فهرست مطالب کامران مالکپور لپری

The purpose of the current research was to investigate the attitude of English language teachers toward the interactions of educational elements in traditional, electronic and combined education. This research is a quantitative survey study. The statistical population of the present study includes English language teachers in Isfahan city in the academic year of 2021-2022. Using available sampling method, 150 of them were selected as the research sample. Karimi et al.'s (2019) Educational Elements Interaction Questionnaire was used to collect data. The content validity of the questionnaire was evaluated by educational science experts and English teachers and its reliability was estimated using Cronbach's alpha test. Research data were analyzed based on Student's t-test to compare averages and Friedman's test to rank teaching methods. The findings of the research showed that the attitude of the teachers regarding the interaction of educational elements with various traditional, electronic and combined teaching methods is favorable (p<0.05). In addition, the results regarding the ranking of the three teaching methods showed that combined, electronic and traditional methods in interaction with educational elements are ranked first to third. According to the results of the study, it is suggested that the administrators of the education system pay more attention to electronic education methods for teaching language lessons.

The aim of the present study was the mediating role of procrastination and academic involvement in the academic stress model based on cognitive-emotional regulation. This research is a correlational study in terms of practical purpose and in terms of data collection method. The statistical population of the research included the students of a military university in Tehran in the academic year of 1400-1401. Among them, 374 people were randomly selected as the research sample using available sampling method. The tools used to measure the findings in this research included Rio's academic engagement (2013), Garnevsky et al.'s (2001), academic procrastination by (1984), and Godzilla's academic stress (1991). Validity The form and content of this tool were confirmed by experts in this field and their reliability was used based on Cronbach's alpha test. Mean, standard deviation, kurtosis and distribution matrix were used to describe the research conditions, and path analysis and structural equation model were used in SPSS and LISREL software to generalize the sample data to the population and check the research model. The research findings indicate that the direct effects of academic stress on academic procrastination, academic involvement and cognitive regulation of emotion, the direct effect of academic procrastination on cognitive regulation of emotion, and the direct effect of academic conflict on cognitive regulation of emotion are all at the 0.01 level of significance. they have In addition, the structural equation test confirms the mediating role of procrastination and academic engagement in the academic stress model based on cognitive-emotional regulation.

A brief look at the history of the country's education system and attention to the researches conducted in this field show the facts that the practical and theoretical learnings from these trainings for the training of professional citizens are in line with the existing facts regarding the professional citizenship of the advanced countries of the world. it is different. On the other hand, nowadays, promotion and development of professional citizenship in education and training, as one of the most important components of management infrastructures, has been given a lot of attention and emphasis. Therefore, various researches have been conducted on professional citizenship training, which have resulted in different results. Therefore, the aim of the current research is to identify the dimensions and components of professional citizenship in the education system. This research was carried out with a qualitative approach and using a systematic review method. The statistical population of this research includes the studies conducted in the field of professional citizen in education between 1390 and 1401, which were published in reliable websites and quarterly journals. Based on this, 25 authentic scientific documents were selected as the research sample using the theoretical purposeful sampling method. In order to analyze the findings, the open and axial coding method was used. According to the research findings, professional citizen includes 32 components and 14 dimensions. Therefore, it is suggested that the education and training organization pay special attention to their educational, family, cultural and social issues in order to educate students for professional citizenship.

The purpose of present study was to investigate the mediating role of resilience and academic self-efficacy in the causal model of the effect of teacher-student interaction on academic engagement of Kharazmi University students.

The method of this research is applied in terms of purpose and it is correlational studies in terms of data collection method. The statistical population of this study includes 14542 students of Kharazmi University in the second half of the academic year 2021-2022. In this study, 374 students were selected as a research sample by convenience sampling method. Rio’ Academic Engagement Questionnaire (2013), Samuels Resilience (2009), Murray-Zovich (2010) Teacher-Student Interaction, and Jenks & Morgan (1999) Academic Self-Efficacy Questionnaire were used to collect data. Path Analysis Method was used to analyze the research data through AMOS software.

The results show that the research model has good fit with data.  In this model, teacher-student interaction has a direct and significant effect on academic resilience, self-efficacy and academic engagement (p <0.01). In addition, the effects of academic resilience on academic engagement and academic self-efficacy on academic engagement were significant (p<0/01); and teacher-student interaction had indirect and significant effect on self-efficacy and academic resilience.

