فصلنامه مطالعات تربیتی و روانشناسی
سال یازدهم شماره 2 (پیاپی 24، 1389)

This study deals with the degree of faculty member's teaching load, its relationship with their specialties and also the relationship between the teacher's satisfaction and the quantity and quality of their academic responsibilities based on three variables of faculty, gender, and academic rank. This study is both qualitative and quantitative. The required data were gathered through the study of documents and papers (a quantitative method) and interview (a qualitative method). The population of this study was the faculty member's of Mazandaran University in the educational year of 1385-86. 222 faculty members were selected for quantitative part of the study. Among them 16 faculty members were selected as qualified cases for qualitative part. For analyzing the data gathered through documents and interview, respectively, descriptive statistics and Inductive analysis were used. The analysis of the data gathered through documents indicates that faculty member's mean of teaching load during the given time period was 50.81. The 3 top faculties in this part were, respectively, chemistry faculty with 50.01, official and economics, and natural sciences. Regarding the teaching load based on sex, the results show that female faculty member's mean of teaching load was less than that of the males. The data related to extra cases show the same result. Based on academic rank, the professor's teaching load and extra teaching were higher than that of the other academic ranks. The results about course variety show that the total course number in the Mazandaran University is 3293. Considering 228 fee faculty member and 222 formal faculty member, each member, in average, has 7 courses. Humanities faculty with 696 courses has the greatest number of courses; and Art and Architecture faculty with 41 courses has the least numbers of course. In terms of gender, mal members have 3000 courses and female members, 293. And also, in terms of academic rank, assistant professors with 2241 courses have the greatest number of courses. The results indicate that there was no significant relationship between the faculty member's specialty and their course verity. On the other hand, there was a consensus among faculty members regarding the amount of teaching load and the quantity and quality of their academic responsibilities. Based on these variables as faculty, sex, and academic rank, there was no difference in faculty member's opinions. They were unsatisfied about the quantity and quality of their academic responsibilities.

Implicit cognitions, especially attentional bias for drug-related stimuli (DA), have been shown to play an important role in sustaining of, progression of, and relapsing to substance abuse behaviors. The present research tested the feasibility of attentional retraining with Drug Attention Control Training Program (DACTP). Participants were a sample of in-treatment detoxified durg abusers (N=87), who were randomly divided into a group of controls and a group of trainees; the latter group received three sessions of training with the DACTP. All participants completed a demographic questionnaire, Temptation Questionnaire, Perceived Stress Scale (PSS), Positive Affect and Negative Affect Schedule (PANAS), Situational Confidence Questionnaire (SCQ), Readiness to Change Questionnaire (RTCQ), Personal Concerns Inventory (PCI) and classic and drug-related Stroop tests. Also biofeedback (salavation) measurements were recorded while participants were exposed to dug and neutral stimuli. All participants were tested at post-training and one month later (full follow-up). A brief telephone, six-month follow up was also conducted to monitor their temptation, SCQ, RTCQ, PANAS, PSS, and the dose of their medicine and the number of relapses and lapses. The results showed that training with the DACTP reduces DA and PASS, at post treatment and the first fallow up; temptation and negative affect reduced at post treatment and the six-month fallow up; doses of medicine at fallow up six month; number relapse at fallow-up one and the six–month follow up. Moreover, the reductions were accompanied by increases in SCQ's social problem at work and positive social situations which were observed at post test and the six- month fallow up. The implications of the findings for both theory and practice have been discussed.

The present article related to the subject of the fate of graduateds of School of Educational and psychological Sciences and occupational factors. In related research, two questionnaires were used.Telephone and postal questionnaire". 129 calls were responded to the telephone questionnaire and 157 persons to postal questionnaire. Results indicated being employed about 64 percentages and not working about 36 percentages of the people. The important point is that more than 50 percentages are working through government employment tests.This issue show that economic policies and decision making of Parliament and the government is to what extent can affect the fate of graduateds’job. According to gender, discipline, and student work to join "Student Group" there are some difference in the rate of graduate employment, job stability and having a sense of constant job. Differences is favor of girls, psychology students, student work to join "Student Group" (and some variables such as type of diploma, bachelor and motivation course. differences are not created); Graduates related to social work conditions, have not had a good evaluation. So that the majority of chances and having these people more important than social "skills to" evaluate. the graduates mentioned is also completely negative picture about the field of communication for making employment have in mind. The majority of such people have expressed are with the arrangements of familiarity of the labor market needs and other requirements is not provided at all. Analysis of graduateds’viewpoints Group to extent of relevance of curriculum and employment and entrepreneurship skills development in campus indicate the conditions of these two categories to some extent more positive in respect of the former two categories. to activation the entrepreneurship core (sector) and creating a very active interaction with non- organized parts of economy, introduction labor market orientation to students, to develop workshops of entrepreneurship skills and activities in this, the only way out of crisis.

In this study cognitive therapy based on self-talking technique for reducing the rate of social phobia and factors of interpretation of events related to self and others have been noticed.sample group was 8 women from a 16-person group suffering from social phobia, selected at random from among 27 people referring to counseling clinics.their disorder has been detected by using the instrument of spin diagnosis and DSM-IV.To collect data the inventory of social phobia (SPIN)and the inventory of the interpretation of the events related to self and others were used. The statistical analysis of the data showed that cognitive therapy based on self-talking technique has influenced to reduce the rate of social phobia. the scores of person's social phobia have decreased significantly after the therapy in comparison to the one before the therapy.Although the factors of interpretation of the events related to self and others also have showed changes but these changes statistically were not significant.Keywords: cognitive therapy based on self-talking technique, social phobia, interpretation of events related to self and others.

