درخت حوزه‌های تخصصی

Purpose: News media play an important role in attitudes towards various issues, including wearing hijab and its removal. As a result, this paper aimed to compare the news coverage of hijab removal in the news media. Methodology: This study was applied in terms of purpose and quantitative in terms of execution method. The research population was the hijab removal news in the news media of Entekhab (reformist), Fars (fundamentalist), Khabar Online (moderate), BBC Persian Television (affiliated with the United Kingdom) and Voice of America (affiliated with the United states of America) during 2017 and 2018, which were selected through the total population sampling method. The research tool was to observe and record the news of the hijab removal in Persian news media or the Persian section of foreign news media, and the face validity of the information was confirmed by the opinion of experts and its reliability was obtained 0.89 by the inter-coder agreement method. Finally, the data were analyzed with non-parametric chi-square test in SPSS-20. Findings: Results showed that there was a significant difference between Entekhab, Fars, Khabar Online, BBC Persian Television and Voice of America in terms of amount of news, news style, news value, news source, news bias and news type (P<0.05). However, there was no significant difference between the five mentioned media in terms of the headline type (P>0.05). In other words, in terms of the amount of news about the hijab removal, Fars, Khabar Online, BBC Persian Television, Entekhab and Voice of America reported the most news. In terms of news style, Entekhab, Fars, Khabar Online and Voice of America used mostly news style and BBC Persian Television used mostly report style. Also, in terms of news value, Entekhab, BBC Persian Television and Voice of America used encountering value, Fars used the proximity value and Khabar Online used mostly two values of encountering and reputation. In terms of the news source, Entekhab and Fars used the media reporter’s source more, Khabar Online used the domestic news agencies more, BBC and Voice of America used the unknown source frequently. In addition, in terms of the news bias, Entekhab, Fars and Khabar Online used the bias of condemning the event, the BBC used the neutral bias and the Voice of America used the bias of sympathy and support for the event more frequently. In terms of the type of news, Entekhab, Fars and Voice of America mostly used the event-oriented type, and the Khabar Online and BBC Persian Television mostly used the process-oriented type. On the other hand, in terms of the type of headlines, Entekhab, Fars, Khabar Online, BBC Persian Television and Voice of America used more inferential headlines and there was no significant difference among them. Conclusion: The results showed that BBC Persian Television and Voice of America had a more positive view on the phenomenon of hijab removal and mostly reported the news from unknown news sources. The results indicated that the aforementioned news media are harmful to families in terms of the phenomenon of hijab removal.

Purpose: STEAM is the term given to a growing field of research and practice that integrates arts and social sciences into traditional sciences, technology, engineering, and mathematics subjects. The purpose of this study is to develop a STEAM-based educational learning package of social sciences textbooks and investigate its effect on the attitude, problem-solving ability, and creativity of sixth-grade primary school students of Bushehr in Iran. The design thinking model was used to design the training package. Methodology: The present study was quantitative applied research. The research design is quasi-experimental with pre-test and post-test with the experimental and control group (unequal control group). The statistical population of this study included all students studying in the sixth grades of public primary schools in Busher in the academic year 2020-2021. Due to the nature of the research which is quasi-experimental and also with respect to the subject drop, 44 participants were considered as the statistical sample (22 students in each group) and they were selected by "accessible" purposeful sampling and randomly divided into experimental and control groups. The STEAM training package was designed in 13 sessions and each training session took a 35-minute duration in the form of 14 projects, and its implementation lasted for 2 months. In order to design each social science lesson project, a focus group meeting was held with the members. Data were collected based on three questionnaires: Hepner and Kruskal's problem-solving skills test, Shaffer's creative attitude survey, and Aiken's scientific attitude test. The face validity of the educational package was confirmed using experts' opinions. In order to check the hypotheses of this research, covariance analysis was used. Findings: The presuppositions of the statistical test of covariance analysis, including the Kolmogorov- Smirnov test for the normality of the research variables and Levin's test for the homogeneity of the variances of the educational variables were confirmed. After that, the effects of the implementation of the steam-based educational package were investigated, and the results of the covariance analysis showed that the implementation of the educational package had an effect of (0.94) on creativity and problem-solving (0.90), and attitude (0.97) on students. The results of the Kolmogorov-Smirnov test showed that the creativity, attitude, and problem-solving skills variables of students have a normal distribution (p> 0.05). The results of the Levin test indicate that these assumptions are confirmed (p> 0.05). Conclusion: Based on the findings, it can be concluded that the STEAM-based training package increases problem-solving ability, creativity, and a positive attitude towards the course of social sciences.

