نشریه پژوهش های یاددهی و یادگیری
سال نوزدهم شماره 4 (پیاپی 80، پاییز 1403)

This study aimed to design a model for conflict management and impact in teachers' learning and teaching processes. A mixed methods approach was used in this study. The qualitative population consisted of secondary school teachers in North Khorasan Province, and using a snowball sampling method, 17 participants were selected for in-depth interviews, thereby achieving theoretical saturation. The qualitative interview data collected was analyzed using the six-stage thematic analysis method proposed by Clarke and Braun. The quantitative population included all secondary school teachers, and a sample of 347 teachers was selected using the Cochran formula. Based on the qualitative findings from the interviews, a structured conflict management questionnaire was developed, focusing on teachers' professional experiences. Content validity of the questionnaire was assessed using the Content Validity Index (CVI), and reliability was assessed using Cronbach's alpha, which had a coefficient of 0.975. The results of exploratory factor analysis using principal component analysis with orthogonal rotation (Varimax) revealed five factors: active coping, passive coping, strengthening management and relationships, strengthening faith and religious values, and personal development and growth. These factors explained 68.4% of the variance in the overall conflict management model. The results of the confirmatory factor analysis showed a good fit of the conflict management model based on the teachers' professional experiences in the secondary school context. Effective conflict management can have a positive impact on the teaching and learning process of teachers. Teachers can facilitate the teaching and learning process by strengthening their conflict management skills.

This study aimed to analyze the digital competencies of teachers in virtual education through a systematic review of existing literature. Using the scientific databases Web of Science and Scopus, relevant articles on digital skills, educational innovations, professional development, and teaching methods were extracted and analyzed. The selection criteria included articles published between January 2008 and December 2022 in peer-reviewed scientific journals and in English. Ultimately, 377 articles were selected and reviewed. The findings of this study indicated that the justifications for teachers' digital competencies fall into four main categories: the ability to face the challenges of the new digital society, enriching the teaching-learning process, developing students' digital skills, and promoting professional development using digital technologies. Additionally, teachers' digital competencies are divided into four main categories: technical skills, pedagogical applications in the teaching-learning processes, inclusion in professional development, and the ability to develop students' digital competencies.The review results showed that most teachers have adequate basic digital teaching skills, but there are more diverse outcomes in the pedagogical use of digital technologies. Some teachers exhibit high capability in designing learning activities involving technology, while others face significant challenges. This study highlights the need for more specialized and comprehensive training programs to enhance teachers' digital skills and offers suggestions for future research.

The present study was conducted with the aim of measuring the compliance of the educational content of the happy program based on the standards approved by education in the preschool period. This research is applied in terms of purpose and descriptive research method in terms of survey type. The statistical population of this research is the teachers working in the preschool centers of Sanandaj city, which were 1500 people. 306 people were selected using available sampling method using Karjesi and Morgan table. A researcher-made questionnaire was used to collect data, its validity was confirmed by professors and educational science experts, Cronbach's alpha coefficient was calculated as 0.73. To analyze the data, Kolmogorov-Smirnov test, Friedman test, independent t test and one-way analysis of variance were used. From the point of view of the trainers, the degree of conformity of the content of the happy program with the approved standards, respectively; Teaching the use of the five senses, sensorimotor and emotional skills, elementary teaching of body parts, their uses and characteristics, teaching personal and social health tips and issues, teaching individual and community rights in children, introducing children to religious and national figures, teaching and familiarizing with letters Alphabet, numbers and vocabulary have the least compatibility with the teaching of moral, religious and educational issues. The content of Shad educational program complies with seven educational standards. At the level of indicators, the compliance rate is low.
Keywords: Educational standard, preschool, content, happy program, virtual.

