EDUCATIONAL STRATEGIES
Year:2018 | Volume:11 | Issue:1 |Papers Count:29

Introduction: The purpose of this study was to investigate the effect of Teaching breath’s thinking strategies on subjective wellbeing and tolerance of ambiguity among female Senior High Schools students in Khorramabad city.Methods: This was a semi- experimental study with pre-test, post-test and the control group design. The statistical population of this study consisted of all female third grade students studying in Khorramabad high schools that among them 40 subjects were selected through randomize multi stage cluster sampling. The instruments used in this study were subjective well-being questionnaire, Renshaw and Bolognino and tolerance of ambiguity questionnaire, McLain.Results: The data were analyzed by descriptive statistics methods (average & standard deviation) and inferential statistics (Multivariate Analysis of Covariance). The results indicated that breath’s thinking strategies training improved subjective wellbeing (P<0.001, F=75.09) and tolerance of ambiguity (P<0.001, F=34.17) in students. Therefore it can be concluded that breath’s thinking strategies training led to increase the levels of subjective wellbeing and tolerance of ambiguity in students.Conclusions: Accordingly, it is recommended to schools that set attention to teaching these strategies as part of their educational priorities.

Introduction: Motivation involves conscience and unconscious factors of human mental activities and was effected by cognitive, affective and behavioural process. Therefore, Present study aimed to predict of internal-external motivation for learning based on attribution styles and self-efficacy in Medical Sciences students.Methods: Methodology was descriptive-correlation. Population was students of medicine, pharmacy, hygiene and dentistry in Shahid Beheshti University, Tehran Iran in academic year 2016-2017 that 170 participants were multiple cluster sampling selected. Data were collected using questionnaires of Seligman & et al, s attribution style, Jeroslm & Shvarta, s self-efficacy and Ghadampour, s motivational strategies and analyzed by Pearson correlation and multiple regression.Results: Positive attribution style and self-efficacy can significantly predict internal motivation for learning and self-efficacy have more part in predicting internal motivation (P<0.01). Negative attribution style of and self-efficacy can significantly predict external motivation for learning and self-efficacy negatively predict external motivation (P<0.01).Conclusions: The results provide some evidence to suggest that cognitive traits of positive attribution style and self-efficacy effect on genesis of internal motivation for learning in students and negative attribution style and self-efficacy effect on genesis of external motivation for learning. Therefore, in order to promote the level of internal educational motivation in students and to prevent pathologic effects of negative attribution style in educational problems, it is necessary; improve positive attribution style and self-efficacy.

Introduction: The concept of professional ethics is one of the most important issues which in recent years have been highly regarded. On the other hand this concept is extremely important in the field of nursing so universities and educational institutions should pay attention to this concept. Therefore, this study aimed to the reflection of professional ethics in undergraduate nursing textbooks.Methods: This research is descriptive and the type of content analysis and with respect to the goal is applied research. In the present study due to the nature of the subject, categorical analysis is used. Statistical population consisted of six nursing textbooks that during the period of formal education, introduced by Professors for nursing students. Was used researcher-made check list to collect information. This check list has 8 main components and subcomponent was 32. To ensure the reliability of the check list, William Scott's formula was used. In this study, the unit of analysis was sentence.Results: According to a survey conducted on the six textbooks and the sentences of these books, results showed that the concept of professional ethics and its components are not reflected in an appropriate level.Conclusions: According to the findings of this study can be concluded that despite the growth of the conceptual issues of professional ethics in most fields of study, but in practice, nursing textbooks have paid little attention to this concept and attention is very superficial.

Introduction: Evaluation system has moved from methods evaluating the mere knowledge to those assessing capabilities and competencies. Log book is one of the common methods for evaluation of clinical skills in medical students which have been used in the clinical evaluation of midwifery students in Shiraz University of Medical Sciences in recent years. So, this study aimed to determine the level of student satisfaction with this method, has been performed.Methods: This descriptive cross-sectional study was performed in 2016 and 94 students of midwifery who attended obstetrics (OB) and maternal and child health (MCH) internships, were selected and have been studied. Data were collected using "measurement of satisfaction" questionnaire that included 9 domains and used likert scale. Data was analyzed using descriptive and inferential statistics tests (ANOVA, Independent T test …) in SPSS 18.0 software.Results: The mean of midwifery students' satisfaction from logbook was%47.3±16.9 in OB internships and% 52.8±15.2 in MCH internship. In MCH and OB internships, the highest satisfaction score was related to the domain of "being stressful" (%65.425.2) and (%54.3±27.7). In the both internships, satisfaction of last term students was more than other students. (P-value (0.05) Conclusions: Use of Logbook in the clinical evaluation of OB and MCH internships for Midwifery students, along with relative dissatisfaction. So, revision and modification of the various aspects of Log book seems to be necessary until students are more satisfied.

