پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 939 |
| تعداد مقالات | 7,733 |
| تعداد مشاهده مقاله | 12,720,982 |
| تعداد دریافت فایل اصل مقاله | 9,063,365 |
بررسی میزان توجه به مؤلفه های جرئت ورزی در کتب مطالعات اجتماعی دورۀ ابتدایی بر اساس تکنیک آنتروپی شانون و تاپسیس | ||
| اندیشه های نوین تربیتی | ||
| مقاله 10، دوره 20، شماره 2 - شماره پیاپی 72، تیر 1403، صفحه 133-146 اصل مقاله (492.8 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2023.41906.3680 | ||
| نویسندگان | ||
| فریده نصیری* 1؛ خدیجه سادات طباطبایی2؛ سید موسی طباطبائی3 | ||
| 1دانشجوی دکترای مدیریت آموزشی؛ دانشکدۀ روان‌شناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران. | ||
| 2دانشجوی دکترای تخصصی زبان و ادبیات فارسی، گروه آموزشی زبان و ادبیات فارسی، دانشکدۀ ادبیات فارسی و زبان های خارجی، دانشگاه سمنان، سمنان، ایران | ||
| 3استادیار گروه علوم شناختی، دانشکدۀ روان شناسی و علوم تربیتی دانشگاه سمنان، مهدیشهر، سمنان، ایران. | ||
| چکیده | ||
| هدف از انجام این پژوهش بررسى مؤلفه هاى جرئت ورزی، در کتب مطالعات اجتماعى دورۀ ابتدایى، در سال تحصیلی 1401-1400 بود. جامعۀ آماری آن، همۀ کتاب های مطالعات اجتماعی دورۀ ابتدایی بوده که جمله ها، تصویرها و کاربرگه های این کتاب به صورت تمام شماری، مورد بررسی قرار گرفت. ابزار این پژوهش، سیاهۀ تحلیل محتوای محقق ساخته میباشد که دارای روایی محتوایی و صوری بوده و از نظرات صاحب نظران بهرهمند شده است. پایایی پژوهش با استفاده از روش ویلیام اسکات 6/88، محاسبه شد. در این پژوهش از روش آنتروپی شانون و تاپسیس برای تجزیه و تحلیل داده ها، مقایسۀ ضرایب اهمیت آنها و همچنین رتبه بندی استفاده شده است. نتایج نشان داد که بیشترین ضریب اهمیت مربوط به زیرمؤلفۀ «توانایی نه گفتن» و کمترین ضریب اهمیت، مربوط به زیرمؤلفۀ «انتقاد و ارزیابی»، است. همچنین، نتایج به دست آمده از طریق تاپسیس بیانگر رتبۀ اول در کتاب پایۀ ششم و رتبۀ آخر در کتاب پایۀ چهارم است. بنابراین در محتوای کتب مطالعات اجتماعی ابتدایی توازن رعایت نشده است. | ||
| کلیدواژه‌ها | ||
| مطالعات اجتماعی؛ مهارت های جرئت ورزی؛ تحلیل محتوا؛ کتاب درسی؛ دورۀ ابتدایی | ||
| عنوان مقاله [English] | ||
| The Amount of Attention Paid to The Components of Assertiveness in Social Studies Textbooks of Elementary School | ||
| نویسندگان [English] | ||
| Farideh Nasiri1؛ Khadijeh Sadat Tabatabaee2؛ Seyed Moosa Tabatabaee3 | ||
| 1PhD student in Educational Management; Official employee of Semnan city, Semnan, Iran | ||
| 2PhD student in Persian Language and Literature, Department of Persian Language and Literature, Faculty of Persian Literature and Foreign Languages, Semnan University, Semnan, Iran. | ||
| 3Assistant Professor, Department of Cognitive Sciences, Faculty of Psychology and Educational Sciences, Semnan University, Mahdishahr, Semnan, Iran | ||
| چکیده [English] | ||
| The aim of the present study was to investigate the components of assertiveness in elementary school social studies textbooks. The statistical population comprised all the social studies textbooks of the elementary school, in which all the sentences, pictures and worksheets were analyzed. We used a researcher-made checklist based on content analysis to collect the data. The Shannon Entropy and TOPSIS methods were used to analyze the data.The results showed that the highest coefficient of importance was related to the sub-component of "ability to say no" and the lowest coefficient of importance was related to the sub-component of "criticism and evaluation". According to the score obtained through TOPSIS the 6th grade textbook ranked 1st and the 4th grade textbook ranked last. Therefore, there is no balance in the content of elementary social studies textbooks. Introduction Assertiveness, as a basic phenomenon in everyday life (Binuja & Nagarajaiah, 2020, p. 832), is one of the goals of educational programs (Azadandish et al., 2019, p. 3). Assertiveness skills increase assertiveness behaviors (Larsen & Jordan, 2017, p. 99), which is noticed by increasing communication-based functions (Omura et al., 2019, pp. 9-10). Also, by improving knowledge, beliefs, self-esteem and self-efficacy, it enables people to change their negative attitudes and form valuable interpersonal relationships (Boket et al., 2016, p. 692) and has an impact on the quality of interpersonal relationships (Chadijah et al., 2024) The flow of assertive behavior starts from childhood and continues throughout life, but some children do not learn assertive behavior and do not have the power to "say no" and therefore, their level of self-acceptance and self-respect is low (khodabakhshi kolaee et al., 2014, p. 78). Considering the impact of education in strengthening social skills in general and assertiveness skills in particular, it is necessary to analyze and examine the content of textbooks as an important tool in the education of students. The role of textbooks is to appropriately facilitate creating desirable changes in students' behaviors and to help realize cognitive, emotional, psychomotor and functional goals through the teaching and learning process (Mirzaei, 2021, p. 152). As the main and the most reliable scientific reference for guiding the activities of teachers and students, textbooks receive much attention from policymakers and educational planners (Hassan Moradi, 2020, p. 135). Therefore, it is necessary that effective textbooks be developed in accordance with the set goals, and educational activities and learning experiences reinforce each other and be consistent with the abilities of the students so that the desired behavior pattern is created in the learner (Poor Ehsan et al., 2020, p. 142) Methodology The present research is based on content analysis. The statistical population of this research is all the social studies textbooks of the elementary school in the academic year 2021-2022. According to the nature and logic of the research, all the sentences, pictures and worksheets of these books were analyzed. The data collection tool was a researcher-made content analysis checklist for the textbooks. Relevant literature was examined thoroughly to make a list of the most important concepts of assertiveness which was issued to experts in the field of curriculum planning and psychology. In order to analyze the data, frequency index in descriptive statistics and Shannon's entropy method, derived from systems theory, were used. Also, in order to rank the textbooks in terms of how much they address the components of assertiveness, the TOPSIS multi-criteria decision-making method was used. Results The results indicated that the sixth grade social studies textbook ranked first in terms of the amount of addressing the assertiveness component (0.941), and the fourth grade social studies textbook ranked last (0.160). Furthermore, examining the amount of dealing with the sub-components of assertiveness in the content of the mentioned textbooks revealed that the sub-component of "argument" had the highest frequency (1864) and the sub-component of "the ability to say no" had the lowest frequency (225). Analyzing the data and calculating the importance coefficient using Shannon's method revealed that the sub-component of "ability to say no" the highest importance coefficient (0.335) and the sub-component of "criticism and evaluation" had the lowest importance coefficient (0.074). Also, in the third grade, the lowest coefficient of importance pertained to the subcomponent of "ability to say no" (0.043). In the fourth and fifth grades, the lowest coefficient of importance pertained to the sub-component of "criticizing and evaluating" (0.113 and 0.143, respectively). In the sixth grade, the lowest coefficient of importance pertained to the sub-component of "reasoning" (0.048). Discussion and conclusion Since the main goal of education is to help students adapt to different life conditions, it is necessary