عبدالوهاب پور قاز

The present study was conducted with the aim of determining the role of perceived teaching style dimensions in predicting psychological empowerment and connection with the school of students of the first secondary level of Hirmand city. In this descriptive-correlational study, 206 boys and 143 girls were selected using the stratified random sampling method. In order to collect data, questionnaires of teaching style (Blument et al., 1988), psychological empowerment (Spritzer, 1998) and connection with school (Rezaee Sharif et al., 2013) were used. Data were analyzed using descriptive statistics and regression analysis. SPSS version 24 software was used for data analysis. The data analysis showed that the three dimensions of teaching style predicted 41% of the changes in students' connection with the school. In addition, only two dimensions of structure and autonomy support were identified as predictors of empowerment. In total, these two dimensions of teaching style were able to identify 34.8 percent of the empowerment component among the sampled students. In this study, the strongest predictor for the component of connection with the school and empowerment was the structure dimension of teaching style.

The present study aimed to investigate the mediating role of self-management strategies in the relationship between identity style and teachers' educational optimism. This research is applied and correlational. The statistical population of this research was all male and female primary school teachers in Zahedan city in 2020. The participants were 334 people (67 men and 267 women) who were selected by stratified random sampling. Data were collected using Berzonsky's Identity Style Questionnaire (ISI-6G), Teacher sense of academic optimism scale and Self-management strategies scale (short form). The findings indicated there was a significant relationship between informational identity style and academic optimism (r=0.20) and between normative identity style and academic optimism (r=0.30). Also, there was a positive and significant relationship between self-management strategies and teachers' academic optimism (r=0.123). In addition, path analysis revealed that the effect of normative identity style on academic optimism was positive and significant (β=0.29). Also, the effect of informational identity style on self-management strategies was positive and significant (β=0.32). Furthermore, the effect of avoidant identity style on self-management strategies was negative and significant (β = 0.27). The effect of self-management strategies on teachers' academic optimism was also positive and significant (β=0.12). Therefore, it can be concluded that identity styles affects teachers' academic optimism directly and through self-management strategies as well.

The present study aims to investigate the effect of transformational leadership on job burnout through the mediating role of psychological capital among teachers. This study is applied and correlational and is specifically implemented based on Structural Equation Modeling (SEM). The statistical population of the study consists of all male primary school teachers in the city of Zahedan in the academic year of 2019-2020 who were 512 people among whom 217 were selected as the sample using Krejcie and Morgan table by stratified random sampling method. In this study, Bass and Avolio Transformational Leadership Standard Questionnaire (1997), Luthans’ Psychological Capital Questionnaire (2007), and Maslach Burnout Inventory (1981) were used. Content validity was used to determine validity of the research tools, and Cronbach’s alpha coefficient was used to determine reliability, which was estimated to be 0/72, 0/83, and 0/82, respectively. Data analysis was done using SPSS 22 and LISREL 8/80 software programs. The study results showed the negative and significant effect of transformational leadership and psychological capital on job burnout. There was also a positive and significant effect of transformational leadership on psychological capital. The mediating role of psychological capital in the relationship between transformational leadership and job burnout of teachers was also confirmed.

The present research was conducted with the aim of investigating the relationship between goal orientation and students' responsibility through the mediation of perfectionism. The research method was descriptive-correlation. The statistical population of this research was all 3,903 boy students in the first grade of the second level of high school in Zahedan in the academic year of 2018-2019. Through multi-stage cluster random sampling method 351 students were selected and were studied through three questionnaires of Achievement Goal Questionnaire-Revised version (AGQ-R) (Elliot and Murayama, 2008), Positive and Negative Perfectionism (Terry Short et al., 1995) and the California Psychological Inventory Responsibility (CPI-RE) scale. The research results showed that the goals of tendency dominance and tendency performance have a positive and significant relationship with responsibility at 99% confidence level (P <0.01). Also, no significant relationship was found between avoidance dominance goals and avoidance performance with responsibility. The results of path analysis indicate that the goals of tendency dominance and tendency performance indirectly and with the mediation of positive perfectionism can have relationship with responsibility. The results also show that negative perfectionism plays a reverse mediating role in the relationship between avoidance dominance goals and avoidance performance with responsibility. Therefore, it can be concluded that the goals of tendency development impact on positive perfectionism, which this issue in turn will lead to students' responsibility.

