نقد فیلم جنگ دنیاها

This mixed-methods study examined whether first-year teachers could improve relationships with students through Positive Behavioral Interventions and Supports (PBIS). Fifty novice teachers implemented one of three PBIS strategies: daily one-on-one conversation, verbal praise, or immediate rewards with 192 selected students over a two-week period. Teacher-student relationships were measured using the Student-Teacher Relationship Scale (STRS) before and after the intervention. Results showed significant reductions in conflict (t(191) = 7.14, p < .001, d = 0.98) and moderate increases in closeness (t(191) = –7.11, p < .001, d = 0.67). No significant differences emerged across grade levels, teacher and student gender, or PBIS strategy type. Thematic analysis of teacher reflections highlighted improvements in engagement, cooperation, emotional regulation, and relational trust. Although the study was limited by its two-week duration and reliance on teacher self-reports, the findings demonstrate that even brief PBIS interventions can yield measurable relational benefits. Implications are discussed for teacher preparation programs and school-based practice. Keywords: teacher-student relationships, Positive Behavioral Interventions and Supports (PBIS), teacher preparation programs, first-year/novice teachers, school climate.

Family co-responsibility links family involvement with students' socioemotional needs and with the actions carried out by the school. This study aimed to understand, from the perspective of education professionals, family co-responsibility for the socioemotional support of basic education students in public schools. A qualitative study with a descriptive design and an interpretive orientation was conducted. Data were collected through an asynchronous, self-administered open-ended questionnaire completed by three professionals with different profiles and were examined through qualitative content analysis and source triangulation. The results show heterogeneous family involvement and support practices that combine educational monitoring with emotional support. Participants distinguished between having communication channels available and sustaining ongoing coordination with families. The barriers identified were mainly located in family and socioeconomic conditions, and no barriers were explicitly attributed to the school. Family-school collaboration was recognized as relevant to addressing socioemotional needs. Based on the professionals' perceptions, the study concludes that family support integrates educational and socioemotional dimensions and gains meaning through its connection with the school, within a co-responsibility in which both settings play distinct and complementary roles.

The article discusses the concepts of spirituality, morality, and personal qualities of students, reveals the essential characteristics of spiritual and moral education of students, and the importance of cooperation between parents and teachers in educational activities.

This study aims to examine the impact of parental involvement and socioeconomic status (SES) on academic achievement at public senior high schools in Tangerang Municipality. The study used a cross-sectional survey design. The study population consisted of students from public senior high schools in Tangerang Municipality. We applied Weighted Regression analysis utilizing a sample size of 893 participants. We used a validated questionnaire that was distributed via WhatsApp groups. The findings showed that parents with high SES tended to be more involved in their children's learning; however, high parental SES did not guarantee high academic achievement for their children. The mean difference tests revealed that academic achievement did not differ significantly by parental involvement, whereas it did differ significantly by parental SES. Researchers also found that parents’ involvement in education significantly boosted students' academic achievement. In contrast, parents' SES did not have a significant impact. Intensive discussions, good communication, full attention, giving gifts, and providing learning facilities are effective parental involvement actions that encourage increases in children's academic achievement. Parental involvement matters more than parental SES in improving students’ academic achievement. Therefore, maintaining strong relationships between schools and parents is essential to support students’ educational outcomes. Local governments need to strengthen regulations governing parents' roles at home and at school. Keywords: academic achievement, parental involvement, SES.

Mothers often manage everyday discipline while also carrying the strain and worry that come with raising a child, yet these experiences are rarely studied together in Indian samples. This study examined the relationship between parenting attitude, parental stress, and anxiety in mothers. A quantitative, cross-sectional correlational design was used with 59 mothers selected through convenience sampling. Participants completed a 30-item questionnaire rated on a five-point Likert scale, in which parenting attitude was assessed through three dimensions (laxness, over-reactivity, and verbosity), and parental stress and anxiety were each assessed with ten study-developed items. Data were analysed using descriptive statistics, Cronbach's alpha, and Pearson's correlation, with Spearman's rank correlation as an additional check. Mean scores were 3.30 (SD = 0.54) for parenting attitude, 3.06 (SD = 0.89) for parental stress, and 3.16 (SD = 0.72) for anxiety. Significant positive correlations were found between parenting attitude and parental stress (r = .52, p < .001), parenting attitude and anxiety (r = .44, p < .001), and parental stress and anxiety (r = .51, p < .001), and all three remained significant in a sensitivity analysis. Over-reactivity and verbosity were more strongly related to stress than laxness was. The findings suggest that difficulties in discipline, parenting strain, and worry tend to occur together, and that support for mothers could address emotional strain alongside parenting skills.