جستجوی مقالات مرتبط با کلیدواژه « دانشجویان » در نشریات گروه « علوم تربیتی »

The present research was conducted to quantitatively combine the results of the studies conducted on the relationship between psychological capital and the psychological well-being of university students in Iran with the meta-analysis technique. The statistical population included all articles published in scientific journals in Iran regarding the relationship between psychological capital and psychological well-being of University students from 2011 to 2022 Using the purposeful sampling method, 10 cases consisting of 3233 subjects were selected as a statistical sample for the study. The data collection tool was the meta-analysis coding form. The data obtained from selected research were analyzed using CMA3 software (Meta-analysis Community Software). The meta-analysis of the selected studies showed that the average effect size of the relationship between psychological capital and psychological well-being in the fixed effects model is (0.598) and in the random effects model (0.633), which is considered above average and strong based on Cohen's interpretation system. Also, among the dimensions of psychological capital, self-efficacy with an effect size (of 0.511) has the highest contribution, and optimism with an effect size (of 0.453) has the lowest contribution to the psychological well-being of university students in Iran. Based on the obtained results, it seems necessary to pay attention to the components of psychological capital to improve the psychological well-being of university students.

The present study was conducted with the purpose of investigating the effect of cultural values on critical thinking tendencies among students of Azad University using the correlation method. The statistical population included all the students of medical, humanities, technical and engineering faculties of Islamic Azad University, Sari branch in the academic year of 1401-1402 in the number of 8933 people, according to the table of Karjesi and Morgan, the number of 368 people was selected by stratified random sampling method. (according to the school) were selected as a sample. The tools of data collection were cultural values questionnaires by Mansouri Sepehr et al. (reliability: 0.88) and critical thinking by Pak Mehr et al. (reliability: 0.89). At the 95% confidence level (α = 0.05), the Pearson correlation coefficient showed that there is a significant positive relationship between cultural values and critical thinking tendencies in the students of each of the faculties of medicine, humanities, and technical and engineering. has it. One-way analysis of variance showed that cultural values and critical thinking tendencies among students of medical, humanities and technical and engineering faculties do not have statistically significant differences. Also, regression analysis showed that cultural values have an effect on students' critical thinking tendencies. So that cultural values explain (predict) 55.4% of critical thinking tendencies.

This study investigates the structural model that elucidates the relationship between religiosity and mental health, via the mediating role of spiritual intelligence, among the students of Urmia University.

The research method was correlation of the type of structural equation model. From a pool of students at Urmia University in 2023 (N=13,567), 200 students were selected using the available sampling method, and they completed Goldberg's Mental Health Questionnaire (1979), Safdel's Religiosity Questionnaire (2013), and Farhosh et al.'s Spiritual Intelligence Questionnaire (2018). The path analysis modelling method was employed based on the LISREL software (Version 8.8) and SPSS 27 to analyse the results.

The research results showed that the direct path of between religiosity and mental health (β=0.73, T=8.07) was positive and significant (P<0.001). Additionally, the direct path between spiritual intelligence and mental health (β=0.75, T=8.32) was positive and significant (P<0.001). Furthermore, the indirect path between religiosity and mental health through spiritual intelligence (0.51) was positive and significant (P<0.005).

The results suggest that the proposed model based on research data exhibits a good fit, and the spiritual intelligence mediates the relationship between religiosity and mental health.

Academic environments are characterized by high levels of emotion. In an emotion-driven environment where emotions are related to other factors affecting academic performance, emotion regulation is essential. Therefore, it is essential to develop an instrument to evaluate emotion regulation strategies for students to employ in academic environment; hence, this study aims to analyze the psychometric features and factor structure of Persian version of Academic Emotion Regulation Questionnaire (AERQ) to evaluate emotion regulation strategies of university students. This study was descriptive and correlational studies. The research method was descriptive of correlation type. The statistical population consisted of all university students of Tehran universities. A total of 250 university students were selected as sample members by available sampling method. The Academic Emotion Regulation Questionnaire (Burić et al., 2016) was implemented along with the Achievement Goal Questionnaire-Revised (Elliot & Murayama, 2008). After excluding incomplete questionnaires and outliers 219 questionnaires remained. The questionnaire reliability was measured through Cronbach’s alpha for internal consistency and the retest method. The confirmatory factor analysis and criterion validity were employed to analyze the questionnaire validity and standard scores for each range of scores were reported. All eight components of the original version were confirmed in the factor analysis. In the criterion validity, the variance explained by AERQ components was significant. Consisting of 37 items and 8 components, the Persian version of the AERQ has acceptable reliability and validity and can be utilized for research purposes.