Introduction: desired academic performance is thought to be one of the most important aims of each individual student, his/her family and educational system as well. Desired educational activities and learning is among the sample indexes of a success University and student. The aim of the present research was to anticipate University students' academic performance based on their cognitive style and academic procrastination.Methods: The research population was all undergraduate students in the field of psychology in faculty of Psychology and Education, Allameh Tabataba' i University, in academic year 2015-16. The research sample comprised all of students attended in five classrooms (154 persons) who were selected using cluster sampling method. The research instruments were a) the ISALEM-97 (Honorez, Cahay, Monfort, Remy and Therer, 2000), and b) the Aitken Procrastination Inventory (API) (Aitken, 1982). The students' final score of Learning Psychology lesson was used as the index of their academic performance.Results: The collected data were analyzed in terms of descriptive and inferential statistics. The findings showed that a) there is a meaningful relationship between cognitive style and academic procrastination; b) there is a meaningful relationship between academic procrastination and academic performance; the relationship between cognitive style and academic performance was unexpectedly not significant. The results acquired from regression analysis proved that cognitive style has the ability to anticipate academic procrastination and academic procrastination can well anticipate academic performance.Conclusions: Type of cognitive style may influence on academic procrastination and academic procrastination in turn impacts students' academic performance. Consequently, to be aware of cognitive styles' and academic procrastination's functions is a necessity more than before.

Introduction: The evaluation of faculty members' effective teaching performance through student evaluation and teacher self-assessment is one of the most effective methods to better understand the strengths and weaknesses of educational performance, which can provide a platform for improving the quality of teaching professors. In this regard, the present study was conducted with the aim of comparing the level of application of effective teaching components by faculty members of Isfahan University based on two approaches: "student evaluation" and "self-assessment of professors".Methods: The present study was conducted in the first semester of the academic year of 2011-2013 using descriptive cross-sectional method. The statistical population of the study consisted of faculty members of Isfahan University of Humanities.60 of them were participated in the study using available sampling method. Each faculty member was evaluated by herself and some of her classmates. Sample selection among the students was based on the total list of courses and classrooms of the participating instructors in the study. Three classrooms were selected randomly from each teacher and a total of 2, 210 students participated in the study. A researcher-made questionnaire was used for teaching effective and data analysis was performed using SPSS 22 software and frequency, percentage, mean, standard deviation and independent T-test.Results: Independent T-test showed that the mean of students' evaluation scores was lower than the average of self- evaluation scores of faculty members in all 6 effective teaching components and the difference in meanings was also significant in all components (P£0.05). Also, the overall performance of teaching professors on basis of student's evaluation was at relatively desirable level, based on professors' self- evaluation results, at desired level.Conclusions: Considering the different results obtained from the two approaches of evaluation of students and the self-assessment of professors in evaluating the effectiveness of teaching faculty members, it is necessary to evaluate the professors' teaching function in general, while strengthening the ability of faculty self-assessment and closer assessment of faculty members and students, The combination of the two approaches should be used to identify the strengths and weaknesses and improve the teaching performance of the professors.

