جستجوی مقالات مرتبط با کلیدواژه « خودتعیینی » در نشریات گروه « علوم انسانی »

Free will is one of the most important issues of the philosophy of action, whose results have a significant impact on moral and educational sciences. One of the basic questions in this debate, which Allameh Tabataba`i has also discussed, is the criterion for reasonability of authority. Different explanations, however, of his point of view have been presented in this regard. Without discussing the evidence of authority, on may not present any discussion in the field. In this research, with the method of library collection and rational-philosophical analysis, the issue has been investigated from the point of view of Allameh Tabatabai. The findings of the research indicate that the proof of agency in Allameh's view is that the agent, despite having power over both sides of doing and leaving, gives necessity and existence to the action itself. Therefore, the meaning of agent`s state of being free in doing and leaving is that the doer is the determiner and necessity of the action without being under the obligating influence of another agent.

The aim of this study was to investigate the effect of two instructional approaches (game based and traditional) on physical activity, self-determined motivation and physical activity enjoyment in university students who participated in physical education classes. This study was semi-experimental. The participants included 30 male university students (mean age 20.67±1.72 years) who were selected by convenience sampling method and randomly divided into two groups: game based instruction and traditional instruction. They participated in 18 sessions (for 6 weeks and 3 sessions a week) of basketball. The data were collected by the System for Observing Fitness Instruction Time, Beurer pedometer, Intrinsic Motivation Inventory, and Self-Determination Questionnaire. Descriptive statistics, independent t test, ANCOVA, and RANCOVA were used for analysis of data. The results showed significant differences between game based and traditional groups in the duration of moderate to high intensity physical activity and the number of steps (P≤0.001). There were no significant differences in physical activity enjoyment and a sense of competence between game based and traditional groups; But there were significant differences between two groups in autonomy (P≤0.001) and belonging (P≤0.013).The results showed that game based instructional approach can enhance physical activity level and quality of motivation of university students in physical education classes.

The aim of this study is to investigate the relationship between empowerment and agility in sports boards of Isfahan city. The present study is a descriptive study of the correlation type and according to the purpose of the research, it is a type of applied research. The participants of this study includes all sports boards' employees of Isfahan city (416 people) which 201 persons were chosen in order to simple random sampling method using Krejcie & Morgan table (1970). The instruments that used to collect data were two standard questionnaires that are Spreitzer Psychological Empowerment Questionnaire (1995) and Dyer and Shafer human resources agility questionnaire (1998). Content and face validity were considered using research tools based on the theoretical foundations of professors and specialists in this field. The reliability of psychological empowerment and human resources agility questionnaires were 0.83 and 0.93, respectively, using Cronbach's alpha formula. To analyze the data, descriptive statistics (tables, mean, and standard deviation) and inferential statistics (Kolmogorov-Smirnov test, Pearson correlation, and multiple regression) were used. The results showed that a significant relationship existed between the psychological empowerment and human resources agility. As well as all components of capacity (significantly, determination, competence and effectiveness) is a significant predictor of human resources agility. So we can say with increasing levels of psychological empowerment of sports boards members of Isfahan city can increase their agility level.

The research is to investigate the relationship between perfectionism, selfdetermination and contrastive methods between sport teams. Research sample was the same as population (232 persons) and were consisted of all of the athletic students. The data was collected by three questionnaires: perfectionism multidimensional (1990), (α=0/87), Behavioral Regulation in Sport (2008), (α=0/8) and Athletic Coping Skills Inventory (1995), (α=0/896). The data was analyzed by mean, standard deviation, Kolmogorov– Smirnov, Pearson and regression by SPSS (20). There was a positive significant relationship between perfectionism (P=0/00, r=0/38) and Concern over mistakes (P =0/00, r=0/26), suspect about performance (P =0/00, r=0/17), parental expectations (P =0/00, r=0/35), parental criticism (P =0/00, r=0/35), personal standards (P =0/00, r=0/17), and organization (P =0/00, r=0/06) and contrastive methods. Also, parental expectations (β= 0/26) and parental criticism (β= 0/15) were significant predications for contrastive methods. There was a positive significant relationship between self-determination (P=0/04, r=0/13) and internal reasons (P=0/01, r=0/15), coordination's reasons (P=0/00, r=0/17), identification (P=0/04, r=0/13), adjustment avoidance reasons (P=0/00, r=0/21) external avoidance reasons (P=0/00, r=0/24). The external avoidance reasons (β= 0/20) was the only significant predication for contrastive methods. According to the results, perfectionism and self-determination were the contrastive methods for athletes.

The aim of this study was to determine the effectiveness of therapy quality of life to change psychological resilience and Self-determination school students of Khorramabad girl was depressed. This quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects that depression among female high school students of Khorramabad were selected and randomly assigned to experimental groups (health, quality of life and control were handled. Intervention in the experimental group for 8 sessions of 2 hours of quality of life were treatment. The data were collected from questionnaires Self-determination and psychological resilience in the pre-test and post-test for both test and control groups were used. Data were analyzed using multivariate analysis of covariance (MANCOVA) was performed. Covariance analysis showed significant differences between the two groups. Results showed that quality of life therapy is effective in increasing Self-determination and psychological resiliency of the school.

The aim of the present study was to compare the self-determination and its dimensions between students with and without intellectual disability. Research methodology is the form of scientific-comparison. The population of the study consisted of all students with and without intellectual disability age 14 years and older which in educated year 91-92 are educating at schools in shiraz. The participans of this study were 120 students (60 with intellectual disability and 60 without intellectual disability) with age of 14 and above, which in targeted way were selected from the school related to with and without intellectual disability students. In this research, self-determination and its dimensions were evaluated by using Self-Determination Scale (Gomezvela.et.al,2012). In order to analysis the data, two way analyse of variance and repeated measures were used. The results indicated that students with intellectual disability gain lower score in self-determination rather than student without intellectual disability. Also there were not significant difference between boys and girls in total scores of self-determination, behavior autonomy and psychologically empowered dimensions. Only in self-realization there was a significant difference between girls and boys. The other results of this research is that, among the different dimension of self-determination between two groups students with and without intellectual disability, the higher rank accrued to psychological empowerment and the lower rank accrued to behavioral autonomy. Also according to the parents education levels, there was significant difference in total score of self-determination and its dimensions between both groups of students with and without intellectual disability.

The aim of this study was to investigate the relationship between the psychological empowerment factors (meaningfulness, competency, self-determination, impact and trust) and organizational entrepreneurship in staff of physical education general administration department of Khorasan Razavi. For this purpose, 61 staff members were selected as the sample of this study. The study was descriptive correlation. Spreitzer psychological empowerment questionnaire (consisting of 18 questions) was used to collect the data of psychological empowerment factors and Samad Aghaee questionnaire was used to collect the data of organizational entrepreneurship. Pearson correlation coefficient was used to investigate the relationship between the psychological empowerment factors and organizational entrepreneurship. Also, SPSS (version 1.5) was used to analyze the data. The results showed a direct significant relationship between four psychological factors (meaningfulness, competency, self-determination, impact and trust) and organizational entrepreneurship (p<0.05). There was no significant relationship between competency and organizational entrepreneurship (p<0.05).