فصلنامه پژوهش در نظام های آموزشی
پیاپی 41 (تابستان 1397)

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. Tottaly, internal assets more than external assets expiained wisdom in the students.

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 is 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.

One of the components of Iran's higher education system is the Ministry of Science, Research and Technology, which, as its management and management, plays a direct role in the overall quality of the country's higher education system. Good governance provides a model for the Ministry of Science to be able to effectively and 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 respond to the great demands of the higher education stakeholders. Therefore, the purpose of this study is to develop a good governance model in the Ministry of Foreign Affairs 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 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.

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 is effective in student interpersonal forgiveness.

The purpose of this study was to design a critical thinking pattern based on Vygotsky's constructivist theory and its impact on critical thinking of students. In this study, two methods of qualitative and semi-experimental content analysis with pre-test and post-test design with control group were used. The Watson-Glazer Critical Thinking Test was used to study the effect of Critical Thinking Education based on Vygotsky’s constructivist theory on critical thinking of students. Statistical population of this study included all articles that could be downloaded through reputable databases and also all female Fifth grade students studying in elementary schools in Tehran during the academic year 2016-2017. In this research, 34 articles have been selected through targeted sampling and by using random cluster sampling, 66 students were selected as sample size. The findings indicate that according to the content analysis, three classes of teacher role, learner's role and role of knowledge were obtained as a result of further analysis on the inferences obtained in all three classes, the components of the model were obtained which is presented in the model. The results also showed that the experimental group, in comparison with the control on average, in the critical thinking test, they earned 23.7 points, This difference is significant at 1% level. The proposed educational model has the effectiveness of teaching critical thinking to students, and it increases the students' critical thinking.

Anxiety is one of the most common psychiatric disorders, and in severe condition, the continuous behavior of a person is disturbed and the logical response is prevented. Therefore, the purpose of this study was to examine the relationship between self-efficacy, emotional intelligence and anxiety in students. This research was conducted in a descriptive-correlative way in the academic year 2015-2016. The research sample consisted of 196 students who passed electronically some of their courses in a distance education. They were selected through convenient sampling and responded to emotional intelligence, academic self-efficacy and anxiety questionnaires. Data were analyzed using t-test, variance analysis, simple and multiple regressions. The results of this study showed that there is an inverse and significant relationship between academic self-efficacy, emotional intelligence and anxiety variable, which means that by increasing the level of academic self-efficacy and emotional intelligence, anxiety levels are reduced. Also, academic self-efficacy has a greater strength in interpreting the variability of anxiety scores compared to emotional intelligence. Furthermore, among the components of emotional intelligence, social skills dimension has the highest reverse relationship with anxiety. 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

The purpose of this study was to examine the effect of connectivism instructional method in comparison with grammar-translation instructional method on English academic self-efficacy and task value among 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 connectivism instructional 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 value of 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 value as a foreign language for the students.

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.