جستجوی مقالات مرتبط با کلیدواژه « Self-Knowledge » در نشریات گروه « علوم تربیتی »

This research was carried out with the purpose of determining the effectiveness of the self-knowledge educational package based on the theory of existentialism on the illogical beliefs of communication on people. The statistical population included all married people who referred to counseling and psychological centers in Tehran's 1st and 3rd districts with marital problems. In the current research, experimental research method of quasi-experimental type of pre-test and post-test design with control group was used. In the research sample, 16 people who had a high level of irrational beliefs were selected voluntarily based on the answers to the voluntary questionnaire of counseling centers, and 8 people were randomly replaced in the experimental and control groups. The data collection tool was Adilson and Epstein's communication irrational beliefs questionnaire, which was conducted with a pre-test and post-test design with a control group and 12 data collection training sessions. Multivariate analysis of covariance or MANOVA method was used for data analysis. The results of the analysis of covariance in the Mankva text showed that in the main hypothesis, the analysis of covariance in the variable of couples' irrational beliefs (sig=0.02, F=6.059) is significant.
The results of the sub-hypotheses also showed that the analysis of covariance in the variable of destructiveness, belief in the changeability of the spouse, belief in mind reading, belief in sexual perfectionism and sexual differences of couples is significant.
the self-knowledge education based on the existentialism approach is effective on the irrational beliefs of married people.

The aim of this study was to investigate the relationship between self-knowledge and academic procrastination by mediating role of satisfaction of basic psychological needs and cyberspace addiction in secondary school students. The method of this research was correlational of structural equations. The research population was all secondary students (N= 7450) in Malayer city. Sample group (n= 515) was selected based on Cochran formula and cluster random sampling. Each participant completed a questionnaire including Academic Procrastination Scale, Basic Psychological Needs Scale, Cyberspace Addiction scale, and Integrative Self-Knowledge Questionnaire. Data were analyzed by Pearson correlation and path analysis method using SPSS-26 and AMOS-24. The results showed that the direct effects of self-knowledge on basic psychological needs (autonomy, competence, and relatedness) (β > 0.35) and cyberspace addiction (β = -0.50) were significant. Among the basic needs, the effect of the need for competence on procrastination was significant (β = 0.36), while the needs of relatedness and autonomy had no significant effects on procrastination. The effect of cyberspace addiction on procrastination was also significant (β = 0.46). The indirect effect of self-knowledge on academic procrastination through basic psychological needs and cyberspace addiction was also significant (β = -0.49). Research findings show that self-knowledge can be effective in reducing academic procrastination by satisfying basic psychological needs and reducing cyberspace addiction. Therefore, by providing an environment that supports basic needs in school and family, students' academic procrastination can be prevented.

The purpose of this study is to determine the main factors, stages, and goals of self-knowledge-based education in Allameh Jafari's theory of rational life. The method of the present study is descriptive-analytical and deductive inference. What is the meaning and position of these research questions that self-knowledge has in Allameh Jafari's theory of rational life? And what are the educational factors related to self-knowledge, based on Allameh Jafari's theory of rational life? Using the descriptive-analytical method, and the question of what are the goals and stages related to self-knowledge, based on Allameh Jafari's theory of rational life, was investigated and answered using the deductive inference method. Studies have shown that consciousness, nature, agency, rationality, and the divine self are factors that are important in self-knowledge education in the theory of rational life; Accordingly, the basic goal of education is perfection (nearness to God) and its basic principles are at level 1: rational life and at level 2: self-knowledge; And the three stages of training are liberation (liberation), freedom (redemption) and authority (delegation).

Self-knowledge as an educational method At first glance, the concept seems obvious. But the concept faces challenges in meaning. That is, precision in the sense of self is not a unified understanding of it and this can cause problems in practice in education. The purpose of this article is to analyze the concept of self as one of the basic methods of education in order to eliminate semantic challenges and create semantic unity in it. Conceptual analysis was used for this purpose. The results showed that with the common semantic elements that exist between different definitions and understandings of self, one can significantly achieve the semantic inconsistencies of this concept. Accordingly, three types of self-knowledge based on one's inner perceptions, one's outer perceptions, and one's inner and outer common perceptions were identified. In this way three types of self-knowledge separated into three relationships between: I and I, I and other, and I and other thing. Then it turned out that in all types of self, there are four essential elements: identifying agent, need for self, source of need, and interaction. It also turned out that there were always obstacles in self-knowledge such as intellectual disabilities, cognitive disabilities, distance between beliefs and practices and wrong living habits. Given the aforementioned elements, relationships, and barriers, a redefinition of self-knowledge has emerged that seems to be more comprehensive and precarious. The above definition will facilitate the transparency of the instructional work of educators in using self-knowledge.

