Journal of Research in Educational Systems
Year:2019 | Volume:13 | Issue:46 |Papers Count:12

The purpose of this study was to identify and prioritize the factors affecting the empowerment of technical and vocational school managers in Kerman province in 2015-2016. This research was a mixed method. The statistical population in the qualitative section was informed persons in the field of empowerment of technical and vocational conservatory managers who were selected by purposive sampling and chained 20 individuals. In the quantitative section, the statistical population consisted of all managers of technical and vocational schools of Kerman province, who were selected by using sample size determination formula (Sarai, 2014). The data collection tool was qualitative, semi-structured interviews and focus group discussions, and in the quantitative part, a researcher-made questionnaire. The validity of this questionnaire was confirmed by expert opinion and its reliability was calculated. Cronbach's alpha coefficient for the 5 components ranged from 0. 83 to 0. 91. In qualitative part, using open and axial coding, 5 main components and 17 sub components of manager empowerment were identified and in quantitative part of research, Friedman rank test was performed to prioritize managers' empowerment components and respectively executive, organizational, professional, communication and personal skills ranks first to fifth. Given the identified skills and their order of importance, it is recommended that these skills be given priority and importance in executive and training plans to empower managers at different levels.

The present study tried to investigate the effect of philosophy for children program on the reasoning skills of fifth grade male students. The research method applied here was quantitative, with a quasi-experimental design, while pretest and posttests were used with a control group. Population included all male students of fifth grade in Tehran in the academic year of 2017-2018. Multi-stage sampling method (two-stage cluster randomized model and simple random model) was applied with a population of 32 students studying in the fifth grade (16 in the experimental group and 16 in the control group). New Jersey reasoning test in both control and experimental groups was applied by the researcher. The main teaching task in control group was the classroom teacher's responsibility. But to teach the experimental group, the P4C program was performed by the researcher. In the experimental group, from the weekly educational program for elementary schools which is 24 hours (45 minutes per each teaching hour), as much as 4 hours were allocated to teach philosophy to children. Covariance analysis results showed that the experimental group achieved a higher score in the New Jersey (2000) scales, showing a significant difference between control and experimental groups. Accordingly, due to higher mean scores of experimental group in post-test, it can be concluded that teaching philosophy to children has a significant influence on the reasoning skills of the fifth grade male students. As a result, the program could be applied by managers and teachers to increase the students' quality of reasoning.

The purpose of this study was to compare academic engagement, academic self-efficacy and achievement with academic performance in gifted second-degree high school students (males and females) in Ahwaz city. This research was a causal-comparative study. The sample included 300 gifted students (140 gifted males and 160 gifted females) who were selected by stratified random sampling. The required data were collected from three educational questionnaires namely Zarang Questionnaire (2011), Mauritius Academic Self-efficacy Questionnaire (2001), and Midgley Development Goals Questionnaire (1998). The collected data were analyzed using statistical methods such as multivariate analysis of variance and One-variable. The findings of the study showed that gifted boys had lower mean than gifted girls did in three components of cognitive, behavioral, and motivational involvement and the self-efficacy of gifted boys was lower than the gifted girls was. The goals of achievement in the components of the goals of mastery and advancement of gifted students were averagely low and showed a high average for the gifted boys in the avoidance goals. Significant differences were found between the gifted-female students and the gifted-male students in all variables. This difference was significant at the 0. 001 level. As a result, based on the findings, the gifted-male students that needs educational attention and individual efforts.

The purpose of this study was to determine the mediating role of academic motivation's component in the relationship between psychological capitals with academic burnout of students. The study design was a descriptive correlational type and statistic population included all students of Islamic Azad University Tehran center and Tehran east branches and Islamic Azad University, Tehran Medical Branch in 2016-2017 first semester which through them in a multi-stage random sampling method 410 people were selected. The study tool included Academic Burnout Questionnaire (Berso, 1997), Academic Motivation Scale (Vallerand et al., 1992), and for Psychological Capital Questionnaire: Life Orientation Test (Scheier & Carver, 1991), Resilience Scale (Connor & Davidson, 2003) and Hope Scale (Snyder et al., 1991). The data were analyzed by structural equation modeling. Intrinsic academic motivation and academic amotivation negatively and significantly mediated the effect of psychological capital on academic burnout. It is suggested that to provide psychological capitals and a platform for the growth of talent for all students, and individuals have the incentive to work hard to achieve the goal.

The purpose of this research was to investigate the challenges and inadequacies of the adoption of information technology in the educational, student and financial dimensions of Islamic Azad University of Roudhen Branch. This research was applied in terms of purpose and descriptive survey. The statistical population of the directors, faculty members and faculty members of Azad University of Roudhen in 1395, the total number of which was 420, was selected by sampling method and the number of samples was 201 randomly selected. Data were analyzed by confirmatory factor analysis. The findings indicated that the components measured were based on the perceived usefulness of the components of perceived usefulness and perceived ease with the collected data.

