Institute of Educational

The aim of this study was to investigate the mediating role of academic motivation in self-directed learning and academic vitality. The research method was descriptive-correlational (path analysis of structural equations). The statistical population included all students of Shahid Madani University of Azerbaijan in the academic year 2019-2020, whose number was 8000, of which 244 students (172 girls and 72 boys) were selected as a sample by multi-stage cluster sampling were examined. In the present study, self-directed learning questionnaires of Fisher et al. (2001), academic motivation of Leper et al. (2005) and academic vitality of Hossein Chari and Dehghanizadeh (2012) were used as data collection tools. Structural equation method and Emos software were used to analyze the data. The results of path analysis showed that in the proposed model, the assumed model fits with the research data. The direct effect of self-directed learning on academic motivation and the direct effect of academic motivation on academic vitality were both significant at the level (P <0.01). Also, the indirect effect of self-directed learning on academic vitality (P <0.05) was significant. Self-directed learning explains 0.26 percent of motivation changes and 0.16 percent of vitality variance. Therefore, paying attention to self-directed learning has an important role in students' academic motivation and academic vitality.

One of the most important goals of the Farhangian University is the Development of student-teachers professional identity. But is this important happens during the four-year undergraduate Education at Farhangian University? Comparing the conditions of entry and graduation of student-teachers based on their notes, research tried to understand the development of the professional identity of student-teachers. Method was qualitative biographical analysis and students were selected in a targeted manner. Based on theories and students notes, three identity states were considered for entry and three for output, which were combined and nine modes were created. Findings was not confirmed the assumption that university neutrality in development of professional identity, and positive or negative role of university in professional identity was confirmed. Analysis of notes showed that the university act in an almost moderating manner. Whose entered with high expectations have had adjusted their expectations in the face of reality, and whose have negative perceptions have realized the importance of teaching and have become more adaptable to the conditions of the university. In these classifications, unaffected species have no real specimens and more positively affected species are included.

The general objective of this research is provide a model, including goals, principles, and rational education methods of Farabi's rational education in Theoretical reason. We have benefitted from Frankena's inference method in this research. In the first stage, materials were investigated by qualitative content analysis method and deductive categorization system. With regard to the results obtained from the above methods, the next stage dealt with determining realistic statements. Finally, the objectives, principles and methods of rational education were identified using Frankena's inference method by taking into account Farabi's view on theoretical reason. We have concluded that the ultimate goal of Farabi in rational education is to achieve Allah as the first agent of happiness. In the area of theoretical reason, the intermediary goals of rational education includes the attainment to the existential status of active intellect and the climax of theoretical reason and Mostafad reason, the completion of the stages of reason and access to pure incorporeity and total actuality, attainment to the complete knowledge through the power of the imagination and speech, development of thinking skills in the theoretical. The principles of rational education in the field of theoretical reason are as followings: intrinsic competence, education, guidance, the necessity of education, combining opinion and practice, reasoning and thinking. The methods of rational education in the domain of theoretical reason include learning philosophy, induction, allegory, analogy, modeling, science, artistic creation, wisdom, reasoning and reflection.

This study was designed as an embedded mixed model research to identify and evaluate the ethical features of MOOC (course & massive). For this purpose, both heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage. The research sample in the qualitative section of the electronic resources related to the topic and in the quantitative section 36 of the experts in planning distance education in virtual learning environments and virtual universities were selected voluntarily. To analyze the qualitative data, content analysis method and the content of the content ratio, weighted average and Friedman test were used to analyze the survey data. Content analysis results showed 4 dimensions and 15 criteria. The qualitative and qualitative outcomes of MOOC's ethics show that the impact of each dimension of the learner, the content, Teaching organization, and Educational environment of the MOOC are similar to face-to-face training, and does not require new moral features. In the quantitative outcomes, the course & massive features of MOOC should be of special interest in the dimensions of the teaching organization, the content and the Educational environment, because this type of training is carried out both by a wide range of the learners and at regular times, then the learner and the teaching organization are also important. These results suggest that special attention should be paid to the dimensions of the learner and the teaching organization of the learning in order to hold the massive features of the MOOC (widespread, pervasive and regular and time-consuming), and the national and international ethical standards should be considered and at the level of the supra Enormous to be addressed, Because the ethics of classroom attendance are carried out at the micro and native level, but in these classes, national and international ethics are applied and applied extensively.

Eye-tracking technology has attracted researchers' attention for many years as a tool for finding objective data from cognitive processes. The present study, with the aim to investigate the applications of the mentioned technology in conducting research in the field of learning used systematic review method to analyze performed research from 2010- 2020. A total of 24 articles were analyzed after applying the inclusion and exclusion criteria. The results showed that among the eye tracker measurement scales, the researchers used eye fixation and duration of gaze in most learning studies. In addition, the results showed that studying visual attention during cognitive processing, examining the transition between textual and visual information, and comparing the strategies of successful reading, decision-making, problem solving and information processing modeling are the applications of eye movements in learning studies. According of the results, eye-tracking tool provides researchers with the opportunity to link learning outcomes to cognitive processes, which has implications for designing learning environments.

