جستجوی مقالات مرتبط با کلیدواژه "موانع خانوادگی" در نشریات گروه "علوم انسانی"

The purpose of this article is to investigate the obstacles to obtaining the necessary points to promote the academic rank of women faculty members in the framework of the "Regulations for the promotion of the academic rank of faculty members." The research method is descriptive survey and the data collection tool is a researcher-made questionnaire with 30 items. The validity of the questionnaire was confirmed by experts and its reliability was confirmed by calculating the Cronbach's alpha coefficient. This coefficient was obtained as 0.91 for the whole scale. The statistical sample includes  71 women faculty members of state universities. For this purpose, 6 main universities were selected and by collecting the email address of the target community, an online questionnaire was sent in Google Form and data was collected. Data analysis showed that female academics placed the challenges of obtaining "executive activities" points in the first rank and the "research activities" points in the second rank. The challenges of earning points in the "cultural" and "educational" duties of the faculty member are of third importance. On the other hand, the two variables "family issues" and "organizational issues" at the same level, prevent the necessary points from obtaining the necessary points of the four axes of the bylaw, and with a large distance from these two variables, there are "individual and personality" factors of women. In this article, it is concluded that women with real obstacles due to engaging in family roles and mainly cultural characteristics of the university organization in an unequal competition with men in order to obtain the necessary points provided in the promotion regulations.

Children’s questioning is the beginning of awareness and thinking and the family plays a significant role in its development. Negative or neutral attitude towards this issue hinders children’s questioning. This study aimed to identify family barriers to student questioning in primary school. This was a descriptive-analytical study which was carried out with an exploratory approach. The population of the study comprised all sixth grade students in Qom (N= 16150). Using Krejcie and Morgan table and multi-stage cluster sampling method, 427 students were selected as the sample. The instrument included a researcher-made questionnaire on family barriers to student questioning. The validity of measure was evaluated by academics and experts and its reliability was confirmed using Cronbach's alpha test (0.79). The collected data were analyzed by factor analysis. The results showed that “not encouraging children to ask questions and not assisting children in scientific issues” (factor loading= 2.964 and explained variance=19.429 percent) and “rigor and strict control of children’s activities at home” (factor loading=0.755 and explained variance= 6.086 percent) were the most and least influential barriers to student questioning. In general, the findings indicated that the family has failed to fulfill its significant role in promotion of children reflection, critical thinking, and questioning.