نشریه جامعه شناسی آموزش و پرورش
سال نهم شماره 1 (پیاپی 19، بهار و تابستان 1402)

Academic counterproductive behaviors are intentional behaviors that endanger the norms of a group or organization and reduce the health of the group or organization. As a result, the aim of this research was to determine the effectiveness of education based on social responsibility on students' academic counterproductive behaviors.

This research in terms of purpose was practical and in terms of implementation method was semi-experimental with a pre-test, post-test and 45-day follow-up plan with a control group. The research population was the 9th grade male students of Tehran city in the academic years 2021-22, which 34 people of them were selected with using the available sampling method and randomly divided into two equal groups (17 people in each group) including experimental and control groups. The experimental group received education based on social responsibility for 10 sessions of 45 minutes, and the control group did not receive any education during this time. Data were collected with the academic counterproductive behaviors scale (Rimkus, 2012) and analyzed with the method of variance analysis with repeated measurements and bonferroni post hoc test in SPSS-24 software.

The results showed that education based on social responsibility reduced students' academic counterproductive behaviors and all its components, including cheating and plagiarism, alcohol consumption, drug consumption, discriminatory behavior, absenteeism, procrastination, deviant behavior and laziness and the results in the follow-up phase also remained (P

There are many and diverse curricula in the educational organization, and this research was conducted with the aim of designing a curriculum pattern based on the components of aesthetics and art in the period of secondary school.

The current research in terms of purpose was applied and in terms of implementation method was qualitative. The research population had two sections of written documents related to the subject, which 35 documents with the purposeful sampling method were selected as samples and experts related to the subject, which 15 people using the snowball sampling method were selected as samples. The research tool was note-taking of documents and interviews with experts, whose validity was confirmed by the methods of acceptability and verifiability, and its reliability was obtained by the method of the agreement coefficient between two coders of 0.86. Data were analyzed by open, axial and selective coding method in One Note software.

The findings showed for curriculum pattern based on the components of aesthetics and art in the period of secondary school was identified 485 indicators, 24 components and 10 dimensions in four elements of goal, content, teaching methods and evaluation, so that in the goal element had 2 dimensions and 5 components including skills (with 2 components of acquisition goals and cognitive and metacognitive goals) and individual (with 3 components of learner-based goals, aesthetic goals and moral goals), in the content element had 3 dimensions and 8 components including environmental (with 2 components of learning environment and learner-based content), artistic-cultural (with 2 components of content based on society and culture and content based on art and aesthetics) and content form (with 4 component of literary form, representational form, visual form and drawing/visual form), in the teaching methods element had 3 dimensions and 7 components including artistic (with 2 components of aesthetic-oriented and nature-oriented), innovative (with 2 components of creativity-oriented and team-oriented and participation-oriented) and technical-humanistic (with 3 components of media-oriented, project-oriented and workshop-oriented and the ability of the teacher in teaching) and in the evaluation element had 2 dimensions and 4 components including scientific (with 2 components of qualitative evaluation and evaluation based on results) and artistic-ethical (with 2 components of aesthetic evaluation and moral evaluation). Finally, a curriculum pattern based on the components of aesthetics and art in the period of secondary school was designed.

The designed curriculum pattern based on the components of aesthetics and art in the period of secondary school of the present research along with other designed patterns can be used by experts and curriculum planners in designing a comprehensive curriculum pattern.

The extracurricular curriculum can play an effective role in improving the curriculum. As a result, the aim of this study was to synthesis of the extracurricular curriculum components.

This study in terms of purpose was fundamental and in terms of the implementation method was qualitative from type of synthesis. The research population was 200 articles related to the extracurricular curriculum of 2000-2020, which 113 case of them were selected after the initial review with the purposeful sampling method. The research tool was note-taking of articles related to extracurricular curriculum. The data obtained from note-taking were analyzed by content analysis method.

The findings showed that were identified 53 components for the extracurricular curriculum, which the most important were include: 1. The effectiveness of extracurricular activities, 2. The effect of extracurricular activities on social development and all aspects of social skills, 3. The implementation of the principles and characteristics of extracurricular activities, 4. The reasons for not participation in extracurricular activities, 5. The effect of extracurricular activities on academic achievement, 6. The effect of cultural, social, economic and etc. factors on extracurricular activities, 7. The role of study, sports, scientific lectures and educational workshops on extra-curricular activities, 8. The programs, organizations , human resources, budget and facilities of extracurricular, 9. The coordination of activities based on desire, needs, interests and talents, 10. The providing health, raising the level of health and improving people's health and 11. The identifying the effects and values of extracurricular activities in line with the evolution of the official program.

The results of this study were identified some of the most important components of the extracurricular curriculum, which specialists and planners based on can take an effective step towards improving the design and implementation of the extracurricular curriculum.

Learning strategies play an important role in performance and academic progress, and the design of various models can be effective in this field. As a result, the present research was conducted with the aim of designing a model of learning strategies.

The current research was cross-sectional in terms of time, applied in terms of purpose, and qualitative in terms of execution method. The research community was academic documents and experts about learning strategies in 2021. The sample of the research was 15 documents and 20 university experts who were selected as a sample based on the principle of theoretical saturation and after checking the inclusion criteria with the purposeful sampling method. The tools of the current research were note-taking and semi-structured interview, the validity of which was confirmed by the triangulation method and the reliability was obtained by the agreement coefficient method between two coders of 0.85. Data were analyzed by coding method in MAXQDA software.

The findings showed that the pattern of learning strategies had 47 indicators, 7 components and 2 dimensions; So that the dimension of cognitive strategies had 4 components of repetition strategy, expansion strategy, organization strategy and evaluation strategy, and the dimension of metacognitive strategies had 3 components of planning strategy, monitoring strategy and organizing strategy.

According to the indicators, components and dimensions of the learning strategies model, to improve the performance and academic progress of learners, it is possible to improve the identified dimensions and components of learning strategies.

The most important purpose is to provide an intelligent machine based on fuzzy logic for the automatic summarization of various texts and documents, therefore, the purpose of the current research was to examine the content of high school accounting textbooks with the approach of fuzzy text summarization.

The current research was applied in terms of purpose, which was designed and implemented based on fuzzy logic. The statistical population of the research was middle school accountants who were selected as a statistical sample by census method. In this research, a text summarizing system based on fuzzy logic was used, and in the first stage of the proposed strategy, the fuzzy system evaluated sentences based on the determined features, identified important sentences, and compiled them to produce the final summary. In the final stage, using the harmony search algorithm, an effort was made to produce a summary with the level of simplicity of reading and understanding the writings and appropriate continuity. Also, in order to evaluate the performance of the proposed method, summarization of high school arithmetic books was done using MATLAB software.

The results obtained from the implementation of the proposed text summarizing machine showed semantic continuity, high accuracy in extracting the main parts of the book, and the efficiency of the summary document in learning and teaching topics.

Based on the obtained results, it can be seen that among the most important achievements of the proposed strategy is the summarization of Persian texts and of a scientific-specialized type with very high accuracy, which can be used as a new approach in teaching.

Present research was conducted with aim of modeling of teachers' social happiness based on social support and health through the mediatory role of life satisfaction.

