جستجوی مقالات مرتبط با کلیدواژه « دانشجو-معلمان » در نشریات گروه « روانشناسی »

The current research is a description of the type of correlation and the statistical population of all student teachers of Farhangian University of North Khorasan province, numbering 688 people, based on Morgan's table, the number of 248 people was estimated, who were selected by a relative stratified random method. In this research, J. Smith's Philosophical Mindset Questionnaire (1999), with Cronbach's alpha value of 0.788, Pintrich and DeGroot's Learning Strategies Questionnaire (1990) with Cronbach's alpha of 0.83 were used as data collection tools. The validity of the research was of the type of content that was approved by the experts, which was analyzed using spss software version 22. Pearson's correlation coefficient and multivariate regression were used to test the research hypotheses. The results showed that there was a significant positive relationship between comprehensiveness, reflection and flexibility with learning strategies with correlation coefficients of 0.318, 0.245 and 0.223 respectively. Also, there was a significant positive relationship between self-efficacy, internal evaluation, and exam anxiety with learning strategies with correlation coefficients of 0.359, 0.339, and 0.337, respectively. The results of multivariate regression analysis showed that the variables of self-efficacy, exam anxiety, internal evaluation, and comprehensiveness can change strategies. They explain learning and other variables such as concentration and flexibility do not have significant explanatory power.

In recent years, book reading has taken steps backwards against the expansion of the functions of technologies, therefore, efforts should be made to use the opportunities of virtual space to promote the culture of reading books in this situation. Therefore, the main purpose of the research is to examine the opportunities and threats of technologies in promoting the reading culture based on the perspective of the student teachers of Farhangian University of Isfahan. The research method was descriptive-survey, the statistical population included students and teachers of Farhangian University of Isfahan. Using stratified random sampling, 342 of them were selected as a sample. The measurement tool is a researcher-made questionnaire, including 46 questions, based on a 5-point Likert scale, which measures the opportunities and threats in three cognitive, emotional and behavioral areas of reading. The analysis of data, in two levels of descriptive and inferential statistics, showed that the most important cognitive opportunities of technologies: diversification into educational and leisure-oriented activities, in the emotional field: the desire for proper content creation and separation of subjects, and in Behavioral area: diversifying students' free time. The most important threats, in the cognitive field: the weakening of understanding and memorization, in the emotional field: reducing thinking and meditation on issues and following unreliable sources in the media, and in the behavioral field: creating a ground for separation from teachings. It is the original of the books.

The aim of this study was to examine the prediction of personality disorders based on complex trauma and object relations with the mediating of ego empowerment. The research method was descriptive-correlational. The statistical population of the present study was all male and female undergraduate students of Shahid Rajaee Teacher Training University in Tehran in the first semester of the academic year 2020-2021. A total of 161 girls and boys participated in this study by available random sampling method. To collect research data, Scales of Personality Questionnaire (SCID-II), Bell Object Relationship Questionnaire (BORI), Childhood Trauma Questionnaire (CTQ) and Ego Empowerment Scale (PIES) were used. The collected data were analyzed through Pearson correlation coefficient and path analysis. The findings showed Complex trauma and object relationships with the mediating role of ego empowerment predict personality disorders in student-teachers. And there is a relationship between personality disorders and complex trauma, between personality disorders and object relationships, and between personality disorders and ego empowerment in student-teachers. Also, object relationships with the mediating role of ego empowerment predict personality disorders in student-teachers. In general, when a childhood complex trauma and weak object relations with parents develops in the student teachers, the ego also grows poorly, and as a result, the student teachers are exposed to personality disorders

Competency-based curriculum is one of the new approaches in the field of education that can provide the basis for the growth of learners; Therefore, the main goal of the current research was to identify the requirements for implementing a competency-based curriculum for student teachers at Farhangian University in social studies.

This research, which is applied in terms of purpose and quantitative and qualitative (multi-method) in terms of method, quantitative descriptive survey method was used to determine the validity of the questionnaire and qualitative content analysis method was used to identify the requirements of curriculum implementation. The data collection techniques were a questionnaire designed to determine CVR and CVI content validity, which was sent to 11 professors of curriculum planning, sociology, and Farhangian University, and 30 items were approved; And after that, during face-to-face and telephone interviews, interviews were conducted with 9 professors of sociology, curriculum planning and professors of Farhangian University. Data analysis was analyzed using Max Kyoda qualitative data analysis software and coding method.

The findings showed that the requirements for the implementation of a competency-based curriculum in the social studies course include: requirements for student teachers to familiarize themselves with their role, emphasis on the central issue, attention to the role of scientific awareness, emphasis on active teaching methods, individual differences of learners, attention to Values and norms, effective interaction in learning, evaluation, development of various skills, attention to social issues, exploration, content of books and research are central.

The results of this research can be used for professors and curriculum planners of social studies course as well as professors and student teachers of Farhangian University.

Financial literacy, which means having knowledge, attitudes, and behaviors related to this area, is of double importance for young people, especially students who are moving from dependence to independence, and their financial mistakes will have continuous consequences in their future. Despite the importance of measuring and evaluating financial behaviors, there is a research gap in the field of investigating this issue in the studied society.

The purpose of this research was to measure the level of financial literacy of student-teachers at the Farhangian University of Gilan and to analyze the relationship between several psychological and demographic variables with it.

The present research was descriptive and surveys study. The statistical population of the research consists of 613 students of Farhangian University of Gilan province, of which 242 were selected by simple random sampling. Two questionnaires by Moinuddin (2011) and Patrich et al. (2016) were used to collect the data.

