پژوهشنامه تربیتی
سال چهاردهم شماره 1 (پیاپی 57، زمستان 1397)

implicationsThe purpose of this research is to explore John Davie's Philosophical and Educational Ideas. In this research, the researcher has used the qualitative content analysis methodology to deduce the philosophical (anthropological) and educational foundations (principles of activity, freedom, social, interaction, goal). The field of research of all narrative texts, researches and documents related to the aforementioned principles, selected from among available sources, principles of philosophy, educational traditions. Data mining was used to search the data using two methods of vocabulary and meta-analysis. Data collection in this research was done using electronic resources and documentary and vector scanning methods. The data analysis in this research is based on an interpretive descriptive approach that was performed using open coding, axial coding and selective coding, and ultimately these findings were obtained. Human life involves interacting with the environment, and human being is a social being, and knowledge is the result of the influence of the individual with the environment. Also, human nature is compatible with freedom, and in accordance with the educational ideas of Dewey Cook, he has to work freely from the very beginning of his life, and experimenting with the issues himself and studying the right way of life

Psychological well-being effect on many aspects of life and have an important role in health and quality of life. As a result, present research aimed to determine the relationship between social support and attachment styles with psychological well-being of university students. This study was a cross-sectional from type of correlation. Research population was included all university students of Islamic Azad University of Rasht branch in 2016-17 academic years which from them 384 people were selected by multistep cluster sampling method. To collect data used from the questionnaire of Vaux & et al social support (1986), Collins & Read attachment styles (1990) and Ryff & Singer psychological well-being (2006). The data were analyzed by Pearson correlation coefficient and multiple regression with using SPSS-23. The findings showed that social support and secure attachment style have a positive and significant relationship with psychological well-being of university students and avoidance and ambivalent insecure attachment styles have a negative and significant relationship with psychological well-being of university students. Also, the variables of social support and attachment styles significantly predict 46/5 percent of psychological well-being of university students (P<0/05). Therefore, counselors and therapists to improve the psychological well-being of university students by the workshop can increase the rate of social support and secure attachment style and decrease the rate of avoidance and ambivalent insecure attachment styles.

Academic achievement is one of the indicators of the academic success and development of societies. The aim of this study was to explain a model of causal prediction of students' academi achievement based on hardiness and perception of the classroom environment by mediation of the academic engagement. Research method was correlation. A sample size of 300 of all (1411) male and female students of the third grade in empirical science course of high school in Dezful in 1393-94 was selected using multi-stage random sampling. They answered Kobasa.'S hardiness questionnaire (1994), Reliability =0/68,Index fit (GFI=0/93, RMSEA=0/074), Gentry, Gable and Rizza perception of the classroom environment (2002), Reliability=0/81, (GFI=0/93 (RMSEA=0/063) and Pintrich & De Groot academic engagement (1994), Reliability=0/90, (GFI=0/94, RMSEA=0/058).The data analyzed by structural equation modeling. Results showed that model, was good fit by data. Direct effect of the academic engagement on academic achievement was0/32, perception of the classroom environment on academic engagement was 0/758 and Indirect effect of the perception of the classroom environment on academic achievement by mediation of the academic engagement was0/24, which all (p<0/0001) were meaningful. Effect of the hardiness on academic achievement was -0/29 (p<0/0001) and meaningful. On the whole, hardiness and perception of the classroom environment explained16/7% of the variance of academic achievement and perception of the classroom environment explained 57/9 % of the variance of academic engagement. Thus, it is necessary that planners and teachers provide opportunities for activating and benefiting from challenging assignments for students.

The aim of this study is the investigation of the relationship between management by value and organizational excellence in Mazandaran Islamic Azad University. This study is objectively application AL and methodologically correlational descriptive. Statistical population of this study includes all faculty members with the rank of Assistant professor Associate professor and professor that were 472. Statistical samples were 212 and selected by the use of Cochran formula and they have been chooser by random stratified sampling. We have used researcher self-made question air of management by value and standard question air of EFQM model. For gathering data congestive and formal validity have been approved by experts and authorities its reliability was achieved by Cronbach's Alpha formula and they were 0/98 and 0/97 respectively. We have used descriptive statistical and deductive statistical (regression and Pearson correlation test) for data analysis. Results showed that there are a significant relationship and positive correlation between management by value and organizational excellence. There is also a positive and significant relationship between management by value dimension (strategic, operational, social and personal) and organizational excellence. These dimensions dedicated 80.6 percent of organizational excellence changes to one personal values have the most important role in predicting organizational excellence, and social, operational and strategic dimensions are respectively in the next ranks.