The present study was applied in terms of purpose and performance survey research. The statistical population includes 56560 teachers of Tehran in the 2020-21 academic year. The sample size according to Cochran's formula was estimated to be 384 teachers who were selected by multi-stage cluster sampling method. In addition to the demographic information form, questionnaires including social happiness questionnaires (Landenberg,2000) social support questionnaires (Fischer,1999) social health questionnaires (Keyes,2004) and life satisfaction scale (Diner,2004) were used for data collection. Data were analyzed with using Pearson correlation coefficients and structural equation modeling in SPSS25 and Smart Pls3 software.

The results indicated the good fit of modeling social happiness in instructors based on social support and social health mediated by life satisfaction . Moreover, social support and health and life satisfaction had direct significant effects on social happiness. Social support and health also had direct significant effects on life satisfaction. Our findings showed that social support and social health had an indirect and significant effects on social happiness through the mediation of life satisfaction (p<0.05).

Based on the research findings, to improve of teachers' social happiness can be done by improving their, social support, Social Health, Life Satisfaction.

The aim of this study was to identify individual and family factors affecting the vandalism behavior of adolescent high school students.

The research method was descriptive-correlational and the size of the population was 27,519 first and second grade high school students in District 2 of Rasht (12,977 girls and 14,542 boys) from 2017 to 2018. According to Morgan's table, 377 samples were selected by simple random sampling method and the questionnaire was researcher-made. The reliability of individual, family and vandalism questions was calculated by Cronbach's alpha test as 0.85, 0.894 and 0.873 and its validity was calculated as -0.21, 0.39, and -0.27 by HTMT method. Spearman correlation coefficient and multivariate regression with Spss software were used for analysis.

The constant value of B individual questions was positive for all questions of vandalism and its statistical significance with t test and α = 0.05 showed that the value of P value is less than the value of α = 0.05. However, most of the coefficients β1 to β9 of vandalism questions are negative and indicate a reduction of destructive behaviors by reducing individual problems. Also, the constant value of B family questions was positive for vandalism questions and the statistical significance of t-test showed that the value of P value was less than α = 0.05 in all cases. But most of the coefficients β1 to β16 are effective in negative destructive behavior and indicate a decrease in vandalism in exchange for reducing the effect of family problems.

As a result, in order to reduce vandalism, solving individual and family problems should be prioritized in order to reduce vandalism.

Today, the importance of knowledge and its production is not hidden from anyone and universities are considered as the main axis of its production. Knowledge production, like all other productions, has challenges and disadvantages that need to be studied. Therefore, the main purpose of this study was to identify the components of pathology of knowledge production in Islamic Azad University.

This study was applied in terms of purpose and qualitative in terms of implementation method. Participants in the study included academic experts of the Islamic Azad University of Isfahan in the academic year 2020-21. Based on the theoretical saturation method, 22 people were selected by purposive samplingThe research tool was semi-structured interviews. To validate the findings, two methods of content validity were used by 4 experts outside the research and 2 experts inside the research. Also, for reliability, the coding agreement method was used, which resulted in 0.86. For data analysis, open, axial and selective coding method was used using thematic analysis method with Maxqda18 software

Findings showed that 86 open codes, 9 central codes and three selected codes for knowledge production pathology were identified in Islamic Azad University; So that the selected codes include the harms of the university system (policy makers, stakeholders); There were structural damage (higher education curriculum, research structure, support structure, dependent structure) and economic, cultural and social damage (cultural, social, economic).

Based on the findings, it can be concluded that knowledge production in Islamic Azad University has challenges in three areas (Academic, structural and cultural injuries) that in order to improve the quantity and quality of knowledge production, the laws related to science and science should be reviewed as well as scientific promotion of professors and students.

The nature of human life cannot be separated from moral and value issues, as their relationship and impact on life has always been inevitable. Therefore, the aim of this study was to provide a model of ethical decision-making in physical education teachers in East Azerbaijan province based on social values.

The present study was applied in terms of purpose and descriptive-correlational in terms of implementation method. The statistical population included the physical education teachers of East Azerbaijan province in the academic year 2020-21 in the number of 1312 people. The sample size was determined by Krejcie and Morgan table 339 people and were selected by cluster-random sampling method. The research instruments included Kasol (2003) Ethical Decision Making Questionnaire and Rokic (2010) Modified Social Values ​​Questionnaire. For the validity of the instrument from the point of view of experts and their reliability, Cronbach's alpha method was 0.84 and 0.89, respectively. Descriptive statistics with Spss24 software and inferential structural equation modeling method in Spss24 and Amos26 software were used to analyze the data.

The results showed that social values ​​had a positive and significant effect on the moral decision making of physical education teachers. Also, moral, national and political components, religious values, legal values ​​and cultural values ​​had a significant effect on moral decision making (p <0.05) and only the component of economic values ​​had no significant effect on moral decision making.

The results showed that social values ​​influenced moral decisions, therefore, in the physical education curriculum, ethical issues related to social values ​​can be given more attention.

The purpose of the present study was to quantitatively and qualitatively investigate the gap in cultural values between mothers and daughters.

This research was applied in terms of purpose and mixed in terms of the nature of the data. The statistical population was a quantitative part of the female students of Farhangian University of Bushehr, 235 of whom were selected using Cochran's formula and multi-stage cluster random sampling method. The population of the qualitative part was the female students of Farhangian University of Bushehr, 25 of whom were selected according to the principle of theoretical saturation by purposive sampling. The research tool in the quantitative part was a researcher-made questionnaire. The content validity of the questionnaire was confirmed by obtaining the opinions and suggestions of the expert panel members, and the reliability of the instrument was confirmed with Cronbach's alpha of 0.8 for the capital questionnaire, 0.73 for cultural values, and 0.74 for the construction of power distribution in the family. The research tool in the qualitative part was a semi-structured interview. Reliability was confirmed through the triangulation method of researchers and control by the participants, and the reliability was confirmed by the within-subject agreement method of two coders of 75.5%. In the quantitative part, the data were analyzed with multiple regression and the U-Man-Whitney test with SPSS 26 software, and in the qualitative part, with thematic analysis in the MAXQDA 2020 software.

In the quantitative part, the results showed that the difference between mothers and daughters was significant in terms of cultural values. The variables of capital difference and the structure of power distribution are the most significant predictors. There was a gap in cultural values between mothers and daughters. In the qualitative part, 225 basic themes, 8 organizing themes and one overarching theme were formed in the participants' description of the gap in cultural values between mothers and daughters. In examining the views of the participants, about the role of capital difference on the gap in cultural values, 385 basic themes, 11 organizing-themes and 4 overarching themes and the role of the structure of power distribution on the gap in cultural values, 102 basic themes, 5 An organizing theme and an inclusive theme emerged.

There was a significant difference between mothers and daughters in terms of cultural values. The variables of capital difference and the construction of power distribution had a significant role on the gap of cultural values, which the participants confirmed by explaining the nature of this role.

A Saleh school is a school for the realization of a good life and the attainment of a healthy society. Therefore, the aim of the present study was designing and validating the Saleh school establishment model.

The present study in terms of time was cross-sectional and in terms of purpose was applied. The research population was the experts of Saleh School of the Hormozgan province in 2021 year, which according to the principle of theoretical saturation number of 17 people of them by purposive sampling were selected as the sample. Data were collected through semi-structured interviews and analyzed by coding method in MAXQDA software.

