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Aggression is an inner tendency and part of human behavior that the child needs to learn to control it. Toys are the most important product to learn children. The number of the toys with this purpose which exist in the Iranian market is not very large, but many of them are used as training aids. However, no evaluation has been done so far on the effectiveness and efficiency of these products. The purpose of this applied research is to evaluate the efficiency of these toys. In this study, a sample size of 414 children was randomly surveyed. The instrument for measuring anger in children was the Nelson Questionnaire and then the conditions for anger and the method of its expression was done through another questionnaire. According to the obtained characteristics, available toys in the market were studied. The results showed that while the relevant toys need to cover the relaxation phase through attractive characterization, they are either learning-oriented that do not appeal to the child, or are used in the pre-anger phase, or are designed for children with attention deficit disorder that do not have the expected effectiveness.

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The purpose of this study was to explain and analyze the methods of aesthetic education from Plotinus' point of view based on the perception of beauty to enhance the intellectual experiences of learners. Inferential analytical research method using Frankenna's model. The results of the research showed that the soul, as a person, recognizes beauty as experiences of self-knowledge, art, love and knowledge, and by gaining aesthetic experiences, provides the ground for its excellence and influence on others. Aesthetic experience has a motivating role in intellectual activities and the elements of aesthetics can turn intellectual activity into an aesthetic experience and make it transcendent. The experience of aesthetics as a basic competency is not limited to a specific field and activity and has implications for the goals, content and teaching and learning methods at the level of educators and educators and the curriculum. The ultimate goal of Plotinus' aesthetic education is to unite with the origin of beauty and to achieve reasonable beauties. Aesthetic training methods include self-discovery, visual observation, imagination and self-deployment, and inner insight. These practices are appropriate and corresponding to the components of transcendental intellectual experiences, including; originality, intuition, inner mobility, dynamism and interaction, enthusiasm and passion.

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The aim of this study was to determine path analysis the relationship between parental social support and tendency, enjoyment and level of physical activity in adolescent girls. The mediating role of perceived motor competence was also evaluated. The research method is correlational research. The statistical population was adolescent girls aged 14 to 17 years in Tabriz that 380 people were selected as a sample through multi-stage cluster random sampling. Social Support for Exercise Survey, Adolescent Motor Competence Questionnaire, Physical Activity Questionnaire, Intation to Exercise Questionnaire, Physical Activity Enjoyment Scale were used. Data were analyzed by Pearson correlation test and path analysis at a significant level (P<0.05). The results showed that the variable of parents' social support of physical activity affects all four endogenous variables (physical activity, tendency to exercise, enjoyment of physical activity and the level of physical activity) and perceived motor competence, physical activity enjoyment and tendency to exercise variables, can also predict the level of physical activity as mediating variable. Also, the variable of enjoyment of physical activity indirectly through the mediating variable of tendency to exercise, was able to predict the level of physical activity. The results of this study highlight the importance of the role of parental social support in increasing adolescent physical activity.

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The aim of this study was to identify students' lived experiences of online tests in a SHAD network. The nature of this research was qualitatively phenomenological. Accordingly, the researchers in the present study tried to analyze the students' experience of online tests in the context of a SHAD network. The research field consisted of all first grade high school students in Sanandaj. Participants included girl and boy students in districts one and two of Sanandaj city, amounting to 112 junior high school students. The data of the present study were collected through semi-structured interviews individually and online. The available data were analyzed using the crystallization method. From the analysis of the obtained data including 15 organizing themes including positive attitude; Negative attitude; To be neutral; Software and hardware problems and support; Causing stress and anxiety; Low level learning; Creating opportunities for widespread fraud; Testing skills, variety of questions and easy review; Low score credit validity; Face-to-face preference online; Lack of student observation; Whenever and wherever the online test is; New and sometimes not so good experiences; Safeguarding against endangering health and preventing the formation of equal and healthy competition. In general, the results of the present study emphasize the need to identify the disadvantages and advantages of online exams, the need for culture building, empowering teachers and students in cyberspace and reviewing the method of conducting online exams and learning and improving students' academic performance through online exams.

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The aim of this study was to evaluate the performance of new elementary school teachers in North Khorasan province in the context of combined learning. For this purpose, first, the criteria and indicators of a competent teacher according to the type of education in the study area, in two parts: teaching criteria in face-to-face and virtual space by reviewing documents and interviews with 12 experts based on sampling criteria Were selected, extracted. Markers after validation by CVR method in the form of 6 factors and 58 were considered as standards for evaluating the performance of new teachers. In the next stage, in order to evaluate the performance of new teachers, a researcher-made questionnaire with a reliability coefficient of ,0/816, was provided to 89 new teachers, of which 57 answered the questionnaire. The results showed that new teachers are at a relatively desirable level in the factors of professional skills and career development, but are at a desirable level in social interactions. These results indicate the need to acquire more ability and skills of new teachers in teaching methods and approaches, and evaluation of students and its principles and applications through professional development methods. Finally, operational solutions were provided to improve the quality of performance of new teachers.
 

