shahriar moradi; rasool kord Noghabi; Abolghasem Yaghoobi; Khossro Rashid
Volume 12, Issue 41 , August 2018, Pages 7-25
Abstract
This research aimed to design a structural model for relationships between developmental assets with thriving and wisdom. For this aim, based on multistage-cluster sampling method, a sample of 668 students from Kermanshah universities was selected, and Wisdom Scale (3D-WS), Thriving Scale and Developmental ...
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This research aimed to design a structural model for relationships between developmental assets with thriving and wisdom. For this aim, based on multistage-cluster sampling method, a sample of 668 students from Kermanshah universities was selected, and Wisdom Scale (3D-WS), Thriving Scale and Developmental Assets Profile (DAP) were completed by them. The data analyzed by using the path analysis method. The final model presented a particular pattern of relationship between the research variables, and could explain 0/23 of the variance of wisdom. The fitness indicators of the model showed the proper fit with the data (χ2/df=2.57, RMSEA=0/05, GFI=1/00, CFI=1/00,). Direct effects of internal assets on three dimensions of wisdom were confirmed, its indirect effects through thriving on cognitive and effective dimensions were significant but on the reflective dimension was not significant. Also, direct effect of external assets on reflective dimension was confirmed, but on the cognitive and effective dimensions didn''t confirm, and its indirect effects on cognitive and effective dimensions were significant but on reflective dimension was non-significant. Totally, internal assets more than external assets explained wisdom in the students.
fariba farazi; Massoumeh Esmaeili; Hossein Eskandari; Mohammad Hatami
Abstract
The current research aims to study the impacts of teaching the educational pattern on improving the parent-child relationship and the national and religious identity. The study approach was of quasi-experimental pretest-posttest type with an existing control group, the statistical population of which ...
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The current research aims to study the impacts of teaching the educational pattern on improving the parent-child relationship and the national and religious identity. The study approach was of quasi-experimental pretest-posttest type with an existing control group, the statistical population of which is all female students in the twelfth grade at Technical Schools in Birjand in the academic year of 2016-2017. A total of 30 people, who had the desired input characteristics, were selected by a multistage cluster sampling as the sample group. The Fine, Morland and Schwebel’s Parent-Child Relationship questionnaires (1983) and Lotfabadi’s National and Religious Identity questionnaire (1383) were used to measure the variables of the research. The analysis of the research data was conducted through the Multivariate Covariance Examination. The results indicate that the parent-child relationships improve by teaching the Educational Pattern. It was also demonstrated that the relationship improvement, in turn, improved the children’s national and religious identity. So, it can be concluded that the educational model training leads to the improvement of children’s national and religious identity as well.
Ahmadreza Roshan; Mahmoud Motevaseli
Abstract
One of the components of Iran's higher education system is the Ministry of Science, Research and Technology (MSRT), which, as its management, plays a direct role in the overall quality of the country's higher education system. Good governance provides a model for MSRT to be able to effectively promote ...
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One of the components of Iran's higher education system is the Ministry of Science, Research and Technology (MSRT), which, as its management, plays a direct role in the overall quality of the country's higher education system. Good governance provides a model for MSRT to be able to effectively promote the quality of the field of science in the country. From the perspective of many scholars, the current system of higher education does not meet the huge demands of the higher education stakeholders (students, employers, government, and society). Therefore, the purpose of this study is to develop a good governance model in MSRT to meet the needs and expectations of stakeholders. In the present study, the grounded theory method and the systematic study of Strauss and Corbin have been used. According to the paradigmatic model of this research, in Iran, the most important causes of undesirable governance in MSRT are: 1. Intra-departmental factors, 2. External dimensions, 3. Factors of stakeholders, and 4. Lack of honor and dignity of science. Some policy proposals in this study include: reforming the law of MSRT in line with the requirements of the beneficiary, the belief in good governance and stakeholderism as a criterion for selecting the Minister MSRT, establishing strong institutions for prosecution, the release of internal and external stakeholders and expanding the spatial and semantic spaces and consultation among the higher education stakeholders. In the present study, the grounded theory method and the systematic study of Strauss and Corbin have been used. According to the paradigmatic model of this research, in Iran, the most important causes of undesirable governance in the Ministry of Science are: 1- Intra-departmental factors, 2- External dimensions, 3. Factors with stakeholder origins and 4. Lack of honor and dignity of science. In the end, proposals such as amending the Law of the Ministry of Science in accordance with the interests of the beneficiaries, the election of a competent and prudent minister to good governance and interest, the establishment of strong institutions for prosecution and follow-up of complaints, the freedom of stakeholder organizations inside and outside the university, and expansion Semantic spaces and the creation of think tanks and consultations between higher education stakeholders.
ezatollah ghadampour; jahangir kalantar; leila Heydaryani
Abstract
The aim of this study was to investigate the effect of teaching ethical intelligence in storytelling on interpersonal forgiveness of sixth grade elementary school students. This study was a semi-experimental study with pretest-posttest design with control group. The statistical population consisted of ...
