دوفصلنامه پژوهش های آموزش و یادگیری
سال نوزدهم شماره 1 (بهار و تابستان 1401)

This research was conducted to investigate the relationship between academic self-efficacy and social self-efficacy of high school students.

The research was carried out as quantitative research and as a field survey. The statistical population of the research was all students who were studying in the final year of high school in Shahindej city in the academic year 2019-1400, out of which 272 of them were studied as a statistical sample. Research data have been collected using a questionnaire tool containing standard questions and interview techniques SPSS 21 software has been used for data analysis and research hypotheses have been checked based on tests appropriate to the measurement level of the variables.

The findings show that the correlation between social self-efficacy variables and the academic self-efficacy of students is significant. Also, based on the results, the academic self-efficacy of students is different according to their gender and for girls more for than boys. The measurement of the changes of the dependent variable based on the change of the independent variable was done by regression test and the results show that the two constituent components of the academic self-efficacy variable explain the changes of the dependent variable to a considerable extent.

Considering the existence of a significant relationship between academic self-efficacy and the social self-efficacy of students, it is possible to strengthen the social self-efficacy of students by providing a context for the flourishing of their talents.

In more precise terms, the BOM plan is a special school program, according to the educational-cultural approach and taking into account skill-oriented teaching and the development of educational activities in schools across the country for essential education, taking into account the requirements of the living environment. It is the students. The present study investigates the role of special school program components on students' self-efficacy and citizenship education with the statistical population of all fifth and sixth grade female students in Taft city (320 people) and the sample size according to Morgan's table is 175 people in opnions have been asked. In this research, three questionnaires of BOM design (special school program), self-efficacy and citizenship education were used in order to test the hypotheses, using multiple regression and Pearson correlation coefficient in a stepwise manner; As a result, the correlation between the components of the canvas design and self-efficacy was calculated as 0.79 and the R2 value was equal to 0.63, in other words, 63% of the variance of the self-efficacy scores can be predicted through the canvas design, and the components of the canvas design with knowledge self-efficacy. Students are connected. Also, the regression analysis shows that the correlation between the components of the landscape plan and citizenship education is 0.71 and the R2 rate is 0.51; Therefore, 51% of the variance of citizenship education scores can be predicted by the BOM design, and according to the F value (F=42.87, p<0.001), the BOM design can have significant positive effects on education. Students have citizenship. In the end, the main hypothesis of the research was confirmed and the components of the BOM project had a significant effect in predicting the self-efficacy and citizenship education of the fifth and sixth grade female students in Taft city.

Organizational entrepreneurship can maximize productivity to achieve organizational goals in a way that individuals seem to strive to achieve their individual goals. Therefore, this research was conducted with the aim of investigating the role of synergistic leadership of school principals in organizational entrepreneurship by mediating the productive behaviors of technical and vocational teachers.

The quantitative research method is correlation studies and covariance-based structural equation modeling approach. The research population was all the teachers of technical and vocational schools in Tehran province, and a sample of 364 teachers was selected from this population using proportional stratified random sampling based on Cochran's formula. In order to collect data from the researcher's questionnaire made of the synergistic leadership; a researcher-made questionnaire of teachers' productive behaviors; and the organizational entrepreneurship questionnaire of Hughes & Morgan (2007) was used. Cronbach's alpha techniques and confirmatory factor analysis were used to determine the reliability and validity of the organizational entrepreneurship questionnaire, and the reliability and validity of the researcher-made questionnaire of synergistic leadership and the researcher-made questionnaire of productive behaviors were investigated with Cronbach's alpha techniques, content validity ratio, exploratory factor analysis and confirmatory factor analysis, In order to analyze the data, structural equation modeling was used by Lisrel software.

