نشریه جامعه شناسی آموزش و پرورش
سال هشتم شماره 2 (پیاپی 18، پاییز و زمستان 1401)

The present research was conducted with the aim of presenting a model of creative leadership in higher education.

This study was applied in terms of purpose and descriptive in terms of qualitative type. The research community was experts and experts of creative leadership in Islamic Azad University of higher education, and according to the principle of theoretical saturation, 12 of them were selected as a sample using available and snowball sampling methods. The research tool was a semi-structured interview with experts, whose validity was confirmed by triangulation and face validity methods, and their reliability was calculated by the agreement coefficient method between two coders at 0.85. The data obtained from semi-structured interviews were analyzed with open, central and selective coding method based on data base theory in MAXQDA software.

The findings showed that 29 components were identified in 16 dimensions for the model of creative leadership in higher education based on data base theory; So that in the category of causal conditions, there are 4 components in 2 dimensions of the requirements of academic management and culture building (respectively, each with 2 components of organizational innovation, knowledge enhancement, collaborative management, and ethical atmosphere), in the category of contextual conditions, there are 2 components in 2 dimensions of managerial maturity and creativity cultivation system. (respectively, each with 1 component of evaluating and applying policies for creative leadership and strategic attitude and expanding interpersonal and academic relations), in the category of intervening conditions, 2 components in 1 dimension of appropriate response to internal and external needs and structural reform (with 2 components of social artistry and development of infrastructures and attention to economic resources), in the category of the central phenomenon of 14 components in 7 dimensions of entrepreneurial leadership, transformational leadership, effective leadership, intelligent leadership, organizational intelligence, educational leadership and emotional intelligence (respectively, each with 2 components of entrepreneurship, development of strategies , participation, cognitive and emotional trust, insight and insight, cultural innovation, strategic thinking and joint goal-setting, using new technologies and using competent and capable managers, raising awareness, motivation and attitude change, self-motivation and self-management), in the strategies of 4 components in 2 dimensions Paying attention to the conditions and requirements and self-awareness and responsibility (respectively each with 2 components of flexible and creative policy making and using new management methods, self-management and having a specific plan to implement creative leadership) and in the results 3 components in 2 dimensions of internal and external organizational requirements and social development (dimension First with 2 components of individual competence development and development and growth of the university and the second dimension with 1 component of social character formation and guardian of development and transformation. According to the dimensions identified in the current research, the model of creative leadership in higher education was drawn based on the data base theory.

Considering the dimensions and components identified for creative leadership in higher education, planning is necessary to realize creative leadership in the higher education system.

The present study was conducted to design a model of professional development courses for faculty members of Farhangian University with a reverse learning approach.

This study was meta-combined in terms of applied purpose and method used. The prototype consists of 3152 studies obtained from scientific databases from 2000 to 2020. After screening in terms of title, abstract, content, research methodology, 60 studies were selected and analyzed. The hyper-combination results led to the identification of 9 main components and 58 sub-components. In the next stage, in order to enrich the research data, an interview was conducted with experts (faculty members of Farhangian University and familiar with professional development courses) in which 12 main components and 50 sub-components were identified. At this stage, data analysis was performed by theme analysis method. Then, the data of both phases were combined with each other, which finally obtained 15 main components and 55 sub-components. In the next step, a questionnaire was extracted from the identified components and provided to the experts to rank the components.

The components of institutional factors, support and support, pedagogy, evaluation and quality assurance, learning templates were the most important for experts in courses of professional development with reverse learning approach.

Finally, the lavage coefficient was used to validate the components and finally 10 main components and 38 sub-components were approved

One of the main concerns of the current society, which is the foundation for the formation of a healthy and developed society, is the issue of citizenship and education of global citizens. The aim of this study was to develop and identify the components of the content of the curriculum of the elementary course of global citizenship.

This research was applied in terms of purpose and qualitative in terms of implementation method. The statistical population of the present study was 833 articles of all domestic and foreign articles and documents related to the discussion of global citizenship in the period 2010 to 2021. For this purpose, 65 internal and external documents and articles were purposefully reviewed. Library method was used to collect information, and checklist and receipt tools were used. The validity of the study was reviewed and confirmed by experts and the reliability was calculated to be 0.632. This research was conducted by content analysis method in MAXQDA 2018 software.

Findings showed that regarding the components of curriculum content with a global citizen approach, 31 basic themes, 7 organizing themes and 3 comprehensive themes were identified. Inclusive and organizing themes included knowledge components (global literacy and global concepts), value and attitude components (global perspective, global responsibility and flexibility), and skill components (social skills and cognitive skills).

Considering the comprehensive and organizing themes, it is necessary to pay attention to the global citizen, and education should revise the content of primary school textbooks in order to raise children in order to achieve citizenship content

The aim of present research was investigate the structural equation modeling of students' boredom based on implicit theories of intelligence, meaning of life and support from perceived autonomy.

The present study was descriptive from type of correlation. The research population was secondary high school students of Tehran city in the 2018-19 academic years, which number of 400 people of them were selected as a sample by multi-stage cluster sampling method. The research tools were including the subscale of boredom to class in achievement emotion questionnaire (Pekrun et al, 2002), subscale of entity belief intelligence in implicit theories of intelligence scale (Abd-El-Fattah & Yates, 2006), meaning of life questionnaire (Steger et al, 2006) and support from perceived autonomy scale (Williams & Deci, 1996). Data were analyzed with methods of Pearson correlation coefficients and structural equation modeling in SPSS and LISREL software.

The findings showed that the model of students' boredom based on entity belief intelligence, meaning of life and support from perceived autonomy had a good fit. The other findings showed that the entity belief intelligence had a direct and positive effect on students' boredom and meaning of life and support from perceived autonomy had a direct and negative effect on students' boredom (P<0.05).

The results showed the direct effect of entity belief intelligence, meaning of life and support from perceived autonomy on students' boredom. Therefore, to reduce students' boredom can be designed and implemented programs to decrease the entity belief intelligence and increase meaning of life and support from perceived autonomy.

