نشریه پویش در آموزش علوم تربیتی و مشاوره
پیاپی 16 (بهار و تابستان 1401)

The purpose of this research is to survey the challenges of the implemented curriculum of internship 1 in the corona situation from the perspective of student teachers and ways to overcome them. This study was conducted via qualitative approach using phenomenological method. Participants were selected by two methods of snowball and Criterion sampling to theoretical saturation boundary, 13 student teachers who were senior at Farhangian University, Mashhad Shahid Hashemi Nejad Campus. Semi-structured interview was used for gathering data. The text of the conducted interviews was analyzed with the help of thematic analysis method. In order to ensure the credibility of the research, Lincoln and GABA criteria (especially the diagnosis test) were used. Based on the findings, the main challenges of student teachers can be categorized in the form of 2 comprehensive themes (including the challenge of intern interaction with curriculum leaders and the challenge of reflective observation of the educational situation), 6 organizing themes and 29 basic themes. Also, the student teachers had used many successful solutions to overcome the challenges of interacting with the curriculum leaders; However, when faced with the challenges related to observation of reflection in the educational situation, they often either lacked a solution or did not have a successful solution. The results of this research indicate that based on the experiences of the participants, the implemented internship curriculum (1) in the corona situation did not achieve its main goals, i.e., reflective observation of the teaching-learning situation.

Achieving progress and academic performance is one of the important issues that can be investigated at the micro and macro level of society. Because a person's progress in society depends on his success in academic performance. The present study was a correlational descriptive study that was conducted with the aim of investigating the predictability of academic progress based on motivation for progress and self-regulated learning strategies in female high school students. The statistical population included all female students of the second secondary level of Torbat Jam city in the academic year of 2010-2019. According to Morgan's table, the statistical sample consisted of 322 of these students who were selected by multi-stage cluster sampling method. In order to measure progress motivation from the Hermans Progress Motivation Questionnaire (1970), to measure self-regulated learning strategies from the DeGroth and Pintrich (1990) Motivational Strategies for Learning Questionnaire and to estimate academic progress from their GPA in the first semester of 1400- 1401 was used. The result of the multivariate regression analysis test showed that motivation to progress and self-regulated learning strategies can predict the academic progress of students (P≤0.01). Also, the result of Pearson's correlation test indicated that motivation to progress and self-regulated learning strategies (along with its components) have a direct statistical relationship with academic progress (P≤0.01). Therefore, it can be concluded that the academic progress of students can be improved with the correct interventions to strengthen the motivation to progress and self-regulated learning strategies.

The purpose of this research was to investigate the effect of national computer games on improving cultural intelligence and sense of altruism of students. The statistical population included all the female students of the first period of secondary high school in Esfrain city in the academic year of 2018-2019 who played computer games in a certain period of time, 201 of them were selected as the research sample, the sample size was calculated using Morgan's table. And it was stratified randomly, the selected students were those who played computer games with laptops, computers, mobile phones and tablets during the day. In this research, Earley and Patterson's cultural intelligence questionnaire and altruism questionnaire were used. Cronbach's alpha reliability of cultural intelligence questionnaire was calculated as 0.83 and altruism questionnaire as 0.75. Validity results of other articles and content validity were used to check the validity. The results of the analysis showed that there is a significant relationship between cultural intelligence and the sense of altruism of students who play computer games (p>0.05). According to the beta regression coefficient, cultural intelligence explains 27% of students' sense of altruism. Also, the results of the components of cultural intelligence showed that the four dimensions of metacognitive intelligence, cognitive intelligence, behavioral intelligence and motivational intelligence had a significant relationship with students' sense of altruism. This significance is between metacognitive intelligence and altruism (r=0.48 and p<0/0 01); between cognitive intelligence and students' sense of altruism (r=0.269 and p<0.01); between motivational intelligence and sense of altruism (r=0.167 and p<0.01); It was between behavioral intelligence and sense of altruism (r=0.164 and p<0.05). Also, the results of the T-Tech sample showed that computer games have a significant effect on promoting cultural intelligence and altruism of students.

The present study aims to investigate the relationship between the locus of control and social responsibility with the mediation of professional ethics among elementary school teachers in Shahr-e-Rey. The research method was descriptive-correlation and structural equation modeling. The research population included all elementary school teachers of the first and second districts of Shahr-e-Rey (1160 people). The sample size was determined by Cochran's formula, 218 people. The stratified sampling method is proportional. To collect data, the control locus questionnaire with reliability (α = 0.84), professional ethics with reliability (α = 0.96) and social responsibility (α = 0.91) was used, whose content validity was checked using experts' opinions. And it was confirmed. Also, the construct validity of the questionnaires was checked and verified using confirmatory factor analysis. The findings showed that among the components of professional ethics, the component of justice and the component of responsibility had the ability to predict social responsibility. Structural equation modeling has also indicated the effect of locus of control on professional ethics (γ=0.50) and social responsibility (β=0.14). Also, professional ethics have directly influenced social responsibility (β=0.54). Finally, locus of control has been influential on social responsibility (γ=0.06) through the mediation of professional ethics. The results showed that the social responsibility of teachers is rooted in the rule of professional ethics on their vision, behavior and action, which itself is caused by the situation of the locus of control (internal or external) of people. Therefore, if teachers accept responsibility for their actions and attribute successes and failures to internal factors, they will move in the direction of professional ethics and will not only be clothed with ethics in the divine and personal dimension, but also towards others and They will feel responsible for their surroundings.

