فصلنامه خانواده و پژوهش
سال چهاردهم شماره 1 (بهار 1396)

The present study sought to determine the role of family in competency-based primary school curriculum from the perspective of Education Fundamental Reform Documents. The statistical population of the study comprised “the national curriculum”, “Education Fundamental Reform Document”, and “the theoretical principles of fundamental reform in compulsory, formal education”. Data collection was carried out through analysis of documents and library research. The six-step Roberts model was utilized for data collection and analysis. Based on the principles drawn from the reform documents, this study concludes that the participation of student families in different aspects of curriculum is necessary, especially if doing so is considered as their legal and religious duty, and the cooperation between government and families in educational policy-making, as well as in making decisions at the middle and lower levels of curriculum planning, and its implementation and evaluation at both the national and regional levels, is acknowledged. Most of the statements contained in these documents (25) are dedicated to the principles of the necessity of family involvement in the educational system and especially in the curriculum. Next, 17 statements are dedicated to family involvement in curriculum implementation, 12 to production (design and development) of the curriculum and 10 to curriculum evaluation. In addition, due to the great significance of the interaction between parents (families) and the education system for the attainment of primary school curriculum objectives, 7 statements were highlighted with respect to this matter. It is suggested that a detailed statute book be developed and put into practice for culture-building and genuine involvement of families based on the principles drawn from reform documents as well as other countries’ experiences.

This study was undertaken to develop a strategic plan for physical education and sports activities at the Ministry of Education. Mixed methods research was used and qualitative and quantitative methods were integrated in this applied research. The statistical population of the study consisted of staff managers and experts of the Bureau of Physical Education and Sports Activities at the MOE. The sample size was equal to the population size. For the purpose of data collection, national policy documents, the related literature and experts’ opinions were examined. In addition, internal/external environmental factors affecting the performance of the Bureau of Physical Education and Sports Activities were scrutinized using a questionnaire. In order to determine the strategic position and develop the strategies, IFE, EFE and SWOT matrices were utilized. The results showed that the strategic position of physical education and sports activities is of aggressive type. Results of QSPM matrix for strategies prioritizing identified “improving quality and effectiveness of physical education as well as promoting students’ physical literacy”, “boosting school-based extracurricular activities in order to achieve the objectives of physical education”, and “empowerment and development of human resources” as the three main priorities of physical education of students. Accordingly, it can be stated that the Bureau of Physical Education and Sports Activities would achieve its high-level goals through aggressive strategies.

The aim of the present study was to develop a social interest therapy program and evaluate its effectiveness in promoting adolescent bullies and victims’ social skills. The statistical population of this semi-experimental study comprised all male bullies and victims studying in the eleventh and twelfth grades in Abarkooh in academic year 2015-1016. Through sociometric method, the students were categorized into bullies (N=40) and victims (N=40) and then in each group the students were randomly assigned to control and experimental groups. In the next step, the Social Skills Questionnaire was administered to the participants. The experimental groups received a total of 12 social interest therapy sessions (2 weekly sessions). After completion of the training and also in the follow-up phase the Social Skills Questionnaire was administered to the subjects again. Results of mixed MANOVA in the posttest and follow-up phases showed that the social interest therapy program significantly increased social skills in the two experimental groups. Results were indicative of the fact that social interest therapy was an effective method for promoting adolescent bullies and victims’ social skills so that sympathy, accountability, cooperation, communication, and participation can be boosted among them.

The present study was carried out to study the relationship between spiritual leadership, organizational climate, and citizenship behavior among the employees of Tehran’s education departments. The research method was descriptive and correlational. The statistical population of the study comprised the entire employees of Tehran’s education departments (1256 individuals). The sample size was determined through Morgan table and 341 individuals (193 males and 148 females) were selected via random stratified sampling. The instrumentation consisted of Spiritual Leadership Scale (Fry et al., 2005), Organizational Climate Questionnaire (Litwin & Stringer, 1986) and Citizenship Behavior Scale (Organ, 1988). The reliability indices calculated using Cronbach's alpha coefficient were 0.847, 0.98, and 0.917 for spiritual leadership, organizational climate, and citizenship behavior scales, respectively. To analyze the data, descriptive (mean, mode, median) and inferential statistics (multivariate linear regression) were utilized. Results showed that there was a significant relationship between spiritual leadership, organizational climate, and citizenship behavior. Furthermore, a significant association was observed between spiritual leadership and its dimensions with citizenship behavior. Organizational climate and its dimensions were also significantly associated with citizenship behavior.

The aim of the present study was to investigate the impact of metacognitive skills training on the reduction of academic procrastination and test anxiety among students. The statistical population of the study consisted of all high school girls in Bojnourd in academic year 2015-2016. In this study, 40 students were selected using multi-stage cluster sampling method and were randomly assigned to experimental and control groups (20 students each). The study had a quasi-experimental design, i.e., pretest-posttest with control group. The instrumentation included the Test Anxiety Scale (Sarason, 1980) and Procrastination Assessment Scale for Students (Solomon & Rothblum, 1989). At first, the pretest was administered to all participants. Next, the subjects in the experimental group were trained using metacognitive skills training and based on cognitive-behavioral approach (12 ninety-minute sessions in 6 weeks) and then the posttest was given to all students. The obtained data were analyzed through covariance analysis. Results showed that metacognitive skills training had a significant impact on the reduction of academic procrastination and test anxiety among female students. More specifically, students who use metacognitive skills, self-awareness, task awareness, and learning strategies awareness can overcome their academic procrastination and test anxiety.

The present study examined the relationship of adolescents’ resilience to mothers’ lifestyle and attributional styles. The population of the study consisted of public high school girls in Karaj and their mothers. The sample included 220 students and their mothers who were selected through multi-stage cluster sampling method. The instrumentation comprised Attributional Style Questionnaire (Seligman & Peterson, 1984), La’li, Abedi, and Kajbaf Lifestyle Questionnaire (2012), as well as Conner-Davidson Resilience Scale (2003). The obtained data were analyzed by Pearson correlation coefficient and multiple regression analysis. Results showed that there was a significant relationship between mothers’ attributional styles and adolescents’ resilience. Moreover, among the ten components of lifestyle scale, physical health, spiritual health, sports and health, weight control and nutrition, disease prevention, psychological health, social health, and preventing accidents were positively associated with adolescents’ resilience. In addition, results indicated that changes in adolescents’ resilience can be predicted by mothers’ attributional styles and lifestyle.