The aim of this study was to determine the mediating role of IQ beliefs in the relationship between leadership style of managers and individual social adjustment of Iranshahr students. The present research design is of an applied type. The research method in this research is descriptive-correlational. The statistical population includes primary school students in Iranshahr, whose number is 28661 and the sample size will be selected using Morgan table 378 people. The sampling method in this study is stratified random. A standard questionnaire was used to collect data, which had content validity and its reliability was confirmed by Cronbach's alpha coefficient. The collected data were analyzed using Spss and PLS software. The results show that there is a significant statistic between the variables of leadership style of managers and individual-social adjustment of students (4.657) and the path coefficient between these two variables is equal to (0.369), also a significant statistic Between the variable of managers 'leadership style and IQ is equal to (20.339) and the path coefficient between these two variables is equal (0.725) and shows the positive effect of the variable of managers' leadership style on IQ. Significant statistics between the variables of intelligence beliefs and individual-social adjustment of students is equal (3.242) and the path coefficient between these two variables is equal (0.263) and the study of indirect coefficients shows that the leadership style of managers on adaptation Students' socio-individuality is affected by the mediating role of intelligence beliefs. Based on this, all research hypotheses are confirmed.

Using the grounded theory-type qualitative approach, this study aims to investigate the challenges of Iran's higher education system according to the world ranking standards and suggest some new strategies to the country’s higher education policymakers and planners. Participants included 16 experts and senior officials from the Institute for Higher Education Research and Planning, University of Tehran, Eco Insurance Higher Education Institute, Alameh Tabatabae University and Technical and Vocational University whom were selected via snowball sampling method. Semi-structured interviews were applied to collect data based on theoretical saturation which were lasting between 30 and 60 minutes. For data validation both participants review (member check) and review by external experts (external check) were applied. Data was analyzed using open, axial, and selective coding. The findings showed that the following challenges have resulted in the poor position of the country's universities comparing with world ranking indicators: economic, sociocultural, policy-making, university management, infrastructural, educational, and research. Accordingly, layering, increasing operational efficiency and efficacy, policy changes, and transition from growth to development and reinforcement of international communications were the strategies proposed for improving the ranking of Iranian universities in the above ranking system.

As a qualitative research, this study aims to investigate external challenges of Iran's higher education system based on the global rankings’ indicators in which Ruth Wodak’s method of critical discourse analysis was applied. Participants included 16 scholars and senior officials from Higher Education Institutions in Tehran whose were selected via snowball sampling method. Semi-structured interviews were applied to collect data based on theoretical saturation which were lasting between 30 and 60 minutes. For data validation both participants review (member check) and review by external experts (external check) were applied. critical discourse analysis were used to analyze data. The finding revealed that policy-making challenges including “diversity and lack of coordination in policies of institutions determining higher education policies, lack of attention to determining missions in policy-making, not specialized policy-making processes and not using research results in them”, economic challenges including “lack of attention to income generation of universities in economic policies of Iran, lack of attention to knowledge-based economy for Iran’s economic development”, and sociocultural challenges including “low importance of science in the Iranian society, lack of attention to education of global citizens, and special attention to the local ‘We’”, are main external factors which have affected Iranian higher education system leading to low global ranking of Iranian universities. In this regard, some strategies are presented to improve the global ranking of Iranian universities.

This study aimed to critically examine university management in achieving top global rankings, using a qualitative-research approach with Ruth Wodak’s method of critical discourse analysis. Participants included 16 experts and senior officials from the Institute for Higher Education Research and Planning, University of Tehran, Eco Insurance Higher Education Institute, Alameh Tabatabae University and Technical and Vocational University whom were selected via snowball sampling method. Semi-structured interviews were applied to collect data based on theoretical saturation which were lasting between 30 and 60 minutes. For data validation both participants review (member check) and review by external experts (external check) were applied.Thematic analysis and spoken texts analysis methods were used to analyze data. The results showed that university management problems in Iran are associated with two factors: Intrapersonal Factors (extreme politicization of university managers, disregard for delegating authority and trying to maintain the status quo, assuming academic management the same as managing other organizations, inappropriate decision making and planning); and Interpersonal Factors (defective monitoring and evaluation system, inappropriate organizing and coordination). In this regard, some strategies are presented to improve the global ranking of Iranian universities. 

