پژوهشنامه تربیتی
سال پانزدهم شماره 1 (پیاپی 61، زمستان 1398)

The purpose of this study was to compare the effectiveness of teaching Mindfulness and Working Memory on academic well-being second grade secondary school students. The statistical population of this study includes all second-grade secondary school students in Sabzevar city during the academic year of 2017-2018. To collect data, Tuminnin-Sweeney et al. Educational well-being Questionnaire (2012) used. This research was a semi-experimental design with pre-test and post-test design with control group. A sample of 45 people who were lower in the three dependent variables who were willing to participate in the training sessions were selected and randomly assigned to two groups of test and one control group (each group was 15). Within one week of pre-test run for each of the three groups, one of the experimental groups was subjected to an independent variable of mindfulness education and the second group was subjected to working memory training and the control group did not receive any training. In this research, to analyze the differences between the groups, the variance analysis of variables of multiple and single variable variables was used, taking into account the intra-group (test) and intergroup (group membership) variables. The results showed that mindfulness training increased academic well-being in students. Also, working memory training can increase academic well-being in students. The results showed that there is a significant difference between the effectiveness of mindfulness education and working memory training, and training mindfulness is more effective in increasing academic well-being.

This research seeks to elaborate on Hegel's idealistic view of the aesthetic sense of translators in the education system by using Franken's inferential method and resource analysis, books, and numerous researches on Hegel's idealistic view. The findings of this study indicate that Hegel considers mind cultivation as one of the aesthetic training methods. For Hegel, the human mind is not merely abstract and conceptual, because if it is abstract and conceptual it cannot think or become aware of its own thinking. The mind constructs itself in sensory activities and products such as alien or foreign art. Among the methods of imitation and creativity of art, Hegel rejects the method of imitation and praises the creativity of art. Hegel also considers modeling of nature one of the primary ways to create beautiful works of art. And the human mind has shown a tremendous amount of interest in the creation of artworks. The use of art and aesthetics to reinforce religious beliefs and spiritual affairs, as well as emotional evacuation, and to attain spiritual-psychological relaxation are also other ways of applying Hegel's aesthetic education to use. Is in the education system

The purpose of this study was to investigate how the effect of education on philosophical deductive method on the creativity of sixth grade male students. The method of this study was experimental and pre-test and post-test with control group. The statistical population consisted of all male students in sixth grade in Dezful city. Using multistage cluster random sampling, 48 students were selected from two schools of Dezful and 25 and 23 students in two classes and two groups were randomly divided into two groups: experimental and control Were replaced. From both groups, the pre-test of creativity of the form of B-Tournas was performed and then the method of teaching philosophical scholarship was carried out in the experimental group and did not receive the educational control group. Results obtained or descriptive and inferential methods (Levin's test, Kolmogorov's test -Symenof, ANOVA, and ANOVA) were described and analyzed. The results showed that the use of cognacoflosophy increased the creativity of students in the experimental group compared with the control group.(p<0/05)

The purpose of this study was to determine the relationship between the use of self-regulation skills and academic self-fulfillment and the emergence of a startup curriculum in the entrepreneurial school through the educational engagement intermediation. The Startup Mentor is a program that fosters the mentality of students in a way that can launch start-up businesses. The research method has been a type of solidarity descriptor. The statistical population of all second-grade teachers in Isfahan was 3537 students in the academic year of 1966-97. The multi-stage cluster sampling method was selected based on the Cochran sample size formula and 347 individuals randomly selected for research. The research instrument consisted of four groups of questionnaires: 1. Educational self-regulation questionnaire (Rare and Arabzadeh, 1392), 2. Educational self-actualization questionnaire (Rezvani Monfared and Shafi Pour Motlagh, 1395) 3. Student Student Conflict Questionnaire (Fredrik, 2004); and 4. A researcher-made questionnaire developed by perceived starter maker. For data analysis, two levels of descriptive statistics (frequency, mean, percent) and inferential statistics (Kolmogorov-Smirnov and Shapiro Wilk tests, Pearson correlation, multiple stepwise regression and structural equation model) were used. Overall, the results of the research showed that there is a positive and significant relationship between self-regulation and academic self-fulfillment and the emergence of a startup master's curriculum in the entrepreneurial school at the level of P

he purpose of this study is to provide a semantic analysis of the empowerment factors, strategies and consequences of staffing at selected universities in Iran and Canada. Using qualitative comparative research method, using grounded theory approach and in-depth interviews with 12 empowerment experts in six campuses of Islamic Azad University (three in three campuses in Tehran and three in Mashhad, Tabriz and Shiraz) and Selected Canadian universities (Universities of Montreal, Quebec, McGill, Ottawa, York and Toronto). The content analysis of the interviews resulted in the extraction of 33 basic concepts in the open coding stage, 4 major categories in the axial coding stage and 2 core axial categories in the selective coding stage. Findings based on the semantic model showed that in Islamic Azad University the core of "relative instability" and in Canadian universities follow a systematic and rule-based structure based on relative stability. Also, the analytical difference between the role of staff empowerment in the views of the two expert groups reflects the emphasis of Iranian experts on the individual impact of empowerment and Canadian experts on the organizational impact of empowerment.

