Journal of Research in Educational Systems

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Volume 3, Issue 7 , October 2009, , Pages 85-97

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Mohammad Reza JAlali; Mohammad Zargar; Marjan Taleshian

Volume 8, Issue 25 , September 2014, , Pages 85-104

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Volume 5, Issue 12 , May 2011, , Pages 89-107

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aa ha; ba mo

Volume 6, Issue 16 , May 2012, , Pages 91-106

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Mediator Role of task value in the relation between self-efficacy and attitude toward mathematics

Mehraneh Soltaninejad; Kavoos mahmudi

Volume 12, Issue 40 , June 2018, , Pages 91-105

https://doi.org/10.22034/jiera.2018.64743

Abstract

  The study purpose was to determine the mediator role of task value in the relation between self-efficacy and attitude towards mathematics. The current research was applied in a descriptive-correlational. The study sample consisted of 380 public high school students from four high schools in Kerman selected ...  Read More The study purpose was to determine the mediator role of task value in the relation between self-efficacy and attitude towards mathematics. The current research was applied in a descriptive-correlational. The study sample consisted of 380 public high school students from four high schools in Kerman selected by the random multistage cluster sampling method. To collect the data, the Math Self-efficacy Scale (Usher & Pajares, 2009), the Task Value Scale (Pintrich et al., 1991), and the attitude toward mathematics scale (Lim & Chapman, 2013) were used. Path analysis results showed that self-efficacy had direct (0.63) and indirect (0.12) effects on the attitude toward mathematics. Additionally, the direct effect of task value on attitude toward mathematics (66/0), and its mediating role in the relationship between self-efficacy and attitude toward mathematics were significant (0.19). In short, these variables explained 0.48% of the variance of attitude toward mathematics. The study findings indicated the importance of self-efficacy and task value in students' attitude toward mathematics.

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Designing a Critical Thinking Pattern Based on Vigotsky's Constructionist Theory and its Impact on Students' Critical Thinking

Parisa Masudian; Mehdi Davaee; Fahimeh Ansariyan; Ali Akbar Khosravi

Volume 12, Issue 41 , August 2018, , Pages 91-109

https://doi.org/10.22034/jiera.2018.78686

Abstract

  The purpose of this study was to identify the components of critical thinking education model based on the Vygotsky’s constructivist theory and to study the effectiveness of the model on the critical thinking of the fifth grade elementary students. The method of this study wascombined studies (qualitative ...  Read More The purpose of this study was to identify the components of critical thinking education model based on the Vygotsky’s constructivist theory and to study the effectiveness of the model on the critical thinking of the fifth grade elementary students. The method of this study wascombined studies (qualitative and quantitative). The statistical population in the qualitative section included all relevant articles indexed in databases of science direct, PubMed, cinahl, and Scopus. From this population, 34 articles were selected using purposeful sampling and for validate the pattern were selected 32 relevant experts by purposeful snowball sampling. The statistical population of quantitative part consisted all 5th grade elementary school students in the academic year of 2017-2018 in Tehran. From this population, 66 people were selected using a cluster sampling method and randomly assigned two experimental and control groups. Data collection tools included researcher-made questionnaire and the Watson-Glaser critical thinking appraisal (1998). To analyze the qualitative section data was used content analysis, for patternvalidation using the confirmatory factor analysis and effectiveness section was performed using covariance analysis. The findings showed that the critical thinking model were classified according to Vygotsky’s theory in three classes: teacher role, learner's role and the role of knowledge. The results showed that fitting the critical thinking model was optimal according to experts and critical thinking pattern led to a significant difference between groups in critical thinking by 53%. According to the results, applying Critical Thinking Model based on Vygotsky's theory is effective on critical thinking of students.

