Journal of Research in Educational Systems
Year:2020 | Volume:13 | Issue:47 |Papers Count:15

The purpose of this study was to investigate the relationship between university research culture and research self-efficacy of graduate students of shiraz university and intermediation of ability to academic writing. the research method was a descriptive correlational study. The research sample consisted of 297 graduate students of Shiraz University who were selected by Stratified random sampling method. The research tools included university research culture (Kö ksal & Razı , 2011), the ability to academic writing (Payne, 2012) and Research self-efficacy (Salehi et al, 2010). After calculating their validity and reliability, they were distributed among the samples and the data were analyzed using descriptive and inferential statistics. Findings showed that the university research culture has a positive and significant effect on the ability to academic writing (β = 0/68, p› 0/001) and research self-efficacy (β = 0/22, p› 0/001). Also, the ability to academic writing has a positive and significant effect on Research self-efficacy (β = 0/52, p› 0/001). Also, the university research culture has an indirect and positive and significant effect on the research self-efficacy (β = 0/35, p› 0/001). Therefore, the indirect impact of the research culture of universities on creating a sense of research self-efficacy is more than their direct impact. Because the existence of research culture can be a factor in the development of the skills and abilities of individuals in the research and writing of scientific texts, this factor increases the feeling of self-efficacy by influencing the attitude of individuals in their capabilities.

The purpose of this study was to investigate the Effectiveness of Positive Thinking training on Cognitive emotion regulation and Academic procrastination in Secondary school girl students. The research method was a semi-experimental pre-test and post-test with control group. The statistical population consisted of all girls students of secondary school in the 24th district of Tehran in 2017-2018. In the sample group, 40 girls high school students were selected through simple random sampling and were replaced in two groups (control and intervention). At first, emotional regulation questionnaires (Garnofski &et al., 2001) and negligence (Tuckman, 1991) were performed for both groups (pre-test). Then, the intervention group received a Positive Thinking Program in 8 sessions of 90 minutes and once a week, while the control group did not receive any educational intervention. After this stage, both groups were re-evaluated with the questionnaire (retest). Data was analyzed using multivariate covariance analysis in SPSS software version 22. The results showed that the implementation of positive thinking training has a significant effect on emotional regulation (p <0/01). Also, the results showed that the implementation of positive thinking training has a significant effect on academic procrastination (p <0/01).

The main objective of this research was to develop a model for improving the quality of technical and vocational training. In this research, a research methodology based on the approach of Grounded Theory has been used. In this research, the statistical population of the experts in the field of technical and vocational training, includes faculty members, managers, and owners of industries in Kurdistan province. Using snowball sampling method, 18 people were selected as key informants. The data were collected through a semi-structured interview. Two methods including reviewing the participants and reviewing non-participating experts in the research were used to obtain valid and reliable data. Based on the results, this model has causal conditions (professional competencies of educators, educational factors and administrative factors), contextual (cultural and economic context), intervener (international factors and technological factors), strategies (outsourcing, empowerment, development and expansion of information and communication technology, policy-making and educational planning, ), and outcomes (economic growth, educational factors improvement, and social development).

The purpose of this study was to study the components of educational for students. The method of research was Qualitative and descriptive type and its analysis was exploratory inductive approach that the society and research area was 76 articles, documents and books contained in databases, websites, and libraries were divided into 61 articles, 6 issues, 9 books and educational documents. According to theoretical literature, components and themes were extracted. . The content validity of the research was verified by using the review method and the reliability of the content was obtained by using Holsti method of 0. 99. The findings showed that educational justice included three main themes with the title of preparing fair distribution of resources, the use of learners of all resources, the access of the learners to competencies, and 12 organizing themes including collective participation, curriculum all-round, fair decision making, meritocracy, coverage Providing all audiences, improving schools, optimizing financial resources, paying attention to the health of learners, empowering learners, improving the quality of education, improving the evaluation process, fair engagement and 82 core themes. According to the findings, the components of educational justice for education have not been identified so far, and the largest number of components related to the comprehensive content of the fair use of resources. In order to realize the educational justice in designing and developing programs, these components should be taken into account so that all learners in all parts of the country benefit equally from educational opportunities.

The purpose of this research is to design curricula with the approach of globalization and preservation of cultural identity and validation of it from the point of view of experts. The curriculum with a global approach based on Klein's model includes objectives, content, teaching and learning strategies, materials and educational resources, learning activities, training time, learning space, learner grouping, curriculum evaluation. The statistical population of this study consists of all experts and curriculum specialists. To determine the required sample size, a targeted sample of 40 people is used. Data collection is a researcher-made questionnaire. Descriptive statistics and inferential statistics are used to analyze the data. After validity, the CVR content validity ratio and the CVI content validity index, 14 items in the goals section, 10 content classes, 5 teaching and learning strategies, 5 educational materials and resources, 5 learning activities, 6 training time points, 6 items of training space, 7 groups were grouped, 5 evaluation points, totally 62 items.