The formation of students' participation in the socio-cultural activities of the university is influenced by several factors.The aim of this study is Sociological Explanation of the Factors Affecting the Socio-Cultural Participation of Students of Payame Noor University of BandarAbbas.

The statistical population of the study includes all students of payame noor university of BandarAbbas, from which a sample of 385 people was selected by appropriate stratified random sampling method.This research was conducted using a survey method using a questionnaire technique. After collecting the questionnaires, the data were analyzed by spss22 statistical software. First, the tables related to the hypothesis test were calculated using T-test and regression test  and then the prediction equation related to the relationship of independent variables affecting the socio-cultural participation of students was calculated.  

The result showed Gender and self-concept variables have a significant relationship with the three dimensions of socio-cultural participation, while no significant relationship was observed between the variables of marital status, employment status and the three dimensions of participation. Among personality traits, the variables of social alienation and generalism have a significant relationship with the three dimensions of socio-cultural participation. A significant relationship was observed between the variables of control position and futurism with the three dimensions of participation, except for the dimension of participation scale. A significant relationship was observed between interpersonal trust and the three dimensions of participation. There was a significant relationship between institutional trust and the three dimensions of participation, except for the participatory activity dimension.

The motivation to participate in socio-cultural activities is related to personality traits and individual differences. Extracurricular managers in the university provide opportunities based on the interests, needs and motivations of students so that they can benefit from the advantages of socio-cultural activities in the university.

In programing to increase the quality of education, paying attention to teaching styles has been identified as an important variable. One of the most important reasons is that students' learning is a reflection of the experiences they face in the classroom. So, teaching styles serve as an important function in the classroom. The five dimensions of the Grasha-Reichmann Teaching Styles are: (a) Expert Teaching Style: possess knowledge and expertise that students need. Strives to maintain status an expert among students by displaying detailed knowledge and by challenging students to enhance their competence. (b) Formal Authority Teaching Style: Possess status among students because of knowledge and role as a faculty member. Concerned with providing positive and negative feedback, establishing learning goals, exceptions, and rules of conduct for students. (c) Personal Model Teaching Style: Believes in “teaching by personal example” and establishes a prototype for how to think and behave. (d) Facilitator Teaching Style: emphasizes the personal nature of teacher-student interactions. Guides students by asking questions, exploring options, suggesting alternatives, and encouraging them to develop criteria to make informed choices. And (e) Delegator Teaching Style: concerned with developing students’ capacity to function autonomously. Students work independently on projects or as part of autonomous teams.According to the importance of teaching styles, this research was conducted with the aim of investigating the relationship between professors' teaching styles and students' academic enthusiasm and academic performance. The present research method was descriptive-correlation. The statistical population was the students of Tehran universities, 238 students were selected by random sampling method. The information was collected by using a questionnaire. The main tool for data collection was the Grasha-Reichmann (1996) teaching style questionnaire and the Fredericks, Blumanfield and Paris (2004) academic enthusiasm questionnaire. The Grasha-Reichmann teaching style questionnaire is a self-reporting tool containing the five different teaching styles including: expert teaching style (8 items), formal authority teaching style (8 items), personal model teaching style (8 items), facilitator teaching style (8 items), and delegator teaching style (8 items). In other words, each item on a 5-point Likert scale. Fredericks, Blumanfield and Paris (2004) scale measures behavioral, emotional and cognitive subscales among students, using 5-point Likert scale. Fredericks et al. reported the reliability coefficient of this scale as 0.86. Also, to measure the students' academic performance, their GPA was used. Cronbach's alpha method was conducted to determine the validity of the tools. The obtained data were analyzed using descriptive statistics and inferential statistics, by using SPSS software version 24.The finding revealed that the mean for cognitive academic enthusiasm was 17.15 (out of 25). Also, the mean for emotional and behavioral academic enthusiasm were 22.89 (out of 30) and 14.97 (out of 20), respectively. In addition, students GPA was 16.98 (of 20). As stated above, students’ views on teaching styles were assesses on five dimensions, including: Expert Teaching Style, Formal Authority Teaching Style, Personal Model Teaching Style, Facilitator Teaching Style, and Delegator Teaching Style. The mean of view on expert style was 32.69 (out of 40). Also, the mean of view on formal authority style, personal model style, facilitator style, and delegator style were 29.06, 31.66, 25.87, and 25.21, respectively. Analysis of the findings showed that there was a direct and meaningful correlation between the teaching styles of professors and the academic enthusiasm of students. Also, there was a direct (positive) and meaningful correlation between professors' teaching styles and students' academic performance. Path analysis showed that of different teaching styles, facilitator teaching style had the most effect of academic performance of students. About the effect of teaching styles on academic enthusiasm, Personal Model Teaching Style had the most effect on behavioral academic enthusiasm. Also, Facilitator Teaching Style had the most effect on emotional and cognitive academic enthusiasm. Finally, about the effect of academic enthusiasm on academic performance, according to the coefficients, emotional academic enthusiasm had the most effect on academic performance of students. After that, there were behavioral and cognitive academic enthusiasm, respectively.According to the findings, it is suggested that faculty members use challenging and up-to-date activities similar to the real environment to increase students' academic enthusiasm. Also, it is suggested that faculty members, by focusing on new teaching styles that affect students' enthusiasm and academic performance, move away from focusing on the traditional style of lectures. So, they can increase the effective learning level by participating students in classroom teaching.

