نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال دهم شماره 39 (زمستان 1401)

This study aimed to compile and validate the TIMSS Numeracy and TIMSS 2015 Mathematics Examination Short Form for 4th-Grade Primary Students in knowing and reasoning. The statistical population included all 4th-grade students in Qom, Pardisan area from which 155 boy and girl students were selected by accessible sampling. Students took the 49-item math knowing and reasoning ability test of TIMSS Numeracy and TIMSS 2015. The collected data were analyzed by Independent t-test, Wilcoxon signed-rank test, and Psychometric Indicators such as Kudr-Richardson 20. The findings showed there is a significant difference between boys and girls in mathematical reasoning and also a significant difference between mathematical knowing and reasoning. Finally, it resulted in a 27-question mathematics examination including 15 mathematical knowing questions and 12 mathematical reasoning questions with desirable psychometric indicators, including the reliability coefficient of 0/73. The results indicated gender affects mathematical reasoning, and mathematical knowing level is higher than mathematical reasoning. The important result is the short form math exam which helps researchers and teachers take a standard math exam in a short time.

The purpose of this study was  constructing and validating of purposeful classroom management questionnaire in virtual education. The statistical population included students of public and Payame Noor universities in Tehran. Convenient sampling method was used and sample size according to Morgan table for unlimited communities was equal to 384 cases. Researcher-made purposeful management questionnaire and the Dehghanizadeh and HosseinChari Academic Buoyancy (2014) were used for data collection. Exploratory factor analysis and first and second order confirmatory factor analysis were used to analyze the data. The content validity of the questionnaire was confirmed based on the views of experts and the criterion validity was confirmed based on the correlation coefficient with Academic Buoyancy. Exploratory factor analysis showed that the purposeful classroom management questionnaire have four basic components. First and second order factor analysis indicated that the four-dimensional structural of purposeful classroom management were valid. As a result, in a situation where face-to-face education is challenged due to crises such as epidemics, natural disasters or air pollution and teachers are forced to teach virtually, measuring the dimensions of purposeful classroom management and Receiving corrective feedback based on it can be a practical tool to improve learning outcomes.

Today, with the increasing development of technology, we are witnessing the expansion of a category called virtual education or e-learning and the production of electronic content. Virtual education, which is a wide range of applications and educational methods, including computer-based education, virtual classrooms, web-based education, etc., is known as the turning point of the convergence of education and the Internet. Issues such as the cost of face-to-face classes, travel costs, traffic and pollution, and many common problems have increased the popularity of e-learning and the expansion of this type of training. However, this category can also create problems for the student-teacher confrontation. In this research, it has been tried to examine the advantages and disadvantages of virtual education; In this regard, the study population was the students of the Persian Gulf University. During a field study, students were asked to prepare a questionnaire with 40 questions (20 questions related to the advantages and 20 questions related to the disadvantages) of virtual education. The advantages of Baroush Savara training classes have been obtained and its 3 important indicators are: the indicators of reducing the need for school uniforms, solving the problem of dormitory and reducing transportation costs are considered as the most important advantages and also the disadvantages of virtual education. Rated from 1 to 3 by the Savara method, we can mention the lack of physical activity and long staring at the computer, changes in students' lifestyles, as well as the lack of fit between the test questions and the answer time.

The research was conducted with the aim of the effectiveness of educational intervention "Mountaineer Ashtern" on cognitive flexibility, academic excitement, organizational skills and cognitive ability (naming speed, symbol translation) of 10-12 year old children with special learning disabilities. The research method was semi-experimental with the design of two experimental and control groups with a pre-test-post-test and a 45-day follow-up period. The statistical population included all 10-12-year-old students with special learning disabilities in the city of Isfahan in the academic year of 1401-1400, which was randomly selected in two The group (20 experimental people) and (20 control people) were assigned. The tools included cognitive flexibility questionnaire by Dennis and Vanderwaal (2010), academic excitement questionnaire by Pekzan et al. (2005), organization skills questionnaire by Abikov and Gallagher (2009), Wechsler intelligence scale for children (2014) and Ashtern educational program (2018) during 14 A 60-minute session was conducted on the experimental group. The findings showed that the educational intervention of "Estern Mountaineer" has a significant effect on the flexibility of cognitive acceptance, academic excitement, organizational skills and cognitive ability (speed of naming and symbol translation) and the effects of the training remained in the follow-up phase (01 /0p<). Therefore, it can be concluded that the educational intervention of Kushner Stern is suitable for helping children with learning disabilities to learn.

Higher education is considered a key component in the education system and human resource development in any country. The functioning of the educational system is a tool to respond to the problems and needs of the society. Special educational needs are different in different age groups, which determines the special logic of the educational process in higher education. Since the higher education system is responsible for the important task of training specialized human resources, it is necessary to use appropriate, precise and systematic methods in the design, implementation and evaluation of its activities.This research seeks to design a unified model of curriculum components and aesthetic education in higher education. The main goal is to achieve components of aesthetics that can be used in the university curriculum along with other curriculum components from the field of humanities. For this purpose, with the qualitative and exploratory method, these components were extracted from the literature sources of curriculum studies, the opinion of experts in this field as well as the opinion of experts in the field of art and aesthetics, and after the consensus of opinion and the possibility of using them by the public universities of Khuzestan province, those components were used in the design of the model. suggestions were used and then the suggested model was designed.The findings of the research showed that art and aesthetics as a perspective and paradigm in the curriculum contains many components, inspirations and components. These components can be used in the design, development and implementation of curricula, focusing on the important components of the curriculum such as goal, content, method and evaluation.

This study investigated the mediating role of academic buoyancy in relationship Between mindfulness with happiness and academic achievement. Participants were 344 (164 male and 184 female) students in Shiraz University, selected by a random multi-stage cluster sampling method who completed the Academic Buoyancy Questionnaire (Hosseinchari & Dehghani, 1391), Five Facet Mindfulness Questionnaire (Baer & et al., 2006), and Oxford Happiness Questionnaire (Hills & Argyle, 2002). Also, the total average score of students was considered an indicator of academic achievement. WARPPLS was used to test the model. The findings showed that mindfulness was positive and significant predictor of happiness and academic achievement. Mindfulness has a positive and significant relationship with academic buoyancy. Also confirmed the role of academic buoyancy as a mediator was also confirmed. Academic buoyancy has mediator role in relationship between mindfulness and happiness. But academic buoyancy showed a negative a mediator in the relationship between mindfulness and academic achievement. The results indicated that academic buoyancy has a higher role in predicting happiness than academic achievement.

This study aimed to investigate the relationship between family communication patterns and academic emotions with the mediating role of academic identity. To achieve this goal, 348 female high school students in Yasouj were selected by multi-stage cluster sampling method and They answered questionnaires of family communication patterns (Fitzpatrice & Ritchie, 1994), academic emotions (Pekrun et al, 2005), and the Academic Identity Questionnaire (Was & Isaacson, 2008). The results of path analysis showed that the direct effect of conversational orientation on academic emotions was significant, but the direct effect of conformity orientation on academic emotions was not significant. Except for the direct effect of conformity orientation on achievement identity style, all direct effects of conversational and conformity communication patterns on academic identity styles (moratorium, closure, diffusion, and achievement) were significant. Also, the direct effect of all identity styles on positive academic emotions and the direct effect of diffusion and moratorium academic identity styles on negative academic emotions was significant. The results also showed that family communication patterns through academic identity have an indirect and significant effect on academic emotions. Overall, the results indicated that academic identity played a mediating role in the relationship between family communication patterns and students' academic emotions.