Purpose: This study aims to explore the professional development needs of rural teachers to identify targeted strategies that can enhance their professional growth and effectiveness. Methodology: This qualitative study involved 31 rural teachers, utilizing semi-structured interviews to gather data. Interviews were audio-recorded, transcribed, and analyzed using NVivo software to ensure thematic accuracy and depth. Theoretical saturation was achieved to ensure comprehensive coverage of the topics discussed. The study's approach was grounded in qualitative methodologies, with an emphasis on capturing the lived experiences and insights of the participants. Findings: Four main themes were identified: Access to Resources, Professional Growth, Challenges and Barriers, and Suggested Improvements. Access to Resources highlighted issues like unreliable internet and inadequate professional materials. Professional Growth focused on the importance of collaborative learning and skill development. Challenges and Barriers included financial and geographic constraints, while Suggested Improvements called for policy reforms, infrastructure development, and community engagement to support rural teachers. Conclusion: The study highlights the complex challenges rural teachers face in accessing and benefiting from professional development opportunities. It suggests that tailored interventions are necessary to address these unique needs effectively. By focusing on specific improvements such as enhanced infrastructure, policy support, and community involvement, stakeholders can significantly impact the professional lives of rural teachers.

Purpose: Considering the role of teachers' motivation in improving the teaching, educating and learning processes, the present study was conducted with the aim of providing a suitable model to promoting teachers' motivation for the education process. Methodology: The present study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was the academic experts of Tehran city in 2020 year, which number of 15 people of them were selected as a sample according to the principle of theoretical saturation and by purposive sampling method. The research population in the quantitative part was the high school teachers of Tehran city in 2020 year, which number of 316 people of them were selected as a sample according to the Cochran's formula and by simple random sampling method. The research tool in the qualitative part was semi-structured interview and in the quantitative part was researcher-made questionnaire, which the validity and reliability of them were confirmed. The data in the qualitative part were analyzed by coding method based on grounded theory in MAXQDA software and data in the quantitative part were analyzed by exploratory factor analysis and structural equation modeling in SPSS and LISREL software. Findings: The results of the qualitative part showed that the central category included promoting teachers' motivation for the education process, causal factors included work environment, cultural and social context, teaching level, individual characteristics and demographic factors, intervention factors included psychological-attitudinal factors, individual-motivational factors, facility-welfare factors, managerial and structural factors and negation of work, contextual factors included financial rewards, school physical facilities and job enrichment and job development, strategies included planning to improve quality and academic level, behavior, attitude and policy educational of managers, teacher empowerment and encouragement active teacher and outcomes included trustworthy, academic competence, good social relations and understanding of circumstances and duties. Also, the results of the quantitative part showed that the factor load of all components was appropriate and work environment, cultural and social context, teaching level, individual characteristics and demographic factors on causal factors, psychological-attitudinal factors, individual-motivational factors, facility-welfare factors, managerial and structural factors and negation of work on intervention factors, financial rewards, school physical facilities and job enrichment and job development on contextual factors, planning to improve quality and academic level, behavior, attitude and policy educational of managers, teacher empowerment and encouragement active teacher and on strategies and trustworthy, academic competence, good social relations and understanding of circumstances and duties on outcomes had a significant effect on outcomes (P<0.05). Conclusion: According to the results of the present study, to promoting teachers' motivation for the education process can be action through the identified components in the present study.