The main purpose of this research was to design a strategic model for the development of entrepreneurship competencies of students of the University of Applied Sciences.

The present study was applied in terms of the purpose and qualitative in terms of the research method employed. The research population included the academic experts of Gilan University of Applied Sciences in the academic year of 2020-21, 17 of whom were selected based on the theoretical saturation method and purposefully. The research tool was a semi-structured interview, which was used to validate the findings from the re-review strategy by the researcher and formal validity (university professors) and for reliability, the coding agreement coefficient of two coders was used, which was 0.89. For data analysis, coding using thematic analysis method was used in MAXQDA19 software.

The findings showed that 115 initial themes, 12 central themes and 3 optional themes were identified for the strategic model of developing students' entrepreneurial competencies; So that the chosen themes included passion strategy (venture capital, innovation and high growth), ability (competition, technology absorption, human capital and new opportunities) and orientation strategy (opportunity understanding, risk-taking, cultural support, networking and skill).

According to the results, it can be said that the planners of the university system, on the one hand, should motivate and encourage and remove financial and structural obstacles to increase and develop the entrepreneurial skills of students, and on the other hand, they should focus on empowering entrepreneurs and the cultural and social contexts of entrepreneurship

The present study was conducted with the aim of investigating the effectiveness of life skills training (problem solving and decision making) on interpersonal intelligence, love of learning and self-control of male students.

In terms of practical purpose, this research was semi-experimental based on a pre-test-post-test design with a control group. The statistical population included all the male students of the sixth grade in the city of Hasan Abad from Shahrari in the academic year of 2019-20. The sample was selected by multi-stage random sampling. The statistical sample was 50 students who were replaced in two experimental groups and control group (25 people in each group). In order to collect data, interpersonal intelligence questionnaire (Chislet and Chapman, 2005), love of learning questionnaire (McFarlane, 2003) and self-control questionnaire (Tanjani, 2004) were used. People in the experimental group were taught life skills (problem solving and decision-making) for ten sessions for one hour, and the group did not receive a training certificate. In order to analyze the data, multivariate covariance analysis was used in SPSS-24 software.

Findings show that teaching life skills (problem solving and decision-making) in sixth grade students increased interpersonal intelligence, love of learning and self-control (p<0.05).

The results indicated that problem-solving and decision-making training can be an important way to create positive academic outcomes and positive psychological conditions in the school environment, and teachers and psychologists can use these trainings as One of the ways to prepare students to live in today's turbulent world.

Safe schools can facilitate the process of socialization and sociability by creating a safe environment and appropriate recognition of students and their psychological needs, so the present study was conducted to identify the psychological indicators of safe schools.

The present study was applied in terms of purpose and qualitative in terms of implementation method. The research corpus consisted of documents and printed texts in scientific databases related to the subject of psychological indicators of safe schools between 2000 and 2020. From among the documents and considering the criteria, 18 studies were selected as the sample using purposive sampling method. Data were collected by phishing method and analyzed using content analysis method in MAXQDA software version 12.

In relation to the psychological safety of safe schools, 298 open codes and 36 pivotal codes were identified in the form of 7 selected codes, which include, planning and training for dealing with critical and emergency situations (4 pivotal codes), creating a balance between physical and psychological security (6 central codes), establishing internal and external cooperation (3 central codes), providing adequate and appropriate psychological services with 8 central codes, improving access to school-based mental health support (5 central codes), prevention services and early interventions (4 central codes) and empowerment of teachers and school staff (6 central codes). Finally, the model of psychological indicators of safe schools was designed.

Based on the identified codes, the psychological safety of schools can be evaluated and after holding meetings and expert discussions, the extent of realization of these indicators in schools can be considered

The humor and academic engagement in students improve their academic performance and success. Therefore, the aim of this research was determine the effectiveness of flourishing education on humor and academic engagement in high school students.

The present research was an applied with pre-test and post-test design with experimental and control groups. The statistical population of the research was male and female high school students in Chalous city in the academic year 2019-20. The statistical sample of the research was 30 people who were selected by available sampling method and randomly replaced into two equal groups (15 people in each group). The experimental group underwent the flourishing education 8 sessions of two-hour during two months (one session per week) and the control group during this period did not receive any training. Both experimental and control groups in the pre-test and post-test stages were evaluated in terms of humor (Khashouei, Arizi Samani and Aghaei, 2009) and academic engagement (Reeve and Tseng, 2011) and the data obtained from their implementation were analyzed by methods of univariate analysis of covariance and multivariate analysis of covariance in SPSS software.

The findings showed that flourishing education led to increase the humor and all five components including the enjoyment of humor, laughter, verbal humor, humor in social relationships and humor in stressful conditions in high school students (P<0.05). Also, flourishing education led to increase the academic engagement and all four components including the engagement of cognitive, emotional, behavioral and agency in high school students (P<0.05).

The findings indicated the effectiveness of flourishing education on increasing students' humor and academic engagement. Therefore, planning to improve them through workshops can play an effective role in promoting students' humor and academic engagement.

Talent management is one of the effective strategies to improve the performance of organizations and accordingly, the present study was conducted with the aim of identifying the effective factors of talent management in Farhangian University in the south of country.

This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The community of the qualitative part was experts included talent faculty members in the field of educational management and senior managers of Farhangian University in the south of the country, which according to the theoretical saturation principle number of 13 people of them were selected by purposive sampling method. The community of the quantitative part was faculty members and staff of Farhangian University in the south of country with number of 399 people, which according to Krejcie and Morgan table number of 196 people of them were selected by stratified random sampling method considering the ratio of the province of work. Data were collected through semi-structured interviews and researcher-made questionnaires and analyzed by methods of coding in MAXQDA software and factor analysis in SPSS and PLS software.

