جستجوی مقالات مرتبط با کلیدواژه "خردمندی" در نشریات گروه "علوم تربیتی"

The purpose of this research was to present a structural model of wisdom based on emotional compatibility and self-coherence, emphasizing the mediating role of the experience of infatuation.

The descriptive research method was of the correlation type (structural equations). 200 female undergraduate students of Tolo Mehr University of Qom were selected according to the entry and exit criteria using multi-stage cluster sampling. The tools used in this research included Ardelet's wisdom scale (2003), Rabiot et al.'s emotional adjustment scale (2007), Antonovsky's sense of coherence scale (1987), and Jackson and Eckland's fascination experience scale (2002). In order to analyze the research model, the structural equation model was used using AMOS24 software.

The findings showed that emotional adjustment (P = 0.001, β = 0.54), self-coherence (P = 0.017, β = 0.30) and the experience of infatuation (P = 0.016, β = 0.30) β =) had a positive and significant effect on wisdom. Self-coherence had a positive and significant effect on the experience of infatuation (P = 0.001, β = 0.34); But emotional compatibility (P = 0.698, β = 0.06) did not have a significant effect on the experience of infatuation. The indirect results of the research model showed that self-coherence had an indirect effect on wisdom through the mediation of infatuation experience; But emotional adjustment did not have an indirect effect on wisdom through the mediation of infatuation experience. Overall, the results showed that the model had a good fit.

Therefore, it is possible to evaluate the effectiveness

The current research is of the type of basic-applicative goal, the applied qualitative approach, and the type of research synthesis and the strategy used is meta-composite. The scope of this research includes all articles and theses published in 20 years (2003-2023). 42 articles were selected by sampling to the extent of data sufficiency. The data collection tool has been a slip of the results and findings of the articles. The reliability of the extracted codes was done using two expert professors. The nuclear category was done. In general, the results of the research showed that the dimensions of rational school leadership included (justice-centered, wise decision-making, wisdom, philosophical spirit, God-centered motivation, logical judgment, and transcendental ethics).

The aim of this research is to present the principles of wisdom education based on the dimensions of wisdom in Islamic thought. Two steps have been taken to achieve this goal. In the first step, the perspective of the Holy Quran (as the main source of Islam) regarding wisdom has been examined through the method of conceptual analysis in order to determine the dimensions of wisdom from the perspective of the Holy Quran. Among the dimensions of wisdom from the perspective of the Qur'an are "Thinking (in the creation verses or the wonders of creation)", "Scientism (scientific support) and avoiding idealism", "Remembering (vigilance)", "Free thinking and avoiding imitation", "screening and following the best", "taking lessons", "futuristic and future-thinking", "existential coherence (harmony of science and speech with action and behavior)" and "piousness (self-respect)". In the second step, with the analytical-inferential method, from the combination of the basic goal of education from the perspective of the Qur'an, which is wise action (the introduction of norms) with the dimensions of wisdom in the Qur'an (realistic propositions), the principles of wisdom education (proposition- prescriptions), were deduced and compiled. Among these principles are "teaching purposeful and guided thinking (intellection)", "encouraging learning and providing evidence (mentioning reasons for matters)", "remarking", "cultivating critical thinking", "teaching and grounding for comparing and assessing and choosing the best", "Edification", "Teaching tact (to think deeply and planning) and prudence", "Practical commitment to knowledge and speech" and "Strengthening the will and refining the self".

The study of positive psychological variables such as wisdom and self-transcendence have recently been the focus of psychology research. The purpose of the present study is to examine the structural relationships between the components of wisdom and self-transcendence in the form of a latent model. To this end, Levonson's self-transcendence questionnaire (2005) and wisdom self-assessment scale (Webster, 2007) were used to conduct the research. The statistical population of the current research included the citizens of the city of Shiraz over 18 years old, of whom 338 people were selected by random multi-stage method. After analyzing the data, the results indicated a correlation between the components of wisdom and self-transcendence and the analysis of the structural model using Amos software suggested that Wisdom is a positive and significant predictor of self-transcendence (p=0.001, β=0.78), predicting 61% (R=0.61) of the changes in its transcendence. According to the results of this study, since self-transcendence is predictable through wisdom, it is recommended to cultivate wisdom by holding educational workshops in various organizations and institutions, so that by making the people of the society wiser, their growth and transcendence will be furnished.

The present research was conducted with the aim of examining the effectiveness of mindfulness training on the wisdom and academic persistence of female students of Amol Farhangian University. The research was aplied and semi-experimental with pre-test, post-test and a control and an experimental group. From among the statistical population of the study, a sample of 30 female students was selected through g power software in the academic year of 2021-2022. To collect the data, the five-factor mindfulness questionnaire of Baer et al. (2006) was used. Also, Ardelt's three-dimensional wisdom questionnaire was used to measure respondents’ wisdom. Additionally, Martin and Marsh's academic persistence questionnaire was utilized to measure academic persistence. Subjects of both groups completed questionnaires in three stages: pre-test, post-test and follow-up. After the pre-test was conducted, the experimental group was subjected to the educational intervention of mindfulness skills, while no such training was given to the control group. Descriptive and inferential statistics were run for data analysis via SPSS. The results showed that there is a significant difference between the mean scores of the two groups that indicates the effectiveness of the training program.