The aim of this research was to determine the effectiveness of Wells metacognitive approach therapy on metacognitive beliefs and rumination of people with obsessive-compulsive disorder. This study was quasi-experimental with pre-test and post-test design with experimental and control groups. The research population was housewives with obsessive-compulsive disorder of Borujerd province in 2017-18 years with number of 1297 people. The research sample was 30 people who were selected by available sampling method and randomly assigned into two equal groups. Experimental group received 8 sessions of 60 minutes (two sessions per week) based on Wells metacognitive approach therapy and control group received no training. The research tools were the questionnaires of metacognitive beliefs (Wells & Cartwright-Hatton, 2004) and rumination (Nolen-Hoeksema & Morrow, 1991). Data were analyzed by multivariate analysis of covariance method in SPSS software version 21. The findings showed that there was a significant difference between the experimental and control groups in terms of metacognitive beliefs and rumination. In the other word, Wells metacognitive approach therapy led to decrease metacognitive beliefs and rumination in housewives with obsessive-compulsive disorder (P<0/001). Regarding to the effectiveness of treatment method on decreasing metacognitive beliefs and rumination of housewives, it is recommended that therapists and clinical psychologists use Wells metacognitive approach therapy along with other therapies to improve metacognitive beliefs and rumination.

The present study aims at predicting the performance of the female students in mathematics based on their mathematics self-concept, motivation and anxiety. The research method applied was a corellative one which was implemented through the application of structural equations modeling. The statistical community of the study comprised of all the female grade-nine students of Hamdan from among whom 324 were selected through a multiple cluster method. The tool for collecting the necessary data were the sacles for measuring mathematics self-concept, mathematics motivation and mathematics anxiety and the marks which students received in the lesson. The statistical analysis of the data shows that the mathematics self-concept has significant effects on performance, motivation, and anxiety, while anxiety also has signifcant effects on performance of the students in mathematics. Also, it was found that motivation has a positive effect on performance while being mediated by anxiety. Moreover the results of this study showed that the suggested structural model has reasonalble suitability. Thus, we can conclude that both the teachers and the parents of the students can effectively improve their performance in mathematics courses by enhancing their self-concept and motivation for learing mathematics and by reducing their anxiety.

The aim of this study was to determine the relationship between the quality of work life and organizational intelligence with organizational commitment of schools staff in eastern Mazandaran province. The research applied in terms of purpose and method was descriptive, correlational one. The statistical population consisted of all servants of the schools in eastern Mazandaran province (N=130). The statistical sample was 97 participants that determined by the Krjessi and Morgan's formula, and selected by stratified random sampling according to gender. Data were gathered by using three standard questionnaires: quality of work life, organizational intelligence and organizational commitment questionnaires. The face validity of the instruments was confirmed by experts. Their reliability was calculated to 0.86, 0.95 and 0.80 respectively by the use of Cronbach’s Alpha. Descriptive statistics and inferential statistics including Pearson correlation coefficient and regression were used to analyze the data. The results indicated that there is a positive and significant correlation between quality of work life and organizational intelligence with organizational commitment of servants. Also, the contribution of each aspect of quality of work life and organizational intelligence in predicting organizational commitment is different.

The purpose of this study was to investigate the effect of basic beliefs on academic competence mediated by academic excitement in Tehran students. The research method was applied in terms of purpose, in terms of descriptive-correlational data collection and also in terms of quantitative data type. The statistical population of the study consisted of all male high school second-grade students in Tehran in the academic year of 1396. Using multistage cluster random sampling, 449 students were selected as the sample size. Kathleen and Epstein's (1992) Critical Beliefs Questionnaire, Diprena and Eliot's (2000) Academic Competency Questionnaire, and Pekran et al. (2005) Academic Excellence Questionnaire were used to measure the variables studied. The data were analyzed by structural equation modeling. The fit indices showed the desired fit of the model with the collected data. The findings showed that the indirect effect of core beliefs on academic competence and academic excitement was influenced (p <0.01). Thus, basic beliefs with the mediating role of academic emotion can affect students' academic competence.

The purpose of this study is to investigate the structural pattern of capitalistic, life satisfaction, empathy, feelings of guilt and shame with self-suffrage the statistical population consisted of 260 undergraduate students in Payam Noor University of Sari. By using the Morgan table, 152 people (63 boys and 59 girls), and then, with the share of each class in the community, the sample size according to Each academic year and the questionnaires were randomly selected among the students. The data collection tools included the interpersonal Reaction Index (1998), Shams and Sins, Marshall, Suntens, and Tangney (1995), Self-Scorecard Scale Wel, Dee Sie and Vakini (2008), Life Satisfaction Scale, Diner et al. (1985), and Lutans and Hamarra Psychological Capital Inventory (2007). By investigating the background and conceptual models, the researcher presented a conceptual model of self-sacrifice, which has been confirmed in various studies. The results showed that there is a positive and significant relationship between capital-seeking, life satisfaction, empathy and self-esteem. By increasing psychological capital, life satisfaction and empathy, self-esteem increases. There is also a reciprocal relationship between feelings of guilt and shame and self-remission. In other words, with increasing sense of sin and shame, self-esteem decreases. Also, the results of structured structural equation modeling showed that emotion of shame, empathy and life satisfaction had a direct effect on self-esteem, and life satisfaction and empathy also had a mediator role.