فصلنامه خانواده و پژوهش
سال پانزدهم شماره 3 (پاییز 1397)

Recruitment, training and professional development of teachers is of paramount importance in many countries. Hence, the present study was carried out to answer the following questions: 1. What are the guidelines for teachers’ recruitment and selection based on Fundamental Reform Documents of Education? 2. What are the guidelines for teachers’ retention and promotion according to Fundamental Reform Documents of Education? The study utilized a mixed method. More specifically, in the first stage, an explanation of the theoretical foundations of the study was provided using a descriptive-analytical method. In the second stage, the guidelines pertaining to each of the components of teachers’ recruitment, selection, retention, and promotion were derived from Fundamental Reform Documents of Education using a reflective method. In the third stage, experts’ opinion on the validity of the results was obtained using a researcher-made questionnaire. Next, quantitative tests were performed on the questionnaire data. The reliability of the questionnaire was confirmed by Cronbach's alpha test. For the purpose of the validation of the results Friedman test was used. The findings of the study included 10 guidelines for teachers’ recruitment and selection and 27 guidelines for teachers’ retention and promotion.

This research was conducted to investigate the relationship between psychological hardiness, coping styles, emotion regulation, and tendency toward addiction among senior high school students in Langarud. The method of the study was descriptive and correlational and the statistical population of the study comprised 2040 high schoolers in academic year 2015-2016 from among them 200 students were selected via random cluster sampling method. The instruments included Psychological Hardiness Scale (Kobasa, 1970), Billings & Moos Coping Checklist (1984), Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2006), and Addiction Potential Scale (Zargar, 2006). The obtained data were analyzed by using step-wise regression and pearson correlation. The results showed that there was a significant relationship between psychological hardiness, emotion regulation, physical inhibition (a component of coping strategies), and tendency toward addiction. Furthermore, psychological hardiness and adaptive emotion regulation strategies accounted for 32.2% and 4.2% of the variance in tendency toward addiction, respectively.

The purpose of the present study was to conduct a content analysis of the grades 2-6 Hedyehayeh Aseman textbooks in order to assess their consistency with core competencies of the national curriculum (reasoning, faith, science, practice, and ethics). The population of the study included grades 2-6 Hedyehayeh Aseman textbooks in academic year 2015-2016. A number of 1381 sentences of all such textbooks were content analyzed and Shannon entropy was used to calculate the frequency, information load, and significance coefficients. The results showed that the components of science, faith, reasoning, practice, and ethics had the frequency of 34.84, 20.2, 22.6, 14.85, and 7.53 percent, respectively. In these books, the highest significance coefficient was obtained for the component of practice (40%), while the lowest index was related to ethics (0.048). The frequency and significance of the ethical component was lower than expected. According to the national curriculum, an integrated approach should be adopted in the selection and organization of the content in the areas of science, practice and ethics so that the grounds for the attainment of knowledge of two basic competencies, i.e., reasoning and faith, are prepared. Due to the imbalanced distribution of some of the aforementioned five components in the content of the analyzed textbooks, it is suggested that more attention be paid to the elements with lowest significance and frequency.

The present study was undertaken to examine the causal relationship between family factors and reading literacy among Iranian fourth graders mediated by valuing reading and reading habits of students based on PIRLS 2011 data. To this end, 5758 students (girls and boys) and their parents were sampled. The data from international PIRLS 2011 test as well as two contextual questionnaires (Student Questionnaire and Home Questionnaire) were used and analyzed using SPSS and Amos software. The overall fit of the proposed model was confirmed. Moreover, the proposed model for girls and boys had a desirable goodness of fit into the data. Among the paths, the effects of SES on reading habits of students, SES on reading literacy of students, and reading habits of students on their reading literacy were positive and significant. The chi-square results for girls and boys showed that there was no statistically significant difference between them.

Internet usage growth has changed our life for the better; however, along with its undeniable benefits, it has also had adverse consequences. The present study sought to investigate the role of generation gap as an important and influential variable in the prediction of Internet addiction among adolescents. The research method was descriptive and correlational. The statistical population of the study comprised senior high school students in Tabriz in academic year 2016-2017 from among them 274 individuals were selected via multi-stage cluster sampling method. The instruments included Problematic Internet Entertainment Use Scale for Adolescents (PIEUSA) and a self-devised Generation Gap Scale. The results showed that there was a significant, positive relationship between generation gap and Internet addiction (p<0.01, r= 0.21). The proposed model had a desirable goodness of fit into the data and generation gap can be used to explain Internet addiction among adolescents. Generation gap can explain variation in Internet addiction; thereby, it can be the base of some recommendations for Internet addiction prevention and treatment.

The present study was undertaken to compare emotion regulation strategies and emotional self-regulation in 12-16 year old boys with and without drug-addicted parents in Masjed Soleyman. This survey research had a casual-comparative design. The population of the study comprised all students aged 12 to 16 with and without drug-addicted parents in Masjed Soleyman who were studying in junior high schools in academic year 2016-2017. From among the statistical population, 30 students with drug-addicted parents were selected by convenience sampling method and 30 students with healthy parents were selected via simple random sampling method. The instruments included Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001) and Measure of Affect Regulation Styles (MARS). The obtained data were analyzed through multivariate analysis of variance (MANOVA). The results demonstrated that there was a significant difference between students with and without drug-addicted parents with regard to emotion regulation strategies and emotional self-regulation (P≤0.05). More specifically, students with addicted parents showed lower levels of emotion regulation strategies and emotional self-regulation than their regular counterparts. The findings of this study indicated that drug-addicted parents can expose their children especially boys to psychological problems such as emotional dysregulation.

Children’s questioning is the beginning of awareness and thinking and the family plays a significant role in its development. Negative or neutral attitude towards this issue hinders children’s questioning. This study aimed to identify family barriers to student questioning in primary school. This was a descriptive-analytical study which was carried out with an exploratory approach. The population of the study comprised all sixth grade students in Qom (N= 16150). Using Krejcie and Morgan table and multi-stage cluster sampling method, 427 students were selected as the sample. The instrument included a researcher-made questionnaire on family barriers to student questioning. The validity of measure was evaluated by academics and experts and its reliability was confirmed using Cronbach's alpha test (0.79). The collected data were analyzed by factor analysis. The results showed that “not encouraging children to ask questions and not assisting children in scientific issues” (factor loading= 2.964 and explained variance=19.429 percent) and “rigor and strict control of children’s activities at home” (factor loading=0.755 and explained variance= 6.086 percent) were the most and least influential barriers to student questioning. In general, the findings indicated that the family has failed to fulfill its significant role in promotion of children reflection, critical thinking, and questioning.