فصلنامه پژوهش در نظام های آموزشی
پیاپی 38 (پای ی ز 1396)

The purpose of this study was to determine The effectiveness of the educational package based on mind mapping multimedia software, on the cognitive skills of science lesson of female students of eighth grade. The methodology of research was experimental, with pretest-posttest and control. The population of the study was 8th grade girl students of Kerman schools selected by multistage cluster sampling and randomly divided into two groups (20 person in experimental group and 20 person in control group). In pre-test and post-test, all subjects were evaluated by using a researcher-made test of cognitive skills in the science course, including 60 multiple-choice questions and 10 essay questions. The experimental group received the educational program in 10 sessions. Data were analyzed using covariance analysis. The results of this study show that the students has been trained by educational package based on mind mapping multimedia software, obtained the higher score in total cognitive skills as well as all level of cognitive skills specially in skills such as remember, understand, apply and analysis. Also, according to the results of this study, it is suggested that the mind maps are used as a tool to activate student's previous learning And connecting the concepts of the courses, in order to understand more about education and teaching materials.

The purpose of this study is to determine the relationship between the components of gender inequality (social, educational, cultural, economic, political, and legal) and women’s motivation. This cross-sectional study was correlational. The participants included 360 female students aged 20 to 35 who were from Sari, Tonekabon, and Chalus Universities, randomly selected and clustered. Two questionnaires were used to collect the information from Gender Inequality Inventory and Valerand Educational Motivation Questionnaire. The data were analyzed using descriptive statistics, Pearson correlation and regression in SPSS version 23. There was a positive correlation between the total components of gender inequality with academic motivation. As a result of the increase in gender inequality, academic motivation increased. The correlation between educational inequality, economic, legal, political and academic motivation was significant. Based on the findings, the importance of gender inequality on women's academic motivation was discussed.

This aim of the study was to determine the constituent elements and factors influencing on academic success of top rated entrance exam in term of a paradigm model. A qualitative research, grounded theory method based on Strauss and Corbin's approach and semi-structured interview were used for attaining this goal. Participants included 33 students among top rated entrance exam in different fields of study and degrees in 2016-2017, which were selected based on theoretical sampling method and saturation principle. Data analysis was done based on three approaches including open, axial and selective coding. Results of study indicated that the construct of academic success as the main category comprises from element of attaining the goals and some of elements comprising this case were “acceptance in famous university”, “attaining to higher scientific degree”, and “expertise in the field of study”. Some factors influencing on academic success included Teleological and Self-Beliefs as the casual conditions, family support and educational facilities as the contextual conditions, academic intelligence as the intervening conditions and perseverance and planning as the action/interaction strategies. The core category is Academic Success Motivation, which includes all influential casual, contextual and intervening factors on academic success, and the final answer to main question of research, that is influential factors on academic success.

The purpose of this study was the mediating role of coping styles in the relation between core self-evaluations and academic burnout. By multistage cluster sampling, 233 students of Islamic Azad University from South Tehran Branch were chosen studying in bachelor’s and master’s degrees in 2015-2016 and completed Core Self-Evaluations Scale (CSEs; Juge, Ereza, Bono & Thoreson, 2003), School Burnout Inventory (SBI; Breso, Salanova & Schoufeli, 2007) and shortened version of the Coping Inventory for Stressful Situations (CISS-21; Calsbeek, Rijkan, Henegouwen & Dekker, 2002). The results of path analysis showed that problem-focused coping and emotion-focused coping had significantly mediating role in relation between core self-evaluations and academic burnout but avoidant coping has no significant mediating role. The data showed that problem-focused coping and emotion-focused coping had negative mediator role in relation between core self-evaluations and academic emotional exhaustion, academic uninterested, and had positive meditaitor role with academic inefficacy. Accordingly, it can be said that personality traits as a person can predict individuals differences in people’s coping styles and academic burnout. From these findings it can be concluded that training coping style reduce academic burnout effectively.

