حکیمه سادات حسینی مهرآبادی

Purpsoe:

 The present study was conducted to investigate the mediating effect of the quality of aesthetic experience on the relationship between spiritual intelligence and life satisfaction in teachers.

This study was practical in terms of purpose& in terms of method was descriptive-correlation with emphasis on structural equations. The statistical population of the research consisted of all teachers working in education in Qom province in the academic year of 1402-1401 in the number of (12549 people). To determine the sample size, Cochran's formula was used and 372 people were selected as a sample, which was selected using available sampling method. Data collection was based on three spiritual intelligence questionnaires, SISRI 24, King (2008), aesthetic experience questionnaire AEQ Wenzer (2018) and life satisfaction questionnaire (SWLS) Diener et al. (1985). Data analysis was done with SPSS25 and AMOS 26 software.

There is a positive and meaningful relationship between all the components of spiritual intelligence and the quality of aesthetic experience and life satisfaction. There is also a significant relationship between aesthetic experience and life satisfaction. The findings of the path analysis also confirm the mediation of the quality of aesthetic experience in the relationship between spiritual intelligence and life satisfaction.

Finally, it can be concluded that spiritual intelligence and the quality of aesthetic experience are important variables in teachers' life satisfaction.

This article aims to identify the factors affecting the generation gap and provide a solution in the education system. The method of this research is descriptive-analytical, textual, and includes the review of articles and texts in the field of generation gap, especially in the field of education, and reliable and up-to-date sources have been used. The findings showed that the factors affecting the generation gap are classified into five dimensions: personal and family, educationalenvironmental, social-cultural, political and religious-religious. The indicators extracted in the individual and family sphere are: lack of communication, family familiarity with technology, family upbringing style, family structure, social and economic base, principles governing family management, lifestyle, different perception of relationships, media literacy. and parental education; The socio-cultural field includes: visual and audio media, Western mass media, the type of use of forms of technology, virtual social networks, how to spend leisure time, modernism and globalization; The religious field includes: neglecting religion and religious education, not paying attention to values, the level of family religiosity and paying attention to value supervision; The educational-environmental field includes: educational system (planners and teachers), hidden curriculum, socializing with peers and paying more attention to education instead of education; The political field includes: cultural politics, unfair distribution of facilities and national disharmony in the society. At the end, solutions were presented to reduce the generation gap in education.

The present study aimed to investigate the prediction of social responsibility based on family performance in female students of Qom University. This research is applied in terms of objectives and descriptive in terms of data collection method. The statistical population included 4687 female students of Qom University, 354 of whom were selected by stratified random sampling through Morgan table. Data were collected using the standard Skate, Smith and Bakers (2004) Social Responsibility Questionnaire and the Epstein, Baldwin and Bishab (1950) family performance questionnaires, whose reliability was 0.734 and 0.914 based on Cronbach's alpha, respectively. The face and content validity of the questionnaires have been confirmed in various studies. In addition to descriptive statistics, Kolmogorov-Smirnov inferential tests, Pearson correlation and regression tests were used to analyze the data. Findings showed that 7.7% of the variance of social responsibility can be explained by family performance. Also, according to studies, family performance predicts social responsibility in female students of Qom University. Thus, in order to achieve the benefits of responsibility at the community level, it seems necessary to pay attention to the performance of students' families, which are effective factors in national development.
Keywords:

The present research was conducted with the aim of Prediction of Psychological Well-being and Social Responsibility in terms of Family Function And Identity Styles in Female Students of the University of Qom in The Academic Year of 2017-18. The research method is applied in terms of objectives, and in terms of information gathering method, it is descriptive of correlation type. The statistical population includes 4687 of female students of Qom University who study in this year's academic year of 2017-18. 354 of them were selected by stratified random sampling from Morgan, Krejcie and Kohen tables. For collecting data, four standard questionnaires, social responsibility( Schuyt, Smit and Beckers; 2004) with Cronbach's alpha 0/734, psychological well-being (Ryff ;1989) with Cronbach's alpha 0/821, family Function questionnaire (McMaster ;1950) with Cronbach's alpha 0/914, and Identity Style Questionnaire (Berzonsky ;1989)) with Cronbach's alpha 0/879 were used. In addition to descriptive statistics, inferential tests of Kolmogorov–Smirnov, Pearson correlation, regression were used to analyze the data. The findings showed: 1) 30/6 percent of variance of psychological well-being can be explained through family function and identity styles. 2) 10/7 percent of variance in social responsibility can be explained through family function and identity styles