نشریه مطالعات آموزش و یادگیری
سال چهاردهم شماره 1 (پیاپی 82، بهار و تابستان 1401)

The aim of this study was to identify and prioritize the components of learning technology in education in Fars province. This research adopted an exploratory mixed-method design for instrument development. Purposive sampling, with the criterion of theoretical saturation, was used to select key experts. Data were collected through upstream documents and semi-structured interviews with 22 experts. Data analysis was performed using thematic analysis, and indicators and criteria were identified. In the second stage, the identified indicators were weighed using Expert Choice software. Based on the rank and weight of the main criteria and the degree of inconsistency of the pairwise comparison matrix, the indicators identified were as follows: individual empowerment, interaction with the environment, system capability, learning sharing, and knowledge sharing. Also, considering the overall degree of inconsistency, it can be said that the results are generally reliable. Readiness for change, individual empowerment towards a collective perspective, attitude towards technology, and principles of the use of technology had the most weight among the indicators. The results of this study provide education managers in the field of learning technology with valuable information to take basic steps to improve and enhance the quality and effectiveness of learning technology by adopting principled policies in this regard.

The purpose of this study was to examine the mediating role of teacher feedback in the relationship between students’ feelings of shame and guilt, on the one hand, and teachers’ emotions and the structure of classroom objectives, on the other hand. The statistical population of this study included all fourth-, fifth-, and sixth-grade elementary students and their teachers in Lamerd, Fars province, Iran. A total of 400 students and 37 teachers were selected using multistage cluster sampling. Teachers completed the Teacher Feedback and Emotion Questionnaire, and students completed Classroom Goal Structure Questionnaire and Emotional Awareness Scale for Children. Path analysis was used to investigate the causal relationships, and the data were analyzed using SPSS and AMOS version 24. The results showed that among the teachers’ emotions, only happiness, love, and anger correlated with students’ shame, but none of the components of teachers’ emotions correlated with students’ guilt. While mastery goal structure had a negative relationship and performance-avoidance goal structure had a positive and significant relationship with students’ emotion, shame, and guilt, performance goal structure had no significant relationship with either students’ emotion, shame, or guilt. Performance goal structure had an effect on teacher feedback through the mediating role of shame. Furthermore, teachers’ fear, sadness, and love had a significant indirect effect on shame through the mediating role of teacher feedback. Based on the results, it is recommended that a contingency contract be used to create a mastery goal structure in the classroom. In addition, teachers’ feedback should be offered in a way that engages students in educational activities but does not trigger emotions or a sense of shame or guilt in them.

The aim of the present study was to investigate the relationship between university culture and lifelong learning tendency with the mediating role of academic self-efficacy. This research used a correlational design. The study population consisted of fourth-year undergraduate students of Shiraz University in the academic year of 2021-2022. Of these students, 380 students were selected as the study sample using a multistage cluster sampling method. The research instruments included the Learning Tendency Scale, Academic Self-Efficacy Scale, and the University Culture Scale. Data were analyzed using structural equation modeling. The results indicated that university culture had a positive effect on academic self-efficacy and that academic self-efficacy, in turn, had a positive effect on lifelong learning tendency. In addition, university culture predicted lifelong learning tendency indirectly and through academic self-efficacy. According to the results, focusing on the university culture can modify students’ cognitive appraisal and thought patterns, enhance their self- efficacy, and increase their tendency to lifelong learning.

The purpose of this study was to investigate the mediating role of perception of creative educational environment and academic procrastination in the relationship between academic stress and academic burnout. This research adopted a correlational design and used structural equation modeling to analyze the relationship between the variables. The population of this study included all students of senior high schools in Sanandaj in the academic year 2018-2019. Of these students, 250 students were selected as the study sample using a random multistage cluster sampling method. The participants were asked to fill out the following questionnaires: creative educational climate, academic procrastination, academic burnout, and academic stress. Data analysis was performed using structural equation modeling, SPSS (version 22), and AMOS (version 24). The results showed that the research model provided the optimal fit to the data. Furthermore, the results showed that while academic procrastination had a positive and significant direct effect on academic burnout, academic stress and creative educational environment did not have a significant effect on academic burnout. Creative educational environment had a significant negative effect on academic procrastination, but academic stress had no significant direct effect on academic procrastination. Also, academic stress had a negative and significant direct effect on the creative educational environment. Regarding the indirect effects, the results showed that academic stress had an indirect effect on academic burnout through the mediating role of creative educational environment and academic procrastination. However, academic stress did not have an indirect effect on academic procrastination through the mediating role of creative educational environment. Also, creative educational environment had an indirect effect on academic burnout through the mediating role of academic procrastination. According to the obtained results, by reducing academic stress and creating a creative educational climate, procrastination can be improved and academic burnout among students can be reduced.

