فهرست مطالب سیامند قادری

Social skills are developed through exposure to social environments and a part of the education process that is implicit and unteachable (hidden curriculum) available to learners. This study aimed to represent the formation process of social skills in primary school students with the focus on hidden curriculum.

Therefore, a semi-structured interview was conducted using a qualitative method based on the Foundation's data theory, using a targeted sampling of 15 elementary school teachers in Mahabad city, until the theoretical saturation of the data. Data analysis was also done by continuous comparison method, through open, central and selective coding in the form of 9 general categories and 23 sub-categories under Max Kyuda version 2020 software. The data pattern of the foundation in this study was depicted through the graphic model (outputs of Max Kyuda).

The final model in the form of contextual factors includes; family, school and peers, process factors including; interaction with the environment, skill learning, changing and modifying behavior and training methods and consequent factors; including desirable social skills and undesirable social skills were extracted and categorized based on the three elements of the Strauss and Corbin (2008) model.

The results showed that social skills in students is a multi-dimensional process that requires a comprehensive and multi-faceted look at the educational system in the form of open curricula with an emphasis on the hidden curriculum and its functions (structure of educational centers, social atmosphere and family).

Providing inclusive, sustainable, and accessible education for students with disabilities can be a result of recognizing and protecting their rights. The purpose of this study is to describe and understand the lived experience of students with physical disabilities from participation in inclusive education at the level of higher education. This research was conducted in the academic year 2019-2020 based on an interpretive paradigm and qualitative approach and using the phenomenological method of a psychological (scientific) type. From the community of physical students, 18 students with severe and very severe disabilities were selected using purposive sampling and participated in a semi-structured in-depth interview. Data analysis was performed manually, simultaneously with data collection, using the proposed Colaizzi model. Data validation strategies were performed using the methods of External checks, Member checks, allocating sufficient time for data collection, continuous conflict, and investigator triangulation. Findings were extracted in the main themes of "meaning of education", "barriers to accessibility", "education fees", "human relations" and "organizational role" and several other sub-themes. The results show that despite the strong internal motivation of students with disabilities to prove their abilities, as well as the supportive communication space in informal groups, this is a disabling academic environment and organizational neglect that is a strong barrier against students with disabilities and prevents the realization of the goals of the social model of disability and inclusive education. The results warn that the lack of adaptation of the university environment will lead to the failure of the experienced curricula of students with physical disabilities.

The purpose of this study was to analyzing the Teachers' Views on Schools Student with Special Needs in Order to Provide Policy Advice.

The present study was conducted using a qualitative approach with the aim of analyzing the views of school teachers teaching special need Students in East Azerbaijan Province. Data were collected by semi-structured interviews from 16 teachers by targeted sampling method and analyzed by thematic analysis method.

The research findings indicated that the views of school teachers on students with special needs can be categorized into four main themes and 18 sub-themes. The main topics include issues related to school teachers, students with special needs, characteristics of students with special needs, educational constraints, and socio-cultural issues. Sub-topics are also described in detail in the text of the article.

According to the research findings, the measures taken in the field of general education policy have not gone well and the advancement of issues in this field requires the serious attention of the officials.

The aim of this study was to investigate the relationship between educational interactions and academic satisfaction with students’ research self-efficacy. The research population is graduate students of all faculties of basic and engineering sciences of University of Tabriz. Using stratified sampling method in a manner commensurate with the size of the population, 335 people were selected as the sample. Research data collection tools include standard questionnaires of educational interactions (2015), satisfaction with education (2012) and research self-efficacy (2011). The reliability of the research questionnaires based on Cronbach’s alpha coefficient was 0.89, 0.86 and 0.93, respectively. The research method is applied in terms of purpose and based on how the data are collected is a descriptive correlation. Findings show that there is a significant positive relationship between student-student interaction, student-teacher interaction and student-content interaction, as well as educational facilities, curriculum, teaching and learning, university atmosphere, office facilities and policies and procedures with students’ research self-efficacy. Findings indicate that the components of educational interactions as well as the components of policies and procedures, curriculum, questions, educational facilities, teaching and learning from the variable of academic satisfaction can explain students’ research self-efficacy. it can be concluded that interpersonal interactions between students and professors with them, educational policies adopted in the student environment as an important factor in student research self-efficacy. Therefore, it is suggested that officials and professors dedicate part of the educational activities of universities to increasing positive educational interactions and preparing and setting desirable policies so that an important step can be taken in this direction to improve students’ research self-efficacy.

This study was conducted to determine the relationship between educational burnout and academic engagement through mediating critical thinking variable with students' educational performance.