Findings showed that the effective factors of talent management in Farhangian University had 51 open codes in three axial codes of internal conditions (with 16 open codes), structural conditions (with 17 open codes) and organizational processes (with 18 open codes). Other findings showed that the factor load of all open codes or indicators was higher than 0.50 and for the effective factors of talent management in Farhangian University were identified three factors of internal conditions, structural conditions and organizational processes, which their validity and reliability was suitable and these three factors were able to explain 58% of the total variance. Other findings showed that the effective factors of talent management in Farhangian University had a significant effect on all three factors of internal conditions, structural conditions and organizational processes (P<0.05).

According to the identification of three factors of internal conditions, structural conditions and organizational processes for effective factors of talent management in Farhangian University and their approval in a quantitative part, to desired talent management in the university can be action through identified indicators according to three factors of internal conditions, structural conditions and organizational processes and provided the basis for improving the performance of higher education organizations, especially Farhangian University.

The university is an effective institution for the growth and excellence of society and the present study was conducted with the aim of validating the structural model of the third generation university based on distance education.

This study in terms of purpose was applied and in terms of implementation method was quantitative with a structural model approach. The research population was the faculty members of Payame Noor University in the academic year 2020-21. The research sample in the preliminary stage to study the psychometric indices of the model was 72 people and in the main stage were 232 people who were selected by multi stage cluster sampling method. The research instrument was a 58-item researcher-made questionnaire in seven components of organizational infrastructure, interventionist conditions, prevailing atmosphere on university, third generation university, autonomy, globalization and effective interaction, whose its formal and content validity by experts was confirmed and its reliability by Cronbach's alpha method was obtain 0.88. Data were analyzed by structural equation modeling in SPSS-22 and AMOS-22 software.

The results showed that the structural model of the third generation university based on distance education had 18 sub-components in seven components of organizational infrastructure (with two sub-components of hard bedding and soft bedding), intervening conditions (with three sub-components of autonomy, globalization and effective interaction), prevailing atmosphere on university (with four sub-components of creativity and brainstorming, organizational commitment, innovative motivation and innovative attitude), third generation university (with two sub-components of entrepreneurial university and wealth-creating university), autonomy (with three sub-components of independent policy-making, financial dependence reduction and independent content production), globalization (with two sub-components of global look and global action) and effective interaction (with two sub-components of intra-organizational communication and extra-organizational communication). Other findings showed that the structural model of the third generation university based on distance education had a good fit and in this model organizational infrastructure, interventionist conditions and prevailing atmosphere on university had a significant direct effect on third generation university and organizational infrastructure had a significant indirect effect on the third generation university through interventionist conditions (P<0.001).

According to the findings the structural model of the third generation university based on distance education had a good validation and to improve the third generation university based on distance education using from the components of globalization, effective interaction, autonomy, interventionist conditions, organizational infrastructure and prevailing atmosphere on university can be effective.

The aim of this study was to identify the challenges and effective indicators in entrepreneurial attitudes in the content of elementary textbooks.

The research method in this study is an analytical survey in terms of practical purpose and based on the data collection method. The statistical population included all primary school teachers (362) in the city of Takab in the academic year 2021. Using the formula for determining the appropriate sample size, 127 primary school teachers in the city of Takab were selected by stratified random sampling method. The data collection tool was a researcher-made questionnaire about the challenges and indicators affecting entrepreneurship in the content of textbooks. The validity of the scale was confirmed by experienced professors and university experts after several reviews. Also scale reliability using Cronbach's alpha coefficient for entrepreneurial challenges / 83. And for entrepreneurship indicators / 92. It was found to indicate the optimal reliability of the scale.

The results of factor analysis with the period method (Varimex) and Friedman rank test showed that the challenges of lack of space and educational context, concept theorizing, neglect of entrepreneurship, lack of education, optional activities, lack of evaluation, lack of support, respectively. Teachers' lack of skills were introduced as the most important challenges of not developing entrepreneurial attitudes in the textbooks, respectively.

The purpose of this study was to investigate the relationship between transformational teaching and academic performance with the mediating role of academic passion in students.

The research applied in terms of purpose and method was descriptive, correlational one. The statistical population of this study included 4300 students of at the Secondary school of Neka. The statistical sample was 353 participants that determined by the using Krejcie and Morgan table, and selected by stratified random sampling according to gender.Data were gathered by using three Questionnaires of Pham & Taylor transformational teaching (1999), Schaufeli et al academic performance (2002) & Beauchamp et al (2010) academic passion Questionnaires. Their reliability was calculated to 0.82, 0.86 and 0.82 respectively by the use of Cronbach Alpha. The collected data was used for analyzed by Structural equation modeling using the partial least squares method (PLS).

The results of this study showed that there is a significant relationship between transformational teaching and academic passion with academic performance. 53.7% of academic performance and 66.5% of academic passion is explained by transformational teaching. And the academic passion variable has a mediator effect on the relationship between transformational teaching and academic performance. Fit indices indicate that the proposed model is an appropriate fit.

Teachers 'use of transformational teaching methods and strengthening students' academic enthusiasm can improve their academic performance.

Due to the importance of descriptive evaluation in elementary school, the present study was conducted with the aim of designing and validating of academic achievement evaluation pattern in elementary schools multi-grade classes.

The present study in terms of time was cross-sectional, in terms of purpose was applied and in terms of implementation method was qualitative. The research population was university experts and managers primary education staff of country in 2021 year. The research sample was 15 people according to the theoretical saturation principle who after examining the inclusion criteria were selected by purposive sampling method. The research tool was a semi-structured interview and data were analyzed by coding method in MAXQDA software.

