نشریه پژوهش در روش های آموزش
سال دوم شماره 2 (پیاپی 6، تابستان 1403)

The purpose of the current research was to predict academic resilience based on the five big personality factors as well as the dimensions of perfectionism. The research method was correlational. The statistical population of the research included all the female students of Qom University in the academic year of 2019-2020, of which 363 were selected by stratified sampling based on the size of the faculty as well as Morgan's table.  They were asked to answer the academic resilience questionnaires of Samuels (2004). ), Neo's personality traits (1985) and dimensions of Tehran's multidimensional perfectionism (Basharat, 2016) that were sent to them through virtual networks. Data were analyzed using SPSS26 software at both descriptive level (mean, standard deviation and variance) and inferential one (correlation coefficient and regression analysis). The findings showed that academic resilience has a significant and inverse relationship with neuroticism. On one hand, there is a significant and direct relationship between academic resilience and extroversion, receptivity, responsibility, and self-oriented as well as other-oriented perfectionism. On the other hand, the findings indicated that neuroticism, extroversion, agreeableness, conscientiousness, and self-oriented as well as other-oriented perfectionism have the ability to predict academic resilience. In general, according to the obtained results, it can be concluded that personality traits and dimensions of perfectionism can predict academic resilience.

This article aims to identify "factors affecting the establishment of research-oriented learning organization in education (specifically education department in Kermanshah province)" by using a mixed method and combining qualitative (data base) and quantitative (survey) methods. The socio-statistical research consists of two qualitative-quantitative parts; In the qualitative part, the sample size of the research was 20 people; 20 interviews were conducted with the managers and employees of the education department as well as with science experts using the method of "theoretical sampling". In terms of the quantitative method, using the Cochran formula, 384 people including the education teachers of Kermanshah province at both levels of primary (including first to sixth grades) and secondary (including seventh to twelfth grades) were considered randomly.The information collected from the interviews was analyzed using the foundational data research method (Grounded Theory) and the information obtained from the questionnaire were analyzed using confirmatory factor analysis tests and structural equation modeling. in this research in order to measure the validity of the questionnaire, both content validity (using face validity method) as well as construct validity were used. Also, Cronbach's alpha coefficient was used to check the reliability.The findings have shown that the "research-oriented learning organization" is a dynamic and changing entity that has "individual and organizational" causal factors (including personality traits, beliefs and needs of educators and learners, job motivations and organizational planning), background factors based on "fundamental modernization and evolution" (including evolution in the education system, organizational evolution and individual one), "intra-organizational" intervening factors (including organizational facilities and capacities, organizational structure, management and organizational culture)  are effective on the establishment of this phenomenon in education. Based on the respondants’ viewpoints, individual factors (with an average of 4.11), evolutions in the education system (with an average of 3.67) and organizational structure (with an average of 3.16) had the greatest effect in comparison to other identified factors.

Teachers' professional development through action research strategy is an important issue in all workplaces for encountering with complexities of modern society. This phenomenon is also true about education. This study was done with the purpose of qualitative study and systematic review of action research barriers and developing a model for it. In this study, qualitative and meta-synthesis method with the purpose of application has been used. By using purposive sampling of desirable cases, a comprehensive systematic review of documents was undertaken from different database researches and related citations between 2001 till 2023. Theme analysis was used to analyze the qualitative findings of 70 documents. Data, methodological and peripheral triangulation were used to ensure the credibility of the research. The results reveal that action research is a valuable tool for teachers to improve teaching and learning process, to increase pedagogical and instructional knowledge, and to positively impact students’ learning. Furthermore, teachers experiment difficulties in conducting action research as academic and nonacademic barriers. Academic barriers include identification and detection barriers(theoretical, methodical, attitudinal and motivational), executive barriers(managerial, financial, educational, collaborative, professional ethics, technological and creative, environmental and supportive, efficient and expert human resource)  and evaluation barriers(vague evaluation construction and judgement, weakness in noticing information, and barriers related to using results); and nonacademic barriers including individual barriers(cognitive, affective and meta-cognitive), organizational barriers( software and hardware) and extra-organizational barriers(cultural, policy making and educational system). Teachers have problems in doing action research. They don't have sufficient knowledge and skill for doing action research. Also, they don't have necessary resources and support. Additional workload and burden in the part of the teacher, writing anxiety, lack of time, and inadequate knowledge of research methodology are major barriers of teachers in conducting of action research strategy for teachers' professional development. At final, a categorization from barriers of research strategy as a conceptual model was done. Action research as a methodology acts a valuable tool for responding to growing needs of practical knowledge; a bridge between university research gaps and everyday applications; and also a strategy for participation in world competitions