Introduction: Current study aims to investigate the required educational and research competencies to the students to be successful in terms of university life in Tehran state and non-state university's board point of views.Methods: in terms of methodology this is a description_ measuring and in terms of purpose this is a functional research. Statistical universe in this study consists of Tehran state and non-state university’s boards during1394-1395. Sampling method was classified randomly (according to volume) and this was consists of 377 members. Research tools was the researchers questionnaire and to determine its validity, content validity was applied. In addition to adviser and consultant professors, the questionnaire contributed to some of the interested professors to make their own views on the questionnaire and to determine the questionnaire stability, Cronbach alpha applied and we reached stability coefficient (95%) and collected data analyzed by description methods and referential tests analyzed such as Freeman test and Pierson coefficient.Results: In Tehran university board’s point of views (96.31%) students educational competencies are effective in higher and middle level on students scientific and practical success and in (90.19%) point of views, research competencies are effective in middle and higher levels on student’s success. Learning and getting the related skills to learning are considered as the first step to research field and student at the lower level need more educational competencies and at the higher levels need more research competencies to be successful in university life.Conclusions: the results showed that students need 14 educational and 11 research competencies to be successful during the university period. Educational and learning competencies comparing the research competencies, do have more role in scientific success during the university period. Also these competencies importance are determined in this study in terms of board point of views and in addition, they have provided some suggestions to improve the competencies in the students.

Introduction: Pay attention to the variables associated with academic burnout in nursing students in understanding the nature of these variables can be useful in this population. Accordingly, the present study done, aims to predict academic burnout based emotion dysregulation and social support in nursing students.Methods: The present study was descriptive-correlational. The statistical population of the study consisted of all nursing students of Kermanshah University of Medical Sciences during 1395-1396. A sample of 125 individuals was selected using simple random sampling. The research tools consisted of emotion dysregulation grats and roemer, social support Zamet et al & academic burnout berso and et al, questionnaires. The collected data were analyzed using correlation coefficient and multiple regression tests.Results: The results showed that there is a significant and positive relationship between the emotion dysregulation and academic burnout (P=0.001), also there is a significant and negative relationship between social support and academic burnout (P=0.001).Conclusions: So, it can be said that variables emotion dysregulation and social support can predict academic burnout in nursing students.

Introduction: The purpose of this study was to determine the effect of Mentorship program on stressors and self-confidence of nursing students in the clinical environment of Ramsar Imam Sajjad Hospital.Methods: This study is a quasi-experimental design.60 second semester nursing students from Ramsar Fatimah Zahra Nursing Faculty were selected using Census sampling method, and were randomly assigned into control (n=30) and experimental groups (n=30). For the experimental group, for every 3 to 4 second semester students, a sixth- semester nursing student as a mentor assumed the role of guidance and support. For data gathering, it was used of the Persian version of clinical experience Assessment form (Kack & Kleehamme, 1990) and self-confidence Questionnaires (Montaltor, 2001). The data was analyzed using SPSS version 18 with statistical tests. The significant level was P<0.05.Results: The mean scores of stressors in the clinical settings decreased in the experimental group (P=0.001). after intervention and did not change in the control group (P=0.43). The mean score of confidence level of the test group increased more than control. The analysis by Independent T-test showed a significant difference between the difference between the mean scores of self-esteem between the two groups (P=0.001).Conclusions: It is suggested that clinical education planners consider modern and cost-effectiveness methods as a complementary educational method to improve clinical education in educational planning.

Introduction: Absence and the tendency to be absent from university classes, while reducing internal and external effectiveness of the university system, have numerous individual and social consequences that make studying this issue necessary. Given that human behavior is a multivariate product, the diverse causes of university absenteeism as a human behavior can be studied from different angles. Some of the reasons for being absent from university classes are rooted in the educational system. The purpose of this study was to study the role of educational system variables in the students of Hamadan University of Medical Sciences on university absenteeism (absenteeism and tendency to absence).Methods: The research project is a descriptive-correlational research project. The statistical population included all students of Hamadan University of Medical Sciences. The sample size of the study was 306 people, using a Morgan table. Data were collected randomly by stratified random sampling method. The data collection tool was a researcher made questionnaire.Results: According to the findings of the research, there is a negative relationship between university absenteeism and variables of content usefulness perception, teacher teaching method, fair evaluation, human relationships in the educational environment, staffing and welfare services provided to students. Based on the results of hierarchical regression analysis (step by step), faculty competency, fair evaluation and welfare services are reliable predictors of university class absenteeism and explain more than 18% of the variance of this variable.Conclusions: According to the findings of this study, despite the various individual and social factors affecting the university absenteeism, part of the absenteeism factors are due to the variables of the academic system, (in this study, the competence of the faculty members, fair evaluation and welfare services). Therefore, university administrators should pay attention to planning issues such as: improving faculty members and improving quality of welfare services, to reduce the negative role of the university system in university absenteeism.