Findings showed that the academic achievement evaluation pattern in elementary schools multi-grade classes has 306 indicators and 41 components in 6 categories of goals and approaches (with 11 components such as comprehensive evaluation and its application to life, descriptive evaluation in all areas, descriptive evaluation qualification with reported structure change and process-based qualitative evaluation with structuralist approach), contextual (with 4 components of management equipment implementation of evaluation of multi-grade classes, rationalization of executive infrastructures with emphasis on reducing density in multi-grade classes, quality of teaching and teacher evaluation methods and culture and dissemination of descriptive evaluation factors), input (with 5 components of qualitative evaluation tools, paying attention to the educational expectations of multi-grade classes, performing descriptive evaluation in all teaching stages, adaptation of multi-grade curriculum with descriptive evaluation and coordination of weekly program with learning roadmap), process (with 13 components such as increasing confidence, calmness, satisfaction and self-esteem, reducing the anxiety of multi-level students, quality of criteria in the report card, variety of self-assessment and peer assessment and parenting assessment tools and emphasizing to group learning of multi-grade students), output (with 5 components of participatory decision making for basic promotion, quality of reporting and report card of student, validity, reliability and testability of multi-level descriptive evaluation, continuous learning with diverse feedback and multi-dimensional quality the descriptive evaluation with qualitative feedback) and outcome (with 3 components of annual analysis of the findings of descriptive evaluation, analysis of the findings of descriptive evaluation longitudinally and analysis of the consequences of descriptive evaluation). Also, the content validity ratio of 0.90 and the content validity index of 0.92 according to the experts' opinion indicated the appropriate validity of the academic achievement evaluation pattern in elementary schools multi-grade classes.

According to the results of this study, planning is necessary to the academic achievement evaluation pattern in elementary schools multi-grade classes.

Organizational envy, due to its more or less hidden nature, may be ignored in organizations, but this feeling is one of the negative consequences of social life and imposes heavy costs on the organization and society. The aim of this study was to model the factors affecting organizational envy among Farhangian University staff.

In terms of purpose, this study was part of applied research in which an exploratory sequential mixed methods research design was used. The statistical population in the qualitative section were specialists and experts in the field of educational sciences and organizational behavior management of Farhangian University in the northwestern provinces of the country in 2020-2021. The research sample was selected based on the principle of theoretical saturation; 24 people were selected using criterion-based purposive sampling. In the quantitative part, the statistical population include all staff and faculty members of Farhangian University in the northwestern provinces of the country in 2020-2021; that is, 287 people of which 130 subjects were selected using the Cochran's formula and stratified sampling method. Optimal assignment based on degree and gender were selected as the research sample. The instrument used in the qualitative stage was a semi-structured interview and in the quantitative part, a researcher-made questionnaire was used. The validity of the research findings in the qualitative part was ensured by the methods of review by members, peer review, and participatory research. Also, in order to measure the reliability of the codings, two methods of reliability of retest (stability index) and thematic agreement were employed, the results of which were 84% and 82%, respectively. In the quantitative stage, the content and face validity of the questionnaire were confirmed by the professors and its reliability was confirmed by Cronbach's alpha at 0.89. To analyze the data in the qualitative part, the content analysis method was used in MAXQDA 2018 software and in the quantitative part, structural equation modeling and confirmatory factor analysis in Smart PLS2 software were used.

Employer brand as a strategic activity for organizations shows how to manage human capital. As a result, this research was conducted with the aim of identifying and ranking the dimensions and components of the employer brand pattern of the Ministry of Education with using the multiple attribute decision making method.

This study in terms of purpose was applied and in terms of implementation method was mixed. The population of the research qualitative part was the professors of the department of educational sciences of Farhangian University and Tehran universities and the executive directors and consultants of the Ministry of Education in 2020 year, which according to the principle of theoretical saturation number of 15 people of them were selected as a sample with using the purposeful and snowball sampling methods. The population of the research quantitative part was the employees of the Ministry of Education in 2019 year with number of 872,000 people. with considering the classes based on the type of educational, administrative and service jobs. The research tool in the qualitative part was a semi-structured interview.

The findings showed that for the employer brand pattern of the Ministry of Education were identified 28 components in the 7 dimensions including the recruitment strategy, employee recognition, employer brand position, management style, human resource management system, brand strategy and brand promotion and enhancement. Also, among the dimensions of the employer brand pattern of the Ministry of Education, respectively the dimensions of the human resources management system, brand strategy, recruitment strategy, management style, employer brand position, employee recognition and brand promotion and enhancement had a higher rank and priority. In addition, among the components of the employer brand pattern of the Ministry of Education, respectively the components of talent management and practical styles were in the first rank, competent human resources, infrastructure program of recruitment, attraction and employer system were in the second rank.

According to the identified dimensions and components for the employer brand pattern of the Ministry of Education and their ranking, the experts and planners of education can design and implement programs to improve employers.

The aim of this study was to identify and determine the dimensions of the constituent components and factors affecting the discovery and support of the talents of junior high school students in deprived areas of education in the cities of Tehran province.

The present study was applied in terms of purpose and in terms of data collection was a mixed research (qualitative-quantitative). The statistical population in the qualitative section included academic experts and knowledgeable individuals in the field of talent identification in Tehran and in the quantitative section included all high school teachers in the first year of the cities of Tehran province to 1522 people. The sample size was estimated in the qualitative part with theoretical saturation (20 people) and in the quantitative part based on Cochran's formula 307 people. Purposeful sampling was used to select the sample in the qualitative part and stratified random sampling was used in the quantitative part. Data collection tools were qualitative, interview and quantitative, researcher-made questionnaire based on a 5-item scale. The validity of the questionnaire was confirmed in terms of form and content by several experts, the validity was confirmed by calculating the slope and the validity was confirmed by calculating the square root of the AVE. The reliability of the questionnaire was 0.86 through Cronbach's alpha for the whole questionnaire. Cronbach's alpha, tangent (AVE) tests, AVE root matrix, Kolmogorov-Smirnov, confirmatory factor analysis and t-test were used to analyze the data.

The results led to the identification of 20 components and 96 indicators, of which 6 dimensions and 16 effective components including structural factors (culture, education, managerial support), family factors (family economic facilities, physical facilities, educational and occupational status of parents), factors Social (communication, social responsibility), individual factors (self-confidence, trustworthiness, risk-taking, self-motivation), environmental factors (school, teacher), and contextual factors (student age and gender) are influential.

