جستجوی مقالات مرتبط با کلیدواژه "همه گیری" در نشریات گروه "علوم تربیتی"

The aim of the current research is to analyze the effect of economics education on financial literacy and decision-making of students with the moderating role of the socio-economic status of the family. In terms of practical purpose, the research is based on structural equation modeling according to the method of descriptive-correlation data collection. The statistical population studied is students studying in Urmia University in two faculties of Economics and Management and Literature and Human Sciences in the academic year of 2021-22 in the number of 1632 people, of which 313 people were selected by stratified random sampling method. Data collection was done using questionnaires of risk-taking, social norms, probabilistic thinking, financial literacy and socio-economic status of the family, and to analyze the data, firstly, the indicators of the research variables were analyzed using the analysis method. Multiple correspondence was calculated with XLSTAT 2019 software and then the desired model was estimated using generalized structural equation modeling with Stata 17 software. The findings indicate that economics education has a positive and significant effect on students' financial literacy and decision-making, and economics education through financial literacy has a significant effect on students' risk preferences, social preferences and probabilistic beliefs, and the moderating role of socio-economic status in relation to education. Economics and financial literacy were approved. The results of the present research support the effectiveness of policies promoting general and specific economics education and emphasize the distributive and egalitarian nature of such policies.

The purpose of the present study is to investigate the type of effects that adolescent girls receive from celebrities in the development of their identity. The research method was a qualitative type of interpretive phenomenology. The study population was 11 adolescent girls aged 12 to 14 years old in Talesh city of Gilan province in the summer of 2011, who were selected and participated in the study using the purposeful sampling method and to the point of information saturation. A semi-structured interview was used to collect data. After recording each interview, the extracted content was implemented word by word on paper. Data coding continued simultaneously with data collection. Data analysis was done using Van Manen's method (2016) in 6 steps. A total of 221 primary codes, 57 primary concepts, 13 sub-themes and 2 main themes were obtained from 11 interviews. The main themes include "positive consequences of affectability" with sub-themes "strengthening openness; strengthening courage and tenacity; enhance social interest; attention to the body and health; strengthening hope and vitality; strengthening communication and emotional skills; and strengthening Iranian-Islamic beliefs" and "negative consequences of affectability" including "weakening and wandering of identity; fashionism; Disagreement with family; Extreme attention to appearance and body image; excessive fantasy; and addiction to virtual space and academic failure. The results showed that due to the increasing growth of virtual space and social networks, the culture of orientation towards celebrities is considered one of the sources of identity of teenagers.

The current research is designed to examine "the obligation of parents to educate teenagers with an emphasis on independence in decision-making from the perspective of educational jurisprudence". The obvious characteristic of adolescence is independence, and since the duty of raising a child is the responsibility of parents, the question arises, what is the extent of independence and the limits of parental intervention in adolescent decision-making? This research has been done by collecting information and examining educational and jurisprudential works related to adolescent education in an analytical-interpretive method and examining evidence such as verses, traditions, jurisprudential rules and reason. The most important findings of this research are: 1. Raising children is the responsibility of parents; However, there are two points of view in educational jurisprudence: a. Parents can discipline their children physically. b. Parents are not allowed to use corporal punishment in raising their children. 2. The jurisprudential rules of "dominion over property and self" and "reluctance" consider a person to be independent in making decisions, but he is bound to perform actions that do not conflict with human dignity from the point of view of reason. 3. Considering the limitation of reason in Shari'a issues and the duty of imitation, it can be concluded that reason does not have complete independence in Shari'a decision-making. 4. Parents can provide guidance and guidance to the teenager in making the right decision by raising him correctly and comprehensively. As a result, in cases where a teenager's decision-making leads to abandoning an obligation or doing a forbidden act or harm that is not proportionate to human dignity, parents can intervene in the decision-making process of the teenager.

