نشریه پژوهش های تربیتی
سال چهارم شماره 2 (پاییز و زمستان 1396)

The purpose of this practical descriptive study was to explore the professional ethics of secondary school teachers in Khorramabad. The participants were 1089 secondary school teachers (756 women and 333 men). Based on the sampling table of Krejcie and Morgan (1970), the recommended sample was 285. Stratified random sampling technique was engaged. The required data were collected using standard questionnaire of professional ethics of employees. To analyze the data, descriptive statistics (frequency, cumulative frequency, columnar graphs) and inferential statistics (Kolmogorff-Smirnov test and non-parametric-human-Whitney test) were used. The results of the Yumann- Whitney test showed that between professional ethics and its dimensions (accountability, honesty, justice and fairness, loyalty, supremacy and competition, respect for others social values and norms) there is no significant difference between male and female teachers in secondary school in Khorramabad. In other words, it can be said that the male and female teachers of secondary school in Khoramabad have the same attitude toward professional ethics and its components.

This study aims to investigate the relationship between wisdom and psychological well-being and academic buoyancy of students. This is a correlation study. The statistical population of this research includes all high school Secondary students of Khusf town, and 317 students were selected through cluster random sampling method. Research tools employed include Wisdom Scale of Ardelt, psychological well-being scale of Ryff and academic buoyancy of Dehqanizadeh and Hussein Chari. For analysis, Pearson correlation coefficient and regression analysis were adopted. Results showed that significant and positive relationship between wisdom and academic buoyancy and psychological well-being exist. The reflective and emotional components of wisdom predicted the level of psychological well-being, and cognitive and reflective components predicted the level of academic buoyancy. Thus, it can be concluded that wisdom is a reliable anticipator for academic buoyancy and psychological well-being between students, and wiser students have higher levels of academic buoyancy and psychological well-being.

The present study aimed to investigate the role of test anxiety components and alexithymia in the academic burnout of students. The method of this study was descriptive and correlational. The statistical population consisted of all male and female students studying at Azarbaijan Shahid Madani University in the 2016-2017 academic year that based on Krejcie and Morgan table, 355 students were selected by multistage cluster sampling method. Toronto Alexithymia Scale (Bagby et al, 1994), Test of anxiety (Friedman, 1997) and Maslach Burnout Inventory-Student Survey (Shaufeli et al, 2002) formed the basis for data gathering. Data were analyzed using software SPSS 16 and statistical tests Pearson correlation and multiple regression (stepwise). The results showed that there was a positive significant relationship between the components of test anxiety and alexithymia with academic burnout (P

The present study has been conducted to comprehensively investigate student's perceptions of teacher’s social support and characteristics and functions that lead to increased perception of teacher's social support. The study has been conducted with phenomenology approach by using qualitative content analysis. Statistical population included all female 11th graders in Torbat-e Heydariyeh. By purposeful sampling and based on Social Support Scale of Maleki, Demri & Elliott (2000), 30 students (15 high scores and 15 low score) were assigned to the sample group. A semi-structured interview was employed for data collection. Based on the findings, students suggested nine themes including “empowerment of human relations”, “appropriate personality traits”, “appropriate monitoring and evaluation”, “teaching skills”, “the ability of class management”, “job commitment”, “guiding and counseling”, “academic ability” and “contributions to the student's all-round development” with an emphasis on emotional, instrumental, evaluative, and informational support. Result shows the most important characteristics of the supportive teacher are “empowerment of human relations”. Also, to boost student's perceptions of teacher's social support, teachers need to have other features like “authoritative relationships”, “appropriate encouragement and punishment”, “to have peace of mind”, “conducting coordinated exams”, “ethical counseling” and “reinforcement classes”.

This study was carried out to provide a structural model for illustrating the structural relationships between the amount of mobile phone usage and academic engagement with mediating role of attention in students at the University of Birjand. The statistical population of this study included all students studying at Birjand University in the academic year 2015-2016. Sample included 200 students from Birjand University who were selected using cluster sampling. The instruments used in this study were Jafarzadeh mobile phone addiction questionnaire (2012), Schofield et al engagement questionnaire (1996) and Wechsler inverse number test. Data was tested by path analysis. The findings showed that the amount of mobile phone usage, influences student's attention. In other words, the amount of student's academic attention and engagement decreases with increasing use of mobile phones. These findings show the need for serious attention from the authorities on the negative consequences of students’ mobile phone usage. It showed that the use of mobile phones to be a good predictor of student academic engagement.

This study aims to examine the situation of research help seeking among graduate students (students of master and Ph.D. candidates) at Ferdowsi University of Mashhad. The sample size was 425, selected by Quota sampling and based on educational level, gender and faculty. The 58 items questionnaire prepared and analyzed by the researchers was used to measure research help seeking. The results showed that there is a significant difference in score average of help seeking among different faculties. Average female students in the component of adaptive help seeking and average male students in component of avoidance of help seeking were significantly higher. Average graduate students in dimension of need for research help seeking and avoidance of help seeking and average Ph.D. students’ in component of adaptive help seeking were higher. Ultimately, since weakness in research skills is among the different factors in both the conduction and application of research findings and it would probably invalidate the findings, professional commitment would dictate that in case the need arises, the researcher would use the help-seeking strategy.

The present study is an attempt to examine the role of information literacy as a prerequisite for the effective application of ICT. Qualitative content analysis was used as the methodology to answer the main question of the study. The findings and results show that there is a need to have fundamental changes in missions and functions of Universities and institutes of higher education. Since one of the basic missions of Universities is to produce knowledge and lay the groundwork for knowledge environments, awareness of and access to the latest scientific findings in areas of science and technology is necessary. ICT has paved the way of this process. But what is essential is to enable the users of higher education easier access to ICT based environment. This way the audience of higher education can use the information in such environments in an effective, efficient, and creative way. This will be impossible unless we consider the role and status of information literacy as a necessity and basic issue for the application of ICT in higher education.