Therefore, according to the obtained results, it is obvious that constructive interaction between teachers and students increases their resilience, self-efficacy and academic engagement.

 One of the common problems that universities face globally is the social responsibility of the university. Today's managers must know the general social dimensions of their profession and be ready to face their social environment. The purpose of this study is to analyze the relationship between social and moral intelligence and social responsibility of managers of public universities.

 The research method is quantitative and correlational. The statistical population of this study includes the directors of public universities who were employed in 1399-1400 SH. A total of 103 people were selected by simple random sampling method based on Morgan table as the research sample. Social intelligence questionnaire, social responsibility questionnaire and moral intelligence questionnaire were used to collect data. The validity of the present questionnaires was confirmed by experts in this field and the reliability of the social intelligence questionnaire was 0.93, responsibility 0.92 and moral intelligence 0.91 using Cronbach's alpha. Descriptive and inferential statistics and structural equation modeling were used to analyze the data using Spss, Lisrel and Amos software.  

Ethical Considerations: 

In this research, honesty and trustworthiness was respected, and the participants answered the questionnaires with the knowledge of the goals of the research.

 The results of the research show; There is a positive and significant relationship between social intelligence and responsibility. Also, There is a significant relationship between moral intelligence and responsibility and social intelligence and moral intelligence among managers.

 According to the research findings, it can be concluded that by strengthening and improving social and moral intelligence, steps can be taken to improve and strengthen the social responsibility of university managers.

The aim of this study was to explain the components of the curriculum based on skills in higher education, with a qualitative approach, using a systematic review of previous studies and the seven-step meta-combination method of Sandlowski and Barso (2007). For this purpose, first with the aim of determining the direction of the study, research questions were determined and then in order to collect information to answer research questions, by reviewing valid scientific studies in the field of skills and job creation curricula, 87 related articles were identified. Overall 22 scientific articles were selected as the research corpus based on quality evaluation criteria, and they were analyzed during three coding steps. The two methods of quality assurance of kappa and cohen and sufficiency in theoretical foundations have been used to evaluate the reliability and validity of the research findings. Based on the research results, 390 open codes, 26 core codes and 5 selected codes including individual requirements, educational requirements, environmental requirements, university requirements and educational and research requirements were identified. The findings of this study could be applied in higher education policies to improve skills training curricula in higher education.

Social responsibility is an ethical framework for any individual or organization to be sensitive to social, cultural, economic, and environmental issues. Striving for social responsibility helps individuals, organizations and governments to play a positive role and impact on the sustainable development of a society. The purpose of this study is to analyze the relationship between social and moral intelligence and social responsibility of university administrators. The research method is quantitative and correlational. The statistical population of this study includes university administrators who were serving in 1399-1400, 103 people were selected as a research sample by simple random sampling method based on Morgan table. Data were collected using Silvera, Martin Usain and Dahl (2001) Social Intelligence Questionnaire, Obaysat Social Responsibility Questionnaire (2017) and Shawara (2017) Moral Intelligence Questionnaire. The validity of the present questionnaires was confirmed by experts in this field and the reliability of the social intelligence questionnaire was 0.93, responsibility 0.92, and moral intelligence 0.91 using Cronbach's alpha. Descriptive and inferential statistics and structural equation modeling were used to analyze the data using Spss, Lisrel and Amos software. The results of the research show; There is a positive and significant difference between social intelligence and responsibility. Also between moral intelligence and responsibility; There is a significant relationship between social intelligence and moral intelligence among managers.

