نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال نهم شماره 36 (بهار 1401)

Target comparison of phonological awareness of language literacy in monolingual, bilingual and trilingual children ranged in age from 7 to 9 years. The research design was causal-comparative (post-event) and cross-sectional. The statistical population consisted of boys from 7 to 9 years old in public schools in Tehran and Urmia city in the academic year of 2018-2019. The sample was selected by the method available and target, 40 individuals were selected for each language. Data with phonological awareness test checklist Mekaeili Manih (2003) collect and analyezed with Covariance test and Results showed that between monolingual, bilingual and trilingual childrens, recognize words with prime sound composition, recognize words with end-to-end voice classification, rhyme detection, phonological segmentation, naming and deleting the initial phoneme, remove the middle phoneme, naming and deleting the final phoneme, the phonetic composition of the word, syllable composition and there is a difference in the total score of phonological awareness and trilingual and bilingual children performed better in all areas (0/05). It is concluded that the increase of educational languages along with the students' mother languages strengthens phonological awareness.

The purpose of this study was to standardize the Art education curriculum orientation questionnaire for primary school teachers and the method was survey research. In this study, the original version of the Filani art education curriculum orientation questionnaire (2003) translated to Persian and it re-translated and corrected. Then, final form was prepared for implementation. The statistical society included all primary school teachers in Mashhad in the academic year 2020-2021 (13259 people) that 360 teachers participated in the study. The validity of the questionnaire was evaluated from three aspects of content reliability, structure and correlation between subscales. Examination of the comment of experts and teachers indicated the content reliability of this tool. In order to evaluate the construct reliability, the factor structure of the questionnaire was evaluated by confirmatory factor analysis with maximum likelihood method at the level of covariance matrix and the results showed that the confirmation model has an acceptable fit. Also, all extracted factor loads were higher than 0.40 and the distribution of questions in the subscales was approved. The correlation coefficients between subscales also showed that there are good internal relationships between subscales (P <0.001). To assess the validity of the art education curriculum orientation questionnaire, internal consistency was assessed and Cronbach's alpha coefficients for child-centered, disciplinary and cultural subscales were 0.87, 0.88 and 0.87. According to the findings, it can be said that the art education curriculum orientation questionnaire has desirable psychometric indicators.

The purpose of this study was to investigate the relationship between character strengths and job occupation with the mediating role of teachers' emotions. The research method was descriptive-correlational and the statistical population was all 1400 primary school teachers in District 2 of Urmia, of which 301 were selected using cluster sampling using Morgan table. Data collection tools were standardized questionnaires of character strengths Seligman and Patterson (2004), Shuffle et al. (2002) and Chen Teachers (2016). Validity (content and structure) and reliability (Cronbach's alpha coefficient) of the questionnaires indicated that the measuring instruments had good validity and reliability. The results of testing the hypotheses by SPSS and PLS software and using correlation tests and structural equation modeling showed that the abilities of teachers' character strengths have a positive and significant relationship with job occupation. The relationship between character strengths and teachers' emotions is positive and significant. Teachers' emotions have a positive and significant relationship with their job occupation and finally, the relationship between teachers' character strengths and job occupation is mediated by teachers' emotions.

This study examined the moderating effect of gender on the relationship between goal orientations and academic cheating among university students. In this correlational study, 200 university students (100 male and 100 female) responded to the Achievement Goal Questionnaire-Revised (AGQ-R, Elliot & Murayama, 2008) and the Academic Cheating Scale (ACS, Farnese Tramontano, Fida & Paciello, 2011). Multi-group structural equation modeling was used to assess the causal model of gender-moderating effects on the relationship between goal orientations and academic cheating among university students. Results indicated that for total sample and for male and female university students, the relationship between mastery-approach goal orientation with academic cheating was negative and significant and the relationship between mastery-avoidance-goal orientation, performance-approach goal orientation and performance-avoidance goal orientation with negative and academic cheating was positive and significance. Finally, the results showed that in the hypothetical causal models, 20% and 14% of the variance of academic cheating scores were explained through goal orientations in male and female students, respectively. In sum, the results of the present study, while supporting the conceptual positions of the achievement goal theory in explaining the motivational construct of academic cheating, showed that the functional characteristics of the motivational construct of goal orientations in predicting academic cheating behaviors in male and female university students were similar.

