نشریه آموزش و ارزشیابی
پیاپی 65 (بهار 1403)

The present study was conducted with the aim of standardizing the self-directed learning skill scale of medical students in electronic curricula. This research is a correlational descriptive in terms of applied purpose and in terms of nature and method. The statistical population of this research was all medical students of Hamedan University of Medical Sciences who participated in the present research online by defining the desired tool on the Pressline website. According to the use of confirmatory factor analysis in this research, a sample of 550 people completed the questionnaire through voluntary and online sampling. In order to collect the desired data, an eight-item questionnaire "self-discovery of medical students in electronic curricula" was used. In order to analyze the data, first to check the scale factors and the distribution of the items from exploratory factor analysis using SPSS-28 software and then to validate the items and factors from confirmatory factor analysis with the software Smart-PLS-3 software is used. The results showed that the factor loadings of each of the items in 8 factors after rotation were confirmed with the desired variance because the absolute value of these coefficients is higher and the corresponding factor has a greater role in the total changes (variance) of the item variable. has an opinion Therefore, according to the results of the exploratory factor analysis, the research components were confirmed in eight factors: self-efficacy, self-management, academic help-seeking, motivation to learn, responsibility, self-organization, self-control, and self-evaluation with 73 items and the factor loads They are desirable. The confirmatory factor analysis also showed that the items of all eight components of the research, except for item five, have the necessary sufficiency to stay in the research, and the values of their factor loadings were appropriate and have a good fit. Also, Cronbach's alpha for all eight.

The purpose of the current research is to investigate the phenomenon of knowledge misstructure. Malstructuring of knowledge is a phenomenon in which the structure of knowledge in the field of education is not formed in the learners for various reasons. In this research, using the cognitive-diagnostic approach, the phenomenon of malstructuring of knowledge among the fifth grade students in the experimental science course was investigated. 5 classrooms were selected using cluster sampling. In the current research, the knowledge malstructure test was prepared in the three subjects of physical change, chemical change and rainbow from the experimental science book of the fifth elementary school, based on the knowledge structure of the desired concepts. For data analysis, neural network analysis was using SPSS software. The Hierarchy Fit Index (HCI) for all three subjects was 0.71, 0.77 and 0.73, respectively, which showed that the cognitive model has a good fit. In order to check the accuracy of decision-making about the subject’s mastery levels in abilities, based on the diagnostic scores, index αAHM was calculated for the attributes in the knowledge structure, and its value was obtained above 0/6 for different abilities, which is at the optimal level and has the ability to support the final report. Besides students cognitive scores were evaluated based on their correct answers to a hierarchy to check the malstructure. the results of the analysis of the students' cognitive scores showed that some of the students have problems in various cognitive concepts, which indicates the malstructure of the students' knowledge in the subject.

Comparing the effectiveness of critical thinking training and self-regulation strategies on academic motivation and self-efficacy The purpose of this research was to compare the effectiveness of critical thinking training and self-regulation strategies on academic motivation and self-efficacy of female students in the second year of high school in Tabriz. This research was a semi-experimental type and was conducted in the form of pre-test-post-test-follow-up with a control group. All the subjects were evaluated using Waller and Blaise's educational motivation scale and Scherer's self-efficacy questionnaire. The sampling method was purposeful; In this way, among the students whose grades in the questionnaires were one standard deviation lower than the average, 30 people were randomly replaced in the experimental groups and 15 people in the control group. The first experimental group received ten ninety-minute sessions of critical thinking training. The second experimental group received eight 90-minute sessions of self-regulation strategies, but the control group did not receive any training. The results of repeated measurement variance analysis indicated that providing critical thinking training and self-regulation learning strategies has significantly increased academic motivation and self-efficacy in students. Also, there was no significant difference between the scores of academic motivation and self-efficacy in the two groups of critical thinking training and self-regulation strategies. The results of this research showed that teaching critical thinking and self-regulation strategies can be used as an efficient method to increase students' academic motivation and self-efficacy.

The purpose of this research is to compare the effectiveness of positive parenting group training for parents and behavioral management group training for mothers on the level of anxiety, aggression and depression of mothers with 4-7-year-old children. The research was also conducted in a semi-experimental way with a research design of 3 groups (one control group and two experimental groups) with pre-test and post-test. The statistical population included mothers of children aged 4 to 7 years in Tabriz who had referred to Shahriar Hospital and two private clinics to solve their children's problems, among which mothers from three medical centers and 20 parents from each center were selected purposefully. Before the implementation of the educational programs, three groups were tested by Bass and Perry aggression questionnaire (1992), Beck anxiety (1967) and Beck depression (1964). It was carried out in 8 sessions of 90 minutes and the control group did not receive any training. Finally, the post-test was done by answering the aggression, anxiety and depression questionnaire again. The data of this research was done using SPSS software and at two levels of descriptive and inferential statistics with ANCOVA and independent t analysis. Research findings indicate that positive parenting group training for parents and behavioral management group training for mothers have an effect on the level of aggression, anxiety and depression of mothers with 4-7 years old children, and both trainings are more effective than the control group, but group training for children Positive parenting is more powerful than behavioral management group training for mothers.

