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مرکز اطلاعات علمی SID1
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Issue Info: 
  • Year: 

    1394
  • Volume: 

    5
  • Issue: 

    11
  • Pages: 

    7-8
Measures: 
  • Citations: 

    0
  • Views: 

    403
  • Downloads: 

    288
Keywords: 
Abstract: 

اگر کیفیت مراکز آموزش عالی مطلوب نباشد، آینده علم و فناوری در کشور اطمینان بخش نخواهد بود. کیفیت پایین آموزش، به فقر نیروی انسانی متخصص و ماهر می انجامد و در نتیجه اهداف برنامه های توسعه اقتصادی، اجتماعی و فرهنگی کشورها با مشکلات عدیده ای مواجه خواهد شد. ناکارآمدی دانشگاه ها و موسسات آموزش عالی، اعتبار آن را زیر سوال خواهد برد، چراکه نقش اساسی دانشگاه ها، تعیین راهبردهایی سنجیده برای توسعه منابع انسانی متخصص و ماهر در جهت رشد و توسعه کشور است؛ بنابراین نظام آموزش عالی به عنوان نظامی پویا و هدفمند نیازمند توجه و گسترش در هر دو بعد کمی و کیفی است و توجه به هر یک بدون در نظر گرفتن دیگری، منجر به ایجاد مسائل و مشکلاتی برای نظام آموزش عالی خواهد شد. از این رو شایسته است که در اسناد بالادستی و ازجمله برنامه های توسعه، این مهم مدنظر قرار گیرد؛ اما نکته مهم تر عملی شدن محتوای اسناد بالادستی و انجام ارزیابی هایی از روند تحقق آن ها است.

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Issue Info: 
  • Year: 

    2015
  • Volume: 

    5
  • Issue: 

    11
  • Pages: 

    9-29
Measures: 
  • Citations: 

    0
  • Views: 

    1757
  • Downloads: 

    919
Abstract: 

The purpose of the present study was to investigate the psychometric properties of the short version of the Effort-Reward Imbalance Questionnaire. In this study, the population was all of the teachers in Shahindej and Boukan towns. This study was stochastic sampling. Based on Kregci-Morgan table, 357 peoplewere selected as a sample. Data were collected from teachers who were teaching in schools in the academic year of 93-94. The results of the validation of the method showed that the internal consistency and reliability of the Effort - Reward Imbalance Questionnaire by using Cronbach's alpha was 0.92 and by test-retest method was 0.83. Evaluating the content validity, discrimination, and construct of Effort-Reward Imbalance Questionnaire confirms the validity of the questionnaire. Exploratory and confirmatory factor analyses, as the main form, revealed three correlated but separable dimensions that were effort, reward and over commitment. From the results it can be concluded that Effort-Reward Imbalance Questionnaire is a reliable and valid scale to measure imbalance between effort and reward of teachers.

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Author(s): 

HAKAMI SARA | SHOKRI OMID

Issue Info: 
  • Year: 

    2015
  • Volume: 

    5
  • Issue: 

    11
  • Pages: 

    31-65
Measures: 
  • Citations: 

    1
  • Views: 

    3299
  • Downloads: 

    1978
Abstract: 

This study examined the mediating effect of positive and negative achievement emotions on the relationship between achievement goal orientations and academic well-being. On a sample consisting of 282 students (142 male 140 female) were administrated the Achievement Emotion Questionnaire (AEQ), the Achievement Goal Questionnaire (AGQ) the School/University Burnout Inventory (SBI), and the Schoolwork Engagement Inventory (SEI). Results indicated that the relationship between achievement goal orientations and academic well-being by positive and negative achievement emotions is mediated. All of the regression weights in the both models were statistically significant and in the mediating model of positive achievement emotions, models' predictors accounted for 40% and 42% of the variance in academic engagement and academic burnout, and in the mediating model of negative achievement emotions, models' predictors accounted for 39% and 63% of the variance in academic engagement and academic burnout respectively. In sum, the results emphasizing on the mediating role of achievement emotions, show that achievement goal orientations only by achievement emotions can predict the indicators of academic well-being.

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Issue Info: 
  • Year: 

    2015
  • Volume: 

    5
  • Issue: 

    11
  • Pages: 

    67-90
Measures: 
  • Citations: 

    0
  • Views: 

    1082
  • Downloads: 

    581
Abstract: 

The purpose of this study was to find the congruence between the academic language skills imperative for the post-graduate students in their academic disciplines and the language skills measured by the General English section of the National Iranian PhD Entrance Exam. The data were collected from field-specialist informants, language-specialist informants and post-graduate students. Both informants stated that all four language skills are crucial for academic success; however, reading and writing are more prominent. Moreover, both groups of informants asserted that there is no congruity between the language skills measured by the exam and those of the academic context. The post-graduate students mentioned the need for reading skill to read books and articles, the writing skill to write articles and e-mails, listening skill to understand lectures and the speaking skill to present in international conferences. From the viewpoint of post-graduate students, the reading section of the exam did not match the academic need of half of the participants. The writing section, which was not included in the exam, should be included.