Academic performance requires cognitive abilities and the use of different types of memory deficiencies in cognitive abilities and memory problems can affect academic performance. The purpose of the present study was to explanation the model of academic performance based on cognitive abilities, memory self-efficacy, everyday memory, retrospective -prospective memory with the mediation of meta- memory of secondary school students. the research was practical and the method was path analysis with structural equation modeling..The statistical population was all second_ grade students in Mashhad in the academic year 2020-2021 that were selected by accessible sampling (322 samples). Data collection tools included nejati cognitive abilities questionnaire(2014), Sanderland & et al everyday memory inventory(1983),Crawfer & et al retrospective-prospective memory scale(2003), Bari memory self-efficiency scale(1989), multi factorial memory questionnaire (2002)and grade point average. In order to test the research hypotheses, the method of path analysis and structural equations was used by SPSS-22 and AMOS-22 software.The latent variables of cognitive abilities, everyday memory, retrospective- prospective memory, memory self-efficiency, and meta- memory had markers. The findings of the measurement model showed that all marker variables were significantly leaded on their latent structural. The result of the structural model also showed that the variables of cognitive abilities, memory self- efficiency, every day memory, retrospective-prospective memory have positive direct and significant effects on academic performance with mediating of meta- memory. This model, overall, predicted the variance of academic performance as 67%.

The role of predictor variables can be used to improve academic performance according to the obtained results.

The purpose of this study was to examine the effectiveness of mobile-assisted teaching in self- directed learning, problem-solving skills and academic performance of Payame Noor University (PNU) students in Boukan. The study had an interventional design involving pretest-posttest with control group. The statistical population of the study comprising 120 students included all the education majors who had entered Boukan PNU Center in the academic year 97-98. In order to collect the data, sixty participants, who were homogenized based on Raven Progressive Matrices (Intelligence Quotient with 90-110), were assigned randomly into one experimental group (30 participants) and one control group (30 participants). The Self-Directed Learning Scale (Fisher et al, 2001), Problem-Solving Skills Inventory (Heppner., and Petersen, 1982) and an academic performance researcher-made scale were administered to both the experimental group and the control group as the pre-test of the study. Then the experimental group received 8 sessions (60 minutes each session) of mobile-assisted treatment in 4 weeks, while the control group underwent conventional teaching during that period. After finishing the sessions, the participants of both groups took the post-test, and the results were compared. showed significant differences in the Self-Directed Learning Scale and its components, Problem-Solving Skills Inventory and its components, and the Academic Performance Scale of the participants in the groups at 0.01 level. The findings of this study, in fact, indicate that mobile-assisted teaching can enhance self-directed learning, problem-solving skills and academic performance of Payame Noor University students.

The aim of this study was to develop a model of employee procrastination based on the amount of psychological capital (resilience, self-efficacy, hope and optimism) with the moderating effect of critical thinking in employees. The research method was descriptive and was a correlational design and structural equation modeling method. The statistical population included all employees of Parsian Bank in 98-99 with a volume of 2600 people and 300 samples were selected by stratified sampling method. Measurement tools were Saffarinia et al. (2011) organizational procrastination questionnaire, Luthans et al. (2007), psychological capital scale and Ricketts critical thinking questionnaire (2003). Data analysis was performed using SPSS25 software and LISREL software. According to the results, the factor load of the direct path of the effect of the psychological capital variable on the procrastination variable was not significant, but with the mediation of the critical thinking variable, this path became significant. Then, in order to modify the model, the paths whose factor load was not significant were removed. Finally, the modified model had a good fit. In the final model, all factor loads were significant, which showed a strong relationship between the observed variables and latent variables. According to the results, it can be said that the more psychological capital and critical thinking a person has, the less procrastination he will have.