فصلنامه توسعه ی آموزش جندی شاپور
سال پانزدهم شماره 2 (پیاپی 51، تابستان 1403)

In educational systems including higher education, the teaching reflective plays an important role in teaching and learning. As a result, the purpose of this study was to designing a paradigm model to train thinking in universities of medical sciences.

The present study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the academic experts of Medical Sciences Universities all over the country in the academic years 2020-2021. According to the theoretical saturation principle, 18 people were selected by purposeful and snowball sampling methods, and what is more, data collection tool was a depth interview which its validity was confirmed by the expert review method and its reliability by the agreement coefficient method between the two coders was estimated 0.85. The coding method based on the paradigm model of ground theory in MAXQDA-2018 software was used for data analysis, too.

The findings showed that in the paradigm model of teaching reflective in universities of medical sciences were identified 62 indicators in 10 components; In conclusion, the causal conditions including students' inefficiency to overcome problems in complex situations and non-community-oriented functions of the medical universal system; underlying conditions including the allocation of special credits of educational methods’ modification; intervention conditions including the development of knowledge boundaries and attention to global issues in the field of medical sciences; central phenomenon including the development of reflective as a conscious and rational decision-making process; strategies including appropriate discourse, teaching problem-solving methods and designing and organizing curriculum elements; and consequences outcome including knowledge and development of individual competencies. Considering all of the above, a paradigm model of teaching the thinking in universities of medical sciences was designed.

Based on the results, to improve and enhance teaching reflective can be improved the components and indicators identified for them.

Faculty members can provide services in the university in the best way when they have knowledge and awareness of the goals of the organization and their role in determining those goals. Therefore, the organizational socialization of this group at the beginning of entering the university is one of the most important issues to take advantage of this power. Therefore, the purpose of this study was to investigate the need for socialization in the new faculty members of Zanjan University of Medical Sciences.

This study was conducted using a qualitative method by semi-structured interviews. For this purpose, interviews were conducted with 6 educational managers and accessible sampling with 10 new academic faculty members, and the challenges and solutions of this field in Zanjan University of Medical Sciences were determined. The data was analyzed using the directed content analysis method. The data were analyzed using the framework content analysis method.

The most important problems identified for new academic staff members include: lack of knowledge of work and administrative issues of the university (work processes, rules and regulations, etc.), lack of familiarity with teaching methods and interaction with students, and insufficient ability in this field, and lack of familiarity with the duties of the academic staff.

The findings of the research showed that the existence of a codified and comprehensive program to acquaint faculty members with the structure and function of the university, rules and regulations, priority programs of the university, communication with students and improving teaching ability in the early years of the faculty member's entry into the university is necessary.

The requirement for virtual education during the COVID-19 epidemic and the rapid shift from face-to-face to fully virtual instruction has confronted professors and students with numerous challenges. Accordingly, the present review study examines the challenges and barriers faced by professors in virtual education during the COVID-19 era in Iran.

For this purpose, international databases including Web of Science, PubMed, Scopus, and Persian databases including SID, Magiran, and the Iran Medical Research Articles database, as well as the Google Scholar search engine, were searched using keywords related to Covid-19, virtual education, challenges, barriers, and Iran until January 1, 2022. Inclusion criteria were original articles that examined the challenges of professors in virtual education during the COVID-19 era in Iran from the perspective of professors and educators.

A total of 14 articles were included in the study. The results showed that the most important challenges or obstacles in virtual education during the COVID-19 epidemic are infrastructural and technical obstacles, lack of interaction and participation between students and professors in the class, lack of appropriate lesson plans and effective evaluation systems, lack of skills in using virtual and computer education tools, high costs of purchasing equipment, and the occurrence of physical, mental, and psychological problems among learners.

Based on the results of this study, it is necessary for relevant organizations and institutions to consider training professors and students to use and apply virtual education tools, as well as upgrading and strengthening appropriate virtual education infrastructure.