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The Relationship between Learning Styles and Capability of Future Research with the Moderating Role of Research Self-Efficacy

Friba Tabe Bordbar; maryam shafiei sarvestani; Seyyed Rohallah Mousavi poor

Volume 12, Issue 43 , January 2019, , Pages 95-111

https://doi.org/10.22034/jiera.2018.83766

Abstract

  One of the main tasks of the educational centers is the training of human resources equipped with future knowledge, who, in addition to daily life problem solving can also think of innovation and invention. The purpose of this study was to investigate the direct and indirect effects of learning styles ...  Read More One of the main tasks of the educational centers is the training of human resources equipped with future knowledge, who, in addition to daily life problem solving can also think of innovation and invention. The purpose of this study was to investigate the direct and indirect effects of learning styles and research self-efficacy of students on their future research capability.To this end, 220 students of public universities in Shiraz were selected by cluster sampling method and evaluated by Wark's learning styles questionnaire (1998), research self-efficacy (Salehi, 2011) and future research capability (Parsa et al., 2011). Correlation coefficients showed that there is a correlation between dimensions of learning styles as the exogenous variables of the model with research self-efficacy and future research capability. Moreover, among learning style dimensions, auditory and reading-writing styles had direct and significant effects in increasing the capability of future research. In addition to direct effects, research self-efficacy could interfere with the relationship between learning styles and future research capability. The results of this research show that learning styles and research self-efficacy can affect students' learning outcomes. Therefore identifying obvious and hidden variables in the classroom can lead to raising the level of knowledge and the learner's capability to create knowledge and predict the future.

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Volume 4, Issue 10 , November 2010, , Pages 97-110

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amoozesh ali

soheila hashemi; ebrahim salehi; zeynab karamkhani

Volume 8, Issue 27 , March 2015, , Pages 99-123

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Structural Modeling The Effect of Quality of Work Life on the Addiction to the Work of Faculty Members of the University

Hossein Jonaabadi; Bahareh Azizinezhad

Volume 10, Issue 35 , July 2017, , Pages 101-116

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Volume 2, Issue 5 , October 2008, , Pages 101-120

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Structural Relationships The Role of Teachers' Quality Teams: The Role of Empowerment Mediators

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Volume 10, Issue 32 , July 2016, , Pages 104-123

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  The purpose of this study was to test the relationship between the role of educational groups and the quality of teachers' performance with the mediating role of their empowerment in Yasuj high schools. The study was a correlational study. Participants included 201 teachers (111 males, 90 females) Yasuj ...  Read More The purpose of this study was to test the relationship between the role of educational groups and the quality of teachers' performance with the mediating role of their empowerment in Yasuj high schools. The study was a correlational study. Participants included 201 teachers (111 males, 90 females) Yasuj high schools in the academic year of 93-92 who were selected by stratified sampling. All of them completed the scale of the role of educational groups, the quality of performance, and empowerment. Data were analyzed using structural equation modeling using LISREL software. The findings showed that the role of educational groups directly affects structural empowerment. The role of the training groups directly has a structural effect on the quality of the work. The role of educational groups indirectly affects the quality of performance through the empowerment mediator. We conclude that the role of educational groups can be directly empowered and affect the quality of performance. Also, the role of educational groups indirectly and through empowerment can affect the quality of performance. The implications of the findings were discussed.

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sarmaye

vali mohamad darini; ehsan namdar

Volume 9, Issue 28 , May 2015, , Pages 105-149

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amoozesh

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Volume 9, Issue 29 , August 2015, , Pages 107-142

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hoosh

zahra mojahedi; mahnaz akhavan; alireza kiamanesh; molook khademi

Volume 8, Issue 24 , June 2014, , Pages 107-135

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sy hos; ab sa; maso mator

Volume 6, Issue 17 , August 2012, , Pages 107-127

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Investigating the role of educational intermediation in relation to participation styles in students' learning and academic performance

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Volume 10, Issue 34 , July 2016, , Pages 109-132

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Volume 4, Issue 8 , May 2010, , Pages 109-134