The purpose of this research is to evaluate students’ critical thinking at Ferdowsi University of Mashhad. A total of 144 questionnaires were sent to undergraduate students to assess their Critical thinking skills. In this research, the Watson-Glaser Critical Thinking Appraisal has been used as of critical thinking’s tool that contains 80 item questions across a series of five test exercises and takes about 60 minutes to complete. Each item requires the application of analytic reasoning skills. Categories of The five exercises are: Drawing Inferences, Recognizing Assumptions, Argument Evaluation, Deductive Reasoning and Logical Interpretation A cross sectional method, T- Test and ANOVA were advantaged to analyze the data. The result indicates that that there is a significant difference between the first year University students’ critical thinking and the last year students’ CT. the research also shows that there is no significant difference between the students’ CT based on their sex and academic discipline. Key words: critical thinking, higher education, Inferences, Recognizing Assumptions, Argument Evaluation, Deductive Reasoning and Logical Interpretation

One of the subjects which have long been obsessing the minds and spirits of deep-thinking believers is the relationship between religion in all aspects and scopes we can consider for it and the model of reason and rationality. The scope of religious studies is full of various and ever-emerging questions in this regard. There are diverse approaches to the relation between these two. Adopting each approach to this relation will result in a totally different method of to mack cleare the religion training, and a different way of explicating religious issues. In this paper, we deal with two approaches: reason-centered and faith-centered approaches. Our main research question is: Should we adopt a reason-centered or faith-centered approach to explicate the religion training? In case education system adopt the reason-centered approach to preaching the religion, what kind of rationality should be raised in this approach? And if it is faith-centered, what kind of faith should be considered? To answer these questions in this paper, we have elaborated on reason-centeredness and faith-centeredness, analyzed types of rationality and faith-centeredness, and discussed the suitable rationality and faith-centeredness for the religion training through education system.

After a relatively long period of centralization and with the beginning of decentralization experiences since 1970s, the periodical orientations and trends of governments towards both centralization and decentralization systems appeared. Stemming generally from political and economic domains, decentralization entered curriculum and education system from these domains. Problems such as deficiencies in professional human resource, the lack of sufficient funds and support, teacher's resistance, globalization, etc resulted in government's orientations towards recentralization in order to improve education quality and solve these problems. Considering centralization and decentralization, especially in education and curricula, main causes of derivation from original objective of decentralization, including focus on peripheral aspects, such as financial, administrative and managerial ones (hard exposure) and less attention to main objective of quality improvement and curriculum development (soft exposure) have been explained. These two exposures to decentralization were practically encountered in curriculum and education system followed by inaccurate and false perspectives on decentralization. True understanding of these two systems, characteristics and correct exposure and rational to them can help to curriculum enhancement. Implications of centralization and decentralization to IRAN curriculum system by consideration of its inclusive historical and cultural background and orientation toward its decentralization together with Iran's current condition has been explained.

The paper studied the mechanism of research priority setting in Educational system of Tehran City. Research has been employed a mixed method (quantitative and qualitative). The framework of study has been organized in four steps: 1. Documentary Studies 2. Field study 3. Qualitative survey due to model design 4. Accreditation study. The research used a stratified sampling method to select participants from experts and professionals in education research domains,. Data collecting process was done by a researcher –made questionnaire and data were analyzed by T- one & two sample tests and one way ANOVA.The research also covers items such as definitions, concepts of needs assessment principles, structures & key frames of needs assessment based on reviewing literature, evaluation & validation that results are discussed at the end.

The goal of the present research was to determine the extent to which students use study and learning strategies (SLS), and its relationship with their academic achievement. Participants were 425 students from Literature and Social Science and Engineering schools of Ferdowsi University of Mashhad, who were randomly selected among two grades (i.e., Year One and Three) from both types of university admission (i.e., First Admission vs. Second Admission). Karami's Questionnaire of Study and Learning Strategies in the Persian language was administered. Findings indicated that the student's usage of the SLS could be classified at the intermediate level, with the female students scoring higher than males, and those from the Literature and Social Science school scoring higher than those from the Engineering school. There was no difference among the students in regards with their admission type or grade. Also there was no correlation between the student's scores on their National University Entry Exam with their use of the SLS; however, there was a positive correlation between the student's SLS with their mean scores from their high school and their mean scores at the university from the previous semesters. The results of a regression analysis showed that meta-cognition process of knowledge and self-control had the most important roles in the academic achievement of the students.

The aim of this study was to evaluate the effectiveness of reality therapy ingoup method to enhance self eseem of the students of ferdowsi university of mashhad. thehypothesis of research is reality therapy in group method increases students self esteem.The research desing was experimental as pre- test,post- test and followup with experimental and control groups.The research sample involve 22 subject who scored poorly on the Coopre Smith self esteem test and was assinmented randomly in two groups. The subjects of exprimental group recived 8 treatment sessions and the subjects of control group don’t receive intervention.for test the hypothsis, paird analysis of variance in repeated mesasure was used to compare the means of subjects self esteem score in three stage in two groups and independent T-tet was used to compre the means of pre-tests cores of two groups.The results of paired T-test independed indicate the two group in pre test wasnt significantly difference and results of paird analysis of variance in repeated measure indicate that in experimental group, the means of post test scores was significantly more than pre test scores (p0/05).

This study was aimed to investigate relationship between child rearing styles and Young’s Early Maladaptive Schemas(EMSs).The child rearing questionnaire and Young’s schema questionnaire (short form) was administered to a sample of 150 students in college. Multiple regression analysis revealed that child rearing styles predicted some of EMSs. Results indicated that authoritative style predict Abandonment / Instability schema and permissive style predict Intitlement / Grandiosity schema