The present study aims to provide a model of academic engagement based on self-regulation and ‎achievement motivation‏ ‏with the mediation of academic ethics: the role of modulating academic ‎achievement in students. The research method was a description of correlation and structural ‎equations. The statistical population consisted of female students of the second year of secondary ‎school in Ahvaz city in 2021-2022, 358 of whom were selected by stratified random sampling ‎method. Data collection tools using questionnaires (Boufard's self-regulation, 1995), (Hermans' ‎achievement motivation‏ ‏‎, 1970), (Rio's academic engagement‏ ‏‎, 2013) and Gol Paror's (2019) ‎academic ethics. , done. Data were analyzed in SPSS version 26 and AMOS software. The findings ‎showed that all the direct and indirect paths of self-regulation and achievement motivation to ‎academic engagement (P<0.05) were significant. Also, the findings showed that the moderate ‎moderating role of academic achivement in self-regulation and‏ ‏achievement motivation‏ ‏was not ‎significant to academic engagement (P<0.05), but academic ethics was significant to academic ‎engagement (P<0.05). Was. According to the results of the findings, academic ethics can play a ‎mediating role in the correlation between self-regulation and achievement motivation‏ ‏with academic ‎engagement and average academic achievement, a moderating role in academic ethics to academic ‎engagement.‎

The present research was carried out with the aim of determining the modeling of the structural equations of the relationship of emotional leadership in organizational trust, organizational learning and organizational innovation (case study: managers of universities in Mazandaran province). The research method is also descriptive-correlation of the type of structural equations, and the statistical population of all managers of universities (Islamic Azad, Global, Medical Sciences) of Mazandaran province, which is 460people, and a sample of 210people was selected by referring to Karjesi and Morgan's table. The research is based on stratified random sampling. In this research, the collection of information required for research on emotional leadership style and its related variables (organizational learning, organizational trust, organizational innovation) has been investigated with standardized questionnaires and their Cronbach's alphas are 0/88 and 0/88 respectively0/88, 0/70 have been obtained. Also, to analyze the data obtained from the questionnaire according to the research questions, inferential and descriptive statistics and the method of structural equations have been used, and the data analysis has been done using lisrel 8.8, spss26 software. The results of the analysis showed that There is a positive and significant relationship between the independent variable of emotional leadership and the dependent variables (organizational learning, organizational innovation, and organizational trust) and the calculated values show the confirmation of the fit of the model based on these indicators, and in other words, the model has a good fit..

The present research aims to investigate and deeply analyze the challenges and strategies of the evaluation process in the student educational network(Shad). The current research is applied in terms of purpose and descriptive in nature, which was conducted using a qualitative method and using the phenomenological approach. The statistical population of all primary school teachers working in the academic year 2019-2020 in the central part of Mirjaveh city includes 120 teachers in 10 schools of primary school, using the purposeful sampling method, 3 teachers from each school and a total of 30 teachers as The statistical sample of the research was selected.The data collection tool is a semi-structured interview and it was conducted in person and in the form of 28 questions, After conducting the interview, in order to analyze the data, the seven-step Claysey strategy was used. The findings showed that the most important evaluation challenges in the happy network from the perspective of primary school teachers include; Weak infrastructure of Shaad network, low credibility of evaluation, problems related to students, lack of strict supervision of teachers, lack of participation of families, lack of two-way communication, high stress, anxiety and tension, and on the other hand, using the capabilities Other programs, the possibility of holding video evaluations, taking advantage of integrated evaluations, designing standard and quality questions, paying attention to the characteristics of students, careful and continuous supervision of the teacher, and attracting the participation of families are among the most important evaluation strategies.He is happy in the network.

Understanding the factors that influence academic interest is considered a fundamental goal. This <!-- [if !supportAnnotations]-->[u1]<!--[endif]--> research was conducted to examine the mediating role of academic motivation in relation to flow, cognitive performance, and spiritual health in the context of academic enthusiasm. The research method employed was descriptive correlation. The statistical population consisted of students from Isfahan University in 2022, with a sample size of 200 participants responding to the questionnaires. The research tools included Vallerand et al.'s academic motivation, Wang et al.'s academic enthusiasm, Jackson and Martin's flow, Nejat's cognitive functions, and Paloutzian and Wallison's spiritual health questionnaires. The findings indicated that the overall fit of the model was confirmed by the goodness of fit index of the root mean square residual. The variables of cognitive performance, flow, and spiritual health explained 40.8% of the variance in academic enthusiasm. According to the standardized coefficients, it can be concluded that both extrinsic and intrinsic motivation have a greater impact on academic enthusiasm than cognitive performance and spiritual health. Specifically, cognitive performance, flow, and spiritual health account for only 26.3% of the variance in intrinsic motivation and 15.4% in extrinsic motivation. At the 95% confidence level, the paths from cognitive performance, flow, and spiritual health to academic enthusiasm were found to be significant. Additionally, the path of spiritual health and cognitive performance (mental flexibility) influences motivation, while the path of cognitive performance (planning and problem-solving) affects academic enthusiasm. Therefore, academic motivation serves as a mediating variable that influences the relationships between cognitive functions, flow, and spiritual health with academic enthusiasm.