Considering the importance of university managers’ role in improving the quality of higher education centers as well as the low ranking of Iranian universities in most international standard evaluation systems, it is necessary to study and critically examine university managers in the process of university management and leadership, and to find the reasons for Iranian universities being dropped behind other universities in the world in the above-mentioned rankings. The results of this study can help higher education managers and policy makers in decision making and strategic planning to enhance the quality of Iranian universities and compete with other universities worldwide while joining the global village to employ international knowledge and gain higher international rankings.

Case Study

Participants included 16 experts and senior officials from the Institute for Higher Education Research and Planning, University of Tehran, Eco Insurance Higher Education Institute, Alameh Tabatabae University and Technical and Vocational University whom were selected via snowball sampling method.

This study used a qualitative approach and a critical interpretive paradigm. According to this paradigm, hidden structures that cause inequality and provide solutions to change can be identified through research (Mohammadpour, 2013). According to the discourse analysis approach, the practical method of collecting data in this study involved reviewing notes taken from related lectures and analyzing interviews. Analysis methods in the CDA included thematic analysis, written text analysis, and spoken text analysis, all three types of which were used in the present study.

The results showed that university management problems in Iran are associated with two factors: Intrapersonal Factors (extreme politicization of university managers, disregard for delegating authority and trying to maintain the status quo, assuming academic management the same as managing other organizations, inappropriate decision making and planning); and Interpersonal Factors (defective monitoring and evaluation system, inappropriate organizing and coordination). In this regard, some strategies are presented to improve the global ranking of Iranian universities.

Inappropriate academic management in various areas of decision making, evaluation, and leadership is one of the factors that have been implicated in numerous research studies in lowering university rankings. Jaroka (2015) believes that university rankings help manage these centers and are important in building and securing credit. In addition, as a platform in the field of strategic management, it assists the university in policy and strategy regulation. The effectiveness of a particular management policy can also be assessed using rankings. However, given the fact that the set of activities and their respective performances are represented by rankings, they are direct reflections of the quality of academic centers. Obviously, in addition to harm reduction, eliminating the problems and challenges of university management, and opening new windows to enhance Iran's higher education status, the strategies of this article can be used as a reliable platform to hopefully eventually improve Iranian universities international rankings.

ABSTRACT This study aimed to examine the relationship of meanings of education with perceived stress and academic optimism. A corpus of 375 senior high school students in Neishabur (125 female students and 250 male students) was selected as a sample using a stratified random sampling method. The participants were evaluated by Meanings of Education Scale, Perceived Stress Inventory, and Academic Optimism Survey. Data were analyzed using a Pearson correlation coefficient, a one-sample t-test, an independent t-test, and a stepwise regression analysis. Results indicated that meanings of education were not significantly related to perceived stress and academic optimism. However, there was a significant difference in meanings of education between the male and female students. The female students’ mean score on meanings of education (301.76) was higher than that of their male counterparts (284.85).

The Purpose Of This Research is Determining Of The Relationship Between Cultural Intelligence And Critical Thinking With Self-Directed Learning Among MA Students Of Humanity Faculty At Sistan And Baluchistan University. A Descriptive-Correlation Method Was Used In This Research Through Which 234 Students Were Selected Based On Morgan Table Using Random Sampling. Ang et al (2004) Cultural Intelligence Questionnaire, Rickettes Critical Thinking Questionnaire (2003) And Fisher, King, Taugo Self-Directed learning (2001) Questionnaire Were Used as The Instruments. Data Analysis Processes Were Done Using Pearson Correlation Coefficient Test, Regression Analysis, One-Sample t-test. Due to The Results It Was Found That The Average Of Cultural Intelligence, Critical Thinking And Self-Directed learning is More Than Normal Among Students. Based on Findings From Pearson Correlation Coefficient, There is a Positive And Meaningful Relationship Between Cultural Intelligence And Self-Directed learning And Between Critical Thinking And Self-Directed learning (p