to include practical social skills in the curriculum for all students (Zahiri Niya et al., 2015, p. 185). Teaching assertiveness skills is considered one of the important social skills (Yaghoobi et al., 2022, p. 328) because courage and training courage create positive individual and interpersonal outcomes (Speed et al., 2018, p. 5). With the help of assertiveness skills, students can express their thoughts, feelings and opinions appropriately (Yoshinaga-Itano et al., 2018, p. 62). Moreover, the attitudes and habits formed in childhood are important in decision-making during adulthood. Hence, the elementary education course is the basis of higher courses and students' relevant experiences will be beneficial to them and will be associated with constant learning (Soltani et al., 2020, p. 163). Therefore, it is better to consider assertiveness training more seriously because school is one of the most important institutions that can instill normal behaviors and skills in children, and that most of this content is taught to students through textbooks in Iran. The most effective book in this regard is the textbook of social studies (Safariyeh & Rezaei, 2020, p. 73), therefore, need to pay more attention to the components of assertiveness in the preparation of these textbooks. | ||
| کلیدواژه‌ها [English] | ||
| Social studies, Assertiveness skills, Content analysis, Textbook, Elementary course | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Abdi, S., & Alizadeh, A. (2020). Study of the level of attention to the components of daring education in the content of elementary school textbooks. Journal of New Advances in Psychology, Educational Sciences and Education, 24(3), 66-76 https://www.noormags.ir/view/en/article page/1624009 (Text in Persian). Adib, Y., Azimi, M., Fathi, A. I., & Matalabi, H. (2015). Analysis of the content of the plan for the fundamental transformation of Iran's education based on the assumptions of the health system with an emphasis on education. Bimonthly Scientific. Research Education Strategies in Medical Sciences, 9(3), 234-247. https://jedu.marvdasht.iau.ir/article_797_2d2b0c057f11c4707009b8a 3499353f9.pdf (Text in Persian). Ahmadi, H., Daramadi, P. S., Asadi-Samani, M., & Sani, M. R. M. (2017). Effectiveness of group training of assertiveness on social anxiety among deaf and hard of hearing adolescents. The international tinnitus journal, 21(1), 14-20. (Text in Persian). Ahmadi, K., Ranjdoust, S., & Azimi, M. (2022). Title: Content analysis of English high school textbooks based on Shannon entropy method [Qualitative Research]. Bimonthly of Education Strategies in Medical Sciences, 15(5), 523-535. (Text in Persian). http://edcbmj.ir/article-1-2036-en.html. Allen, N. J., & Hecht, T. D. (2004). The ‘romance of teams’: Toward an understanding of its psychological underpinnings and implications. Journal of Occupational and Organizational Psychology, 77(4), 439-461. https://doi.org/ https://doi.org/10.1348/0963179042596469. Animasahun, R., & Oladeni, O. (2012). Effects of assertiveness training and marital communication skills in enhancing marital satisfaction among Baptist couples in Lagos State, Nigeria. Global Journal of Human Social Science Arts & Humanities, 12(14), 342-351. Asadi, J., Rezaei, R., & Torabi, S. E. (2009). A Study and Comparison of Courage, Anxiety, Depression and Stress in the Blind and Visually Impaired [Original Article]. Journal of Exceptional Education (J Except Educ), 5(93), 3-13. http://exceptionaleducation.ir/article-1-1591-fa.docx (Text in Persian). Ataei, F., Ahmadi, P. D., A., Kiamanesh, P. D., A. R., & Saif, P. D., A. A. (2020). The Impact of Assertiveness Training on the Level of Academic Motivation and Internet Addiction of High School Students [Research]. Quarterly Journal Of Family and Research, 17(1), 21-40. http://qjfr.ir/article-1-1415-fa.html. (Text