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The aim of this study was to explore the nature and process related to perceived social status among faculty members in Iran. By using a qualitative research design, 20 faculty members interviewed. Data were analyzed by exploratory thematic analysis.  Analyzing the data showed that faculty member’s perceived social status something like a gap or distance between existing and ideal status in their professional and social life in university and society. Judgement of faculty members about social status suggest that social status for academic jobs  degraded in social hierarchies. Furthermore, finding revealed four categories including organizational, institutional, managerial, political and personal process as the main categories. It seemed the need for reconstructing social status would be the linking process between categories and it is convincing to consider that as the main theme in data. According to findings, it seems perceived social status is constructed in university and it is influenced by a number of structural and personality process. Social status has  degraded for academic jobs but universities could reconstruct social status by modifying organizational, institutional, managerial and political process. In addition, applying indices related to social status could be effective for selecting volunteers for academic jobs.
 

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The aim of this study was to investigate the current and desirable status of the curriculum for primary school from the perspective of teachers and analyze its content in the sixth grade textbooks. The research design is a quantitative type and the research method is descriptive-survey; The statistical population included 250 primary school teachers in Babolsar. Based on Morgan's table, a sample of 148 people was selected by stratified proportional sampling. The instrument in this section is a researcher-made questionnaire that was used with a CVR of more than 0.56 and reliability with a Cronbach's alpha coefficient above 0.92. In the second part, the research method is content analysis. The statistical population of this section is the sixth grade textbooks in the academic year 1300-1499, which includes all books in this grade (Quran, heavenly gifts, social studies, writing, work and technology, thinking and research, Persian and science) with the exception of mathematics. The checklist instrument with CVR was 0.90 and its reliability with agreement coefficient of 0.77 was used. Shannon entropy method was used to analyze the data. Findings in the first part showed a little, the level of significance calculated between the two existing and desirable conditions is 0.001 (p <0.05); In the content analysis section, in the economic component, the index of "sustainable consumption", in the social component, the index of "health", in the cultural component, the index of "cultural heritage" and in the environmental component, the index of "energy" have received the most attention. The results showed that in the opinion of teachers, the current situation of the education curriculum for sustainable development is significantly less than the desired situation, and in order to reach the desired position, the elementary school curriculum should be reviewed.

 

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This study aimed to investigate the causal relationship between character trait, destructive academic behaviors  and citizenship academic behaviors with the mediation of perception ethical climate school. For this purpose, 671 (293 boys and 378girls) high school students of Shiraz were selected through multistage cluster sampling method. Three questionnaires were used to collect data, ethical climate school scale of shult et al. (2002), character trait scale of khormaei and ghaemi (2018), citizenship academic behaviors scale of golparvar (2011) and destructive academic behaviors scale of kashkoli (2017). Data was analyzed via path analysis using structural equation modeling. The findings corroborated the good fitness of the model with the research data. These results confirmed the significant relationship between character trait and destructive academic behaviors  and citizenship academic behaviors, and ethical climate school with destructive academic behaviors  and citizenship academic behaviors. also, the role of mediating the ethical climate school in the relationship between character trait and destructive academic behaviors  as well as citizenship academic behaviors was also confirmed. In sum, the results of this study show that character trait by affecting perception ethical climate school can lead to discrease destructive academic behaviors  and increase citizenship academic behaviors.

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School burnout as a major issue can seriously damage the educational and psychological process of students. The aim of this study was to develop strategies to deal with students' academic school burnout based on Human Integrated Developmental approach. The present study is a qualitative content analysis. The research content in this study was selected through a search of selected sources, documents, researches and books and was finally approved by a group of experts. Reviewing and explaining texts, examining and reflecting on sources, extracting open source, subcategories, categories and reaching the main themes and naming each one, are the steps taken in this research. In order to ensure the content validity of the obtained data, the four GABA Lincoln criteria and interviews with 15 school counselors and psychologists were used. After making corrections, all sections had the necessary validity and validity. The process of coding and content analysis showed that strategies to deal with academic burnout based on the integrated transformation approach can be explained in three main parts, which are: 1- Emotion-based interactions in schools; 2- school development function  3- Adapting learning to individual differences. The main themes obtained in explaining the data can be considered by teachers, counselors and those in charge of education at different levels of prevention, education, curriculum and other issues.

