DANESHVAR RAFTAR
Year:2010 | Volume:16 | Issue:39 (SPECIAL EDITION ON EDUCATION 1)|Papers Count:7

The aim of the present study was to investigate the relationships among perceived parenting styles (involvement, autonomy-support, and warmth), academic motivation and academic achievement. 337 Junior high school students (177 males and 160 females) were selected with multi-stage random sampling in Bojnourd. Then they completed 2 scales: the "Academic Motivation Scale" (AMS), and the "Perception of Parents Scale" (POPS). Multiple regressions were used to analyze the data. In sum, the results indicated that maternal involvement and father’s warmth predicted intrinsic motivation, identical regulation and academic achievement subscales. Father’s support of autonomy predicted intrinsic motivation for understanding and for experiencing stimulation and academic achievement. However, maternal support of autonomy, maternal warm behavior and father’s involvement can not predict the academic motivation and academic achievement. Mother’s and father’s parenting styles had different effects on males and females.

The relationship of different dimensions of "Psychological empowerment" (meaning full ness, impact, self-determination and competence) with "Job satisfaction" and "Organizational commitment" was studied among university employees.For this purpose, 156 employees (72 males and 84 females) were selected through classified random sampling and based on "Kokran" formula. The instruments were "Spritzer’s psychological Empowerment Measure"; "Kendal, Smith and Hulin’s Job Descriptive Index"; and "Allen and Meyer’s Organizational Commitment Scale", the reliability of which were explored and confirmed through Cronbach’s alpha. Pearson’s correlation coefficient and Multiple Regression Tests were used to analyze the data gathered from the employees of Tehran University. The results indicated that the "Psychological empowerment" and its subscales had positive correlation with organizational commitment (p<0.01). In addition, significant relationship was found between "psychological empowerment" and the two organizational commitment factors, i.e, affective commitment and normative commitment (p<0.01). However, no significant difference was observed between "Psychological empowerment" and "Continuance commitment". The findings of multiple regression test revealed that the subscales of meaningfulness (0.45), self-determination (0.36) and competence (0.23) contributed significantly to the prediction of job satisfaction. Moreover, meaningfulness (0.30) and self-determination (0.31) predicted the organizational commitment.

The present study attempts to improve the "value" system of Shahed University students at various theological, economical, political, social, artistic and religious levels. For this purposes 242 students and 50 instructors were randomly selected and responded to 45 statements of Allport’s et al. Questionnaire (SOV), for which the validity and reliability were confirmed. The findings revealed that in the instructors’ "values" system, the scientific criteria had the highest ranking, while the political, economical, artistic, social and religious values had lower ranks, respectively. Moreover, in the students’ "value" system, economical, political, scientific, artistic, social and religious values were considered more significant, respectively. There was no significant difference between gender and all values except for the scientific value which was more important to male students than females.The order of importance of values were political, economical to female students, political, scientific, artistic, social and religious values were of greater importance to male students. No significant relationship was observed between the students’ values structure and their residential status or field of study.

The purpose of this paper is to study the effect of metacognitive-based education on student’s educational achievement and metacognitive awareness in science curriculum of guidance schools. The research method was quasi-experimental. The statistical population was 8271 students from Shiraz guidance schools. The statistical sample comprised of 8 classes including 228 students chosen by cluster random sampling. They were assignment to the experimental (111) and control (117) groups. The data collection tools were: The Metacognitive Awareness Inventory and Educational Achievement Test. The validity and reliability of these tools were examined and validated. To analyse the data, the descriptive statistics (mean and standard deviation), T. test and analysis of variance were used.The results indicated that the educational achievement, mean scores and metacognitive awareness in the experimental group was significantly higher than that of control group (p<0.001). In addition, the level of metacognitive awareness of the experimental group was significantly higher than that of control group (p<0.001). There were significant differences between the experimental and the control groups of metacognitive awareness with regard to sex (p<0.001). However, their educational achievements did not show significant differences. Furthermore, the scores of both groups for metacognitive and inferential questions were significantly different (p<0.001).

The aim of the present study was investigating the mediatory role of learning styles in the relationships between personality factors and academic achievement. A sample of 403 high school students (204 boys and 199 girls) was selected through multi-stage cluster sampling in Jiroft. Participants completed NEO-PI-R and Learning Styles Inventory. Data were analyzed using path analysis. The results showed that "openness" can predict academic achievement both the participants directly and indirectly (with mediation of abstract conceptualization learning style). "Conscientiousness" can predict this through abstract conceptualization. More over, "Extroversion" can also be a predictor of academic achievement through active experimentation. The present study had following applications and pedagogical implications: (a) Considering moderator variables is necessary. (b) The relationships of these variables with regard to sex, age, and field of study should be examined. (c) The teaching methods should conform to the students’ learning styles. (d) The students should be informed of their learning styles to handle their own learning better than before.

This is the study of moral education from Imam Sadeq's (P.B.U.H) point of view. Analytic method has been applied to the documents to extract the bases, principles and techniques of moral education. The data were obtained from firsthand works attributed to Imam Sadeq (P.B.U.H) and also from secondhand Islamic sources such as traditions and sayings cited from him on websites and published studies in this regard.To this end, purposeful sampling was applied to the above-mentioned data. The instrument was note-taking. The findings indicated that Imam Sadeq divided the educational basis into six categories of seeking God and His servitude, rationality, dignity, weakness, ability to be guided, and inclination to beneficence. The first category includes abstinence and piety, the second consists of moderation and invocation, the third embodies the principle of esteem, the forth encompasses tolerance and easygoing principles, the fifth is related to propaganda, guidance and teaching, and the last but not the least, contains virtue, modesty and merit. In sum, six bases, eleven principles and 29 educational methods were inferred from Imam Sadeq’s (P.B.U.H) moral and ethical point of view.