Students often encounter motivational challenges while engaging in academic activities. They may perceive these tasks as irrelevant, monotonous, or difficult. For instance, assignments may be seen as uninteresting or challenging. A substantial body of empirical evidence supports the notion that a learner’s ability to respond productively and efficiently to such demanding experiences significantly influences their learning progress. The proactive efforts of learners to maintain or enhance their motivation in the face of stressful academic events, a critical element of the self-regulation process, indicate their capacity for motivational regulation. Consequently, learners may strive to sustain and augment their motivation by employing mechanisms such as self-rewarding or altering their environment. An extensive and growing body of evidence suggests that a student’s ability to respond productively and persist in the face of these challenges can profoundly impact their learning and achievement. Given the explanatory role of motivational regulation in shaping various aspects of students’ academic activity, numerous educational researchers have endeavored to develop diverse measurement tools for this motivational construct. For instance, Wolters (1999a, 1999b) initially developed a self-report version of the motivational self-regulation measurement tool, which included five motivational self-regulation strategies. Subsequently, Wolters and Benzon (2013) developed a 30-item version of the motivational regulation measurement instrument, encompassing six subscales of value regulation, performance goal regulation, self-consequating, environmental structuring, and situational interest regulation. Similarly, Gonzalez et al. (2006) created a 35-item scale assessing seven motivational regulation strategies, akin to the dimensions proposed by Wolters (2003). Given their shared origin, the existing instruments possess three features that limit their utility for certain purposes. Firstly, the instruments are lengthy, each comprising 30 to 35 items (e.g., Schwinger et al., 2007; Wolters & Benzon, 2013). Secondly, each instrument was designed to yield multiple indicators of students’ reported usage of specific types of strategies for motivational regulation. A third characteristic that restricts the utility of existing instruments is the manner in which these instruments contextualize students’ responses. Consequently, the researchers in this study, after ensuring the absence of a Persian version of the motivational regulation scale and recognizing the explanatory power of the concept of motivational regulation in defining learners’ academic activity in academic progress situations, examined the technical features of the validity and reliability of the Persian version of the scale.

In this correlational study, 300 students (140 men and 160 women) who were selected using the convenience sampling method, were answered the Achievement Goal Questionnaire-Revised, the Academic Self-Efficacy Questionnaire, the Academic Self-Handicapping Scale and the Brief Regulation of Motivation Scale. To confirm the factor structure of measurement scale, structural equation modelling using confirmatory factor analysis is utilized. Confirmatory factor analysis using maximum likelihood (ML) estimation was used to examine the hypothesis regarding number of factors, their loadings and factor inter correlations. The data were analyzed using SPSS-18 and AMOS-18.

Initially, the data were examined for normality, outliers, and multicollinearity. Univariate outliers were identified via Z-score values in SPSS (z = ±3.29, p < .001, two-tailed test) (Tabachnick & Fidell, 2007), revealing no abnormal or out-of-range values. Skewness (≤ |.48|) and kurtosis (≤ |1.05|) results confirmed that none of the items exceeded the suggested cut-off points of |3.00| and |8.00|, respectively, indicating that the data are free from univariate non-normality (Kline, 2015). Furthermore, the data were screened for instances of multicollinearity via analysis of tolerance (TOL) and variance inflation factor (VIF). Multicollinearity was not present as all. TOL indices were >.10 and all VIF measures were < 3 (Hair et al., 2010). The results of the confirmatory factor analysis demonstrated that the two-factor model of the Brief Regulation of Motivation Scale, including motivational regulation and willpower, fit the data well. Criterion evidence for the scores of motivational regulation dimensions was demonstrated through significant correlations with self-efficacy beliefs, achievement goals, and academic self-handicapping. Cronbach’s alpha for the motivational regulation and willpower subscales was .85 and .82, respectively.