The findings showed that the average score of student-teachers in financial knowledge is 4.50 (out of 24), financial attitude is 60.29 (out of 75) and financial behavior is 62.45 (out of 100). Also, the examination of the relationship between psychological and demographic variables with the dimensions of financial literacy showed that, except for a few variables, the status of students' financial literacy is similar in most of the variables, and different groups of students have the same financial literacy.

These findings show that the financial literacy of students is at a very low level in terms of knowledge, but the status of students' financial literacy is good in two dimensions, attitude, and behavior. Different groups also have a similar level of financial literacy.

The aim of this study was to examine the prediction of personality disorders based on complex trauma with the mediating of ego empowerment. The research method was descriptive-correlational. The statistical population of the present study was all male and female undergraduate students of Shahid Rajaee Teacher Training University in Tehran in the first semester of the academic year 2020-2021. A total of 161 girls and boys participated in this study by available random sampling method. To collect research data, Scales of Personality Questionnaire (SCID-II), Bell Object Relationship Questionnaire (BORI) and Ego Empowerment Scale (PIES) were used. The collected data were analyzed through Pearson correlation coefficient and path analysis. Findings showed all research variables had a significant correlation with each other. Complex trauma %-34.5 of ego empowerment variance has explained negatively. Complex trauma with the mediating role of ego empowerment has been able to predict %25/1 of the variance of personality disorders in and student teachers. Also, complex trauma has been able to explain %41/7 of the variance of personality disorders in student teachers alone. In general, when a childhood complex trauma develops in the student teachers, the ego also grows poorly, and as a result, the student teachers are exposed to personality disorders.

The study aimed to develop a measurement model of micro- and macro-standards of teacher-students’ professional development in Farhangian University, previously termed as Teacher Training College, in the west of Iran. The statistical sample of this correlational factor analysis consisted of 1080 subjects chosen from 1500 teacher-students of all courses studying in the west of Iran’s branches of Farhangian University and having passed mentoring courses. The instrument was a professional development questionnaire developed on the basis of New Jersey Teacher Professional Development Questionnaire (2014). The research measurement model relates the variables of professional development mico- and macro-standards to the latent variables and is confirmed by Smart PLS2 software. The study of the model revealed that the reliability measures of all micro- and macro-constructs were above the proposed value (.6), indicating the reliability and internal consistency of the model. The AVE values of all constructs were measured to be more than the accepted value of .5. In addition, the results showed that the factor loading of all items were above the proposed value of .7, suggesting the convergent validity of the model. Fornell and Larker test indicated that the model has divergent validity. Consequently, it can be claimed that the model enjoys validity and reliability. It is worthy of note that the model showed appropriate goodness-of-fit. The comparison of the results with those of the literature focusing on the six components of content, knowledge content, learner and learning, school leadership, teaching practice and professional responsibility revealed that the proposed model with four macro components and 11 micro components is more comprehensive than the previously-developed models. More specifically, the promotion of professional knowledge, skill and attitude among teachers is better treated in the current model. Finally, one of the benefits of the present study is the development of a standard professional development for teacher-students in Farhangian University.

Assertiveness as a life skill is considered the core of inter-personal behaviors and key to human interactions, and is the result of social interaction which is produced and reproduced in socialization and re-socialization process. The current article, on the one hand, seeks to study the procedures that are asserted by student-teachers in their interactions with professors, staff and other student-teachers from the perspective of the professors in Farhangian University. On the other hand, the article intends to examine the assertiveness-related items which are neglected by student-teachers from the perspective of the professors. Research methodology is qualitative, and sampling method is theoretical-purposive. The data collection technique is semi-standard interview with 15 professors who have taught for at least six semesters in the present university, and the technique was completed based on theoretical saturation. For data analysis, the interviews were coded and analyzed based on their content. Then they turned into concepts, and reconstructed semantically into major issues. Based on the findings, the most significant assertiveness method for student-teachers from the perspective of professors were semantically reconstructed and then divided into three major categories including “belief in Islamic foundations and values”, “teacher’s professional development” and “application of modern technology”. In addition, from the perspective of the interviewees, in terms of assertiveness, student-teachers did neglect two major issues including “critical thinking” and “research-seeking spirit”.

The present research aims to develop an SEM of Teacher Professional Development (TPD) standards on the basis of Farhangian University (Teacher Traning College) teacher - students` Information Literacy (IL). The method in the current quantitative research is correlational through path analysis, which is based on structural equation modeling. To this end, Smart - PLS software and GOF Index were employed to develop an SEM and to determine goodness - of - fit, respectively. The sample comprised 1080 teacher - students of the total 1500 studying different courses in the branches of Farhangian University. All participants have passed mentoring(1,2,3,&4). The two questionnaires employed measure Information Literacy (IL) and Teacher Professional Development (TPD) based on the International Standard of Information Literacy for Teacher Education and New Jersey Teacher Professional Development, respectively. The results indicated an appropriate GOF (0. 488) for the proposed SEM and the confirmation of the proposed model. The resultant validated questionnaires can be employed to raise consciousness among teachers and to replicate the study by using other samples of teachers across the country. Two Information Literacy (IL) and Teacher Professional Development (TPD) Questionnaires were also obtained.

The aim of the present study is a comparison of the effect of the group problem based learning and traditional teaching on critical thinking of teacher students. The research method adopted was semi-experimental and a two- group design of pre-test and post-test. The subject were 55 students from different fields in associate degree of Sarab Azad University from which 30 formed experimental group for group problem-based learning and 25 made a control group in traditional teaching. The material employed in the study was the California Critical Thinking Disposition Inventory (‍CTDI) and t-test was used for data analysis. the results revealed that the experimental group which was taught through group problem-based learning method showed a greater disposition toward critical thinking (systemacity and maturity).however, the two group exposed no difference in other factors of critical thinking dispositions (truth seeking, open mindedness analyticity, self- confidence and inquisitiveness).