(JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES
Year:2014 | Volume:7 | Issue:27|Papers Count:8

The study aimed to determine the effect of TRIZ (theory of Inventive problem solving) instruction on the creative thinking, scientific thinking, critical thinking and self-efficacy of students under different biorhythms. For this purpose, a sample of 120 female students of Humanities at the Islamic Azad University of Tabriz were randomly selected from among volunteers. Due to decrease in sample size, 116 students participated in the study in six groups including experimental groups 1 and 2, control groups 1 and 2, and placebo groups 1 and 2. The study was a quasi-experimental research with pre-test post-test control group design. The independent variable of the study was TRIZ instruction, the moderate variable was intellectual biorhythm and the dependent variables were creative thinking, critical thinking, scientific thinking, and self-efficacy. The data was gathered through California critical thinking skills questionnaire (1997), Abedi`s (1373) creativity test, Scherer etal.`s (1982) general self-efficacy scale, and Liang etal.`s (2006) scientific thinking questionnaire. The data were analyzed by conducting univariate and multivariate covariance analyses. The results indicated that teaching TRIZ under high condition of intellectual biorhythm increases creative thinking, critical thinking, scientific thinking and self-efficacy of the students. In other words, while teaching TRIZ leads to an increase in various aspects of thinking and self-efficacy, different Biorhythms (positive or negative) would moderate the results.

The present study aimed at investigating the effect of creativity Techniques on academic achievement of female first-grade high school students in social studies course at District 2 of Tabriz. Eighty six students participated in these researches who were assigned to two experimental and one control groups. In teaching social students` course, in one of the experimental groups, brain storming and in the other one creative study techniques were employed. All three groups took pre- and post-tests. The results gained through the analysis of variance and covariance showed that using creative techniques in social studies course is effective in enhancing students` academic achievement. There was no significant difference between two creativity techniques brain storming and creative study, with regard to academic achievement.

The main purpose of this study was to compare the Empathy transition in 5-11 year old children with internalizing disorders. The method of the study was causal-comparative. The statistical population was all the 5-11 year old pre-school and elementary children from five districts of Tabriz. The sampling method was simple random sampling. The five age groups included 5, 6, 7, 9 and 11 years old. Thirty patients (15 male and 15 female) were selected from each age group. To gather the data, two questionnaires (children symptom inventory and Dodds` empathy scale) were used. To analyze the data, one way ANOVA and follow up Tukeys test were conducted. The results showed that there was a significant difference among the 5-11 year old children on empathy transition. Based on the results of th Turkey test, it was found that was a significant difference between 5- and 6- year old children. Also, a significant difference was found between 7-and 9- year old children and 11- year old ones. There was also a significant difference among the 5-11 year old children with internalizing disorder. The results of the Turkey test showed that there was a significant difference between 5- and 6- year old children and 7-, 9-, and 11 year old ones. Moreover, there was a significant difference between 7- and 9- year old children 11- year – old ones. It was concluded that with increased empathy, the level of internalizing disorder decreases.

The present research aimed to investigate the relationship between learning styles and goal orientation with academic burnout of Bostanabad high school students. It was a descriptive study of correlational type. The statistical population of the research consisted of 2172 high school students of Bostanabad province in the academic year 2012-2013, 360 of whom were selected by random stratified method, using Cocoran formula. To gather the data, Breso etal.’s educational burnout, Eluit and Mac Grigor`s goal orientation and Kolb`s learning style questionnaires were used. The computed Pearson product-moment correlation coefficient indicated that there was no significant relationship between the students` goal orientation and academic burnout. It was also found that, among four goal orientation indices, the mastery–avoidance index had a significant negative relationship and performance–avoidance index had a significant positive relationship with academic burnout. Moreover, the results revealed that there was a significant negative relationship between learning style and its indices and students` burnout. Also, the results of the multiple regression analysis showed that, among the predictive indices, only active–experimentation learning indices, performance–avoidance and mastery avoidance goal orientations and reflective–observation learning style could predict students` academic burnout. The results emphasized the importance of examining academic burnout and its effect on academic variables.

