نشریه چشم انداز برنامه درسی و آموزش
پیاپی 4 (زمستان 1400)

In recent years, with the emergence of positive psychology, developmental disabilities have been influenced by this approach in terms of research evidence. In the same vein, the current research studied the role of positive psychological variables including forgiveness, altruism, and psychological well-being in relation to mothers of children with intellectual and developmental disabilities. The research design was correlational type and statistical population included all of the mothers of children with intellectual and developmental disabilities in Tabriz City in 2018-2019. In the same vein, by convenience sampling, 196 mothers from this group were selected and Beshart’s psychological well-being, Enright’s Forgiveness, and Ashton’s Altruism inventories were used to gather the data. the result reveals that there was a significant relationship between altruism and dimensions of forgiveness and psychological well-being. Also, Altruism (β = 0.315) and dimensions of forgiveness (emotional dimension, β = 0.296, cognitive dimension, β = 0.211, and behavioral dimension, β = 0.145) have the greatest role in predicting the psychological well-being of mothers of children with intellectual and developmental disabilities. It seems that the promotion of interpersonal relationships caused by forgiveness as well as the supportive effects of altruism leads to the psychological well-being of mothers of children with intellectual and developmental disabilities. Developing and implementing forgiveness and altruism training programs are recommended to help this group of mothers and other developmental disorders.

Motivation is an influential factor in the learning situations and the success of learning depends on whether or not the learners are motivated. The coronavirus pandemic has forced students and educators to rapidly adapt to online learning. To create efficient online learning experiences, students’ motivation in e-learning activities must be considered. In this article researchers were aimed to investigate the effectiveness of Keller’s motivational design on students’ motivation in online teaching.

With the control group, a quasi-experimental pretest-posttest design was used. Course Interest Survey (CIS) was administered on samples of sixth grade elementary students (37 females in each class).

Analysis of data using multicovariate analysis, shows that there is a significant difference between the experimental and control groups in the mean scores of motivations and the components of attention and relationship. But there are no significant differences in the students' confidence and satisfaction scores between two groups. Based on the results, the Keller’s motivational design model is effective on motivating and attracting students' attention and communication in the online environment.

The conclusion and discussion of the research are explained.

The coronavirus outbreak in 2020 led to the closure of schools and the subsequent expansion of cyberspace education. Meanwhile, students, parents, and teachers who have the most impact and relationship with the education system faced various challenges in e-learning in the Corona era. This study was conducted to understand the advantages and disadvantages, challenges and receiving comments and suggestions of these three groups regarding virtual education. The study population was all teachers, parents, and elementary school students in Kalat city. First, primary schools were divided into two groups, semi-privileged and non-privileged. Then six students, six teachers from each group were selected, and data were collected through semi-structured interviews. Interviews were analyzed using the content analysis method. The findings showed advantages such as adapting to technological advances, benefiting from various teaching methods, and promoting student self-direction, and disadvantages such as lack of facilities and ignorance of the correct teaching methods in cyberspace. The main challenges of the three groups considered in the research were Internet problems and lack of sufficient equipment, lack of familiarity with the work process in cyberspace, evaluation in cyberspace, and lack of adequate feedback to fix students' problems. Strategies such as using reverse education, informing parents and providing opportunities for their active participation, making production content attractive were also proposed for the effectiveness of virtual education.

The main purpose of this study was to investigate the relationship between epistemological beliefs and academic (cognitive-behavioral) involvement and academic achievement of English language among theoretical high school students in Chaypareh in the academic year 2021-2022.

The research method was applied in terms of purpose and descriptive-correlational in terms of data collection. The study sample was 285 theoretical high school students who were selected from a population of 1053 (424 boys and 629 girls) using stratified simple accident. Schumer (1990) epistemological questionnaire and Friedrix et al.'s (2004) academic engagement questionnaire were used to measure research variables. Students' academic achievement in English was also assessed by examining their average scores in this course in two ways: self-reporting and reviewing academic transcripts. Descriptive statistics, one-way analysis of variance, Pearson correlation and multiple regression analysis were used to analyze the data.

The results showed that the educational status of students in English was unfavorable and the results of one-way analysis of variance did not show a significant difference and other results showed that between epistemological beliefs with cognitive, behavioral involvement and English academic achievement between Students have an inverse and significant relationship.

According to the results of this study, it is recommended to all those involved and implementers of the educational system in education, to provide the necessary context for strengthening epistemological beliefs about English language lessons in high school.

This study was conducted to investigate the role of students' attitudes toward curriculum components and competency perception in their emotional creativity.

The method of the present study was descriptive-correlational. The statistical population consisted of all undergraduate students of Gonabad University of Medical Sciences, who were studying in the academic year 1399-1398. A total of 310 students were selected to select the sample based on the Georgian and Morgan table and the stratified random sampling method. Three questionnaires of students' views on the components of Tatari curriculum (2015), Harter competence perception (1985) and April's emotional creativity (1999) were used to collect data and the data were analyzed using SPSS software version 22. . Pearson correlation coefficient, hierarchical regression and independent t-test were used to analyze the data.

Findings showed that the components of teaching method, evaluation method, content and competency perception variables play a role in students 'emotional creativity and these variables are able to predict students' emotional creativity. Also, the results of the present study showed that the score of students' views on the components of the curriculum in male students was higher than female students.

The main purpose of this study was to determine the effectiveness of teaching cognitive-metacognitive strategies on referral thinking and self-directed learning among seventh grade female students in Bukan. This was a quasi-experimental study in which a pretest-posttest design with a control group was used.

The sample consisted of 40 subjects who were selected through Convenience Sampling from seventh grade female students in Bukan and were assigned to the experimental (cognitive-metacognitive strategies) and control groups. In the intervention phase, the experimental group was trained in cognitive-metacognitive strategies for 8 sessions of 90 minutes. The control group did not receive any interventions. Ahring’s Reference Thinking Questionnaire (2010) and Fisher’s Self-Guided Learning Questionnaire (2001) were used in pre- and post-test stages to collect data for both experimental and control groups. Research data were analyzed through analysis of covariance using SPSS 23 software. The results of covariance analysis indicated a significant difference between the two groups.

The results showed that teaching cognitive-metacognitive strategies was effective in reducing the students' level of referential thinking and increasing their self-directed learning.