Development literature show that the main concern of international organizations and scholars and scientific and research centers in the third millennium is human education and scientific development as an effective factor in development. This research aims to investigate the time series of the impact of science and technology on development. The type of this longitudinal research is time series and is intended to estimate, predict the time series of the impact and the trend of science and technology on development in the period 1980-2015 in 12 selected countries. The Selected countries have been selected in a targeted way.
The results of data analysis with R software show that by analyzing the significant difference between countries in the variable of human resources and education and technology variables by ANOVA, Significant differences between countries are confirmed.
The results of dispersion graphs in all selected countries show upward trends. In general, the results indicate that growth and development during the 1980s to 2015 is on the rise and the trend of the impact of education and technology variables on development is on the upside, too.

This research aims to develop strategic leadership components by referring to the views and definitions provided by experts and examining their compatibility with the characteristics required by senior managers of the University of Farhangian. In order to achieve the above objectives, the mixed research method has been used. Qualitative stage is used to extract and compile the components using qualitative content analysis method and in the quantitative stage, a survey method has been used. Findings of the research show that, from an individual's point of view, strategic leadership has features such as managerial wisdom, learning, flexibility, absorption capacity, adjustment capacity, and creative stress.
Organizationally, the strategic leader, with the characteristics of the linkage of activities with the organization's strategy, is identical to the future, global management, productivity and continuous improvement, motivation and persuasion, change management, continuous monitoring, close relationship between the leader and the follower ... . In an environmental field, a strategic leader should consider his own plans by observing the organization's surroundings, strategic thinking, explaining the right path, foresight, prediction, competitive advantage, customer orientation, and market development. Also, the results of the research showed that apart from the competitive advantage, all other features of strategic leadership were essential for senior managers of the University of Cultural Exchanges.

The purpose of this study was to achieve the student's mental meaning and their understanding of the university before entering this environment. Therefore, the phenomenological method was used and through analysis of the information we conducted a series of in-depth interviews with 53 undergraduate students from the University of Tehran from social sciences, engineering, basic sciences, law and political science, literature and the humanities and fine arts. The result of the research is a systematic description of the student's mental meaning toward the Iranian university. Communication with other students and the creation of friendly teams and interactions with the opposite sex, people from other cities and different cultures, and spending time and leisure time with them outside the classroom are some of student's perceptions. Students want to raise their social class and earn credit by entering the large and comprehensive university. Despite so many dissatisfaction regarding the dormitory, the positive mental meaning of student is that living in the dormitory can improve personal skills including individual independency, financial management, social interactions, self-recognition and adaptation. Small number of students have the meaning of gaining skill in the University for Future Occupation.

Nongovernmental schools were formed as a collaborative and emerging organization in Iran, with the goal of empowering the main owners of education, parents and creating a climate of cooperation and cooperation. Measuring the effectiveness of these schools, from the internal and external dimensions of the field of development or non-development, and removing the strengths and weaknesses. For this purpose, the paper uses a balanced scorecard model and analyzes temporary data coverage. The present research is of a kind, applied-analytical, and in terms of data collection method, is a library-field research. Using simple random sampling method, 30 schools from 20 areas of Tehran were selected as the statistical sample. Of these, 10 primary schools, 10 secondary schools and 10 second secondary schools, and the period of the academic year of 1996-96 Is. The results of this research provide a suitable and applicable model for ranking, planning and improving the performance of schools that can be used in other organizations such as banks, water and more.

The purpose of this study was to compare self-esteem, locus of control and perfectionism among athlete female and male students of athletes with non-athlete male and female students. The research method was comparative. The statistical population was all male and female athlete students in the 12th Olympiad of Sport Games in Tehran in August 2014, of which 92 were selected randomly and were matched by 92 non-athlete female and male students from Tehran, Shahid Beheshti, Allame Tabatabai and Qom universities in terms of demographic variables including age, gender, level of education and marital status. To collect the data, Cooper Smith's self-esteem questionnaire and Nowicki-Strickland locus of control questionnaire and positive and negative perfectionism tests of Terry-Short et al were used. Two-factor multivariate variance analysis showed that there is a significant difference between athlete and non-athlete subjects in their locus of control and self-esteem variables. But in gender comparisons, women and men have only a significant difference in the variable of the locus of control. The analysis of gender-based interactions with group showed that there is a significant difference between male and female athletes compared to non-athlete men and women only in variable of locus of control. There was no significant difference between athletes and non-athletes and women and men as well as athletic interaction and gender regarding the perfectionism variable (P