فصلنامه خانواده و پژوهش
سال چهاردهم شماره 2 (تابستان 1396)

The present descriptive survey aimed to identify the obstacles to building and maintaining relationships in the teaching-learning process from the viewpoint of high school teachers and students in Isfahan. The statistical population of the study comprised all high school teachers and students in Isfahan (8097 and 140250 individuals, respectively). Cluster sampling method as well as random stratified sampling method were used and through taking into account the dropout rate, the sample size was determined to be 110 and 240, respectively. The instrument consisted of a self-devised questionnaire with 21 close-ended items and one open-ended item. The content validity of the instrument was confirmed by specialists and its construct validity was examined. Cronbach's alpha coefficients obtained for the reliability of “Teachers” and “Students” Questionnaires were 0.98 and 0.97, respectively. Results revealed that from the viewpoint of teachers and students the extent of obstacles to establishing relationships was higher than the theoretical average. Teachers attributed the most prevalent obstacles to building positive relations to teachers’ boredom in classroom, contradiction between teachers’ speeches and actions, and making students hopeless about pursuing their education. According to the students, the most common barriers to establishing relationships are teacher favoritism and teachers’ inappropriate reaction to students with achievement and discipline problems. Furthermore, there was a significant difference between students’ and teachers’ viewpoints on the obstacles.

This study sought to determine the relationship between early maladaptive schemas, maternal attachment styles and anxiety disorders in children. The design of the present study was correlational and descriptive. The population of the study comprised the entire eight- to thirteen-year-old primary school boys and their mothers in the academic year 2015-2016 in District one of Tehran. Convenience sampling was utilized and 140 students alongside their mothers were selected. In the next step, the Screen for Child Anxiety Related Disorders (SCARED) was administered to the students. In addition, the mothers were evaluated with the Young Schema Questionnaire-Short Form (YSQ-SF) as well as Adult Attachment Interview (AAI) (Hazan & Shaver, 1987). The data were analyzed using Pearson correlation coefficient and multivariable regression. Results showed that abandonment schema and secure attachment of mothers were associated with anxiety disorders in children and could also predict the dependent variable. Accordingly, clinical experts need to focus attention on the findings of this study as secondary preventive measures in counseling and psychotherapy.

The present study was carried out to examine the impact of computer-assisted mathematics instruction on improving the math attitude of ninth grade girls. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study comprised all ninth grade girls in academic year 2015-2016 in Hashtgerd (N= 4141). The sample included 50 ninth graders who were selected through random multi-stage cluster sampling method and randomly assigned to experimental (N= 25) and control (N= 25) groups. The instrument consisted of Aiken Mathematics Attitude Scale (1971) which was revised by Yushau (2011). Cronbach’s alpha coefficients for the reliability of the measure were 0.85 in the present study and 0.81 in the research undertaken by Zaki (2014). The Mathematics Attitude Scale was administered to both experimental and control groups as the pretest. In the next step, the experimental group was subjected to the experimental variable (computer-aided mathematics instruction) for 16 sessions. Afterwards, the posttest was given to both groups. Results of covariance analysis showed that there was a significant relationship between computer-assisted mathematics instruction and students’ attitude toward math. In fact, computer-assisted mathematics instruction improves ninth graders’ attitude towards mathematics.

This research aimed to evaluate the effectiveness of the curricula for in-service training of primary school teachers in I.R. Iran to assess the fulfillment of curricular objectives. In this evaluative research, various methods including library research, comparative-qualitative content analysis, and descriptive survey method were utilized. The statistical population of the study comprised the National Curriculum, Document of Theoretical Foundations of Fundamental Reform in Education, sources related to curriculum planning and educational evaluation, primary schools teachers in Rafsanjan who had passed about ninety percent of teacher's in-service training courses (321 individuals), as well as trainers of teacher training courses (N= 21). Total population sampling was used for the documents, teachers as well as trainers and convenience sampling was used for specialized sources. Data collection tools included note-taking cards, a researcher-devised check-list, a semi-structured interview and two researcher-devised questionnaires whose validity and reliability were approved. Klein’s nine elements of curriculum (1991) served as the evaluation criteria for the in-service curricula and 106 indicators were extracted from the documents. Expert's opinions were regarded as the criteria for the desirability of the indicators and the criteria. Results of the evaluation were indicative of the relative desirability of the programs in the fulfillment of curricular objectives.

The purpose of this study was to identify the power of intellectual capital and knowledge management in predicting teachers’ learning. In this applied research, the design was descriptive and correlational. The statistical population of the study comprised all schoolteachers in Tehran. The sample size was determined to be 550 according to Morgan’s table and the participants were selected through simple random sampling method. The instruments consisted of Organization Learning Capability Scale (Jerez-Gómez, 2005), Knowledge Management Questionnaire (Rezai Malek, Radfar & Reshadatjou, 2012) as well as Intellectual Capital Questionnaire (Bakhtiyariyan Shahri & Faraji, 2014). Despite the fact that the instruments had already been standardized, their validity and reliability were examined through content validity, factorial validity and Cronbach’s alpha coefficient. The KMO index was greater than 0.6 and equal to 0.735 and the internal consistency of the measure was 0.935. Hence, the validity and reliability of the instruments were approved. The obtained data were analyzed through linear regression analysis. Results revealed that there was a significant, positive relationship between knowledge management, intellectual capital, and teachers’ learning. Furthermore, the results demonstrated that dimensions of intellectual capital, i.e., structural, human, and relational capital, held the power for predicting 29, 28, and 27 percent of variance in teachers’ learning. Moreover, dimensions of knowledge management, i.e., knowledge identification, creation, and transfer, could predict 20, 39 and 26 percent of variance in teachers’ learning.

The present study examined the mediating role of psychological capital in the relationship between ethical leadership and organizational silence. In this descriptive, correlational study the statistical population comprised all school principals in Khorramabad in academic year 2015-2016 (N= 364). The sample which was drawn based on Cochran’s formula and stratified sampling method included 187 individuals. LISREL program was used and the obtained data were analyzed through structural equation modeling (SEM). Results indicated that ethical leadership had direct (β = 0.34) and indirect (β = 0.48) effects on organizational silence (total effect = 0.82). In addition, ethical leadership had direct (β = 0.74) and indirect (β = 0.001) effects on psychological capital (total effect = 0.74). Furthermore, psychological capital had direct (β = 0.65) and indirect (β = 0.001) effects on organizational silence (total effect = 0.65). In this relationship, psychological capital has more statistical power when it enters the equation as the mediator. More specifically, ethical leadership (β = 0.74) can reduce organizational silence (β = 0.34) through the mediating role of psychological capital (β = 0.65) among school principals.