دوفصلنامه پژوهش های آموزش و یادگیری
سال بیست و یکم شماره 2 (پاییز و زمستان 1403)

Children with autism in school are often exposed to assignments that are challenging for them and they are not enthusiastic about it, and this reduces their academic vitality. Therefore, the necessity of providing an intervention that can improve the enthusiasm and academic vitality of these children is felt. Therefore, the purpose of this research was to investigate the effectiveness of music therapy on the enthusiasm and academic vitality of male students with autism spectrum disorder.

The current applied research was conducted using a semi-experimental method with a pre-test-post-test design with a follow-up period. The statistical population of the research was made up of 80 male students with autism spectrum disorder studying at Tabasom School in Mashhad in the academic year of 2019 along with their mothers. In order to carry out the research, 34 autistic mother-sons from this school were randomly selected and replaced in two experimental and control groups, and the pre-test was conducted using the academic enthusiasm questionnaire (AES) and the academic vitality questionnaire (AVQ). The experimental group underwent 10 weekly music therapy sessions of 60 minutes. The control group was on the waiting list during this time. After the completion of the treatment sessions and 45 days later, the two groups were re-evaluated. The data were analyzed using SPSS software version 26 and with the method of analysis of variance with repeated measurements.

The findings showed that the effect of the within-group variable of time on academic enthusiasm and academic vitality is significant (p≤0.05). The intergroup variable effect of the intervention is also significant in increasing academic enthusiasm and academic vitality (p≤0.05). In addition, the results continued in the follow-up phase (p≤0.05).

The findings of the research indicated that music therapy can be used as a suitable treatment method to increase the enthusiasm and academic vitality of male students with autism spectrum disorder.

The aim of the current research was to identify the criteria of the self-development program of academic faculty members' competencies to guide student theses and theses. According to the main purpose of the research, the grounded theory method was used. The field of research was the faculty members of Tehran University, and the theoretical saturation of the data was achieved by using theoretical sampling in the 25th interview. Atlas TI software was used to analyze the research data. The findings of the research showed that the criteria of the self-development program were identified as the central category of the study, and the causal factors included the professor's commitment and the university's supervision, the up-to-dateness of the professors, and the skill of the research process. Also, the strategies include the formation of the research council in terms of form and title, moving towards writing excellent theses and treatises, dynamic environment and sufficient facilities and contextual factors including differences in fields, the university professor as an actor, the vision of the self-development program, how to implement the self-development program and Intervening factors include experience gathering from veteran professors, attention to the policy element in the self-development program and the transformation of politics into a self-development program, and the consequences include the way of looking at writing theses and dissertations, empowerment of students, empowerment of faculty members, empowerment of universities, faculties and educational groups, awareness The science of individuals, the doctoral thesis as the intellectual birth of a doctoral student, creating a background instead of riding on a background, moving towards doing cluster specialized doctoral theses, paying attention to the quality of research works, not their quantity, and specialized doctoral dissertations for tomorrow and future generations.

The document on the fundamental transformation of education has tried to raise a morally capable human being by taking into account the good life for the purpose of education in such a way that one of the six levels of this document deals with the moral and devotional issues of students. In other words, at the macro level of policy-making and based on high-level documents such as the document on the fundamental transformation of education and its theoretical foundations and the national curriculum document, moral education has been specifically addressed as a platform for the crystallization of moral development,. According to these documents, the area of ​​religious, religious and moral education is considered the most important area among the six areas of education and training, which not only has an independent identity, but must also appear in all other areas. The problem here is why, even though young people know moral values ​​and accept them, what factors make people do actions contrary to what they accept? What factors aggravate the problem of non-adherence to moral values? In the education system, what are the obstacles in the adherence of the students (especially the students of the second year of high school as the outputs of the education system) to moral values? Based on the philosophy of Islamic education, how can a model be appropriate for moral development designed and accredited students? And finally, to what extent does the index of moral values ​​from the students' point of view match with the indicators and components of moral values ​​from the point of view of the guardians of education? and dozens of other similar questions in this field, which prompted many researchers to search for answers to the questions by conducting various researches and provide a diverse range of moral growth indicators from one to eight components. The current research aims to design and validate the model of moral development in the framework of Islamic education philosophy based on the fundamental transformation of education with quantitative and qualitative methods. In the qualitative part of document analysis, it includes Qur'an and hadiths, books, articles, treatises, and the fundamental transformation document of A.P. and semi-structured interviews with education experts based on the saturation rule with 15 people. In the quantitative section, which is a descriptive survey. The statistical population of the research includes 6822 secondary school girls of the four cities of Tehran and the sample size is 945 people. Also, administrators and teachers with more than a thousand people and a sample size of 86 people are randomly classified. Collection tools are library, interview and questionnaire. Reliability with Cronbach's alpha of 85%, quantitative analysis with t-statistics at a significance level of 95% and spss26 software was performed. The results obtained from the questionnaire on the factors affecting the moral development of female students, the choice of family, nature and fashion, and radio and television programs. , cultural activities and the study of sacred defense literature have had the least impact.