With the increasing use of virtual education, it is necessary to examine the experiences of students from the context of this type of education as the main audience. Therefore, the present research was conducted in order to investigate the opportunities, strategies, background conditions and damages of Farhangian University's e-learning system with a qualitative approach and phenomenological method. The scope of the study was the students of Farhangian Shahid Beheshti University of Euclid and the participants were selected purposefully using the intensity and snowball sampling method. A semi-structured interview was used to collect information. After interviewing 13 people and reaching the saturation point, the obtained data were analyzed according to Strauss and Corbin's coding with MaxQuda software. The results of the research showed that various physical and bodily injuries and reduced interaction between professors and students as injuries; Not needing a specific place and time to attend the class and get more information and supplement the lesson with web browsing as opportunities; Creating a dynamic class by constantly involving students in the class process as practical work and active attendance of students with group discussions, reducing class time and using other tools such as images, chat boxes and having questions and answers and fully using the capacities of The learning management system of educators for holding classes was identified as the most important solutions, and the speed and costs of the Internet for students, the way the professor teaches, and using the same teaching methods, and generally speaking, were identified as background conditions.

The purpose of this study is"phenomenology of the concept of sustainable teachers in students'student experience".Based on this,13 students of Shahid Bahonar University of Kerman were selected by voluntary-purpose sampling method and they were interviewed semi-structured.The research method was qualitative and phenomenological.Interviews were analyzed using the clyzer method.The research findings indicate that a lasting teacher is a teacher who tries to observe three dimensions,which are in fact the same as the main themes,in himself or in their education.These three main dimensions or themes include the educational dimension,the physical dimension and the communication-moral dimension.In the educational dimension four sub-themes were obtained,including paying attention to the motivation of students'progress,self-empowerment,commitment and using various teaching methods and techniquesThe second theme included the apparent dimension,with asub-theme of preserving the honors related to the role of teacher,the third theme also included the two sub-themes of being receptive and avoiding moral virtues and acquiring good moral virtues in them.Analysis of the content of students statements revealed that most ofthe extracted codes belonged to the communication-ethical dimension and this shows that students pay more special attention to how to communicate and maintain teachers'morals in relation to themselves Afterthat,there was an educational dimension of more attention thanthe physical dimension

