نشریه پژوهش های یاددهی و یادگیری
سال بیستم شماره 1 (پیاپی 81، زمستان 1403)

The  aim of the effect of extracurricular curriculum on sense of belonging to the school of fifth grade female students in district 6 of Tehran. The current research is practical in terms of purpose and quantitative in terms of the type of data. In terms of method, this research has been conducted as a quasi-experiment with a pre-test and post-test research design with a control group. In order to measure the extracurricular  Berry, Baty and Watt's (2004) questionnaire was used to measure the sense of belonging to the school. There is a significant difference between the people of the experimental group who underwent the extracurricular course and the control group who did not undergo the intervention. Finally, it can be said that the extracurricular curriculum has a significant effect on the students' sense of belonging to the school. The results showed that the extracurricular curriculum has a significant effect on the sense of belonging to the school it affects students

The aim of this research was to examine the impact of STEM-based teaching methods on learning programming through the Scratch software. This study, conducted with an applied purpose, is based on a quasi-experimental method and includes a pre-test and post-test design across three different groups: one control group and two experimental groups. Based on the sample size determined by the researcher, out of 48 participants, 16 were selected as the control group, 16 for the experimental group taught using the STEM educational approach, and another 16 for the experimental group taught using traditional methods. The population under study consists of all sixth-grade female students in the city of Karaj. A school with two sixth-grade classes was randomly selected as the sample. To collect the necessary data, both library and field research methods were utilized. Additionally, to assess the level of learning programming content, a questionnaire developed by Cho and Boly in 2007 was used, and this educational process was supported by 8 sessions of Scratch programming instruction using the STEM approach. The present research showed that teaching programming using Scratch software, based on the STEM approach, was effective in enhancing programming knowledge among learners.

The purpose of this study was to investigate the effect of educational approaches on cognitive complexity and social problem solving skills of high school students in district 2 of Shiraz. This research was practical in terms of purpose and descriptive in terms of nature and method, semi-experimental with two groups and cross-sectional in terms of time. The statistical population of this research includes all male and female high school students of district 2 of Shiraz, and according to the purposeful sampling, 40 people (pre-test and post-test groups) were tested. In this research, in order to measure the independent variables, training sessions were held with a combined and traditional approach in 10 two-hour sessions for students. To measure cognitive complexity from the standard questionnaire of Mobaraki et al. (2015) and to measure the social problem solving skill from the short form of the Revised Social Problem Solving Questionnaire (SPSI-R), (Dzorila et al., 2014), the use and Cronbach's alpha level were used, respectively. 0.892 and 0.961 were obtained. The collected data were statistically analyzed using SPSS software and at two levels of descriptive statistics and inferential statistics (independent t-test and one-way analysis of covariance). The results of the covariance analysis test showed that the combined educational approach had a significant impact on cognitive complexity and problem solving skills.

The purpose of this research was to determine the effectiveness of problem-solving based education on the quality of family relationships and academic adjustment of students. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the present study included the female students of the first secondary school in Neka city in the academic semester of 1401-1402. 30 students were selected by multi-stage cluster random sampling method based on the research entry criteria and then randomly assigned to two experimental and control groups (15 people in each group). The experimental group was exposed to problem-solving based training based on the training guide of Dzurila et al. (1971) under 10 sessions of 60 minutes, and no training was held for the control group. Before and after the intervention, both groups responded to Sinha et al.'s academic adjustment questionnaire (1993) and Semnani's quality of family relationships (1400). The data obtained in two stages of pre-test and post-test were analyzed using SPSS-24 software and correlation analysis test. The results showed that education based on problem solving has a significant effect on the quality of family relationships and academic adjustment of students, and the effect of the quality of family relationships is more than academic adjustment.