Job satisfaction has a direct relationship with the job performance of teachers. The purpose of this research is to compare the level of job satisfaction of teachers and its factors by gender. The statistical population of the research is male and female teachers of all grades in Kalaleh city, who were selected using multi-stage sampling, and the theoretical framework was set based on Herzberg's opinions. Women's job satisfaction is more than men's. Work history, age, in-service training, and employment status had the greatest impact on men's job satisfaction, respectively. In-service training, number of children, employment status and welfare services had the greatest impact on women's job satisfaction. Men's job satisfaction increases with age, but women's job satisfaction decreases. As men's work experience increases, their job satisfaction increases, but women's job satisfaction decreases as their work experience increases. With the increase in the number of children, women's job satisfaction increases, but the increase in the number of men's children decreases their job satisfaction. The nature of work is an important determinant of job satisfaction; Female teachers see their job in balance with motherly and wifely duties, and with increasing age and decreasing maternal duties, their job satisfaction decreases, but men's job satisfaction increases with increasing age and work experience causing burnout.

The present research has explained and analyzed the teaching strategies based on the training of the research teacher in the dimensions of knowledge, attitude and ability in Farhangian University. The research method, mixed of the exploratory type, includes two qualitative and quantitative stages. In the qualitative stage, the phenomenological approach has been used. In this regard, through purposeful sampling and semi-structured interviews with 15 teacher education experts, theoretical saturation was achieved in the data. In the quantitative stage, 274 copies of the questionnaire created by the researcher were distributed among the professors of Farhangian University by using the descriptive survey method and through multi-stage cluster sampling among the campuses and centers of the provinces. In the results of the teaching methods of the curriculum in the dimensions of knowledge, ability and attitude, it was explained that the field of knowledge includes; Strengthening the ability to solve problems, the ability to criticize and analyze, research skills such as questioning, the field of ability: connecting teaching with research, providing opportunities for problem solving, the use of active teaching, and the field of attitude including not acting in stereotypes and avoiding prejudice, respecting students and believe in students' abilities. The quantitative results of the research also showed that the components of providing correct answers to students in the field of knowledge; providing opportunities to speak, describe and write within his ability; And the students' interest in communication and group work in the field of attitude have the most attention in the eyes of the faculty members. The evidence indicates the usefulness of teaching methods in Farhangian University for the training of teacher researchers in the dimensions of knowledge, ability and attitude from the professors' point of view.

The present study aimed to investigate particulars of the elements of a scientific ethics curriculum in secondary school student researches using research synthesis approach in qualitative method. The statistical population included all the related studies done inside and outside the country between 2007 and 2022, of which, 53 researches were selected from reliable databases (SID, IranDoc, Magiran, Noormags, CIVILICA, ensani.ir, ERIC, ScienceDirect, ProQuest) as research sample by purposive sampling based on specific criteria, and analyzed using the 6-step synthesis method of Roberts. In the deep analysis stage, the initial coding was done with MAXQDA-18 software and then the content analysis was performed on the resulting codes. The result of the research was presenting a proposed model of scientific ethics curriculum in student researches consisting of two main themes (governing principles and structure or curriculum elements). In this model, principles include consideration of scientific, cultural, and social issues and norms of society; respect for patents, copyright and other types of intellectual property, trustworthiness and honesty in research, and presentation of scientific findings. The structure of the model consisted of elements like the program's existential philosophy, goals, content, learning experiences, teaching methods, role of teacher, educational space, time of instruction, grouping, and assessment. The final result is that by using this model, a suitable platform is provided for creation and growth of students' scientific ethics in conducting scientific researches.

