NEW THOUGHTS ON EDUCATION
Year:2014 | Volume:10 | Issue:1|Papers Count:9

With ADHD. A sample of mothers of 47 students (29 boys and 18 girls) who referred to psychiatric clinic of Dr. Ronaghin Karaj city in the year 2011 was selected. The instruments used to collect the data were the short version of NEO Personality Inventory and Alabama Parenting Questionnaire. Data was analyzed using ANOVA and multiple regression analysis. The results revealed a positive relationship between neuroticism and unstable parenting style that was based on maternal physical punishment. Maternal deontology was also positively associated with positive parenting practices and involvement, and negatively associated with parenting style with corporal punishment and poor supervision. Component of desirability also had a significant positive relationship with parenting practices. Other aspects of personality based on physical punishment did not have a significant relationship with mothers ''parenting style. Therefore, it can be concluded that the characteristics of mothers influence their parenting practices and behavior.

The aim of this study was the investigation of the relationship between mother acceptance-rejection and identity styles in female students of Shahid Chamran University. The sample of the study included 171 female students who were selected through multi-stage cluster random sampling. Adult Acceptance-Rejection Questionnaire (Mother form) and Identity Style Inventory were used to collect the data. Canonical correlation analysis was used to analyze the data. Structural coefficients showed that the pattern of low scores in mother’s acceptance and high scores in mother’s rejection correlated with the pattern of low scores in normative and informational identity styles. Therefore, the findings of this research indicated that the combination of mother’s acceptance and rejection can promote informational and normative identity styles in female university students.

The aim of this research was studying the effect of teacher feedback (written and oral) in formative assessment on self-efficacy and the extent of students'' self-regulating learning strategies use. For this purpose,  66students were selected using multi-stage cluster sampling method and then they were randomly put into control and experimental groups. The groups included the first experimental group (i.e. the students who received written feedback after formative evaluation), the second experimental group (i.e. the students who received oral feedback after formative assessment) and control group. The instruments used for the purpose of data collection were the Morgan-Jinks Student Efficacy Scale (MJSES), Sherer et al. General Self-Efficacy Scale and Pintrich Strategies for Learning Questionnaire. Each experimental group received feedback after formative assessment based on Butler and Winne (1995) modified feedback model for 10 weeks. During this period, participants in the control group received feedback in traditional way. The results revealed that training could develop self-efficacy and the use of self-regulating learning strategies in experimental groups compared with the control group. So, the methods of presenting effective feedback are educable, they increase the efficiency of learners in motivational and educational areas and promote the better use of self-regulating learning strategies.

This study aimed at recognizing the causes of turnover in teachers with higher education degrees in Tehran in 1389-90. The research method was descriptive and the participants were all teachers with M.A and higher degrees employed in the ministry of education in nineteen districts in Tehran. Four districts (4, 8, 12, 16) were chosen randomly as the sample of the study. The instrument used for measuring the variables was a research-made questionnaire having components of job satisfaction, meritocracy, job promotion, organizational commitment and the same payment system. This questionnaire was distributed among 170 teachers who were selected through cluster random sampling. A group of teachers who left their job were also interviewed. The data was analyzed using descriptive statistics. The results revealed that 96/4 percent of the participant in the study had the intention of turnover and the influencing factors on their intention were respectively: non-execution of a just payment system, non-existence of job promotion opportunities, and non-existence of meritocracy in educational system. According to the participants'' views job satisfaction and organizational commitment were not considered important factors in turnover.

This study was conducted due to the importance and effectiveness of instructional design models specially Gagne model in the field of educational activities, and aimed at comparing the effectiveness of Gagne model of learning and Dick & Carey instructional design model on learning, retention and achievement motivation of third grade students in science course. The design of the research was quasi-experimental with pretest-post test and control group. The population of the study was all the third-grade girl students of Ahar city in the academic year of 1390-91. A sample of 3 classes including 25 students each was selected using cluster random method. Instruments used to investigate the variables were learning, retention test and achievement motivation questionnaire (ISM). Validity of the tests was investigated using instructional design experts, stake holders and a number of learners. The reliability of learning test using split-half method turned out to be 0.83 and the reliability of achievement motivation questionnaire (ISM) using Cronbach's alpha method was 0.81. The first experimental group (25 students) was trained based on Gagne learning model for 8 sessions (every session lasted for 45 minutes), the second experimental group (n=25) was taught based on Dick & Carey instructional design model and the control group (n=25) based on traditional method. Descriptive (mean, standard deviation) and inferential statistics (Analysis of covariance, Multivariate analysis of variance and Bonferroni test) were used to analyze the data using SPSS software. The results revealed that applying Gagne learning model compared with Dick & Carey instructional design model increased learning and retention in the students; however, no significant difference in achievement motivation was found between groups.

This study aimed at investigating the psychometric properties of Contingencies of Self-Worth scale in a sample of Iranian university students. The sample included 502 undergraduate students in Payame Noor University of Langaroud who were selected via convenience sampling method and asked to complete the Contingencies of Self-Worth Scale (CSWS), Integrative Self-Knowledge (ISK), Self-Compassion Scale-Short Form (SCS-SF), Margolis-Thomas Narcissism Scale (MTNS) and Rosenberg Self-Esteem Scale (RSES). First, confirmatory factor analysis showed that the factor structure of the scale for the Iranian sample does not fit that of the American samples. Thus, to find an appropriate factor structure with Iranian sample exploratory factor analysis with principal component analysis and oblimin rotation was conducted and the results showed that 6 factors fitted the data structure. Convergent and divergent scale validities were confirmed and Cronbachalpha coefficients also revealed a good internal consistency of the scale. The findings were discussed based on Self-Determination theory and Contingencies of Self-Worth theory.

This research aimed at examining the relationship between religiosity and resilience among secondary and high school students in Shiraz. For this purpose, 540 students (281 girls and 259 boys) were selected via clustered random sampling, from all secondary and high schools of Shiraz city. Glock and Stark’s (1965) religiosity scale and Connor and Davidson’s (2003) resilience scale were administrated to the sample. The data was analyzed using descriptive statistics, Pearson correlation, stepwise regression, and independent samples t-test. Results of the study indicated that all dimensions of religiosity had positive significant relationship with resilience, both in girls and boys. However, only consequential and emotional dimensions of religiosity were significant predictors of resilience. Emotional dimension in boys and emotional and consequential dimensions in girls were the significant dimensions of religiosity in predicting students’ resilience. In addition, the mean of resilience among boys was significantly higher than the mean for girls. The results revealed that religiosity can promote students’ resilience. Some suggestions were made for future research and decision making in educational system.