This study aimed to investigate the relationship between basic psychological needs of self-determination and personal adjustment in gifted and normal students. To this end, 280 gifted and normal students using stratified sampling were selected to participate in this study. California Personality Inventory and the basic psychological needs scale were used as the research instrument. The results revealed that self-determination in normal students is more than of self-determination in gifted students, but in terms of personal adjustment, they were not significantly different from each other. There was a significant relationship between personal adjustment and self-determination in students. However, the results of stepwise regression analysis showed revealed that only relatedness and competence were useful in the model and can be considered as predictors of personal adjustment.

Assertiveness is an important component of social relationships and social skills that can be influenced by various factors such as parenting styles and discipline styles. Thus this study aimed to investigate the relationship between parenting styles and discipline styles with assertiveness of students was conducted. The research method was descriptive-correlation (the regression type). That among high school students in the city of Zabol in the academic year 2015-2016. A stratified random sampling of 360 students that through three parenting styles questionnaire responded Diana (1972), Dare Interrupt Gambrills and Ritchie (1972) and disciplinary practices perceived Ramezani (2010) were studied. To analyze the data, Pearson correlation coefficient and multiple regression were used. Results showed Permissive parenting style is associated with assertiveness (p>0.05). But between authoritative parenting style with assertiveness positive and significant relationship and there is a significant negative relationship between authoritarian style of assertiveness (p0.05). But between disciplinary partnerships style with assertiveness there is positive and significant relationship and there is significant negative relationship between arbitrary disciplinary styles with assertiveness (p

Academic procrastination is one of the common phenomena among students that can be affected by several factors, including classroom management. This study aimed to investigate the relationship between classroom management and academic procrastination in graduate students in University of Sistan and Baluchistan.
This study is a descriptive-correlation (regression). The study population was all graduate students of university of Sistan and Baluchestan in the first half of the academic year 2015-2016. By using stratified convenience sampling method, 328 students were selected and studied through applying two questionnaires of class management that were made by researchers and Savari’s academic procrastination questionnaire. To analyze the data, Pearson correlation coefficient and simultaneous multiple regression analysis were used SPSS21 software.
Mean score on designing and organizing (3/49±0/452), leadership (3/58±0/422), monitoring and control (3/42±0/48), evaluation (2/92±0/708), classroom management (3/35±0/346), academic procrastination (2/05±1/169) were. Correlation coefficients of designing and organizing, leadership, monitoring and control, evaluation, classroom management with academic procrastination were respectively -0/3,-0/391,-0/414,-0/544 and -0/637 (p Faculty by improving designing and organizing, leadership, monitoring and control, evaluation skills, can be effectively and efficiently manage your classroom that it’s result will be reduction of student's academic procrastination.

This study was conducted with the aim of examining the relationship between organizational support with quality of working life of power department stuff in Zabol city. The research method in this study is a correlation type of descriptive method, and the study population included all 110 electricity department stuff in Zabol, out of which 86 employee were selected by random sampling method. Two questionnaire, organizational support by Eisenberger and et.al(1986) and quality working life by Walton (1973) were employed to collect required data, and Alfa reliability of the questionnaires were .97 and .98 respectively . Their reliability were estimated using Cronbach's alpha coefficient, respectively, 0.86 and 0.94. To analyze data, the mean, standard deviation, Pearson correlation and regression were used. The Results indicated that organizational support and quality of working life from power department stuff point of view were desirable. Moreover, there was positive and significant relationship between organizational support and quality of working life and its dimensions. Findings revealed that organizational support could predict quality of working life

