نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال یازدهم شماره 41 (تابستان 1402)

This study aimed to investigate the effectiveness of the positive education program on teachers' teaching self-efficacy and engagement in online classes. This study was an applied research in terms of purpose and an experimental research with repeated measurement design in terms of method. The statistical population of the present research was secondary public elementary schools of the 11th district of Tehran in the academic year of 2019-2020. A secondary elementary school from the 11th district of Tehran with convenience sampling method were selected and all the teachers of this elementary school were trained. Positive education program was designed and presented based on Seligman’ PERMA model and in 12 two-hour sessions and virtually. Data collection instruments were, Klassen et al. (2013) engaged teachers scale (2013), and teaching self-efficacy scale of Tschannen-Moran and Hoy (2001). Data were analyzed using multivariate analysis of variance for repeated measures. The results showed that positive education program had positive effect on teachers' teaching self-efficacy and engagement in online classes and this effect were sustained until a follow-up period of one month. The findings of this research can be useful for educational psychologists and school counselors in designing and implementing programs to promote well-being and motivation of teachers in the teaching process.

Academic dishonesty refers to any misconduct in academic affairs and assignments. It is a worrying phenomenon with many negative consequences. To prevent these consequences, experts have studied the effective relevant factors on academic dishonesty. In this study self-control and academic procrastination were studied as antecedents for academic dishonesty. It was a correlational study and Tangney, Baumeister and Boone (2004) self-control questionnaire, McCabe and Trevino (1997) academic dishonesty questionnaire and Solomon and Rothblum (1984) procrastination questionnaire were used. The relationships between the constructs of the proposed model were analyzed using structural equation modeling in AMOS software version 24. The statistical population included all high school students in the city of Osko, in the academic year 1401-1400. The sample size was 380 students. The fitness indices of the proposed model according to the criteria proposed by Meyers, Gamst and Guarino (2006) indicated an acceptable fitness with the data. The results showed that self-control has a direct and significant effect on academic procrastination and academic dishonesty. In addition, academic procrastination has a direct and significant effect on academic dishonesty. Also academic procrastination plays a mediating role in the relationship between students' self-control and academic dishonesty. Therefore, it is suggested that education authorities consider programs to improve students' self-control skills.

This study aimed to determine the psychometric properties of the Persian version of the Brief Self-Report Measure of Executive Functioning Version 2 (BRIEF-2) in high school students. The sample included 455 high school students from Zanjan city who were selected through cluster sampling. Participants completed the self-report measures of the Gioia and colleagues' (2015) Behavior Rating Inventory of Executive Functioning (BRIEF), General Anxiety Disorder Questionnaire (GADQ) (Spitzer et al., 2006), and Grit Scale (Duckworth & Quinn 2009) through face-to-face classroom administration. The data were analyzed using SPSS-25 and AMOS-24 software, and statistical methods including Cronbach's alpha, Pearson correlation, and confirmatory factor analysis (CFA). The results of the CFA indicated that the three-factor model (cognitive, behavioral, and emotional) with seven subscales (inhibition, self-monitoring, shifting, emotional control, working memory, planning/organizing, and task completion) had an acceptable fit for Iranian students in comparison with one- and two-factor models. The internal consistency reliability of the total scale was 0.93, and for subscales ranged from 0.70 to 0.90. The criterion validity validity of the BRIEF-2 was supported by significant correlations with the GADQ and grit Scale. Overall, the Persian version of the BRIEF-2 demonstrated desirable psychometric properties and could be a reliable tool for assessing executive functioning in Iranian adolescents in educational, research, and clinical settings.

