NEW THOUGHTS ON EDUCATION
Year:2019 | Volume:15 | Issue:2 |Papers Count:11

Purpose: The teachers earn effectiveness experiences with using primary and secondary appraisal in the classroom and school context. The main purpose of this article is investigation of validity and reliability of four factors teacher emotions questionnaire. Method: Questionnaires were administered between teachers, of Asalouyeh, Parsian and Shibkooh cities in Hormozgan and Bushehr Zone of Iran. For determinig sex proportion, 501 teachers selected with randomized stratified sampling. 298 men and 203 women responded to questionnaire. Results: The exploratory factor analysis (EFA) is done with principal components and rotated with promax method. Four factors is earned consist enjoyment, anxiety, anger, proud with principal components and rotated with promax method. Loading factors was than 0/30. None of items is omitted. Result of confirmatory factor analysis (CFA) also showed that the goodness fit of the four factors were good fit of the data to the hypothesized model. Reliability of teacher emotions questionnaire is earned with Alpha Cronbach’ s Coefficient method. Alpha Cronbach’ s coefficient dimensions consist enjoyment, anxiety, anger and, proud were good and acceptable. Conclusion: The result showed that the four factors of teacher emotion questionnaire has good validity and reliability. It can be used in instructional and psychological research in Iranian high schools teachers. Results of this research is generalized with caution to primary schools teachers.

The main goal of this study was explained of ethical competencies role in organizational virtuousness. The present study is quantitative, purposeful, applied and descriptive-correlation method of regression type. The population of the study consisted of all the staff (N=3591) using a Proportional stratified sampling method and 347 people were selected as sample and randomly. For data collection, a researcher-made questionnaire based on ethical competencies of the academic managers, and the Researcher-made questionnaire based on organizational virtuousness. The questionnaires content validity and construct validity was confirmed using confirmatory factor analysis. Reliability was for ethical competencies 0. 98 and was for organizational virtuousness 0. 98. The findings showed that the current status of ethical competence of managers were above average level. While the current status of organizational virtuousness was middle. Also, the results of multiple regression showed that among the components of ethical competence, the only component of ethical competence of towards others was the predictive ability on organizational Virtuousness. Accordingly, it can be concluded that ethics, which is considered an individual approach, is at average level, and organizational virtuousness, which is considered an organizational approach, is less than average. Also, among all components of ethical competency, ethical competency toward others, which is a communicative component, can be used to expect organizational virtuousness. This, therefore, indicates the need to pay attention to the social and communicative aspects of the employees of organizations, especially the university, to increase the organizational virtuousness.

The aim of this research was to investigate the structural relationship between personality factors, study plan, anxiety and time pressure focusing on coping strategies at the time of entering the university. The population of this descriptive correlational research included freshmen having been accepted in the University of Kerman. Using multi-stage cluster sampling, 273 individuals were selected. The scales used to collect the data included Big-Five Inventory, (BFI) (Goldberg, 1999), Cope Operations Preference Enquiry (COPE) (Carver, Scheier, & Weintraub, 1989), College Learning Effectiveness Inventory (CLEI) (Kim, Newton, Downey & Benton, 2010). Partial least squares method was used to analyze the data. The results revealed that conscientiousness and openness to experience had a direct and positive correlation with coping strategies, but they were in negative correlation with mental disengagement. The conscientiousness and openness to experience had a positive indirect relationship with organization and attention to study, with the mediating role of coping strategies. These variables had an indirect negative correlation with anxiety through the mediation of mental disengagement. Neuroticism had a The aim of this research was to investigate the structural relationship between personality factors, study plan, anxiety and time pressure focusing on coping strategies at the time of entering the university. The population of this descriptive correlational research included freshmen having been accepted in the University of Kerman. Using multi-stage cluster sampling, 273 individuals were selected. The scales used to collect the data included Big-Five Inventory, (BFI) (Goldberg, 1999), Cope Operations Preference Enquiry (COPE) (Carver, Scheier, & Weintraub, 1989), College Learning Effectiveness Inventory (CLEI) (Kim, Newton, Downey & Benton, 2010). Partial least squares method was used to analyze the data. The results revealed that conscientiousness and openness to experience had a direct and positive correlation with coping strategies, but they were in negative correlation with mental disengagement. The conscientiousness and openness to experience had a positive indirect relationship with organization and attention to study, with the mediating role of coping strategies. These variables had an indirect negative correlation with anxiety through the mediation of mental disengagement. Neuroticism had aThe aim of this research was to investigate the structural relationship between personality factors, study plan, anxiety and time pressure focusing on coping strategies at the time of entering the university. The population of this descriptive correlational research included freshmen having been accepted in the University of Kerman. Using multi-stage cluster sampling, 273 individuals were selected. The scales used to collect the data included Big-Five Inventory, (BFI) (Goldberg, 1999), Cope Operations Preference Enquiry (COPE) (Carver, Scheier, & Weintraub, 1989), College Learning Effectiveness Inventory (CLEI) (Kim, Newton, Downey & Benton, 2010). Partial least squares method was used to analyze the data. The results revealed that conscientiousness and openness to experience had a direct and positive correlation with coping strategies, but they were in negative correlation with mental disengagement. The conscientiousness and openness to experience had a positive indirect relationship with organization and attention to study, with the mediating role of coping strategies. These variables had an indirect negative correlation with anxiety through the mediation of mental disengagement. Neuroticism had asignificant and positive relationship with Mental disengagement, however, it showed no significant correlation with the coping strategy. This study emphasized the importance of developing coping strategies that can be considered as an effective learning strategy and influence the academic anxiety.