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The aim of this study was to investigate the effect of teaching ethical intelligence in storytelling on interpersonal forgiveness of sixth grade elementary school students. This study was a semi-experimental study with pretest-posttest design with control group. The statistical population consisted of all sixth grade elementary school students in Ahwaz in the academic year of 2017-18, using multistage cluster random sampling, one of the four education districts of Ahwaz was selected randomly then, from twelve secondary schools of district one, one school, and finally from two four classes, two classes were selected randomly as experimental and control groups and assigned to two groups (20 experimental group and 20 control group). The training of ethical intelligence was conducted in a storytelling manner for the experimental group, the control group did not receive any training. After completing the sessions, posttest was performed on two groups of experimental and control. The data gathering tool was an interpersonal forgery questionnaire from Ehteshamzadeh & et al. (2010). After training the ethical intelligence, in the experimental group, there was a significant increase in the interpersonal indulgence compared to the control group (p <0/001). As a result, it can be said that the teaching of ethical intelligence in the storytelling method was effective in student interpersonal forgiveness.
Parisa Masudian; Mehdi Davaee; Fahimeh Ansariyan; Ali Akbar Khosravi
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 ...
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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.
nasim saeed; farzaneh dortaj
Abstract
The purpose of this study was to examine the relationship between self-efficacy, emotional intelligence and anxiety in distance education students. This research was conducted in a descriptive-correlative way in the academic year 2016-2017. The research sample consisted of 196Payamnoor university students ...
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The purpose of this study was to examine the relationship between self-efficacy, emotional intelligence and anxiety in distance education students. This research was conducted in a descriptive-correlative way in the academic year 2016-2017. The research sample consisted of 196Payamnoor university students who passed electronically some of their courses in a distance education. They were selected through convenient sampling and responded to emotional intelligence Shring (1992), academic self-efficacy Jenkins& Morgan (1999) and anxiety Beck (1998) questionnaires. Data were analyzed using regression analysis. The results of this study showed that there are an inverse and significant relationship between the components of emotional intelligence and academic self-efficacy and anxiety variable, which means that by increasing the level of the components of emotional intelligence and academic self-efficacy, anxiety levels are reduced. Also, Furthermore, the components of self-awareness and social skills of emotional intelligence, and talents and components of academic self-efficacy had the highest potential for predicting anxiety, respectively. According to the results of this study and considering that the promotion of emotional intelligence and academic self-efficacy are related to the reduction of anxiety and anxiety is one of the reasons for mental health disorder and reduction of students' learning ability, these areas should be strengthened.
Mohammad Borna; Mahboobeh Fouladchang
Abstract
The purpose of this study was to examine the effect of connectives instructional method in comparison with grammar-translation instructional method on English academic self-efficacy and task valueamong students. The current study was a 2 (instructional methods) *2 (genders) factorial design with pre-post-test. ...
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The purpose of this study was to examine the effect of connectives instructional method in comparison with grammar-translation instructional method on English academic self-efficacy and task valueamong students. The current study was a 2 (instructional methods) *2 (genders) factorial design with pre-post-test. Statistical population included all the high school students in grade 3 from Ramhormoz city. Participants included students in four classes that were selected by available sampling method and then completed the part of motivational beliefs of MSLQ (1991), too. The results showed the connectivisminstructional method was significantly more effective than grammar-translation instructional method. Based on the results of this research, it is concluded that connectivism instructional method provide unique opportunities for increasing the self-efficacy and task valueof students by increasing of social interactions and diversity for choosing of tasks. Accordingly, this research suggests the application of connectivism instructional method in order to increase English academic self-efficacy and task valueas a foreign language for the students.
Asiyeh shariatmadar; arezoo amini
Abstract
The purpose of this study was to investigate the effectiveness of teaching religion-based spiritual concepts on self-esteem of elementary school students using a single-case experimental design with one month follow-up. After sampling from the community, three female primary school students who had poor ...
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The purpose of this study was to investigate the effectiveness of teaching religion-based spiritual concepts on self-esteem of elementary school students using a single-case experimental design with one month follow-up. After sampling from the community, three female primary school students who had poor or moderate self-esteem were selected in a targeted manner and received spiritual interventions for 13 sessions. In order to collect data, Alice Pop (1989) self-esteem questionnaire was used and data were analyzed by graphical analysis and determination of recovery rate. At the end of the interventions, the results of the recovery percentage of all three references indicated a significant increase in their scores in social and general self-esteem. Participants' scores increased in three dimensions of physical, educational, and family self-esteem after interventions, which indicates a positive effect of spirituality-centered education. Due to the greater resistance of these dimensions to teach, increasing the duration of interventions and involving family and school in the intervention process, a significant clinical development will be created in this dimension. Based on the results, it can be said that the teaching of religion-based spiritual concepts has influenced various aspects of self-esteem and significantly increased the social and general self-esteem of participants.