in Persian). Attarkhamenei, F. (2014). Investigating the effect of education (problem-solving skills-decision-making and decisiveness to say no) on reducing the positive attitude of drug addicts in the tendency to use drugs International Conference on Humanities, Psychology and Social Sciences, Tehran-Iran. https://civilica.com/doc/436474. (Text in Persian). Azadandish, M., Nejati, z., & Bagheri, F. (2019). Comparison of mental vitality and assertiveness in students with and without learning disabilities The First National Conference on Exceptional Children from the Perspective of Educational Psychology, Cognitive and Pathological Sciences, hahid Chamran University of Ahvaz. https://civilica.com/doc/981982. (Text in Persian). Azar, A. (2001). Development of Shannon entropy method for data processing in content analysis. Journal of Humanities of Al-Zahra University, 11(37-38), 1-18. (Text in Persian). Bagheri, K., mirzaian, B., & Fakhri, M. K. (2017). the effectiveness of life skills training (anger management, assertiveness and effective communication) on hardiness and Coping derelict Adolescent [Research]. journal of Psychology new Ideas, 1(2), 55-62. http://jnip.ir/article-1-95-fa.html. (Text in Persian). Barton-Arwood, S., Morrow, L., Lane, K., & Jolivette, K. (2005). Project IMPROVE: Improving teachers' ability to address students' social needs. Education and Treatment of Children, 430-443. Baumeister, A. A., & Baumeister, A. A. (2000). Mental retardation: Causes and effects. Advanced abnormal child psychology, 327-355. Binuja, P., & Nagarajaiah, A. (2020). Factors influencing assertiveness in nursing. International Journal of Scientific and Research Publications, 10(3), 829-835. http://dx.doi.org/10.29322/IJSRP.10.03.2020.p99101 Boket, E., Bahrami, M., Kolyaie, L., & Hosseini, S. (2016). The effect of assertiveness skills training on reduction of verbal victimization of high school students. International journal of humanities and cultural studies, 3(2), 690-699. http://dx.doi.org/10.32598/JRH.10.5.21.7.98 Caldarella, P., & Merrell, K. W. (1997). Common dimensions of social skills of children and adolescents: A taxonomy of positive behaviors. School Psychology Review, 26(2), 264-278. Chadijah, S., Nurhanifiyanti, R., & Yunita, D. N. (2024). THE RELATIONSHIP OF EMOTIONAL INTELLIGENCE AND ASSERTIVE BEHAVIOR IN THE BRITZONE COMMITTEE ENGLISH COMMUNITY 2021. European Journal of Psychological Research, 11(1). Dibai Saber, M., Jafari Thani, H., & Ayati, M. (2010). The level of involvement of elementary school Text in Persian curriculum (third and fourth grade) with reading literacy skills based on Perls International Study (PIRLS). Educational Innovations, 9(4), 29-49. https://noavaryedu.oerp.ir/article_135365_d8477e8acc5df6d786ab08cd83a69b40.pdf (Text in Persian). Ebadi Jamkhaneh, R., Falahatgar, M., Akhlaghi, M., Ismail, Ghanbari Qala-seri, A. A., & Dadashi Omali, B. (2017). Examining the obstacles to the skill of saying no to male students from the perspective of Shahid teachers of Neka city. Historical, Social and Political Research 20, 63-83. Eftekhari, J., Eftekhari, H., Samavi, A., & Shamshiri, B. (2021). Evaluation of social studies textbooks of elementary schools based on the Ryff’s six-model of psycological well-being scale. The Journal of New Thoughts on Education, 17(1), 131-152. . https://doi.org/10.22051/jontoe.2021.31001 .3021 (Text in Persian). Eskin, M. (2003). Self‐reported assertiveness in Swedish and Turkish adolescents: A cross‐cultural comparison. Scandinavian Journal of psychology, 44(1), 7-12. http://dx.doi.org/10.1111/1467-9450.t01-1-00315 Fatehizadeh, M., & Fathi, F. (2001). Evaluation of school performance in creating and developing social skills of female high school students in Isfahan. (Text in Persian). Fatehizadeh, M. S., Nasr