Among these, path coefficients indicated that individual factors with path coefficient (0.26) were the most important factor and contextual factors with coefficient (0.24) were the second factor, environmental factors (0.19), third factor, family factors (0.12) and fourth factor. Structural factors (0.118) were the fifth factor and finally social factors (0.11) were the last effective factor.

Considering the importance of behaviors related to academic health in students, the present research was conducted with the aim of explaining the contribution of personality dimensions in behaviors that promote academic health.

This was a descriptive-analytical correlational study. The research population was female students of the second secondary school in Karaj city in the academic year of 2019-2019. The research sample was 150 people who were selected by cluster random sampling method. To collect data, the list of personality traits (Costa and McCrae, 1992) and the questionnaire of academic lifestyle behaviors promoting academic health (Salehzadeh, Shokri and Fathabadi, 2018) were used. Also, for data analysis, multiple regression method with step-by-step model was used in SPSS software.

The findings showed that the dimensions of extroversion, neuroticism, and conscientiousness were able to account for 14% of the changes in academic resilience, among the personality dimensions only extraversion was able to account for 14% of the changes in academic optimism, and among the personality dimensions only the dimension of extraversion was able to account for 8% of the changes in academic engagement. Among the personality dimensions, only extroversion was able to explain 3% of changes in academic vitality and extroversion, openness to experience and agreeableness were able to explain 22% of changes in mastery-oriented goal orientation (P<0.01).

According to the obtained results, planning to improve academic health-promoting behaviors based on personality dimensions, especially through increasing extroversion using educational workshops, seems necessary.

There are lots of educational challenges on the academic campus. Some people can overcome these challenges but others cannot. Academic resilience is the variable that helps to overcome educational challenges. On the other hand, early maladaptive schemas are inefficient cognitive and emotional patterns and can lead individual behaviors to a special direction. Based on these facts, this study is going to examine the relationship between early maladaptive schemas with academic resilience: the mediating role of cognitive emotion regulation.

This study is a descriptive-correlation. Its statistical population consisted of undergraduate and master students in Tehran who were studying in the academic year 1399-1400. Among these students, 201 students were chosen by sampling method available. In this study, online questionnaires in social media are used, because the prevalence of coronavirus. These questionnaires include, Young Early Maladaptive Schema – short form (Yang, Klosko & Weishar, 2003), Academic Resilience (Samuels, 2004) and Cognitive Emotion Regulation questionnaire by Garnefski (2001). This questionnaire had good validity and reliability. The collected data were analyzed using SPSS and AMOS at the significance level of 0/05.

Data were analyzed by SEM and Bootstrapping method, the results showed that, early maladaptive schemas have a direct effect on the academic resilience and cognitive emotion regulation has an intermediate role between early maladaptive schemas and academic resilience.

Therefore, in order to prevent creation inefficient schemas and their destructive consequences, educating families in the direction of parenting quality, and the satisfaction of the basic needs and providing psychological services for psychological treatments are suggested.

Considering the importance of the teaching and learning process and the role of artistic aesthetics in it, the present research was conducted with the aim of determine the effect of the field of artistic aesthetics based on creative drama on the teaching and learning process.

The present study in terms of purpose was practical and in terms of implementation method was interventional with a pretest and posttest design. The research population was the teachers of the first period of primary of district 2 of Tehran city in the 2021-22 academic years. A number of 20 teachers were selected by available sampling method and were trained by artistic aesthetics based on creative drama for 10 sessions of 70 minutes. The research tool was a researcher-made questionnaire of the teaching and learning process with 10 items, which its face validity was confirmed by opinion of experts and the reliability of the teaching and learning components by retest method was obtained above 0.80. The data were analyzed by the dependent t-test method in SPSS version 19 software.

In this study, 2 teachers due to personal problems withdrew from the study, and analyzes were performed for 18 teachers. The findings showed that the training of artistic aesthetic based on creative drama increased all six components of teaching and learning process including skill-oriented and skill-learning, lifelong learning, application of education, simultaneous activation of multiple senses, doing collective activity, and class vitality and dynamism (P<0.001).

The results showed the effect of the field of artistic aesthetics based on creative drama on the teaching and learning process. Therefore, to improve the teaching and learning process can be used the method of field of artistic aesthetics based on creative drama along with other educational methods.

With the spread of the Covid-19 virus, a new way of life was formed with the requirement of general quarantine and forced the students of physical education who were very active and active to stay at home. The aim of the present study was to understand the lived experience of twelfth grade male students of physical education during the Covid-19 pandemic.

The current research was applied in terms of purpose and with an inductive research approach and phenomenological strategy. The statistical population of the research was all experts in the field of education and twelfth grade male students of physical education in Tehran in the academic year of 2019-1400. For this purpose, in-depth and semi-structured interviews were conducted with 22 experts and students according to the principle of theoretical saturation. To ensure the validity of things such as accurate selection of samples, simultaneous data collection and analysis, and consistency in methodology by the researcher, compliance and reliability were obtained using the recoding method of 82. In order to analyze the research data, the method of open, axial, and selective coding was used using MAXQDA software version 2020.

In the current research, there are 64 indicators in the form of five categories, including economic factors (household economic conditions and clubs), lifestyle changes (health recommendations, home quarantine experience, sports restrictions, knowledge enhancement and leisure time), preparation Physical and competitive (physical and competitive conditions), psychological (thought obsessions, mood swings) and media and virtual space factors (changes in the conditions of media contact, virtual education and happy program) were identified.

The results of the current research emphasize the need to pay attention to the economic conditions of the household, health recommendations, increasing sports knowledge, maintaining physical conditions, psychological control, and virtual training of sports during the epidemic. In this context, developing a strategic plan for physical activity at home, providing health recommendations, virtual education, new technologies and existing software in the field of exercise during the covid-19 epidemic by the authorities in order to prevent physical inactivity, It is recommended to motivate the students and encourage them to study

The universities play an important role in regional dynamics and growth, and fourth generation universities play a more effective role in this regard than the first to third generation universities. Therefore, the purpose of this study was identifying and determining the relationships between the pillars and components of the fourth generation university in the Islamic Azad University.

