NEW THOUGHTS ON EDUCATION
Year:2020 | Volume:16 | Issue:3|Papers Count:11

The aim of this study was to investigate the role of information literacy in teachers' lifelong learning. The study population of all teachers of smart schools in the fifth district of Tehran was 635 teachers, from which a sample of 240 people was selected by simple random sampling method. The research method was quantitative and correlational. For data collection, a 24-item researcher-made information literacy questionnaire based on Chang model (2012) and a 21-item researcher-made lifelong learning questionnaire based on Guay et al. (2014) model were used. To determine the reliability and validity of the instrument, Cronbach's alpha techniques and confirmatory factor analysis were used and the results indicated the optimal reliability and validity of the instrument. Descriptive (central and dispersion indices) and inferential techniques (one-sample t-test, Pearson correlation coefficient and linear multivariate regression) were used to analyze the data using SPSS software. The results indicate that: the situation of information literacy and lifelong learning in teachers was unfavorable. Also, information literacy has a positive and significant relationship with lifelong learning and its dimensions in teachers at the alpha level of 0. 05.

The present study aimed to investigate the mediating role of perceived social support in the relationship between basic psychological needs and externalizing behavior problems. The research design was descriptive-correlational and the Statistical population included all the senior high school students in Urmia city in 2018-2019. The sample included of 372were selected by using the random cluster sampling method. The participants completed the Multidimensional Scale of Perceived Social Support by Zimet et al (1988), Basic Psychological Needs Scale by Deci & Ryan (2000), and Youth Self-report Scale by Achenbach & Rescorla (1991). The results of structural equation modeling indicated that Satisfying basic psychological needs had a negative direct effect on externalizing behavior problems and the Satisfying basic psychological needs had a negative indirect effect on externalizing behavior problems through perceived social support. The findings suggested the importance of basic psychological needs and perceived social support in reducing externalizing behavior problems.

In this study, the exploratory mixed-method approach was employed along with the qualitative grounded theory and a quantitative-descriptive correlational technique to design and validate an internationalization model for Iranian universities in humanities and social sciences. In the qualitative section, the participants included the experts and faculty members with relevant publications and experience of teaching at international universities and holding internationalization training courses. In this section, there were also the managers of international offices and the deans of international faculties of public universities in Tehran. The purposive sampling method was utilized to select twelve participants for in-depth interviews, which were continued until the data reached the theoretical saturation. The open, axial, and selective coding techniques were employed to analyze the qualitative data and finally identify six key components as the primary elements in the internationalization of universities: (1) causal factors, (2) major phenomenon, (3) contextual conditions, (4) environmental conditions, (5) internationalization strategies, and (6) the outcomes of internationalization for universities. Eventually, 18 categories of measurable variables were identified and classified under the above components. The research questionnaire was based on the qualitative findings. The stratified purposive sampling method was used for selecting 250 faculty members and PhD students in humanities and social sciences from Allameh Tabataba’ i University, University of Tehran, Alzahra University, and Tarbiat Modares University. . The results of testing the quantitative model, developed from the hypotheses of the qualitative model, confirmed the generality of the paradigmatic model.

The aim of this study was to determine the effectiveness of Mindfulness-based cognitive therapy on reducing academic burnout in students with special learning disorder. The research method was quasi-experimental with pretest-posttest design and control group. The research population included 180 female students with special learning disorder who referred to the Neshat Learning Disorders Center in Mako from January to March 2016. A sample of 30 students was selected by purposive sampling method using the Learning Disability Assessment Scale and clinical and diagnostic interviews and were randomly assigned into experimental and control groups. Data collection tools was Bresó , Salanova, and Schaufeli (2007) Academic Burnout Questionnaire. Data analysis was performed using Analysis of Covariance in SPSS version 26. Findings showed that mindfulness-based cognitive intervention led to a significant difference between groups in 62% of academic burnout, 20% in terms of fatigue, 33% of pessimism, and 39% of inefficiency. According to the obtained results, it can be suggested that mindfulness-based cognitive therapy has a significant effect on reducing academic burnout in students with special learning disabilities.

Caring thinking is an idea that focuses on the deeper values of all things, and why the value of an issue and the impact of those values on human judgments and ethics are important. The purpose of this study was to investigate the effect of philosophy training on the development of caring thinking among sixth grade male students in Sangar district of Rasht city in Iran. This experimental study was a pretest-posttest with control group. The statistical population consisted of all sixth-grade students in Sangar district, out of which 60 were selected through two-stage cluster sampling and replaced in two 30-person experimental and control groups. In order to run an independent variable, eight stories from Persian, religious, and international texts were selected for the experimental group, which had a storyline in eight 70-minute sessions. Data were analyzed using descriptive statistics, ANCOVA by SPSS21 software. The results showed that philosophy training programs had a significant effect on the growth of caring thinking in students. The effect of training on care thinking was 64%. Since having a philosophical mind can make a person understand the values of events, the philosophy approach for children can be considered as a strategic approach for education.

