نشریه مطالعات بین رشته ای در آموزش
سال دوم شماره 2 (پیاپی 3، تابستان 1402)

This research was conducted with the aim of evaluating the effectiveness of academic motivation training with an Islamic approach on motivational beliefs and learning strategies among sixth grade male students. Sixty students from  grade six of one of the elementary schools were selected through convenient sampling, and after random assignment of the samples, they were replaced in two groups of 30 people. All the subjects in the groups responded to a self-regulated learning strategies questionnaire (Pintrich & de Groot, 1990) before and after the intervention for the experimental group while the control group did not receive any intervention. Data analysis using multivariate analysis of covariance test showed that there is a significant difference between the control group and experimental group on the pretest and post-test learning strategies and motivational beliefs with pre-test control at the 0.05 level. However, the results of data analysis related to the effect of academic motivation training with an Islamic approach on learning strategies, showed no significant difference between the experimental and control groups in the post-test with the pre-test control. But in relation to the effect of educational motivation training with Islamic approach on motivational beliefs, it shows that there is a significant difference between the experimental and control groups in the post-test of motivational beliefs with the pre-test control. Therefore, the hypothesis of the effect of academic motivation training with an Islamic approach on motivational beliefs was confirmed as the training caused the anxiety of the experimental group students to decrease significantly compared to the control group, which ultimately increased motivational beliefs such as "self-efficacy, goal orientation, internal valuation and test anxiety" .

The current research aims to build and validate measurement tools for model design Enterprise Architecture A university was conducted. The research method is mixed. In the qualitative part, using targeted sampling and open coding method, out of 87 scientific articles and valid documents available in the field of organizational architecture, 35 cases were examined in direct connection with the university and compiled as a questionnaire, then for survey (Delphi method). Regarding the components obtained through snowball sampling, 15 management experts (with three years of management experience) were provided. After modification, the final form was designed with 3 core categories with 93 sub-components (sub-components related to business architecture with 70 items, information systems architecture with 15 items and technology architecture with 11 items). To determine the validity of the questionnaire, content validity, divergent validity and construct validity were used, and Cronbach's alpha (0.913) was used to determine its reliability. The factor loadings of business architecture, information systems architecture, and technology architecture are respectively equal to 0.869, 0.989, and 0.853. For statistical analysis of structural equation modeling, SPSS 26, Smart software PLS 3.2 was used, the results showed that each of the factors has a suitable factor load to predict the main dimensions of the questionnaire, and as a result, the designed tool has high reliability and validity.

The present study aimed to investigate the impact of computer-based mathematic instruction on locus of control and sense of coherence among female sixth-grade students in District 2 of Yazd. This research was conducted using a quantitative approach and a semi-experimental design, employing a pretest-posttest control group. The target population consisted of all female sixth-grade students in District 2 of Yazd, from which a sample of 40 participants was selected using convenience sampling and randomly assigned to the control and experimental groups. The participants completed the Rotter's Locus of Control Scale (1966) and the Sense of Coherence Scale (2006). Computer-based mathematics instruction was provided to the experimental group for 8 sessions of 45 minutes each, twice a week. However, the control group did not receive any intervention during the course of the experiment. Finally, the research data were analyzed using analysis of covariance at a significant level of 0.01. The results indicated that computer-based mathematics instruction (educational technologies) has a positive impact on sense of coherence, comprehensibility, manageability, and meaningfulness among students. Additionally, computer-based instruction led to internalization of locus of control.

The study of positive psychological variables such as wisdom and self-transcendence have recently been the focus of psychology research. The purpose of the present study is to examine the structural relationships between the components of wisdom and self-transcendence in the form of a latent model. To this end, Levonson's self-transcendence questionnaire (2005) and wisdom self-assessment scale (Webster, 2007) were used to conduct the research. The statistical population of the current research included the citizens of the city of Shiraz over 18 years old, of whom 338 people were selected by random multi-stage method. After analyzing the data, the results indicated a correlation between the components of wisdom and self-transcendence and the analysis of the structural model using Amos software suggested that Wisdom is a positive and significant predictor of self-transcendence (p=0.001, β=0.78), predicting 61% (R=0.61) of the changes in its transcendence. According to the results of this study, since self-transcendence is predictable through wisdom, it is recommended to cultivate wisdom by holding educational workshops in various organizations and institutions, so that by making the people of the society wiser, their growth and transcendence will be furnished.

The purpose of this research was to investigate the effectiveness of executive function interventions on cognitive flexibility, working memory and math academic achievement in students with borderline intellectual function. The research method was semi-experimental with pre-test - post-test and follow-up with control group. The statistical population of this research included all students with borderline intellectual function in the third grade of elementary school in Yazd city, 40 pupils were selected by the combined sampling method and were randomly divided into two experimental and control groups. Executive function training package which included 10 software educational games and 10 games with pencil-paper was used to teach executive function interventions. To investigate the effect of this package on cognitive flexibility, working memory and academic achievement in mathematics, Wisconsin tests, Kornoldi visual memory and Digit span subtest and KeyMath test were used. The obtained data were analyzed using analysis variance with repeated measures. The results obtained from the implementation of this educational package showed that the training of executive functions was able to significantly improve cognitive flexibility, visual and auditory working memory and academic achivement in mathematics. The greatest effect of the intervention was observed in improving the number of discovered classes in the Wisconsin test (cognitive flexibility) and then visual memory. This intervention could not have a significant effect in reducing the reaction time of the subjects. Overall, this research confirmed the effectiveness of executive function interventions on cognitive flexibility, working memory and math academic achievement in students with borderline intellectual function.

The present study was conducted with the aim of investigating the role of academic progress and family culture on academic motivation. The present research method was descriptive and correlational and applied in terms of purpose. The statistical population of the present study included all the fourth, fifth, and sixth-grade students of the Shahdad district in Kerman, Iran. The sampling method was available and the number of samples was 353 considering the size of the population and Morgan's Table. Tools used in the research were Wallerand's (1992) academic motivation questionnaire, Pham and Taylor's (1990) academic progress, and the family culture subscale of the family conditions questionnaire (Noorbakhsh, 2013). Data analysis was done using a correlation test and multiple regression using Inter method. The results of the findings showed that academic progress and family culture had a significant relationship with academic motivation and were able to explain 69% of academic motivation. These results show the need for scholars to pay serious attention to enriching the family culture and academic progress to increase academic motivation.