One of the fundamental aspects of education is social education. This term of the education in consider to magnitude, complexity and comprehensiveness covering all educational institutions and overlooks the education of individuals, in one hand, develop individual character and the other hand, transmits heritage to the next generation. In the media field, one of the most fundamental question in communication science which engaged researchers’ and experts’ mind is the extent of Influence of media and their powerful in shaping the beliefs and the audiences’ ability to select and different conceptualizations of the message. Firstly, we surveyed what is the nature of media, related issues and its perspectives? And secondly, what is the role of media on social education regard to reception theory that suppose   a person is active in receiving a message? In this regard, the researcher used qualitative research methods such as content analysis and practical syllogism to define:  media, media types, nature of the media, issues related to media.  Reception theory, social education, its objectives and methods, and finally conclusion drawn four types of relationships involving media and social education and understanding of the role of media in the social education with emphasizing on “reception theory”.

Over the past century, the role of school counselors in helping students and improving the school's psychosocial climate has grown to reflect the changing face of society, student needs, and responding to social demands.The purpose of this research was codification and validation of national school counseling standards based on evolutionary documents that the qualitative method of theme analysis and integration has been used. alignment of evolutionary documents and counselling on human development is prominent.The school counseling standards based on 10 criteria; School counseling standards based on 10 criteria; Compiled by experts, their validity and content validity based on expert validity were confirmed (consisting of three groups and 25 people) and their validity and content validity based on expert validity(CVR=.76).National School counseling standards help school counselors plan and develop their action and program.They also cover all aspects of school counseling and, in addition to their academic, personal / social and career competencies, also focus on the students' spiritual development. According to the research findings, school counseling in Iran has the possibility of maximum development and growth due to its descriptive position in evolutionary documents and the need for the presence of transformational counselors in all schools.This development requires the legal, scientific, and executive commitment and loyalty of policymakers, leaders, and executors.

Sex education is considered as one of the main aspect of education that overlook in Iran. We used systematic review for answering three questions related to definition and conceptualization of sex education, sex education curriculum and skills and investigating the effectiveness of these programs. Findings of this study showed that sex education programs ranged from instruction for sexual protection to applying ethical methods for obtaining sexual health. Primary definitions of sex education were general and behavioral but as the time passed, this definition transform to culture-dependent definitions. Sex education program is effective for reducing unwanted pregnancy in adolescents and protecting from sexual abuse. It could conclude that adopting a holistic sexuality education that is characterized by applying psychological skill training methods and involvement of parents and school authorities, could fulfill the goals of sex education programs. Any sex education programs should modified based on the individual and cultural aspects to reach better success in guaranteeing sexual health for children.

The purpose of the present study was to investigate the prevalence of mathematics anxiety in the outbreak of COVID-19 and role of mathematics motivated strategies for learning (cognitive, metacognitive, informational and non-informational resources management) and mathematic resilience in discriminating the membership in high school students (with low academic performance) with low and high mathematics anxiety. The research method was descriptive-correlation. The statistical population of this study consisted of all male high school students of Bahar city from Hamadan province (N=621). The study sample consisted of 247 male students who were selected by randomized cluster sampling. Mathematics Motivated Strategies for Learning (Liu & Lin, 2012), mathematics resilience (Kooken et al., 2016) and Mathematics Anxiety (Bai et al., 2009) scales were used for data collection. One-sample t-test, Pearson correlation coefficient and stepwise discriminant analysis were used for data analysis. Descriptive analysis indicated that 67.21% of students had low mathematics anxiety in the outbreak of COVID-19. According to One-sample t-test, students were in a low status in terms of using mathematical learning strategies and high status in mathematics anxiety. There was a negative relationship between mathematical learning strategies (cognitive, meta-cognitive, informational and non-informational resources management) and mathematics anxiety. Also, only the role of metacognitive strategies and mathematical resilience in predicting group membership of students with high and low math anxiety was significant. Teaching mathematics learning strategies and mathematics resilience to students with low mathematics achievements and incorporating mathematical teaching methods based on metacognition strategies and mathematics resilience into in-service programs for mathematics teachers, will be useful for decreasing students' mathematics anxiety in the outbreak of COVID-19.

Due to the outbreak of coronavirus, the majority of students in more than 150 countries faced school closures in their home country, which caused parents to face unforeseen circumstances and change the type of education of their children. The purpose of this study was to assess the health-oriented attitude of elementary school parents towards the reopening of schools in the Corona crisis. This is a descriptive study that was conducted by survey method. The statistical population included all parents of Elementary school students in Shiraz. 195 parents were selected using cluster sampling. The data collection tool was the Oakfield Educational Complex Questionnaire. Data was analyzed using one-sample tests by Will Coxon and Friedman. Parents have a negative attitude towards their children's participation in face-to-face classes, but a positive one towards the possibility of supporting their children's education, ensuring the health and safety of their children and school staff and forcing their children to wear masks while unable to keep social distance from each other. Finally, parents tend to have Distant education for their children, with the goal of keeping them healthy and protecting them from corona disease. They do not even agree with the Method of virtual and non-virtual education or the division of students into small groups and their Presence on different days in the classroom. 

