(JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES
Year:2011 | Volume:4 | Issue:13|Papers Count:8

The objective of this study was to inspection and comparison personality profiles in normal teenagers and youngs with youngs which is be performed in Tabriz prison. In this investigation which is descriptive and without finishing touch subject to change. Teenagers and youngs whom are in prison are compared with normal teenagers and youngs. Sample in this investigation are 40 misdemeanant and 40 are normal selected by information gathering used MMPI. In this study analyzed the data with t-test. The results showed significant difference between 2 groups in Depression, Hypochondrias, Psychopathic deviation, Paranoia, Psychasthenia, Schizophrenia, and not significant difference between 2 groups in Hypomania and Hysteria.

The aim of this research is to investigate the relationship between cultural intelligence and the Shahed school principals, productivity in West Azerbaijan province. The research method was a descriptive correlation. Statistical population of the research includes the principals of the Shahed schools in West Azerbaijan which includes 41 principals. Since the statistical population is limited, so all the population will be considered as sample size. For each manager six teachers were selected. To collect the data two forms of questionnaires namely: cultural intelligence and productivity were used. For analyzing the data both descriptive and inferential statistics were used.Findings show that there is significant and positive relationship among cultural intelligence, and its aspects (Meta-cognitive, Cognitive, Motivational, and Behavioral) with productivity of the principals.Other findings indicate that there isn’t significant difference between cultural intelligence and productivity of the managers based on their service records, the genders and the level of education.

The aim of this study was to investigate the relationship between progression motive, source of control, self-concept and high school first grader high-school students’ academic achievement in five districts of Tabriz. The method of the research was descriptive and its statistical population included all the first graders high-school students’ (n=26769) in five districts of Tabriz. Three questionnaires were used for collecting the data:1- Harmanz achievement motivation questionnaire.2- Rutter inner control chance and dominated individuals questionnaire.3- Rajers self-concept questionnaire.Spearman correlational coefficient was employed to test the hypotheses and the data were analyzed by descriptive statistical technique with SPSS software, The Spearmans’ correlation coefficient was used to test the hypotheses.The results showed that:There was meaningful and positive relationship between progression motive and source of control and self-concept and academic achievement. So that, as much as, someone has high achievement motivation and inner self-concept, he (she) will have high academic achievement. Foresight academic achievement variable, in the first achievement motivation then self-concept and end source of control are important.

The objective of the study is to compare the child rearing methods and affective climate of a family having a child suffering from free floating anxiety and those without anxiety in preschool level. Multistage random sampling was used to select 200 preschool children out of which 102 children had free floating anxiety and the remained 98 child had no anxiety. The hypotheses were about two groups of healthy and anxious children who were examined against their parents’ child rearing styles (despotically, easy going and authoritatively), the affevtive climate, as well, to find the differences among them. To gather the data three kinds of questionnaire were used, namely (child symptom Inventory (CSI)), Affective climate inventory and child vearing inveventory. The results confirmed all the hypotheses and were along the previous researches.

The main objective of the study was to investigate the relationship between learning styles and academic achievement with mediating of Meta cognitive awareness among the university students’. The statistical population included 355 students’ of Arsanjan Islamic Azad University, out of which 227 students’ were chosen as the sample size through cluster sampling method. To gather the data two standard questionnaires namely: (Kolb) learning styles questionnaire (MSI), and Meta cognitive awareness inventory (MAI). The data analyzed through multivariate regression and path analysis. The good of fitness was checked by LISREL. The results showed that the activating, objective experience and abstract conceptualization styles could predict academic achievement. Among the Meta cognative strategies, the situational, planning, informational and assessment methods could predict academic achievement. Altogether the GFI, CFI & NNFI indices showed relative goodness of fit of proposed model.

The present study was carried out to investigate the related factors to the amount of using ICT in Teaching and Learning process by guidance school teachers in Germi city in 2010-2011. The research method was descriptive correlation. To gather the data a researcher made questionnaire with 22 questions on Likert scale was used. The face validity was certified by experts. Using Cronbach alfa the reliability was 0.89. The statistical population was 210 teacher out of which 204 (87 female & 117 male) were chosen as the sample size. The descriptive and inferential statistical were used to analyze the data. The explanatory factor analysis was used to tests the hypotheses. The result showed that the accessibility to ICT, organization culture of the schools and individual factors can predict usige ICT in guidance schools.

The current survey investigates the dimensions of job stress of Esfahan high school teachers’ in the academic year of 2009-2010. The research method was a descriptive survey and the statistical population consisted of 3856 teachers’ in which 355 teachers’ were selected as the statistical sample using multistage random sampling method. The research instruments were the questionnaire of job stress developed by Kyriacou and Sutcliff. The Content validity of the questionnaire was approved by experts. The reliability of the questionnaire proved to 0.90. The obtained data was analyzed both through descriptive and inferential statistics (one sample t test, Independent t test, analysis of variance and Scheffe's test). The findings showed that teachers’ job stress in each of the dimensions: Heavy workload, lack of professional development, low social status, poor relationship with colleagues, problem Related with students and low salary were higher than average. Regarding the lack of esteem, male teachers’ have higher job stress than female teachers’. Teachers’ working in district one have higher stress on poor relationship with colleagues, but on lower salary and privileges have lower stress than other districts.

The objective of the study was to determine the relationship between knowledge management dimensions and organizational learning levels among the board of academic members at Esfahan University. The statistical population included all the academic members at Esfahan university, 500 people out of which using cohen et al, table 217 people was chosen through simple random sampling. The research method was causal comparative-correlation. To gather the data two questionnaires: knowledge management (Golizadeh et al.), organizational learning (Watkins & marsik) were used. To test the hypotheses inferential statistic such as Pearson correlation coefficient, stepwise multiple regression, multivariate analysis of variance (MANOVA), Scheffe test and structural equation modeling were used. Findings indicated a statistically significant relationship between dimensions of knowledge management and levels of organizational learning (P£0.05).The results of stepwise multiple regressions indicated that the individual level and group level were the best predictors of knowledge management. No significant difference was found between faculty members' comments on knowledge management dimensions based on their sex, field of study, university degree, teaching level and working backgrounds. But there was a significant difference between their comments on organizational level based on teaching level and working backgrounds. The results of the structural equation modeling indicated that organizational learning had direct effect on knowledge management.