The aim of this study was to explore the lived experience of students in extracurricular classes in non-profit secondary schools in Sanandaj, Kurdistan Province, Iran, in the academic year 2019-2020. Semi-structured interview questions were provided to 25 students, who were selected by snowball sampling. Then, qualitative analysis was performed using open, axial, and selective coding. According to the proposed paradigmatic model, the most important causal conditions for attending extracurricular classes included the following: the inability of teachers to convey course materials; addressing the gaps in learning; academic weakness; productivity, entrance exam, and contextual conditions (e.g., learning); coercion and gaining teachers’ satisfaction; inefficiency of teachers in formal classrooms and the presence of more experienced, motivated, and serious teachers in non-formal classrooms as intervening conditions; interest- and energy-based teaching; comprehensive teaching; and purposeful classes. The strategies used in extracurricular classes included the following factors: appropriate teaching and learning; quality education; learning-based atmosphere; proper class density, optimal use of class time as well as positive and negative consequences including success and progress; performance improvement; familiarity with questions and teaching methods; complementary and enhancing; facilitating; reduced stress and anxiety; and no waste of time. The core category of the extracurricular class was defined as “filling the gaps in formal education: consolidating learning”. The results indicated the need to organize extracurricular classes in schools to make them more effective in facilitating students’ learning and enhancing their academic achievement.

The aim of this study was to determine the relationship between teachers’ disciplinary strategies, on the one hand, and students’ affection toward teachers and their attitudes toward learning, on the other hand. To pursue this goal, a correlational design was employed. The statistical population of this study consisted of all second-grade students in the public elementary schools in District 15 of Tehran. Of these students, 391 were selected using cluster sampling and were asked to fill out the following three questionnaires: A 24-item Disciplinary Strategy Questionnaire, An Attitude-Toward-Learning Questionnaire, and An Affection-Toward-Teacher Questionnaire. According to the research findings, the use of punishment and aggression strategy by teachers had a negative relationship with students’ attitudes to learning. Furthermore, the results showed that the use of disciplinary strategies of discussion, reward, and involvement in decision- making had a positive relationship with students’ affection toward teachers. Also, the results of regression analysis revealed that the use of disciplinary strategies by teachers predicted students’ affection toward the teacher and their attitude to learning. Based on these results, students who face teachers’ punitive and aggressive strategies in the classroom do not like their teachers and are not interested in learning the lesson. On the other hand, students who experience positive and collaborative disciplinary strategies tend to like their teachers more and have a positive attitude toward learning. This issue highlights the necessity of rethinking the educational practice of disciplinary strategies adopted by elementary school teachers.

The main purpose of this study was to explain teachers’ approach to teaching based on their achievement emotions and emotional creativity with the mediating role of teacher academic optimism and self-efficacy. The present fundamental research adopted a correlational design and a structural equation modeling to explore the relationship between the variables. The statistical population of this study consisted of teachers working in schools in Kushk-e Nar district (Parsian county, Hormozgan province), Shibkaveh district (Hormozgan province), and Chah-e Mobarak district (Asaluyeh county, Bushehr province). The participants included 501 teachers (298 men and 203 women), who were selected by stratified random sampling and aged between 24 and 56. The participants were asked to respond to the following questionnaires: teachers’ achievement emotions questionnaire, teachers’ emotional creativity questionnaire, teachers’ academic optimism questionnaire, teachers’ self-efficacy questionnaire, and teachers’ approach to teaching questionnaire. The results showed that the proposed theoretical model of research had a good fit with the experimental data. Both enjoyment and preparedness factors had positive and significant direct effects on teacher-centered and learner-centered approaches to teaching. While anxiety had a negative and significant direct effect on the learner-centered approach to teaching, effectiveness/authenticity had a positive and significant direct effect on the learner-centered approach to teaching. Enjoyment, pride, preparedness, and effectiveness/authenticity factors had positive and significant indirect effects on teacher-centered and learner-centered approaches to teaching with the mediating roles of teacher academic optimism and teacher self-efficacy. Whereas anxiety had a positive indirect effect, innovation had a negative indirect effect on teacher-centered and student-centered approaches to teaching with the mediating role of teacher academic optimism. To sum up, the results showed that both teacher academic optimism and teacher self-efficacy played an important mediating role in explaining the relationship between teachers’ achievement emotions and their emotional creativity with regard to teacher- and learner-centered approaches to teaching