Isfahani, A. R., & Fathi, F. (2005). Qualitative study of high school performance in creating and developing students' social skills. Psychology, 34(9), 165-185. (Text in Persian). García-López, L. M., & Gutiérrez, D. (2015). The effects of a sport education season on empathy and assertiveness. Physical Education and Sport Pedagogy, 20(1), 1-16. http://dx.doi.org/10.1080/17408989.2013.780592 Harrell, A. W., Mercer, S. H., & DeRosier, M. E. (2009). Improving the social-behavioral adjustment of adolescents: The effectiveness of a social skills group intervention. Journal of Child and Family Studies, 18, 378-387. http://dx.doi.org/10.1007/s10826-008-9241-y Harris, M. A., & Orth, U. (2020). The link between self-esteem and social relationships: A meta-analysis of longitudinal studies. Journal of personality and social psychology, 119(6), 1459. http://dx.doi.org/10.1037/pspp0000265 Hassan Moradi, N. (2020). Textbook content analysis. Ayizh. (Text in Persian). Hojjat, S. K., Sajedi, M., Rezaei, M., Norozi Khalili, M., Rahimi, A., & Aynabigi, E. (2016). The effectiveness of assertiveness group training on self-esteem and loneliness of female students with addicted parents. Journal of North Khorasan University of Medical Sciences, 8(4), 675- 684. http://dx.doi.org/10.5539/gjhs.v8n2p156 (Text in Persian). Hosseini, M., Hosseini Aflaki Fard, H., & Scientific, T. Y. (2018). The effect of assertiveness training on creativity, self-confidence and academic achievement of students. Journal of Research in Humanities and Social Studies, No. 12, 1-8. (Text in Persian). İlhan, N., Sukut, Ö., Akhan, L. U., & Batmaz, M. (2016). The effect of nurse education on the self-esteem and assertiveness of nursing students: A four-year longitudinal study. Nurse education today, 39, 72-78. http://dx.doi.org/10.1016/j.nedt.2015.12.026 Jafari, F., Bahrami, S., & Jafari Harandi, R. (2021). Predicting the use of Virtual Social Networks based on Identity Styles in Qom students. Sciences and Techniques of Information Management, 7(3), 219-242. https://doi.org/10.22091/stim.2020.6037.1455 (Text in Persian). Kalzhanova, A., Kalzhanova, D., Murzina, S., Nurmukhanbetova, N., Naviy, L., & Yermentayeva, A. (2022). Assertiveness as the Predictor of University Students' Academic Achievement. Cypriot Journal of Educational Sciences, 17(7), 2462-2473. Keliat, B. A., Tololiu, T. A., Daulima, N., & Erawati, E. (2015). Effectiveness assertive training of bullying prevention among adolescents in West Java Indonesia. International Journal of Nursing, 2(1), 128-134. http://dx.doi.org/10.15640/ijn.v2n1a14 Khaademi, P. D., M., Mohammadi, P. D., M., Naaseri Jahromi, R., & Mansoori, S. (2016). The Coverage of Social Skills in 6th Grade’s Social Studies Text [Research]. Quarterly Journal Of Education, 32(2), 113-130. http://qjoe.ir/article-1-145-fa.html (Text in Persian). Khanam, S., Abdullahi, K. O., Sarwar, H., & Altaf, M. (2023). The Effect of Assertiveness-Based Programme on Psychological Wellbeing and Work Engagement among Novice Nurses in Psychiatric Department. Med. Forum, https://www.researchgate.net/publication/368712810 Khojasteh, S., & Abu al-Ma'ali, K. (2015). The effectiveness of assertiveness training on academic achievement and social skills the first National Conference on Literacy and Health Promotion, Mashhad. (Text in Persian). Kolahdoz, F. (2013 Summer 2013). Mathematical reasoning and its place in school mathematics reasoning. Roshd Barhan, 2 (Number 4). (Text in Persian). Kumar, M. (2016, 06/25). Dare to Care-Adolescent’s Mental Health. International Journal of Indian Psychology, 3. https://doi.org/10.25215/0303.170 Larsen, K. L., & Jordan, S. S. (2017). Assertiveness training. Encyclopedia of personality and individual differences, 18(3), 1-4. http://dx.doi.org/10.1007/978-3-319-28099-8_882-1 Lee, J.