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Issue Info: 
  • Year: 

    2015
  • Volume: 

    5
  • Issue: 

    11
  • Pages: 

    91-118
Measures: 
  • Citations: 

    0
  • Views: 

    3478
  • Downloads: 

    1757
Abstract: 

Given the importance of students' perceptions of learning environments, the present study aimed to construct and validate a questionnaire to measure students' perceptions of social constructivist leaning environments. The method of study was testing. Dimensions of Social constructivist learning environments were identified, in the first stage of study, and items were developed by pilot study. A sample of the 374 high school students (178 girls and 196 boys) was selected by a non-probability sampling. The validity of questionnaire was investigated by content validity, Professional judgment, exploratory factor analysis and the reliability of questionnaire was calculated by internal consistency (Cronbach's alpha). Cronbach's alpha was 0.94 at the total scale and it was between 0.57 to 0.88 at components, and test-retest reliability of questionnaire was 90.0 and test-retest reliability of components was between 0.54 to 0.77, so the reliability and internal consistency were suitable. The results of principal component analysis showed the scale was formed from 8 factors. Therefore, according to the favorable psychometric characteristics, questionnaire of "students' perceptions of social constructivist learning environment" can be used for research related to the perception of the classroom environment.

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Issue Info: 
  • Year: 

    2015
  • Volume: 

    5
  • Issue: 

    11
  • Pages: 

    119-142
Measures: 
  • Citations: 

    1
  • Views: 

    3508
  • Downloads: 

    1578
Abstract: 

The purpose of this study was to evaluate the quality of educational services in the University of Science and Culture based on SERVQUAL model from students’ viewpoints. The methodology used in this study was applied research and descriptive-survey in terms of purpose and method of data collection. The statistical population was all of 5701 students of University of Science and Culture. The number of samples, based on Morgan table, was 361 people. Finally, due to students welcome,394 people were entered into the analysis. Also, considering to the volume of existing faculties and discontinuous bachelors, undergraduate, graduate and postgraduate sections, sampling was conducted in the relative stratified method. Due to the small number of students at the doctoral level, compared to other sections, census was conducted. A researcher-made questionnaire was used to gather data. Considering Cronbach's Alpha coefficient, its reliability was calculated as 0.86.Data analysis was performed using descriptive and inferential statistics. The results showed that students' expectations of the quality of educational services is at high level and students' perception of the quality of educational services is at low level. Also, the quality considering all the aspects of educational services displays the negative gap of quality. The greatest gap was in the tangibles (-1.9596) and then in the dimension empathy (-1.6478), assurance (-1.6287), responsiveness (-1.6072) and reliability (-1.5961). Among the demographic variables, only between the perceptions of students in different grades of quality of educational services a significant difference was observed.

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Author(s): 

ABEDINI YASAMIN

Issue Info: 
  • Year: 

    2015
  • Volume: 

    5
  • Issue: 

    11
  • Pages: 

    143-160
Measures: 
  • Citations: 

    0
  • Views: 

    1528
  • Downloads: 

    350
Abstract: 

In recent decades educational science and psychology researchers focus on plagiarism. The purpose of this study was to present a structural model of the relationship between achievement goals, attitude to plagiarism, its frequency rate and academic performance in graduate students of Industrial University of Isfahan. 300Students (M.A and PhD students) were selected by using randomized categorical sampling method. The research instruments consisted of two questionnaires: Midgleyet AL's achievement goals questionnaire and a researcher-made questionnaire: attitudes to plagiarism. Using path analysis data were analyzed. The results indicated that performance-approach goal orientation and performance-avoidance goal orientation had direct and positive effects on attitude to plagiarism and its frequency rate. Mastery goal orientation had direct and negative effects on attitude to plagiarism and its frequency rate. Also attitude to plagiarism and its frequency rate had a mediator role in relation between achievement goals and academic performance of the students. We can conclude that development of mastery goals in university classrooms could be a preventing factor for plagiarism.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Issue Info: 
  • Year: 

    2015
  • Volume: 

    5
  • Issue: 

    11
  • Pages: 

    161-178
Measures: 
  • Citations: 

    0
  • Views: 

    2799
  • Downloads: 

    781
Abstract: 

The aim of the present research was to study the psychometric characteristics of discipline self-efficacy scale in schools' teachers. To do this, 180 teachers (77 females and 103 males) from khaf schools were selected in cluster sampling method and completed discipline self-efficacy scale and general self-efficacy questionnaire of Schwarzer and Jerosalem. Factor analysis, Cronbach alpha coefficient and Pearson correlation methods were used to analyze data. Exploratory factor analysis showed that this scale was saturated by two factors including teaching discipline efficacy and personal discipline efficacy. Also, confirmatory factor analysis confirmed the model fitness and the structure of items' internal relationships. The reliability of discipline self-efficacy scale obtained 0.79 for the whole of scale and each of the subscales including teaching discipline efficacy 0.701 and personal discipline efficacy 0.698 by Cronbach alpha coefficient which showed the high capability of instruments. Finally, it can be said that discipline self-efficacy scale in schools' teachers had acceptable psychometric characteristics and it can be used as a reliable instrument in psychological researches.

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