Intellectual capital is an intangible asset that can be considered as a source of sustainable competitive advantage. Therefore, the aim of present research was predicting the intellectual capital based on spiritual intelligence, social capital and knowledge management in university students. Design research was a descriptive from type of correlation. The population was university students of Islamic Azad University of Tehran city in 2017-18 academic years that from them 600 people selected by multistep cluster sampling method. Research tools were the questionnaire of intellectual capital (Bontis, 2001), spiritual intelligence (AbdollahZadeh & et al, 2009), social capital (Pajak, 2006) and knowledge management (Probst, 2000). Data were analyzed with using SPSS-23 software and by Pearson correlation coefficient and multiple regression with enter model. The results showed that spiritual intelligence, social capital and knowledge management had a positive and significant relationship with intellectual capital in university students. The prediction variables means spiritual intelligence, social capital and knowledge management significantly could explain 51/1 percent of variance of intellectual capital in university students (P<0/01). As a result, to increase the intellectual capital in university students can promote the rate of their spiritual intelligence, social capital and knowledge management via workshop.

Students with learning special disabilities due to differences with ordinary students and other exceptional students need to design curricula. Therefore, present research aimed to investigate the validation the elements of restorative curriculum for primary elementary students with special disabilities in learning from the viewpoint of curriculum experts and relevant teachers in east Azarbaijan province. Research design was a descriptive from type of survey. The research statistical population was curriculum experts and primary elementary teachers of west Azarbaijan province in 2016-17 academic years which based on Morgan's table 40 curriculum experts and 212 teachers were selected by random sampling as a sample. To collect data used from interview and research-made questionnaire that the validity of questionnaire was confirmed by five curriculum experts and its reliability was calculated by Cronbach's alpha 0/85. The collected data were analyzed by descriptive statistics and chi-square test methods. The findings showed that all elements of restorative curriculum, namely the purpose, content, teaching-learning methods and evaluation methods were confirmed from the viewpoint of curriculum experts and relevant teachers and there was no significant difference between the opinions in these groups (P>0/05). Therefore, it is suggested that considering to the elements of a validated restorative curriculum in present research can design and develop a curriculum for primary elementary students with special disabilities in learning.

This research was aimed to investigate the ability of preschool children to distinguish among gifts, shopping and borrow. Present research was applied from type of quantitative. Research statistical population was preschool children of Pakdasht Township in 2017-18 academic years. The research sample consisted of 25 people (10 girls and 15 boys) who were selected by random cluster sampling method. To collect data was used from structured interview about the concepts of gifts (take with you right of object), shopping (ownership right of object) and borrow (use right of object). The face and content validity of interview questions was confirmed by the experts and its reliability was reported desirable by method of examiners. To analyzed data used from one-sample T-test and SPSS-19 software. The results showed that preschool children understand that in borrow only have the use right of object, but don’t have ownership right and taken with you right of object. Also, in shopping and gifts have the use right, ownership right and taken with you right of object. In addition, ownership right and taken with you right in gifts and shopping significantly was higher than borrow and there was no significant difference between the rate of them in gifts and shopping. There was no significant difference between the use right in gifts, shopping and borrow (P>0/05). According to the results, it is recommended that to preschool children be trained distinguish among use right, ownership right and taken with you right based on the concepts of gifts, shopping and borrow.

The purpose of this study was to determine the effectiveness of cognitive-behavioral therapy on the self-management capacity and marital commitment of couples referring to counseling centers. The population of this study was all couples who referred to the Semih Consulting Center during the 3-month period of the month of the month until the end of February. The available sampling method was selected as a sampling method. In the present study, cognitive-behavioral skills training package and two self-management capacity questionnaires (1988) and Adams and Jones (1997) marital commitment were used. The results of co variance analysis showed that post-test scores in the experimental and control groups with the elimination of the effect of pre-test scores Significantly, self-management, (P = 0.03, F = 2.4) and marital commitment (P = 0/20 = 5/20 = 0) are different. Other results showed that the effect of cognitive-behavioral skills training on increasing self-management capacity (η2 / 0/32) and increasing the marital commitment was 0.35. Accordingly, it can be concluded that couples can increase their self-management capacity and marital commitment by changing their fundamental thinking and beliefs from negative to positive by teaching cognitive-behavioral skills.