-y., & Ciftci, A. (2014). Asian international students’ socio-cultural adaptation: Influence of multicultural personality, assertiveness, academic self-efficacy, and social support. International Journal of Intercultural Relations, 38, 97-105. http://dx.doi.org/10.1016/j.ijintrel.2013.08.009 Lopes, P. N., Mestre, J. M., Guil, R., Kremenitzer, J. P., & Salovey, P. (2012). The role of knowledge and skills for managing emotions in adaptation to school: Social behavior and misconduct in the classroom. American Educational Research Journal, 49(4), 710-742. https://doi.org/10.3102/0002831212443077 Mahammed, R. (2017). Comparison of bullying students, bullying and acceptance in terms of expression, academic performance and aggression of their fathers in boys' middle schools in Behbahan International Conference on Psychology, Counseling, Education, Mashhad. https://civilica.com/doc/734155(Text in Persian). Matson, J. L., Hess, J. A., & Mahan, S. (2013). Moderating effects of challenging behaviors and communication deficits on social skills in children diagnosed with an autism spectrum disorder. Research in Autism Spectrum Disorders, 7(1), 23-28. http://dx.doi.org/10.1016/j.rasd.2012.07.002 McVanel, S., & Morris, B. (2010). Staff's perceptions of voluntary assertiveness skills training. Journal for Nurses in Professional Development, 26(6), 256-259. https://doi.org/10.1097/nnd.0b013e31819b5c72 Mirzaei, M. (2021). Content Analysis of Primary Education Textbooks from the Perspective of Attention to the Dimensions and Components of Islamic Awakening (Compiled in the academic year 2020/2021). Journal of Islamic Awakening Studies, 10(1), 149-165. http://www.iabaj.ir/article_128102_84a620efe9bf1312d2d5fc2e57d213db.pdf (Text in Persian). Nacioglu, A. (2016). As a critical behavior to improve quality and patient safety in health care: Speaking up. Safety in Health, 2(1), 1-25. https://doi.org/10.1186/s40886-016-0021-x Nakamura, Y., Yoshinaga, N., Tanoue, H., Kato, S., Nakamura, S., Aoishi, K., & Shiraishi, Y. (2017). Development and evaluation of a modified brief assertiveness training for nurses in the workplace: a single-group feasibility study. BMC nursing, 16(1), 1-8. https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-017-0224-4 Nasr Isfahani, A. R., Fatehizadeh, M., & Fathi, F. (2005). The position of social skills required by students in general high school textbooks. Teaching and Learning Research, 2(2), 49-64. (Text in Persian). Niazi, M., Mary, S., Razghi-Melleh, H., & Farhadian, A. (2019). Ranking of virtual social networks based on the level of satisfaction of users in Tehran city. Interdisciplinary Studies in Communication and Media, 2(5), 61-80. (Text in Persian). Nick Ravan Mofrad, M., Karimi, M., Alizadeh Otaqwar, H. R., Akbari Lakeh, M., & Rohi Rahim Begloo, E. (2019). Relationship between problem solving skills and assertiveness of plastic surgery assistants of Shahid Beheshti University of Medical Sciences. Development strategies in medical education, 6(1), 74-84. https://doi.org/10.29252/dsme.6.1.74 (Text in Persian). Nikki, P., Jamalianzadeh, S. B., & Azizi Mahmoudabad, M. (2019). Evaluating the content of the fifth elementary social studies book in terms of addressing the components of social skills based on Shannon entropy techniqu. Research in Social Studies Education, 1(1), 127-138. (Text in Persian). Omura, M., Levett‐Jones, T., & Stone, T. E. (2019). Design and evaluation of an assertiveness communication training programme for nursing students. Journal of clinical nursing, 28(9-10), 1990-1998. http://dx.doi.org/10.1111/jocn.14813 Patel, V., Flisher, A. J., Hetrick, S., & McGorry, P. (2007). Mental health of young people: a global public-health challenge. The lancet, 369(9569), 1302-1313. http://dx.doi.org/10.1016/S0140-6736(07)60368-7 Paterson, M., Green, J., Basson, C., & Ross, F. (2011). Probability of