The present study was conducted with the aim of studying the mediating role of emotional competence and life satisfaction in the relationship between academic procrastination and psychological well-being of students. The research was of a descriptive-correlation type and the statistical method was path analysis. The research population was 2500 university students of Mazandaran province in the academic year of 1998-99, who were selected by random cluster sampling method, 326 people. The research tools were Solomon and Roth Bloom's academic procrastination questionnaire (1984), Scott Hubner's multidimensional student satisfaction scale (2001), Riff's psychological well-being (1989) and Warr's Emotional Competence Scale (1990). The findings showed that academic procrastination has a direct, negative, and significant relationship with emotional competence (r=-0.41). Academic procrastination has a direct, negative and significant relationship with psychological well-being (r=-0.39). Life satisfaction has a direct, positive and significant relationship with psychological well-being (r=0.35). Emotional competence has a direct, positive and significant relationship with psychological well-being (r=0.38). Emotional competence has a direct, positive and significant relationship with life satisfaction (r=0.31). Academic procrastination has an indirect, negative and significant relationship with psychological well-being through the reduction of emotional competence. It is concluded that students' procrastination harms their emotional competence, and if emotional competence is associated with life satisfaction and effective communication with family, friends, university environment, positive self-image and acceptance and commitment, psychological well-being increases. The practical suggestion is that education specialists hold educational workshops in order to evaluate the levels of academic procrastination and learn about the psychological needs of this group of students, to prepare them for a better academic life and personal life satisfaction. The research proposal is to test and study this relationship among students of other universities in the conditions of the Corona crisis and after.

academic self-efficacy is a set of individual beliefs about academic competence. perseverance and motivation. which shows the individual's confidence in his ability to complete academic assignments. Academic self-efficacy can have a significant impact on the academic success of students and the progress of the educational system. The current research was conducted with the aim of investigating and evaluating the state of academic self-efficacy with the academic desirability technique.

The current research was descriptive-survey. The statistical population includes all students working in Mazandaran University of Science and Technology in the first semester of the academic year 1402-1401. who were selected by stratified random sampling method in the number of 335 people. In order to collect data. a standard educational self-efficacy questionnaire was used. To analyze the data. Kolmogorov-Smirnov. Yeoman-Whitney and Wilcoxon tests were used with the help of SPSS21 software.

showed that the academic self-efficacy of students is relatively favorable. Also. there is a significant difference between the academic self-efficacy of students with the variables of gender. age. educational level at the 95% confidence level. However. there is no significant difference between students' academic self-efficacy and academic semester variable. The findings of this research showed that the academic self-efficacy of students is relatively favorable.

Managers and planners of Mazandaran University of Science and Technology should consider organizing workshops and training courses. creating a supportive environment. paying attention to collective. group and team work among students. scientific and recreational tours to strengthen students' self-efficacy

The aim of the current research is to validate the framework of the change of students' learning culture. The current research is fundamental in terms of its purpose. Also, in terms of the method of data collection it was done by survey method. In this research, the opinions of 260 faculty members of Shahid Beheshti University were obtained through the implementation of a researcher-made questionnaire and they were examined using stratified random sampling. The face and content validity of the questionnaire were approved by experts in the area of higher education as well as university culture, and the reliability of the questionnaire was obtained using Cronbach's alpha coefficient; it was higher than (0.70). To analyze the data obtained from the implementation of the questionnaire, first and second confirmatory factor analysis (CFI) tests and structural equation modeling (SEM) were used through statistical software (Amos Graphics). Finally, a comprehensive framework for the change of students' learning culture was approved.

