فصلنامه خانواده و پژوهش
سال هفدهم شماره 4 (زمستان 1399)

This study sought to compare the metacognitive knowledge profile of weak and strong students in problem solving. For achieving this purpose, one hundred students of the second educational District of Tehran were chosen by cluster sampling. They responded individually to the questions of "the Metacognitive Questionnaire Interview" and in the next step their performance in the pendulum problem solving task was perused. Then the subjects were divided into weak or strong groups based on their performance on the pendulum task. In order to compare their profile in metacognitive knowledge, repeated measures factorial design was utilized. The results indicated that the main effect of factor A (problem solving ability) and main effect of factor B (metacognitive knowledge) were significant. The significance of the main effect of factor A demonstrates that there is a significant difference between weak and strong problem solvers regarding the pendulum task. Furthermore, the significance of the main effect of factor B shows that there are significance differences between categories of students’ metacognitive knowledge. In addition, the interaction effect of A and B factors was significant which is indicative of the fact that there are different metacognitive knowledge profiles in the two groups. In general, the findings show that metacognitive knowledge plays an important role in problem solving.

The purpose of this research was to determine the mediating role of integrative self-knowledge in the relationship between family emotional atmosphere and self-control among high school students in Naqadeh. This research had a descriptive design. The statistical population of the study was comprised of all senior high school students in Naqadeh in 2018-19 school year. The drawn sample (315 students) was selected via cluster random sampling method. The instruments included the Integrative Self-Knowledge Scale (Ghorbani et al., 2008), Family Emotional Condition Questionnaire (Hill Burn, 1964) and a Self-Control Scale (Tangney et al., 2004). Data analysis was performed utilizing structural equation modeling method in PLS3 program. The findings showed a positive, significant relationship between family emotional atmosphere, integrative self-knowledge, and self-control. Results also indicated that integrative self-knowledge played a mediating role in the link between family emotional atmosphere and self-control. Furthermore, the results demonstrated that the level of studentschr('39') self-control was greatly correlated with family emotional atmosphere and integrative self-knowledge. Based on the research findings, it is suggested that family emotional atmosphere be addressed in interventions designed for the promotion of self-control and self-knowledge.

This research was undertaken to investigate the causal relationship between family cohesion, family conflict, and school satisfaction mediated by self-efficacy among female elementary school students. The statistical population of the study was comprised of all female 5th and 6th graders in Khorramabad in 2018-19 school year. For the purpose of sampling, random cluster sampling method was utilized and 300 students were selected. According to Hu and Bentler criteria (1999), 15 individuals were selected for each variable and 28 questionnaires were excluded due to incompleteness. Eventually, the sample size was reduced to 272. The instruments included the Family Environment Scale (Moos & Moos, 1986), Self-Efficacy Questionnaire for Children (Muris, 2001), and Multidimensional Students’ Life Satisfaction Scale (Huebner, 2001). Structural equation modeling was performed to analyze the data. The results revealed that family cohesion and family conflict were significantly correlated with school satisfaction. Test of mediation using bootstrapping established a significant mediating role of self-efficacy in the relationship between family cohesion, family conflict, and school satisfaction. In explaining the findings, it can be said that when children have a sincere perception of the relationship with their parents which is without control and protection and also have a cohesive family, they will experience the consequence of their actions by feeling both satisfaction and happiness in academic life and also by believing in their controllable ability to succeed in education. Because students with a strong sense of efficacy spend more effort and time working and studying, they have better academic outcomes and, as a result, greater school satisfaction.

Possessing social and problem-solving skills is essential for successful performance in life. The family and educational system can equip students with these vital skills. This study was carried out to determine the relationship between the family environment, social skills, and problem solving among female students. The research method was descriptive-correlational and the statistical population was comprised of all 511 female students studying in Qom vocational schools in 2017-18 school year. The drawn sample was selected through random multistage sampling method and the sample size was determined based on Morgan table. It is worth mentioning that in order to prevent sampling attrition the sample size was determined to be 240. The instruments included Family Environment Scale (Moos & Moos, 2009), the Teenage Inventory of Social Skills (Inderbitzen & Foster, 1992), and Social Problem Solving Questionnaire (D’Zurilla et al., 2002). For the purpose of data analysis, descriptive and inferential statistics were used. The results showed that there was a positive significant relationship between family environment, social skills and problem solving skill (positive and rational orientations); however, significant relationships were not observed between the components of negative, avoidance and impulsive orientations. Accordingly, it is suggested that specific training programs be designed for the promotion of these two psychological variables among students.

