درخت حوزه‌های تخصصی

This research was conducted with the aim of examining the role of emotional intelligence, resilience, and perceived social support in predicting academic adjustment of students. The research method was descriptive-correlational. The statistical population included 555 students from the Faculty of Educational Sciences and Psychology at Birjand University in the academic year 2022-2023, of which 237 were selected using stratified random sampling method. The research instruments included the Academic Adjustment Questionnaire by Baker and Siryk (1984), Emotional Intelligence Questionnaire by Schutte (1995), Resilience Questionnaire by Connor and Davidson (2003), and Perceived Social Support Questionnaire by Zimet et al. (1988). Data were analyzed using Pearson correlation coefficient and stepwise multiple regression. Pearson correlation results showed that the strongest relationship existed between resilience and academic adjustment (r=0.63). Additionally, significant relationships were found between emotional intelligence (r=0.49) and social support (r=0.31) with academic adjustment. Regression analysis showed that the three variables together explained 75% of the variance in academic adjustment. Resilience alone predicted 39%, together with emotional intelligence 62%, and with the addition of social support 75% of the changes in academic adjustment. The findings highlight the importance of developing these skills in improving students' academic adjustment.

The purpose of this research is to determine the effect of using new educational technologies (interactive PowerPoint) on the collaborative learning of sixth grade students. The present research is an applied research in terms of purpose and semi-experimental one in terms of data collection method. The selected research design is the pre-test-post-test design with a control group. The statistical population of this research (250) includes all the sixth grade students of Qazvin city, Lower Tarem region, in the academic year 2017-2018. Using simple random sampling method, 50 people (25 control group and 25 experimental group) were selected. The main data collection method is library research method. For data collect purpose, participatory and active learning questionnaire (Cho and Bavli, 2007) has been used. The data collection instrument is a package of using modern educational technologies (interactive PowerPoint). Content validity was checked to secure the validity of the research and Cronbach's alpha coefficient was used to determine the reliability of the instrument. The reliability of the questionnaire was found to be 0.85. In the descriptive statistics section, statistical characteristics such as frequency, percentage, mean, and standard deviation have been reported, and in the inferential statistics section, the KS test was employed to determine whether the variables are parametric or non-parametric. Also, one-variable covariance analysis was run using SPSS23 software. The results of the present study indicated that the use of new educational technologies (interactive PowerPoint) had a positive and significant effect on the group dynamics and project of the sixth grade elementary students. The findings of the present research also revealed that making use of use of new educational technologies (interactive PowerPoint) had a significant effect on the collaborative learning of students. It also indicated that the use of new educational technologies (interactive PowerPoint) had a significant effect on the dimensions of collaborative learning (group dynamics, doing work on the project, feedback) and students' feedback

Due to importance of instructor empowering of Technical and Vocational Education and Training (TVET) in Iran, this paper discussed effective challenges and mechanisms. Therefore, by investigating other studies and collecting data from a questionnaire from instructors of Iran’s TVET, key factors of challenges and mechanisms were identified and confirmed by using expert’s opinion. In the next step, the correlation and effectiveness of each factor were analyzed by Structural Equation Modeling (SEM). In the SEM, the Standardized Root Mean Square Residual (SRMR) test was used to assess the fit of the proposed model to the investigated data. The obtained results showed that all identified challenges and mechanisms are significant in the 95% level and have the SRMR values 0.095 and 0.048, respectively. Also, the results represented that the most challenges faced to the instructors were limited internet access, software issues, and limited accessibility features. The findings also suggest several mechanisms for strengthening the teacher empowerment system in the context of online education. These mechanisms include training for all, flexible learning options, and development of virtual content. In conclusion, providing training courses for online teachers, creating specific frameworks for online education processes, strategic planning and allocating the required financial resources are among the most important suggestions that can be deduced from this research.