Introduction: Coaching can be introduced as a new approach for individual professional development and education. Coaching skills are the important part in the approach. Coaching skills are needed Because of clinical and fields nature in medical sciences. Therefore, the study aim was identify and validate of coaching skill components among Faculty members of Medicine Sciences University.Methods: Research method was mixed method (qualitative and quantitative). For qualitative Part, 17 persons were selected and reviewed among faculty members of Medical Sciences University of Isfahan by Network of Specialists and For quantitative assessment, participants were chosen 157 persons among faculty members at medical sciences university of Isfahan in 2016-2017 randomly. Data were analyzed by using PLS software.Results: By analyzing the qualitative data, eight components of coaching skills were adjusted and then their validation was done in the quantitative part. The Cronbach's alpha and the combined reliability of the eight components were above 0.70, and the convergent validity criterion was higher than 0.50 for the eight components which indicated the correlation of the construct of coaching skill with its components. These components are: question& answer, listening, individual and position evaluation, feedback, collaboration and interaction, flexibility, emotional stability.Conclusions: The results showed that there were eight components of coaching skill among faculty members of Medical Sciences University of Isfahan which they need to coach for influencing more in education.

Introduction: The aim of this study was to investigate the effectiveness of Self-Monitoring Strategy (SMS) on students' Social Anxiety Disorder (SAD).Methods: A quasi experimental pre and post-test with control group was Conducted for evaluating effectiveness of the intervention. For this purpose, 30 female students from Tabriz high schools were selected using cluster random sampling and screening methods. Student who received highest score in the initial implementation of the Social Phobia Questionnaire and did not have mental disorders according to SCL-90-R (elementary screening) and were matched in terms of intelligence, were selected. They were randomly divided into two control and experimental groups. After the random assignment of the subjects, the social phobia questionnaire was conducted in the pretest about members of the two groups. Then the experimental group participated in 7 sessions of self-monitoring strategy group training; however, the control group received no intervention. After the treatment sessions, the post-test was performed and one month later the follow up test performed. Then data were analyzed using Analysis of Covariance (ANCOVA).Results: The results revealed a significant difference in social phobia symptoms scores of both groups (P£0.01) and mean scores of social phobia was lower in intervention group than in the control group both at the post test and follow up phases.Conclusions: This study has implications for psychologists, researchers, parents and teachers in the effective use of self-monitoring technique.

Introduction: Psychological capital and academic resiliency as important positive psychological constructs can have a role in explaining addictive behaviors. The aim of present research was surveying the relationship between psychological capital and academic resiliency with internet addiction of students.Methods: The research method is descriptive-correlational. In this study 200 Students of Shahre-Kord Payame Noor University in the academic years of 2014-2015 were selected by random clustering sampling method and responded to Internet addiction, academic resiliency and psychological capital questionnaires. The gathered data were analyzed by Pearson correlation coefficient and stepwise regression analysis.Results: results showed that there exist a negative and significant relations between psychological capital (self-Efficacy, resiliency, optimism, hope) and academic resiliency with internet addiction (P<0.01). The results of regression analysis showed that psychological academic and academic resiliency could predict 27 percent of variance of internet addiction in students (P<0.01).Conclusions: The results highlight the importance of psychological capital and academic resiliency as positive psychology constructs in explaining Internet addiction of students and have important implications as regards the necessary steps to prevent Internet addiction in students.

Introduction: The purpoe of this study was to study of the effectiveness of training program based on cognitive behavior approach on academic emotions for students with academic self-defeating behaviors in Vali-E-Asr University of Rafsanjan.Methods: The research method was semi-experimental with pretest-posttest design with control group. The statistical population consisted of the students of Vali-E-Asr University of Rafsanjan in the academic year of 2016-2017, the sample consisted of 40 students with self-defeating behaviors selected by cluster sampling and randomly assigned to experimental (20 individuals) and control groups (20 individuals) of the sample individuals, two experimental groups leave the program after three sessions. The instruments used in this study were Cunningham Self-defeating Inventory (SDBC), Pekrun Academic Emotions (AEQ), and A training program based on Cognitive Behavior approach. To analyze the data due to the non-observance of the homogeneity assumption of variance of covariance, multivariate analysis of variance analysis was used on the differential pretest-posttest scores.Results: Findings showed that training program based on cognitive-behavior approach has been effective in increasing the positive emotion and reducing negative in self-defeating students (P<0.0001).Conclusions: It can be concluded that the cognitive-behavioral program by teaching skills such as knowing thoughts and negative emotions, and controlling and recognitive them, as well as skills such as problem solving and time management, can reduce negative emotions and increase positive academic emotions in students with Self-defeating behaviors.