The findings showed that for Saleh school establishment model were identified 546 concepts in 29 subcategories and 14 categories. The categories were include promoting the status of education and its elements (with two sub-categories: promoting the status and value of education and promoting status of teachers and principals), management and performance improvement (with four sub-categories: attention to school management, coordination and communication, promotion of supervision and promotion of relationships and behaviors in school), politics, structure and administrative system (with two sub-categories: attention to policy issues and structure and promotion of the administrative system), attention to religious education (with one sub-category: attention to religious and national education), resources, space and equipment (with three sub-categories: attention to the issues and requirements of the physical space of the classroom and school, financing and utilization of equipment and technologies), utilization of capacities and attention to needs (with two sub-categories: attention to capacities and ecology of areas and need-based), human resources (with three sub-categories: utilizing capable human resources, empowering and motivating and attracting and employing), program and goal oriented (with four sub-categories: attention to national and local curriculum, attention to goal and program oriented, institutionalizing the value and importance of the document and operationalizing objectives and components of the transformation document), attention to quality and outcomes of the educational system (with two sub-categories: attention to consequences and outputs of educational system and enriching and improving the quality of school programs and activities), attention to experiences and research (with two sub-categories: using new perspectives and national and international experiences and research-oriented in the educational system), stakeholder and elite participation (with one subcategory: stakeholder and elite participation), individual differences (with one subcategory: observe individual differences), flexibility (with one subcategory: flexibility in the face of change) and teaching methods (with one subcategory: teaching methods), which according to the categories and subcategories the Saleh school establishment model was designed. Also, the content validity ratio of 0.84 and the content validity index of 0.89 according to experts' opinion indicated the appropriate validity of the Saleh school establishment model.

According to the identified categories and subcategories of the Saleh school establishment model in this research, education managers and planners can take an effective step to evaluate the realization of the Saleh school and the effort to establish it.

The aim of the present study was to compare the effectiveness of group exploratory and conceptual learning in science lessons on the academic self-efficacy of male students.

The current research was applied in terms of its purpose and in terms of its implementation, it was a semi-experimental research with a pre-test-post-test-follow-up design with a control group. The statistical population of this research was the fifth grade male students of Kiyar city in the academic year of 2020-21. The research sample consisted of 75 male students in three experimental groups of exploration, concept learning and control (25 people in each group) who were selected by multi-stage cluster random sampling from 3 schools and 3 classes. The research tool was the self-efficacy questionnaire of Jenkins and Morgan (1999) and the intervention was the method of exploratory group training and concept learning group training for 10 sessions (each session 45 minutes) which was implemented for both experimental groups. For data analysis, inferential statistical methods (repeated measurement analysis and Benferroni post hoc test) were used with Spss24 software.

The results showed that both exploratory group training and conceptual learning increased academic self-efficacy scores compared to the control group. But there was no significant difference between the average scores of exploratory group training and conceptual learning. In other words, both methods of exploratory group training and concept learning group training equally increased academic self-efficacy scores (P<0.05).

Based on the findings, it can be concluded that the group teaching of exploration and conceptual learning increases the academic self-efficacy of students in the science course. Therefore, lesson planners can pay more attention to these methods and also elementary school teachers can use these educational methods in teaching science lessons to better understand students and their academic self-efficacy.

The aim of this study was to design an effective management model in third millennium schools.

The present study was applied in terms of purpose and integrated in terms of implementation method. The population of qualitative research included university professors in the academic year 2021-22 who were selected by purposive sampling method based on the principle of theoretical saturation 16 people. In the quantitative part of the research, the statistical population included the managers of Ardabil province, of which 300 people were selected by random sampling method. The research tools were semi-structured interviews in the qualitative part and questionnaires in the quantitative part. To validate the findings in the qualitative part from the perspective of experts and reliability, the coefficient of agreement between the coders was used. In a small part, the face value and reliability with Cronbach's alpha was 89%. Coding was used for analysis in the qualitative part and structural equation method with Pls Smart software was used in the quantitative part.

The results showed that 237 initial codes, 32 axial codes were identified in the form of causal, contextual, intervening, strategies and consequences. Causal conditions were strong predictors (Aston-Geiser scale equal to 0.521) for effective school management. Also, the variables of contextual conditions, effective school management and intervention conditions are strong predictors (Aston-Geiser scale equal to 0.732) for the variable of strategies and strategies are also strong predictors (Aston-Geiser scale equal to 0.672) for the outcome variable. Effective management of schools.

it can be said that the final model derived from the qualitative part of the research has a good fit and can be implemented in educational systems (schools) and by moving towards this model, witness a fundamental change in the development of effective management in third millennium schools.

The purpose of this research was to present a model for promoting reading culture among elementary school students.

The current research was applied in terms of purpose and in terms of qualitative data collection method, it was based on the foundation's data theory based on Straus Corbin's plan. The community included education experts of Bushehr city in the academic year of 2020-21. The research tool was a semi-structured interview, content validity was confirmed by the opinion of experts and reliability was obtained by the agreement coefficient method between the coders at 78.8%. Data analysis was done using open, axial coding method and using Max QDA Pro version software.

The results showed that the central phenomenon includes book donation, reading associations and institutions, and teaching study skills in schools; Causal conditions include the institutionalization of culture, book reading, story reading program and study targeting; Intervening conditions include the librarian's role, book reading competitions, holding book exhibitions, and contextual conditions including the virtual space, the suitability of libraries, and the role of the family. Identified strategies include factors such as policy making - reducing costs in government subsidies and finally the consequences that include the creation of new libraries, electronic publishing, participation in online book reading criticism.

Making policies and presenting a suitable policy in line with the expansion of reading culture through offering cheap books, holding festivals and reading competitions, equipping libraries and proper planning in education and media can provide the basis for the development of reading culture.

The purpose of the research was to investigate the relationship between job burnout and organizational voice of education workers.

The current research is a descriptive correlation type in terms of practical purpose and implementation method. The statistical population includes all education workers of Mehr city, Fars province, in the academic year 2020-21, numbering 510 people, based on Morgan's table, a sample of 220 people was selected by simple random sampling method. The data of the research was collected using the researcher-made occupational plateau questionnaire and the organizational voice standard questionnaire (Hames, 2012). In the current research, the convergent validity was extracted using the variance, which was higher than 0.6 for all variables, and the reliability of the questionnaires was determined using the Cronbach's alpha method in the organizational plateau questionnaire (0.82) and the organizational voice questionnaire (0.78). 0) was calculated. In order to analyze the data, Spearman, Mann-Whitney, Kruskal-Wallis and Friedman correlation coefficient tests were used in SPSS 21 statistical software.

It showed that there was a negative and significant correlation between structural and biological plateau and organizational voice. (p>0.05) and there was no significant relationship between content plateau and organizational voice (p>0.05). Mann-Whitney and Kruskal-Wallis tests showed that education, age and gender had no significant effect on job satisfaction and organizational voice (p>0.05). According to the Friedman test, structural plateau had the highest mean and biological plateau had the lowest mean. (p<0.05).

The final results of the research showed that the types of job burnout had a different relationship with the organizational voice of employees, and the level of this relationship in employees was not related to education, age and gender. Considering the importance of the issue, it is necessary for managers to create the necessary motivations in order to strengthen the organizational voice.

The purpose of this study was to design an E-learning model in Payame Noor University of Lorestan.