The purpose of this study was to study the challenges of virtual education in the Corona era from the perspective of lived experience of female faculty members of Mazandaran University. The design of the present study was qualitative and the method used, was phenomenological. The statistical population included women faculty members of University of Mazandaran in the academic year 2020-2021, which was a total of 71 members. Qualitative data were collected using semi-structured interviews of 20 members. The validity and reliability of the study were verified on the basis of validity, transferability, reliability, and verifiability the method of data analysis in this study was thematic analysis (comprehensive, organizing, and inclusive). The results showed that women faced various challenges in e-learning which were classified into 1 comprehensive theme, 3 organizing themes and 9 inclusive themes Changes in teaching style, infrastructure and facilities and students' lack of cooperation are the themes of the organizer. Each organizing theme also consists of several inclusive themes that include changes in teaching style and teaching and being time consuming; Challenges of university infrastructures, faculty facilities, student facilities and basic infrastructures; Failure of taking e-learning seriously, neglect of the classroom, and unreasonable expectations of students are among the basic themes that participants cited as a challenge to e-learning during the Corona era. Finally, virtual education and e-classroom which had not been considered in Iranian universities, since the arrival of this virus became the center of attention, which faced many challenges due to this issue. Identifying challenges is the first step is to resolve it so that affiliated organizations can take steps in this direction.

With the increasing demand for study in higher education and the limited capacity of student admissions in universities, especially in popular fields, student assessment and admission has become one of the important goals of the educational system. In this regard, the present study was conducted with the aim of pathology of the current status of the student assessment and admission model and providing solutions to improve the student assessment and admission model in the country. The present study is an applied research in terms of purpose and qualitative in terms of methodology. The participants of the research were experts and scientific and executive experts in the field of entrance exam, who were selected by purposive sampling method with the snowball approach. The results of the present study indicate the inefficiency and ineffectiveness of the current model of student assessment and admission. Challenges related to the current model of assessment and admission of students, are considerable in three categories: injuries caused by the atmosphere of the educational system in the period before the entrance exam, challenges caused by the atmosphere of the national exam and the conditions governing the entrance exam of candidates, and injuries related to the period after the national exam. Admission by the university, optimization of admission based on academic records, strategies related to improving the performance and efficiency of the educational system and academic guidance were among the complementary and alternative strategies that were identified in the present study. From the experts' point of view, the successful implementation of the alternative model requires in-depth study, feasibility study, careful and meticulous evaluation and evaluation in various educational and non-educational dimensions. Therefore, according to the results of the present study, strategies such as reducing the emphasis on memorization and paying more attention to other skills needed by today's society, talents, interests and abilities of students, intelligent and process-oriented academic guidance and choosing disciplines appropriate to the talents, interests, and the ability of students, a change from the normative approach to the criterion method and the gradual elimination of the entrance exam, is suggested.

This study aimed to investigate the effect of attribution retraining on academic procrastination and fear of failure of Semnan high school girl students with test anxiety. This study was applied in terms of purpose and semi-experimental based on the nature and method with pretest-posttest along with a control group. The statistical population included all high school girl students of the second semester of the Semnan high schools. From this population, the fifty people who had the highest score in the Friedman test anxiety questionnaire were selected and randomly assigned to one of the two experimental and control groups. The data collection tool consisted of two standard questionnaires including; fear of failure in Conroy's performance (2001), and Savari's academic procrastination (1392). The results of multivariate analysis of covariance (MANCOVA) showed that the mean of the experimental group in the components of fear of failure and total score of fear of failure and total score of procrastination was significantly lower (P <0.05) than the control group, but there was no significant difference between the two groups in the components of procrastination. The results showed that attribution retraining reduced the fear of failure and academic procrastination. This intervention contributes significantly to the mental health of students and prevents the wastage of social and economic costs of society.

Purpose of this study is to extract the components and elements of the home-school sex education curriculum. Research method in this research, is the synthesis of related research works taken from databases in the period of 2010 to 2020. 376 scientific researches were identified and after the necessary studies, 19 researches entered the first stage of synthesis; using the Suškevičs, Hahn and Rodela synthesis method, an optimal combination of their results was presented. An appraiser was used to recode the findings, clearly state what has been done, and show the usage of certain and defensible indicators for selecting input studies. According to the findings of synthesis, in the home-school sexual education curriculum, 12 entries were identified including: 1. Vital Arteries of Health, 2. harassment to rape: From prevention to treatment, 3. Growth, Development and Maturity in Human Life Cycle, 4. Human Communication Network: me exponent us, 5. Welfare skills, 6. Value driving and role-playing spirituality, 7. Sexual act, 8. Sexuality and gender identity, 9. Information-media highway, 10. Organizational empathy and cooperation, 11. Right, on the scale of justice, and 12. the reflection of socio-cultural norms on sexual issues. Among the elements of the sexual education curriculum to participate, were identified teachers, parents, students, and then specialists and religious scholars.