The present study investigated the effect of self-compassion training on the moral decision-making processes in adolescent girls. The training package was developed based on Bluth’s (2017) self-compassion guidelines. The participants were 40 high school girl students selected from Shiraz University high school and were divided into experimental and control groups using a pretest-posttest design. The study instruments included the following: Moral Awareness Scenario Test (MAST), Defining Issues Test (DIT), Multidimensional Ethics Scale (MES), Public good games (PGG), and mindful self-compassion (MSC) training. To determine the validity of the MSC training package, MSC pretest and posttest scores were compared and the increase in the scores of the experimental group compared to the control group confirmed the validity of the package. The multivariate analysis of covariance (MANCOVA) results showed a significant increase in the experimental group’s moral awareness, moral judgment, and moral action scales. The results also revealed that there was no significant difference between the experimental and control groups regarding the posttest scores of moral intention when the pretest score was controlled. Therefore, based on the results, it can be concluded that self-compassion, as a core variable of mindfulness, is teachable and can significantly improve moral decision-making processes in adolescent girls.

The aim of this study was to investigate the effect of moral judgment on academic dishonesty with the mediating role of self-control in high school students. This study adopted a descriptive-correlation design using structural equation modeling (SEM). The statistical population of the study included all high school students (N = 10,000) in Urmia, West Azerbaijan province, in the academic year 2020-2021. Of these students, 380 students were selected by available sampling. Data collection tools included Moral Judgment Test (MJT), Academic Dishonesty Scale (ADS), and Self- Control Scale (SCS). Data analysis was performed using Pearson correlation analysis and SEM in SPSS version 22 and AMOS version 21. The results indicated that the structural model had a good fit. Moral judgment, both directly and indirectly through self-control, was found to be a negative and significant predictor of students’ academic dishonesty. Based on the findings of this study, it can be concluded that to reduce academic dishonesty, more attention should be paid to students’ moral judgment and self-control.

The present study investigated the effects of adding a teacher’s video to multimedia learning environments on learning simple and complex content. The research design was pre-test post-test experimental with 4 groups. The statistical population consisted of all undergraduate students from Tabriz University in the academic year 1399-1400. Via accessible sampling, 72 students (18 in each group) were selected and randomly assigned into four experimental groups: simple topics without a teacher’s video, simple topics with a teacher’s video, complex topics without a teacher’s video, and complex topics with a teacher’s video. A researcher- made learning test was used to assess the dependent variable. The results of two-way ANOVA showed that the interactional relationship between a teacher’s video and topic complexity had an effect on students’ learning. More specifically, while in simple topics, adding a teacher’s video to multimedia web pages improved learning, in complex topics, adding a teacher’s video to multimedia pages was found to hinder learning. Based on the results, it is recommended that two important elements be considered in designing multimedia learning environments: the role of the teacher’s video and the type of learning topic.

The present study aimed at investigating the mediating role of academic resilience and cognitive emotion regulation strategies in the relationship between parents’, teachers’, and classmates’ social support and academic procrastination. The statistical population of this research included junior high school students in Birjand, South Khorasan, in the academic year 2020-2021. A multistage cluster sampling procedure was utilized and 450 students were selected as the research sample. To collect data, the Procrastination Assessment Scale-Students, Child and Adolescent Social Support Scale, Academic Resilience Scale, and the Cognitive Emotion Regulaion Questionnaire were used. The results showed that adaptive cognitive emotion regulation strategies had a significant mediation role in the relationship between any type of social support and academic procrastination. Also, academic resilience was found to play a role in the relationship between parents’ social support and teachers’ social support with academic procrastination as a mediator. The mediating role of maladaptive cognitive emotion regulation strategies was supported only in the relationship between parents’ social support and academic procrastination. According to the results, it is suggested that social support, as an effective factor in educational environments, be planned provided to students to reduce their academic procrastination.