Purpose: This study aimed to compare the effectiveness of academic buoyancy training and psychological capital training on academic procrastination among female students. Methodology: The population of this research included all female high school students in District 7 of Mashhad in the academic year 2020-2021. To collect data, the Academic Procrastination Questionnaire by Solomon and Rothblum (1984) was used. This research was a quasi-experimental study with a pre-test and post-test design with a control group, involving 45 participants who had higher scores on the dependent variable and were willing to participate in training sessions. They were randomly assigned to two experimental groups and one control group (each group consisting of 15 students). One week after the pre-test was conducted for all three groups, one of the experimental groups was exposed to the independent variable of academic buoyancy training, and the second experimental group was exposed to psychological capital training, while the control group did not receive any training. Then, a post-test was administered to all groups. In this study, to examine the differences between groups, multivariate and univariate repeated measures analysis of variance was used, taking into account within-group (test) and between-group (group membership) factors. Findings: The results showed that both academic buoyancy training and psychological capital training led to a reduction in academic procrastination among female students. The results also indicated that there was no significant difference in the effectiveness of academic buoyancy training and psychological capital training on academic procrastination. Conclusion: It can be concluded that both academic buoyancy training and psychological capital training are effective in reducing academic procrastination, and there is no difference in their level of effectiveness.

Purpose: This study aims to examine the moral curriculum in Iranian schools in Dubai, assesses its alignment with the National Curriculum Document of the Islamic Republic of Iran, and proposes strategies for optimization. Methodology: A mixed-methods approach was employed, combining qualitative methodologies. Content analysis was conducted on moral education textbooks from grades one to nine used in Iranian schools in Dubai and the National Curriculum Document of Iran. Semi-structured interviews were conducted with 20 teachers and 5 curriculum planners to gain insights into teaching methods and evaluation practices. Colaizzi’s phenomenological method was used to analyze interview data, and thematic analysis was performed using qualitative data analysis software. Findings: The content analysis revealed that the moral curriculum in Iranian schools in Dubai follows a Western framework compatible with Islamic principles, emphasizing cultural studies, individual and social development, character-moral education, and civic studies. However, significant discrepancies were found when compared to the National Curriculum Document, which emphasizes virtues such as patience, courage, respect, empathy, chastity, trustworthiness, justice, and honesty. The Dubai curriculum focuses more on secular ethics and civic responsibilities. Proposed strategies for optimization include incorporating content aligned with the National Curriculum, enhancing cultural and recreational activities, organizing book reading competitions, and providing professional development for teachers. Conclusion: The study underscores the complexity of delivering moral education in a transnational context, where curricula must balance national values with the multicultural environment of the host country. The findings highlight the need for a more integrated approach that incorporates Islamic values while addressing the diverse backgrounds of students. By adopting the proposed strategies, Iranian schools in Dubai can enhance the moral and ethical development of their students, aligning more closely with national educational goals and effectively promoting Islamic ethical principles alongside necessary civic and social competencies.

Purpose: The dynamics of parent-teacher relationships are pivotal in shaping student success across academic and socio-emotional domains. This study aimed to explore the complexities of these relationships and how they impact student outcomes through qualitative analysis. Methodology: This qualitative study utilized semi-structured interviews with a total of 26 participants, comprising 14 teachers and 12 parents from various educational settings. Theoretical saturation was achieved to ensure a comprehensive understanding of the issues at hand. Data were analyzed using NVivo software, focusing on thematic analysis to extract patterns and insights relevant to the dynamics of parent-teacher interactions. Findings: Three main themes were identified: Communication Practices, Partnership Building, and Impact on Student Outcomes. Each theme revealed critical insights: effective communication practices are essential for maintaining informed and engaged relationships; partnership building based on mutual respect and trust enhances collaborative efforts; and these relationships positively influence student academic performance and social-emotional development. Conclusion: The study underscores the significant influence of robust parent-teacher relationships on student success. It highlights the need for strategic educational practices that support these relationships to foster better student outcomes.