The purpose of this study was to investigate the Predicting learning approaches Based on conceptions of learning, scientific epistemological beliefs, learning self-efficacy among students of basic sciences at Urmia University.For this purpose, 328 people (157 girls and 171 boys) were selected from basic science students by stratified random sampling and Learning Imagination ,Scientific Epistemological Beliefs , Learning self-efficacy, and learning approaches questionnaires were used to collect research data. The results showed that there is a positive and significant relationship between superficial learning strategies with the unproductive (static) component of perceptions of learning and between deep learning strategies with the component of constructing perceptions of learning. there is a positive and significant correlation between superficial learning approaches and the components of scientific epistemological beliefs and certainty and a significant negative correlation with the components of justification and progress; and there is a positive and significant relationship between deep learning approaches with the components of justification and development of scientific epistemological beliefs and a negative and significant relationship with the components of certainty and certainty of epistemological beliefs.In addition, a negative and significant relationship was observed between superficial learning approaches and all components of learning self-efficacy and a positive and significant relationship was observed between deep learning approaches and all components of learning self-efficacy,the results of the present study indicate the importance and role of motivational and cognitive variables in strengthening and improving the use of learning approaches, which in the process of motivation and scientific learning reveals useful implications for students.

To evaluate the role of learning patterns based on ICT in the creative thinking of female students of the fourth grade of elementary school in district 2 of Tehran from the point of view of educational managers and teachers.

In terms of purpose, this research is of the type of applied research, its implementation using the contextual method. The statistical population consisted of educational administrators and teachers of the fourth grade elementary school for girls in the 2nd district of Tehran, and the sample size was 30 for educational administrators and 60 for teachers using the Karjesi and Morgan table, which were selected by stratified random sampling. The tool for collecting information is a researcher-made questionnaire that has 50 combined questions of ICT and creative thinking in its 4 dimensions. Its face and content validity has been confirmed by experts and its reliability is 0.98 using Cronbach's alpha. In order to answer the research questions in the field of descriptive statistics (frequency and graph) and to analyze the data, in the field of inferential statistics, considering the assumption of non-normal distribution of data and that the measurement scale is nominal, Chi-square test was used. The findings and results showed that the evaluation of the role of learning models based on ICT in the creative thinking of elementary school girls in Tehran from the perspective of educational managers and teachers is different in two dimensions of flexibility and expansion and the same in two dimensions of fluidity and innovation.

Bullying is a form of low-level violence that has recently attracted the attention of school psychologists. The purpose of this descriptive study is to determine child's self-esteem and child’s attitude toward parents in forecasting the bullying of boys /girls students at Bojnourd city public high school at the last year (92-93). A number of 400 students (200 boys and 200 girls) were selected by using a sampling area and answered to the adolescent peer relations questionnaire testing paradigm in 2000, Self-esteem Assessment Test published by Rosenberg in 1965, and Child’s Attitude toward Parents Test published by Walter D. Hudson in 1976. The Spss 18 software for data analysis could be used on two levels; the descriptive statistics using statistical indicators mean and standard and inferential statistics using Pearson correlation and regression analysis results presented. According to the results, there is significant relation between bullying, victimization, self-esteem and child’s attitude toward parents. The self-esteem and the child’s attitude toward parents can predict the bullying the victimization. It is proposed to use functional and practical training to upgrade the knowledge of teachers, parents and other school authorities to this phenomenon (bullying) and to help the children in this regard.