The present study in terms of purpose was practical and in terms of implementation method was mixed (qualitative-quantitative). The population of qualitative part was the professors and educational managers of Islamic Azad University of Alborz province in the academic years 2021-22, which according to the theoretical saturation principle number of 12 people of them were selected as a sample by purposeful and snowball sampling methods. The population of quantitative part was the professors of Islamic Azad University of Alborz province in the academic years 2021-22 with number 620 people, which according to Cochran formula number of 273 people of them were selected as a sample by stratified random sampling method based on the gender. Data were collected with a semi-structural interview and researcher-made questionnaire and their validity and reliability were evaluated properly. Also, for data analysis in the qualitative part were used from theme analysis method in MAXQDA-2020 software and in a quantitative part were used from exploratory factor analysis and structural equation modeling methods in SPSS-25 and Smart PLS-3 software.

The qualitative findings showed that 48 indicators, 16 components and 4 pillars were identified for the fourth generation university in the Islamic Azad University; So that the pillars were included organizational level (with 3 components of competitors analysis, financial resources and human resources), macro level (with 6 components of strategic management, internal environment analysis, external environmental analysis, making culture, futurism and futures and policy making), middle level (with 2 components of technology and independence and freedom) and micro level (with 5 components of applied training, assessment and content changes, opportunity recognition, creativity and skill-based). Also, the quantitative findings showed that all components had a factor load above 0.70, the average variance extracted above 0.50 and reliability above 0.70. In addition, all four organizational, macro, middle and micro levels had a significant positive effect on the fourth generation university and each component had a significant positive effect on related dimensions (P<0.05).

Regarded to the identified pillars and components in the present study, to improve the status of the fourth generation university can be improved the basic to improve the pillars and components of the fourth generation university through the indicators of each of them

The main purpose of the research is to model the structural equations of the relationship between psychological capital and the professional competence of educational managers with the mediation of organizational culture in Damavand schools.

This research was applied in terms of purpose and structural equation modeling in terms of descriptive method. The statistical population was all the educational managers of schools in Damavand city in the academic year 2019-2020, and 240 people were selected by stratified random sampling as the sample size with the method suggested by Schumacher and Lomax (2004). The research tools of Loutans (2007) 24-question psychological capital questionnaire, Denison's (2000) 60-question organizational culture questionnaire, and Melainejad's 39-question professional qualifications questionnaire (2013) were used and their validity and reliability were retested, and Cronbach's alpha coefficients were all The components were close to or higher than 0.7. The data were analyzed with correlation coefficients, mean, standard deviation, Pearson correlation test and structural equation modeling method in SPSS-25 and AMOS-24 software.

The findings showed that the direct paths of psychological capital to professional competence in educational managers and the indirect path of psychological capital to professional competence with the mediation of organizational culture were significant. Regarding the mediation of organizational culture components, organizational culture participation factor 54%, organizational culture integrity 49%, organizational culture compatibility 48%, and organizational culture mission factor, psychological capital and social capital explain a total of 46% of the variance of professional competence in educational managers.

The findings of this research emphasize the importance of the mediating role of organizational culture in the relationship between psychological capital and the professional competence of educational managers.

The present study was conducted with the aim of the effectiveness of schema therapy on ambivalence in emotional expression, self-differentiation, subjectivity and sensitivity to rejection in patients with borderline personality disorder in Shiraz city in 1401.

The research method was semi-experimental with a pre-test-post-test design with control and follow-up groups. The statistical population of the research was made up of all people with borderline personality disorder who referred to counseling centers in Shiraz, and among them, 50 people were randomly selected in the experimental group (25 people in each group) and the control group ( 25 people) were appointed. The experimental group was trained in 12 sessions of 60 minutes using schema therapy, and the control group remained on the waiting list. The tools used in this research include borderline personality questionnaire (Claridge and Brooks, 1984), ambivalence in emotional expression (King and Emmons, 1990), self-differentiation (Skorn and Friedlander, 1998), mentalization (Fonagy, 1991) and sensitivity to rejection. (Downey and Feldman, 1996).

The analysis of the information obtained from the implementation of the questionnaire was done in two descriptive and inferential sections (variance analysis with repeated measurements). The results showed that schema therapy training has an effect on the components of ambivalence in emotional expression (positive emotion expression, intimacy expression and negative emotion expression) of people with borderline personality disorder. Schema therapy training has an effect on self-differentiation and its components (emotional reactivity, my place, lack of emotional escape and integration with others) in people with borderline personality disorder. Schema therapy training has an effect on the mentalization of people with borderline personality disorder. The results showed that schema therapy training has an effect on sensitivity to rejection in people with borderline personality disorder. In this way, this treatment has been able to increase self-differentiation and mentalization of patients with borderline personality disorder and reduce negative emotional expression and sensitivity to rejection.

According to the findings of the present study, schema therapy can be suggested as an effective method to increase self-differentiation and mentalization and reduce negative emotional expression and sensitivity to rejection in patients with borderline personality disorder.

This research was conducted with the purpose of mediating the role of mindfulness in the relationship between cognitive abilities and wisdom in students.

The cross-sectional research method was correlational. The statistical population of this research was made up of all the students of the free universities of Tehran province in the academic year 2021-2022, of which 380 people were selected by multi-stage cluster sampling method. In this research, tools of wisdom (Ardelt, 2003), cognitive abilities (Najati, 2013) and mindfulness (Ryan and Brown, 2003) were used, all of which had acceptable validity and reliability. In order to analyze the data, structural equation modeling was used with SPSS-V23 and Lisrel-V8.8 software.

The research findings showed that the model has a good fit. Also, the findings showed that cognitive abilities had a direct effect on the wisdom of students; The effect of cognitive abilities on wisdom directly (t = 11.33 and β = 0.73) and indirectly cognitive abilities on students' wisdom through mindfulness was confirmed with 95% confidence.