The purpose of the present study, which is descriptive-analytic, is to investigate and assess the level of development and explanation of the gap between the cities of Ardebil province in terms of educational indicators. Information about 53 indicators in the form of physical facilities educational and educational spaces, educational facilities for students, Students 'academic achievement, economic productivity indices, human resource indices by referring to the statistical and libraries' annual reports, institutional indicators, non-cognitive indices and process indicators were also collected through a questionnaire. Information about the province's education and training, population and housing censuses, statistical yearbooks, and computer data from Iran's Statistics Center have been gathered. SPSS software version 20 and Excel2016 have been used to perform computations. Using Vicon models and the entropy weighing method, the ranking of education and training areas of the province has been carried out. Then, through statistical models such as regression analysis and analysis of variance, ANP network analysis process has been used to analyze the factors affecting the development of education areas in Ardabil province. Finally, the most influential indicators were identified. Based on the findings, Ardebil city ranked first in the first rank and in the city of Aslandoz.

Designing and suggestion of entrepreneur university model ional framework, based on systematic grounded theory

To help improve the quality of the state higher education system, the current study aimed at identifying and ranking the factors which affect the academic authority of universities. (A Case Study on Imam Reza International University, Peace Upon Him) This study is an applied one with respect to its aim and is a library and Delphi one concerning its quality. Applying the library method, this research identified a series of factors which affect the academic authority of universities, and then it investigated and finalized them through reaching a consensus among a group of experts. The members of this group of 15 were selected by means of snowball sampling and the priorities of the above mentioned factors were determined through analytic hierarchy process. The factors affecting the university academic authority were identified in the form of 902 primary subject matters, and after being screened and classified at various levels, they were defined in the form of 45 sub factors and each was ranked according to its level of importance. Based on the viewpoints expressed by the experts group and according to importance, the factor of educating and empowering a human capital that has self-confidence and entrepreneurial skills was ranked first in the series of factors which affect the university academic authority. The existence of a national and transnational synergistic academic network was ranked second and the factor of creating an appropriate pyramid of faculty members by employing qualified and specialized forces had the third priority.

The aim of the present research was to predict self-control based on excitement and self-centrism, and the mediating role of coping styles. The method of the study was descriptive and correlational with structural equations. The population of the study included the students in the second semester in 1396-97, who were 380 based on the statistics by the education department. The sampling technique was random clustering. Considering the Morgan table, 181 students were sampled for the purpose of the study. The instruments were Tony (2004) Questionnaire of Self-Control, Arnett’ s excitement Scale (1992), Lopsly et al. (1997) Questionnaire of Self-Centrism, and Lazaro’ s and Flookman (1985) Coping Styles Questionnaire. For data analysis, the SPSS version 21 was used for Multivariate Regression with the significance levels 0. 05 along with Lizrel for structural equations. The results revealed that there is multiple relationship between self-control, excitement, and self-centrism and the mediating role of coping styles. There was also a relationship between self-control and excitement and the mediating role of coping styles. A relationship was also found between self-control and self-centrism and the mediating role coping styles. There was also a relationship between excitement and self-centrism and the mediating role of coping styles.

In the qualitative section based on the data theory approach of the foundation and in-depth semi-structured interviews from the sample of the study, 17 scientific and organizational experts were selected through theoretical sampling. Then coding was done and identifying dimensions, main categories and subcategories and concepts related to each code were obtained and finally fitting the research paradigm model using quantitative data collected through questionnaire. 200 patients were selected by simple random sampling. The qualitative results of the study revealed 11 main categories and 32 subcategories and 175 concepts that were in the framework of organizational empathy paradigm including: causal conditions (organizational factors: organizational climate, organizational structure, collaborative organizational culture, organizational goals, organizational justice, environmental factors: External organizational environment, Internal organizational environment, Individual factors: Demographic characteristics, Personality traits, Interventional factors (Burnout: Emotional exhaustion, Depersonalization of personality, Decreasing personal competence, Management factors: Ineffective management, Organizational apathy), contextual factors (motivational and supportive factors: managerial support, performance appraisal system, job factors: solely B. Person-Occupation, Job Characteristics), Strategies (Improving Organizational Processes: Trust in the Organization, Effective Teaming, Effective Organizational Leadership: Effective Management, Empathy Training, Career Development), and Outcomes (Organizational Productivity: Communication Effectiveness, Organizational Effectiveness, Conflict, Organizational Citizenship Behavior, Creativity and Innovation, Organizational Commitment, Individual Development: Job Development, Individual Well-being, Individual Performance, There was little indication that the data fit the model well and confirmed the hypotheses derived from the model.