The present study is applied in terms of purpose. it is a description of the type of correlation (in the form of a structural equation model) The statistical population studied in this study includes all male students of the secondary education of high school in the East Azerbaijan province during the academic year 2018-2019. The estimated statistical sample size of the population was 18 classes (equivalent to 382 people) who were selected by cluster random sampling. Data were collected using the academic burnout (Bresó et al, 1977), academic engagement (Zarang, 2010), and Critical Thinking (Ricketts, 2003) questionnaires. 

The results showed that there is a significant relationship between educational engagement and critical thinking (p:0/0001; B:0/747); educational burnout and critical thinking (p:0/0001; B: -0/114); educational burnout and educational performance (p:0/0001; beta: -0/594); Critical thinking and educational performance (p:0/0001; B: 0/225); and the educational engagement and academic performance (p:0/0001; B: 0/319). The variables of educational engagement, critical thinking, and educational burnout were the most important factors in improving students' academic performance, respectively.

Therefore, in order to improve academic performance, students' educational engagement should be increased, and by planning and applying basic strategies to prevent students' academic burnout

This study was undertaken to investigate the relationship between critical thinking tendency, academic optimism, and teaching philosophy among senior secondary school teachers. The research design was descriptive-correlational and random stratified sampling method was utilized to draw the sample (114 subjects). The research instruments consisted of Critical Thinking Disposition Questionnaire (Ricketts, 2003), Academic Optimism Scale (Beard et al., 2010), and Educational Philosophy Survey (Sadker & Sadker, 1997) whose validity and reliability were confirmed. The collected data were analyzed using Pearson correlation coefficient and multivariate regression. Results demonstrated that there was a positive, significant relationship between the efficiency dimension of the component of academic optimism and educational philosophies of Perennialism, Progressivism, and Reconstructionism, and between the dimension of trust in parents and students and educational philosophies of Essentialism, Perennialism, Progressivism, and Existentialism, as well as between the dimension of academic emphasis and educational philosophies of Progressivism and Reconstructionism. Furthermore, it was found that there was a positive, significant relationship between innovativeness component of critical thinking tendency and educational philosophies of Perennialism,  Progressivism, and Reconstructionism, and between the dimension of cognitive maturity and educational philosophies of Essentialism, Perennialism, and Existentialism, as well as between the engagement dimension of commitment from the component of critical thinking tendency and educational philosophies of Essentialism, Perennialism, Progressivism, Reconstructionism, and Existentialism. Based on the findings, the share of the components of commitment (0.40) and trust in parents and students (0.260) was more than other components of critical thinking tendency and academic optimism in the explanation of the philosophies of education.

The purpose of this study was to determine the multivariate relationship between hidden curriculum and academic excitement, academic vitality and academic well-being in students. The research method of this study is purposeful, practical and in terms of data gathering, it is one of the multivariate co relational predictive researches. The statistical population of the study consisted of the students of basic science and humanities of Tabriz University. Based on Cochran's formula, 222 individuals (50 chemistry and 172 education science) were estimated and selected by random sampling. Required data using standard hidden curriculum questionnaires (Akbullot & Arsalan, 2016); Academic Excitement (Pekran, 2005); Academic Vitality (Hossein Chari & Dehghanizadeh, 2012); And Fialto (2014), whose validity was confirmed by two convergent and divergent validity criteria using partial least squares method and their reliability using Cronbach's alpha coefficient 95%, 98%, 92%, respectively Percentage and 93 were obtained. Structural equation modeling and multiple regression analysis were used for statistical analysis. The results showed that there is a relationship between hidden curriculum and academic excitement, academic vitality and academic well-being.

This study aimed at studying the relations between creativity of male and female high school students majoring at Humanities, Mathematics or Science with their academic achievement. 320 students (176 male and 144 female) were selected through cluster sampling who responded to creativity questionnaire. Academic achievement was measured by students’ GPA. Data were analyzed through Pearson Correlation Coefficient, Stepwise regression Analysis and Analysis of Variance. Results revealed Fluidity and Expansion, as components of creativity, were respectively the most powerful predictors of academic achievement. Multivariate Analysis of Variance showed components of creativity were not different by students’ major of study. Additionally, results of Analysis of Variance indicated there were no gender differences in components of creativity. This research provides useful and effective evidence to principals, teachers, and educational planners that forces them to pay special attention to creating an environment based on mutual trust and respect in schools, and that they have an understanding of ability. Have different people and talents and pay attention to these individual differences in teaching, evaluation and academic guidance, and allow the student to express and develop his / her abilities. This personal and individual attention to and providing a relatively calm atmosphere enables students to discover themselves, which may lead to the concept of self-concept, and apart from this growth and flourishing, individual skills affect academic performance.