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One of the most important challenges facing education is to develop students' health and create a sense of attachment to the educational environment in them, which will lead to an increase in the quality of education and training. Architecture as a container of human behavior has a great impact on this matter. The organs of the building and the relationships that govern them are effective in the process of understanding, recognizing and then the way people respond to the environment. According to studies of mental health and environmental psychology, students quickly feel emotionally uncomfortable when dealing with certain educational spaces and feel homesick. People enter the attachment process faster with places in harmony with subconscious schemas. In this article, emphasizing the need for attachment to place in school design, this question is raised, recognizing cultural schemas in the collective subconscious of students and orienting them to design school architecture can increase students' mental health and promote a sense of attachment to educational places? The research method in this research is qualitative and analytical-descriptive. At first, the materials were collected in the form of library study, collect documents in the field of psychology and unconscious cognition and the stages of perception and cognition by it in the human mind, and then analyzed analytically. As a result, examining how students perceive space is effective in creating qualities such as "familiarity" and "identity." In this article, by looking at the category of the unconscious in the field of mental health and architecture and analyzing the collective unconscious schemas, it emphasizes the mechanism of its effect on how students recognize and interpret semantics. Collective help can help the cognition stage lead to the promotion of attachment to the place properly.

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The aim of this study was to find out the experiences of Z generation undergraduate students who had high resilience during the COVID-19 pandemic. The method of the present study was qualitative and phenomenological. A semi-structured interview was conducted with 8 female students of Tabriz Farhangian University who were studying in the academic year 1400-1401 and were purposefully selected. Recorded interviews were recorded in writing and analyzed using a seven-step Colaizzi method. Analysis of students' lived experiences led to the identification, classification and extraction of the main categories of "individual factors", "social factors" and "environmental factors". In addition to the main categories mentioned, sub-categories of individual factors including emotion regulation skills, positive psychological constructs (optimism, hope and determination), self-regulation skills, strong religious beliefs, realism and lack of perfectionism, application of problem-solving skills, flexibility, meaning in life and social factors (interpersonal relationships) including social support of family and friends , maintaining relationships through social networks, observational learning and alternative experiences, and finally environmental factors (infrastructure and facilities) including experiencing difficult conditions and lack of facilities, previous positive experiences Extracted in schools and other institutions. The findings of this study could provide a clear picture of the factors affecting the improvement and promotion of resilience
 

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Transforming the educational environment into a learning environment through combining education with new technologies and changing the role of educational components has been considered by educational thinkers. For this reason, the purpose of this article is to identify the poles of conflict in direct education and to provide strategies for empowering the disadvantaged poles. To achieve this goal, the six staged deconstruction method was used. The findings showed that there are changes in different dimensions of the direct education approach, including: 1- Changing the role of the teacher from a commanding mode and transferring knowledge to a facilitating mode of learning 2- Changing the role of the student from being passive and neglected in the learning cycle, to the active and responsible element in education 3- Changing the teacher-centered teaching method to a student-centered method such as project-based, exploratory, laboratory. 4. Changing the educational content from the monologue mode of the fixed book to the dialog mode and situations based on using the experiences of students, electronic content produced by both sides of the learning flow (teacher and student), social networks and internet sites 5- Changing the educational and physical environment of the classroom from its traditional state to a happy environment with maximum participation of learners in learning process, 5- changing the evaluation from the paper-pencil mode to a combination of different methods such as  using electronic and self-assessment methods. These changes indicate a change in the perspective in this regard that the necessary trend to change the education and the emergence of the flipped classroom approach has been provided. Using the features of the flipped classroom, we achieve a new concept of learning to meet the needs of the learners of the digital age.
 

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The main objective of this study was to synthesize the findings of different studies and gain a general understanding of the effectiveness of psychological interventions on academic procrastination. The study population consisted of available full-text Articles, dissertations, and research projects published from 2011 to 2021 in quarterly publications and scientific research journals. Based on inclusion and exclusion criteria and sensitivity analysis, 136 effect sizes from 83 initial studies were analyzed using CMA2 software. The results revealed a statistically significant combined effect size for both fixed and random effect models, and the combined effect size for the random-effects model based on Cohen's criterion was large (ES = 1.47). In reducing academic procrastination, the findings indicated a high effect of self-regulation intervention compared to other interventions. Also, examining the variables of gender and educational level of the learners as moderating variables in the research showed that the gender of the subjects had no effect on the effectiveness of the psychological interventions, and the efficacy of interventions had a significant difference in the educational levels. This research has implications for therapists and counselors in line with the effectiveness of psychological interventions, especially the training of self-regulation components, to improve students' academic procrastination by providing programs.
 