According to the findings, the results show that increasing the variables of cognitive abilities and mindfulness can be expected to increase wisdom in students.

This research was conducted with the purpose of mediating the role of mindfulness in the relationship between cognitive abilities and wisdom in students.

The cross-sectional research method was correlational. The statistical population of this research was made up of all the students of the free universities of Tehran province in the academic year 2021-2022, of which 380 people were selected by multi-stage cluster sampling method. In this research, tools of wisdom (Ardelt, 2003), cognitive abilities (Najati, 2013) and mindfulness (Ryan and Brown, 2003) were used, all of which had acceptable validity and reliability. In order to analyze the data, structural equation modeling was used with SPSS-V23 and Lisrel-V8.8 software.

The research findings showed that the model has a good fit. Also, the findings showed that cognitive abilities had a direct effect on the wisdom of students; The effect of cognitive abilities on wisdom directly (t = 11.33 and β = 0.73) and indirectly cognitive abilities on students' wisdom through mindfulness was confirmed with 95% confidence.

According to the findings, the results show that increasing the variables of cognitive abilities and mindfulness can be expected to increase wisdom in students.

The general purpose of the current research was to test the fan interaction model, fan identity and brand image of the selected teams of the Iranian Premier League (study: fans of Persepolis, Esteghlal, Tractorsazi and Sepahan).

The present research was descriptive of the correlation type and based on structural equation modeling with the partial least squares approach, and in terms of its purpose, it is considered a part of applied research. The current research community is the fans of Iran's premier football league. Meanwhile, four teams (Perspolis, Esteghlal, Tractorsazi and Sepahan) were selected as the top four teams of the 2019-20 league respectively. Due to the fact that the size of the statistical population is unlimited, stratified random sampling was used. In this research, the scale of fan interaction with the brand was used from the Desart questionnaire (2017), the brand image of Tim Bauer et al. (2008) and the team identity of Mile and Ashworth (1992). Structural equation modeling with partial least squares approach and Smart Pls version 3 software were used for data analysis.

The results showed that fan interaction has a significant positive effect on the brand image and identity of team fans.

Finally, the research model had a strong fit and can be used as an operational model in the Iranian Premier League to attract more football fans.

Today's organizations according to education management information systems can improve their position among other organizations and gain a competitive advantage. As a result, the aim of this study was to identifying the cultural and social dimensions of education management information systems in the form of a conceptual framework.

The present study in terms of purpose was practical and in terms of implementation method was qualitative from type of phenomenological. The statistical population of this research was policy makers and educational planners, education managers and faculty members of expert in the field of education, which according to the principle of theoretical saturation number of 21 people were selected by purposive sampling method. The research tool was a semi-structured interview, which its validity was confirmed by the opinion of experts and its reliability was obtained by the method of coefficient of agreement between coders 0.76 and the interviews ended when the interviewees had no other information about the subject. The data obtained from the interviews were analyzed by thematic analysis method in MAXQDA software.

The findings showed that education management information systems had 11 sub themes in 2 main themes; So that the themes were included internal efficiency (including seven components of human resources, students, curriculum, training and educational facilities and spaces, budget and credits, management and training, educational and research programs and activities) and external efficiency (with four components of religious and moral goals , scientific and educational goals, cultural and artistic goals and human development goals and women's participation). Also, cultural and social dimensions of education management information systems had 27 sub themes in 6 main themes of cultural, social, structural, technical, physical and organizational. It should be noted that the pattern of themes of education management information systems and cultural and social dimensions of education management information systems were drawn.

Considering the identification of the main and sub themes for the dimensions of education management information systems, planning to improve education management information systems is necessary to achieve a competitive advantage.

Self-regulation training can improve the academic variables and performance of students. As a result, the current research was conducted with the aim of the effectiveness of self-regulation training on the perception of teachers' teaching quality, critical thinking and sense of school belongingness of the female students of the second year of high school.

In a semi-experimental study with a pretest and posttest design with experimental and control groups, among the female students of the second year of high school in the 1th district of Sanandaj number of 30 people were selected by purposive sampling method and randomly by lottery assigned to two groups of 15 people. The experimental group received 10 sessions of 90 minutes based on the package of Barzegar Bafrooei et al (2018) and the control group did not receive any training. In this study, to collect data were used from Seraj's perception of teachers' teaching quality questionnaire (2013), Ricketts's critical thinking questionnaire (2003) and Arslan and Duru's school belongingness scale (2016) and its data were analyzed by multivariate analysis of covariance method in SPSS version 19 software.

The findings showed that there was a significant difference between the female students of the second year of high school in the experimental and control groups in terms of all three variables of perception of teachers' teaching quality, critical thinking and sense of school belongingness. In the other words, self-regulation training led to improve the perception of teachers' teaching quality, critical thinking and sense of school belongingness of the female students of the second year of high school (P<0.001).

Considering the effectiveness of self-regulation training on improving the academic variables and performance can be used the mentioned method along with other educational methods to improve and promote academic variables and performance, especially the perception of teachers' teaching quality, critical thinking and sense of school belongingness.

Having a futurology approach in curriculum designing can create a competitive advantage for higher education. As a result, the current research was conducted with the aim of presenting the workplace curriculum model with a futurology approach in the Iran's higher education system.

This study in terms of purpose was applied and in terms of implementation method was descriptive-survey. The current research population was all managers, professors and experts in the fields of higher education management, educational management, knowledge management, curriculum planning and future studies of Farhangian University of Mazandaran province, totaling 452 people, who were selected by total sampling method. The data were collected with a researcher-made questionnaire of the workplace curriculum with a futurology approach in the higher education system which its validity and reliability were evaluated as appropriate and were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software.