The present study aimed at designing moral education in higher education based on the ethical teachings of the Holy Quran and the perspectives of Allameh Tabatabai having a grounded theory approach. The data consisted of all Quranic verses and the related interpretations of Al-Mizan's. From all Quranic verses those related to moral education were identified analyzed using t-test in order to investigate the present and desired status of identified components of moral education. The findings showed that there was a significant difference between the mean of the sample and the hypothesized mean of the situation regarding the existing and desirable moral education curriculum in higher education. The results also showed that based on the model of moral education curriculum in higher education, the empowerment of implementing moral education in higher education, including the culture of moral education, the characteristics of moral education, environmental policies and objectives, facilitating factors, and the barriers and characteristics of the recipient leads to the achievement of the desired goals of this research. Findings of the Delphi method showed that the indicators of ethical education, students' characteristics, facilitators, underlying conditions, principles of moral education and barriers to ethical education, which were extracted from theoretical foundations were confirmed.

The evaluation of Math curriculum in order to measure its worthiness and effectiveness in the fullfilment of individual and social needs is essential. The results of the review of the related literature indicated that the focus of most evaluations was on the success rate of the programs and fewer studies have been conducted to determine the value and competence of the programs. Therefore, in order to fill this gap, especially the necessity of achieving evaluation patterns based on the local and cultural conditions, the aim of this study was to develop a suitable evaluation model of Math curriculum. Due to this purpose, the desired state of the model’ s components were determined and they were the basis of desining the criterion-based model. Different aspects of the designed model including its clarity, reality, structural attractions and persuasive aspects were evaluated and then confirmed by 16 experts. The result of this study revealed that in the proposed criterion-based model, after determining the status of the curriculum, the elements of the syllabus should be determined. Then, the common and incommon aspects of the program and the evaluation criteria should be extracted based on the already extracted criteria. Finally, the program’ s feedback, reform and reconstruction should be take into account.

The aim of this study was to investigate the relationship between emotional maturity, perceived social support and family emotional atmoshpere among female high school students. The statistical population of the study included all third grade high school students in Qom, in the academic year of 2016-2017. Out of this population, 357 female students were selected by multi-stage cluster random sampling. The research instruments included family-specific questionnaire (Hill Burn, 1964), perceived social support by Zimm et al. (1988) and emotional maturity scale (Sink and Bahargawa, 1991). The data were analyzed using Pearson correlation coefficient, stepwise regression analysis, and t-test for comparing the means of two independent groups. The findings showed a positive and significant correlation between emotional maturity, perceived social support and emotional atmosphere of the family (p<0. 01). Perceived social support and emotional atmosphere of the family could predict emotional maturity. Also the results revealed that only in the emotional maturity variable, there was a significant difference between the students of District 1 and 4, but in other variables, there was no significant difference between the two areas. The overall results of the research showed that the understanding of the positive interactions between parents and children affected the emotional development of most female adolescents. Therefore, it is suggested that effective education be given on the establishment of appropriate emotional relationships and the ways in which children can be supported by their parents in order to promote emotional growth and prevent educational problems for their children.