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mo ha; ali ahm; ha has

Volume 6, Issue 18 , November 2012, , Pages 111-132

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The Relationship of Knowledge Management Strategies with Individual and Organizational Learning Capacities

mohammad khanazizi; siavash talepasand

Volume 11, Issue 37 , December 2017, , Pages 111-130

https://doi.org/10.22034/jiera.2017.57768

Abstract

  The aim of this study was to test the relationship between knowledge management strategies (knowledge application, sharing and retrieval) with individual and organizational learning capacities in Tehran’s male secondary schools within 2014-2015 academic year. The research methodology was correlation. ...  Read More The aim of this study was to test the relationship between knowledge management strategies (knowledge application, sharing and retrieval) with individual and organizational learning capacities in Tehran’s male secondary schools within 2014-2015 academic year. The research methodology was correlation. Participants were 235 male secondary school teachers who were selected by using cluster sampling method. Measures included knowledge management processes (cheng, 2012), individual and organizational learning capacities (Sallis & Jones, 2002). The Data were analyzed based on structural equation model (path analysis model) and by SPSS 19 and LISREL 8.8 software. The results showed that there was a positive relationship between knowledge sharing with individual learning capacity and organizational learning capacity. Meanwhile, knowledge application directly effects on the individual learning capacity while knowledge retrieval has an impact on organizational learning capacity. But no interaction relationship was established between individual learning capacity and the organizational one (mediator variables).

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as za; mo da

Volume 5, Issue 13 , August 2011, , Pages 119-136

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Identifying Causal Factors Affecting the University Virtual Learning Pattern in Iran

Habibolah Roodsaz; Amin Reza Kamalian; Maghsood Amiri; Ahmad Ghaem Maghami Tabrizi

Volume 11, Issue 36 , August 2017, , Pages 121-144

https://doi.org/10.22034/jiera.2017.51088

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  E-learning development inIran can play a key role in growth and improvement of the countryinnear future. Main aim of this study was identifying the factors that haveinfluenced E-learning model in Iranian Universities. Present study wasconducted in-depth interviews with experts in the subject area. Snowballsampling ...  Read More E-learning development inIran can play a key role in growth and improvement of the countryinnear future. Main aim of this study was identifying the factors that haveinfluenced E-learning model in Iranian Universities. Present study wasconducted in-depth interviews with experts in the subject area. Snowballsampling method and 22 qualitative interviews were conducted in order to testthe findings of research. The results were analyzed in three ways: open, axialand selective. The findings indicated 80 effective marks in virtual academiceducational model categorized in 11 concept which includes: Organizationalissues, integrated management, competitive advantage, targeted educationalquality, knowledge management, technology, measurement, ease of access,innovation and creativity, Foresight and meritocracy. Finally, executivestrategies have been offered, which could be a key guide for virtual educationand its successful implementation

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Investigating the role of mediators of trust and collective self-efficacy on the relationship between transformational leadership and teamwork (Case study: General Directorate of Education in Hormozgan Province)

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Volume 9, Issue 31 , August 2016, , Pages 127-162

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  The purpose of this study was to investigate the role of trust and collective efficacy mediators on the relationship between transformational leadership and teamwork. This research is applied in terms of the purpose and from the perspective of the method is a descriptive correlation. The statistical ...  Read More The purpose of this study was to investigate the role of trust and collective efficacy mediators on the relationship between transformational leadership and teamwork. This research is applied in terms of the purpose and from the perspective of the method is a descriptive correlation. The statistical population consisted of all the staff of the General Directorate of Education in Hormozgan province, which was selected using the Cochran formula of 176 people and selected by stratified random sampling method in the form of 10 working teams. For collecting data, Boston Leadership Style Leadership Questionnaire, Michael West Teamwork Questionnaire, Zarei & Associates Organizational Trust Inventory and Chen Individual and Individual Self-Efficacy Questionnaire were used for data analysis. Structural Equation Methodology was used with PLS software. The results indicate that collective self-efficacy has a moderating role on the relationship between transformational leadership and team performance, but no such role was found for organizational trust.

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jame

s. javad salehi

Volume 8, Issue 26 , December 2014, , Pages 127-148

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taeen

mahmood shirazi

Volume 9, Issue 30 , December 2015, , Pages 167-186

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