In recent years, faculty members of various universities have presented numerous reports of lack of motivation among students in engineering fields. What are the reasons for this lack of motivation and how can students’ motivation be increased? Factors influencing motivation can be internal or external. The source of internal motivation, as the name suggests, lies in the internal personality of each person. On the other hand, the source of external motivation is in one’ s environment and as an external factor encourages him/her to execute a certain task. Considering that motivation is an influential parameter in students’ learning and function in classroom, identifying the causes of lack of motivation and striving to rectify them, have considerable roles in the success of education and quality of learning. With this in mind, a two-step survey was conducted among the engineering students in University of Tehran. From the survey, the most and least influential factors in students’ lack of motivation were identified. In order to validate the findings of the first survey, a similar second survey was conducted in K. N. Toosi University, which resulted in similar results. It was found from the surveys that causes of lack of motivation are rooted both inside the universities (course curriculum, instructors and learning environment), and also outside in the society. From the 27 potential reasons for lack of motivation, the rigidity and theoretical nature of the courses, insufficient practical and skill building activities, and unrealized expectations were found to be the most influential in the expansion of lack of motivation among engineering students.

The aim of this study was to investigate and validate research ethics in engineering graduate students. The research method was descriptive-survey and the statistical population included all postgraduate students of technical-engineering fields at government universities of Tehran, Hormozgan, Ferdowsi and Gilan in the first semester of the academic year 2020-2021. Due to the size of the statistical population and the nature of the research, a sample of 402 people participated in the research and completed the Sailor Research Ethics Scales (1997) electronically. Statistical analysis of data was performed with SPSS 24 and Lisrel 8. 5 software. The validity of the research ethics scale was examined from both content and structure aspects and the fit indices of confirmatory factor analysis showed that the confirmation model has an acceptable fit (χ 2 = 52. 2843, RSMEA = 0. 09, RFI = 0. 92, GFI = 0. 74, CFI = 0. 96). The reliability process was used the internal consistency method and the correlation of each subscale with the total score. Cronbach’ s alpha coefficients for internal consistency, were 0. 95 for the whole scale and 0. 84, 0. 74, 0. 76, 0. 90 for the four personal integrity, methodology, data analysis and publication. Also, the matrix of correlation coefficients between the subscales with the total score of research ethics indicated strong internal relationships and a significant positive correlation (P <0. 001). Finally, in order to compare the results of future research with the norm group in Iranian culture were reported the mean and standard deviation of the subscales of the research ethics scale.

Resistance is one of the fundamental Quranic values in the cause of the development of the Islamic society and the formation of the Islamic civilization, which means standing and resisting against something has upset the balance in internal and external dimensions. The formation of this value in the society as one of the methods of the conventional model of human life in the fields of human life; So that its manifestation can be observed in the totality of social behaviors, it is called the culture of resistance (Problem statement). The purpose of this article is the achievement of the engineering process of this value in a society based on the growth-oriented thought (ideological) system of the Holy Quran (Purpose). Now the question is what process does the Holy Quran propose in order to engineer the culture of resistance in the society? (Question). The necessity of examining this issue is clear considering the emphasis of religious teachings on this value and the need for Islamic societies, especially considering the current conditions of Islam and the need for convergence and coordination between the resistance front (Necessity). The research method in stating the engineering process and its components is qualitative content analysis with an analogy approach (Method). The findings of the research show that the engineering process of resistance culture is based on a self-awareness and purposefulness, according to the idea of Quranic growth, in a three-stage process that leads to the happiness of man and human society (Conclusion).

Textbook evaluation is one of the important steps in developing instructional materials process. The present article evaluates and criticizes the book English for the Students of Engineering (Atai, Zare Alanagh, Nasiri, Taherkhani & Iranmehr, 2016), which belongs to the new generation of English for specific purposes (ESP) textbooks. To this end, the textbook evaluation model proposed by Mahmoodi and Ahmadisafa (2014) was used. This model is specifically designed for evaluating ESP books. This study showed that this book, in contrast to previous ESP books developed by SAMT, has higher technical qualities and conforms to scientific theories and experimental findings in the field of TEFL. However, besides its advantages, this book suffers from some weak points which are discussed below.

Aims. The extreme purpose of educational system, is training thinkful people and critical thinking is one of the characterized way of thinking. The aim of this study was to evaluate and compare the critical thinking skills in engineering and human sciences students of Shiraz University in 2008. Methods. This is a descriptive study performed by randomized sampling on 200 people of the goal society. The instrument of collecting data for this study was the form of California critical thinking skills. The method of analyzing data included two descriptive and analytical parts and unidirectional variance analysis used. Results. The mean of evaluating was 22.88 in engineering and 20.13 in human sciences group. The mean of analysis was 30.73 in engineering and 24.49 in human sciences group and the mean of deduction was 25.71 in engineering and 21.39 in human sciences group. Conclusion. Critical thinking skills were low in both groups but higher in engineering group. In spite of differences, it is recommended to use templates and educational methods to improve these skills in educational courses. 

The ability and willingness to verbalize feelings and thoughts are partly dependent on situational and external variables, and students naturally differ in this aspect. The present study investigated the extent to which willingness to communicate (WTC) model (MacIntyre, 1998) could explain the relationship between social-psychological and communication variables in the EFL context. The participants in this study were 45 Iranian engineering students who took the TOEFL and subsequently filled out a WTC questionnaire (MacIntyre, 1998). For data analysis, in addition to descriptive statistics, point-biserial correlation and ANOVA were run. The results revealed that university students’ WTC functions as a trait, and it is low both in and out of the classroom because the students do not need to communicate in English for their basic needs. The results also indicate that no relationship exists between sources of support and components of orientation. Furthermore, in terms of orientation, the learners displayed more integrative than instrumental motivation. Among social support factors, teachers had the main role. Moreover, among all skills, learners were more interested in reading, and the reason they are not willing to communicate in classes is that they might fear being evaluated. Therefore, we need more authentic L2 communication and foster more friendly relationships between learners and teachers. Besides, Language instructors should cover a wide range of areas, from making teaching materials relevant to learners by setting specific learning goals to increasing learner satisfaction.

The present research has been conducted to compare the critical thinking skills and identity styles of technical-engineering students with humanities students of IAU Dezful branch. The research population includes 5280 undergraduate students of technical-engineering and humanities majors who have passed at least 5 educational semesters. The investigated sample size was 357 individuals (consisting of 238 technical-engineering students and 119 humanities students) who have been selected randomly through several steps. In order to collect the data two questionnaires have been used: California critical thinking skills, form (B) and identity styles (ISI-6G). For statistical analysis of data the descriptive statistics (the mean and standard deviation) and inferential statistics (t test, ANOVA, and MANOVA) have been used. The results of data analysis of this research show that there is no significant difference between the critical thinking skills of technical-engineering and humanities majors. But the identity styles of two investigated groups were different and the identity preferences of technical-engineering students were of normative style.