نشریه اندیشه های نوین تربیتی
سال دهم شماره 2 (پیاپی 32، تابستان 1393)

This study is aimed at investigating the relationship between ICT usage and social skills in elementary students in Hamedan. Children use ICT tools for recreation، playing and learning and these tools affect their cognitive، physical and social process. Therefore، this study was conducted based on the following hypothesis: the use of ICT has relationship with social skills of elementary school students. The population of this research included elementary students’ parents in Hamedan. Out of this population a sample of 430 parents was selected using stratified random sampling. Data was collected using a researcher-made questionnaire. The validity of the questionnaire was obtained based on 10 educational and ICT expert views and its reliability was estimated to be 77. 75. Data was analyzed using descriptive and inferential statistics and mean، standard deviation، Pearson correlation and Stepwise regression were calculated. The results of the study revealed a negative relationship between the components of ICT such as duration of use، years of use، computer game using، internet and mobile use and social skill components such as self-expression، cooperation، and relationship powers. A positive relationship was also found between ICT components and decision-making skills. The stepwise regression analysis showed that we can predict children''s social skills based on their ICT use.

The aim of this study was the investigation of the effect of Vygotsky''s social-cultural approach to education on cognitive-social development of pre-school trainees in Sanandaj. Research method used in this study was of quasi-experimental type with pre-test، post- test and control group. The population of the study consisted of girl preschool students in Sanandaj in school year of 2011-2012. Out of this population a sample size of 60 students (30 in experimental group and 30 in control group) was selected using purposive sampling. Data was collected using Tehran-Stanford-Binet intelligence test and Vinland social growth questionnaire. First، a pre-test was administered to both experimental and control groups، then the experimental group went under 3 months training based on Vygotsky’s social-cultural approach and then the post- test was administered to two groups. For the purpose of data analysis descriptive (mean، standard deviation) and inferential statistics (ANCOVA) were used. The results showed significant difference between two groups in their cognitive- social development and the components of visual/abstract reasoning، verbal reasoning، and short-term memory. However، no significant difference was seen in their numerical reasoning. The findings also revealed that the experimental group had a better social development than control group which was obvious in their significantly different means.

The current study is aimed at comparing the state of incorporation of information and communication technology in educational administration and curriculum of smart schools in countries of Australia، Malaysia and Iran. In this descriptive research comparative analysis based on George، Z، F، and Bereday were used. The population of the study consisted of all smart schools in these three countries. Malaysia and Australia were chosen as the sample because they have been pioneers in making smart schools. In Iran، 4 high schools were chosen through target sampling as smart school pioneers. The results revealed that there has been a considerable success in Australia regarding the incorporation of information and communication technology in educational administration and curriculum of smart schools using different administrative software such as content administration system، network administration system and incorporating information and communication technology to educational administration and curriculum (such as online education) and evaluation process. Malaysia could incorporate all six parts of educational administration by designing an administrative system for smart schools and has been almost successful in incorporating information and communication technology into its curriculum and student evaluation process. Iranian smart schools are also moving toward taking benefit out of incorporating information and communication technology into their educational administration، curriculum and students’ evaluation process، but traditional methods are still being used in administration and management of schools.

The aim of this paper was studying the relationship between components of organizational justice and organizational commitment in teachers of elementary schools in Tehran. For this purpose، 486 teachers in elementary schools have been chosen through multi stage sampling. Niehoff and Moorman’s (1993) questionnaire was used to measure organizational justice and Meyer and Allen’s (1990) questionnaire was employed to measure organizational commitment. In order to analyze the data، statistical methods of correlation coefficient and regression analysis were applied. The findings showed a positive and significant relationship between threefold components of organizational justice (namely distributive، procedural and interactional) and general organizational commitment and its threefold areas (namely affective، normative and continuance commitment) except for the distributive justice component and continuance commitment. Among all predictor variables (i. e. threefold components of organizational justice: interactional، procedural and distributive)، interactional justice turned out to be the best predictor variable for organizational commitment in a way that interactional justice along with distributive justice managed to predict affective organizational commitment. Furthermore، in predicting normative commitment and general organizational commitment، interactional justice was the only variable which played a role and had the capability of predicting normative and general commitment. Also procedural justice could predict continuance component of organizational commitment.

The aim of the present study was comparing alexithymia، mental health and academic performance of the female students in divorce and non-divorced families in Behbahan. The population of this study consisted of female students of divorce and non-divorce families in Behbahan، controlling for the effect of their socio-economic status. Out of this population a sample of 30 high school students in divorced and 30 in non-divorced families was selected randomly. The instruments used in this study were the Toronto Alexithymia Scale (TAS-20)، General Health Questionnaire (GHQ) and the grade point average of the students in the school year of 1390-91. MANCOVA test was also used for analyzing the data. The results of MANCOVA revealed that there was a significant difference between alexithymia of the divorced and non-divorced families. The alexithymia of the divorced families was more than that of non-divorced families، and the mental health of the divorced families was less than that of non-divorced families. Also academic performance of the divorced families was less than that of non-divorced families.

The aim of this study was distinguishing the clusters of students’ educational emotion profile in terms of educational procrastination، goal orientation، and motivational beliefs. This study additionally examines the difference between these profiles concerning educational achievement. To this purpose، the study was conducted according to survey and causal-comparative methods. The sample of the study، including 407 students was selected among Tabriz high school students، using multi-stage cluster sampling method. Motivational Strategies for Learning Questionnaire، Achievement Goal Questionnaire، and Procrastination Assessment (Student Sample) were employed to identify the clusters of educational emotion profile. Cluster analysis، discriminant function analysis، and independent t-test were used to analyze the data. The results of cluster analysis revealed adjusted (n=225) and maladjusted (n=182) educational emotion profiles among students. The first cluster، that is students with adjusted educational emotion profiles، includes students who displayed high scores in task value and self-regulation، average score in their agony with procrastination، changing habit of procrastination، and mastery goal orientation، and goal orientation، and also low scores in test anxiety، procrastination in task، exam، and preparing term papers، and mastery-avoidance goal orientation. On the contrary، the second cluster، that is students with mal-adjusted educational emotion profiles، embraces students with high scores in test anxiety، mastery avoidance goal orientation، procrastination in task، exam، and preparing term papers، and average marks in their agony with procrastination، changing habit of procrastination، and mastery goal orientation، goal orientation، and also low scores in task value and self-regulation. The results of the independent t-test demonstrated that the students with adjusted educational emotion profile gained higher educational achievement in comparison with those in the opposite cluster.

This study was aimed at examining the relationship between perfectionism and test anxiety and academic procrastination among undergraduate students at Shahid Rajaee University of Tehran. The research method used was descriptive and correlational. The sample of the study included 385 undergraduate students (189 females and 196 males) who were selected through stratified random sampling. The subjects completed Solomon and Ruth Bloom''s Academic Procrastination Scale، Perfectionism Questionnaire and Spielberger''s Test Anxiety Scale. Data analysis was conducted through statistical methods such as descriptive statistics، regression، simultaneous and stepwise regression، z Fischer، and T. The results showed a significant and positive relationship between academic procrastination and perfectionism (p<0. 01، r= 0. 24). Also، there was a positive and significant relationship between academic procrastination and test anxiety (p<0. 01، r= 0. 21). The results of inter-regression showed that the variables of perfectionism and test anxiety could predict academic procrastination significantly. In general، these two variables could account for academic procrastination with 8 percent variance. Given these findings، it can be said that increasing perfectionism and test anxiety among undergraduate students will lead to increasing amount of academic procrastination.