A brief look at the definitions of information literacy and mental health literacy, as well as research in this area, suggests that there is a relationship between information literacy and mental health literacy. Accordingly, the purpose of this study is to investigate the relationship between mental health literacy and information literacy among students of Abadan University of Medical Sciences.

This research is a descriptive cross-sectional survey. The statistical population of this study consisted of all students studying in Abadan University of Medical Sciences, of which 294 were selected as a statistical sample. To assess the status of mental health literacy, a questionnaire based on the questionnaire of Sayarifard et al., and to assess information literacy, a researcher-made questionnaire based on Adsadowsky's questionnaire was used. The validity of the instruments was confirmed by experts and the reliability was confirmed by Cronbach's alpha test (with a coefficient of 0.82 for the Mental Health Literacy Questionnaire and 0.78 for the Information Literacy Questionnaire).

The results showed that the mental health literacy of the students based on the components of mental health literacy is at a high level. Mental health literacy of female students is higher than male students, and mental health literacy of older students is higher than younger students. The level of information literacy of the investigated students is also, based on the components of information literacy, at a low level. There is also a positive and significant relationship between mental health literacy and information literacy among the studied population.

Training students to increase information literacy and health information literacy with the aim of empowering them to identify problems and mental illnesses in themselves and others as soon as possible and to carry out appropriate interventions, enables them to better identify, locate and evaluate the needed information related to the identified diseases and disorders and take action appropriately.

The purpose of this study was to present the components of the coherent organization model at Payam Noor University in East Azerbaijan province.

The coherent organization in the university refers to the contribution of the university's pillars to the common interests of the university or the whole society and is a very important factor in the success of universities. This research was applied in terms of model presentation and descriptive-survey in terms of purpose. The data collection method in this research was quantitative. The statistical population in this research comprised managers, assistants, and faculty members in East Azarbaijan province, totaling 270 individuals. According to Morgan's table, the statistical sample was determined to be 159 people who were investigated. Quantitative data were collected using a standard researcher-made questionnaire resulting from qualitative research.

Therefore, in the current research, based on the research hypotheses, the questionnaire method was used. Similarly, to analyze the data, the quantitative method of structural equation modeling was employed using PLS3 software.

The results of the research indicate that the coherent organization model comprises components such as leadership, culture, employees, goals and strategies, structure, technology and knowledge, as well as the environment, which have been approved in Payam Noor University of East Azerbaijan Province.

The primary aim of this research was to design a conceptual framework for adult universities with a focus on Islamic Azad universities.

The qualitative method of inductive theme analysis was employed in this research. Potential participants included higher education professionals, adult graduate students, and retirees studying at universities; 31 of them were selected as participants through targeted sampling. The selection criteria for participants were having the necessary experience in adult education (at least one article, one book, or at least one year of teaching in the field of adult education) or being among adult students or retired graduate students. The sampling selection criterion was theoretical saturation of the data. Validation of the research was conducted using four criteria: credibility, neutrality, reliability, and applicability.

The findings revealed that the conceptual framework of adult universities consists of three dimensions (key, content, and implementation) and 20 criteria (related to the mind, freedom of action and respect, self-awareness, group orientation, motivation, self-expression, skill development, communication, lifelong learning, flexibility, evaluation and mentorship, needs orientation, goal setting, policy making, platform creation, content development, implementation, and evaluation).

Attention to the dimensions and criteria uncovered in this research paves the way for establishing an adult university and ensures the necessary sensitivity in this field.

With the outbreak of the coronavirus and the disruption of the normal state of human life and death, the most social, economic, political, and especially educational activities changed to virtual communications.

The present study was planned with the aim of assessing the effectiveness rate of adopting Learning Management System (LMS) among students. A questionnaire method was used to obtain the perception and opinion of students of different courses and levels. The efficiency of LMS in seven different components was evaluated. The t-student test was employed to evaluate statistical results.