It is possible to know the performance of university systems (activities and their results) through its dual form - quantity and quality - both of which show a complex reality. Educational and research phenomena in universities are born in such a complex field. Therefore, the "tools for determining" quality in higher education, regardless of this field, achieve a superficial knowledge of it and create an illusion of "certain knowledge" of it. Considering higher education as the wealth and capital of nations and societies and its role in the knowledge economy, higher education institutions to reduce costs, create added value to overcome their competitors, realize new expectations of internal and external stakeholders, interact with the working world community, promote Continuously improving the quality of teaching and learning and research, as well as responding to the increase in demand, have paid special attention to the quality of education. The quality of education has been one of the main concerns of higher education systems in most countries of the world (Parand & Qayyumi, 2017). With the spread of higher education and the limitation of public expenses, the sensitivity of the stakeholders towards the quality of higher education and its added value has increased (Shirbagi, 2011). Service quality is recognized as the main determinant of an organization's success in the current changing environment, and any decrease in customer satisfaction due to poor service quality is cause for concern (Van Duong, Binns & Lee, 2004).The study of student satisfaction plays an important role in improving the quality of education; therefore, one should first try to recognize the possible gap and eliminate or reduce this gap between the existing and the desired situation. Due to the importance of this issue and the fact that no study was found in Urmia University of Medical Sciences to identify the quality of education in the literature review, this research was conducted with the aim of determining the gap in the quality of education in Urmia University of Medical Sciences by receiving the opinions of working students studying in this university. In this way, to analyze the existing inadequacies and provide targeted solutions to reduce the quality gaps observed in the field of educational services. Therefore, the following research questions have been raised:1- What are the components of the higher education quality questionnaire?2- What is the status of educational quality in Urmia University of Medical Sciences?3- What is the status of educational quality dimensions in Urmia University of Medical Sciences?4- Is the status of educational quality in Urmia University of Medical Sciences different according to the gender variable of students?5- Is the status of educational quality in Urmia University of Medical Sciences different according to the respondent's faculty?Considering the role of universities of medical sciences in the education of students who play an essential role in promoting the health of the society, this research was conducted with the aim of evaluating the quality of the education process in Urmia University of Medical Sciences from the students' point of view.According to the research questions, the approach of the current research is quantitative and positivist in terms of the method of data collection and analysis, and its strategy was descriptive-survey. Survey is one of the methods of data collection in which information is collected through people who are called respondents and answer the questions. This method, which is used more than any other research method in behavioral science studies, can be used in all kinds of exploratory, descriptive, explanatory and evaluation studies (Saadipour, 2015). This descriptive-survey research was conducted in Urmia University of Medical Sciences in 2019. The statistical population includes all students of Urmia University of Medical Sciences. The number of 384 people was selected as a statistical sample using the table (Krejcie & Morgan, 1970) by the method of relative stratified sampling. To collect data from Mantz York's higher education quality questionnaire (Yorke, 1995) used. Finally, 336 completed questionnaires were returned.Exploratory factor analysis was used to identify the components of the higher education quality questionnaire. For the purpose of exploratory factor analysis of the present questionnaire, principal component analysis method with varimax rotation was used. Based on the information in Table 2, which shows the results of the Como and Bartlett test. Como's value is 0.70 and the result of Bartlett's test is also significant and indicates that the data are suitable and sufficient for factor analysis.To analyze the data, t-tests, one-way analysis of variance were used with the help of SPSS software. According to the results of the research, the dimensions of the higher education quality questionnaire include six factors of the educational program and goals, teaching method and quality, educational facilities and equipment, measurement and evaluation, educational satisfaction and feedback. From the point of view of the students, the high quality of education in Urmia University of Medical Sciences is not in a favorable condition. In all aspects of the quality of higher education, there is a significant difference between the desired situation and the current situation. The largest distance was related to the dimension of educational satisfaction and the smallest distance was related to the educational program and goals. Also, the results showed that there is no significant difference in the quality of higher education in Urmia University of Medical Sciences according to the respondents' gender and faculty. From the perspective of students, the quality of higher education in Urmia University of Medical Sciences was below average. Therefore, in order to improve the quality of the education process, detailed planning and practical measures must be taken in line with the educational and research demands and expectations of the students.In this regard, the results of the research indicate that the government should improve the budget in public universities, build infrastructure, create higher quality units, and attract and retain qualified academic staff to ensure the quality of education.

The present research was conducted to discover and understand the dimensions and components of the curriculum of tourism students based on sustainable development in a synthesis. The corpus of the research included all the studies published in this field from 2000 to 2022 in nine valid scientific databases. The examined sample included 42 documents that were categorized and organized using MAXQDA20. Member control method and agreement coefficient, equal to 71%, were used for validation data. The findings showed that the expertise, and perspective of the tourism curriculum with an emphasis on the sustainable development approach includes six themes, conceptual (concepts dynamic), entrepreneurial (intelligent action), naturalistic (responsible behavior), strategic (management strategies), sociological (understanding the relationship with issues) and humanistic (human values). According to the results, tourism education should be developed from professional education to free and broader education. In addition, paradigm of sustainable development focusing on six areas of expertise should be used as the approach and strategy defined in the curriculum of tourism and should be integrated to the greatest potential in the direction of cultivating knowledgeable human resources in the complex path of sustainable development of tourism. Furthermore, there is an emphasis on planning with the correct guidance of sustainability strategies in higher education curriculum of Tourism.

