrance test, form B (pictorial one) and Gresham & Elliot' social skills test (SSRS). The statistical population of the research includes all the 4 and 5-year-old preschoolers of Tabriz during 2019-2020. The sample included 60 preschoolers that 40 people were selected as the experimental group and 20 people as the control one by convenience non-Random Sampling. After holding educational methods of Reggio Emilia and High Scope classes for three months and data analysis with ANCOVA, the results showed that the educational methods of Reggio Emilia and High Scope were effective on creativity and social skills of new learners. Further, the results of follow up test showed that the most effective educational methods on preschooler's creativity relates to the educational approach of Reggio Emilia, also, in increasing social skills, high Scope method has the most efficacy

The purpose of this study was design and construct of questionnaire interest to school among elementary school students. The research method was descriptive by psychometrics. The population of research was all of elementary students in the second, third, fourth, fifth and sixth grades in West Azerbaijan province in the academic year of 2019-20, that among them 420 people selected by randomly multi-stage cluster sampling method. Questionnaire content validity was reviewed and confirmed by 14 professors. The CVR value of each question using the Lawshe formula in the range, 0.57 to 0.99 and the S-CVI was calculated 0.87 by Averaging formula. After examining the reliability indices of each question, the existence of high internal consistency in the questionnaire was confirmed. In order to investigate criterion validity, the correlation between the total score of the questionnaire and the correlation between each item and the criterion were calculated that the results were significant at the level of 0.01., The construct validity of the questionnaire through exploratory factor analysis with three factors (participation in school activities, commitment to school and connectedness to school), which explained 75.18% of the total variance of the questionnaire, also was examining and confirmed using confirmatory factor analysis. Cronbach's alpha for the whole questionnaire was 0.98 and for each of the factors were 0.979, 0.926 and 0.845, respectively. As a result, the interest to school questionnaire with 28 items for measure the interest to school in the elementary school students, has the optimal reliability and validity

The purpose of this study was to determine the effect of teacher psychological empowerment training program on Teacher Interaction, emotions and teachers academic optimism. with a quasi-experimental study with a pretest-posttest nonequivalent control-group design and followed by two months, 60 teachers in the experimental groups (30 subjects in experimental group) and (30 subjects in the control group), before and after training, responded to the Questionnaire on Teacher Interaction (QTI), the Teacher Emotion Inventory (TEI), the Teacher Academic Optimism Scale (TAOA). The experimental group received 10 sessions of teachers’ resilience training package (2 hour a session). The results of simple mixed ANOVA indicated that in the short and long term, the psycho-educational package was effective in increasing the psychological capital, teacher positive emotion, teachers’ academic optimism, adaptive dimensions of teacher-student interpersonal relation model and job related positive emotions and in decreasing the teacher negative emotions, job related negative emotions and non-adaptive dimensions of teacher-student interpersonal relation model. In sum, the results of this study according to the theoretical and empirical background of the teacher resilience study area show that in order to achieve the goal of teachers’ psychological capital need to emphasize their psychological psychological empowerment. Teacher psychological empowerment as a comprehensive conceptual framework includes the fields such as relations, motivation and emotions. Therefore, the effort to shape the concept of teacher resilience is made by increasing psychosocial resources. In these situations, on the one hand, teachers’ vulnerability to stressors is reduced, on the other hand, it leads to teacher thriving

Conditional parental regard is an important and effective strategy in raising children. In this strategy, parents depend their love and regard on their children's behavior in such a way that in positive conditional regard, parents appreciate the child's behavior too much and in conditional regard Negatively deprive their children of attention and love. The aim of this study was to validate the mother conditional regard scale in students of Yazd city. The study population was all middle school students in Yazd city in the academic year of 1398-99. Participants were 321 male and female students who were selected by cluster random sampling. They all completed the Mother Conditional regard Scale and the Parental Exclusion and Acceptance Scale. Validity analysis, confirmatory factor analysis and correlation of the total score question were performed to examine the psychometric properties of the mother conditional regard scale. Findings showed that the conditional regard scale is saturated with four factors: conditional and positive academic regard, conditional and negative academic regard, conditional and positive emotional regard, and conditional and negative emotional regard. Cronbach's alpha coefficients were desirable for all subscales and the whole scale in both sexes and all participants in terms of psychometrics, and the range of most correlations of the material set was desirable. The results of factor analysis indicated good data-model fit. In addition, the pattern of correlation coefficients between the subscales and the simultaneous validity of the questionnaire with the Exclusion and Parental Acceptance Scale showed good validity of this scale. As a result, the Persian version of the Maternal Conditional regard Questionnaire in the student community has acceptable psychometric properties and can be used as a valid tool in psychological research

The purpose of this study was to evaluate the effectiveness of teaching self-regulatory strategies on readiness for E-learning and self-directed learning in students studying in virtual courses. The research method was a quasi-experimental design with a pre-protest and control group. The statistical population consisted of all psychology students of the virtual courses of Payame Noor University of Tabriz in the academic year 2020-2021. Thirty students were selected as the sample by convenience sampling method according to the inclusion and exclusion criteria and were randomly assigned into intervention and control groups (15 students in each group). The training package of self-regulatory learning strategies (Karami, Karami & Hashemi, 2013) for the experimental group was implemented in 8 one-hour sessions. Self-directed Learning Questionnaire (Fisher, King, & Tague, 2001), and E‐Learning Readiness Questionnaire (Watkins, Leigh & Triner, 2004) were used as the evaluation tools in the pre-test, and post-test. Finally, the data were analyzed by SPSS software version 25 using analysis of covariance. The results showed that teaching self-regulatory strategies were effective on students' readiness for e-learning and self-directed learning. According to these findings, teaching self-regulatory strategies for students in E-learning courses is recommended to increase readiness for E-learning and self-directed learning. . .

The main aim of current research was to evaluate the effectiveness of Genius Baby Instructional Multimedia Software on attitude and learning of Language skills in Preschool children. The research method was semi-experimental and its design was pretest-posttest with control group. Its statistical population were included all Preschool children from Marand city in the 2019-2020, Which a school was selected as a sample for the research using random cluster sampling method, its students randomly assigned to two experimental groups (N=15) and control group (N=15). The Trehearne’s (2003) Inventory was used to assess the attitude of preschool, and, also a researcher-made learning test tool was used to measure the learning variable. The validity of the tools was confirmed by experts. the using Cronbach's alpha and the Kuder-Richardson method, the reliability of the attitude tool and the learning tool was calculated 0.88 and 0.89 respectively. Prior to the study, Pre-test of learning was implemented in both groups, the experimental group received language learning skills training through the genius child software, and the control group received this skill as usual. After the courses, a Post-test of learning was taken, and a learners' Attitude Assessment Inventory was administered at the end of the course. The groups were trained for 16 sessions. The research data was analyzed with Independent T-test and Multivariate Covariance Analysis. The results revealed that due to teaching philosophy for children the concealing of labor children was decreased and their adjusting, and tolerating was increased. The results showed that the Genius Baby Instructional Multimedia Software has a positive effect on children's attitudes toward language skills learning(P=0.001≤0.05), and the use of this software also promotes preschool children's learning in language skills (P=0.001≤0.05). Accordingly, it is recommended that preschool schools use Genius Baby software to improve children's language learning skills