The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral game therapy and story therapy on physical, relational and verbal aggression of mentally retarded students. This research was a semi-experimental study with a pre-test, post-test and control group design. The statistical population of this research includes all students with intellectual disabilities who were studying in Golestan Exceptional Primary School in Tabriz. The available sampling method was used to select the sample. Therefore, the statistical sample consisted of 45 elementary school boys who were randomly selected (15 students per group) with random replacement in experimental and control groups. In order to collect data, the aggression scale of Shahim primary school children (1387) was used. One of the experimental groups received the game therapy educational program (8 sessions of 45-minute cognitive-behavioral game therapy), the next group did not receive the educational program of story therapy (8 sessions of 45 minutes of story therapy) and the control group did not receive the educational program. The results of covariance analysis showed that there is a significant difference between cognitive-behavioral game therapy and story therapy with the control group in aggression components (0.001). Also, story therapy was more effective than cognitive-behavioral game therapy in reducing aggression with an effectiveness factor of 76%. Based on this, it can be concluded that story therapy and cognitive-behavioral game therapy can be used as complementary interventions to reduce and improve the psychological problems of mentally challenged students.

The present research was conducted with the aim of investigating the relationship between hidden curriculum and students' academic engagement and communication skills. This research is applied in terms of purpose and descriptive-correlation in terms of data collection method. The sample of the study includes 230 female students of 2nd grade high school, selected from a population of 550 students, at the city of Iven-e Gharb and was chosen by stratified random sampling according to Morgan table. The data collection tools are the researcher's questionnaire made by Pashazadeh's hidden curriculum, Jarbak's communication skills questionnaire, Pintrich's and De Groot's academic self-regulation learning strategies questionnaires, along with Dupyright's and Marin's questionnaire to measure the level of academic engagement. The findings of the focal correlation test indicate the confirmation of a significant relationship between the hidden curriculum and students' academic engagement and no significant relationship with their communication skills. Also, in examining the contribution of each hidden curriculum component in predicting academic engagement and communication skills, based on the results of step-by-step regression analysis, interaction (student-teacher) is the only predictive component of the hidden curriculum. It was related with 10% of explanatory power to students' academic engagement and in the same way, the components of interaction and organizational structure of the hidden curriculum, equally with 4% of explanatory power (8% in total) with knowledge communication skills.

Considering the different results of the studies conducted in the field of the relationship between the family institution and social delinquencies and children's crime and the variability of the effect sizes in them, this study aims to; The meta-analysis of the studies conducted in the field of the role of the family institution (environment, incompatibilities, tensions, their behavior and actions) in children's delinquency, crime and addiction has been done. The research method of the present study; It has been meta-analysis. Meta-analysis follows the analysis of analyses. In this way, the results of the studies conducted by the researchers are collected, combined, analyzed and finally a coherent result is reached from all the studies using analytical methods and tests. The statistical population of the current research was all the studies that were conducted in the field of crime, delinquency and addiction during the years 1390-1401, and finally, using the purposeful sampling method, 10 of the studies that were relevant to the subject of analysis and suitable for entering the meta-analysis were selected. "CMA2" software is used to compile the output of the results and analysis. findings and conclusions; According to the output findings of Cochran's Q index and the significance level (0.000) and rejection of the null hypothesis (H0), the heterogeneity of the studies was confirmed and the random effect model was used to continue the analysis process. The total effect size in the random effect model was (0.656), which according to the cut points of Cohen's index, this value is estimated at a favorable and large level. Therefore, the role of the family in children's delinquency, crime and addiction is confirmed by the correlation coefficient or total effect size (0.65) in the minimum (0.52) and maximum (0.75) confidence interval and according to the significance level (0.000) with confidence (0.99). Also, according to the Egger regression index values ​​and the related P value as the most important index of meta-analysis bias and the funnel plot, the symmetry of dispersion and lack of publication bias of the studied studies has been confirmed with levels of the lowest standard deviation at a relative level.

