نشریه آموزش و ارزشیابی
پیاپی 51 (پاییز 1399)

The purpose of this study is to design and validate a questionnaire on the competency model of educational administrators of executive organizations. The research method was descriptive which was conducted in two phases of design and validity and reliability of the questionnaire in 2019. CVR and CVI coefficients were used to evaluate the content validity. According to the obtained CVRs, out of 115 indicators, 21 were removed and 94 were selected to continue the study. Also, its reliability was determined using the method of calculating Cronbach's alpha coefficient and intra-cluster correlation index. In the present study, the content validity index was 0.736 which is an acceptable number for this questionnaire. Cronbach's alpha coefficient was also 0.979 the intra-cluster correlation index was 0.997, which indicates the stability of reliability and high reproducibility of the questionnaire. Based on the results of the questionnaire 94 approved indicators in three main categories related to technical-professional competencies (including subcategories of skills: training needs assessment, educational planning, training implementation, training effectiveness evaluation, educational leadership and knowledge management ability), General competencies (including subcategories of competencies: individual, personality and morality and intelligence) and managerial competencies (including subcategories: organizational commitment, goal orientation, responsibility, team building, communication skills, analytical thinking, strategic thinking, flexibility Acceptability, foresight, creative thinking and systemic thinking) were divided. All of them have good validity and reliability for examining the competencies of the educational directors of the executive organizations of East Azerbaijan province.

The purpose of this study was to the moderating role of test anxiety in the impact of peer education on academic negligence: the benefits effects of test anxiety. The statistical population of this study included all female students high school Behbahan city in year academic 2018-2019, using a targeted sampling, 60 people were selected as procrastinators and randomly, 30people in the experimental group (10 people in the high test anxiety, 10 people in the moderate test anxiety and10 people in the low test anxiety) and 30people in the control group (10 people in the high test anxiety, 10 people in the moderate test anxiety and10 people in the low test anxiety). To collect data test anxiety and academic procrastination Questionnaire. The experimental research method was pre-test and post-test with one experimental and one control groups (each group has three subsets including high, moderate and low test anxiety). Data were analyzed using one-way ANCOVA Analysis. The results showed that peer education was effective in students with high and moderate test anxiety, but it had no effect on students with low test anxiety. The results also showed that the text anxiety variable significantly modulates the effect of peer education on academic negligence.

The purpose of this study was to determine the effectiveness of teachers’ traininig in effective classroom management on students’ behavioral and cognitive academic engagement. Research plan, experimental pretest-posttest control group with follow-up testing was used. The population of this research included all female teachers with work experience under 10 years from seaman elemetary secondary schools (fourth to sixth grades) and their class students. The participants of intervention program were 32 teachers with their class students chosen and participated in simple random replacement method in experimental and control groups (each group, n=16). Then, the intervention was performed for the teachers in experimental group during 15 two hours sessions. The data gathering tool was the questionnaire of Reeve and Tseng academic engagement (2011) completed by the students in both groups. Data analysis was performed using Multivariate in spss software. The results showed that training teachers in effective classromm management skills increased the mean scores of students of the experimental group in academic engagement and its dimensions including behavioral and cognitive academic engagement compared to the control group (p < 0.001). Moreover, the results proved to be stable in a time lapse of two months. Based on the results, it can be concluded that training teachers of classroom management skills is effective on students' academic engagement. In conclusion, the results of the present study indicate the importance of training teachers in classroom management skills in improving student's academic engagement.

The purpose of this study was to investigate the effect of cognitive reconstruction training on body image, social anxiety and suicidal ideation in second high school girl students with negative body image in Khorramabad. The method of the present study is quasi-experimental pre-test-post-test with a control group. The statistical population includes all high school students studying in high schools located in Khorramabad, 30 of whom were selected by multi-stage random cluster sampling from the target community. Data were analyzed through the Multidimensional Self-Body Relationship Questionnaire (MBSRQ), Conor et al Anxiety Inventory, and Beck's Suicide Ideation Questionnaire. The results showed that cognitive reconstruction training reduced body image disorder (F = 57.80, P <0.001), social anxiety (F = 98.02, P <0.001) and suicidal ideation (F = 27.99, P <0.001) in female students that have a negative body image. Therefore, this study provided evidence for the effect of cognitive reconstruction training on body image, social anxiety and suicidal ideation in students with negative body image. Cognitive-behavioral therapy helps teens become familiar with different levels of their thoughts.