The purpose of this study was to investigate motivational and preventive factors influencing schools physical education teaching from the perspective of physical education teachers. A number of 153 physical education teachers were selected from Sanandaj city through accessible sampling method. The instrument used in this section was a researcher made questionnaire including 2 sections of motivational factors (intrinsic and extrinsic) and 3 sections of preventive factors (student-centered, teacher-centered and institutional). Face validity and content validity of the questionnaire were confirmed by the experienced professors in the field of psychology and physical education. Construct validity was also confirmed through use of factor analysis (AGFI= 0. 92, df=437, p=0. 01). Its reliability coefficient was obtained in a pilot study using Cronbach's alpha coefficient (α = 0. 93). For data analysis, one-sample and independent sample t-test, one-way ANOVA and post hoc test were used. The results showed significant difference between motivational factors (intrinsic and extrinsic) as well as between barriers factors (student-centered, teacher-centered and institutional) in physical education teaching from the viewpoint of teachers. Also, intrinsic motivational factor and institutional preventive factor have most influence on physical education teaching. Therefore, considering motivational factors based on self-determination theory, such as creating a sense of competence, independence and communication in physical education classes, encourage parents to physical education lesson, existence suitable sports spaces in schools and preventive factors including a reduction in the number of students in class and increasing the funding are important.

This study aims to consider the effect of cognitive-behavioral coaching on negative perfectionism and scholastic self-handicapping among academic high school students in Semnan city. Research Design was semi-experimental and pretest-posttest type with control group. The study population included all of high school boy students in Semnan city. Of this students, 56 high school boy students were selected by multistage random cluster sampling method and randomly placed in experimental and control group. The experimental group encountered with 8 psycho educational sessions of cognitive-behavioral coaching. Data gathering process was performed by positive and negative perfectionism scale constructed by Terry-Short et al and Jones & Rhodewalt self-handicapping in pretest and posttest for all participants in two groups. Gathered data analyzed using analysis of covariance. The results showed that there is significant difference in the negative perfectionism and self-handicapping among experimental group and control group (p<0/001) and cognitive-behavioral coaching was effective in reducing the negative perfectionism and self-handicapping among high school students.

Test anxiety is a disorder that reduces the performance of students. The purpose of this study was to investigate the prediction of test anxiety based on the difficulty dimensions of emotion regulation in high school students in Tehran. The statistical population of the present study was the first high school students of Tehran in the year 1397. 226 of them (132 girls and 94 boys) were selected through multi-stage cluster sampling and participated in this study. Data gathering tools included Spielberger Anxiety Scale (1980) and Difficulty Emotion Regulation Scale (2004). Pearson correlation analysis and Multiple Regression were used to analyze the data. The results of correlation test showed that dimensions of difficulty in emotion regulation were positively correlated with test anxiety. The results of multivariate regression analysis indicated that the difficulty dimensions of emotion regulation play a significant role in explaining the variance of students' test anxiety. Therefore, it is necessary to direct psychological interventions to improve emotional regulation in relation to reducing test anxiety in students.

The present research article aimed to investigate the relationship between components of students’ conceptions and approaches to study and learning. The research method was descriptive-correlational. Statistical population included all the undergraduate and graduate students of Shahid Bahonar University of Kerman and the sample was comprised of 352 students in 2016-17 academic year who were selected through stratified random sampling. Research instrument included Conceptions of Learning Inventory (COLI) questionnaire (adopted from Purdie and Hattie, 2002) and Study Skills Inventory for Students (ASSIST) questionnaire (adopted form Tait et. al, 1998). Validity of the instrument was confirmed through confirmatory factor analysis. Data were analyzed by means of structural equation modeling (SEM) in Lisrel software, version 8. 8. The results showed that the proposed model fitted the data and could explain the relationship between the variables in a good manner. Accordingly, the direct effect of the variable “ remembering, using and understanding information” on surface and deep approaches to learning, and also the direct effect of “ learning as development of social competence” on adopting the deep approach to learning were positive and meaningful. The results suggest that adopting a deep approach to learning provides a better basis for students to adopt a strategic approach. Adopting this approach not only has impacts on students’ learning outcomes, but also can provide the context and conditions for adopting a strategic approach, which is one of the most important learning approaches among learners.

The purpose of this study was to design a teacher training curriculum based on the educational documents of the Islamic Republic of Iran. The research method was analytical-documentary. The study population included all of the upstream documents of the Islamic Republic of Iran, including of the theoretical basis of the Transformational Document, the National Curriculum Document, and the Comprehensive Scientific Map of the Country on the Horizon of 1404. The results showed that the presenter and audience characteristics of the curriculum included ethical, professional and individual (natural) characteristics. Characteristics of the curriculum included identity and professional characteristics, two mental characteristics (field space) and objective (background reality) formed the characteristics of the curriculum context. In the interaction of the elements of the curriculum implementation, two subjective (hidden) and objective (obvious) characteristics were identified. In this research, the pattern of designing of teacher training curriculum emphasizes on professional and identity qualities based on upstream documents, and the person trained on the basis of these documents is a person with professional competencies in a training position.