There needs to be more research on the role that listening and speaking strategies could play in motivational self-regulation for EFL learners in the Iranian context. The current study, adopting a sequential mixed-methods design, mainly aims at investigating whether listening and speaking strategies are conducive to motivational self-regulation and communication ability. In doing so, a pool of 36 EFL pre-intermediate learners participated in the quantitative part of the study based on convenience sampling, and eight learners participated in the qualitative part of the study based on purposive sampling. A number of questionnaires were used to measure motivational self-regulation and communication ability. To analyze the data, one-way ANCOVA, a semi-structured interview method and inter-coder reliability were conducted. The results revealed that there was a significance difference between the two groups with respect to motivational self-regulation. Moreover, the results confirmed that there was a significant difference between the two groups with regard to communication ability. Following the inter-coder reliability, the results of semi-structured interviews revealed six common themes emerging from the students’ responses namely: thought-provoking, facilitative, new, practical, engaging, and scaffolding. In the end, the study offers some practical implications for EFL learners and teachers.

The study aimed to investigate the effect of self-regulation learning training on academic engagement and positive emotions of basic science students of Farhangian University in West Azerbaijan. To conduct this research, two classes and 30 students from each were randomly selected from among students of basic sciences by cluster random sampling and were placed in two experimental and control groups. Frederick et al.’s academic engagement questionnaire and Pekran et al.’s positive emotions questionnaire were used to collect data. The method of this study was quasi-experimental with pre-test-post-test design with a control group. After randomly selecting the experimental and control groups, self-regulation learning training intervention was performed on the experimental group for eight 100-minutes sessions and two sessions per week in cyberspace. After the end of the training program, post-test was performed in both groups. Data analysis based on analysis of covariance showed that self-regulation learning training significantly increased the academic engagement score and positive emotions of the experimental group students compared to the control group.

Organizational hypocrisy occurs when there are incompatible values, interests, and ideas of individuals that affect their performance in the organization. This study aimed to identify the components of organizational hypocrisy in government organizations in the General Directorate of Education of Khorasan Razavi. The research method was a qualitative study in which a phenomenological approach was used. The statistical population is a number of employees of the General Directorate of Education of Khorasan Razavi, and expert sampling was carried out using a purposive sampling method. Which was carried out with 17 participants. The data collection method was in-depth semi-structured interviews and the Claise analysis method. The study findings showed four main components including the duality of speech and action, pretense and masking, secrecy and concealment of the truth, and a tendency to self-deception. Therefore, there is a need for managers of the General Directorate of Education of Khorasan Razavi to promote a culture of honesty, transparency, and professional ethics in the workplace. This not only helps improve the organization's performance, but also creates a healthy and productive environment for employees.

This study was conducted with the aim of designing and evaluating an Curriculum program to enhance critical thinking skills among elementary school teachers. The study was carried out within the framework of developmental research and utilized the "Taba-Tyler" curriculum design model. The target population was selected purposefully and included two experts in curriculum planning, two experts in assessment and evaluation, one expert in Persian language education, and one expert in philosophy. The results of data analysis indicated that the designed program consists of 12 main objectives across five key areas: accepting diverse perspectives, evaluating the accuracy and validity of information, seeking reasons and evidence, formulating high-level questions, and fostering open-minded thinking. The program was designed based on the needs of teachers and includes activities such as creative drama, case study analysis, and group work as educational tools. Reflective evaluations revealed that the objectives, educational content, learning experiences, and assessment methods of the program are well-aligned and highly implementable. This research emphasizes the importance of training teachers in critical thinking as an effective step toward cultivating critical-thinking students and fostering a thoughtful society. Finally, it is recommended that this program be expanded to other educational levels as a significant step in promoting critical thinking across all stages of education.
 