The aim of this study was to investigate the relationship between Professors' educational justice and Educational Cheating and Educational citizenship behaviors in students. The outline of the quantitative research and its method is a description of correlation. The statistical population of the study all students of Kharazmi University of Tehran in the year 2020-21, and their number was 14542 person. Research sample A total of 375 students were selected through simple random sampling. Three researcher-made questionnaires, Educational Justice (EJQ), Educational citizenship behaviors (ECBQ) and Educational Cheating (ECQ) were used to collect information. The validity of the content and face validity of the tools was reviewed and confirmed by five professors and experts in this field. Also, their reliability was obtained using Cronbach's alpha coefficient, which was calculated to be 0.93, 0.91 and 0.96 for each questionnaire, respectively, which indicates the confirmation of the reliability of the research measurement tool. Statistical tests were used to analyze the data. In this study, Pearson correlation coefficient, simple linear regression, structural equation model analysis and F and T tests were used through SPSS and AMOS software. Findings show that there is a negative and significant relationship between educational justice and Educational Cheating and Educational citizenship behaviors. Other findings indicate that the variable of educational justice is a good predictor of the variables of Educational Cheating and Educational citizenship behaviors of students. Also, the results of the structural equation model show the positive effect of educational justice on Educational citizenship behaviors, and the opposite effect on Educational deception. In other words, the educational justice of professors plays an important role in reducing Educational deception and respect, observance of conditions and attention to the needs of students by professors, leads them to desirable and fair behaviors and creates a sense of value and self-confidence in students.

The purpose of this study was to investigate the components of a sustainable university in Allameh Tabatabai University and to provide solutions to improve it. The research method was descriptive-survey. The statistical population of all faculty members and doctoral students of Allameh Tabatabai University was 2906 people, of which 340 people were selected by Cochran's formula by simple random method. For data collection, the questionnaire of Sustainable Property Universitymalekinia (2014) with Cronbach's alpha of 0.92 was used. For data analysis, confirmatory factor analysis, one-sample t-test and independent t-test were performed in accordance with the research questions of Friedman test. The results showed that the current situation of Allameh Tabatabai University in terms of sustainable education and research system components in a favorable situation, sustainable management system in a relatively favorable situation and in the components of a sustainable environment system, financial transparency and sustainable specialized services in an unfavorable situation has it. Also, the current situation of Allameh Tabatabai University, in the view of doctoral students in terms of sustainable education in good condition and in dimensions, sustainable management, sustainable specialized services and financial transparency in relatively good condition and in dimensions, sustainable research and environmental management in unfavorable situation contract. Also, the findings showed that there is a difference between students and faculty members in terms of dimensions of sustainable education system, sustainable research system, sustainable management system and sustainable environment system and no difference was observed in the other two areas, financial transparency and sustainable specialized services.

In order to achieve the goals of real and sustainable development, every society needs the interaction and continuous action of two scientific and technical institutions that are formed in the form of universities and industry. Due to the organic relations of these two institutions that form a single system, a violation in each of them causes a violation in the whole system. The present study tries to identify the challenges and barriers of the relationship between industry and academia from the perspective of industry managers and university professors with an interpretive approach. The research approach used is qualitative methodology and ethnographic method has been used to conduct research operations. The data of this study were collected using participatory observation, semi-structured interview technique and document analysis and then combined using triangulation technique. The sampling method used in this study is qualitative-purposeful sampling and using the theoretical saturation index, 15 university professors and 10 industry managers were interviewed as a research sample. Their attitudes and views on the challenges and barriers to communication between industry and academia were examined. The main findings of this study using contextual theory include categories such as weakness in context and support, lack of knowledge and skills, lack of efficient management system, reluctance to communicate, lack of appropriate culture and beliefs, inflexibility of structure. Processes are the inability to network. According to the research, all these categories can be placed under the category of industry-university relationship challenge.

In recent decades, organizations have moved from the concept of comprehensive quality to the concepts of organizational learning, intelligence, and forgetfulness, and continuous improvement globally to maintain their competitive position. The aim of this study was to determine the relationship between organizational intelligence and learning with organizational forgetfulness in a navy hospital.

The statistical population included Iranian employees of a navy hospital, of which 320 people were selected by simple random sampling. Albrecht organizational intelligence questionnaire, Neef organizational learning questionnaire, and Halen & Phillips organizational forgetfulness questionnaire were used to collect data. Data were analyzed with SPSS-18 software.

The results indicate that in general, organizational intelligence and learning predict organizational forgetfulness. Each of the components of predictive variables, organizational learning (R=0.38) and organizational intelligence (R = 0.57) positively and significantly predicts the criterion variable, i.e. organizational forgetfulness.

Organizational intelligence and learning have a positive and significant effect on organizational forgetfulness. Employers need to motivate and encourage employees in the organization, leading them to purposefully forget old and outdated knowledge. Also, employees should be guided to acquire, distribute, transfer and apply existing useful knowledge, new knowledge as well as implicit knowledge.