Purpose: The primary objective of this study was to evaluate the effectiveness of the Coping Abilities Workshop, a structured intervention designed to enhance self-regulation, improve social performance, and reduce aggression among first to third-grade primary school students exhibiting signs of Oppositional Defiant Disorder in Tehran, District 2. Methodology: This randomized controlled trial involved 60 students, evenly divided into an intervention and a control group. Each group comprised 30 participants, and the intervention spanned eight weeks, with follow-up assessments conducted three months post-intervention. Measurements for self-regulation, social performance, and aggression were taken using standardized tools at three time points: pre-intervention, post-intervention, and follow-up. The data were analyzed using ANOVA with repeated measures and Bonferroni post-hoc tests, utilizing SPSS software version 27. Findings: Significant improvements were observed in the intervention group compared to the control. Post-intervention results showed substantial increases in self-regulation (mean pre = 32.45, SD = 4.12; mean post = 45.67, SD = 3.56) and social performance (mean pre = 28.54, SD = 2.95; mean post = 40.26, SD = 2.45), along with a notable reduction in aggression (mean pre = 35.60, SD = 5.12; mean post = 20.22, SD = 4.75). These effects were maintained at the three-month follow-up, indicating the lasting impact of the intervention. Conclusion: The Coping Abilities Workshop significantly enhanced self-regulation and social performance while effectively reducing aggression among primary school students with Oppositional Defiant Disorder. The intervention proved to have a sustainable impact, suggesting its potential for broader application in similar educational and behavioral settings.

Purpose: Parental involvement in education is widely recognized as a critical factor influencing children's academic success. This qualitative study seeks to explore the varied aspects of parental engagement and understand its direct and indirect effects on student outcomes. The objective is to delineate how different forms of involvement contribute to academic achievement and to identify the barriers that parents face in engaging with their children's educational processes. Methodology: The study employed a qualitative methodology, focusing exclusively on semi-structured interviews to gather comprehensive data from 24 participants, including parents, students, and teachers. The interviews aimed at achieving theoretical saturation and were analyzed using NVivo software to facilitate a thorough thematic analysis. The participant selection was purposive, ensuring a diverse demographic representation to capture a wide range of experiences and insights. Findings: Three main themes were identified from the analysis: Types of Parental Involvement, Impact of Involvement on Student Outcomes, and Barriers to Parental Involvement. Under these themes, multiple categories were explored, such as Emotional Support, Academic Assistance, and Financial Support, which significantly enhanced academic performance and student well-being. Barriers identified included work and time constraints, economic factors, and cultural attitudes, which hindered effective parental engagement. Conclusion: The study underscores the significant positive effects of diverse types of parental involvement on students' academic outcomes and emotional well-being. It also highlights several socio-economic and cultural barriers that can restrict parental engagement. Addressing these barriers is crucial for facilitating more effective parental involvement, which is essential for optimizing student achievement.

Purpose: This study aimed to investigate the critical determinants of perceived well-being in friendship relationships during emerging adulthood. Methodology: A sample of 726 undergraduate students at Ferdowsi University of Mashhad was selected during the Fall semester of 2021-2022 through the convenience sampling method.They completed the Interpersonal Behaviors Questionnaire (IBQ; Rocchi et al., 2017), the Compassionate and Self-image Goals Scale (CSIGS; Crocker & Canevello, 2008), the Basic Need Satisfaction in Relationships Scale (BNS-RS; La Guardia et al., 2000), the Interpersonal Needs Questionnaire (INQ-10; Bryan., 2011), the Friendship Self-Regulation Questionnaire (SRQ-F; Ryan & Connell, 1989), Interpersonal Behaviors Questionnaire-Self (IBQ-self; Rocchi et al., 2017), the State Level Subjective Vitality Scale (SVS-SL; Ryan & Frederick, 1997), the Perceived Relationship Quality Component (PRQC; Fletcher et al., 2000), and the The Basic Empathy Scale (BES; Jolliffe & Farrington, 2006). Data analysis was conducted using Partial Least Squares Structural Equation Modeling. All statistical analyses were conducted using SPSS.25, AMOS.24, and SmartPLS 3.3.3. Findings: The perceived support of basic psychological needs by friends (β=.204), the perceived thwarting of basic psychological needs by friends (β=-.147), the goal in friendship relationships (β=.234), the satisfied basic psychological needs (β=.124), the frustrated psychological needs (β=-.116), and the friendship self-regulation (β= .023) had significant indirect effects on perceived well-being in friendship relationships (p<0.05). Conclusion: The findings demonstrate that self-determination theory provides a coherent framework for explaining perceived well-being in friendships.