The present research method was integrated (qualitative-quantitative) and practical in terms of implementation. The qualitative research community included university experts from Khorramabad city in the academic year of 2019-2019, and 40 people were selected based on the rule of theoretical saturation and by purposive sampling method. The statistical population of the quantitative part included 552 university professors in Shahram Khorramabad in the academic year 2020-21. The tools of the qualitative part of the interview and the quantitative part of the questionnaire were made by the researcher. The validity of the qualitative part of the tool was done with face validity, and the reliability was 0.82 with the agreement coefficient between the coders. Also, in the quantitative part of the research, formal validity and reliability were obtained with Cronbach's alpha of 0.85. The analysis of the qualitative part was done with the coding method in MAXQDA3 software and the quantitative part was done with the partial least squares method in Pls smart3 software.

In the qualitative section, 5 components (content, evaluation, technical infrastructure, planning and learning environment) and 41 indicators were identified for the e-learning model. Based on the results of the quantitative part, the factor load, which is the correlation coefficient between the implicit variable (e-learning) and the obvious variables in a model, is related to planning (0.74), content compilation (0.63), evaluation (0.58), respectively, technical infrastructure (0.51) and learning environment (0.5). Also, according to the results of structural equation modeling, the planning component with a coefficient of 0.42, content compilation with a coefficient of 0.21, evaluation with a coefficient of 0.18, technical infrastructure and learning environment with a coefficient of 0.14 respectively had the greatest effect on e-learning.

Covid-19 showed that e-learning is the necessity of the educational system in the future. Therefore, the first step is to seek opinions from professors and experts to identify and solve the challenges of e-learning and plan for the implementation of this system in the higher education system according to the components of content, evaluation, technical infrastructure, planning and learning environment.

The present research was conducted with the aim of investigating the relationship between talent management and organizational socialization with psychological capital.

Descriptive research method is correlation type. The statistical population included all primary school teachers in Saqqez city in the academic year of 2020-21. Using the random cluster sampling method, 278 teachers were randomly selected for the study. To collect research data, three standard questionnaires of talent management (Cunningham, 2007), organizational sociability (Taormina, 1997) and psychological capital (Luthans, Youssef, Avolio, 2007) were used. Pearson's correlation coefficient and structural equation model were analyzed in Lisrel and SPSS statistical software.

The results showed that the relationship between talent management and psychological capital (0.28) with a T-statistic of 4.29 is positive and significant (P<0.01), as well as the relationship between organizational socialization and psychological capital (0.64) with a t-statistic of 7.36 was positive and significant (P<0.01).

According to the findings of the present research, one of the factors affecting psychological capital can be talent management and organizational socialization.

The present research was conducted with the purpose of providing a quality model of the curriculum in the secondary (first) period of Shiraz city with an emphasis on the virtual approach.

The current research was applied in terms of purpose and integrated (qualitative-quantitative) in terms of implementation method. In the qualitative part, the participants in the Delphi panel were 20 university experts in the field of curriculum planning in Shiraz, who were selected purposefully. The statistical community in the quantitative part, there were 2953 teachers in the 1st and 2nd districts of Shiraz in the academic year of 2020-21, and based on Cochran's formula, 350 were selected as the sample size by random sampling. The research tools in the qualitative part were interviews and background literature review, and in the quantitative part, the researcher made a questionnaire. Validity of the findings was done with formal validity and reliability using Cronbach's alpha method, which was 0.88. To analyze the data in the qualitative part, Delphi coding and analysis method and in the quantitative part descriptive statistics (percentage, average and standard deviation) with Spss23 software and inferential (structural equations-confirmatory factor analysis) with Lisrel 8.8 software were used. became.

Qualitative findings showed that 6 dimensions (purpose, content, method, planning, evaluation and technology), 19 components and 57 indicators were identified for the curriculum quality model in the first secondary school. Also, the results of the factor analysis showed that the content dimension with factor load (t=20.21 and 0.88), goal (t=18.32 and 0.83), technology (t=0.78 and 11.17), evaluation (75 t=0.72 and 16.72), method (t=0.71 and 15.62) and planning (t=0.68 and 13.92) had the greatest effect on curriculum quality, respectively.

Curriculum planners can pay serious attention to the 6 dimensions identified in this research in order to increase the quality of the first secondary curriculum and focus on the content dimension and its compatibility with virtual methods in particular.

Generalized anxiety disorder has many negative consequences, including reduced resilience. Therefore, the aim of this research was the effectiveness of assertiveness training program on the resilience and clinical symptoms of students with symptoms of generalized anxiety disorder.

This study in terms of purpose was applied and in terms of implementation method was semi-experimental with a pretest and posttest design with a control group. The research population was male students aged 16 to 18 in the second-high school of Karaj city in the 2019-20 academic years, which from them number of 50 people of them were selected by multi-stage random sampling method and randomly replaced in two groups of 25 including experimental and control groups. The experimental group underwent 8 sessions of 60 minutes under the assertiveness training program and during this time the control group did not receive any training. The data were collected with the resilience scale (Connor and Davidson, 2003) and generalized anxiety disorder questionnaire (Spitzer, Kroenke, Williams and Lowe, 2006) and analyzed by multivariate covariance analysis in SPSS version 24 software.

The findings showed that the experimental and control groups have significantly different in terms of the variables of resilience and clinical symptoms of generalized anxiety disorder. In the other words, the assertiveness training program led to increase resilience (F-41.25, P<0.001) and reduce clinical symptoms of generalized anxiety disorder (F-28.34, P<0.001) in students.

The results indicated the effectiveness of the assertiveness training program on resilience and clinical symptoms of generalized anxiety disorder. Therefore, counselors and therapists can use the assertiveness training program along with other training methods and programs to increase resilience and reduce the clinical symptoms of generalized anxiety disorder.

The present study was conducted with the aim of designing a model of the effect of research-oriented teaching management on metacognition management with the mediating role of organizational climate through the research method of mixed exploratory model.

In terms of practical purpose and in terms of research method, the research is a mixed qualitative-quantitative one, so that in the qualitative part, the model is identified and in the quantitative part, the model identified in the real statistical population is quantified and placed in the test plant. In the qualitative section, a group of academic experts, organizational experts, and experts related to the research topic, and in the quantitative section, there were 6,420 teachers of girls' and boys' secondary schools in Mazandaran province, in 400 schools. In the qualitative part of the targeted non-random sampling method, 20 people were selected as a statistical sample, and in the quantitative part, with the multi-stage relative cluster sampling method based on Cochran's formula, 364 people were selected as a statistical sample. In the qualitative part, the data were extracted through the implementation of the Delphi technique with a semi-structured and structured questionnaire in four rounds, and in the quantitative part, through the modeling of structural equations with the help of a 96-item researcher-made questionnaire and analyzed using SPSS and AMOS software. and analyzed. The reliability and combined reliability of the components were estimated and confirmed between 0.731 and 0.962 and 0.836 and 0.975, respectively.

Qualitative findings showed that "research-oriented teaching management" has nine dimensions: learning based on problem solving and research, group and collaborative learning, posing problems and challenging questions, developing social skills, exploration and exploratory approach, creating an environment. based on friendship and intimacy, brainstorming in the direction of creativity and innovation, the role of senses in understanding and communication between course materials and coursework according to the mental and academic conditions of students, "organizational climate", which has seven dimensions: supportive behavior, solidarity and group spirit, intimacy, role clarity, performance-based encouragement, rule-based guidance based on superior instructions and professional and ethical behavior and "transcognition management", which has eight dimensions: self-motivation, self-control, self-observation, self-judgment, self-reaction, goal Placing and managing available resources have been problem-solving strategies in teaching-learning and improving news and situational knowledge.