The findings of this research align with the study by Kim et al. (2018), which empirically supported the two-factor structure of the scale, including motivational regulation and willpower. In other words, the results related to the internal structure of the short version of the regulation of motivation scale provided fundamental evidence in defense of the validity of this instrument for measuring motivational regulation. The results of the confirmatory factor analysis supported the two-factor structure in the 12-item short version. The first factor, motivation regulation, refers to an individual’s desire to consciously and strategically maintain and enhance their motivation in the face of various motivational challenges. Eight items related to the first factor, motivation regulation, indicate the conceptual understanding of motivation regulation. In contrast, the other four items refer to the second factor, willpower. The items in the second factor focused on the feeling of individual compulsion to do things without using specific strategies. The results of the studies show that willpower is reported more by learners who did not think about motivational discipline strategies. In sum, the ability to regulate motivation is considered a fundamental aspect of successful self-regulated learning. Although different researchers have paid special attention to this structure and its functions, the focus on motivational regulation has been less compared to other forms of self-regulation such as cognitive and metacognitive regulation strategies. Undoubtedly, a compelling reason for such a paucity is related to the nature and length of instruments measuring regulation of motivation. Therefore, the short version of the regulation of motivation scale, with a holistic approach and sensitive to contextual factors (Kim et al., 2018), tests learners’ self-regulation tendencies when engaged in academic efforts. In summary, findings from this evaluation support the overall validity of using this new instrument for assessing university students’ regulation of motivation by providing evidence regarding its internal structure, its relations with conceptually related constructs, and its relations with important criteria.

This Study aims to look into the evolution and revision of higher education curricula Post September 11, 2001. The study used a qualitative research method with an historical lens. The investigator shows the evolution of reviewing higher education curricula in 21st century from an analytical perspective. The study uses archival analysis primarily research publications and  documents related to higher education curricula available online and printed in digital sources.The finding show that the higher education curriculum in Afghanistan has gone through different phases. The data suggest that the curriculum experience show a transition from a relatively irregular curriculum planning system before September 11 to a centralized curriculum system post September 11 leading towards opinion polls and the delegation of some autonomy for curriculum to prestigious universities.The study found that 165 majors were identified that needed to be reviewed;among them, the curriculum of 71 fields of study have been revised to date

The present research has been carried out in two parts with the aim of identifying the design requirements of the financial decision support system and the experimental implementation of an example of strategic financial decisions based on the design model of the financial decision support system in the university. The required information in the first part was collected through semi-structured interviews with scientific-executive experts in the fields of higher education economics, financial decision makers in the university and information technology specialists. They were selected by purposeful sampling and snowball method. The findings were analysed using content analysis and a three-step coding approach. The data in the second part included financial and statistical data and information from the budget and credit office and the university's planning vice-chancellor, which were used to analyse the cost in the system. Based on the analysis of experts' opinions, the design requirements of the financial decision support system in the university are: Content, human, managerial, educational, cultural, infrastructural, technical and operational, software, hardware, legal, economic, security, environmental and cross-sectoral requirements, and acceptance of changes. The results of the experimental implementation have also shown that the financial decision support system improves the efficiency, effectiveness and quality of financial decisions and optimizes the process by accurately estimating costs, reducing time and cost, removing mental limitations, effective use of limited resources, etc. Therefore, the use of ICT and its capabilities to remove biases and cognitive errors and mental limitations of decision makers, introducing the path to improve the intelligentization of financial resource allocation decisions in the university, helping to promote knowledge-based allocation of financial resources, etc. were among the most important results of the present research.

Shyness or shyness is a social emotion, and this state originates from the feeling of self-inferiority, in some cases, it becomes so intense that it affects the whole personality of a person. This research was done to investigate shyness and the disorders it causes in students' education. The method of conducting this research was narrative research. A narrative is a person's gateway to the world and shows the experiences of people in the world. Narrative research is the study of experience in the form of narrative and primarily shows our thoughts about the world. The methods of data collection in this research were self-narratives and narratives of the researcher and narrative interviews with school teachers. The method of data analysis was such that the data were analyzed in three stages open, central, and selective coding. The findings of the research show that four central factors play an effective role in the shyness of students. These four factors are; Individual, social, family, and school factors. Among the most important components and codes are lack of persuasion in school, weak human relations in school, lack of recognition of students' needs by the school, lack of planning, teachers' inexperience, and lack of teachers' familiarity with psychology. To eliminate shyness and create self-confidence and activity in students, the first step is to conduct a needs assessment of the students, and based on the conducted needs assessment, steps should be taken to solve the students' academic problems.