Target of research was to Study Relationship between basic psychological needs and self-Knowledge with preferred teaching style by mediation role of critical thinking skills in primary school teachers in Urmia. The research was correlational. The population was primary school teachers In area 1 of Urmia education in the academic year of 2016-2017 (1570 persons). A sample of randomly stratified by gender, with 310 Morgan table was set. Data were collected using questionnaires, Basic psychological needs (Guardia, Deci and Ryan, 2000), Self-consistency (Ghorbani, Watson and Hargys, 2008), Preferred teaching style (Mousapour, 1998) and Short form of critical thinking skills (Watson and Glaser, 1980) obtained and with software SPSS, and with Pearson correlation test and Sobel test were analyzed. Results showed Basic psychological needs with preferred teaching style negative relationship; Self-Knowledge with preferred teaching style positive relationship have but Basic psychological needs, Self-Knowledge and the preferred teaching style with Critical thinking skills, there was no relationship. Among Basic psychological needs and Self-Knowledge with preferred teaching style by mediation Critical thinking skills there was no relationship.

The management and guidance of the self in the area of possessions and findings is based on self-knowledge, which, in turn, is the prerequisite for human perfection. This management is one of the missions of moral education. The dimensions of the self, the main tendencies of the self and their relationship with each other, the relationship between self-knowledge and moral education, the role of self-knowledge in the development and consolidation of ethical aspirations, and the link between ethics and psychology in the Islamic sense are some questions that have been studied in this research. Although knowledge is a prerequisite for the development, sublimation and strength of human tendencies, it can play a role if it is accompanied by will power. Highlighting this link will allow teachers to establish their educational measures based on strong philosophical and anthropological foundations, so that in proposing solutions and strategies, they can resolve theoretical, scientific, or practical doubts and uncertainties. The present paper uses the descriptive-analytical method and documentary approach to address this issue.

The use of common terminology and simple language in Islamic sciences, especially in the realm of Islamic philosophy, to achieve efficient and effective interpretation and analysis is rare and has no abundant history. In this area, rich works with extended and fit analyses are also observed scarcely. Although in each period, a few examples of such works can be found, the oddness of philosophical thought is still fixed on its state. The formidable pen of professor Obudiyyat experienced the courage to step into this difficult way and pave the uneven path of philosophical thought and the rougher terrain of self-knowledge for the interested deep-thinkers. This work has a lot of innovative points and valuable and in-depth analyses, and its privileges are impressive and satisfying. In spite of all these positive attributes, there are a few disadvantages that point to the intractable peaks of transcendent wisdom and show that the bronco of thought must constantly be forced to prowl, and researcher should not be deprived from the help of other scholars, even if this help is received through the expression of shortcomings. In order to accomplish this end, this study points to some of these shortcomings, the most important of them refers to neglecting the doctrine of "haqiqat and raqiqat " (the truth and the inadequate) in complex discussions about self-knowledge, such as expression of the "stages of self", "hodus and qedam of self", the doctrine of "corporality of hodus and spirituality of qedam", "the unity of self with faculties and with active intellect". It is hoped that the book will be finished by the reflection of its conscientious intellectual and scholar author, and innovation in transcendent wisdom will be promoted outstandingly.

 The purpose of this study was investigated the reasons of the delay in marriage and its relationship with self-knowledge, mindfulness and mental health in the single students.

 This was a descriptive study. The statistical society was all over 30 years old Tehran University students. Five hundred and thirty-seven people were selected and invited to answer the delay in marriage questionnaire, self-knowledge, mindfulness questionnaire and Hopkins’s List syndrome.

The results showed that the economic factors, the causes of educational and sociocultural factors had positive significant relationship with delay marriage. Also mindfulness and anxiety had positive significant relationship with economy, education and, socio-cultural factors. Depression and somatization had negative significant relationship with mindfulness. Interpersonal sensitivity also had negative statistical relationship with economic factors and selfknowledge. Education causes predicted only interpersonal sensitivity (P=0/02); socio-cultural factors able to predicted self-knowledge (P=0/03), mindfulness (P=0/02) and interpersonal sensitivity (P =0/02). Economic reasons (t=2/17), educational causes (t=3/52) and socio-cultural factors (t=2/76) in unmarried male and female students were significantly different. Between mindfulness (t =3/08), anxiety (t =1/86) and obsession (t =1/83) there was a significant difference in male and female students were single.

This study compares and contrasts self−knowledge from the perspective of Masha and Eshragh. This research is theoretical and the methodology is documentary; the findings are categorized in three groups: (1) these two perspectives have some similarities such as confession of the view that human is a being made of self and body and self is an immortal abstract being with endless potentials and capacities and due to its interactive relations with body can, through education, get actualized; (2) these two perspectives are considerably different in terms of definitions, expressions, literature, realm, methodology, directionality, content, and consequences; (3) the outcomes of the two perspectives are different in the followings: the ultimate aim in Masha philosophy is the happiness of human while in Eshragh the ultimate aim of education is separation and disconnection form the attachments and material dependence and complete separation from non−God views so as sees God only and want him only; yet, the common educational principles in the two philosophies are the principle of gradation, principle of consistency and continuity, moderation, affection, and munificence. But in Eshragh philosophy internal orientation, attention to internal development, hereafter orientation, return to the main homeland, and the softening the secret is also added and the educational methods in this school are indoctrination, reclusion, recitation, death remembrance and resurrection.