STUDIES IN EDUCATION & PSYCHOLOGY
Year:2007 | Volume:8 | Issue:1|Papers Count:12

The purpose of this research is to identify the status of cybernetics in universities’ management with an emphasis on Ferdowsi University of Mashhad (FUM). A total of 139 questionnaires were sent to chancellor and vice-chancellors of FUM, Dean of faculties and their deputies, administrative and academic department’s chairs at the university to assess their point of view about the status of cybernetics in the University. Further 147 questionnaires were sent to managers and faculty members of twenty seventh Universities to access the same point regarding the purpose. The questionnaire has been developed based on Birnbaum cybernetic theory. Accordingly, supervision and control, tight and loose Coupling, interactions, decision making, hierarchy and leadership had been considered as major constructions of the questionnaire. Survey research, Mean, median, t-test, Mann-Whitney U and Kruskal-Wallis H. were used to analyze the data. The result indicated that the mean of the subjects’ viewpoints was 4.512. In other words, there is a significant difference between the observed mean of the research subjects' viewpoints and the theoretical mean. The research also showed a significant relationship between the six above factors. The data indicated that there is no significant difference between the viewpoints of the universitys’ managers. This means that there is a consensus between them in regard to the status of cybernetic in the university’s management. The findings showed that approximately, there is the same result in other universities in Iran.

In this investigation for studying the relationship between emotions and causal attribution dimensions( control center, controllability, constancy dimensions) with self-esteem, researcher has performed Rosenberg Self-Esteem Scale (RES), Watson, Clark, Positive Affective Negative Affective Scale (PANAS) and Causal Dimension Scale (CDS) Tests, in the case of 367 student subjects in Tabriz University. Spss statistical program, regression analysis and pearsonian correlation is used to analyse the hypothesis. The variables of the Causal Attribution Dimensions were studied in the success and failure situation. Multiple regression results show that , positive emotions and consequently, controllable, inner and constant attributions in the Success situation are the most important factors in increasing self-esteem, and an individual can raise his positive emotions and increase his self-esteem through internalization the attributions and knowing them controllable and constant. Also controllable and inner attributions in Failure situation are effective in increasing negative emotions; so it is probable that negative emotions are effective in decreasing self-esteem and so an individual’s physical and mental health is exposed to risk.

In this paper the domain of classroom management has been discussed.The method is quantitative-qualitative. In the qualitative part, the researchers interwieved national exemplar academic staff. In quantitative section the performance of Isfahan University academic staff was evaluated. Statistical population included two groups. One of these groups included national exemplar academic staff from Isfahan University, Isfahan Technical University and Isfahan Medical University. To select national exemplar academic staff, meaningful sampling was used and 15 people of them were interwievd. To select faculty members of Isfahan University stratified sampling methods were used. After estimating sample size, 58 people were selected. In order to evaluate the performance of the selected faculties in the quantitative part, 1245 third and forth grade undergraduate students took part in the research..Findings of research indicated that national exemplar academic staff emphasized on: importance of classroom and quality of classroom management; and having respectful behaviors with students. The measured mean in the quantitative section was 3.87 and it was more than the means of effectiveness criterion (3.5). The observed differences among the performance of the faculty members in regard to their faculties and degree were not significant, except in regard to teaching experience, that is faculty members with 1-10 years experience had better performance than those with 11-20 years.

The aim of this study was to compare self regulated learning among normal, gifted and learning disable children. Two hundred and two students (76 gifted, 77 normal, 49 learning disable) were included in this study. Two measures were used to collect data: 1) Academic Self Regulation Learning (SRQ-A) version for students normal 2) Academic Self Regulation Learning (SRQ-A) version for students with LD. Analysis of the data revealed that: In external style regulation, learning disable were higher than normal and gifted children, and in Introjected and Identified style regulation gifteds were higher than normal and learning disable children. The research also showed that mother education and father’s job better predicted relative autonomy Index. At the end, the conclusion and implications of the results were discussed.