The aim of the present research was to clarify the relationship between knowledge and religion with respect to the perspectives of Allameh Tabataba'i, and its implications in the formulation of teaching methods. This research used a descriptive-analytical approach. The results of the research, indicated that from the point of view of Allameh Tabatabaei, knowledge and religion interact with each other, and religion consisting of beliefs, morals, and practical rules is realized in the background of knowledge in its absolute form. It was also found that from the point of view of Allameh Tabatabaei, knowledge and religion are not in absolute separation of each other or in full complementary relationship but he proposes a middle status. So, he criticizes purely hermeneutical interpretations of the social sciences and reject the “ positivistic” approaches. Regarding the relation between religion and natural sciences, Allameh Tabatabeihas avoided any revelation of the verses and imposing the results and findings of the sciences on Quranic verses. He has tried to support the independence of Quran. He refused personal interpretations, but has accepted other dimensions of scientific interpretation and interpreted some of the Quranic verses based on them. Generally, he discusses the relationship between knowledge and religion, and belives that there is no fundamental conflict between them and the incompatibilities are not fundamental. It is permissible to interpret verses based on the definite achievements of scientific findings. In terms of the implications of the relationship between knowledge and religion for teaching methods, from the perspective of Allameh based on the findings of this research, four teaching methods can be pointed out as follows: 1. the rational reasoning method 2. the inductive method 3. practical examination method 4. discussion (debate) method. The evidence and documentation of these methods have been deduced from the works of Allameh Tabataba'i.

The aim of this study was to determine the effectiveness of cognitive-metacognitive strategies training on changing problem solving styles and referential thinking in high school female students of Khorramabad city. This research was quasiexperimental in which the pretest-posttest control group was used. The sample consisted of 40 female high school students of Khorramabad who were selected and randomly assigned to experimental and control groups. The experimental group went under cognitive-metacognitive strategy training intervention which lasted for 8 2-hour sessions. To collect the data, the referential thinking and problem solving styles in the pretest and posttest were used for both experimental and control groups. The data were analyzed using covariance analysis. The results showed significant differences between the two groups. Therefore, it can be said that as teachers learn and master the cognitive-metacognitive strategies of teaching, they can help reduce referential thinking and increase the use of students’ problem solving style.

The present study was aimed at investigating the components of the humanistic curriculum based on McNeil's theory and its beneficial effects in the teaching method of elementary school teachers (fourth and fifth grades). The research was an applied, mixed-methods exploratory one. In the qualitative section, based on the first chapter of the book ‘ Contemporary Curriculum: In Thought and Action’ which was selected as the basic unit of analysis and by means of theme analysis (selection of the unit for analysis-summarization, clarification and structuring) and based on the diagnostic-inductive method, 133 keywords were extracted. Finally, categories of emotions, experience, ethics, collaboration, ability and skill, creativity and innovation, values and emotional beliefs were categorized. With the help of the specified components of the qualitative method, a researcher-made questionnaire based on the Likert scale was designed to determine the teachers' points of view about the components and their usefulness. The validity of the questionnaire was confirmed based on the views of the curriculum experts. For estimating the reliability of the instrument, its internal consistency using Cronbach's alpha coefficient which turned out to be 0. 76. Finally, teachers' comments were collected using semi-structured interviews and their comments in the questionnaire. The results suggested that the teachers have used good and very well classified components. The most important condition in which the teacher is able to implement it in the components of humanism was the cultivation of emotion, which included religious feelings that are rooted in our beliefs and culture. Also, the development of the sense of empathy, the development of morality and the creation of a sense of mutual trust were mentioned.

The aim of this study was to investigate the relationship between intellectual property management and the commercialization of higher education through an exploratory mixed-methods research. The statistical population of the qualitative part of the study included a group of academic staff of top industrial universities in Iran. In the quantitative section, there were 1525 faculty members in the industrial universities of the country and managers and experts in the field of communication with the industry. In the qualitative section, applying purposeful sampling, a sample of 14 people was selected and a sample of 306 was selected using stratified random sampling based on Cochran formula in the quantitative section. The data in the qualitative section were collected through semi-structured interviews and in the quantitative section, through the implementation of researcher-made questionnaires of intellectual property management and commercialization of higher education. The data was analyzed using SPSS and smart PLS software. The content and construct validity of both questionnaires was confirmed. The reliability of the instrument were also estimated by the Cronbach Alpha coefficient which turned out to be 0. 92. For data analysis, descriptive statistics (mean, variance, standard deviation) and inferential statistics (correlation coefficient, structural equation modeling with PLS) were used. The findings showed that intellectual property management having six components including contextual, structural, content, political, rules, organizational culture, staff attitudes affects the commercialization of higher education.