Introduction: The purpose of the present study was to predict academic procrastination based on personality types Myers/Briggs in Medical Sciences Tabriz University.Methods: The present study is a descriptive, and correlational. Statistical population involved all the students in Medical Sciences Tabriz University. The sample size is 150 student, are selected none randomly with convenient sampling method. Data collected by Myers/Briggs Indicator Test (M) and academic procrastination assessment Scale by Solomon / Routhblum and analyzed by using multiple regression with the SPSS (19).Results: The results showed that among the bipolar personality types, just Sensing type, explained 4 percent of the variance to delay in completing tasks with (b=0.216, P=0.011) and 3 percent of the variance the total score academic procrastination with (b=0.182, P=0.034). And among of combination personality types, Extrovert Sensing, 3 percent of the variance delay in preparing for exams with (b=0.173, P=0.043); Thinking Sensing, 5 percent of the variance to delay in completing tasks with (b=0.231, P=0.007); Judging Intuition, 5 percent of the variance to delay in the presentation of academic papers with (b=0.989, P=0.047); Extroversion Sensing, 4 percent of the variance the total score academic procrastination with (b=0.203, P=0.017).Conclusions: The study showed Sensing, Extrovert Sensing, Thinking Sensing, and Judging Intuition personality types are academic procrastination types.

Introduction: Persecution is one of the important components of mental health that identifying the effecting factors it is important and from effecting factors can be noted to self-compassion, social support and hope. This research aimed to investigate the relationship of self-compassion, social support and hope with persecution of nursing students.Methods: Present research was a descriptive-analytical from type of correlation. The population included all nursing students of Islamic Azad University of Ahvaz branch in 2015-16 academic years. From them 180 Pearson were selected through simple randomly sampling method. All nursing students completed the questionnaires of self-compassion (Reas & et al, 2011), social support (Vaux & et al, 1986), hope (Miller & Powers, 1988) and persecution (Renshaw & et al, 2015). Data was analyzed with Pearson correlation and multivariate regression with enter model.Results: The results showed self-compassion (r=0.319), social support (r=0.468) and hope (r=0.591) had a positive and significant relationship with persecution among nursing students (P<0.01). The predictor variables mean self-compassion, social support and hope can have predicted 61.8 percent of variance in persecution of nursing students (R2=0.574) that in this model the hope have a higher role in the predicting of persecution of nursing students.Conclusions: Regarded to results, planers must consider the symptoms of these variables and design appropriate programs to decrease the persecution of nursing students. Also, therapists and clinical psychologists to decrease persecution respectively increase the self-compassion, social support and hope in nursing students.

Introduction: Academic burnout is one of the factors which lead to the students' academic failure. This study is conducted with the aim at investigating the academic burnout and its relationship with cognitive emotion regulation strategies and academic resilience students of Shahrekord University of Medical Sciences.Methods: This study has descriptive and correlational type. The statistical population of this study consists of all educating students in 2016-17 in Shahrekord University of Medical Sciences; and 389 samples are selected according to Cochran formula and stratified sampling method. Samuels Academic Resilience Inventory Garnefski's cognitive emotion regulation questionnaire and academic burnout questionnaire by Salmela-Aro et al. are utilized for data collection. Descriptive and inferential statistics indices (Pearson correlation coefficient and multiple stepwise regression analysis) through SPSS-24 software are used for data analysis.Results: Our studies showed that there is a negative and meaningful relation between positive emotions regulation strategies and resilience with academic burnout (P<0.01) and contrarily, there is a positive and meaningful relation between the negative emotions regulation strategies and academic burnout (P<0.01). Moreover only the positive strategies of emotion regulation succeeded to predict 18 percent of variance of academic burnout.Conclusions: Academic burnout is considered among one of key components of academic failure in students. Then we need to know the factors that reduce academic burnout. Academic resilience and strategies of cognitive regulation play key role in this area.

