پژوهشنامه تربیتی
سال هجدهم شماره 4 (پیاپی 76، پاییز 1402)

The aim of the present research was to determine the effectiveness of education based on acceptance and commitment on tolerance of distress and test anxiety among male second secondary school students in Birjand city. This research was a semi-experimental type that was conducted as a pre-test-post-test with a 3-month follow-up period. The statistical population included second year secondary school boys in Birjand city. Among the second secondary schools of Birjand city, one school was randomly selected and using G Power software, a sample size of 52 students was considered and the students were randomly divided into two groups (26 students in the education group) based on acceptance and commitment and 26 people were included in the control group. The data were analyzed with repeated measures analysis of variance. The findings of the present study showed that education based on acceptance and commitment increases the level of distress tolerance and decreases the students' test anxiety compared to the control group (p<0.001). The results of the Bonferroni test showed that the influence of education based on acceptance and commitment over time was significant for test anxiety and distress tolerance. Considering the impact of education based on acceptance and commitment on increasing distress tolerance and reducing test anxiety in students, counselors and therapists can use this approach to reduce test anxiety and also increase students' distress tolerance level.

Students have many differences that play a major role in education; Therefore, the aim of this study was the effectiveness of Bormann educational protocol on high irritability, failure tolerance, peer relationships and self-confidence of 10 to 12 intelligent students.This study was a quasi-experimental with two experimental and control groups and pre-test-post-test and follow-up stages. The study population included all 10-12 year old high school students in the academic year 1399-1400. By multi-stage random sampling method, 40 gifted students were selected and randomly assigned to experimental and control groups. The experimental group underwent training in Borman protocol (2019) for 10 sessions. The research instruments included Bormann (2019) High Irritability Questionnaire, Harrington Failure Tolerance Questionnaire (2005), Hudson Peer Relationships Questionnaire (1997), Rosenberg Self-Esteem Questionnaire (1965), Wechsler Fifth Edition Children's Intelligence Scale (2014). The results of data analysis through analysis of variance with repeated measures SPSS-23showed that the Borman training package had a significant effect on research variables in the post-test phase and the educational effects remained in the follow-up phase(P<0/01). According to the research results, this educational program can be used to improve psychological variables in gifted children.Borman's training in the first step as a new effective variable reduces high irritability, failure tolerance and in the second step increases relationships with peers and self-confidence of intelligent students. Therefore, Borman education in schools for students should be provided by specialists.

The aim of this study is to investigate the effectiveness of mindfulness-based stress reduction on the distress tolerance, high-risk behaviors, and feeling of loneliness in students with self- injurious behaviors.

In this semi-experimental study with a pre-test, post-test, and follow-up test design, 30 female students with self- injurious behaviors in the high school of Amol city were included. Samples were randomly divided into two control and experimental groups (N=15). In the experimental group, mindfulness-based stress reduction treatment including 8 sessions was implemented, and in the control group, no intervention was performed. After the sessions, both groups completed the distress tolerance, high-risk behaviors, and feeling of loneliness questionnaires and were followed up a month later.

The results of this study showed that there was a significant difference between the score of distress tolerance, high-risk behaviors, and feeling of loneliness in the pre-test, post-test and follow-up in the experimental and control groups. Mindfulness-based stress reduction therapy has been 34% successful in differentiating distress tolerance in experimental and control groups. Additionally, the program was 39 and 41 percent successful in improving high-risk behaviors and feeling of loneliness among students with self- injurious behaviors, respectively.

Holding mindfulness-based stress reduction therapy sessions is effective in improving distress tolerance, reducing high-risk behaviors, and feeling of loneliness in students with self- injurious behaviors.

With the expansion of communication and information technology in schools, the traditional patterns of education will become new patterns. This research, with a logical and scientific approach, has compiled the indicators of future schools in Iran with emphasis on engineering and behavioral-educational features. The research method is descriptive survey and using the process of network analysis and fuzzy logic. The statistical population of this research is the members of the academic staff and experts in the field of future schools in Farhangian Universities of Khorasan Razavi, Isfahan and Tehran, as well as prominent teachers and administrators in the public and private sectors of education in the country. The data collection tool was a researcher-made questionnaire, whose validity was confirmed through face and content validity, as well as its reliability through Cronbach's alpha (0.85). The findings showed that the dimensions and elements of the future school can be explained in 10 dimensions and 48 Factors. The dimensions of the future school, in order of importance, include teaching processes, communication and technology, management features, learning processes, participatory policies, attitude to school, forward-looking thinking, safety and health, school design and indoor air.

The present study aimed to develop and validate a professional development model for high-school principals.This was an applied and cross-sectional research in terms of objective and time, respectively, and had a mixed method (qualitative and quantitative). The participants in the qualitative section included 22 experts related to the research topic in North Khorasan Province, selected by purposive sampling. Data obtained from semi-structured interviews were coded and their validity and reliability were approved based on the experts' and participants’ opinions and the agreement coefficient (CVR=0.87), respectively. The statistical population in the quantitative section included 1957 high-school principals in various academic semesters during 2019-2020, 340 of whom were selected by cluster sampling based on Morgan’s Table.From the perspective of the experts, the five dimensions of professional development included educational leadership, strategic leadership, communication management, organizational management, and ethical leadership, and 14 components were management on learning and teaching, creating a favorable learning environment, curriculum evaluation, vision drawing, continuous improvement of schools, effective communication, relationship with stakeholders, operations management, resource management, individual and team leadership, professional ethics, principles, and Islamic ethical norms, development of their profession and development of human resources profession.According to the results of structural equations with PLS Smart22 showed that the research variables were able to predict professional development at a 0.69 level. It is notable that the overall goodness of fit of the model was favorable (GOF=0.54).

