مجله آموزش پژوهی نوین
پیاپی 39 (پاییز 1403)

The aim of this study was to investigate the sense of belonging to the university in culturally active students in the Corona crisis. In this regard, the research was conducted in a concusrent mixed method. In quantitative part used of the descriptive-survey method, 200 culturally active students were selected as the available sample by available sampling method. To collect data from the University Feeling Questionnaire (Arslan, 2021) was used. The reliability and validity of instrument were confirmed by factor analysis method and Cronbach's alpha. The results of statistical analysis in quantitative part showed, the sense of belonging to the university, in the group of culturally active students was significantly higher than the average. In the qualitative part, the research method of interview content analysis with descriptive-interpretive approach was used, research participants were selected by purposive sampling approach, taking into account the theoretical saturation criterion. The data collection method was semi-structured interview and the data validation was confirmed by the researcher's review and multiple data collection methods. Content analysis method was used to analyze the data. The results of the qualitative section in line with the results of the quantitative section showed that students ave a sense of belonging.

Given the increasing use of information and communication technologies, information bombardment, and the vulnerability of young audiences who are the main consumers of the aforementioned media, awareness of media literacy is an essential skill for selective exposure to the media and their critical analysis and evaluation. Therefore, the present study was conducted with the aim of investigating the relationship between media literacy and information literacy and critical thinking among graduate students at Arak University. The research method was descriptive and correlational. The statistical population was all graduate students at Arak University, of whom 174 were selected as samples through voluntary sampling. To collect data, the Azizi Media Literacy Assessment Questionnaire (2014), the Davarpanah and Siamak Student Information Literacy Assessment Questionnaire (2009), and the California Critical Thinking Skills Test (Form B) (CCTST) by Peter Fashion and Noreen (1994) were used. The data were analyzed using descriptive and inferential statistics. The findings showed that there was a significant and positive relationship between media literacy and information literacy of students, as well as between media literacy and critical thinking. Considering the significant relationship between media literacy and information literacy and critical thinking in postgraduate students, it is recommended to hold training workshops on media literacy and related skills, including message criticism and interpretation.

The aim of the present study was to compare the effectiveness of training in metacognitive strategies and stress management based on the cognitive-behavioral approach on students' test anxiety. The statistical population of this study included all new incoming psychology students at Islamic Azad University in Sari (1401-1402), totaling 90 people. The sampling method in this study was non-random and 45 people who scored at least 22 on the test anxiety questionnaire were selected as the sample. Then, 15 people were randomly assigned to the first experimental group, 15 people to the second experimental group, and 15 people to the control group. For this purpose, the standard test anxiety questionnaire of Friedman and Jacob (1977) and the standard protocol for training metacognitive strategies derived from Densereau et al. (1988) in ten 60-minute sessions and the stress management training protocol based on the cognitive behavioral approach of Askari (2019) in ten 90-minute sessions were used to collect data. For data analysis, mean and standard deviation were used in the descriptive section, and in the inferential statistics section, due to the normality of the data, multivariate analysis of covariance was used using SPSS26 software. The results showed that the mean of the variables of social humiliation, cognitive error, stress, and overall test anxiety of the participants in the experimental group of metacognitive strategies and stress management based on the cognitive behavioral approach in the post-test was higher than that of the participants in the control group, and this increase in the social humiliation and stress variables was greater in the stress management training group based on the cognitive behavioral approach (p<0.001).

With the arrival of modernity in Qajar era Iran; Currents of thought emerged, each seeking to consolidate, promote, and formalize their own types of thinking; This is through the establishment of educational places; Both formal and informal, it was designed for the education of the next generation. For this reason, the variety of educational spaces in the Qajar era is evident compared to previous periods. Analyzing the role of intellectual currents in the diversity of educational spaces and the output of each one in this thesis; It shows that the institution of education is one of the main platforms for the promotion of different ideas and the diversity of educational spaces proves it. The findings indicate that each of the currents of traditional religious people, religious intellectuals and anti-religious dissidents started to establish educational spaces such as: schools, seminaries, new schools, conservatories. They have forgotten foreign schools and houses. This research, with a descriptive-analytical method, has dealt with the role of intellectual currents in the diversity of educational spaces and how they function based on the set goals.

This study aimed to construct and validate a questionnaire measuring Iranian students' attitudes towards artificial intelligence.This descriptive research is quantitative in nature and applied studies in terms of purpose. The target population consisted of male and female adolescents in the first grade of secondary school in Ardekan County in the years 2022-2023, with an approximate population of 9900. Sampling was done voluntarily. Validity was determined using formal validity, internal consistency, and structural validity methods. The Cronbach's alpha coefficient was used to assess the reliability of the questionnaire. Data analysis was conducted using version 26 of the SPSS statistical software and version 24 of the AMOS software. The results showed that a unifactorial self-report questionnaire on Iranian students' attitudes towards artificial intelligence is appropriate after removing 3 out of the initial 10 questions. Construct validity and formal validity were used to assess the questionnaire's reliability. Internal consistency was established by calculating the correlation coefficient of each question with the overall questionnaire, falling within the range of 0.656 to 0.805. The results indicated desirable factor loadings above 0.4. Additionally, the Root Mean Square Error of Approximation (RMSEA) was 0.043, the Goodness of Fit Index (GFI) was 0.987, the Comparative Fit Index (CFI) was 0.995, and the df/χ2 value was 472.1, supporting the structural validity of the questionnaire. The reliability of the questionnaire was assessed using the Cronbach's alpha coefficient, indicating a satisfactory value of 0.844 for the entire questionnaire.

This research examines the concept of human agency in John Dewey's philosophy and its educational consequences. Dewey considers man as a dynamic and creative being that grows and evolves through continuous interaction with the environment. By rejecting traditional dualisms, he emphasizes the unity of mind and body and the close connection of man with the social and natural environment. With a qualitative approach and philosophical analysis, this article analyzes the dimensions of human agency in Dewey's thought and introduces it as an acquired and dynamic ability that is formed in the process of experience and learning. In Dewey's philosophy, the concept of growth as an increase in the capacity of intelligent interaction with the environment and reconstruction of experiences has a central position and is closely linked with concepts such as democracy, which provides a platform for social participation and creative learning. The results of this research show that in Dewey's view, human agency is a prerequisite for the realization of individual and social growth, and in democratic societies, it leads to the formation of informed and responsible citizens. These findings provide a practical framework for rethinking educational systems.