The present study was to investigate the adaptation of the curriculum components of the Payame-Noor University eLearning system with the constructivist approach and to develop a model in order to promote the quality of the university curriculum. The research design is a mixed model of qualitative and quantitative approaches. The study population consists of experts, professors, and students from e-centers of Payam-Noor University. Three e-centers of Tehran, Isfahan, and Arak were selected and, from these e-centers, 863 individuals using the quota sampling method were drawn. The measure was a researcher-made questionnaire. The methods of One-way ANOVA and One-Sample T-Test using SPSS software (V. 22), and the study model was confirmed using Structural Equation Modeling, AMOS software (V. 22). the results demonstrated that none of the components of the curriculum of the university eLearning system is consistent with the principles of the constructivist approach. By contrast, the analysis of each component between groups revealed the different results. based on experts' opinions goals, teaching-learning strategies, the roles of students and lecture , from the standpoint of professors , teaching-learning strategies and the role of lecturers and from the viewpoint students, goals and teaching-learning strategies of the current curriculum were consistent with the constructivist approach and all study groups agreed on the non-adaptation of the content and evaluation of the university eLearning system with the constructivist approach and The research model fits the data in an acceptable manner and might effectively promote the quality of the curriculum of the university eLearning system.

Adjustment is one of the most important indicators of psychological health, which is influenced by many factors. The present study was conducted with the aim of investigating the relationship between attributional style and adjustment with the mediation of self-esteem and self-compassion in secondary course of secondary school students. Using multi-stage cluster sampling, 327 students (195 girls and 132 boys) of secondary school in Kashan city were selected in the academic year 2021-2022. Information was collected using Adjustment Inventory Students Scale of Sinha and Singh (1993), Attributional Style Questionnaire of Peterson and Seligman (1984), self-compassion-short form scale(Rees et al., 2011) and Rosenberg's self-esteem scale(1969). The results showed there is a significant relationship between attributional style and adjustment, and self-compassion and self-esteem have a mediating role on this relationship. According to the findings of this research, in order to increase the adjustment of students, educational-counseling interventions can be used with the focus on promoting self-compassion and self-esteem in order to control the effect of attributional style on adjustment.

This study was conducted to predict educational failure based on rumination with the mediating role of procrastination and difficulty in regulating emotion among high school students in Kermanshah city. The research was descriptive and correlational. The statistical population of the research included all female students of the second secondary school in Kermanshah city-District 1 in the academic year 2022, from which 120 people were selected using the available sampling method. To collect data, the fear of academic failure assessment questionnaire, rumination questionnaire, academic procrastination questionnaire and difficulty in the emotional regulation questionnaire were used. Research data analysis was done using descriptive statistics (mean and standard deviation), Pearson correlation coefficient, multivariate regression and structural equation modeling with SPSS-24 software. Based on the results of this research, the proposed model of causal relationships between the mentioned variables had an acceptable fit. In general, in the proposed research model, the results showed that Academic failure is related to the mediation of procrastination and emotion regulation difficulty with rumination (P<0.05). The results of this research have important practical recommendations for psychologists, counselors and planners in the field of education to identify the cognitive, emotional and academic problems of learners with timely and appropriate interventions and correct them. Their treatment can improve mental health and improve the academic quality of students.

The present research was accomplished to aim the effectiveness of teaching the spiritual concepts with a focus of religion on the amount of academic alienation and academic identity among female 7th grade students in Bandar-e Torkman City. The research was semi-exprimental and of pre-test and post-test with witness group. The statistical society also included the whole 7th grade students in Bandar-e Torkman City in the school year of 2021-2022 with the number of 1250 people whom they were divided 25 ones in experiment group and 25 ones in witness group. Data collection tool contained standard inventories of: academic alienation by Mio & Rosalind (1992), academic identity by Vaz & Issacson (2008) and the intervention tool was teaching spiritual concepts with a focus of religion within 13 sessions of 90-minute for twice a week based on a model by Amini & et, al. (2017). The obtained data were analyzed using covariance analysis in the software SPSS-24. The covariance results represented that there's a significant difference among the components of academic alienation (abormality, meaningless, powerless and social solidarity) and improving the components of academic identity (successful academic identity, late academic identity, confused academic identity and follower academic identity).