The present study was conducted to investigate the typology of orientations of primary school teachers towards virtual education during the Coronavirus pandemic. To this end, the qualitative approach of descriptive phenomenology was used. The research population included all primary school teachers in Qeshm, of whom 31 teachers were selected as the sample by purposive and theoretical sampling. The research tool consisted of semi-structured interviews. The criterion for selecting the participants was having at least three years of teaching experience in the face-to-face education before the pandemic. Data was analyzed using Colaizzi’s seven-step coding. To validate the findings, two strategies of member check and peer debriefing were used. According to the findings, the types of orientations of primary school teachers towards virtual education were as follows: Avoidant-harmful, deficit-insufficient, contingency-realistic, and supportive-experimental. Findings showed that the factors of role image, educational context, and structural, and infrastructural barriers have played a significant role in the formation of this orientation.

This research was conducted with the aim of designing the model of professional orientation of students of public universities in Tehran.

In this research, the worldview of social constructionism and the qualitative method of content analysis have been used. Since the results of the current research can be used by higher education organizations, this research is of applied type. The statistical population includes professors and experts of public universities in Tehran. The professors and policy makers and scientific experts in the public universities of Tehran were considered as samples. The sampling method is a targeted method of exceptional cases in which the opinions of eminent and knowledgeable professors with experience and university presidents were used. A semi-structured interview tool was used to collect data, and a systematic and hermeneutic three-step method was used to analyze the data.

After analysis, all the findings were divided into different axial and selective factors, which resulted in the formation of the components of the professional orientation model. The findings indicate that the effective factors and components in the formation of students' professional orientation are 5 selective factors and 17 axial factors. The selective factors include the role of family, government, curriculum planners, students and university professors.
Discussion and

The findings indicate that the formation of professional orientation starts from the very beginning in the family and evolves throughout people's lives. The most important factors obtained include the role of student’s personality traits, motivation, level of interest, level of talent, and level of awareness, as well as the role of the family, the level of culture and awareness and education of the family, the role of the government and its policies and plans, the role of university professors, the role of curriculum planners and the quality of curricula. These factors can affect the professional orientation of students.

Financial literacy and understanding its concepts is of particular importance for students; because the behavioral and financial decisions taken by them will have a significant impact on their financial and job status in the future. Based on this, the aim of the present study is to investigate the causal relationship between economics education and financial literacy, decision-making skills and entrepreneurial intention of students. In terms of purpose, the present research is applied, and according to the way of data collection, it is descriptive-correlational, based on structural equation modeling. The statistical population under study is 2733 students of technical and engineering faculty of Urmia University, of which 338 were selected by stratified random sampling. The research data collection tool is a questionnaire, and to analyze the data, firstly, the indicators of the research variables are calculated by the multiple correlation analysis method using the XLSTAT 2019 software, and then the desired model is estimated using the Stata 17 software.  The findings of the research showed that economics education has a positive and significant effect on students’ financial literacy, and economics education through financial literacy has an effect on students’ decision-making skills and entrepreneurial intention. Therefore, higher education decision-makers are advised to consider economics-related course units in the curriculum of engineering courses, and by teaching financial literacy, provide the basis for improving students’ financial-social decision-making and economic growth and sustainable development of society.

The purpose of this study was the effectiveness of mindfulness training on social problem solving, decision making power and students' academic performance. The research method was quasi-experimental and pre-test and post-test design with a control group. The statistical population of the kidney included the second year high school male students in Abdanan. The statistical sample of this study will include 30 people from the statistical population, who have been replaced by two groups of control (15 people) and experimental (15 people). The research sampling method will be selected in an accessible way. Mindfulness training program includes training These are skills that were given to students in 8 sessions for 45 minutes based on the protocol (Fleming and Kokowski, 2013) and the control group did not receive any training. ANKOVA and MANCOVA variance tests were used to analyze the data. Findings showed: Mindfulness training according to the mean of social problem solving in the experimental group compared to the average of the control group, has increased the social problem solving of the experimental group and with pre-test control between the experimental group and the control group in terms of decision power There is significance (p <0.0001 and F=40.52). Also, with pre-test control, there is a significant difference between the experimental group and the control group in terms of academic performance (p <0.0001 and F=96.21). It can be concluded that mindfulness training has a significant effect on social problem solving, decision making power and students' academic performance.

