Showing 33 results for School
Dr Adel Zahed Babalan, Dr Ghaffar Karimianpour,
Volume 9, Issue 43 (12-2021)
Abstract
The present study aimed to Investigating the Relationship between Attitude to School and School Bonding with the Mediating Role of Academic. The method of research was descriptive correlation with structural equation method (SEM). The statistical population of this study included all included all male high school students in the city of Thalas Babajani who according to Morgan table and using multi-stage cluster sampling method, 200 students were selected as samples. To collect data, McCoach, Siegle Attitude to School questionnaire (2003), khormaei and kamari (2017) academic hope questionnaire and rezaeisharif (2010) school bonding questionnaire was used. The results of data analysis showed that Attitude to School has a direct effect on school bonding (β=0/44), Academic hope has a direct direct effect on school bonding (β=0/49), Attitude to School has a direct direct effect on Academic hope (β=0/59). And Attitude to School through Academic hope on school bonding has an indirect effect (β=0/28).
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Volume 9, Issue 43 (12-2021)
Abstract
The main purpose of this study was to identify the important and basic components of school-based management at the level of the Islamic Republic of Iran. The method of the present research is qualitative in the method of content analysis with the method of Atreid Snerling. Semi-structured interviews were used to obtain information and a brief description of the experiences and perceptions of specialists, experts and presenters. In this study, the three-way strategy was used comprehensively and accurately, and in order to conduct a semi-structured interview, the purposeful sampling method "key people approach" was used and sampling with the "snowball" method was continued until theoretical saturation. In this regard, with 23 professors from universities and higher education centers in Kohgiluyeh and Boyer-Ahmad provinces in 1399, researchers in the field of educational sciences and experienced principals of primary schools and principals of high schools and vocational schools with doctoral and master's degrees (15 people) PhDs and 8 masters) were in related fields. Interviews were conducted to allow the research to evolve as much as possible. Validation of this study was considered as a qualitative paradigm based on four criteria: reliability (reliability), neutrality (verifiability), reliability (compatibility), and applicability (portability). Based on the research findings, for the comprehensive theme (school-based management at the level of the Islamic Republic of Iran), eleven organizing themes under the headings: Democratic approach of the headquarters (ministry), participation, strategic organizations, school perspective, student perspective, honoring Employees, professionalism and specialization, role of parents, role of organizations, institutions, etc., computability and comprehensive monitoring, and deviations and deviations and the number of sixty-two basic themes were identified.
Sajjad Behzadi, Mohammadsaleh Shokouhibidhendi,
Volume 9, Issue 43 (12-2021)
Abstract
Nowadays, paying attention to textbooks as a written and codified axis of education in terms of paying attention to issues and components of citizenship, and especially citizen participation along with educational aspects, is very important and is an important aspect of an efficient school. Therefore, this study seeks to examine the extent to which textbooks pay attention to the teachings and skills required for citizen participation. The present research is descriptive-analytical and in order to achieve the intended goals, the elementary school textbooks of the academic year 2020 -2021 as the statistical population of the study were analyzed by content analysis method and the data were processed using Shannon entropy method. Findings show that in general, eight skills of questioning, participating in discussions, listening to discussions and understanding issues, responsibility, cooperation and working with others, sense of place, awareness of citizenship rights and duties, and knowledge of the city and urban management institutions. The required skills related to education and the institutionalization of citizen participation can be on the agenda. In this regard, the emphasis of textbooks is often focused on the two skills of cooperation and working with others and participation in discussions, and other skills have been neglected.