The results showed that synergistic leadership of managers has a positive and significant direct effect on organizational entrepreneurship at the level of 0.05. Synergistic leadership of school principals has a positive and significant direct effect on teachers' productive behaviors at the 0.05 level. Teachers' productive behaviors have a positive and significant direct effect on organizational entrepreneurship at the 0.05 level. The synergistic leadership of school principals through the productive behaviors of teachers has a positive and significant indirect effect on organizational entrepreneurship at the level of 0.05. Also, the synergistic leadership of school principals and the productive behaviors of technical and vocational teachers are able to explain 0.19 of the variance of organizational entrepreneurship.Discussion and

By using a synergistic leadership style, school principals will promote and promote entrepreneurship and facilitate the emergence of productive behaviors by teachers.

The educational institutions of any society are the product of history and can only be explained with the help of history. Therefore, in the present research, the study of artistic education in ancient Iran and its comparison with the Safavid era was investigated. This research is a documentary research that was conducted with a comparative-analytical approach, and Brody's comparative method (description, interpretation, juxtaposition and comparison) was used to analyze the data. The statistical population of the research is all the sources related to the two periods of ancient Iran and the Safavid era, including books, articles and authentic scientific documents, and the purposeful sampling method was used. In the findings section, firstly, in ancient Iran, components such as music, place, artistic goals and tools, the progress of painting and the influence of countries on each other, iconography, its goals and methods, weaving education and the development of calligraphy were investigated. Also, in the next stage and in the Iran part of the Safavid era, components such as the reasons for the weakening of music and its various forms, ups and downs in the art of painting, developments in the art of iconography, changes and innovations in the art of weaving, and the sanctity of the art of calligraphy in the Safavid era were examined. As a result, based on the findings, it can be acknowledged; Music, painting, iconography, weaving and calligraphy have made significant progress and innovations in ancient Iran, and in the Safavid era, even though music and painting did not experience significant progress for some reasons, there were significant developments in the field of weaving, iconography and calligraphy.Discussion and Therefore, by reflecting on the findings, one can benefit from the challenges and opportunities and experiences of ancient Iran and the Safavid period, in the field of art education of the present era.

The aim of the current research is to analyze the academic satisfaction of student teachers from Farhangian University and it was conducted in the form of a descriptive mixed research. In the quantitative part, the descriptive-survey method was used, and in the qualitative part, the phenomenological method was used. The statistical population in the quantitative part was all the student teachers of Farhangian University who entered the university in 2017, and 420 people were selected as a sample based on Morgan's table with a multi-stage cluster sampling method. The data collection tool is a researcher-made questionnaire consisting of 36 items in four areas of planning and preparation, teaching and professors, educational facilities and professional preparation. Its validity was confirmed by 6 professors of Torbati Science Department. Data analysis has been done with Friedman's tests, one-sample t-test and Wilcoxon's test. In the qualitative section, 15 student teachers were selected using the purposeful sampling method. from the semi-structured interview in order to describe the investigated areas; was used and analyzed by Claysey's method. In the four investigated areas, the academic satisfaction of student teachers is low, but the academic satisfaction of student teachers from Farhangian University is generally average. The results were divided into 5 main themes and 18 sub-themes. The lowest level of satisfaction in order: the field of planning and preparation and under the components of interaction with university officials and staff and the presentation of course units; the field of professors and teaching under the component of professors' requested assignments; the field of educational facilities under the component of lack of sufficient space. The highest level of satisfaction is the field of professional preparation under The attitude component showed the teaching profession.

The purpose of this study was to investigate the relationship between undergraduate students' perceptions of the curriculum and their approach to learning and studying. The statistical population included undergraduate students of Shahid Bahonar University of Kerman. The statistical sample consisted of 365 students who were selected by stratified sampling. To collect data, two questionnaires namely "Student Study Approaches and Skills (short version)" and "Course Experience Questionnaire" were used. Confirmatory factor analysis was utilized to evaluate the validity of the instruments and the results showed that both instruments had appropriate structural validity. The reliability of each instrument was estimated to be 0.85 and 0.83, respectively. Structural equation modeling was used to investigate the structural relationships via using Amos software. The results showed that there was a positive and significant relationship between the perception of clear goals and standards with a surface approach to learning. Also, there was a positive and meaningful relationship between the perception of clear goals and standards and the strategic approach to learning. In addition, the relationship between the perceptions of appropriate workload with the surface approach to learning was positive and meaningful, and also a positive and significant relationship was seen between the deep approach and the strategic approach to learning.

