جستجوی مقالات مرتبط با کلیدواژه « Competency » در نشریات گروه « روانشناسی »

In the process of e-learning, teachers are the main pillars of quality generation or quality reduction of learning and teaching. Therefore, the current research has been conducted with the aim of identifying the required competencies of the ideal electronic instructor in the educational system.

The current research is phenomenological. The data of this research was collected using purposeful sampling and 10 in-depth semi-structured interviews based on the lived experience of expert professors and senior students of the Department of Educational Technology, Allameh Tabatabai University, Tehran. For data analysis, the three-step coding method of Strauss and Corbin (1998), under the title of open, central and selective coding, was used. Data classification was done using the Williams, Warwell and Karil model.

The analysis of the interviews led to the identification and classification of 16 components in 8 dimensions (social, ethical, managerial, individual, teaching skills, supervision, educational commitment and technology) to a complete set of dimensions and components needed by electronic instructors as a model. be extracted

This final model showed that an ideal electronic teacher in the e-learning educational system is a new educational paradigm that creates the context for changes in educational activities. Therefore, teachers should try to create suitable learning environments for developing high-level and critical thinking skills in learners based on the derived model.

Over the past decade, cognitive diagnostics has been favored by educational researchers as an approach to assessing student achievement, but the use of DCMs has been criticized. Due to the tendency of Iranian researchers towards this type of assessment, this study was conducted with the aim of critically reviewing Iranian research in this field in order to analyze its methodology. For this purpose, the main relevant Iranian databases including SID, Google Scholar, Scopus, Noormags, Magiran, and Elmnet were searched, and 32 studies were considered. Considering the criteria for inclusion and exclusion of studies, 20 studies in this field that were conducted between 2015 and 2020 were selected. In the next step, the selected studies were critically reviewed independently by the researchers using the indicators recommended by Sessoms & Henson (2018). The indicators included the thematic focus of the research, the number of competencies, the constructs measured, the structure of the test items, the Q matrix, the statistical model type, the model fit, the item fit, the question type, the sample size, the evidence of reliability and validity, the description of the competencies (latent categories, the correlation between competencies, the competency profile), and the application of the results.The results showed that a large number of the research conducted did not provide empirical support for general assumptions such as correlation between attributes, did not provide sufficient evidence for reliability and validity, did not report on the competency profile, and did not provide feedback to stakeholders. We provide some guidelines to improve the quality of such models.

The application of the concept of competence is one of the latest methods in human resource management. Competency models are comprised of many skills that lead organizations to cope with problems in operation. The purpose of this study was to design a simple and practical competency model for general managers. The present study was carried out by using a crosssectional method and utilizing the results of 50 evaluation centers in an Iranian organization. For this purpose, 531 of the organization’s managers participated in a two-day assessment center and were evaluated by a comprehensive competency model with 24 dimensions. Of the scores of 531 people, 521 were used for modeling and the remaining 10 were used as the test set and proposed a method of validation. In order to simplify the initial model, the regression method was used to select the best subsets. The findings showed that the constraint on the determination coefficient is met when modeling is based on five independent variables. The findings of the validation also indicate that the values predicted are close to the actual values. The mean square error is 11. 97 and the mean absolute error is 2. 99. Therefore, based on the results, a simpler competency model that includes 5 accountability competency, effective communication, macroeconomics, negotiation and persuasion, and leadership effectiveness was introduced to the organization to use in their various Human Resources Management processes.

The purpose of this research was identification of constituents and factor structure of Positive youth development. The research community includes the professors and practitioners of this field, PhD students and high school students. The sample consists of 15 professors and experts who were chosen in a targeted manner and according to specialty. Also 25 PhD students from different universities participated in a accessible form. Finally, a sample of students includes 1200 students (600 girls and 600 boys) were selected through randomized cluster method. Given the nature of the subject and research objectives; in the first step, the contributing factors of "positive youth development" collected and analyzed based on three sources: studies and theoretical texts, practical plans, and measurements; and with emphasis on qualitative method of categorization. Then, measurement and structural models of positive young development extracted using exploratory and confirmatory factor analysis. The final model of research includes four factors; competency factors (11 items), communication (14 items), agency (13 items) and positive thinking (7 items). The presented model has similarities to existing models, but it has its own form of loading.

1204/5000 Child upbringing is an essential principle in life and is considered to be a key element of parenthood. But this important task and essential parenting mission for parents requires obtaining the moral merit necessary for the process of education, in order to obtain moral merit in behavior Moral parenting. For this purpose, it is necessary for Wald to first have a proper understanding of merit and ethical competence, in order to gain theoretical knowledge and to analyze related issues of being able to move towards ethical conduct. In this research, we propose a definition for moral merit. We have been developed in a general way so that it can be used Different times, in different contexts and for different purposes be provided. The meaning of the term moral competence has also been operationalized in a conceptual framework that utilizes both research on merit and ethics, parenting and education, and a look at the usefulness of research And action. In addition, we believe that the program of moral eligibility for child rearing should be based on the overall development or growth of the entire parental personality, and the duration of the programs is planned in such a way that the parent is continually assigned to the parent's duties and ethical competencies required for Inform them. 