This study aimed at analyzing the relationship between institutional trust, work engagement and performance of physical education teachers in the cities of Tehran Province. The research had a correlational design. The statistical population of the study was comprised of all physical education teachers in the cities of Tehran Province in 2019-20 school year (1497 individuals). Random sampling method was used and based on Morgan table 306 teachers were selected. The instruments included the Institutional trust Questionnaire (Ellonen et al., 2008), Shari’atmadati & Darandeh Performance Questionnaire (2011), and Salanova & Schaufeli Work Engagement Questionnaire (2001). Descriptive and inferential statistics were used to analyze the data. The Kolmogorov-Smirnov test was utilized to examine the normality of the data. Pearson correlation was also used and AMOS software was utilized for path analysis. The results demonstrated that there was a significant relationship between institutional trust, components of work engagement, and teachers’ performance. In addition, there was a significant relationship between institutional trust and work engagement components. The results of the path analysis indicated that the mediating role of work engagement had an impact on the relationship between institutional trust and teachers’ performance.  Based on the findings, it can be concluded that institutional trust improves the relationship between physical education teachers and managers and promotes teachers’ efficacy.

The twentieth century can be considered the century of gender approaches. From extremist and one-sided movements to moderate and neutral schools of thought about gender, which have surrounded the last century and all of them had originated in achieving gender justice, but each has taken a different approach as a different definition of equity. The curriculum is no exception to this rule. The purpose of the present study is to compile a continuum of gender approaches that have been proposed in the world so far in order to bridge the gap between these continuums, because it seems that none of the proposed approaches has been able to provide a complete answer to the issue of gender attitudes in the curriculum. The present study is a qualitative research type and based on a descriptive-analytical method which has been performed by using the method of consistent combination (combination of different theories) in five steps through observing the principle of non-adjacency of inconsistent parts. After analyzing the research findings and recognizing the existing gap, with the aim of creating a balance in the continuum of gender approaches in the two main groups of segregation and non-segregation, it seems that "gender-oriented education" which is derived from religious principles and Islamic view of the issue of gender and its implications for the subject of education based on intelligent, hidden, and implicitly planned goals, can be an answer to the type of equity-oriented thinking on the issue of gender. Finally, a set of implications for a gender-oriented approach to curriculum is provided as an introduction to the design of such a curriculum.

This study set out to compare the effects of participatory and competitive teaching methods on sports participation of students with social physique anxiety. The statistical population of the study was comprised of all female junior high school students in Farsan County in 2018-19 school year. A sample of 120 students was selected through cluster sampling method and the sample was randomly divided into 3 groups, i.e., collaborative group, control group and competitive group. The research had a pretest, posttest, separate samples design. For the purpose of data analysis, ANOVA, repeated measures ANCOVA, paired samples t-test, Boxchr('39')s M test, the Greenhouse-Geisser, and Mauchly’s sphericity test were utilized. In the pretest and posttest, all subjects completed the Sport Motivation Scale (Pelletier et al. 1995), Social Physique Scale (Hart, Leary & Rejeski, 1989), and Coopersmith self-esteem inventory. The sample participated in the pretest, which included physical fitness and motor skills factors. After fourteen sessions of intervention, a posttest was implemented. The results showed that the participatory teaching method had a positive effect on sports participation; it improves self-esteem and reduces anxiety. On the other hand, competitive teaching method can lead to increased sports participation; however, it increases the social physique anxiety and lowers self-esteem.

The right to education, as a basic human right, is essential for all members of society, and its realization requires special facilities and tools. Textbooks are considered to be the most important tool that should be provided to learners and students in an appropriate and standard and comprehensive manner, without discrimination and not for profit. The aim of this study was to determine the status of writing and publishing textbooks in terms of studentschr('39') rights and intellectual property, as well as to protect the copyright of the author and publisher and the owner of the work and the collective rights of the group of learners (students). The study method is a library and analytical-descriptive that examines duties and rights of responsible persons and executive bodies, including creators (authors), publishers, and consumers (educators and learners) by presenting and explaining the theories of Islamic jurists and examining the jurisprudential rules and applying these rules to the laws of intellectual property rights and finally provides the necessary solutions and suggestions according to the obtained results to prevent the unauthorized manipulation and misuse of textbooks by some profiteers and opportunists, which leads to disruption of the formal education system in the country. Based on the findings of the research, this right has been confirmed and supported by Islamic jurisprudence and scholars of intellectual property rights.