The results of statistical analysis has been interpretated based on the mean and standard deviation of each studied components. Except for exercises and assignments, other components were less than the average limit. The value of the univariate t-statistic was determined to be less than 1.65 (standard t-value) for all components except exercises and homework. Also, considering that the p-value level for all components (< 0.001), it is concluded that there was a significant difference in the answers of all research questions.

The results can be used to resolve the challenges of E-learning. Due to the prolongation of the outbreak of Covid-19 and the intensification of its consequences such as increasing demand for E-learning, the need for continued economic activities, and employing new tools and more effective use of IT will be necessary.

The aim of this study was to predict academic conflict based on goal orientation, intelligence, and motivational beliefs in students.
In this descriptive-correlational study, the statistical population included all students of Hamadan University who were studying in the academic year 1399-1400. The sample size was selected based on Cochran's formula of 384 people using the convenience sampling method. Data collection tools were the Academic Conflict Questionnaire by Rio and Tsang (2011), Elliott and McGregor's goal orientation questionnaire (2011), Babaei's Intelligence Beliefs Questionnaire (1998), and Pantrich and De Groot's Motivational Beliefs Questionnaire (1990). Pearson correlation coefficient and regression analysis were simultaneously analyzed using SPSS software.
The results showed a significant positive correlation between avoidance mastery, performance-orientation, intelligence enhancement, self-efficacy, internal evaluation, and goal orientation with academic engagement, and a significant negative correlation between avoidance mastery, avoidance performance, intrinsicity, and test anxiety with academic engagement (p < 0.01). Beta coefficients in goal orientation and intelligence and motivational beliefs show that performance-tendency, increased intelligence, self-efficacy, and internal evaluation are positive and significant predictors of academic engagement, while performance-avoidance, innate intelligence, and test anxiety are negative predictors and significantly contribute to academic conflict (p < 0.05).
The results of this study can help higher education planners and implementers to adopt appropriate educational policies for students' academic engagement and the factors affecting it.
Extended abstract
Today, educational systems are facing many changes. One of the important challenges in the field of improving the quality of education and the success of students in their studies is to motivate them, and one of its most important indicators is the involvement of students in their studies (Wan and colleagues, 2014). The active involvement of the learner in academic affairs is one of the most important predictors of academic outcomes such as high grades, attendance at school, effective coping, and resilience (Skinner and Pitzen, 2014). By engaging in learning and learning tasks, cognitive and behavioral goals can be achieved (Azadi et al., 2018; Wang, 2013). Other factors also affect the cognitive engagement of students, one of the most important of which is goal orientation (Pospoki, 2018; Koopman et al., 2014). Goal orientation reflects the goals that students pursue while learning; Like motivation, goal orientation changes from internal to external (Koopman et al., 2014). Another factor related to academic conflict is intelligence beliefs. There is a significant relationship between intelligence beliefs and academic engagement (Hejazi Rastegar et al., 2018). Dweck considers intelligence beliefs to include intrinsic beliefs and incremental beliefs. Learners who have an incremental belief about intelligence mainly emphasize improving their skills and acquiring new knowledge and try to overcome past failures and believe that intelligence is not a fixed and unchangeable substance, but can be increased through effort and experience (Dweck and Molden, 2017). Another factor that is related to academic engagement is motivational beliefs (Mazhlumian et al., 2014), which according to Pintridge and DeGroot, is classified into three components: expectation, value, and emotion. The expectation component includes students' beliefs about their abilities to perform the assignment. The value component includes students' goals and their beliefs about the importance and interest in the assignment. The emotional component includes emotional reactions to the task (Rezaei et al., 2011).
 
In this descriptive-correlational study, the statistical population included all students of Hamadan University in the academic year of 2021. In this research, there were 10 predictive variables, which required at least 150 sample people. However, for better generalization, 384 people were selected to participate in the research. This research was conducted in the first half of the academic year 2021 among undergraduate students of Hamadan University of Medical Sciences. From the research population, 384 people were selected as available from the educational groups of health and paramedical faculties. The criterion for determining the sample size in the present study was Cochran's formula with a probability of 95%. According to the current conditions and the quarantine period caused by the spread of the coronavirus, data collection was done in the form of an internet link in the Porsline system and it was distributed in student groups. In this research, a questionnaire was used to collect the necessary data.
 