assertive behaviour, interpersonal anxiety and self‐efficacy of South African registered dietitians. Journal of human nutrition and dietetics, 15(1), 9-17. https://doi.org/10.1046/j.1365-277X.2002.00326.x Poor Ehsan, S., Rahimi, M., & Zandvanian, A. (2020). Content Analysis of Physics Book (2) Mathematics of Physics from the Perspective of Plesk Creativity Model. Journal of Curriculum Research, 10(1), 134-156. https://doi.org/10.22099/jcr.2020.5821(Text in Persian). Qazi, U., & Parveen, D. (2015, 11/03). Study of Relationship between Mental Health and Assertiveness among Adolescents. International Journal of Indian Psychology, 3, 98. https://doi.org/10.25215/0301.085 Rabiee, L., Masoudi, R., Moqaddasi, J., Esmaili, S. A., Kheiri, F., & Hakim, A. S. (2013). Recognizing the effectiveness of the school's assertiveness program based on the self-decision skills and self-support of high school students. Journal of Shahrekord University of Medical Sciences, 15(1), 11-22. (Text in Persian). Rahayu, M. N. M. (2023). Does Assertiveness Correlate with Second-Year Student Adjustment in the College? Educational, Health and Community Psychology, 12, 515-538. . http://dx.doi.org/10.12928/jehcp.v1i2.25328 Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of autism and developmental disorders, 38, 353-361. Rashidzadeh, A., Fathia Azar, E., & Hashemi, T. (2012). The effect of assertiveness training on social skills components of female pre-university students. Educational psychology studies, 8(13), 57-72. https://doi.org/10.22111/jeps.2012.709 (Text in Persian). Rasouli, M. A. A. (2014). Content analysis: with the approach of textbooks. Sociologists Publications. http://dx.doi.org/10.1007/s10803-007-0402-4 Text in Persian). Rathee, I. (2015). Assertiveness among degree college students in relation to Gender and level of education. International Level Multidisciplinary Research Journal, 2(7), 1-6. Rezaei Kargar, B., Ajilchi, B., Kalantar Choreishi, M., & Zohoori Zangene, Z. (2013). The effect of teaching critical and creative thinking skills on the locus of control and psychological well-being in adolescents. Procedia-Social and Behavioral Sciences, 82, 51-56. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.06.223 (Text in Persian). Ron, S. A., & Moafi, M. (2013). Fundamentals, principles and scientific method of writing textbooks (with emphasis on elementary school). Sociologists Publications. Safariyeh, M., & Rezaei, A. M. (2020). Evaluation of the content of social studies book of the fifth elementary school in terms of the level of attention to the components of life skills based on the Entropy Shannon technique. Internship studies in teacher training, 1(2), 69-84. (Text in Persian). Saken azary, R., & Tajedini, P. (2018). The effectiveness of assertiveness training on reducing aggression and intolerance in the second year of female high school students in Sarab. Women and Family Studies, 11(41), 107-120. https://jwsf.tabriz.iau.ir/article_667299_8d9e34c6b315f3cd59fa68a0 e07c3299.pdf (Text in Persian). Samadi, Y. (2011). The effect of teaching academic assertiveness skills in promoting academic performance, strengthening critical thinking and reducing exam anxiety of Payame Noor students in Ardabil (Publication Number 2) Payame Noor. Ardebil. (Text in Persian). Sarkova, M., Bacikova‐Sleskova, M., Orosova, O., Madarasova Geckova, A., Katreniakova, Z., Klein, D., van den Heuvel, W., & van Dijk, J. P. (2013). Associations between assertiveness, psychological well‐being, and self‐esteem in adolescents. Journal of Applied Social Psychology, 43(1), 147-154. http://dx.doi.org/10.1111/j.1559-1816.2012.00988.x Seif, A. k. (1391). Modern Educational Psychology, Psychology of Learning and Education. Agah. (Text in Persian). Seyedfatemi, N., Moshirabadi, Z., Borimnejad, L., & Haghani, H. (2013). Relationship