The results of the quantitative part showed that research-oriented teaching management had a significant effect on metacognitive management and organizational climate, and organizational climate had a significant effect on metacognitive management, and organizational climate played a mediating role in the effect of research-oriented teaching management on metacognitive management.

Curriculum quality plays an important role in academic success and performance. As a result, the aim of this study was investigating the status of evaluation components of curriculum quality in the elementary schools in Tehran city.

This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The population of the qualitative section was the curriculum experts and professors of Tehran city, which according to the principle of theoretical saturation number of 12 people of them were selected by purposive sampling method. The population of the quantitative section was male and female teachers of public elementary schools of Tehran city in the 2021-2022 academic years with number 23593 people, which according to the Krejcie and Morgan table number of 377 people of them were selected by cluster sampling method. The research tools were semi-structured interviews and researcher-made questionnaires, which validity of the interviews was confirmed by triangulation method and its reliability was calculated by the coefficient of agreement between two coders 0.83, and the face validity of the questionnaire was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.85. Data were analyzed with open, axial and selective coding methods in MAXQDA software and one-sample t-test in SPSS software.

The findings showed that evaluation of curriculum quality in the elementary schools has 108 indicators in 23 components and 6 dimensions were included systematic approach of evaluation of curriculum quality (with 4 components of strategic thinking, generalizability of goals, receiving corrective feedback and facilitating the teaching and learning process), qualitative evaluation of activities ( with 3 components of evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities), quality of modern facilities and technologies (with 3 components of cultural and sports facilities, educational facilities and welfare facilities), quality of structural factors (with 4 components of lack of resources and inappropriate distribution, weak foresight, individual and organizational communication and lack of work discipline), quality assessment of curriculum principles (with 4 components of flexibility, curriculum sequence, curriculum usefulness and curriculum comprehensiveness) and quality assessment of curriculum strategic management (with 5 components of improving the appearance of the curriculum, improving the content of the curriculum, coherence of the curriculum, drawing the vision and growth of national-religious identity). Also, the components of strategic thinking, generalizability of goals, facilitating the teaching and learning process, evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities, cultural and sports facilities, educational facilities, welfare facilities, lack of resources and inappropriate distribution, weak foresight, individual and organizational communication, flexibility, curriculum sequence, curriculum usefulness, improving the appearance of the curriculum, improving the content of the curriculum, coherence of the curriculum, drawing the vision and growth of national-religious identity were in favorable situation, but the components of receiving corrective feedback, lack of work discipline and curriculum comprehensiveness were in an unfavorable situation (P<0.001).

The results of this study have many practical implications for education specialists and planners, and they based on the results of this study, can take an effective step towards improving the evaluation components of curriculum quality, especially the three components of receiving corrective feedback, lack of work discipline and curriculum comprehensiveness.

Maternal financial literacy in children's lifestyle and academic achievement in the family can be one of the effective variables, so the present study was conducted to determine the effect of mothers' financial literacy on children's lifestyle and academic achievement.

The present study was applied in terms of purpose and methodology in the category of descriptive correlational research. The statistical population of the study was all 6700 first grade female high school students in Bojnourd and their mothers in the academic year 2021-2022, of which 363 were students and their mothers were in clusters according to Morgan's table. Step by step samples were selected. Data collection tools were three questionnaires: financial literacy of Yaghoubnejad et al. (2011), Miller and Smith lifestyle (1988) and Pham and Taylor (1994) academic achievement. After confirmation of validity by experts using Cronbach's alpha coefficient, the reliability of the questionnaires was calculated to be 0.98, 0.93 and 0.95, respectively. To analyze the data, structural equation modeling was analyzed using SPSS 24 and Smart PLS 2 software.

Factor analysis model fit indices have shown that the research measurement model has an acceptable fit. Accordingly, the findings showed that mothers' financial literacy had a positive and significant effect on children's lifestyle (0.464) and children's academic achievement (0.547). (p <0.01).

Due to the significant effect of mothers' financial literacy on children's lifestyle and academic achievement, this factor can be used as an improvement in children's lifestyle and academic achievement.

Today, the discussion about development of entrepreneurial opportunities is emphasized in all fields, including sports. Therefore, the purpose of this study was modeling to identifying factors affecting the development of sports entrepreneurial opportunities in the field of sports education and research.

The research method was exploratory-sequential concerning strategy and applied-developmental in terms of purpose. Using purposeful sampling, semi-structured interviews was used to reach theoretical saturation and consensus in the qualitative section with 40 academic experts, sports entrepreneurs and sport manager. Then, 164 people were selected from these people, using the random sampling method in the quantitative part. The instruments included semi-structured interviews and a researcher-made questionnaire based on a 5-point Likert scale to determine these categories and model fit. Data analysis was performed using the partial least squares method using variance-based statistical software Smart PLS 3.

The findings of the exploratory factor analysis showed that factors affecting the development of the sports entrepreneurial opportunities in the field of sports education and research had 52 items in 8 factors of entrepreneurial business environment, entrepreneurial awareness, entrepreneurial education, entrepreneurial research, entrepreneurial marketing, entrepreneurial educational and research infrastructure, individual factors and social networks, which factor loading, convergent validity by average variance extracted method and reliability for all of them was calculated above 0.70. Also, the model of identifying the factors affecting the development of sports entrepreneurial opportunities in the field of sports education and research had a good fit and the mentioned model had a positive and significant effect on each of the eight mentioned factors (P<0.001).

The results indicated eight important and effective factors for developing sports entrepreneurial opportunities in the field of sports education and research. Therefore, to improve sports entrepreneurial opportunities in the field of sports education and research, can be provided conditions to improve and promote the entrepreneurial business environment, entrepreneurial awareness, entrepreneurial education, entrepreneurial research, entrepreneurial marketing, entrepreneurial educational and research infrastructure, individual factors and social networks.

The current research was conducted with the aim of providing a model of moral responsibility based on online training for teenagers.

This research is fundamental-applied in terms of its purpose; And in terms of information data, this research is an exploratory combination that, while taking into account the opinions of education experts, investigated the dimensions, components and indicators of the variables in question and using the systematic data method. From the survey patterns, he collected research data in qualitative and quantitative stages. The statistical community in the qualitative part included the first group, academic experts: professors of the Islamic Azad University and Farhangian University and teacher training centers, and the second group, organizational experts: managers, assistants and educational and research experts of the education departments of Tehran. In order to determine the samples, non-probability targeted sampling method was used, and 20 people were considered as the sample size using the principle of saturation. In the quantitative part, the statistical population included all secondary school students (second period) of Tehran in the academic year of 2021-2022. Based on Cochran's formula, 383 people were selected as samples by cluster sampling method. In the qualitative part, the data collection tool was semi-structured interviews, and in the quantitative part, the researcher made a library method and a questionnaire. In the quantitative part, according to the research questions, descriptive and inferential statistical methods were used (tests such as exploratory factor analysis and sample t-test) through Spss-V22 and Lisrel-V8.8 software.