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Volume 9, Issue 43 (12-2021)
Abstract
The purpose of this article was to study the mediating role of emotional intelligence in the relationship between the empowering structure of schools and the performance of elementary teachers in Mamsani city. The current research was applied in terms of its purpose and in terms of its method, it was among survey researches. Also, in terms of time, it was cross-sectional and a descriptive research, which used the correlation method. The target statistical population in this study was elementary teachers of Mamsani city (650 people) and according to Morgan's table, 242 people were considered as samples. The sampling method was stratified random. Collecting statistical information from three standard questionnaires of teachers' job performance (Hersey and Goldsmith, 1981), emotional intelligence (Golman, 2001) and empowering structure of schools (Hoy and Sweetland, 2001) were used. The content validity of all three questionnaires has been confirmed by the experts, and its reliability was determined after testing among 30 people from the statistical population by calculating Cronbach's alpha for the three questionnaires, respectively 0.927, 0.791 and 0.750. Pearson's correlation coefficient test, independent t test and path analysis were used to test the research hypotheses. The results of Pearson's correlation test in this study showed that there is a positive and significant relationship between the empowering structure of schools, emotional intelligence and teachers' performance (P<0.01). There is a significant difference in the job performance of male and female teachers in Mamsani primary schools (P<0.05). Also, the results of the path analysis test showed that emotional intelligence plays a mediating role in the relationship between the empowering structure of schools and the performance of elementary teachers in Mamsani city (P<0.01). The more education and training in the development of schools' empowerment in various software and hardware areas, the more teachers will have more power in controlling and understanding their own and others' emotions (emotional intelligence) and as a result, they will carry out their tasks with greater satisfaction and calmness, and as a result, their job performance they improve.
Ms Fateme Azadi Dehbidi, Dr Farhd Khormaei,
Volume 11, Issue 45 (12-2022)
Abstract
This study aimed to investigate the causal relationship between
character trait, destructive academic behaviors and
citizenship academic behaviors with the mediation of perception ethical climate school. For this purpose, 671 (293 boys and 378girls) high school students of Shiraz were selected through multistage cluster sampling method. Three questionnaires were used to collect data, ethical climate school scale of shult et al. (2002), character trait scale of khormaei and ghaemi (2018), citizenship academic behaviors scale of golparvar (2011) and destructive academic behaviors scale of kashkoli (2017). Data was analyzed via path analysis using structural equation modeling. The findings corroborated the good fitness of the model with the research data. These results confirmed the significant relationship between character trait and destructive academic behaviors and citizenship academic behaviors, and ethical climate school with destructive academic behaviors and citizenship academic behaviors. also, the role of mediating the ethical climate school in the relationship between character trait and destructive academic behaviors as well as citizenship academic behaviors was also confirmed. In sum, the results of this study show that character trait by affecting perception ethical climate school can lead to discrease destructive academic behaviors and increase citizenship academic behaviors
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Zahra Asgari, Seyed Amir Amin Yazdi,
Volume 11, Issue 45 (12-2022)
Abstract
School burnout as a major issue can seriously damage the educational and psychological process of students. The aim of this study was to develop strategies to deal with students' academic school burnout based on Human Integrated Developmental approach. The present study is a qualitative content analysis. The research content in this study was selected through a search of selected sources, documents, researches and books and was finally approved by a group of experts. Reviewing and explaining texts, examining and reflecting on sources, extracting open source, subcategories, categories and reaching the main themes and naming each one, are the steps taken in this research. In order to ensure the content validity of the obtained data, the four GABA Lincoln criteria and interviews with 15 school counselors and psychologists were used. After making corrections, all sections had the necessary validity and validity. The process of coding and content analysis showed that strategies to deal with academic burnout based on the integrated transformation approach can be explained in three main parts, which are: 1- Emotion-based interactions in schools; 2- school development function 3- Adapting learning to individual differences. The main themes obtained in explaining the data can be considered by teachers, counselors and those in charge of education at different levels of prevention, education, curriculum and other issues
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Dr Zeinab Mohammadzadeh, Dr Afsaneh Ghanbari Panah, Dr Mojgan Mardanirad, Dr Yalda Delgoshaei,
Volume 12, Issue 46 (9-2023)
Abstract
The purpose of this study was to investigate the effect of education based on acceptance and commitment on parenting stress and cognitive flexibility of parents with preschool children. The design of the current research was quasi-experimental with pre-test, post-test and control group. The statistical method used to analyze the data was repeated measurement variance analysis (mixed design). 120 mothers who referred to the continuity center of Sari Municipality in 2018 were the research population. Two questionnaires of cognitive flexibility (Dennis and Vander Wall, 2010), parental stress questionnaire (Abidin, 1995) were the tools used in this research. In the first stage, among 60 mothers who received scores of 25-50% low in the questionnaires, 30 people were selected and were completely randomly assigned to two experimental and control groups. Educational classes based on acceptance and commitment were held in 8 sessions and the control group participated in classes with different content in 8 sessions. The time and place of the classes were on Mondays and Wednesdays in the Sari Municipality Continuity Hall. The results showed that education based on acceptance and commitment increases cognitive flexibility (effect size in time, 0.653) and (effect size in group, 0.331) and reduces parenting stress (effect size in time, 0.803) and (the effect size in the group is 0.416). It is concluded that education based on acceptance and commitment increases cognitive flexibility and reduces parenting stress of parents with preschool children. It is suggested to use the teaching protocol based on acceptance and commitment in schools, clinics related to education in the form of educational workshops with the aim of improving parenting styles and increasing children's adaptation.