The purpose of this study was to develop a causal model of academic wellbeing among Farhangian University students based on its relationship with internal and external developmental assets and the mediating role of the sense of coherence. This research adopted a correlational design to investigate the relationship between the variables. The statistical population of the study included all students studying at Farhangian University of Kurdistan, Kurdistan Province, Iran, in the academic year 2020-2021. In total, 300 students were selected as participants using stratified random sampling. Academic well-being scale, Developmental assets questionnaire, and the sense of coherence scale were used to collect data. Structural equation modeling was performed using SPSS and AMOS (version 21) to analyze the data. Based on the results, the causal model confirmed the relationship between internal developmental assets, external developmental assets, the sense of coherence, and students’ academic well-being. Furthermore, both the sense of coherence and internal and external developmental assets were found to have a direct, positive, and significant effect on academic well-being. Internal and external developmental assets also had a direct, positive, and significant effect on the sense of coherence and an indirect positive effect on academic wellbeing through the mediating role of the sense of coherence. Therefore, it can be concluded that improving Farhangian University students’ internal and external developmental assets and sense of coherence can significantly enhance their academic well-being .

The aim of this study was to investigate the structural relations between perfectionism levels and cognitive performance in individuals with symptoms of obsessive-compulsive disorder mediated by cognitive styles. The study population included students of University of Tabriz. Using convenience sampling, 360 subjects were selected. They completed Madsley's obsessive-compulsive disorder inventory, positive and negative perfectionism scale, and Felder-Solomon learning styles questionnaire online. Also, Wisconsin Card Sorting Test, Continuous Performance Task (CPT) and Wechsler Working Memory Test (WMT) were performed through computer software. Results showed that reflective cognitive style could mediate the relationship between positive perfectionism and cognitive performance. Besides, levels of perfectionism could significantly predict reflective cognitive style and cognitive performance significantly. Hence, it could be concluded that levels of perfectionism and reflective cognitive style in interaction, predict cognitive performance in individuals with symptoms of obsessive-compulsive disorder. It was also obtained that interventions in this field should consider the interactive effects of perfectionism and reflective cognitive style.

In the contemporary age, universities, particularly those in Iran, encounter various challenges concerning scientific writing. Among the key elements of audience-focused scientific writing, attractive writing is critical; however, research indicates that it often receives insufficient emphasis. Given this reality, it's imperative to prioritize and identify a comprehensive set of indicators for assessing the quality of attractive writing in scientific works.It is imperative to devise effective solutions to enhance its overall quality. The aim of the present study was to discern a set of indicators for evaluating the quality of attractive writing in academic writing. To achieve this goal, a qualitative approach and phenomenological method were employed. The research was conducted at the Faculty of Psychology and Education, University of Tehran. A purposive selection was made of 12 faculty members, who subsequently underwent a semi-structured interview. Utilizing Dickelman's strategy for analysis, the interviews were examined, resulting in the successful identification of 51 indicators. These indicators were then classified based on nine criteria, including "creative writing", "stimulating text", "brief writing", "simplified writing", "transparency of writing", "page layout order", "Attractive summarizers (appropriate use of graphic symbols)", "In-text coherence" and "Writing Correct Words" which can be used to accurately measure the characteristics of writing attractiveness. It seems that observing the indicators and criteria of writing attractiveness can play an important role in improving the quality of writings, increasing the tendency towards studies, promoting the study culture and using scientific findings and facilitating them. in the end, suggestions were also proposed.