The results showed that ethical responsibility includes the components of ethical attitude in education, satisfaction with education, control and accountability. In addition, the factors affecting moral responsibility included culture, structure, teacher, and curriculum. Improving the quality of learning, moral transformation, were introduced as outcomes; Management, technological and behavioral mechanisms, including environmental, social and educational platforms and obstacles including technological and educational obstacles were introduced as the results of the research.

The results of the analysis showed that among the 101 indicators (items) available, 18 main components could be identified;

Investigating the educational needs of different groups always helps to better understand the current situation and to have a good perspective on the future. Therefore, the purpose of this research was studying the educational needs of elementary school principals based on the professional competencies.

This research in terms of purpose was applied and in terms of purpose implementation method was descriptive from type of survey. The research population was public elementary school principals of Alborz province with number 584 people (381 women and 203 men) in the 2017-18 academic years. The research sample was 231 managers who were selected by multi -stage cluster sampling method. The research tool was educational needs of principals based on professional competencies with 89 items that designed by the present study researchers. For data analysis were used from exploratory factor analysis and chi-square test in SPSS-19 software.

The findings showed that for the educational needs of elementary school principals based on the professional competencies were identified 8 factors of management expertise, knowledge of teacher skills, perceptive-human skills, artistic skills, moral-social skills, technical skills, motivational skills and knowledge of physical space standards of schools and the factor loading of all items was higher than 0.40. Also, the factor load of all factors was higher than 0.50, the average variance extracted of all factors was higher than 0.60, and the reliability of all factors with using Cronbach's alpha and combined methods was higher than 0.80, and the reliability of the whole tool with using Cronbach's alpha method was estimated 0.91. In addition, according to the elementary school principals there was a significant difference between the amount of observed value and the amount of expected value in all 8 identified needs (management expertise, knowledge of teacher skills, perceptive-human skills, artistic skills, moral-social skills, technical skills, motivational skills and knowledge of physical space standards of schools) (P<0.05). In the other words, according to most of the principals of elementary schools all 8 needs were very important needs.

According to the results of this study, education managers and officials in order to improve the

Today's organizations because of fierce competition and to maintain and promote competitive advantage must seek their improvement and development. Therefore, the purpose of this study was designing a pattern of organizational structure based on educational improvement and development indicators in the Farhangian University.

The present study in terms of purpose was practical and in terms of implementation method was mixed. The research population in the qualitative part was the experts of Farhangian University, which number of 20 people accordance with the principle of theoretical saturation were selected by non-random purposive sampling method. The research population in the quantitative part was the directors, deputies, professors and students of Farhangian University, which number of 821 people selected accordance with the Cochran formula were selected by cluster sampling method. The research tools were semi-structural interviews and researcher -made questionnaire, which confirmed the psychometric indicators including validity and reliability. Data from the implementation of semi-structural interview were analyzed by open, axial and selective coding method in MAXQDA-12 software and data from the implementation of researcher-made questionnaire were analyzed by exploratory factor analysis method in SPSS-22 and Smart PLS-2 software.

The findings of the qualitative part showed that the organizational structure based on educational improvement and development indicators in the Farhangian University had 21 components, 7 dimensions and 3 categories. Its categories were including organizational structure based on educational improvement and development in the Farhangian University (with 3 dimensions of knowledge, attitude and skill), promotion mechanisms in the Farhangian University (with 2 dimensions of organizational and social) and barriers to promotion in the Farhangian University (with 2 dimensions of economic and organizational). The findings of the quantitative part showed that the organizational structure in the Farhangian University had 32 questions in 8 dimensions and 3 categories. Its categories were including complexity (with 3 dimensions of vertical, horizontal and geographical), formality (with 3 dimensions of flexibility, freedom of action and control) and concentration (with 2 dimensions of concentration and decentralization) which all questions had a factor load of higher than 0.60. The educational improvement and development in the Farhangian University had 34 questions

The aim of the study: The present study was conducted with the aim of predicting enthusiasm for school based on classroom climate, school culture and students' academic self-concept.

The statistical population of this research consists of sixth grade elementary school students of Bushehr city, from whom 250 people were selected as the statistical sample of the research based on proportional random sampling. This research is applied in terms of purpose and descriptive-correlation of structural equations. To collect data, the questionnaires of enthusiasm for school by Wang et al., school culture by Alexander and Sade, academic self-concept by Yi Yasen Chen, and class climate by Frazer et al. were used. The content validity of all the questionnaires was confirmed and and the reliability coefficient of all questionnaires was found to be optimal (Cronbach's alpha above 0.6).

The results of the research showed that the direct effect of the structure of school culture on the structure of enthusiasm for school is not significant, but the direct effect of the structure of school culture on the structure of class climate and academic self-concept is significant. Also, the direct effect of class climate structure on the structure of passion for school is significant. The direct effect of the structure of academic self-concept on the structure of passion for school is also significant. On the other hand, the indirect effect of the structure of school culture on the structure of enthusiasm for school through the mediating role of the structure of academic self-concept and classroom climate is significant. All findings were significant at the level (α=0.05).

academic self-concept and class have an effect on students' enthusiasm for school, but school culture has an indirect effect.

Academic procrastination causes a drop in academic performance, and should be look for ways to reduce it. As a result, this study was conducted with the aim of presenting the academic procrastination model based on self-directed learning strategies and parenting styles with the mediating role of academic self-efficacy.

The research design was cross-sectional from type of correlation. The statistical population of the present study was all secondary school students of Tehran city in the academic years of 2022-23, which out of 23552 students number of 400 people were selected by multi-stage cluster sampling method. In this research were used the tools of academic procrastination (Solomon and Rothblum, 1984), self-directed learning strategies (Pintrich and De Groot, 1990), parenting styles (Baumrind, 1991) and academic self-efficacy (Jinks and Morgan, 1999). In order to analyze the data were used correlation coefficients and structural equation modeling methods in SPSS-V23 and Lisrel-V8.8 software.

The findings showed that the academic procrastination model based on self-directed learning strategies and parenting styles with the mediating role of academic self-efficacy had a good fit. Also, self-directed learning strategies (cognitive and metacognitive) on academic procrastination and self-efficacy directly and indirectly through academic self-efficacy on academic procrastination had a significant effect (P<0.05). In addition, parenting styles (authoritative, authoritarian and permissive) on academic procrastination and self-efficacy directly and indirectly through academic self-efficacy on academic procrastination had a significant effect (P<0.05).

According to the results, it can be stated that a person has more self-directed learning strategies, authoritative parenting style and academic self-efficacy and less permissive and authoritarian parenting styles, the amount of academic procrastination will decrease.

Self-regulation has an effective role in other academic performance of students and can cause their academic success. Therefore, the aim of this study was designing an academic self-regulation model based on basic psychological needs and family communication pattern with the mediation of academic engagement.

This research in terms of purpose was applied and in terms of implementation method was descriptive from type of survey. The statistical population of the current study was male senior students of Hamedan city in the academic years of 2020-2021 and about 4000 people. The samples of this study were 420 people who were selected by cluster sampling method and answered to the academic self-regulation questionnaire (Savari and Arabzade, 2013), basic psychological needs questionnaire (Gagne, 2003), revised family communication patterns scale (Koerner and Fitzpatrick, 2002) and academic engagement questionnaire (Schaufeli et al., 2002). For data analysis were used from Pearson correlation coefficients and structural equation modeling methods in SPSS-20 and Smart-PLS-3 software.