Achievement motivation and self-directed learning can be affected by various factors, including classroom management styles. This study aimed to investigate the relationship between classroom management styles and achievement motivation and self-directed learning in graduate students of the University of Sistan and Baluchistan, Iran.
This descriptive-correlation study was conducted through regression analysis. From among all graduate students of the University of Sistan and Baluchestan, 323 students were selected and studied in October 2015. The study tools consisted of Martin and Baldwin’s Class Management Styles Questionnaire (1998), Fisher’s Self-directed Learning Readiness Scale (SDLRS) (2001), and Hermans’ Achievement Motivation Scale (1977). To analyze the data, Pearson correlation coefficient and simultaneous multiple regression analysis were used in SPSS software.
Mean score of the non-interventionist, interactionist, interventionist, achievement motivation, and self-directed learning styles were 2.73 ± 0.517, 2.77 ± 0.527, 2.86 ± 0.435, 2.74 ± 0.406, and 3.28 ± 0.311, respectively. The correlation coefficients of the non-interventionist style with achievement motivation and self-directed learning were, respectively, 0.077 and 0.035 (P > 0.05). The correlation coefficients of the interactionist style with achievement motivation and self-directed learning were, respectively, 0.644 and 0.591 (P Achievement motivation and self-directed learning in students increased with the use of the interactive classroom management style and reduced with the use of the interventionist classroom management style.

The objective of the present study was to examine the relationship core competencies with performance of educational group’s managers university of Sistan and Baluchestan. This descriptive study followed a correlation design. The population was faculty members of Sistan and Baluchestan University in the first half of the academic year 2015-2016. Using stratified convenience sampling method, 183 faculty members of Zahedan University of Medical Sciences were selected and studied through applying two questionnaires: Evaluation of performance of educational group’s managers and core competencies. To analyze the data, Pearson correlation coefficient and simultaneous multiple regression analysis were used via SPSS21. Mean score of job performance (3/41±0/614), and core competencies (3/59±0/593) were all higher than the theoretical mean (3). Correlation coefficients of interpersonal, mental-intellectual, administrative, personality and core competencies with job performance were respectively 0/629, 0/611, 0/57, 0/518, and 0/725 (p

The main purpose of the present research is to study learning style” and The relationship between with “locus of control” among girl highschool students in zahedan. This study is descriptive- Survey. For the study 357 female high school students were selected by stratified cluster -random sampling method. Information are collected by two questionnaires measuring Learning style VARK and locus of control Rotter. The reliability is obtained by Cronbach's alpha coefficient coefficient which was 0. 75 and 0.71 respectively. For statistical analysis of data,crosstabs, pearson were used.Results revealed that there are no significant relationship between Learning style and locus of control among students.But significant relationship between locus of control and academic achievement among Female High School Students in Zahedan,also The results indicated that between Learning style and locus of control there is no significant, subject-wise and difference among female high school students.

The purpose of this research is studying the Effectiveness of job rotation and it''s relationship with organizational justice and organizational trust among the nurses Of social security hospital of Zahedan. statistical society of this research includes all the nurses of social security hospital of Zahedan which job rotation system has been performed about them since several years age and there has been 96 nurses in 2012. Sampling was performed by use of head count، so all the people of statistical society have been chose as sample. In order to collect data form effectiveness of job rotation questionnaire which is made based on research literature، organizational justice questionnaire and organizational trust questionnaire. content validity of all the three questionnaire has been validated by masters and specialists of educational sciences and cronbach Alfa coefficient is calculated 0. 90،0. 94،0. 96 for job rotation effectiveness questionnaire، organizational justice questionnaire and organizational trust questionnaire respectively. In order to analyze the obtained information، one-group t statistical methods were used for study of variables status، pierson correlation coefficient was used for study of relationship between variables and their various dimensions. The results of research indicated that the average of effectiveness of job rotation is relatively optimum among the nurses of social security hospital of zahedan. The average of organizational justice and trust is average. There is a direct and meaningful relationship between job rotation effectiveness variable whit organizational justice and it''s dimensions (0. 292). There is a direct and meaningful relationship between job rotation effectiveness and organizational trust and it''s vertical trust and institutional trust dimensions (0. 305). But there is no meaningful relationship between job relation effectiveness and organizational trust and it is horizontal dimension (0. 05). There is a direct and meaningful relationship between organizational justice and organization confidence and their dimensions (0. 805).