Decision making is recognized as one of the most fundamental principles of successful management without which success in school management is difficult to achieve. In addition, to make effective decisions, managers require some skills that must be strengthened. In this regard, the purpose of this study is to investigate the components of delegating authority and organizational power through empowering and promoting effectiveness in primary school principals’ decision making in Khuzestan province. In this study, according to the classification model with emphasis on qualitative data, a sequential integrated exploratory method was used to combine qualitative and quantitative data. The statistical population in the qualitative section included 15 experts who were familiar with the subject of the research. In the quantitative phase, the statistical population included the principals of the first secondary schools of Khuzestan province; 326 people (176 females and 150 males) were randomly selected using cluster sampling method. To collect data, two closed and open researcher-made questionnaires on decision-making and improving decision-making power were applied. In order to analyze the data, grounded theory approach and structural equations with MAXQDA, SPSS23 and Smart PLS software were used. The results showed that the main dimensions of the model are organizational factors, managerial factors, individual factors and structural factors and include 74 sub-components and the results of the research model show that, the model used in the present study had a good fit. This means that the model of this research can be used to improve the decision-making power of the managers.

analyze the policy system of higher education in the country.

, qualitative methodology and specifically qualitative content analysis method with inductive approach was used. Based on this, in order to identify the harms using the purposeful sampling method and based on the rule of theoretical saturation with 15 experts in this field who were a combination of experts, researchers, current and former officials in higher education policy making, in-depth semi-structured interviews. It was structured. To ensure the validity of the research, measures have been taken in two stages: matching by members, and peer review, in which several experts and experts in this field have reviewed the findings.

The findings of the research showed that the targeting and missions of higher education and its relationship with other policies of the country's executive bodies are not clear, structural, legal and institutional mapping weaknesses in higher education policymaking, the use of policymaking science is neglected, and little attention is paid to the cycle of the policymaking process. From policy formulation to supervision, managerial instability and lack of long-term strategic view in higher education policymaking system, lack of attention to technical and financial prerequisites in higher education policymaking, and lack of attention to integrated information systems and lack of explanation are the most important harms.

Iran's higher education policy-making system cannot be viewed as one-dimensional, and all components of this system must play their role correctly, like the parts of a clock, in order to formulate desirable and efficient policies.

This research was conducted with the aim of designing a strategic decision-making model for managers of education districts in Tehran. The study is developmental-applied in nature and mixed exploratory (qualitative-quantitative) in methodology. The population in the qualitative section included university faculty members in the fields of educational management and human resource management, as well as managers of education districts. Data collection reached theoretical saturation after 14 interviews. In the quantitative section, 120 general managers and assistants of education districts of Tehran were selected as the sample using Cochran's formula. The research tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. The validity of the questionnaire was confirmed by the CVR method and Cronbach's alpha with a coefficient of 0.802 showed the high reliability of the questionnaire. Qualitative content analysis was done with MAXQDA 12. Smart pls 3 was used for structural equations and SPSS 25 was used to determine model validity. Based on the results in the qualitative part, 10 dimensions, 23 components of 98 indicators were identified. The results of the t-test (P < 0.01), factor loadings and significant coefficients indicate that all aspects of the strategic decision-making model are approved.

The purpose of this study was to provide a model for developing managers' decision-making power and determining solutions to achieve the desired situation. The method of the present study was a qualitative and quantitative exploratory mixture based on grounded theory. In this study, according to the classification model with emphasis on qualitative data, a sequential integrated exploratory method was used to combine qualitative and quantitative data. The statistical population in the qualitative section consisted of 15 experts familiar with the subject of research. Also, in a small part of the statistical population, there are 2147 principals of first secondary schools in Khuzestan province, of which 326 (176 female and 150 male) were randomly divided into four sections using cluster sampling method (divided into four sections). North, south, east and west) were selected from regions (Izeh, Dehdez, Baghmalek, Ahvaz, Mahshahr, Dezful, Abadan and Khorramshahr). To collect data, two closed-ended and open-ended decision-making questionnaires were used to improve decision-making power. In order to analyze the data, grounded theory approaches and structural equations with MAXQDA, SPSS23 and SmartPLS software were used. The results showed that the main dimensions of the model are organizational factors, managerial factors, individual factors and structural factors and include 74 sub-components. The results of the research model show that the model used in the present study had a good fit. This means that the model of this research can be used to improve the decision-making power of managers.

