نشریه اندیشه های نوین تربیتی
سال یازدهم شماره 3 (پیاپی 37، پاییز 1394)

The current study aimed at structural equation modeling of the relationships among performance and effort expectancy, social influence, facilitating conditions and hofstede cultural dimensions(masculinity/ femininity, uncertainty avoidance, individualism/ collectivism, power distance) and Information technology acceptance. 150 High school teachers of urmia city where selected with clustering sampling method in two steps and answered a questionnaire comprising of the following subscales: intention to use, performance expectancy, effort expectancy, social influence, facilitating conditions(venkatesh et al, 2003), individualism /collectivism, uncertainty avoidance, and power distance(Srite and Karahanna, 2006) and masculinity/ femininity(srite, 2000). Structural equation modeling with Partial least squares method was used for data analysis. Findings showed performance expectancy, effort expectancy and social influence had positive and significant effects on intention to use, facilitating conditions and masculinity/ femininity had positive effects on use behavior, and also the effects of uncertainty avoidance and power distance were negative. But the effect of individualism/collectivism wasnt significant. Finally the tested model predicted 27 % of variance in intention to computer use and 19 % of use behavior.

Inthis research, the Effect of Pilgrimage on reinforcement of thereligious identity of university Students were investigated. Research methodwas quasi-experimental with pre-test and post test design with control group. Forty students were selected from community of university of Mazandran by purposed sampling, and randomly they were divided into two experimental and control groups. After administering of the religious identity pretest on both groups, the experimental group for the pilgrimage performances for 12 days periods were dispatched to Mekka. But Control group did not receive any of intervention. After returning of students from the pilgrimage, post tests were administered immediately, while follow up tests were administered after a period of six months. Data were analyzed through repeated measures analysis of covariance and multi covariance analysis.The results shows that between scores mean of experimental group and control group have significant difference(p>001).

The main purpose of this research is to study of the relationship between the manager's leadership styles and Organizational learning among Ray city high school. Statistical Society in high school girls and boys, including three areas Rey city area 1, area 2 and is Kahrizak. Among the census method all high schools (68 high school) in the study were considered as examples. Two questionnaires were used to determine leadership style and organizational learning. Factor analysis and Loop method were used to determine the reliability and finally calculate reliability using Cronbach's alpha for the questionnaire leadership style 0/87 and for organizational learning questionnaire 0/94 obtained. This descriptive study - data correlation and analysis of descriptive and inferential statistics (multiple regression stepwise method and pierson corralation) was used. Results showed the leadership styles of Managerial, Participative, Transactional, Post Modern, Contingency and Moral There is a significant and positive relationship with organizational learning and in total 63% of variance in organizational learning are explained. Participative leadership is the most important contribution (45%) in explaining organizational learning.

In order to recognize the features of Islamic schools of Iran, and introducing a favorable model of an Islamic school, this research was conducted in Islamic schools which are completely non-governmental and under the management of cultural-educational institutes, through descriptive-measurement method and by instruments of gathering information such as lengthy interviews, field observations of the facilities and instruments, and classrooms and taking notes of them, ----- of documents.The sampling method was the available one and the sample consisted 23 schools of Tehran, Isfahan and Mashhad. To analyze the gathered data, the descriptive method was used and the frequency of each of the considered features were pointed out. The results show that the reviewed Islamic schools have dimensions such as communication, extracurricular and training programs, components such as symbols of organizational identity and variety of curriculum and features such as rules for the selection of the staff and the students. They also put emphasis on the religious, ethical, social, political education of the students.

In the present research was to examine the role of attachment styles to predict coping styles & assertiveness. In doing so, adescriptive-correlation research method was adopted. The statistical population involved students of Kashan University studying in academic year of 2011-2012. From among them, a number of 400 students were selected using stratified sampling method. To collect data, 3 questionnaires including Hazen & Shaver's Adult Attachment Interview(AAI), Endler & Parker's Coping Inventory for Stressful Situations(CLSS) & Gambrill & Richey's Assertiveness Interview(AI) were utilized. To do data analysis, Pearson's Correlation Coefficient Test & simple linear Regression, statistical methods were adopted in this study. The results of regression analysis showed that attachment styles can positively predict problem-focused coping style, avoidant coping style & assertiveness. Also avoidant insecure attachment style positively predicted emotion-focused coping style and negatively predicted problem- focused coping style & assertiveness. Results of regression analysis from male & female students showed that, in predicting coping styles and assertiveness performed by attachment styles there was a meaningful difference between boys & girls. Being congruent with those of other studies, our results represented the point that attachment styles meaningfully predicted coping styles & assertiveness

The role of human relations in Islam educational system is very prominent. The purpose of this study was to investigate the teachings of Educational infallibles on desired relations and prosperous. The research method has been descriptive- analytic, and for the purpose of gathering the research data, the Hadith texts related to the subject of research were gathered from the resources by the means of note taking forms, and were analyzed in a qualitative manner. The results of the research indicate that the domain of human desired relations in educational teachings of infallibles includes the human connection with God, with oneself, with other human beings and with the universe.

The purpose of the article is to identify the components of anthropology of ‎Islamic mysticism and its implications in the citizenship education. The ‎questions are: 1) what features does the human have based on the School of ‎Islamic mysticism? 2) What are the implications of anthropology of Islamic ‎mysticicism in the citizenship education? In order to study the anthropology of ‎Islamic mysticism and type of Islamic mysticism look at Human, it can be ‎considered four fundamental components of Islamic mysticism; i.e. Unity, love, ‎cognition and self-awareness, and ethic-oriented. Therefore, it has been got to ‎study the components of anthropology of Islamic mysticism and extracting its ‎implication in the citizenship education using the philosophical inference ‎method.The study results shows that anthropology of Islamic mysticism provides ‎capabilities and backgrounds for him by expressing its components of human ‎that it can be extracted the implication in the citizenship education. The citizens ‎who will solve the citizenship problems and their perfection in society based on ‎love and ethic-oriented and based on identifying its inner world in a united and ‎integrated form.‎