Several components can predict teachers' teaching style as a factor in professional success. This research has been done with the aim of predicting the teaching style of teachers based on their mentalization ability and defense mechanisms. The descriptive research method was a correlational survey and the statistical population was 450 female teachers working in education in Saqqez, out of which 210 were selected by simple random sampling using Morgan's table. Data collection tools were defense mechanism questionnaires (DSQ-40) (Anders et al., 1993), mentalizing ability (Dimitrievich et al., 2017) and teaching style (Grasha, 1996). The data was analyzed using 22SPSS software. The results showed that mentalizing ability can predict teaching styles. Self-related dimension in mentalization other than interactive style has a significant relationship with specialized, authoritarian, personal, and facilitating styles. The dimension related to others in mentalization has a significant relationship with all teaching styles. The dimension related to the motivation for mentalizing, other than the facilitative and interactive style, has a significant relationship with the specialized, authoritarian, and personal styles. In addition, the results showed that there is a relationship between defense mechanisms and teaching styles, so that the teaching style of teachers can be predicted based on their dominant defense mechanisms.

The purpose of the present study is to investigate the mediating role of self-system perceptions in the relationship between teaching emotions and a supportive self-concept environment.

The current descriptive research is applied in terms of purpose and correlational studies in terms of methodology. The statistical population consisted of all teachers employed in schools in Yazd city, from which 223 individuals were selected using a multi-stage cluster sampling method. The research tool was Gagné psychological basic needs Inventory (2003); Trigwell teaching excitement training (2012); Autonomy Supportive Environmental Questionnaire Assor et al. (2002 and 2012). confirmatory factor analysis was used to examine the collected data. The data were analyzed using descriptive and inferential statistical indicators and SPSS 25 and Amos 24 software.

The findings revealed that the subscales of the supportive self-concept environment (opportunity for choice and opportunity for critique) have a direct, positive and significant relationship with the dimensions of self-concept, self-system, relatedness and competence. The dimendions of the self-system exhibited a negative and significant relationship with negative teaching emotions, while they demonstrated a positive teaching emotions. Based on the results of the path analysis, the self-supportive environment of the follower can be effective for teacher education alone and through the active mediation of the system in different places. The self-supporting environment of the follower with the mediation of his system can affect the negative emotions of teaching in a negative and meaningful way. 

As a result, the self-system is capable of mediating the exciting relationship between teaching and the supportive environment. So, the supportive environment of the follower and the system play an important role in predicting teaching emotions.

The movement of architectural education towards cognitive processes is one of the newest and most efficient educational approaches that emphasizes the use of teaching-learning strategies with the aim of developing and strengthening the systematic processes of understanding and receiving, thinking, learning and problem solving. Based on this approach, thinking is one of the important structures in education. The purpose of this research was to design and validate the method of cognitive teaching the thinking cycle in the process of architectural design and its effect on the idea generation of architecture students.

The method of this research was mixed (qualitative and quantitative). In the design and internal validation stage of the model, content analysis and Delphi methods were used, and in the external validation stage, a semi-experimental method was used with a pre-test and post-test design with a control group. The statistical population included professors of the department of architecture and educational technology and architecture students. Data analysis was done using Spss software version 22.

The results of developing the model of cognitive education based on the cycle of thinking showed that this model included 4 axes, 9 categories and 27 components. The internal validity of the model was checked by Delphi method,2 components were removed and Kendall's coefficient of coordination was found to be 0.84 based on the opinion of 11 judges for the components of the training model was significant. In terms of external validity. The results of covariance analysis showed that this developed model has validity and can be used in the field of teaching design courses

The history of modernist painting in Iran in the 40s and 50s witnessed a large and successful generation of Gilani artists, some of whom had completed their art studies in Rasht. And despite the absence of formal and specialized courses in art education in the first half of the 14th century in Rasht, what teachers or institutions were there that motivated, discovered talent and taught this generation?