An educational setting is a creative and unique place in which students’ development and proper orientation take place. Faculty members’ daily lives include constant decisionmaking, which is a complex process of contemplation, evaluation, and analysis. Every instructional action is the outcome of a decision made, either consciously or unconsciously, by teachers following extensive processing of available information. Faculty members make decisions about lesson content, class motivation, resource use, incentives or disincentives, and numerous other issues involved in the daily routine of classrooms. These decisions can, but not necessarily, have far-reaching and profound consequences for the success or failure of the faculty’s daily work and future activities. As a result, the attempt to improve the faculty’s decision-making in curriculum planning is aimed at offering crucial solutions to improve educational outcomes, student performance, and the higher education system. A complex and interconnected set of internal and external forces, such as historical, ideological, cultural, social, political, economic, individual, and organizational factors, affect the faculty members’ curriculum planning decisions. Thus, a deep understanding of these factors can lead to the identification of needs, limitations, and opportunities, which, in turn, can affect faculty members’ curriculum development and innovation. As a result, the current study sought to develop a model of the processes involved in Birjand University faculty members’ decision-making in curriculum development. This study used a qualitative approach based on Strauss and Corbin’s reformulated grounded theory. Grounded theory, which is based on a set of empirical relevant data, is a method used to gain knowledge about a subject that has not been thoroughly researched before and for which the existing knowledge is limited. In implementing the grounded theory, the researcher must use a specific technique for analysis, use phased coding (open, axial, and selective), and present the results in the same paradigm model. The statistical population of this study included all Birjand University faculty members, of which 21 were chosen through purposeful sampling. The inclusion criteria were having more than 5 years of experience and teaching at undergraduate and graduate levels. Sampling continued until theoretical saturation was reached. Data were collected through semistructured interviews with 21 faculty members from various fields (i.e., educational sciences and psychology, basic sciences, literature, and engineering) that had sufficient experience to provide researchers with expert opinions pertinent to the research topic. Four criteria introduced by Lincoln and Guba (1985) were used to ensure the trustworthiness of the findings. These included credibility, transferability, dependability, and confirmability. Member-checking, or participant validation, was used to ensure credibility. The findings were shared with experts to make them transferable. Concerning dependability, the inter-coder agreement was used. Finally, peer review and feedback were used to enhance the confirmability of the results. The results revealed 32 core concepts and 13 categories, which were collated to develop a paradigm model. The following themes constituted the model: lack of scientific rigor in classroom decision-making (as the core category), causal conditions (extraorganizational, environmental, and motivational factors), contextual factors (behavioral factors, programmatic factors, and support factors), facilitating intervention conditions (managerial, structural, and behavioral factors), limiting intervention conditions (organizational-environmental challenges and implementation obstacles), strategies (decision-making based on previous structures, situational decision-making, conservative decision-making, and interactive decision-making), and the consequence (decreased effectiveness and efficiency) of the organization. Based on the findings of this study and the significance of faculty members’ decisionmaking, it is necessary for universities to improve the faculty’s level of knowledge and their “scientific” decision-making skills by implementing an educational program and providing them with the necessary support. In this regard, since faculty members’ decisions can influence students’ educational and business future, it is suggested that the faculty members’ decisions concerning curriculum development be considered and analyzed from a cultural, psychological, economic, and sociological standpoint. Furthermore, due to limited research on the intuitive and logical factors driving the faculty members’ decision-making, more research is needed to focus on faculty members’ curriculum development decisions in relation to students’ characteristics, class dynamics, and organizational context. Also, the nature of these decisions, the factors affecting them, and their effect should be examined. The findings of this study can deepen understanding of and shed light on faculty members’ and teachers’ decision-making in the classroom.

