نشریه راهبردهای آموزش در علوم پزشکی
سال سیزدهم شماره 1 (پیاپی 59، فروردین و اردیبهشت 1399)

academic misconduct in medical science faculties is a global concern which, in addition to a threat to the quality of education, can predict the incompetence professional and disregard to moral values. In this regard, this study was conducted to determine the frequency of cheating, identify the current practices of academic cheating and the leading factors to cheat among students in Ilam University of Medical Sciences.

A descriptive-analytical study was done among 400 students of Ilam University of Medical Sciences during the first semester of academic year 2015-2016. Samples were selected by stratified random sampling method. Data collection was done using a researcher-made questionnaire. Data were analyzed using descriptive statistics and Spearman correlation coefficient.

361(90.2%) of the total 400 students enrolled completed questionnaire. 77.6% admitted using some method of cheating and 88.1% admitted engaging in cheating. The most common practice for cheating in exams is to look at other students' papers. The severity of the assignments was considered as the main cause of cheating (47.8%). There was a significant relationship between the amount of cheating and the average score p <(0.05.)

According to the results, the frequency of academic misconduct among the students is high and there are a number of basic ways such as review of classroom practices, student-centered teaching practices, and holding the periodicity of ethical issues in education for students is an inevitable necessity.

The aim of this study was to investigate the effect of corrective feedback (written and verbal) of teachers in a formative evaluation of the learning love of first grade male students in the nith grade in Alashtar city, Iran.

This study was a quasi-experimental study in which the pretest-posttest control group was used. The sample consisted of 40 subjects selected by multistage cluster sampling method and were randomly assigned to experimental groups and control group. The data were collected from McFarllen Learning Love Questionnaire (2007). Data were analyzed using univariate analysis of covariance.

The results of one-variable covariance analysis showed that there was a significant difference between male and female students of experimental and control groups in terms of love for learning English (P <0.001, F = 24.58).

It can be concluded that written and verbal feedback of Butler and Wine-based model can be effective. If the teachers after the model of Butler and Wine’s formative assessment provide feedback to students, the level of Learning Love could be significantly increased.to students, they can study the level of Learning Love to significantly increase.

The current research was conducted to determine the mediating role of negative affection toward self- forgiveness and procrastination in male students of Tabriz University.

In the same vein, 361 male students were selected by random cluster sampling Method from three groups of technical and engineering, basic science and human science faculties. The general procrastination, decisional procrastination, positive and negative affect, and Heartland forgiveness inventories were used for gathering the data. The theoretical model was tested within a structural equation- modeling framework to identify both direct and indirect effects.

The results indicated overall model fit. Although direct effects of self-forgiveness on decisional and general procrastination behaviors were not significant, but indirect effect of self-forgiveness on the decisional and general procrastination behaviors, it was fully mediated by negative affection.

Due to effect of self-forgiveness on negative affect and academic procrastination, its training is needed for students.

The purpose of this study was to identify the relationship between religious attitude and academic achievement and the differences between male and female students in these variables.

313 student (including 188 female students and 126 male students) were selected through multistage cluster random sampling and the Religious Attitude Scale (Aslani, 2003) were completed. The tool had good reliability and reliability. Data were evaluated through correlation matrix, multivariate regression and independent group t test.

Findings showed that there is a significant relationship between dimensions of religious attitude and academic achievement. Also, there was no significant difference between male and female students in the variables in the research.

Accordingly, it can be concluded that religious attitude could contributed to academic achievement. These findings emphasize the role of religion and religious attitude in persuading people to work and prevent them from engaging in unhealthy behaviors for academic achievement.

The purpose of this study was to investigate the implicit intuition of theories, support for autonomy and epistemological beliefs in predicting academic engagement among students.

The research method was descriptive correlational. The statistical population of this study consisted of all students of Payame Noor University of Tabriz in the academic year of 2017-2018. According to the type of research and the number of variables studied, 400 people were selected. Data were gathered by the savvy academic involvement questionnaires, the implicit beliefs of Abdolfattah and Yiths, the support of Black and Dey autonomy, and Shumer's epistemological beliefs. Data analysis was performed by Pearson correlation coefficient and multiple regression analysis.