Smartphones have been used for various purposes in people's lives in recent years, but excessive use has turned into addiction in many cases. The present study was conducted with the aim of investigating the relationship between personality traits and attachment styles with the level of smartphone addiction in Semnan University students. This research was descriptive and correlational, and for this purpose, 130 students of Semnan University were selected by available sampling method. The research tools were NEO-FFI short form, Hazen and Shaver adult attachment style questionnaire and Greenfield smartphone addiction test. The data were analyzed using Pearson correlation coefficient tests, multivariate regression analysis. Step by step and t-test for independent groups were analyzed. The results of data analysis showed that the variables of ambivalent attachment style and conscientiousness personality trait have a predictive role in smartphone addiction. This means that people with ambivalent attachment style are more likely to get addicted to their smartphone, while this relationship is reversed for the conscientious personality trait, and conscientious people have a higher chance of not getting addicted to their smartphone than others. Also, male students show more addictive behaviors towards their smartphones than girls.

The present phenomenological study aimed to examine the factors affecting the quality of education at Farhangian University.

Therefore, semi-structured interviews were conducted to collect the information from 21 participants, including students, professors, experts, and managers of Farhangian University, who were selected using the purposive sampling method and theoretical saturation. Colaizzi's multistage method was used to analyze the data. Then, the validity and reliability of the study were examined.

In the next stage, 150 sub-concepts, 19 main categories, and 7 major categories were obtained. The main categories comprised the appropriate selection of professors and students, the professional competence of professors, physical infrastructure, the appropriate educational content for teacher training, the professional competence of student teachers, the empowerment of professors, and motivating the professors and students.

The results showed that improving the quality of education at Farhangian University has a multifaceted nature, and paying attention to its different aspects can improve the quality of education. The quality of education depends on some dichotomies such as theory or practice, content or activity, expertise or commitment, and physical health or mental health. It can be improved if dichotomies work in a coordinated manner.

The Covid-19 pandemic has posed many challenges for students, bringing about negative impacts. Resilience has been a key factor in facing these challenges. This study was conducted to design a student resilience pattern in response to the pandemic in the target population of Islamic Azad Universities in the city of Tehran. A qualitative method was adopted, using the systematic grounded theory approach. Data were collected purposefully and theoretically through in-depth semi-structured interviews with 24 participants, including students, faculty members, and experts. Data were analyzed using open, axial, and selective coding in ATLAS.ti 9 Qualitative software. Findings revealed 147 codes and 36 subcategories from 10 main categories. Based on a paradigm model, the higher education students' resilient response to the Covid-19 pandemic was identified as a central phenomenon. Causal conditions were categorized into three main categories:  individual (six subcategories and 26 codes), organizational (six subcategories and 31 codes), and social (four subcategories and 12 codes); contexts were classified into two main categories: internal (five subcategories and 15 codes) and external (three subcategories and 14 codes); and strategies were categorized into three main categories: prediction and prevention (two subcategories and seven codes), response and coping (four subcategories and 16 codes), and adaptation and compatibility (two subcategories and 11 codes). Consequently, consequences led to two main categories: short-term (two subcategories and seven codes) and long-term (two subcategories and eight codes).

The purpose of this research was to investigate the relationship between students' academic progress scores and their evaluation of the university professors' teaching. The longitudinal design of this research is a panel study in which the necessary measurements are made over time and at specific intervals. The students studying in the three semesters were the statistical population of this research. The sample size was determined by GPower software and based on the type of statistical tests required. After screening more than one hundred thousand pairs of "student grade-teacher evaluation", the final analysis was performed on the data of 1970 students who had studied with a certain professor in three consecutive semesters. The tool for collecting the evaluation data of the professors was the official survey form of the institution in the intended semesters. The analysis showed that with the increase of the student’s final grade, his/her evaluation grade from the professor in the next semester increases significantly. Supplementary analysis showed that the effect of this initial score remains stable until two semesters late. It can be said that with a one-unit increase in students’ final grade, after two semesters, a significant increase between 1 and 4% in their evaluation grade from professors can be seen. The regression coefficients of the relationship between the grade point average of the whole class and the teaching evaluation of professors were also significant in the case of two consecutive semesters. Finally, the analyzes on the grades of the specialized and main courses of the students showed that compared to the past semesters, there is a grade inflation in the groups of humanities, literature, architecture and art. Based on this evidence, it is suggested that the phenomenon of grade inflation be considered from the point of view of its possible connection and interrelation with the way student evaluations are used in the employment and academic decisions of faculty members.