دکتر فریده حمیدی, Farideh Hamidi,
Volume 14, Issue 48 (8-2024)
Abstract
Abstract
The aim of the current research is to determine the effectiveness of cognitive rehabilitation by help of gamification in sustained attention of first grade elementary school students, which was conducted in a quasi-experimental manner with a pretest-posttest design with a control group. The statistical population is the first grade female students of Hasan Abad Fashafuye city, who were selected based on random sampling of two-stage clusters of 30 students and were matched in two experimental and control groups based on intelligence scores. During 15 session of 45-minutes, the students of the experimental group were trained and reviewed the concepts related to sustained attention with the help of gamification: while in the control group, was not used. The research tools included children’s Raven test (1962),& continuous performance test (1965). Data analysis was done using descriptive and inferential statistics, at the level of descriptive statistics, indicators such as frequency, mean, and standard deviation were used, and at the level of inferential statistics, the multivariate covariance analysis test was used. The results, based on descriptive and inferential statistics, showed that cognitive rehabilitation with the help of gamification improves the sustained attention, with Cronbachs alpha of 0.54 (p<0/01).
Ramin Habibi Kaleybar, Masoumeh Parivar, Gholamreza Golmohammadnejad,
Volume 16, Issue 50 (3-2025)
Abstract
Abstract
The aim of the present study was to investigate the relationship between school attachment and academic hardiness, considering the mediating role of cognitive flexibility and motivational structure of second-year high school students in the academic year 1400-1401. The method of the present study was descriptive-correlational in terms of purpose and applied in terms of nature, and survey in terms of method. The statistical population was 2000 second-year high school students in Tabriz, of which 300 were selected as samples based on the Morgan table using multi-stage cluster random sampling. To collect data, the Rezai Sharif School Attachment Questionnaire, Martin and Robbins' cognitive flexibility, Benishek et al.'s academic hardiness, and Cox and Klinger's motivational structure were used. The data were analyzed using Smart-Pls-3 and SPSS 23. The results showed that the path of school connection with academic hardiness (r=0.239, t=299.3), school connection with cognitive flexibility (r=0.309, t=684.5), school connection with motivational structure (r=0.279, t=5.009), cognitive flexibility with academic hardiness (r=0.229, t=965.2) and motivational structure with academic hardiness (r=0.282, t=133.5) was significant (P<0.05). Also, the results of the Sobel test showed that cognitive flexibility plays a mediating role in the relationship between school connection with academic hardiness (Z=2.608) and cognitive flexibility can mediate 22.9% of the relationship between school connection with academic hardiness. Also, motivational structure can play a mediating role in the relationship between school attachment and academic hardiness (Z=3.539) and motivational structure can mediate 24.8% of the relationship between school attachment and academic hardiness.
Ms Kobra Aalipour, Mr Mohammad Abbasi, Mr Ezzatullah Gadampour,
Volume 16, Issue 50 (3-2025)
Abstract
The aim of the current research was to investigate the relationship between social/emotional competence and quality of life in school students with the mediation of academic participation in elementary school female students in Khorram Abad city. In terms of goal, the research is part of applied research, and in terms of method, it is a type of correlational studies. The statistical population of the present study includes all the female students of the elementary level of Khorram Abad city in the year 1402-403 in the number of 1900 people, of which 435 people were selected using cluster random sampling method. became Data were collected using Social/Emotional Competence Questionnaire (SECQ), Zhu and Ji (2012), Rio's academic participation (2013) and Anderson and Burke's (2000) quality of life at school. and were analyzed using the method of structural equations. The results of structural equation modeling analysis showed that social/emotional competence has a direct and significant role on students' quality of life in school (p<0.001). Also, social/emotional competence has a significant effect on students' quality of life in school indirectly through academic participation (p<0.001). Therefore, the results of the research show that academic participation can play a mediating role in the relationship between social/emotional competence and quality of life in school.