The aim of this study was to compare the effectiveness of academic life skills training and motivational self-regulation on exam anxiety. research method was a Quasi -experimental type with pre-test, post-test and control group. The studied population consisted of all female students of the second year of high school in the five education and training districts of Tabriz city in the academic year of 2021-2022. From among the statistical population using random cluster sampling method, 77 students who had a higher score than the test anxiety scale cutoff score were selected as a sample and randomly replaced in experimental and control groups. Data measurement tools were Sarason test anxiety questionnaire. The academic life skills training package was carried out in the first experimental group and the motivational self-regulation strategies training package was carried out in the second experimental group. There was no intervention on the control group. Descriptive statistics including mean and standard deviation and univariate analysis of covariance were used to analyze the data. The results showed that the effectiveness of education based on academic life skills and motivational self-regulation strategies was different on exam anxiety (P < 0.01, F = (48, 1) 8.67). It can be concluded that the effect of motivational self-regulation strategies on exam anxiety was more than that of academic life skill training.

Nowadays, the methods of brain-based education based on the extensive scientific research on how the brain learns, has been mostly considered by many researchers. The numerous and contradictory studies in this subject emphasize the need to conduct meta-analysis. The present study has been conducted by the meta-analysis method and with the aim of combining the conducted research in the field of the brain-based education’s impact on the educational cognitive indicators. The population’s research includes the studies that done in Iran from 1387 to the summer of 1402 and published in the databases as the full text. Based on the inclusion and exclusion criteria, 25 studies and 85 effect size selected that finally after sensitivity analysis and removal of extreme effect sizes, 80 effect sizes entered in the meta-analysis. The results showed that the size of combined effect is 1.08 for the fixed effects model and 1.21 for the random effects model; which both of them were statistically significant. In this research, different types of brain-based teaching methods, multiple outcomes, type of lessons and types of subjects were investigated as qualitative and quantitative moderating variables. The results showed that the size of summary effect size affected by all of the moderating variables. The results of the meta-regression also showed that the effect size is a function of the number of intervention sessions, and the subjects' age and the brain-based teaching is more effective in more sessions and at an early age (primary school). According to the results of the present meta-analysis, providing programs in line with the implementation of brain-based education in the educational system is a necessity that should be considered more.

The aim of the current research is to determine the cutoff score of the Tolimo test for doctoral candidates applying for study opportunities abroad by applying multiple regression in the Hurwicz method, which is a decision-making approach. The statistical population of this research includes the candidates of one course of Tolimo exam, which were 461 people. The research method of this study is based on a quantitative approach, and in terms of its purpose, it is part of applied research, and in terms of analysis, it is part of secondary analysis studies, and the scores of all 461 candidates in each of the grammar, reading comprehension, listening, and writing sections are used to determine the cutoff score. becomes Based on the results of the study and considering the small amount of classification error, if the total score is used, the average value of the Hurwicz index is the cutoff score of 481, and if the linear regression model is significant, using the results of the Hurwicz index in multiple regression, the cutoff score is 491. It can be used as a cutoff score. The proposed method significantly improves the accuracy of determining the cutoff score compared to Angoff and Bookmark methods. According to the findings obtained from cross-validation and error values, the cutoff score obtained from the combined strategy leads to more accurate results with zero classification error. 

This study aimed to investigate the effectiveness of self-compassion training on social-emotional learning in adolescents with oppositional defiant disorder. The present study was performed using the quasi-experimental method with pre-test and post-test with a control group. The statistical population of this study consisted of all male students with oppositional defiant disorder who were studying in the high school of Boin Zahra City in the academic year 2022-2023. The sampling method was purposive Sampling. The sample size of the study, based on the experimental research, included 30 randomly placed in two experimental groups (15 people) and a control group (15 people). The experimental group received 8 sessions of compassion training as a group, 90 minutes once a week, and the control group did not receive any training. The instruments used in this study were clinical interviews based on Dsm-5, the social-emotional learning Questionnaire Coryne & et al (2009), the oppositional defiant disorder scale Hommersen & et al (2006), and an educational package of the Self-compassion training based on the book Compassion-Focused Therapy (Gilbert, 2010). Data analysis was done using Multivariate analysis of covariance tests. The study found that self-compassion training leads to increased social-emotional learning and the sub-scales of task articulation, peer relationships, and self-regulation in adolescents with oppositional defiant disorder. Based on the findings, self-compassion training can increase social-emotional learning in adolescents with oppositional defiant disorder by providing a compassionate approach to life. Therefore, it is suggested to consider this intervention's role in improving these adolescents' mental health.