Observational learning is a process in which individuals acquire the information needed to learn a skill through visual perception. Numerous studies in this regard have shown that the use of modeling methods is an effective way to convey important information to learners. Also, according to the theory of self-efficacy, high self-efficacy can be considered as one of the factors affecting people's performance. The aim of this applied research, which was conducted in a quasi-experimental manner, was to investigate the effect of observational patterning (self-tuning, skilled patterning) on self-efficacy beliefs and learning dart-throwing motor skills. Thirty participants were randomly divided into three groups: self-tuning, skilled model and control as a simple statistical sample. Self-efficacy scale and dart throw test were performed as pre-test and post-test of the subjects. Participants then practiced for six sessions based on the group they were in. In the last session of the exercise, ten darts attempts were taken from each subject and the self-efficacy scale was measured. In order to test the research hypotheses, analysis of covariance and paired t-test were used to determine the differences between groups and within groups, respectively. No significant difference was observed between self-modeling and skilled model groups in self-efficacy and dart throwing test (p<0.05).In general, observation is a powerful learning tool that can be easily accessed by a person and also requires the least possible equipment.

The aim of this study was to predict academic procrastination academic self-efficacy and achievement motivation of sixth grade elementary students based on the personality traits of mothers during coronary education. The research is of the correlational type and the target population was all sixth-grade elementary students of Mubarake city of Isfahan along with their mothers, from which 216 (115 girls, 101 boys) were selected based on Cochran's formula in a multi-stage random manner as a sample. were chosen. In order to collect data from the Short Neo Form Personality Questionnaire (1985), for mothers and from Bernardo Weiner's Achievement Motivation Questionnaire (1990), Jinks and Morgan's Self-Employment Questionnaire (1999), and Shams Al-Ahrari's Academic Procrastination Questionnaire (1389). Data were analyzed using 22-spss software stepwise and hierarchical regression. The results show that among the dimensions of mothers 'personality, the effect of agreement and responsibility on procrastination of significant and inverse children (p <0.05) and the effect of mothers' extraversion and responsibility on academic self-efficacy of significant students And direct (p <0.05) and responsibility had a direct and significant relationship and neuroticism had an inverse relationship with achievement motivation (p <0.05), but regression results showed that mothers' personality traits did not have a significant effect on children's academic achievement motivation.. According to the obtained results, providing solutions to increase responsibility, agreement and extraversion, as well as reducing mothers 'neuroticism can help reduce procrastination and increase academic self-efficacy and students' motivation for progress in e-learning.

The purpose of this study is to design a dynamic organizational training model in Bank Mellat in Yazd using a combined approach. This research is mixed (qualitative-quantitative) in terms of applied-developmental purpose and in terms of data nature. In the qualitative stage of the research, using semi-structured non-random purposeful interviews with 16 university experts, senior managers, heads and deputies of Bank Mellat, the components of a dynamic education system were identified by data saturation criteria. Quantitatively, due to the small statistical population of the research; The questionnaire was distributed among all branch managers, experts and employees working in Bank Mellat-Yazd branches and using structural equation modeling by AMOS software; Fitting all the main factors of the designed quality model; Evaluated. Based on the results of the qualitative part of the research; Dimensions of the dynamic organizational education system model include competency, flexibility and foresight. Also based on the results of the quantitative research section; the designed pattern has a proper fit.

The aim of the present study is to analyze the learning discourse in critical pedagogy with emphasis on Freire's views. Critical Pedagogy is a relatively new theory in the field of school education and learning system whose basic principles and intellectual foundations are rooted in the Frankfurt School. Where inequality and silence in learning are rejected and new echoes of understanding the deep and hidden layers of relationships in school are visible and by creating a visionary and social transformation to inform learners for collective benefit is done through critical learning.