between Problem Solving and Assertiveness Skills among Nursing Students [Research]. Journal of Hayat, 19(3), 70-81. http://hayat.tums.ac.ir/article-1-633-en.html (Text in Persian). Shabani, H. (2013). Content analysis as a research method: with the approach of school curriculum analysis Bani zahra. (Text in Persian). Shirdezhm, F., & Tahmatan, S. (2017). Content Analysis of the Tenth Chemistry Book in terms of Activity and Inactivity Based on William Rumi Technique Provincial Scientific Research Conference on Strategies and Strategies for Quality Improvement in Education, Minab. (Text in Persian). Sobhani nezhad, M., & Ab Niky, Z. (2012). Identification of social responsibility indicators within the Iranian high school curriculum. The Journal of New Thoughts on Education, 8(1), 59-106. https://doi.org/10.22051/jontoe.2012.155 (Text in Persian). Soltani, A., Adib, Y., Mahmoodi, F., & Vahedi, S. (2020). The Position of a Curriculum based on the Multiple Intelligences in the Textbooks of the First Grade of Primary School based on the Components of Multiple Intelligences [Research]. Quarterly Journal of Child Mental Health, 7(1), 371-390. https://doi.org/10.29252/jcmh.7.1.23 (Text in Persian). Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2018). Assertiveness training: A forgotten evidence‐based treatment. Clinical Psychology: Science and Practice, 25(1), e12216. http://dx.doi.org/10.1111/cpsp.12216 Sri, M., & Lakshmanan, I. (2023). SELF-ESTEEM AND ASSERTIVENESS AMONG MEDICAL AND NON-MEDICAL STUDENTS. Multidisciplinary Research in Arts, Science & Commerce, 3(3), 23 – 34. Taghibaygi, M., SHarafi, L., & ALIBAYGI, A. (2015). The Impact of Self-Esteem and Personal Characteristics on Educational Improvement of Razi University Agriculture Students. Journal of Agricultural Education Administration Research, 7(32), 113-122. https://doi.org/10.22092/jaear.2015.102961 Text in Persian). Tahan, M., & Kalantari, M. (2019). Determine the Effectiveness of Dare Training on Social Disorders of the Students of the Blind [Applicable]. Rooyesh-e-Ravanshenasi Journal (RRJ), 8(2), 125-132. http://frooyesh.ir/article-1-870-en.html(Text in Persian). Wright, N. S., & Bennett, H. (2008). Harmony and participation in Arab and Western teams. Education, Business and Society: Contemporary Middle Eastern Issues, 1(4), 230-243. http://dx.doi.org/10.1108/17537980810929957 Yaghoobi, A., Kolivand, S., Kord Noghabi, R., & Rashid, K. (2022). Effectiveness of assertiveness skills training on academic self-concept in students with special learning disabilities with high and low school belonging. Empowering Exceptional Children, 13(2), 53-44. https://doi.org/10.22034/ceciranj.2022.295938.1566 (Text in Persian). Yar Mohammadian, M. H. (2018). Principles of Curriculum Planning. Yadvareh book. (Text in Persian). Yasminejad, P., Taheri, M., & Golmohammadian, M. (2014). Relationship between self-regulation and motivation of achievement and academic achievement of female high school students in Tehran. Education and Learning Research, 10(2), 325-338. https://tlr.shahed.ac.ir/article_2375_2197c5c568d05e272fb43e274ccadd58.pdf (Text in Persian). Yoshinaga-Itano, C., Sedey, A. L., Wiggin, M., & Mason, C. A. (2018). Language outcomes improved through early hearing detection and earlier cochlear implantation. Otology & Neurotology, 39(10), 1256-1263. http://dx.doi.org/10.1097/MAO.0000000000001976 Zahiri Niya, M., Behroozian, B., & Abdi Alwar, A. (2015). Content Analysis of Social Skills Components in Secondary School Sociology Textbooks. Teaching and Learning Research, Two Scientific-Research Quarterly of Shahed University, 22(6), 183-194. (Text in Persian). Zare, H; Rezaei, A; Mostafaei, A (2021). Educational Psychology. Payam Noor University (Text in Persian). | ||
|
آمار تعداد مشاهده مقاله: 266 تعداد دریافت فایل اصل مقاله: 199 |
||