This study aimed at examining the effect of using synectics methodology on fourth grade primary school students` creative thinking in experimental sciences course in Salmas during the academic year 1391-1392. The statistical population of this study included all fourth-grade primary students in the academic year 1390-1392, among whom 50 female students were selected through cluster sampling as the participants of this study. This research was a quosi-experimental study with pre-test – post-test control group design in which the data was gathered using Torrance creativity test. In the experimental group, synectics methodology was used to teach experimental sciences for three months whereas in the control group, traditional methodology was used to teach the same course. The data was gathered and the analysis of covariance was conducted. The results confirmed the main hypotheses of the study. It was revealed that synectics methodology has a positive effect on the creativity, fluency, expansion, and flexibility of the students` answers and ideas.

The present study was an attempt to investigate the relationship between academic burnout and achievement motivation with senior high school students` academic performance in Ardabil during the academic year 1391-1392. The statistical sample of this study included 379 high school students (197 boys and 182 girls) who were selected by cluster sampling from 162 high schools. The data were gathered employing Breso’s academic burnout and Hermens` achievement motivation questionnaires. The students` grade point averages (GPAs) in the first semester were considered as their academic performance scores. The obtained Pearson correlation coefficient showed that there was a negative relationship between academic burnout and academic performance but a significant positive relationship between achievement motivation and academic performance. The results of multiple regression showed that academic burnout had a better capability in predicting the academic performance in comparison with achievement motivation. On the other hand, the results of Hotlling t2 analysis showed that there was a significant difference among the combination of the two dependent variables in two groups of girl and boy students. The result of the independent t-tests showed that there was a significant difference between girl and boy students only in term of academic performance.

The present study aimed at evaluating elementary school principals` level of professional qualifications and skills and its relationship with the teachers’ job commitment and involvement. This applied research was descriptive (correlational). The statistical population included all 522 primary school teachers of Behshahr among whom 220 teachers were selected on the basis Morgan`s table by employing stratified random sampling based on school type. The data were gathered by landel and Kejner’s (1968) job involvement questionnaire, Bellas (1993) job commitment questionnaire including the dimensions of professional dependence, organizational dependence, commitment to job values and professional partnership, and finally a research-made managerial skills questionnaire based on Robret Katg’s, (1974) model including technical, human, and conceptual skills. All three questionnaires were 5-point Likert type. The obtained Cranbach’s Alpha for the questionnaires were 0.78, 0.82, and 0.80 respectively. The data were analyzed by SPSS software conducting parametric tests such as single group t, test, and Pearson correlation and regression analysis. The results indicated that the elementary school principal`s professional – managerial qualifications and skills are at an optimal level. It was found the primary school teachers possessed human skills more than technical and conceptual skills. Also, there was a significant positive relationship between the principal's professional- managerial qualifications and skills and the teacher's job commitment and involvement. In fact, the results of the regression analysis showed that 72.1% of changes in job commitment and 57.8% of changes in teachers` job involvement could be explained by the principals` professional managerial qualifications and skills.

In the present descriptive (correlational) study, the relationship between emotional intelligence and leadership styles, namely, transformation, transactional and laissez – fair styles were examined among 320 graduate students of Shahid Chamran University, who were selected by categorial random sampling. The data was gathered through two questionnaires: a 36-item multifactor leadership questionnaire (MLQ) and a 33- item emotional intelligence questionnaire (EIQ). The reliability of the MLQ and EIQ questionnaires were 83% and 56% respectively. The main results indicated that emotional intelligence had a significant negative significant correlation with transformational style and a significant positive correlation with laissez-faire style. This variable did not have any significant correlation with transactional style. Among five dimenshions of emotional intelligence, the dimensions of self-regulation and motivation had significant effects on transformational style. These two dimenshions and the dimension of empathy also had significant effects on laissez-faire style, but only motivation had a significant effect on transactional style of leadership. In this study, the researchers found that the mean scores for affective intelligence and laissez-faire leadership style of the students were lower than average, but the mean scores for transformational and transactional leadership styles of the students were higher than average.