Reading is one of the most important academic skills. Many researchers have considered the ultimate goal of reading to be comprehension and therefore believe that emotional factors have a great influence on it. It is necessary to examine the predictability of reading comprehension based on variables of reading motivation and attitude towards it. This research was conducted with the aim of predicting reading comprehension based on reading motivation and reading attitude among students in Yazd. The regression method was used to analyze the data. The statistical population of this research includes all sixth grade male and female students in Yazd city in the academic year of 2022-2023, which is 11374 people according to the education statistics. In this research, the multi-stage cluster sampling method was used to determine the sample. Based on the table of Krejcie and Morgan, the sample size included 375 students, which consisted of 193 girls and 182 boys. Students answered Pirls' (2011) reading comprehension questions, reading motivation (Wigfield & Guthrie, 1997) and reading attitude survey (McKenna & Kear, 1999). Multiple correlation methods of SPSS26 software were used for data analysis. The results show that efficient reading, intrinsic reading motivation and academic reading attitude significantly predict reading comprehension (p<0.05). While the external motivation of reading, social motivation of reading and recreational reading cannot significantly predict the reading comprehension (p<0.05).

The aim of this study was to analyze the content of elementary school textbooks in terms of the extent to which knowledge management concepts are addressed. This research was quantitative in approach and applied in purpose. The research community included all analyzed textbooks, from which 3,669 components were identified. Content analysis was used for this research; the unit of analysis was pages (text, exercises, images, footnotes), which were reviewed through studies, images, exercises, and activities. Initially, the identified concepts were categorized into six components of the knowledge management building model: knowledge recognition, knowledge acquisition, knowledge development, knowledge distribution, knowledge utilization, and knowledge preservation. Data collection tools included a researcher-made checklist. Subsequently, the collected data were analyzed using Excel software and descriptive statistical indices in the Shannon Entropy analytical process. The results showed that the knowledge recognition component had the highest frequency, while the knowledge preservation component had the lowest one. Additionally, among the textbooks, the science textbook paid more attention to knowledge management concepts in comparison to other textbooks. Among the knowledge management concepts, normalized data by textbooks showed the highest importance coefficient for the knowledge acquisition component; by grade, the knowledge distribution component had the highest importance coefficient; and overall, the knowledge recognition component ranked third based on both textbooks and grades.

The present study aimed to investigate the effect of life skills training on cognitive emotion regulation strategies, psychological well-being and social adjustment among female junior high school students. . In terms of purpose, the present research was practical and was carried out in the framework of a semi-experimental study including a pre-test-post-test design with a control group.. The research statistical population included all female junior high-school students in Gachsaran city in the academic year of 2022-2023. By cluster sampling method, 36 students were selected as study sample and randomly assigned to two equal groups of experimental and control. The research instruments included the cognitive emotion regulation questionnaire (Garnefski & Kraaij, 2006), psychological well-being scale (Ryff, 2002) and social adjustment questionnaire (Sinha & Singh, 1993). In implementing the treatment, the experimental group received instruction on the skills of life in 10 sessions while the control group received no instruction. For analysis of data, inferential statistical methods were used such as univariate and multivariate analysis of covariance (MANCOVA) and SPSS statistical software (version 22). The results indicated that training of life skills can be employed as a useful intervention method to increase in psychological well-being and social adjustment and reduction in negative strategies of cognitive emotion regulation in female junior high school students (P< 0/05). Based on the findings, it can help adolescents to improve their psychological and emotional capabilities through designing effective intervention programs.