mahsa zolfagharian; aliakbar aminbeidokhti; sakineh jafari
Abstract
The aim of this study, was to investigate the structural relationship of faculty-student interaction and faculty’s active teaching method with students’ competencies development by mediating the knowledge acquisition among the students of Semnan University. The present study was an applied ...
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The aim of this study, was to investigate the structural relationship of faculty-student interaction and faculty’s active teaching method with students’ competencies development by mediating the knowledge acquisition among the students of Semnan University. The present study was an applied research on the basis of purpose and was a type of descriptive-correlative studies on the basis of data collection method. Statistical population included all the undergraduates and masters of Semnan University (10950 people) in the academic year 1396-97 that 266 students (183 undergraduates and 83 masters) were selected as study sample using stratified sampling method. All of them completed the faculty-student interaction (Hernández-López et al, 2016), faculty’s active teaching method (Hernández-López et al, 2016), knowledge acquisition (Hernández-López et al, 2016) and students’ competencies development (Hernández-López et al, 2016) scales. After calculating the validity and reliability of the instruments, the data was analyzed by correlation and path analysis methods. The findings showed that there was a positive and significant relationship between faculty-student interactions, faculty’s active teaching method, and knowledge acquisition with students’ competencies development. Faculty-student interaction has a direct and significant effect on students’ competencies development. Also, faculty-student interaction with the mediation of knowledge acquisition had an indirect and significant effect on students’ competencies development. Faculty’s active teaching method has a direct and significant effect on students’ competencies development. Faculty’s active teaching method with the mediation of knowledge acquisition has an indirect and significant effect on students’ competencies development. Faculty and student interaction, faculty’s active teaching method and knowledge acquisition explain 33% of variance of students’ competencies development. The results indicated the importance of paying attention to the teaching method, how to interact with the student and knowledge acquisition in increasing the students’ competencies.
Parviz Mirzakhani; Ali Mohammad Rezaei; Ali Akbar Aminbeidokhti; Mahmoud Najafi; Ishagh Rahimian Bougar
Abstract
The aim of the present study was examining the effectiveness of educating Flourishing on Positive Emotions, Relationships, Sense of meaning, Achievement and Engagements among young researchers and elites. Methodology: The present study was semi-experimental with pre-test, post-test and control group. ...
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The aim of the present study was examining the effectiveness of educating Flourishing on Positive Emotions, Relationships, Sense of meaning, Achievement and Engagements among young researchers and elites. Methodology: The present study was semi-experimental with pre-test, post-test and control group. All members of Young Researchers and Elite Club of Islamic Azad University in Tehran in 2016-2017, consisted the statistical population of the present study. Sample of study consisted of 40 members of Young Researchers and Elites Club who got scores lower than the mean score in all components of Achievement. These 40 individuals were randomly assigned into experimental and control groups with 20 individuals in each group. Before starting the training course, individuals of both groups completed Butler and Kern's PERMA (Flourishing) scale (2015) and then individuals of experimental group received educational intervention protocol of Achievement in form of eight 2-hour sessions for two days. Individuals of control group received no training. At the end of the course, participants of both groups completed the questionnaire again. Data were analyzed using univariate and multivariate covariance analysis. Findings: Findings showed that the training significantly increased all components of Achievement in individuals of experimental group compared to control group.