Aim: Hope is motivational– emotional construct refers to the expectation that based on the individual probability that pleasant events occur in the future. So the aim of this study was construction academic hope scale and investigate its psychometric characteristics in students.
This scale has 27 items that have been extracted from the content of interviews with students. To investigate psychometric characteristics of this scale 241 boy and girl high school were selected by random cluster sampling from four areas of Shiraz education schools and they answered to academic hope scale. Also to explore it criterion validity was used of the psychological hardiness questionnaire and patience scale for children and adolescents.
The results of exploratory factor analysis by principal components method with varimax rotation indicating the existence of 4 component academic hope that were named respectively to hope to gain opportunity, hope to gain life skills, hope to usefulness of school and hope to gain competency. This four component explained 58 percent of the total variance of sample. Cronbach's alpha coefficient was used to assess the reliability of the scale. Cronbach's alpha for subscale hope to gain opportunities 0/90 , hope to gain life skills 0/90, hope to usefulness of school 0/84, hope to gain competency 0/76 and Cronbach's alpha coefficient of the total academic hope scale was 0/94.
Generally the results showed that academic hope scale has an appropriate reliability and validity and it can be used as a useful tool to assessment academic hope in students.

The present study was conducted to identify the competencies of high school principals¡ propose a competency model¡ and validate the model. The research was carried out in district four of Mashhad in 2015 and examined two questions: 1.What are the dimensions and components of high school principals’ competencies? 2. Is the competency model¡ derived from this research¡ valid? In this study¡ mixed methodology was used and the research design was mixed exploratory since both qualitative and quantitative methods were utilized. In order to collect qualitative data¡ 19 principals¡ assistant principals¡ and senior managers and educational experts of Education Directorate in district four of Mashhad were interviewed. Qualitative content analysis was used and the draft model of high school principals’ competencies was extracted. In the next step¡ in order to collect quantitative data a self-devised 44-item questionnaire was administered to principals¡ assistant principals¡ senior managers and educational experts and 140 questionnaires were collected. For the purpose of data analysis confirmatory factor analysis and AMOS software were used. The results showed that all components of the competency model of high school principals were approved.

Self-determination theory (SDT) states that satisfaction of basic psychological needs, including the need for autonomy, competence and relatedness will lead to intrinsic motivation. This study examines the relationship between basic psychological needs and intrinsic motivation of Iranian female students in mathematics. For this purpose, 382 students of five school responded to the scale of intrinsic motivation and psychological basic needs. The results show that the correlation coefficient between intrinsic motivation and autonomy is 0/062, which reflects the lack of relationship between these two components. The relationships obtained between intrinsic motivation and competence was, 0/402, relatedness with teacher was 0/317 and relatedness with classmates  was 0/273. Multiple regression analysis showed that competence and relatedness with teacher can predict intrinsic motivation. In other words, 19.6% of the variance associated with competence  and relatedness with teacher can explain the intrinsic motivation changes. Due to the significant level, the resulting amount is significant.

The purpose of this study was to determine the effectiveness of life skills training on the social self-competency of boy students with dyscalculia. 40 students were chosen randomly from the population consists of students with dyscalculia aged 13-15 years old whom studying in learning disabilities centers in Tehran province in 2011-2012 academic year. They allocated to experimental and control group equally (each consists of 20 individuals). Experimental group participated in 9 sessions (each session lasts for 50 minutes) weekly and received life skills training، but control group did not. All subjects completed social self-competency questionnaire before and after intervention. Data were collected from pre-test and post-test situations and analyzed by multiple analysis of variance (MANOVA). The results of MANOVA shown that life skills training have significant effect on social self-competency of students with dyscalculia. Also، the results revealed that life skills training have positive and significant effect on cognitive and behavioral skills، emotional competency and motivational set in students. Life skills training can improve social self-competency of boy students with dyscalculia

The aim of the current research was to determine Assessment Center (AC) competencies and dimensions via job analysis and provide consistency of assessor''s judgment، also determine relation between job complexity and AC dimensions. Statistical population consisted of all managers of the different organizations of Isfahan، whom 200 mangers were selected via convenient method and assessors were trained، considering seven steps of AC and integrated by same frame of reference in their judgment. Managers’ job analysis was performed via the Professional and Managerial Position Questionnaire (PMPQ) and the complexity subscale of job analysis was considered as dimension with salient role in manager competency. Then، assessors scored managers via simulation exercises and Flanagan Industrial Test (FIT) on dimensions or competencies. The six category embedded 22 dimension was specified via exploratory factor analysis. The confirmatory factor analysis findings were administered for each of evaluators in dependently and indicate desirability of six factor model. Also، the relation between job complexity in job analysis and correspondent obtained competencies were high. The findings indicate that job analysis is important in two aspects، first validation of AC finding، second in determining competencies dimensions. Thus، Assessment centers and job analysis can be used to diagnose and assess managerial competencies.

Considering the key role of knowledge/ technology- based firms in development of technology capabilities and creating job opportunities, nowadays there is much focuses on these firms to strive, grow and develop them. To identify competencies and capabilities of CEOs of the firms is a critical issue for policy makers, educational counselors, and HRD specialists. The main goal of this paper is to develop and present a conceptual framework for competencies of CEOs engaged in technology- based firms. To do so, the research was done in two stages: 1) Design the research conceptual framework, and 2) validate the proposed conceptual framework. Dimensions, factors, and indices were specified by studying literature review and theoretical foundations. The Brickman’s competency model was used for specifying competencies. Organizational and CEO’s individual profile and, technological capability are considered as mediating and dependent variables respectively. Then validity of framework was confirmed by the experts. The statistical population is experts in management and technology field. Delphi questionnaire was used to validate the research. Cronbach’s alpha coefficient equal to 0.997 showed the reliability. A 7 scale Likert type questionnaire was used and a 46 sample group of management and technology experts were chosen in a judgmental method. To specify indices, two phases were developed. According to statistical calculations, indices with weight average bigger than 5 were accepted. Considering to the importance of knowledge/ technology- based firms and CEO’s competencies for their succession, the occupational advisors and counselors can make most benefit from this framework to consult and guide CEOs.