The findings showed that the workplace curriculum model with a futurology approach in the Iran's higher education system had 42 indicators and 22 components in 6 categories. The category of causal conditions includes the components of the need to pay attention to environmental factors, the need to pay attention to organizational factors, the need to pay attention to individual factors, the need to pay attention to social and cultural factors and the need to pay attention to technological changes, the category of main phenomenon includes the curriculum component of the workplace curriculum with a futurology approach, the category of contextual conditions includes the components of the curriculum fit with environmental, organizational and individual goals and characteristics, the correct evaluation process, the creation of a learning organization, the expansion of the inclusion of workplace curriculum and the organizational discipline, the category of intervening conditions includes the components of policies, incomplete understanding of the concept of workplace planning and educational technology, the category of strategies includes the components of the application of virtual education in the development of workplace curriculum planning, environmental science and future-oriented needs statistics in the development of curriculum planning for the workplace, creating flexibility in programs and customizing the workplace curriculum, developing a collaborative learning mechanism with an emphasis on decentralization and strengthening organizational culture and adaptability among the different levels of identity and the category of the outcomes includes the components of developing employees' competencies, realizing educational effectiveness and realizing educational satisfaction. The factor loading of all the categories and components was higher than 0.70, the average variance extracted was higher than 0.50 and the combined reliability of all of them was higher than 0.70. In addition, the workplace curriculum model with a futurology approach in the Iran's higher education system had a good fit and, in this model, the causal conditions on the workplace curriculum with a futurology approach, contextual conditions, intervening conditions and the workplace curriculum with a futurology approach on the strategies and strategies on the consequences and each of the categories on their components had a direct and significant effect (P<0.05).

According to the workplace curriculum model with a futurology approach in the Iran's higher education system, planning based on it is necessary to improve the curriculum situation.

Mental health plays an important role in the academic and non-academic life of students. Therefore, the present research was conducted with the aim of providing a structural model of predicting mental health based on personality traits with the mediating role of resilience in Islamic Azad University students.

This study was a cross-sectional from type of correlational. The research population was all the students of the Islamic Azad University of Tehran city in the academic years of 2022-2023, which the sample size was estimated to be 685 people. The samples of this study were selected by multi-stage cluster sampling method and responded to the research tools including mental health questionnaire (Goldberg and Hillier, 1979), personality traits questionnaire (Costa and McCrae, 1985) and resilience scale (Connor and Davidson, 2003). The data of this study were analyzed by structural equation modeling method in SPSS and Amos software.

The findings showed that the structural model of predicting mental health based on personality traits with the mediating role of resilience in Islamic Azad University students had a good fit. Also, in this model, neuroticism, extraversion, openness, adaptability and conscientiousness on students' resilience and neuroticism, openness, adaptability and conscientiousness on students' mental health had a direct and significant effect (P<0.05), but extroversion on their mental health did not have a direct and significant effect (P>0.05). In addition, neuroticism, extroversion, adaptability and conscientiousness with the mediating of resilience on students' mental health had an indirect and significant effect (P<0.05), but openness with the mediating of resilience on their mental health did not have an indirect and significant effect (P>0.05).

In general, the results of this study indicated the direct and indirect effects of personality traits and resilience on students' mental health. Therefore, in order to improve their mental health can provide interventions in the field of personality traits and resilience.

Today, due to being in the 21st century, the discussion of virtual learning and the appropriate culture with it has become very important. Therefore, the aim of this study was to providing a virtual learning culture pattern in higher education centers.

This study in terms of purpose and implementation method was applied and descriptive from type of qualitative, respectively. The current study population were experts of higher education institutions who were aware of the research field, and number of 12 of them were selected as a sample according to the principle of theoretical saturation and with using purposive and snowball sampling methods. The research tool was semi-structured interview, whivh whose validity was confirmed by triangulation method and its reliability was calculated by Cohen's kappa coefficient method 0.89. To analyze the data of this study were used from open, central and selective coding methods.

The findings of this study indicate that for virtual learning culture pattern in higher education centers were identified 49 concepts, 8 components and 2 categories. In the current research, the categories were included the category of structural factors with five components of software and hardware infrastructure, design and management of virtual learning interactions, platform and virtual learning environment, virtual learning development and operational support ability and the category of behavioral factors with three components of culture building, individual attitude and motivation of learners. Finally, the categories and components pattern of virtual learning culture in higher education centers was drawn.

The results of the present study can contribute to better awareness and cognition of the virtual learning culture in higher education centers and higher education specialists and planners based on its categories, components and concepts can take an effective step towards improving the virtual learning culture.

Curriculum in any country is the center of educational activities, and considering the differences in the curriculum, the purpose of this study was comparing the process of training, learning and evaluating in the Iran's national curriculum with curriculum theories.
This study in terms of purpose was applied and in terms of execution method was comparative. In this study, the research population was all curriculum documents and related theories in this field, which its example was Iran's national curriculum document and the made criticisms in this field and curriculum theories experts, which they were compared in terms of the process of training, learning and evaluating. The recorded data from document and criticisms and interviews with experts about the process of training, learning and evaluating were compared in the Iran's national curriculum with curriculum theories. In this study, validity was confirmed by triangulation method and reliability was obtained by Cohen's kappa coefficient method 61.8 percent.
The findings showed that the Iran's national curriculum in addition to differences with curriculum theories in terms of the training process, considers training as a basis for innate tendencies expressing, recognizing the success of the learner and continuously improving it and influencing the students' perspective in relation to themselves, God, others and creatures, in terms of the learning process, considers learning as a result of creative interaction, purposeful, active learner and diverse environment, and in terms of the evaluating process, considers evaluating as a clear and comprehensive picture of the current situation, specifying the student's distance with the next situations and its modification, according to the student's capacities and needs, basic for selectivity and self-management, basic for student's continuous growth with an emphasis on self-evaluating, use of other evaluating methods, improvement of the student's position and attention to learning deficiencies while maintaining human dignity as an opportunity to reform and improve the educational system.
The Iran's national curriculum while paying attention to the characteristics of curriculum theories, should be re-designed on the basis of the country's social and cultural system and in line with the realization of the main ideal, that is closeness to God and a virtuous life