The purpose of this study was to design a curriculum framework for elementary school which could be implemented during the Corona Virus pandemic period. This qualitative study was conducted using the six-step method of Sandlowski and Barroso. In this regard, 29 related research sources were used as the basis for the analysis, which resulted in extracting 5 basic axes of the elementary school curriculum in Corona crisis, including purpose, content teacher role, role of learners and role of government. The data validation was confirmed using data validation, transferability and data alignment and data reliability techniques with precise guidance of researchers' data collection and alignment. Based on the research results, the objectives of this curriculum should be considered according to the new conditions, with the approach of continuing education and achieving learning objectives. The content of this program includes Coexistence training with Corona, theoretical and practical training, and strengthening of socio-emotional competencies.

The purpose of this study is to analyze the content of elementary school textbooks based on decision-making and problem-solving skills. The method is descriptive and content analysis. The research community is all the books of the elementary education course (sixth grade) of the academic year 1399-99. The census sampling method was used and all primary school textbooks (41 volumes, 4947 pages) were reviewed and analyzed. The measurement tool was a researcher-made content analysis checklist whose validity was verified by experts and its reliability was verified by Scott method (89.5) and reproducibility technique (inter-coder reliability); Finally, the conceptual framework of the research was designed in the form of 2 skills and 10 indicators. Then, the data obtained from content analysis were analyzed in the form of descriptive statistics using the three steps of Shannon entropy. Decision-making and problem-solving skills are discussed 755 times in all pages of elementary school textbooks, of which; The highest attention with 403 frequency (53.4%) is related to "problem solving" skill and the lowest attention with 352 cases (46.6%) is related to "decision making" skill. In elementary school textbooks, the highest coefficient of importance is related to the skill of "decision making" (0.2221) and the lowest is related to the skill of "problem solving" with a coefficient of 0.502. The first grade has 5 book titles with a total of 64 times (8.5%); Second grade with 6 titles 92 (12.2%); Third, fourth and fifth grades with 7 titles, respectively 118 (15.6%); 134 (17.8%) and 128 times (17%) and the sixth grade with 9 titles, 219 times (29%) mentioned decision-making and problem-solving skills. The most attention to the total skills is related to the book "Mathematics" with 131 frequency (17.4%) and the least attention to "Quran teaching" with 80 frequency (10.6%). The book "Persian" in a total of six bases, 81 times; "Persian writing" 99; "Experimental Sciences" 105; "Teaching the Qur'an" 80; "Mathematics" 131; "Heavenly Gifts" 108 and "Social Studies" have dealt with these skills 102 times in total. Of these, the most attention was paid to the Persian book "Sixth" with 19 frequencies (23.5%) in the Persian book "Sixth" with 25 frequencies (25.2%) to the experimental sciences "Fourth" with 27 frequencies (25.8%) to the teaching of the Qur'an "Basic" "Fourth" with 21 frequencies (26.3%) in mathematics "sixth" with 39 frequencies (29.8%) in celestial gifts "fifth" with 39 frequencies (36.1%) in social studies "sixth" with 38 frequencies (37.3%). The most attention of Persian books, Persian writing, experimental sciences and mathematics to the problem of "problem solving" 51.9%; 59.6%; 63.8%; 62.6% and 51.9% and the most attention of Quran teaching books and social studies to the skill of "decision making" is 51.2% and 61.8%. The books "Thinking and Research and Work and Technology", which are taught only in the sixth grade, have taught decision-making and problem-solving skills 24 and 25 times, respectively; Their greatest focus has been on "decision-making" skills with 15 frequencies.We have to make decisions to take every step of life, the path of human life is determined by his decisions, but if a person does not have enough skills to make decisions, he will not be able to make decisions and as a result will endure conflicts and tensions or irrational decisions. And incorrectly, it will cause depression, anxiety and other discomforts (Ahanchian and Asavardi, 2015). In 2005, Scheckman et al. Found that decision-making skills training has a significant impact on the living environment and personal performance, and Tuttle stated in 2006 that life skills training in adolescents improves their decision-making abilities. Kurd Noghabi (2005) also said that from the point of view of students, teachers and education experts to develop a life skills curriculum; Decision-making skills in elementary school have high priorities. The coefficient obtained for this skill indicates the high importance of this component and is consistent with the mentioned researches. However, the findings of this study are in line with the results of Asadollahi et al. (2016) who stated that according to teachers, the sixth grade social education textbook pays more attention to decision making and Akbarzadeh Mirzanagh (2011) is not consistent.The results also show that out of a total of 755 frequency cases, 403 cases (53.4%) are dedicated to problem solving skills and the obtained importance coefficient is 0.1502 (second priority). Life is full of simple and complex issues. Students should practice how to solve the problem in school. If they have a problem in life or school, they know how to solve it (Harrington and Oliver, 2000). It is through learning to solve problems that children build their thinking skills. When children learn to solve problems with the confidence that They can easily make good decisions for themselves and solve their problems.When children do not have problem solving skills, they run away from the problem or problem and do not try to solve the problem, for example, a child whose age is ridiculed and does not know How he should deal with it will always escape from this problem, for example, he may hate school little by little, suffer from academic failure, and may want to run away from school under the pretext of headaches and pain, and so on.In this study, according to the obtained coefficient of importance, problem solving skills are in the second priority. The results of studies show that accurate problem solving has good consequences. Therefore, emphasis should be placed on teaching effective and positive coping skills. Beliges and Mous (1984, quoting Khosravi and Aghajani, 2003) found that centralized coping was less relevant to problem solving with severe abnormalities. Ohren and Gates (2002) and Gotholic (2004) focused on problem-solving skills training. The results of this study are in line with the findings of Ahmadi (2012) who stated that there is a difference between the level of attention of Persian books in the elementary school to each of the components of life skills training, so that problem solving skills are not the first priority. It is also consistent with the research of chivalry (2015) and El Masari et al. (2016) who stated that textbooks have paid enough attention to problem solving skills.In general, the most attention is paid to the total decision-making and problem-solving skills related to the book "Mathematics" with 131 frequencies (17.4%) and the least attention is related to the book "Teaching the Qur'an" with 80 frequencies (10.6%). Findings from the analysis show that textbooks teach life skills, but there is a difference between the level of attention paid to each component of life skills and in different textbooks.