Introduction: This study aimed to determine the relationship between achievement motivation and self-efficacy in students' academic burnout with the mediation is done Methods: Method according to purpose and the method of data collection is the descriptive and correlation method. The study sample was composed of all students at Tehran University that Using a Cochran's formula and stratified sampling 405 persons were randomly selected. The research instrument was a questionnaire for this purpose achievement motivation questionnaire, Maslach burnout inventory or brush and education and self-Scherrer was used.Results: The results showed that there a significant and positive relationship between achievement motivation and self-efficacy, and a significant negative correlation between achievement motivation and academic burnout and significant relationship and negative self-efficacy and academic burnout. The results of path analysis showed that self-efficacy as a mediator in the relationship between motivation and academic burnout plays.Conclusions: The motivation on students' academic burnout has a significant positive effect, that is, with increasing the amount of motivation, the students' academic burnout decreases and with the decrease of the motivation, the students' academic burnout will increase, and the strengthening of the self-efficacy variable can be used as an agent to increase the motivation and reduce the burnout of Students.

Introduction: In twenty-year vision document and the five-year developmental plan, adopted to promote the Iran global position, health and treatment are emphasized. One of the most valid international accreditation models in medical education is World Federation for Medical Education (WFME) accreditation model. The present study aims to evaluate the postgraduate training program Internal Medicine departments University of Medical Sciences (Tehran, Iran) according to the WFME accreditation model. The main objective of this study is the determining the establishment level of medical postgraduate education standards in the residency at Medical University according to the the World Federation of Medical Education (WFME) Methods: This was in 2012 a Quantitative and qualitative evaluation concurrent study. The sample size included 48 participants that were recruited using a convenience sampling. The WFME standards as a check list with two levels of base and quality was the instrument for data collection. The data was collected by completing the checklist and interview, reviewing existing documentation and observing the processes and educational environments. After collecting the data, quantitative data was entered into SPSS 16 software and the interviews, documentation and observations were categorized and analyzed and the results were reported using quantitative and qualitative data analysis for nine areas.Results: Internal Medicine departments achieved the basic standard criteria in all 9 fields and quality standard in 6 fields. However, they achieved no quality standard for 3 fields including Learners, educational resources and environment, continuous renovation.Conclusions: Necessary facilities especially for the practical courses are among shortcomings which have to be resolved (field 6). Department should make goal-oriented precise schedules based on evidences and evaluation results should be taken into consideration always, Community-based prospective studies are needed and should be done (fields; 1, 6, 7, 9). Further studies in order to remove present failures could be done.

Introduction: The purpose of this study is to explain the components of the e-learning system and its relationship with the teachers' satisfaction in order to continue using the e-learning system in Payame Noor University Methods: The purpose of this research is applied and in terms of the method of collecting survey information and in terms of nature and method, is a correlation type. The statistical population consisted of all professors of Payame Noor University who had an e-learning experience of at least one half year According to the Morgan table, the number of samples was 357 and the subjects were selected using multi-stage cluster sampling method. The data gathering tool was a questionnaire of e-learning system features and part of the questionnaire by Ming et al. (2011). The research data were analyzed using structural equation models.Results: The results of measurement squared multiple correlation (R2) has shown that the observed variables in the variable characteristics of the e-learning system, the technical quality of system variables (R2=0.45) and the security and quality of service system both with (R2=0.24) as trusted (Payatryn) indices measure the characteristics of the e-learning system. The satisfaction variables of the system, the tendency to continue to use and the features of the system are calculated to be 0.87, 0.92, and 0.71, respectively. Therefore, we see that the combined reliability values for all the latent model variables were greater than 0.6. In the study of the fitting of the structural part of the model, the study of the significance of the parameters of the communication paths of the latent variables showed that the direct effect of the technical quality of the system variable on the satisfaction of the system (t-value=23.4) and the willingness to continue applying the system 17.2=t-value) is meaningful. In the implementation of the structural equation model, the output of the software indicates that the fitted structural model is fitted, and the hypothesized model presented in this study has a RMSEA of 0.84 and a kay scavenger of 51.3 which indicates that the model of fit is good.Conclusions: Educational systems based on information technology have become an important part of the human education process. Traditional teaching methods are less supported by digital content and multimedia presentation methods. And today there are many electronic and e-learning systems that use information and communication technology to teach and teach.