The aim of the research was to determine the level of attention paid to the components of children's rights in fifth grade textbooks. The research method was content analysis and the statistical population of social studies books, Hadih Asemani and Farsi of the fifth grade. The data collection tool was a researcher-made checklist to measure the components of individual, social and family rights. The reliability coefficient of the tool was 0.85 based on William Scott's formula (1995). Shannon's entropy method was used to analyze the data. The results showed that the amount of attention paid to the components of children's rights in the studied books is as follows: In the field of indicators of the individual rights component of children, "the right to identity and human dignity", the first rank is the most attention; and "minority children's rights" are the last rank of the least attention. Regarding family rights, the index "right to parental supervision and intervention" ranks first, the most attention; and "entering the competent court despite the problems" are the last rank of the least attention, and finally, in the field of social rights, "cultural rights" are the first rank of the most attention; And "rights of disabled children and judicial rights of children" are ranked the least attention.

The purpose of this research was to provide a model of the current and desired quality of educational services in the virtual education system of the Islamic Azad University of Bushehr province and its accreditation. The current research was applied in terms of purpose and mixed in terms of data, descriptive, analytical and survey in nature and targeted and accessible sampling method. In order to collect data, in the qualitative part, the interview method with experts was used, and in the quantitative part, a questionnaire was used. The statistical population in the qualitative section included experts with a doctorate degree and having at least 10 years of experience in the field of online education, and in the quantitative section, 10,000 users of the virtual education system of Azad University. The findings showed that the average of all dimensions and components of educational requirements, interaction with other virtual educational groups, devoting more hours to online education, flexibility, aesthetic requirements, technological factors, capabilities to reduce online restrictions, content requirements, e-learning management system, appropriate course content , the requirements of extra-organizational participation, the infrastructure of the virtual education system, the quality of the service delivery system, the perceived support quality, the process requirements, the quality of the behavior of the virtual education supervisors and the application of the virtual education standards have been measured above the average; In other words, the current status of the quality of educational services in the virtual education system of Azad University is favorable.

Educational model 5E and Gane educational model are among the effective teaching models that may have an effect on increasing students' academic motivation; Therefore, the aim of this study was to compare the teaching of 5E model with Gane model on the academic motivation of female students in the second year in 2020. The statistical population of this quasi-experimental studyincluded all female high school students in Tabriz in the academic year 2020-2021 that 60 students were selected using multi-stage cluster sampling and randomly assigned to three groups (20 for each group). All three groups completed the Tuan & etal (2005) Motivation towards science learning questionnaire as a pre-test and at the end of eight sessions of 60-90 minutes of 5E training model (two sessions per week for 4 weeks) and eight 60-90 minute sessions of Gane training model (two sessions per week for 4 weeks), the mentioned questionnaire was completed by the groups. Data were analyzed using univariate analysis of covariance . Both 5E and Gane educational models have a significant effect on the academic motivation of second year female students (p<0.001); However, the 5E educational model has a greater effect on increasing academic motivation than the Gane educational model (p<0.001). Considering the superiority of the effect of 5E educational model on promoting students' academic motivation, the use of this teaching model is recommended; Therefore, the importance of holding training courses in this teaching method should be explained to teachers.

Today, there are many teaching methods. The question of which method is used for which lesson and at what time depends on the teacher's choice and his or her ability to implement it. In this study, we compared the effectiveness of the teaching method of jurisprudential inquiry and lectures on the learning of industrial-organizational psychology students.

In the current study, a quasi-experimental method with a pre-test-post-test design, including two non-randomized groups, was used. The teaching method (jurisprudential inquiry and speeches) was studied as the independent variable, whilst the students' learning in the industrial-organizational psychology course was studied as the dependent variable. The population included all industrial psychology students, 64 of whom were selected using the convenience sampling method.

The results showed a significant difference between the performance of research groups (P> 0.001). Therefore, according to the mean scores of learning by the teaching method of jurisprudential inquiry, it can be claimed that the method of jurisprudential teaching was more effective in improving the learning of students in the course of industrial psychology than the lectures. Also, the analysis of Eta Squared shows that 26.5% of the variance of the dependent variable (learning industrial psychology course) is explained by the independent variable (teaching method).

The subject of this research is the coaching leadership model for elementary school managers based on Grand theory. The statistical population included experts and stakeholders in the field of education, as well as members of the educational management faculty, and semi-structured interviews were conducted with 15 individuals using purposive sampling and the saturation criterion. To ensure the validity and reliability of the data, two methods of participant review and non-participant expert review were used. The results of the data analysis in three stages of open coding, theoretical coding, and selective coding indicate five general and 18 sub-themes that are framed within a paradigmatic model, including the phenomenological axis of efficiency and communication, specialized perspective, and emotional intelligence; Ali conditions of influence and creativity, penetration and accountability, and participation and collaboration; contextual conditions of general social behavior, growth-oriented vision, and specialized behavior; strategies of managerial professional development, networking, organizational and extraneous support; interventionist conditions of managerial self-management ability, managerial ability to manage others, and managerial ability to manage in the organizational environment; and consequences of creating a sense of respect, mutual trust, and analyzed inspiring model.