The purpose of the present study was to investigate the effectiveness of compassion-focused therapy on stress coping styles, self-criticism and emotion regulation of teachers of students with special needs during the Corona epidemic. The current research was experimental research with a single-subject design in terms of its practical purpose and method. The statistical population of the present study was made up of all the teachers of children with special needs in Bafaq city in the year 1400 in the number of 14 people, out of which 4 people were selected by available sampling method, who were divided into two experimental groups (2 people) and control ( 2 people), the people of the experimental group received 8 sessions of 90-minute compassion-focused therapy virtually (using WhatsApp). All of these individuals, during baseline, sessions 3, 6, and 8 (final session of the intervention), completed Coping Inventory for Stressful Situation of Andler and Parker (1991) Gross and John Emotion Strategies Questionnaire (2003), and self-critical questionnaire of Gilbert et al. (2004). Data analysis was done using percentage recovery index and graphical review of figures. The results showed that the subjects of the experimental group experienced an improvement of over 50% and a significant increase in the problem-oriented style and cognitive re-evaluation from the baseline stage to the end of the treatment. Also, the people of the experimental group experienced an improvement percentage of over 50 and a significant decrease in the emotion-oriented style, avoidance style, self-criticism and neuroscience. While the subjects of the control group did not have a significant increase or decrease in score during this period. Based on the results of the current research, it can be seen that the treatment focused on compassion is effective on the styles of coping with stress, self-criticism and emotion regulation of teachers of students with special needs during the corona epidemic and should be considered by counselors and psychologists in rehabilitation programs.

The present study was conducted with the aim of comparing the social skills and academic self-efficacy of the students of multi-grade and single-grade classes of the second elementary school in Divandareh city. The statistical population included the students of the second year of elementary school in Divandareh city. 348 people were selected as the sample size of the research (simple stratified random). The measurement tools included questionnaires of social skills and academic self-efficacy. The tests used in this research were one-sample t, independent t and two independent groups t. The findings showed that there is a significant difference between the amount of talent, context and effort components of the academic self-efficacy variable of single-grade and multi-grade students in favor of multi-grade students. There is a significant difference between the amount of appropriate social skills, antisocial behaviors, aggression and impulsive behaviors, superiority, high self-confidence, and relationship with peers from the variable of social skills of single-grade and multi-grade students in favor of single-grade students.

The current research has sought to identify the obstacles of ethical modeling in the relationship between teachers and students. To answer the research questions, descriptive phenomenology was used, in which an interview was conducted with 14 students of different nationalities who reside in Mashhad. The participants are from 8 nationalities (India, Afghanistan, China, Pakistan, Nigeria, Gambia, Lebanon and Guinea) and among them, 7 male and 7 female students and their age is between 12 and 17 years (and the average is 13.6). In this research, the validation of the achievements was done according to Maguire's point of view and with the help of a person with qualitative research experience as an observer in all stages of the research, as well as the themes and sub-themes obtained were presented to the participants and their opinions were applied, and the final report, along with Quotations from the participants are given. After analyzing the data, four themes and twelve sub-themes were obtained and items such as student's attitudes towards the teacher, student's perception towards the teacher-student relationship, student's attitude towards himself and the influence of others were introduced as factors that influence the student's imitation of the teacher. They have a role and influence. The sum of the attitudes related to the cases, if negative, play a significant role in the student's imitation of the teacher. The research findings were supported by bandura’s social cognitive theory, Greenspan’s developmental, individual differences and relationship-based model (DIR) and intrinsic motivational theories. Research findings have suggested emphasis on maintaining positive relationship between teacher and student, underlying positive emotional experiences in educational process and guiding student to choose appropriate peers in order to have effective moral educational process.

The purpose of this study was to investigate the effect of repeating English-speaking activities using the 2/3/4 technique on the fluency and correctness of speech of talented students. Female students studying in the eighth grade of talented schools in South Khorasan Province in the academic year of 1400-1401 formed the statistical population of this research. Among these, 22 female students were selected using available sampling method. During 12 sessions, the students in their English class were exposed to repeating speaking activities according to the textbook in a timed manner using the 2/3/4 technique. The scale of speech fluency was the number of words spoken per minute and the number of pauses per 100 words, and the number of lexical and grammatical errors per 100 words was used to measure speech accuracy. The results showed that the repetition of speaking activities using the 2.3.4 technique had a positive and significant effect on the fluency of students' speech (p<0.01), while the correctness of their speech improved from this intervention. It has not been affected and there has been no significant change in it. The results of the present research can open the way for designers of courses and educational content, teachers and instructors of English language in order to choose and use the 2/3/4 technique intelligently to develop the language fluency of language learners as much as possible..

The present study was conducted with the aim of effectiveness of group therapy based on acceptance and commitment on exam anxiety and self-efficacy of second grade high school students. The current research design was a quasi-experimental type of pre-test, post-test and with experimental and control groups. The statistical population included female students of the first secondary level of Aligudarz city in the academic year of 1401-1400. The sampling method was random cluster sampling. The research sample included 30 students who were selected from among 100 students who answered the questionnaires of test anxiety and self-efficacy and were randomly replaced in two groups of 15 people, experimental and control. The experimental group received 8 sessions of acceptance-based treatment, and the control group was placed on the waiting list, and after two weeks of completing the treatment, a post-test and a follow-up test were conducted for both groups after two months. To analyze the data, analysis of covariance was used using SPSS version 20 software. The results showed that group therapy training based on acceptance and commitment had a significant effect on students' test anxiety and self-efficacy. According to the results of this research, the use of treatment based on acceptance and commitment is suggested in order to reduce anxiety and increase students' self-efficacy and also increase their performance in the exam.