The purpose of present study was investigating the mediating role of attitude towards mathematics in the relationship between the perception of the teacher's educational optimism and the mathematical self-efficacy of the students of the first secondary school in Aligudarz city in the academic year of 1400-1401. Descriptive-correlation research with structural equation modeling approach. The statistical population included all 5718 students of the first secondary school in Aligudarz city (2799 female students and 2919 male students). The sample size of the subjects was determined by using the sample estimate from Karjesi and Morgan (Naderi and Saif Naraghi, 2013), and the questionnaire was given to the respondents using the random cluster sampling method. Data collection tools included Aiken's Math Attitude Questionnaire (1978), Teachers' Educational Optimism Questionnaire (Wolfolk Hoy et al., 2008) and Math Self-Efficacy Questionnaire (Leo and Koirala, 2009). The reliability of the questionnaires was calculated using Cronbach's alpha coefficient for the above questionnaires, respectively 0.76, 0.75 and 0.79. In order to analyze the data, modeling of structural equations with partial squares was done through Spss and SmartPls software. There is an indirect relationship between the perception of teacher's educational optimism and math self-efficacy due to the mediating role of students' attitude towards math. There is a direct relationship between the perception of teacher's educational optimism with math self-efficacy and students' attitude towards math. Also, there is a direct relationship between the attitude towards math and the math self-efficacy of the students of the first secondary school in Aligudarz city.

Moral education is vital in the structure of the educational system and upbringing, because morality and moral education are the basis of the foundations of social growth. The aim of the present study is to validate the moral education curriculum model in the second grade of elementary school based on the views and ideas of Ibn Sina. The research was applied in terms of purpose and quantitative in terms of method and survey. The statistical population included curriculum experts active in the field of moral education and the sampling method was purposive, and their number was 25. The research tool was a researcher-made questionnaire and its validity was confirmed by 9 experts in the field of educational sciences. The interpretive structural modeling method was used to validate the moral education curriculum model. According to the findings, the indicator "ownership and mastery of the self" is the basis of the indicators of the moral education curriculum, and the importance of this indicator is greater compared to other indicators. One of the intermediate goals of the child's ideological education is the development of Ibn Sina's ideological views. From this perspective, ownership and mastery of the self is the first method to achieve this goal. According to Ibn Sina, the overall goal of religious education is to develop students' faith and to make them accept Islam as a constructive school and to absorb its teachings as original and exciting ideas.

Determining the effectiveness of parent-child relationship training based on acceptance and commitment on children's self-efficacy using a compiled educational package was the aim of this study, and was conducted in a semi-experimental way with a pre-test and post-test along with a control group. 42 male students of the first year of high school and their mothers were selected according to the purpose of the study by available sampling and were randomly assigned to the experimental group and the control group. Mothers in the experimental group received educational intervention based on the compiled educational package during 10 sessions of 90 minutes in 10 weeks. Before starting the study process and after the end of the training sessions, students' self-efficacy was measured using Bandura's self-efficacy questionnaire. The educational package was compiled using library-document studies using the research synthesis method and its validity was determined by the content validity method, Lawshe model (1975), and the collective opinion of an expert group. The calculated CVI was between 0.9 and 1, which indicates the validity of the training package. The results demonstrated that the educational interventions of parent-child relationships based on acceptance and commitment using the compiled educational package were significantly effective on students' self-efficacy ( ). As a result, parent-child relationship education interventions with the help of techniques based on acceptance and commitment can be used to increase and promote students' self-efficacy.

One of the problems of every society is the neglect of happiness and cheerfulness, which causes an increase in mental illnesses such as anxiety and depression. Life becomes meaningful with happiness and in the light of that, students can build themselves and climb the peaks of conduct and the steps of progress. The present research was conducted with the aim of extracting and identifying the components of the necessities of designing a happy school model in elementary school. This research was conducted with a qualitative approach and qualitative content analysis method. The statistical population was all specialists in the field of psychology and educational sciences, and the data collection method was a semi-structured interview, and 20 experts in the field of educational sciences were interviewed. In order to analyze qualitative data, inductive qualitative content analysis method was used. The research findings consist of 26 categories, which include 3 main categories and 6 subcategories. The results showed that happy schools are associated with enthusiasm, excitement, and with students playing. Studies have shown that when children leave a school that is not happy, they vent their energy outside. What is better, that the atmosphere of the school is happy and is accompanied by games in the environment and cheerfulness of the class so that the atmosphere of the school is accompanied by intimacy. . We know that happiness affects the mental, psychological and physical health of a person. Proper nutrition plays a significant role in better learning and student vitality