The aim of this study was to determine the effect of perspective taking skill, with the two forms of imagine-self and imagine-other, training on forgiveness and gratitude virtues through the use of Forum Theater Method. Furthermore, the study was to compare the two forms of perspective-taking in this regard. Accordingly, a pretest posttest quasi-experimental design including two experimental groups and one control group was used for conducting this study. The participants consisted of 72 female fifth graders in Shiraz, Iran, who were selected based on cluster sampling. Of the two experimental groups, one received the imagine-self perspective-taking skill training and the other received imagine-other perspective-taking skill training. The data was then collected using the Forgiveness Scale (Chiaramello et al., 2008), and the Gratitude Questionnaire (McCullough et al., 2002), and analyzed by running MANOVA. Based on the results, the imagine-self perspective-taking skill training could affect participants' “lasting resentment”, and imagine-other perspective-taking skill training could affect participants' “lasting resentment” and “sensitivity to the circumstances of the offence”. However, the experimental groups' training had no statistically significant effect on “willingness to forgive” and “willingness to revenge”. Moreover, there was no statistically significant difference between the two experimental groups in forgiveness mean scores after receiving training. Concerning participants' level of gratitude, perspective-taking skill training was revealed as effective in both experimental groups. However, no statistically significant difference was observed between the two experimental groups in their mean scores of gratitude. Based on the overall results of this study, it can be concluded that the use of Forum Theater method for provision of perspective-taking skill training to students can extol their positive moral virtues.

An important role in educating students is not hidden from anyone. The close relationship between the teacher and the student and the influence that the teacher has on the student play an important role in his mental health. The teacher is a good role model for the student and tries to behave like him. The teacher is not just a teacher, but more importantly, an instructor and an influential role model. A good teacher who nurtures students well with his good behavior and speech does the greatest service to his community, and in contrast to a bad-tempered, misbehaving and deviant teacher who, with his bad behavior, knowledge It leads students to deviation and destruction. Considering the important role of teachers, the main purpose of this study is to investigate the position of teachers in the formation of Islamic education. The role of the teacher in the religious education of knowledge has become more prominent in the present age and the duty of the teacher has become heavier; Because the future of a society and a nation is in the hands of the teacher. If he can not train useful people and in harmony with the goals of society, he will destroy a nation.