Face recognition has been attended as a model of children's perceptual skills development. Faces provide the most important visual stimulus for human communication. Identity, emotional expressions, age and gender are being understood by attending to faces. So, having ability to read faces is an essential element of social and cognitive development. The research shows that children have more difficulty in recognition and encoding of faces than adults. It is unclear, however, whether this difficulty is due to their low information processing skills or their limited experiences on faces. The research aimed to investigate Iranian face recognition skills and to study the role of experience in developing face recognition ability. Participants were three groups of subjects including 22 5- years-olds, 22 9-year-olds and 22 adults. They answered to face recognition tasks consisted in three conditions: full face, inner face and outer face. The results showed that in parallel to increasing age, there were an improvement on both speed and accuracy of responses. These results are consistent with those findings conducted in the western cultures demonstrating a development of children's face recognition performance on all full, inner and outer tasks. The research support those who claim being universality in face recognition development. The research also supports the role of experience in learning to differentiate the human face features.

This research was carried out with the aim of investigation the changing pattern of reading errors in students of 2nd to 5th grades. The samples of this study were 120 students who recruited using multi-stage random sampling method. The findings of this study indicated that the highest kinds of reading errors in second and third grades were vowelisation  and repetition errors and the highest kinds of reading errors in fourth and fifth grades were repetition and word correction errors in reading. The lowest kinds of reading errors in all grades were reversal reading error. In general reading errors differed quantitatively and qualitatively.

In this study, at the first stage different teaching models and the pertinent studies were examined and then a combined teaching model based on advanced organizer models, inductive models, attaining concepts and partners in learning was developed. This model was used to teach Farsi, Arabic, and English language grammar to the students of the second grade of guidance school. Then, the influence of this teaching model (Independent Variable) on the student's performance in the teaching model on the students' degree of learning in the aforementioned subject's .The present study, having a quasi-experimental design, was done in two phases. The first phase was devoted to examining the weaknesses and problems of the lesson plans and those of the tests used. In the second phase, ten classes of male students (the experimental group) were taught according to the modified and improved lesson plans in the two educational districts in Mashhad. The design of the study included a pretest and posttest and the classes were randomly assigned to the control and experimental groups. The t'test was performed on the obtained data. Moreover, the participating teachers and students were asked to answer a questionnaire .The findings of the study revealed that the experimental group performed better in all designed courses on the relevant tests. The finding also showed teachers' and students' satisfaction with the implementation of the lesson plans designed.

The purpose of this research was to study development of social cognition and it's relation to cognitive developmental level of nursery, preschool and second graded children of Isfahan. 123 participants (61 males and 62 females) were selected quite randomly, using cluster sampling, from 3 geographical areas of Isfahan (north, center and south) and False Belief Tasks. They placed in 3 groups of nursery schoolers, preschoolers and second graders. Then children interviewed according to Piagetian clinical method with mental conservation tasks (surface and length). Data analysis using Pearson correlation and MANOVA, showed that social cognition has a developmental trend (P<0.0001). And also there was a relation between social cognition and cognitive developmental level of children. It was found no gender related differences in variables. The results will be discussed in terms of cognitive and social cognitive theories.

The objective of this research is to compare child rearing pratises with identity styles among students of both sexs of preuniversity level in shiraz. The sample consists of 657 of boys and girls of preuniversity level who have been selected by simple random sampling from highschools of four districts of Shiraz .The reseach has been conducted using two questionnaires: Bennion and Adams identity questionnaire and scheafer,s child rearing practices questionnaire. Interpretation of data using 1- way ANNOVA, independent t- test, Chi – square and correlation coefficient leads to fllowing results 1-There is a significant difference between child rearing practise and identity styles. 2-Boys and girls are significantiy different only in identity foreclosure. 3- There is a significant relationship between child rearing pratises and sex. 4- There is no a significant difference between identity styles and social class. 5- There is a significant differenc between child rearing pratises and social class. 6- There is a significant relationship between aspects of child rearing pratises and identity style.