The results of the study showed that there is a positive and significant relationship between additive beliefs and support for autonomy with academic involvement. Also, there is a negative and significant relationship between the speed of learning and the intrinsic nature of epistemological beliefs with academic engagement.Moreover , the results of regression analysis showed that variables of intelligence beliefs, support of autonomy and epistemological beliefs can predict the variables of academic involvement in students.

Attention to intelligence beliefs, autonomy and epistemological beliefs play an important role in academic engagement.

The aim of this research is to study the mediating rule of cognitive flexibility in the relationship of academic optimism and academic vitality.

For this purpose the descriptive correlation method has been used. The research population includes 4834 female second-grade secondary high school students of Zanjan in the academic year of 2018 and using the relative multi-stage cluster method, sample size was determined to be 400. In order to collect data, Dehghanizadeh and Husainichary’s academic vitality questionnaire (2012), Tschannen-Moran’s academic optimism questionnaire (2013) and Dennis and Vander wal’s cognitive flexibility questionnaire (2010) were used. Data analysis and structural equation analysis were performed using Pearson correlation, and Lisrel and SPSS 18 softwares, respectively.

The research findings indicate that the model is fitted and the research hypotheses, except for one case, are confirmed. The suggested model shows that academic optimism has an indirect (by mediation of cognitive flexibility) positive and meaningful relationship with academic vitality (p<0.01). Correlation analysis showed that there is a positive and meaningful relationship between academic optimism and academic vitality (p<0.05), while according to the model, such a result was not observed. The model also showed that there is a meaningful and positive relationship between academic optimism and cognitive flexibility, as well as between cognitive flexibility and academic vitality (p<0.05).

The findings highlight the role of academic optimism on cognitive flexibility, for arriving to academic vitality. The findings of the study were discussed regarding to theoretical and empirical evidence and suggestions have been made for this purpose.

Maternal employment and its impact on happiness and child's academic self-efficacy are among the most important issues in advanced societies, and today it has received special attention in many countries where women enter the labor market. The purpose of the present study is to determine the relationship between mother's employment with happiness and academic self-efficacy of primary school students.

The present study method is descriptive correlation type. The statistical population of the present study included the first elementary school students in Shahre Rey in the academic year of 1395-1396, with 10120 students, of whom 370 were selected by multi-stage cluster sampling. All respondents completed demographic information, Oxford Happiness Questionnaires (Argyle & Lev, 1990), and educational self-efficacy (Jinx & Morgan, 1999). Data were analyzed using Paired-point correlation, Pearson correlation, and t-test.

Findings analysis showed that there were no significant relationship between mother's employment with happiness of students (R= 0.074, P≤ 0.075). There were no significant relationship between mother's employment with educational self-efficacy of students (R= 0.003, P≤ 0.477). Also, there were no significant difference between happiness of students based on mother's employment (T= -1.448, P≤ 0.481). And there were no significant difference between educational self-efficacy of students based on mother's employment (T= 0.059, P≤ 0.231). Also, as a side finding, there were no significant relationship between age with student's happiness (R= -0.015, P≤ 0.384) and between age and students' educational self-efficacy (R = 0.06, P≤ 0.104).

The findings showed that there is no significant relationship between mother's employment and student's happiness and educational self-efficacy. Also, there is no significant difference between happiness and educational self-efficacy of students based on mother's employment.

Today, in many organizations, registration, review, and improvement processes are pursued to enhance performance and move toward organizational excellence. FOCUS-PDCA model is one of the most effective tools in the field of health that has been used in recent years to improve organizational processes in Iran. The purpose of this study was to improve the quality of nursing school educational processes based on FOCUS-PDCA model.

This quasi-experimental study was a single-group pre-test and post-test. Data were collected using a researcher-made questionnaire at each stage (before and after the intervention). In the process timing discussion, the duration of each process was measured and reported in terms of days.

The mean time of the processes was 42.8 days with some processes taking place during one semester which was reported to be 32 days after FOCUS - PDCA workshops and intervention. Decreased. The average percentage of upgrading processes reported was 34.4%. The mean score of initial satisfaction of the processes evaluated was 301 out of 500, which means that students 'and faculty members' satisfaction with the educational processes of the Nursing faculty was reported to be 60.2%. Found.

The present study showed that implementation of FOCUS-PDCA method has led to improvement of nursing faculty educational performance. It is recommended that this method be performed in other departments of research and amenities involved with students and professors and evaluated in terms of its impact on other indicators.