In psychology, wisdom is considered as a personality trait, cognitive ability or a combination of both. There is a relationship between wisdom and God-awareness in various researches, and both of these are grounds for moral development in adolescents. The purpose of this study was to investigate the causal model of the notion of GOD and moral development with mediating role of wisdom of gifted students. The research method was correlation of the type structural equation modeling. The population of this study included all the population of this study includes all female high school students who were studying in the academic year 2021-2022. The statistical sample size was determined 160 people, which was done by Random cluster sampling method. The instruments used in this study were Wisdom Scale (SWS), Moral Development Scale (MDS) and Religious Status Inventory (RSI). Data analysis was performed using structural equation modeling statistical method. The proposed model had good fit (more than 90 percent). All direct correlations were reported significant. Moreover, indirect paths between the notion of God and moral development through the mediation of wisdom were significant (β=0/54, P >0/05). Therefore, to promote moral behavior, it is recommended to emphasize the strengthening of wisdom and the notion of God in education and training programs and particular counseling and God awareness of adolescents should be considered.

The purpose of this research is to explain wisdom through the attitude toward time and aesthetics in female students of Farhangian University of Khorramabad. For this purpose, a sample of 200 female students based on Karjesi and Morgan's table, using simple random sampling method and Webster's wisdom self-assessment scale, Worrell and Mello’s  Attitude toward time questionnaire, and AbdulMaleki et al.'s aesthetic sensitivity test were implemented on them. The data were analyzed by structural equation analysis using Lisrel software. All three hypotheses are confirmed, wisdom in female students has a positive significant relationship with positive Attitude toward time and aesthetics and a negative significant relationship with negative Attitude toward time. From the findings of the research, it is concluded that the ultimate goal in the university should be the development of wisdom skills. Because this can have a very important impact on the future choices of students, and wisdom can be developed through the development of aesthetic skills and the ability positive Attitude toward time.

The aim of the study is to explain the mediating role of the moral virtue of patience in the relationship between successful intelligence and wisdom. The sudsy method is correlational in which structural equation model is used. The 300 undergraduate students from Shiraz University randomly selected by using a clusters such scales like websiters’ self-assessment of wisdom, successful intelligence of Sternberg and Gregorlenko (2002) and the patience of Khorrama’i and colleagues. The results of structural equation analysis show that the data are in line with the model and confirm that the direct effect of successful intelligence on wisdom and on the moral virtue of patience is (β = 0.057, β = 0.41, and p = 0.001), as well as moral virtue Patience on wisdom id (β = 0.16 and p = 0.001). Also, the model shows that the moral virtue of patience acts as intermediary between successful intelligence and wisdom (β = 0.06 and p = 0.001) respectively. These results reveal that cognitive variables such as successful intelligence along with and through the moral virtue of patience, are necessary to achieve wisdom. It is suggested that the teaching of successful intelligence and moral virtues such as patience be taken into account in order to strengthen and develop wisdom in individuals.

This study aims to investigate the relationship between wisdom and psychological well-being and academic buoyancy of students. This is a correlation study. The statistical population of this research includes all high school Secondary students of Khusf town, and 317 students were selected through cluster random sampling method. Research tools employed include Wisdom Scale of Ardelt, psychological well-being scale of Ryff and academic buoyancy of Dehqanizadeh and Hussein Chari. For analysis, Pearson correlation coefficient and regression analysis were adopted. Results showed that significant and positive relationship between wisdom and academic buoyancy and psychological well-being exist. The reflective and emotional components of wisdom predicted the level of psychological well-being, and cognitive and reflective components predicted the level of academic buoyancy. Thus, it can be concluded that wisdom is a reliable anticipator for academic buoyancy and psychological well-being between students, and wiser students have higher levels of academic buoyancy and psychological well-being.

Wisdom is an old concept in ancient history of philosophical and religious texts، but it is about two or three decades that this concept was introduced to psychological debates and empirical research in various areas of psychology. Theorists based on their philosophical orientation and their psychological focuses have tried to define the concept، but up to now there is no accepted definition of it. Educational psychologists using this concept also make efforts to present applied theories and methods to teach this ability or virtue. This paper briefly have introduced and compared three comprehensive and new theories in this field: Balance theory of wisdom، Berlin wisdom paradigm، and three-dimensional model of wisdom. Also some ideas and findings in education of wisdom have been pointed out.