This study set out to investigate the effectiveness of critical thinking training on educational self-efficacy and learning styles of secondary high school girl students in Tabriz. Research design was quasi-experimental and pretest-posttest with control group. For selecting the samples, multi-stage random sampling method was used. Total of 60 students were selected and randomly divided into two groups, one experimental group (n = 30) and one control group (n = 30). To collect data, Mc Ilroy educational self-efficacy and Kolb learning styles questionaires were used. Analysis of covariance was used to analyze the data. The results showed that critical thinking training was effective on educational self-efficacy and learning styles of the students. Thus, critical thinking training caused to increase student`s educational self-efficacy and learning styles subscales including reflective observation, abstract conceptualization and active experimentation. It also caused to reduce students' concrete experience subscale of learning styles.

controlled Intellectual virtues are stable traits of human ego, that are used to examine the truth (the preoccupation of the mind). Zagzebski considered intellectual virtues to be the characteristics of an admirable intellectual personality that have two components of motivation and credible success. This article seeks to look at the nature of intellectual virtues and their educational implications in the teaching of thought through an analytical approach from Zagzebsky's perspective. While analyzes show that Admirable personality traits that are sufficiently acquired and controlled by the cognitive factor are valuable in themselves and should be developed with principles such as direct reference to examples, emphasis on the psycho-motivational structure of individuals and their admiration, the growth of critical thinking. He taught philosophy, creative creativity, and methods such as reading, narration, and direct imitation of virtues and virtues.

The aim of this study was to explore the effect of computer-based puzzle game on increasing the students' speed, accuracy, learning and stability of learning mathematics. The research method was quasi-experimental. The statistical population of the study were all male students of the first year of high school in Salmas city with 7560 students who were studying in the academic year of 2016-2017. the statistical samples were selected in several steps, in which first, the school was selected using the cluster sampling method, then, in this school, the students of two classes randomly were selected as experimental and control groups (25 in the experimental group and 25 in the control group). To teach mathematics, the experimental group used the "Ocean Express" computer-based puzzle game and the control group used the conventional teaching method. Data collection was done in two stages before and after training. To collect the data, Toulouse-Pyron (1986) accuracy and speed test, mathematical learning and stability of learning mathematics which were a researcher-made questionnaire, were used. The results showed that computer puzzle games had a significant effect on increasing the speed and accuracy in performing mathematical calculations in the experimental group compared to the control group, while the effect of computer-based games on mathematical learning and math learning stability was not significant. Due to the effect of computer-based games on the speed and accuracy of learning mathematics in this study, in was suggested that teachers and educators can use computer-based games along with classroom teaching of mathematics.

The purpose of this study was to investigate the effect of academic self-efficacy training on injuries and academic success of second grade high school students. The research method was quasi-experimental with pre-test and post-test design with control group. The population included was all second grade high school boy students in District 6 of Mashhad city during 2018-2019 academic year that among them a sample of 40 students were selected by available sampling method and were assigned in both control and experimental groups randomly. The research instruments were Salehi and Abedi Academic Injury questionnaire (2011) and Salehi academic success questionnaire (2014). The experimental group received 8 sessions of 90 minutes of academic self-efficacy training. Data were analyzed using analysis of covariance. The results showed that academic self-efficacy training is effective on injuries and academic success of second grade high school students. academic self-efficacy training has reduced problems in selection and decision making, problems of academic readiness, problems of academic motivation, problems related to study, problems of academic planning, mental problems related to education, problems related to the academic environment and atmosphere, problems related to exams. Based on the results of the present study, it can be inferred that academic self-efficacy training is effective on students' injuries and academic success.

The purpose of this study was to Providing a model for promoting entrepreneurial competencies in vocational schools in Hormozgan province. The population of the study consisted of all managers (145 people) and teachers (720 people) of vocational schools in Hormozgan province in the 2019-2020 academic year (N=865N) that based on Cochran's formula, 267 people were selected by stratified random sampling method. The instrument used to collect data was a researcher-made questionnaire that. The validity of the questionnaire was confirmed by calculating the AVE and its validity was confirmed by calculating the AVE square and the reliability of the questionnaire was estimated 0. 79, through Cronbach's alpha coefficient. Cronbach's alpha tests, (AVE), AVE severity matrix, Kolmogorov-Smirnov (K-S), exploratory factor analysis, and confirmatory factor analysis were used to analyze the data. The obtained results led to the identification of 15 components and the total effect of its components and indicators was 70. 022 percent and the values obtained in the model fitness indicators also indicated the appropriate fit of the model.