The findings showed that the academic self-regulation model based on basic psychological needs and family communication pattern with the mediation of academic engagement had a good fit. Other findings showed that basic psychological needs and communication patterns of conversation and conformity had a direct and significant effect on students' academic engagement and basic psychological needs, communication patterns of conversation and conformity and academic engagement had a direct and significant effect on their self-regulation (P<0.05). In addition, basic psychological needs and communication patterns of conversation and conformity with the mediation of academic engagement had an indirect and significant effect on students' academic self-regulation (P<0.05).

According to the results of the present research, to improve students' self-regulation can be met their basic psychological needs and can be improved their communication patterns and academic engagement through educational workshops.

Behavioral innovation in the organization can play an important role in creating and promoting competitive advantage for the organization. Therefore, the aim of this study was applying human resource strategies in the designing the behavioral innovation model in the exceptional children organization.

This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The research population in the qualitative part was the general manager of exceptional children organization of Tehran, the heads of the exceptional children organization of Mazandaran and Gillan provinces, and the staff managers of the exceptional children organization of Tehran, which according to the principle of theoretical saturation, 14 people were selected as a sample by using the purposive sampling method. The research population in the quantitative part was experts of exceptional children organization of Tehran city and principals of schools of exceptional children of Mazandaran and Gillan provinces, which according to Cochran's formula, 340 people were selected as a sample by using a simple random sampling method. The research tool in the qualitative part was a semi-structured interview and in the quantitative part was a researcher-made questionnaire, which whose psychometric indicators were confirmed. Data analysis was done in the qualitative part with thematic analysis method in MAXQDA-12 software and in the quantitative part with exploratory factor analysis and structural equation modeling in SPSS-22 and Smart PLS-3 software.

The findings of the qualitative part showed that for the model of behavioral innovation and human resource strategies in the exceptional children organization were identified 54 components in 14 categories of behavioral honesty, positive thinking in behavior, empowerment, self-control culture, innovative self-efficacy, confidence building, collaborative management, participation, timely thinking, job satisfaction, organizational justice, culture of organizational communication, healthy atmosphere of competition and objective assessment of resources. Also, the findings of the quantitative part showed that the factor load and convergent validity of all categories were higher than 0.50 and Cronbach and combined reliability of all of them were higher than 0.70. In addition, the fit indicators the model of behavioral innovation and human resources strategies in the exceptional children organization

Considering the importance of intelligence and talent and their role in academic performance, the present research was conducted with the aim of designing an intelligence and talent management pattern for elementary school students.

The present study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The study population in the qualitative section was experts in the field of educational sciences of experts in the field of intelligence and talent management, which based on the principle of theoretical saturation number of 14 people of them were selected by purposive sampling method. The study population in the quantitative section was principals and teachers of Bushehr province, which based on the Krejcie and Morgan table number of 196 people of them were selected by stratified sampling method. The data of qualitative section were collected by semi-structured interview and the quantitative section were collected by researcher-made questionnaire. To analyze the data of qualitative section were used from coding method in MAXQDA-12 software and to analyze the data of quantitative section were used from structural equation modeling method in SPSS-25 and Smart PLS 4 software.

The findings of the qualitative section showed that the intelligence and talent management pattern for elementary school students has 124 indicators, 15 components in 6 dimensions including the central category (with three components of attraction of talent, development and promotion of talent and retention of talent), causal factors (with three components of internal conditions, organizational conditions and current processes), contextual factors (with three components of managerial factors, human resources planning and infrastructure factors), strategic factors (with two components of structural and process), environmental factors (with two components of environmental dynamics and environmental support) and consequences (with two components of individual and social-organizational). Also, the findings of the quantitative section showed that the intelligence and talent management pattern for elementary school students had a good fit and the causal factors, contextual factors and environmental factors had a direct and significant effect on the central category, the central category, contextual factors and environmental factors had a direct and significant effect on the strategic factors and the strategic factors had a direct and significant effect on the consequences (P<0.05).

The designed intelligence and talent management pattern for elementary school students in the present research can help the experts and planners in the field of education to improve the intelligence and talent of students in order to improve their academic performance.

The aim of this research was developing and validating a teaching metacognitive skills model based on quantum thinking in student teachers.

The present study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The research population in the qualitative section was the books and articles related to metacognitive skills and quantum thinking in the last thirty years, which after reviewing them number of 50 cases (12 books and 38 articles) were selected as a sample by purposive sampling method. The research population in the quantitative section was student teachers of Farhangian University of Shiraz province in the academic years of 2020-1, which based on Cochran formula number of 100 people of them were selected as a sample by simple random sampling method. The research tool in the qualitative section was take noting of books and articles and in the quantitative section was a researcher-made questionnaire (33 items) whose psychometric properties were confirmed. Data were analyzed in the quantitative section by coding method in MAXQDA software and in the quantitative section by exploratory factor analysis and structural equation modeling in SPSS-23 and Smart PLS-3 software.

The findings of the qualitative section showed that the teaching metacognitive skills model based on quantum thinking in student teachers had 129 indicators, 33 components and 8 categories, which categories were including macro policy area, content of metacognitive curriculum and quantum thinking, teaching and learning processes, use of information technology, interaction with scientific research centers, psychological foundations, evaluation methods and characteristics of learners. Also, the findings in the quantitative section showed that 33 items in the 8 mentioned categories were placed; So that the factor load of all items and categories was higher than 0.70, the average variance extracted of all categories was higher than 0.60 and the cronbach and combined reliability of all categories was higher than 0.90. Other findings showed that the teaching metacognitive skills model based on quantum thinking in student teachers had a good fit and the effect of mentioned model on all eight categories of macro policy area, content of metacognitive curriculum and quantum thinking, teaching and learning processes, use of information technology, interaction with scientific research centers, psychological foundations, evaluation methods and characteristics of learners were significant (P<0.05).

Based on the results of present research, officials and planners of Farhangian University can use the identified and validated model of teaching metacognitive skills based on quantum thinking in student teachers to improve teaching, training and learning, which for this purpose use the components and categories extracted from the present study is necessary.

The teachers' professionalism empowerment and promoting through in-service training can play an effective role in improving the quality of their education. Therefore, the purpose of this study was to design a policy-making model in order to teachers' professionalism empowerment and promoting by relying on in-service training.

In an applied study from type of qualitative, the present research was conducted on 10 professors and experts in the fields of education management and in-service training and empowerment who were selected according to the principle of theoretical saturation and with a purposive sampling method. The tool of the current research was a semi-structured interview that was conducted in the seasons of Farvardin to Shahrivar of 1401 year and its validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between two coders at 0.92. The data obtained from the semi-structured interview were analyzed with using the content analysis method according to the grounded theory in MAXQDA software.

