Document Type : Research Article (Quantitative)
Authors
1 PhD student, Department of Curriculum Planning, Roudehen Branch, Islamic Azad University, Roudehen, Iran
2 Assistant Professor, Department of Educational Sciences, Roudhen Branch, Islamic Azad University, Roudhen, Iran.
3 Assistant Professor, Department of Curriculum Planning, Roudehen Branch, Islamic Azad University, Roudehen, Iran
Abstract
Purpose: Vitality plays an important and effective role in improving and promoting psychological and academic variables in students. Therefore, the aim of this study was to presenting a curriculum model based on the vitality in primary school students.
Methodology: The present research in terms of purpose and implementation method was applied and descriptive from type of quantitative, respectively. The research population was primary school teachers of Tehran city in the academic years of 2019-20 with number 11526 people who 374 people of them were selected as a sample based on the Krejcie and Morgan table with the multi-stage cluster sampling method. The samples responded to the researcher-made questionnaire of curriculum based on the vitality in primary school students (100 questions) which whose psychometric indicators were acceptable. Data were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS and Smart PLS software.
Findings: The findings showed that curriculum based on the vitality in primary school students in the main category i.e. curriculum based on the vitality were included of positive motivation and belief, social relations and academic engagement, in the category of causal conditions were included of educational goals, textbook text, educational methods and curriculum evaluation, in the category of contextual conditions were included of intra-classroom conditions and school conditions, in the category of intervening conditions were included of educational policy-making, environment and culture, in the category of strategies were included of decentralization and infrastructure and in the category of consequences were included of engagement and behavior. Also, the factor load of the main category, causal conditions, contextual conditions, intervening conditions, strategies and consequences was estimated higher than 0.50, their average variance extracted was estimated higher than 0.70, and their reliability with using Cronbach's alpha and combined methods was estimated higher than 0.80. In addition, the curriculum model based on the vitality in primary school students had a good fit and in this model the causal conditions on the main category, main category, contextual conditions and intervening conditions on the strategies, and strategies on the consequences had a direct significant effect (P<0.001).
Conclusion: According to the results of this research, the designed curriculum model based on the vitality in primary school students can help planners and experts in designing and implementing programs to improve vitality in students.
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