Present study has been conducted to construct and validate a scale for assessing of the effective factors of drug abuse tendency among youth. A descriptive method has been used. In this research 408 addicted young adults aged 16-29 years old selected of addiction treatment centers of Razavi Khorasan province during December 2011 till June 2012 by purposive and sequential sampling. For gathering data, 78 items researcher-made questionnaire was administered among selected sample. The face and content validity of scale were approved by the specialists in psychology and sociology. Also, second-order confirmatory factor analysis was used to estimate the construct validity. Result of the research declared that total structure of scale with its three dimensions namely: personal, interpersonal and environmental and social factors for measuring of effective factors of drug abuse tendency. The reliability coefficient of the scale by using of Cranach’s alpha coefficient was 0.94. The results indicated that this scale is a valid and reliable instrument for measuring effective factors of drug abuse tendency among youth and it can be used in the same statistical population.

Myofascial pain syndrome is one of the painful conditions of the musculoskeletal system. There is controversy about the effectiveness of treatment strategy. This study was done to compare the effects of diclofenac phonophoresis with ergonomic instructions on neck and shoulder pain and disability in women with myofascial trigger points in trapezius muscle. This clinical trial study was conducted on thirty female students with trigger points in trapezius muscle in Razmejo-Moghadam Physiotherapy Clinic، Zahedan University of Medical Sciences، Iran during 2009. Patients were randomly assigned to one of three equal groups: diclofenac phonophoresis، ergonomic instructions، and control groups. In phonophoresis group، after applying diclofenac gel، ultrasound with frequency of 1 MHz، continuous mode، intensity 1. 5 W/cm2، and duration 4. 5 min was used. Ergonomic group received instructions in order to maintain appropriate posture during activity of daily life. Control group received ultrasound without output. A 12 session treatment program، during 4 weeks، 3 sessions per week was performed. Neck pain was assessed before and after intervention with Northwick Park Neck Pain Questionnaire and shoulder pain and disability with Shoulder Pain and Disability Index. Data were analyzed using SPSS-17، Kolmogorov-Smirnov، paired t-test، One-way ANOVA and Tukey tests. Neck pain score decreased from 18±3. 5 to 7. 6±4. 4 in phonophoresis group and from 17. 8±3. 5 to 10. 5±3. 4 in ergonomic group (P<0. 05). Also، shoulder pain and disability score decreased from 106. 2±28. 1 to 36. 76±30. 7 in phonophoresis group and from 103. 3±22. 9 to 26. 2±12. 3 in ergonomic group (P<0. 05). There was no significant difference between post and pretreatment results in control group. After treatment، there was no significant difference between two treatment groups regarding neck، shoulder pain and disability. However، after treatment there was significant difference between two treatment groups and control group regarding pain (P<0. 05). This study showed that diclofenac phonophoresis and ergonomic instructions are effective in decreasing neck and shoulder pain and disability in patients with myofascial trigger points in trapezius muscle. None of both treatment strategy was superior to other.

An experiment was conducted to determine the effect of Academic self-efficacy and cognitive exhaustion on cognitive problem solving. The sampling population was the first grade high school students at the city of Sarayan. They were 120 students whom were chosen amongst 450 students answered to the questionnaire of Academic self-efficacy. The scores of the student were one standard deviation less than the average. They were randomly divided into eight groups: experiment and control group, each including 15 students. The experiment consisted of two phases: In the first phase, students were exposed to cognitive problems: experimental group with unsolvable problems and control group with solvable problems. Then all students were exposed to cognitive problems to compare groups. Data were analyzed by two way analyses of variance. Results indicated that academic self-efficacy and cognitive exhaustion have significant effect on solving cognitive problems of students, While gender of students dose not have significant effect on solving cognitive problems. Findings also revealed that there is no significant interaction effect of academic self-efficacy and gender, interaction effect of cognitive exhaustion and gender, interaction effect of academic self-efficacy and cognitive exhaustion and interaction effect of academic self-efficacy, cognitive exhaustion and gender on problem solving performance of students. Therefore in order to findings of the present research, for study of student's performance in problem solving situation, it looks necessary to concentrate on the role of Academic self-efficacy and cognitive exhaustion variables.