نشریه اندیشه های نوین تربیتی
سال یازدهم شماره 2 (پیاپی 36، تابستان 1394)

The present research aimed at studying the role of family function، self-esteem، self-efficacy and personality type in the prediction of academic achievement motivation. The method of this research was descriptive–correlational. The research population included all Semnan high school students in 1390 academic year. Out of this population، 400 high school students were selected by cluster random sampling. The instruments used for the purpose of data collection were Bahrani’s motivation of academic achievement questionnaire (1372)، the general self-efficacy scale of Schwarzer and Jerusalem (1981)، Rosenberg self-esteem scale (1965)، Najarian’s family function questionnaire (1374)، Eysenck personality inventory (short form) (1982). The results showed a significant positive relationship between academic achievement motivation with family function and its related components، self-esteem، extraversion and self-efficacy. Also، there was a significant negative relationship between neuroticism and academic achievement motivation. The results of step-wise regression analysis showed that family function، self-efficacy، extraversion، self-esteem and neuroticism respectively have an important and significant role in the prediction of academic achievement motivation. Generally، the variables explained 33% of motivation of academic achievement variance.

The present research aimed at investigating the effect of smart schools on computer anxiety، self-regulation and academic performance of high school students comparing with that of non-smart schools. Causal-comparative method of research was used. The instruments used for collecting the data were computer anxiety (CARS)، self-regulation and Dortaj academic performance. The population was all Yazd first grade high school students in the academic year of 2012-2013. The sample consisted of 102 smart school students that were selected through complete enumeration method and 102 non-smart students selected by matching (matched by gender، parental education and socioeconomic status). Data analysis was performed via both descriptive (descriptive statistics indicators) and inferential statistics (t-test and Pearson’s correlation coefficient). The results showed that there was a difference between smart and non-smart schools in computer anxiety، self-regulation and academic performance. There was a positive significant correlation between self-regulation and academic performance variables، a negative correlation between self-regulation and computer anxiety and no significant correlation between computer anxiety and academic performance. Concluding، the application of new technologies in smart schools can solve many educational problems

Today، the World Wide Web is adding a new dimension to the students'' information seeking behavior and they need to be able to evaluate different information that are found on the web. So، using critical thinking skills is necessary when using web resources. Accordingly، the purpose of this research was the investigation of the relationship between information seeking behavior on the web and critical thinking skills of master’s students of Alzahra University in the academic year of 2012-2013. Systematic categorical random sampling was used and finally 212 questionnaires were analyzed. Data was collected using two instruments including California Critical Thinking Skills Test (CCTST- form B) and a researcher-made questionnaire of information seeking behavior on the web according to Meho and Tibbo model (2003)، the validity of which was confirmed using experts’ views. The reliability of the researcher-made questionnaire was estimated using Cronbach alpha and it turned out to be 0/94. The results showed no significant relationship between critical thinking and information seeking behavior on the web and the mean of students'' critical thinking skills in eight faculties was the same but their mean scores for information seeking behavior were different. The students used internet a lot and in their information seeking process employed a variety of activities. Their activities on the web included: identifying subject and finding information resource، chaining، browsing، differentiating، monitoring، extracting، networking، verifying and information managing. The mean score of students'' critical thinking skills was 12. 78، indicating the low power of this skill among students under study.

This study aimed at investigating the strengths and weaknesses of employing ICT from the perspective of the origin of the curriculum (centralization and decentralization). The population of this descriptive survey included all 50 members of Iranian Curriculum Studies Association who were teachers and curriculum specialists in the following universities: Allameh Tabatabai، Kharazmi، Shahid Beheshti، Tehran University، Tarbiat Modares، and Shahed، out of which 30 individuals were selected as the sample using adequate sampling method. To collect the data two questionnaires having 17 and 25 questions were used. The results revealed the following: one of the major strengths of the application of ICT in the centralized curriculum was speeding up the access to information for the students، and improving teaching-learning activities; the weaknesses of ICT application in centralized curriculum were reducing flexibility in the curriculum، and limiting the time in the learning process. Furthermore، among the major strengths of the decentralized application of ICT in the curriculum were reducing educational inequality، enabling personalized learning and first-hand experience، and independent learning، and its weaknesses were the lack of hardware (devices، networks، etc.)، and software، and lack of human resources in the field of educational software applications

Self-concept is the behavioral incentive maintaining the momentum. Every single individual action and behavior is proportionate to temporal contemplation. The evolutionary psychologists have noted that beliefs and ideological viewpoints are posited as the fundamentals in the emergence of solid and integrated self-concept. Due to the fact that the philosophical and anthropological fundamentals are the cornerstone of configuration of the ideological beliefs، anthropological findings contribute to rising modification in pedagogical system affected by social science and psychological studies and planning. Accordingly، it leads to paving the way for reaping the harvest of sustained development amalgamated with pedagogical innovation. Being independent of reviewing the indispensable theoretical linchpins، the innovative pedagogical approaches can cause restricted alteration per se. Hence، the researchers attempted to delineate self-concept paradigm based on Islamic philosophy (Javadi Amoli''s anthropological mainstay) upholding modification in the social science and psychology; consequently، it facilitates major upheavals in rudimentary، sophisticated as well as local modification in psychology and social science. The population of the research was the well-known books of Ayatollah Javadi Amoli published from 1372 to 1391. The research was conducted within the hermeneutic methodology regarded as a qualitative one. The results showed advisory self-concept paradigm as having three main categories including process، content and skills in which each component encompasses its sub-components in depth.

The aim of this qualitative study was the inquiry of the most common issues in the academic relationship between university professors and their students in the course of writing dissertations. The data was collected from a sample including fourteen graduate students of philosophy of education. Semi-structured interviews with open-ended questions were conducted. Critical hermeneutics was applied to interpret the data due to its ability to deconstruct hierarchical relations existing between students and their supervisors. Students، supervisors، and their mode of interaction were three main elements of this study. The analysis of the data revealed that most of interviewees were dissatisfied with their relationships. We suggest that the students’ research skills should be improved before they take on writing their dissertations. We also came to this conclusion that further clarifications in terms of duties vis-à-vis responsibilities of both parties are necessary and that these clarifications can prevent future confusions and misunderstandings to occur; also، clear contracts can provide a legal ground for any formal complaints.

Type D personality as a factor increases the psychological turmoil، health issues and unpleasant clinical consequences and has devastating effects on the physical and psychological health of individuals. The aim of this study was the determination of the relationship between alexithymia and the locus of control with type D personality among students. The sample included 92 students (64 girls and 28 boys) who were selected by multistage random sampling. To collect the data، Toronto Alexithymia Scale (Bagbay، Parker & Taylor، 1994)، Locus of Control Scale (Rotter، 1996) and Type D personality Scale (Denollet، 1998) were used. The results of Pearson correlation showed that there is a meaningful relationship between type D personality and superficial thought (P<0/005) and external locus of control (P<0/002). Also the results of regression showed that there is a meaningful relationship between alexithymia and social inhibition (b=0/30)، negative emotion (b=0/22) and external locus of control (b=0/21) and it can predict these factors. The results of this study convey the importance and necessity of considering the question of identifying the locus of control and the correct guidance of it and also the manner of individuals'' emotional expressiveness and the prevention of its improper practices. This study also tries to decrease the consequences of negative factors associated with type D personality to their minimum level.