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Virtual education was quickly used in the country's universities during the Corona era, and there are doubts about its quality. In this study, the evaluation model of virtual education in higher education during the corona epidemic has been presented. The current study is an applied-developmental study in terms of its purpose, and it is a cross-sectional survey research in terms of the method and time frame of data collection. Semi-structured interview and ISM questionnaire were used to collect data. The community of participants of this research includes faculty members and administrators of Tehran University of Management. Sampling continued with a purposeful method until theoretical saturation was reached, and 17 professors and managers participated in it. In order to analyze the data obtained from the interview, the method of qualitative analysis of the theme was used and the dimensions and evaluation components of virtual education in higher education were identified. In the following, the structural-interpretive method was used to determine the relationships and design the final model. Based on the results of qualitative analysis, 13 main themes and 71 sub-themes were identified. The findings show that the planning and support of virtual education affect the quality of information, system and hardware platforms of virtual education. These factors affect teacher-learner interaction, cooperative education and educational interaction and further empower professors and students. In the shadow of empowerment, the efficiency and effectiveness of virtual education can be achieved, and this efficiency and effectiveness will eventually lead to the development of virtual education.
 

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The purpose of this research is to investigate the current pattern of using information and communication technology (ICT) in exceptional schools. This research was conducted with a qualitative approach and a data-based method. The statistical population includes all agents involved in the use of Fava in exceptional schools, who were selected through purposeful criterion-based sampling. The data is obtained through semi-structured interviews with fifteen teachers of special schools, five school principals and three middle managers of Mashhad Special Education Department. In order to analyze the data, open, axial and selective coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research show twenty-six key concepts that, in the form of a paradigm model, include lack of planning and a non-specialist view of the use of FAVA in exceptional schools as a central category and causal conditions (skill weakness, attitude weakness, financial and infrastructural challenges) ), contextual factors (management factors of exceptional schools and environmental-contextual factors), facilitating intervention conditions (training and professional development of teachers, needs assessment, support), restrictive intervention conditions ( Organizational and environmental challenges, political interference and individual and executive obstacles), strategies (renewing the approach to curriculum planning, designing a strategic plan in the field of FAVA application, guidance and quality orientation) and consequences (decrease in efficiency and effectiveness) of the organization. .

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The aim of the present study was to determine the effectiveness of brain-based learning training on the academic competence and cognitive abilities of female students of the second year of middle school in Tabriz city in 2021-2022. The research method was semi-experimental with a pre-test and post-test design and a control group. The statistical population was all female secondary school students of the second district of Tabriz city who were studying in the academic year of 2021-2022. The sample consisted of 40 students who were randomly selected in two experimental and control groups (20 people in each group). To collect information in the pre-test and post-test, all participants were evaluated through Diperna Valiot's Academic Competence Questionnaire(1999) and Nejati Cognitive Abilities Questionnaire (2012).The experimental group received the Cain, Cain, McClintic and Klimek (2005) brain-compatible learning training program for eight 60-minute sessions. Data were analyzed using multivariate analysis of covariance test. The findings showed that there was a significant difference between the experimental group and the control group in terms of academic competence and cognitive abilities in favor of the experimental group (p<0.001). According to the results, it can be said that brain-based learning training can have useful practical implications in preventing problems of academic competence and cognitive abilities in students.
 

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Students, as one of the main axes of the education system, play the most important role in the learning process. It is obvious that students' academic performance depends on the degree of their acquired or learned abilities in school subjects, and this variable itself is also influenced by factors. The aim of the present study was to investigate the predictive role of implicit intelligence and multiple intelligences in student`s academic performance with the mediating role of academic engagement. The research method was a descriptive and correlation study. Statistical population was including the entire students in the high school in Ashkzar city in 2020-2021 that 245 individuals were selected through voluntary sampling method. To collect data from questionnaires implicit intelligence, multiple intelligence and academic engagement scales was used. The results showed that both components of implicit intelligence (incremental beliefs and entity beliefs) and the components of logical – mathematical intelligence, interpersonal intelligence and musical intelligence from the multiple intelligence variable, are able to indirectly predict academic performance. In other words, the results showed that incremental beliefs (0.06), entity beliefs (0.03), logical-mathematical intelligence (0.12) and interpersonal intelligence (0.04) predict academic performance positively, by mediating academic engagement and musical intelligence (-0.04) predict academic performance negatively, by mediating academic engagement in high school students. So, based on these results, increasing beliefs of intelligence can increase academic performance and on the other hand, some types of intelligence can play a positive and negative role on academic performance.