The aim of this study was to investigate the mediating role of self-efficacy and academic self-regulation in the relationship between self-esteem and happiness. The statistical population of the study included undergraduate students of Fars Farhangian University (4803 students) who were studying in the first semester of the 98-97 academic year. Among them, 358 students were selected by one-stage cluster sampling. Subsequently, they completed four valid scales including Oxford Happiness Questionnaire, Sherer General Self-Efficacy Scale, the Cooper Smith Self-Esteem Scale, and the Magno Educational Self-Regulation Scale to assess the variables. The validity and reliability of all the scales were confirmed. Also, Path Analysis with SEQ was run as the statistical technique for analyzing the data. The results show that the proposed model's fitness to observations was desirable. Additionally, happiness was predicted directly by self-esteem (p < 0.03), self-efficacy (p < 0.01) and academic self-regulation (p < 0.001). Moreover, self-efficacy and academic self-regulation had a stronger significant mediating role between self-esteem and happiness (P=0.03). The direct path of self-esteem to self-efficacy (p < 0.001) and self-esteem to academic self-regulation (p < 0.001) were also significant. It means that not only does self-esteem predict happiness, but also it can be predicted strongly by self-efficacy and academic self-regulation. Thus the relationship between self-esteem and happiness with the mediating role of self-efficacy and academic self-regulation is meaningful.

From the pre-modern times to the present day, there have been major changes in the meaning of body, ideal body and aesthetic interventions in the body. As the body and its related standards become valuable, people's self-concept is increasingly tied to it and the people's social status, identity and prestige are defined by their physical qualities. Therefore, due to the importance of the above mentioned relationship, this study was conducted with a survey method to assess the relationship between different dimensions of self-concept and weight control dimension of body management among female students of the Tabriz Azad University in 2018-2019. The present study is a quantitative, cross-sectional study and it was conducted by using a questionnaire tool. The sample includes 384 students using Cochran formula. The results of the research show that a large number of the sample population (% 63.3) has a great tendency to control their weight to prevent overweight. Also, there was a significant inverse correlation between body satisfaction and BMI. It means that as body mass index (BMI) increases, body satisfaction decreases. Also, students' self-esteem decreases with the assumption of obesity, and a significant inverse correlation was seen between self-esteem affected by obesity and the amount of weight controlling activities. They indicate that the students give much more value (mean=74.75) to aesthetic body care.

The aim of this study is to evaluate the value of using Islamic-Iranian cultural indices to design practices in lessons of architecture design introduction. For this reason, college of fine arts in Tehran University was selected as case study. The method of investigation was descriptive-analytical via taking photographs from courses held in ateliers, 5 and 6. This study was an applicable study in the terms of results. The statistical society was comprised of 44 teachers of architecture in Tehran and Tabriz universities, which was collected by random sampling method. The questions were categorized into three concepts of geometry, innovation, form and space and each concept was comprised of Islamic-Iranian architectural parameters. In order to investigate the content of questionnaires, CVR (content validity ration) was applied among 10 specialists and their stability was determined as 0.88 by Cronbach's alpha. The analysis was performed via descriptive methods of statistics and conclusive statistics in SPSS software. The acquired results demonstrated that Islamic-Iranian cultural indices were evaluated as weak (4.54%), medium (86.36%), and strong (9.1%). Based on detachments, Islamic-Iranian indices have been followed in architecture design intro, 3 with average of 64.94 and this parameter was followed in architecture design intro, 2 and 1 with average values of 49.05 and 39.26 respectively. Eventually, it can be concluded that a little variation by teachers in designing practices and including low score parameters to each of the three lessons could provide appropriate practices based on Islamic-Iranian cultures.

This study was conducted with aimed to comparison of academic procrastination, aggression and academic engagement of students based on their membership in virtual networks in the first grade of high school girls in Tabriz. The research method was causal-comparative. The statistical population of the study consisted of high school female students of Tabriz high school in the academic year of 2017-2018. Their number was 32469 according to the report of the Education Department. The statistical sample included 67 students in virtual networks and 34 non-virtual students who were randomly selected from two schools. Data were collected by Bass & Perry's aggression questionnaire, Solomon and Rathblom’s procrastination assessment and Zarang Educational Inventory. Data analysis was done by multivariate analysis of variance. The results of the study showed that there is a significant difference in student involvement based on membership in virtual networks in students, but there is no significant difference in the amount of work and aggression and its components. Therefore, membership in virtual networks can affect students' academic engagement.