The findings showed that the policy-making model in order to teachers' professionalism empowerment and promoting by relying on in-service training had 174 indicators, 31 components in six fields of causal conditions, central phenomenon, background conditions, intervention conditions, strategies and consequences. In this research, the causal conditions were includes 13 indicators and 3 components of the social needs, changes in educational needs and creation of individual needs in teachers, the central phenomenon were includes 11 indicators and 3 components of the scientific and practical education, solving problems and creating value, background conditions were includes 18 indicators and 5 components of the correct implementation of courses, richness of the content of courses, competent environment, correct planning and teachers' mentality, intervention conditions were includes 59 indicators and 6 components of the non-committed and non-specialist managers, incorrect performance evaluation, incorrect needs assessment, lack of quality of course teaching, non-traditional teaching methods and weak motivational system, strategies were includes 46 indicators and 10 components of the successful modeling, improving the content of courses, region-oriented planning, accurate and scientific needs assessment of courses, removing teachers' individual obstacles, changing in educational systems, improving

Purpose: 

The purpose of this research was to identify the factors affecting organizational innovation based on ethical leadership, organizational justice, and organizational commitment in public universities.

Methodology: 

This research is interesting from the point of view that by identifying the factors affecting innovation, it is possible to direct the appropriate policies to improve innovation in universities, for this purpose, after reviewing the literature and categorizing the factors affecting innovation and confirming this model Through interviews with university experts in the field of innovation, the research model was tested through data analysis, structural equation method and path analysis. The statistical population of this research includes 20 experts and academic experts (academic professors in the field of management and information science) who were sampled using a targeted snowball method and their views were extracted and refined using the fuzzy Delphi method. Is.

Findings: 

So far, no comprehensive research has been done regarding the factors and contexts that cause it. Considering this importance, the present article, while investigating the concept of organizational innovation, its necessity in organizations, the characteristics of innovative organizations, and investigating the effective factors in the formation of organizational innovation based on ethical leadership, organizational justice and organizational commitment in universities Government pays.

Conclusion: 

the results show that by being aware of these factors, fields, managers of organizations will be able to look at the issue of organizational innovation with a broader, more comprehensive, and more informed view and gain the necessary benefit in order to increase the performance of their employees. In addition, ethical leadership (0.72), organizational justice (0.91) and organizational commitment with a coefficient (0.83) each have a significant effect with the implementation of the effective factors of organizational innovation.

The test anxiety has a great negative impact on other academic and non-academic variables, therefore, should look for educational and therapeutic solutions to reduce students' test anxiety. As a result, the current research was conducted with the aim of comparing the effectiveness of mental-grammatical imagery education and uncertainty tolerance education on students' test anxiety.

This was a semi-experimental study with two experimental groups and one control group, with a pre-test, post-test and two-month follow-up plan. In this study, the research population was all 12th grade female students of governmental and non-governmental schools in Bojnourd city in the 2022-2023 academic years. The sample of the present study was 45 students who were selected by purposive sampling method and randomly replaced in three equal groups (15 people in each group). The experimental group received 12 sessions of 90-minute with the mental-grammatical imagery education method, and the second experimental group received 9 sessions of 90-minute with the uncertainty tolerance education method based on the cognitive behavioral approach, and during this time, the control group did not receive any training. The data were collected with Sarason's test anxiety questionnaire (1985) and analyzed with the methods of analysis variance with repeated measure and Bonferroni's post hoc test in SPSS-25 software.

The findings showed that there was no significant difference between the groups in terms of reducing students' test anxiety (P>0.05). In addition, both methods of mental-grammatical imagery and uncertainty tolerance education significantly reduced students' test anxiety in the post-test and follow-up stages (P<0.001).

Considering the effectiveness of both methods of mental-grammatical imagery education and uncertainty tolerance education in reducing students' test anxiety, school counselors and psychologists can use mental-grammatical imagery education and uncertainty tolerance education methods to reduce test anxiety.

The main purpose of this article is to design a model for improving the academic performance of witness and self-sacrificing students of Islamic Azad University in Tehran province. The research method is mixed (qualitative-quantitative). In order to carry out this research, in addition to the document study, the ground theory method was used to identify the effective factors on improving the academic performance of Shahid and self-sacrificing students of Islamic Azad University of Tehran. The statistical population in this research were all experts in the field of educational management and higher education and human resources management until the theoretical saturation of 17 interviews. And all interviews lasted between 45 and 75 minutes. Semi-structured interviews with experts were conducted in 1401 in the form of a questionnaire with 84 indicators, 32 components and 7 dimensions, and to determine the current state of the dimensions, the sample T-Tech test was used, and the structural equation method was used to design the model. In the current situation, the content dimension with a T value of 3.8 has a better status than other dimensions, and finally, 5 factors of philosophy and goals, supporting theories, implementation steps, evaluation and feedback, and promotion mechanism were used to validate the model, which showed that The model has sufficient validity.

Considering the importance of information literacy in today's era and the need to include it in the curriculum of students, the present research was conducted with the aim of designing a model and validating of information literacy in the curriculum of senior school students.

This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The research population in the qualitative section was the experts of curriculum and information literacy education of Tehran city in the 2023 year, which number of 16 people of experts (according to the principle of theoretical saturation) were selected as a sample with using the purposeful sampling method. The research population in the quantitative section was the senior school students of Tehran city in the 2022-2023 academic years, which number of 400 people of them were selected as a sample with using the multi-stage cluster sampling method. The research tools were semi-structured interviews by experts and completion of researcher-made questionnaires by students, which whose psychometric indicators were confirmed. The data were analyzed by coding methods and exploratory factor analysis.

Based on the findings of coding interviews for information literacy in the curriculum of students were identified 40 components in 7 dimensions including information access and retrieval, information evaluation, information organization and combination, information ethical considerations, information communication and sharing, cognitive factors of information literacy learning and motivational factors of information literacy learning. Also, the results of the exploratory factor analysis showed that 13 components could explain 81% and all 40 components could explain 100% of the variance of information literacy in the curriculum of students, the factor loading of all 40 components was above 0.70 and information literacy in the curriculum of students on the 7 dimensions and each dimension on its components had a direct and significant effect (P<0.001). Therefore, the designed model of information literacy in the curriculum of students was valid.

Based on the results of this study, in order to improve information literacy in the curriculum of students it is possible to provide the basis for realizing the identified dimensions and components.

Generalized anxiety disorder can have many negative psychological consequences. As a result, the aim of this study was to determine the effectiveness of mindfulness training on distress tolerance, resilience and emotion regulation in students with symptoms of generalized anxiety disorder.

This study in terms of purpose was applied and in terms of implementation method was a semi-experimental with a pretest, posttest and two-month follow-up design with a control group. The research population consisted of secondary high school female students with symptoms of generalized anxiety disorder in one district of Tehran city, which number of 30 people of them after reviewing the inclusion criteria were selected by purposive sampling method and randomly replaced in two equal groups (each group 15 people). The experimental groups received 8 sessions of 90 minutes with method of Kabat-Zinn's mindfulness training (2003) and during this time the control group did not receive training. The dara were collected by short scale of generalized anxiety disorder (Spitzer et al., 2006), distress tolerance scale (Simons and Gaher, 2005), resilience scale (Connor and Davidson, 2003) and emotion regulation questionnaire (Gross and John, 2003) and were analyzed by methods of variance analysis with repeated measurements and LSD post hoc test in SPSS software.

The findings of the present study showed that mindfulness training led to significant increased the distress tolerance, resilience and emotional reappraisal and significant reduced emotional suppression in students with symptoms of generalized anxiety disorder, and the results remained in the follow-up phase (P<0.001).

According to the results of this study, health professionals and therapists can use the method of mindfulness training along with other methods to improve health-related characteristics such as distress tolerance, resilience and emotion regulation.