Purpose: Academic motivation is a critical driver of educational outcomes, influenced by various factors including attitudes toward education and civic knowledge. Despite abundant research on these factors independently, their collective impact on academic motivation remains underexplored. This study aims to fill this gap by examining how attitudes toward education and civic knowledge together predict academic motivation. Methodology: A cross-sectional study design was employed with a sample of 350 participants derived from high schools and universities, based on Morgan and Krejcie’s table for sample size. Data were collected using validated scales: the Academic Motivation Scale (AMS), Education Attitude Scale (EAS), and Civic Knowledge Assessment Test (CKAT). Pearson correlation and linear regression analyses were conducted using SPSS version 27 to explore the relationships between the study variables. Findings: Descriptive statistics indicated moderate levels of academic motivation (Mean = 4.21, SD = 1.05), positive educational attitudes (Mean = 3.89, SD = 0.78), and varied civic knowledge (Mean = 3.45, SD = 0.88). Pearson correlation showed significant positive relationships between academic motivation and attitudes toward education (r = .312, p < .001) and civic knowledge (r = .287, p < .001). Regression analysis revealed that both attitudes toward education (β = 0.32, p < .001) and civic knowledge (β = 0.27, p < .001) significantly predicted academic motivation, accounting for 20.9% of the variance (R² adjusted = .209). Conclusion: The findings confirm that both educational attitudes and civic knowledge are significant predictors of academic motivation. These results underscore the importance of integrating civic education into curricula and fostering positive educational attitudes to enhance academic motivation. Future educational policies and practices should consider these dimensions to effectively support academic engagement and achievement.

Purpose: This study aims to identify the limitations of English language learning in universities within the Chaharmahal and Bakhtiari province and to explore effective strategies proposed by students, instructors, and administrators to overcome these challenges. Methodology: Employing a qualitative research design, this study conducted semi-structured interviews with 24 participants, including university students, English language instructors, and academic administrators from the Chaharmahal and Bakhtiari province. The data were analyzed through thematic analysis to achieve theoretical saturation, revealing key themes and concepts related to the limitations and strategies of English language learning. Findings: The study identified two main themes: "Limitations" and "Strategies." Under "Limitations," five categories emerged: Resource Constraints, Curriculum Issues, Instructor Challenges, Motivational Factors, and Cultural Barriers, each encompassing specific challenges such as inadequate resources, outdated curriculum, instructor proficiency, and motivational and cultural issues. The "Strategies" theme also comprised five categories: Resource Enhancement, Curriculum Development, Instructor Support, Motivation Boosting, and Cultural Integration, suggesting targeted interventions like improving educational resources, updating the curriculum, supporting instructors, enhancing student motivation, and integrating cultural elements into the learning process. Conclusion: The study underscores the multifaceted nature of challenges in English language learning in the Chaharmahal and Bakhtiari province, highlighting the need for comprehensive strategies that address resources, curriculum, instructor capabilities, motivational dynamics, and cultural considerations. Effective implementation of these strategies could significantly improve English language education, contributing to better language acquisition and educational outcomes for students in this region and similar contexts.