فصلنامه پژوهش در نظام های آموزشی
پیاپی 50 (پاییز 1399)

The ability to self-regulate is one of the most important factors in relation with many positive psychological outcomes and should be fostered especially in students. The aim of the present study was to test the effectiveness of executive functions education on self regulation base on mediator role of planning. The research design was semi-experimental design with pretest-posttest with control group. The statistical population of this study was all students in the fifth, sixth and seventh grade in the 2nd district of Tehran. The participants were 40 students who were enrolled in schools in academic year of 2018-19. These participants selected through convenience sampling. In the experimental group, 20 students received 8 sessions of 90 minutes of training, while the members of the control group received no training. The research tool was The Behavior Rating Inventory of Executive Function. For analysis of data, structural models with partial least squares approach were used in the form of MIMIC model. From significant findings of this study, we can mention the fitting of the conceptual model as well as the direct and indirect effect of executive functions education on self regulation. In sum the fitting model showed the importance of training and mediator variable.

The aim of this study was to investigate the relationship between test anxiety and motivation to progress with self-disability and academic procrastination in students of Tehran University of Applied Sciences. The research method of the present study is descriptive-correlational. The statistical population of this study includes all students of East Tehran University of Applied Sciences. 340 people were selected from this statistical population by multi-stage random sampling method. The negligence of Solomon and Rothblum (2005) and Edward E. Jones's (1979) self-restraint scale were answered. The results of Pearson correlation showed that there is a positive and significant relationship between test anxiety and academic self-efficacy and there is a negative and significant relationship between achievement motivation and self-efficacy and academic achievement. Negativity and test anxiety positively predict students' procrastination and self-empowerment. The results of the study indicate that by increasing the motivation to progress and reduce the anxiety of the exam, it is possible to reduce the students' self-disability and academic procrastination.

The purpose of the present study is to investigate the training of self-encouragement based on the Adler's theory of percieved self-efficacy and Psychological well-Being of female high school students. This study method was quasi-experimental design with pretest, posttest, control group and follow-up after 6 months. The population of this study was all high school girl students in Tehran during the academic year 2018-19. The sample consisted of 60 students (30 participants for each group) who were selected by cluster random sampling method, then the experimental group received training self-encouragement for eight 90-minute sessions once a week in group form, meanwhile the control group did not receive any training. The instrument used in this study was Morgan-jinks's percieved self-efficacy scale (1999) and Ryff's Psychological well-Being scale (1989). Data were analyzed using repeated measurements design. The results indicated that self-encouragement training on perceived Self-efficacy (p < 0/01) and Psychological well-Being (p < 0/01) caused to increase their amount. And that this effect in Psychological well-Being remained stable after the follow-up phase. Regarding the effectiveness of this training on increasing the perceived Self-efficacy and Psychological well-Being, this training is evaluated useful for students.

Abstract The purpose of this study was to explain the structural relationships between the quality of parent-child relationships and the emotional atmosphere of the school with bullying in the school by assessing the role of mediator of the self-concept. The statistical population consisted of high school students in Tehran from 97 to 96 years old. A multi-stage cluster sampling method was used to select 205 female students and 205 boys students. Data collection was done through the Illinois bullying inventory questionnaire (2001), Fayn's parent-child relationship assessment questionnaire, Moreland and Schwalbel (1983), Saraswot's self-concept questionnaire (1957), and socio-emotional atmosphere of Pasha Amiri school (2009). . For analysis, structural equation modeling was used. The results showed that the quality of father-child relationship with the components of bullying and bullying was negatively correlated with the victim's component. The quality of maternal-child relationship and the component of emotional atmosphere's independence were correlated negatively with all three components of bullying. The component of the emotional atmosphere of the school was correlated negatively with the victim's component of the bullying. The component of the school's emotional atmosphere was negatively correlated with the components of bullying. Finally, all components of self-concept correlated negatively with all components of bullying. Keyword:bullying, self-concept, parent-child relationship quality, emotional atmosphere of school

The aim of this study was to investigate the effect of character strengths on academic well-being and academic engagement with mediating of use of character strengths. For this purpose, 354 students were selected by multistage random sampling from twelve schools of Ghale Ganj city, that filled out the Values in Practice Questionnaire (Patterson & Seligman, 2004), School Well-being Questionnaire (Tian, Wang, and Hanbury, 2014), Academic engagement Questionnaire (Meng & Jin, 2016), and the use of Character Strength Questionnaire (Gavinji and Linley ,2007). The structural equation modeling and bootstrapping method was used to test the proposed model and relationship between paths. The results showed that some of direct paths of character strengths to academic engagement and well-being academic were significant but all of indirect paths of character strengths to academic well-being and academic engagement through the use of the character strength were positive and significant. Accordingly, schools should be creating opportunity that students can used of their strengths.