Mis Magdieh Estabraghi, Mis Samaneh Sadat , Dr Ahmad Zandvaian,
Volume 16, Issue 50 (3-2025)
Abstract
The present study was conducted with the aim of investigating the pattern of structural relationships of academic engagement in students based on resilience and implicit beliefs of intelligence with the mediating role of self- handicapping in students of high school in Yazd city in the academic year of 2022-2023. From the statistical population, 375 people were selected by multi-stage cluster sampling method. The data were collected using Schwinger and et al academic engagement, Abdul Fattah and Yates implicit theory of intelligence, and Connor and Davidson resilience questionnaires. The collected data were analyzed with AMOS 24 software. The results of structural equation modeling showed that resilience, inherent intelligence beliefs and intelligence enhancement beliefs, had a direct, positive and significant effect on academic involvement. Also, the results showed that self-handicapping played a mediating role in the relationship between resilience and academic engagement, as well as in the relationship between the beliefs inherent in intelligence and academic engagement. According to the results, in general, psychologists and counselors can take a step towards increasing students' academic engagement by teaching resilience to students and changing their implicit beliefs about intelligence.
Dr Salahedin Ebrahimi, Dr Siamand Mavloudi, Mr ,
Volume 17, Issue 51 (10-2025)
Abstract
The aim of the present study was to investigate the role of belonging to school, parenting styles and basic psychological needs in predicting students' academic engagement. The current research is applied in terms of purpose and descriptive-correlation based on the data collection method. The statistical population of this research included all the male students of the first secondary level of Piranshahr city in the academic year of 1402-1403, and 327 people were selected as a sample using Cochran's formula with cluster random sampling method. The tools for collecting information in this research are the standard questionnaires of Fredericks et al.'s academic engagement (2004), the sense of belonging to school, Barry, Betty and Watt (2004), parenting methods of Baumrind (1991) and the basic psychological needs of Desi and Ryan ( 2000) were To test the relationship between research variables, Pearson's correlation coefficient and multiple regression analysis were used. The results of the Pearson correlation coefficient test showed that there is a positive and significant relationship between the feeling of belonging to the school and the students' academic involvement (r=0.574); There is an inverse and significant relationship between permissive parenting style and authoritarian style with academic involvement in students (r=-0.477) and (r=-0.485). There is a positive and significant relationship between assertive parenting style and academic involvement in students (r=0.607). There is a positive and significant relationship between basic psychological needs and academic involvement in students (r=0.393). The results of the regression analysis showed that the feeling of belonging to school, permissive style, autocratic style, decisive style and basic psychological needs with beta coefficient of 0.332, -0.170, -0.277, 0.508 and 0.175 respectively. They played a role in predicting students' academic conflict.
Mehrnoosh Bahadori, Dr Hadi Hasehmi Razini, Dr Mehdi Arabzade, Khadijeh Jeirani,
Volume 17, Issue 51 (10-2025)
Abstract
Background: Storytelling has a special role in curriculum and provides real and practical experiences for the pupils. Purpose: The purpose of this study was to investigate the effect of storytelling based of skill training on anger control and reduction of behavioral problems in preschool children. Method: The purpose of this study was quasi-experimental with pre-test, post-test, and follow-up with control group. Statistical population is all preschool children. From the target population, 20 children with behavioral problems were selected using available questionnaire results and were randomly assigned into two experimental and control groups. The experimental group received twelve sessions of treatment program and the control group followed its normal schedule. Data were analyzed by repeated measures.Results: The results showed that storytelling based on skill training had a positive effect on the aggressive thoughts, feelings and behavior of preschool children. It also reduced behavioral problems in preschool children. The results of this study also showed that the positive effect of intervention on reducing behavioral problems and anger control was stable over time.
Conclusion: These findings show that storytelling is a simple, hassle-free and inexpensive way of teaching skills and intervention for preschool children.