The results of the correlation matrix between research variables showed that there is a significant positive correlation with academic involvement between tendency mastery (p < 0.01, r = 0.729), tendency performance (p < 0.01, r = 0.741), increasing intelligence (p < 0.01, r = 0.288), self-efficacy (p < 0.01, r = 0.435), goal orientation (p < 0.01, r = 0.323), internal evaluation (p < 0.01, r = 0.559). There is a significant negative correlation with academic involvement between avoidance mastery (r = -0.446, p < 0.01), avoidance performance (r = -0.418, p < 0.01), belief in the innateness of intelligence (r = -0.685, p < 0.01), exam anxiety (p < 0.01, r = -0.400). To predict educational conflict based on goal orientation, intelligence, and motivational beliefs, multivariate regression analysis was done simultaneously. Beta coefficients showed that performance-orientation (β = 0.459), increased intelligence (β = 0.198), self-efficacy (β = 0.115), and internal valuation (β = 0.068) are positive and significant predictors of academic engagement, while performance-avoidance (β = -0.217), the innateness of intelligence (β = -0.263), and test anxiety (β = -0.269) are negative and significant predictors of academic conflicts. These findings are consistent with the researches (Rio, 2011; Saif, 2015; Azadi, 2018; Grochia, 2018; Pospoki, 2018; Mazloumian, 2013).
 
According to the results of the present research, due to the influence of orientational performance on academic engagement, it is better that the subjects of the study are recognized as enjoyable and useful for life in the eyes of the students, so that their internal motivation to learn increases, and in this way, they will have more insistence on learning. Also, considering the effectiveness of the avoidance function of academic inclusion, personal and educational experiences, and avoidance strategies of students, the importance of professional help to them to deal with stressful academic problems, knowledge of solutions to face problems, and teaching communication skills. Stress management techniques are important and should be considered. Students who hold innate intelligence beliefs focus on achieving adequate performance and expend minimal effort to overcome problems. Students who believe that intelligence is an innate and inflexible trait are more prone to learned helplessness and believe that hard work has no effect on improving this trait. Students with higher levels of hope are more focused on their goals and more motivated. Hope, as a positive psychological force, creates motivation in people that encourages them to achieve success and causes them to try and manage more in academic affairs to achieve success.
The findings of this research showed that tendency performance, avoidance performance, innate intelligence, additive intelligence, self-efficacy, internal evaluation, and test anxiety have the ability to predict students' academic engagement. According to the findings of the research, in order to increase the level of students' academic involvement, it is necessary to design and implement a formal and regular planning during the academic year, including the provision of psychological capital training workshops to strengthen and promote students' academic involvement.

The present study was conducted with the aim of evaluating the factors affecting the self-improvement of primary school principals in Isfahan city.

In terms of practical purpose and in terms of execution method, it is among mixed research. In the qualitative part of this research, thematic analysis method has been used to analyze the data, and the information of this research was done in the quantitative part by using the one-group t-test to compare the answers of the respondents to each of the research questions and by using SPSS software. . The statistical population of this research in the qualitative part includes experts and managers of education departments in Isfahan city, 15 people were selected as a sample in a targeted way, and in the quantitative part, it consisted of principals of elementary schools in Isfahan city with 10 years of management experience who through Staged cluster sampling 100 people were selected.

Based on the research findings, factors such as self-awareness, self-efficacy, self-regulation, optimism, organizational commitment, self-actualization, learning ability, self-direction, resilience and flexibility are among the characteristics of self-improvement of principals of elementary schools in Isfahan city. , self-actualization and self-efficacy have the greatest effect on self-improvement behavior.

Finally, it is suggested that the education and training organization provide the necessary ground for voluntary improvement of the capabilities of the principals of primary schools and promote the principals of these schools based on the principle of merit.