The present research method is qualitative and content analysis using Norman Fairkalf's critical discourse analysis approach used to answer the main question of research (Freire's learning discourse in critical pedagogy is formed by what structures, situational contexts, textual and intertextual relations and on what components?. The method of collecting information is library-documentary. In this way, the relations, structure, sub-layers of the text and intertextual contexts of Freire's learning discourse in critical pedagogy, based on Ferkaloff's approach, is described in three levels of description, interpretation and explanation, and then explores the relationship between language and the teacher-learner relationship in the discourse.

Based on the research findings, the text generator seeks to create a discourse idea based on conversation, awareness, practice and active learning in thinking with the world to transform them, along with creating a sense of closeness and with the aim of explaining the role of all-encompassing knower in the world and his commitment to change the world, the narration of man's journey through the world and the creation of an active and polemical discourse, seeks to draw the future path of the critical learner. The verbs used in the text, the author's absolute commitment to the truth of the discourse propositions of learning and the transparency of the author's point of view in the worldview shows true thinking. In Freire learning discourse critical Pedagogy applying banking, narrative, false, and passive learning leads to acceptance, lending, workability, and subjectivism in learning.

Based on Freire's learning discourse in critical pedagogy, the development of problem-solving learning, conversation, liberating in schools through efficient and fruitful use of words and concepts is in line with the awakening of a sense of critical awareness. And it can manifest the interactive and constructive communication part between the teacher and learner and the emergence of critical learners in learning.

Second Language writing has always been a matter of difficulty for foreign language learners and an appealing topic for researchers of the field. This study aimed to investigate the comparative effects of shared, interactive, and independent writing on non-Iranian EFL learners' written accuracy and complexity. To achieve this aim, 74 non-Iranian female and male EFL learners were selected through convenience sampling technique. The results of Oxford placement test indicated that their level of English proficiency was intermediate. Afterward, the participants were assigned to three experimental groups (i.e., shared, interactive, and independent writing). The syntactic accuracy was gauged in terms of t-units and complexity was calculated based in the number words in t-units. The results of statistical analysis manifested that the group which used interactive writing strategies outperformed the other two groups, and no significant differences were found between shared and independent writing groups. Moreover, the performance of the interactive writing group differed significantly from those of the other two groups. Hence, it was concluded that interactive writing strategy may lead to a more accurate and complex writing performance. This study might have implications language instructors, EFL learners, material developers, and syllabus designers.

Student life in Farhangian University is accompanied by special challenges and tensions that make it necessary to acquire life skills. The research method of the present research is of the field research type and its statistical population included all students of Alborz provincial campuses in 2018-2019, 564 of whom were selected by stratified random sampling method and answered the "Student Life Skills" questionnaire. . The t-test of two independent groups was used to analyze the data. The findings of the research showed that there is a significant difference between student life skills, new entry students and final year students in Alborz province campuses. Effective communication skills, coping with anger and coping with stress in final year students were significantly higher than new students. But there was no significant difference in self-awareness skills. Also, according to the gender factor, the findings of the research showed that the amount of effective communication skills was higher in boys than in girls, but the skills of coping with anger and coping with stress were higher in girls than in boys, and no significant difference was observed in self-awareness skills. The comparison of student life skills in new entry and final year girls also showed that effective communication, coping with anger and emotional self-awareness were not different, but the stress coping skills in final year students were higher than new entries. This comparison between new entry and final year boys also showed that there was no difference in effective communication skills and emotional self-awareness, and the average anger and stress coping skills of final year boys were higher than new entry students.

In general, teaching self-awareness skills to all male and female students and teaching skills needs more attention and training. Skills are important according to the needs of students and gender. According to the gender, communication skills training is suggested for new entry boys and anger management skills for new entry girls.