This research deals with the descriptive and historical method by delving into social history to the problem of knowing the cultural context of Rasht city and the first influential people in the art education of this city in the first half of the 14th century. The research tool was conducted in a historical way by studying documents in the library and research institute and interviewing.

The findings of the research indicate that art education in Rasht in the early decades of the 14th century started from two formal and informal channels at the same time, in the official sector, although there were no specialized fields of art, but Art was taught as a one-course and extra-curricular activity in universities and schools with the presence of teachers who were painters, and in the informal part of education, it was done by educated painters who came to Rasht from Russia.

despite the lack of specialized fields of art in the academic institutions of Rasht in the first half of the 14th century, the presence and activity of independent artists attracted and nurtured a generation of modern artists in the 40s and 50s of Iran, which shows The importance of parallel streams with formal education in the cultural and educational system of Gilan, as the research findings in Rasht showed, sometimes the influence of these groups and centers can lead to the discovery, fertilization and strengthening of numerous elites. become cultural and artistic.

The current research was carried out with the aim of analyzing possible scenarios of emerging trends in teaching and learning of education courses in universities. The approach of the research was prospective research and the qualitative research implementation method was thematic analysis. The statistical population of the research included academic faculty members and specialists in the field of Islamic education and training, of which 40 people were selected by the purposeful sampling method and the process of selecting the sample size continued until theoretical saturation. In order to answer the research questions, Ergon's visioning model was used, which had the stage of drawing a profile, surveying sources and possible scenarios, depicted future, vision statement and vision action and implementation plan. The data collection tool was a semi-structured interview, which was designed and approved by experts by studying documents and libraries, and 6 questions were designed for the interview. Data were analyzed using thematic analysis. The findings of the research showed that from the perspective of experts in the field of education and Islamic education, learning trends will change in the next ten years and we will move from educational design to designing learning environments. learning will be personalized with the help of adaptive technologies; There will be variations in the method of measurement and the type of content; The learner's ownership of the learning and teaching process will increase; Monitoring will be increased with the help of technology and the formality of the learning environment will be reduced. Based on the results of the research, it is suggested that the context and infrastructure for implementing the design of learning environments with emphasis on emerging trends such as personalized learning, variety of content and assessment, learner ownership, monitoring with technology, dimming of formal learning and their changes in the state of the environment educational programs of our country, including universities and schools, should be provided and in this context, empowerment courses for the application of these processes by professors should be designed and implemented in order to be used in the education department of universities.

The present study identifies the factors affecting academic procrastination among students as one of the problems of today's university from the perspective of professors and experts. The method used in this research is mixed-exploratory. In this research, the statistical population consists of two parts: for the first research question, the population includes university professors and faculty members and doctoral students, among whom, using random sampling, there are 8 professors and 6 students. Ph.D. were interviewed. Also, for the second research question, the population includes all students of Urmia University (10,428 people), of which 370 people were selected based on Cochran's formula and by multi-stage cluster sampling method. In order to collect research data, a two-part questionnaire was used. The first part includes the academic procrastination questionnaire of Solomon and Rathblum (1998) and the second part includes the scale made by the researcher to investigate the amount of background factors affecting academic procrastination among students. The validity of the questionnaire, in the form of statistical, face and content validity, and its reliability was obtained through Cronbach's alpha coefficient equal to 0.82 and 0.78, respectively. The results of the research showed that the factors affecting academic procrastination can be investigated in both individual and social sectors. In the individual part, it includes fear of failure and uncertain future, feeling of low self-esteem, lack of interest in the field of study, lethargy and lack of movement and lack of skills and knowledge required for education, low tolerance threshold for problems, lack of determination in doing things and excessive expectations. and in the section of social factors affecting academic procrastination, it also includes dissatisfaction with the current situation in the university, the difficulty of the academic field, negative attitude about the supervisory system and the structure of society, entertainment factors, expecting too much from others to do things and unnecessary socializing with others. . Universities should consider the needs of students in their policies and implementation of their decisions and minimize dissatisfaction with the current situation in the university, and it is better for university professors and counselors of different disciplines to act in the direction of helping students so that they do not face problems and hardships. to improve the academic fields and increase the students' passion for education.