The purpose of the present study was to develop a model of the three strategies of internationalization of selected public universities in Iran. This study is a qualitative research that has been carried out using data base theory theory. In this regard, the central phenomenon of the above study is defined as internationalization in line with the mission of state universities in the country. The statistical population of this study consisted of managers and experts of 16 selected public universities of the country including: Tehran, Shahid Beheshti, Tarbiat Modarres, Kharazmi, Amir Kabir, Sharif Sanat, Science and Technology, Allameh Tabatabai, Khajeh Nasir, Al-Zahra, Ferdowsi Mashhad, Shiraz, Isfahan, Tabriz, Isfahan Industrial and Zanjan basic sciences, and the number of participants using purposeful sampling method was 82 people. The validity and reliability of the data were investigated using two methods of participant review and expert review. Research strategies have been identified and analyzed in accordance with the three functions of the university in the fields of education, research and services, each with ten components, with 140, 75 and 120 open codes, respectively. The end result is that internationalization of public universities in the country requires proper planning and simultaneous actions in all three areas of education, research and services through sufficient attention given to the mission orientation of the above universities.

The purpose of this study was to investigate the effect of the minimalism theory on learning and retention of learners in IT courses. Minimalist Theory consists of a basic framework that combines self-directed learning activities with technology, which emphasizes the importance of the real activities and experiences of learning. This theory supports the rapid achievement of real and practical goals at the beginning of education and emphasizes the importance of designing for identifying and correcting learning errors as a training principle. The research method was quasi-experimental with the control group. The participants included 40 undergraduate students in psychology who studied at the Allameh Tabataba'i University School of Psychology and Education in the academic year of 2017-18. Experimental and control group was selected from among the students in psychology. The experimental group trained on the basis of the minimalism theory, and the control group was trained in a traditional way. The pre-test and post-test was designed by the researcher. The reliability of each test was 0.90 and 0.88 respectively, which is greater than 0.05. The results showed that the scores of the experimental group, which were trained by the method based on the minimalism theory, were higher than the scores in the control group that were trained in the traditional way. Therefore, a method based on a minimalism theory in computer software training leads to increased learning and retention of learners.

The overall goal of the study was to provide a four-tier model of feasibility and effective deployment of good governance in higher education. The research method of the present study is meta-synthesis and revision of the subject. The findings of relevent qualitative and quantitative research were combined and the present model was designed. A total of 298 articles in the field of good governance in education were evaluated, and at the end, 60 studies were selected and by analyzing their content, the relevant dimensions and codes were extracted and the importance and priority of each was determined using Shannon entropy. The findings showed that the codes for continuous financial reporting, managing the process of change in education and research based on environmental changes, flexibility in law enforcement, the legitimacy of authority, mastery of curriculum, teaching experience, having skilled staff, removing barriers Access to education, efforts to create the right environment for raising public awareness, and coordination among stakeholders among the three dimensions of good governance are most important. The four-step model presented in the present study enables the transition from the current situation to the optimal one for establishing good governance effectively.

This study aims at designing a quality assessment model with academic entrepreneurship development approach.The mixed method (qualitative/descriptive Grounded Theory and quantitative / descriptive-correlational) is used to do this research. Its statistical population in qualitative section included 12 experts in entrepreneurship field selected by snowball method and they participated in data collection by deep interviewing tool until reaching the theoretical saturation level. The statistical society in its quantitative part includes professors and experts in entrepreneurship field at public universities of Tehran in academic year of 2017-18. The statistical sample is determined using Cochran formula, and 113 researcher-made questionnaires are distributed to collect data. The research validity and reliability in quantitative and qualitative sections are confirmed. To analyze data, coding method (open, axial, and selective coders) is used in qualitative, and the structural equation method in quantitative section. The research results reveal that quality assessment in universities may be investigated in two categories of internal factors(educational content, entrepreneurial leadership, human resources, educational justice, quality of evaluation, performance feedback, quality of information technology, quality of physical space) and external factors(Economic factors, social factors, cultural factors, geographical factors) to be examined and influenced.Furthermore, the quality assessment of universities for the academic entrepreneurship development have implications (commercialization, accountability, entrepreneurial skills development, value creation, and economic development).

The purpose of this study was to investigate the relationship between basic psychological needs and the sense of connectedness with School with the role of social self-efficacy mediators in secondary high school students. The research method was descriptive- correlational. The statistical population of the study consisted of all secondary high school students in mashhad in the academic year of 1397-98. The sample consisted of 369 students (boys and girls) selected by multistage cluster sampling. the tools of this study included the satisfaction psychological needs scale in relationship (La Guardia, Ryan, Couchman, & Deci, 2000), the Adolescents' Social Self-efficacy Questionnaire (Connolly,1989), and the sense of connectedness with School questionnaire (Brew, Beatty, and Watt , 2005). Data were analyzed using pearson correlation coefficient and structural equation modeling. The results of the path analysis showed that there is a direct and significant effect between satisfying the basic psychological needs of teachers with social self-efficacy and the sense of connectedness with School. So that the basic Psychological needs and social self-efficacy account for 55 percent of the change in the sense of connectedness with School. Students social self-efficacy seems to play a mediating role in relation to basic Psychological needs and the sense of connectedness with School.