نشریه برنامه درسی و آموزش یادگیرنده محور
سال سوم شماره 4 (پیاپی 12، زمستان 1403)

The aim of the present study was to investigate the effectiveness of social cognitive problem-solving training on academic self-regulation and coping strategies of students with math anxiety. The research design was semi-experimental and pre-test-post-test with a control group. The statistical population includes all the students of the first year of high school in Babol city in the academic year of 2023-2024, who were selected by non-random sampling method, 34 people were selected based on the entry criteria and were replaced in two groups of 17 people, experimental and control. To collect data, Chiu & Henry math anxiety questionnaire (1990), Sevari & Arabzade academic self-regulation (2013) and Lazarus' coping strategies (1985) were used. The social cognitive problem solving training protocol of D’Zurilla et al. (2002) was carried out during 10 sessions of 90 minutes for the experimental group and the data was analyzed using SPSS-24 with multivariate analysis of covariance. The findings showed that there is a simultaneous effectiveness of social cognitive problem-solving training on the variables of academic self-regulation, problem-oriented coping strategy, and emotion-oriented coping strategy (P<0.01,F=47.758)and its simultaneous effect size is 0.84. The results showed that social cognitive problem-solving training not only acted as a key tool in improving students' academic performance, but also led to greater self-regulation and improved coping strategies. These achievements can not only be used as a basis for designing more effective educational programs in dealing with math anxiety problems and future academic challenges, but can also lead to strengthening students' mental and social health.

The purpose of this research is to identify the factors affecting the occurrence and implementation of false evaluations in educational processes of schools.

The research approach is of a qualitative type and in terms of its objective, it is applied using the usual qualitative content analysis method, and the data analysis is also done in the form of thematic analysis. The analysis of the findings was done using open and axial coding.

which led to the identification of 100 primary concepts, 5 sub-categories (teachers' professional agency, planning and structure, facilities and tools, interpersonal interactions, solutions) and 3 general categories (individual factors, organizational factors and strategies).

It can be concluded that one of the main components of an educational system is evaluation, and it not only provides information about the level of knowledge or success of the student, but also provides feedback on the implemented educational program, and therefore the existence of original evaluation. And the absence of false evaluation is important. Based on the obtained results, false evaluations are influenced by various factors, and according to the presence of each factor, the necessary solutions should be used to reduce false evaluations.

Student research centers serve as significant academic and research hubs, playing a crucial role in the development and enhancement of students' research capabilities. However, these centers face numerous challenges that hinder their full potential. The purpose of this study is to identify the challenges and opportunities present in student research centers from the perspective of their managers and to propose strategies for improving their status.

This study employs a qualitative approach with a phenomenological methodology. Data were collected through semi-structured in-depth interviews with 15 managers of student research centers in East Azerbaijan Province. Data analysis was conducted using Colaizzi’s seven-step method.

The findings indicate that student research centers face several issues, including a lack of equipment, financial constraints, a lack of expertise in scientific fields, and administrative bureaucracy. Additionally, weaknesses in the research knowledge and skills of teachers and students, disproportionate workload assignments, and the absence of appropriate operational guidelines were identified as key challenges.

To improve the performance of student research centers, there is a need for increased resource allocation, specialized training for teachers and students, and the development of operational guidelines tailored to the needs of these centers. Moreover, addressing financial issues and streamlining administrative processes could enhance the quality of research activities in these centers.

the current research was conducted to synthesize the components of lifelong learning in order to achieve a deep and comprehensive view.

This research is qualitative type and research synthesis method. The scope of the research is all the articles (374 articles) that are presented in specialized and scientific databases about the subject area. The research sample consists of 30 articles in a targeted manner and based on time criteria, content relation with the research topic and the quality of the articles.

By analyzing the data, the key factors of lifelong learning in 4 dimensions, 13 factors and 56 categories including the individual factor dimension (self-based abilities, attitude towards the dynamics of knowledge and personalization of the learning process); Next, interpersonal factors (connectivity and networking, learner responsibility and understanding of cognitive interactions), program factors (digital skills, attention to the principles of innovation, creating an open range of choice) and strategic factors (attention to cultural strategies in learning, career-oriented and emphasis It was organized based on efficient learning, use of independent learning strategies and attention to constructivism in the curriculum.

The theoretical framework and dimensions identified in the current research can provide a suitable scientific tool for the planners of processes based on lifelong learning and the use of researchers in this field.

The purpose of this study is to investigate the teachers' point of view about their role and place in the successful implementation of the comprehensive education approach. The method of conducting this research is qualitative and phenomenological. The statistical population of the research was the teachers of primary school students in Tabriz city in 1402-1403. The samples were selected in a purposeful way and its volume continued until data saturation (14 people) according to the nature of qualitative research. Data were collected through in-depth interviews and analyzed using the method proposed by Smith (1995).8 main themes were extracted from the findings, which are: teaching methods and strategies for promoting and cultivating religious behavior and moral virtues of students, teaching methods and strategies for economic and professional education of students, teaching methods and strategies for scientific and technological education of students, Teaching methods and solutions for social and political education of students, teaching methods and solutions for biological and physical education of students, teaching methods and solutions for aesthetic and artistic education of students, challenges of teachers in implementing comprehensive education and suggestions for improving education in In line with all-round education.The results of this study emphasize that it is necessary to pay attention to the different aspects of the growth and education of students at all levels of education.

One of the most serious activities that have been carried out in the field of intellectual skills training is the philosophy program for children. Education experts believe that children's philosophical mentality is formed through stories. Therefore, the purpose of the upcoming research is to identify the components of philosophical thinking in the book The Little Prince. To achieve this goal, the story of The Little Prince written by Antoine de Saint-Exupéry has been selected and analyzed. The criterion of comparison in this research is based on the components of philosophical thinking from Lipman's point of view, which is divided into three dimensions critical, creative, and caring thinking components. Then, according to the theoretical framework, and using the method of comparative content analysis, the components of philosophical thinking in the story have been identified and analyzed. The findings of the research show that this story has a suitable capacity from the point of view of the components of philosophical thinking, and the presence of these components is evident in it. In this way, this story has more richness in the dimension of critical thinking compared to the other two dimensions, and the components of sensitivity to the context and based on the criterion have a greater and bolder role compared to other components. At the same time, this story is rich in terms of creative thinking components, and originality and holistic components can be seen throughout the story. Also, the presence of the emotional component shows