نشریه مسائل کاربردی تعلیم و تربیت اسلامی
سال پنجم شماره 16 (پاییز 1399)

This paper aimed at determining the effectiveness of training spiritual intelligence on responsibility among the junior high school female students in Qom in school year 2019-2020.  

The research method was quasi-experimental with control group pretest-posttest design. The statistical population consisted of all the junior high school female students in Qom in school year 2019-2020. Through multi-stage random sampling method, 60 students were selected and randomly divided into experimental and control groups. For the collection of data, the Neʻmati’s Adolescents Responsibility Questionnaire (2008) which is of good validity and reliability were used. The experimental group was trained in 10 sessions of 90 minutes through the spiritual intelligence training package of King (2008), which was localized and adapted to the literature of Islamic education. Data were analyzed through analysis of covariance.

Findings showed that there is a significant difference between students’ performance in responsibility and all its components except regularity in the experimental and control groups. Therefore, it can be said that training spiritual intelligence increases responsibility according to all its components except regularity, among the junior high school female students in Qom in school year 2019-2020.

According to the findings, with a focus on training and development of teenagers’ spiritual intelligence, we can improve their responsibility.

This study aims to provide an Iranian-Islamic model for a happy school for the elementary education system in Iran through a combined research approach, exploratory-sequential strategy, and tool development model. é

The method of inductive thematic analysis in the qualitative phase and the method of survey research in the quantitative phase were used. In the qualitative phase, the field of study was the Iranian-Islamic sources and texts relating to happiness and, in the quantitative phase, the statistical population of the study was all the principals of the elementary school in the country during this study. In the qualitative phase of the study, the sampling method was purposeful, and in the quantitative phase, that was a probability sampling method. Data collection tools in the qualitative phase of this study were documents and resources and, in the quantitative phase, the tools were questionnaires.

According to the findings in the qualitative phase, the study on the Iranian-Islamic happiness was done about three pervasive themes: inner happiness (vision oriented to happiness, character oriented to happiness and dynamism oriented to happiness), life oriented to happiness (happy life-world, spiritual and material well-being) and actions oriented to happiness (ritual, emotional, and social). é

The findings of the quantitative phase of this study indicate that the role of Iranian-Islamic happiness components in the realization of a happy school has been estimated above the average according to the statistical population of this study, and the Iranian-Islamic model for a happy school has a goodness of fit test.

This study aims to investigate the structural model of relationships between religious identity and social capital with the quality of life through the mediating role of self-differentiation among the students of Urmia University.

In order to do the research, from among the students of Urmia University (N:17568), 350 students were selected by the cluster random sampling method, and they answered the Khoshavi’s Religious Identity Questionnaire (2011), the Questionnaire of Christaan Grootaert et al. on Social Capital (2003), and the questionnaire for the Quality of Life of the World Health Organization (1989), and the Scale Scoring of Differentiation of Self Inventory (Skowron and Friedlander, 1998), which all of them have been localized. The path analysis method based on software LISREL (V. 8.8) and SPSS Amos was used to analyze the results.

The findings showed that the model designed based on research data has a proper fitness, and there was a positive and significant relationship between direct paths, social capital, religious identity, and differentiation of self, with the quality of life. Furthermore, there was a positive and significant relationship between indirect paths, social capital, and religious identity, with the quality of life through differentiation of self.

According to these findings, it can be concluded that differentiation of self, as a mediating factor, well regulates the relationship between social capital and religious identity with the quality of life.

The purpose of this study was to investigate the relationship between mothers’ parenting styles and the identity base and religiosity of the female students at senior high school in the humanities field in Babol, Iran. 

The research method is descriptive method of correlation. The statistical population of this study consisted of all female school students at senior high school in the field of humanities, who studied in the Babol public schools in the school year 2019-2020. Through simple sampling method, 120 students and their mothers were selected. The tools were the Identity Base Questionnaire (Adams, 1989), the Aryan Muslim Religiosity Questionnaire (2000) and the Baumrind’s Parenting Styles Questionnaire (Esfandiari, 1996). For the analysis of the data, descriptive frequency index and inferential statistics of Spearman and Pearson correlation coefficient and Kolmogorov-Smirnov test were used.

The findings showed there was a significant relationship between authoritative, negligent and authoritarian parenting styles and the identity base of female students. However, there was no significant relationship between parenting styles and girls’ religiosity.

Therefore, one of the ways to strengthen the identity base of students is to help parents to adopt an authoritative approach in educating their daughters.

This study seeks to investigate the structural relationships of the Islamic lifestyle and the academic success with the mediation through adaptation to school using the structural equation modeling.

The statistical population of the study was 7370 students, all senior secondary school students in Kerman, Iran. From among this population, 380 people (220 girls and 160 boys) were selected as a sample using the stratified random sampling method, and they answered three questionnaires: Kaviani’s Islamic Lifestyle (2012), Salehi’s Academic Success (2014), and Sinha’s and Singh’s Adjustment Inventory for School Students (1993). Data analysis was performed by path analysis method of structural equation modeling by the software of SPSS22 and AMOS16.

The findings showed that the path coefficient between the Islamic lifestyle variable and academic success in the complete-effect model without a mediating variable was significant. Furthermore, these findings confirmed the direct effect of Islamic lifestyle on academic success, and the variable of the adaptation to school mediated this relationship.

Accordingly, to increase these two characteristics, it can be suggested that measures be taken to promote the components of the Islamic stylization of students.

The purpose of this study was to provide a model of moral education in elementary school.

The research method was mixed with a qualitative-quantitative design. The statistical population of the research in the qualitative section included articles, thesis, documents and books from 1390 to 1398 and in a quantitative part, the teachers of the second elementary school were in Kerman. The study sample was based on purposive sampling method in qualitative part and simple random sampling method in quantitative part. The data collection tools in the qualitative section included articles, thesis, books, and in the quantitative section was a questionnaire. The content analysis method was used to analyze the data in the qualitative part and the second-order confirmatory factor analysis was used in the quantitative part.

Findings showed that 35 basic themes, eleven organizing themes and three comprehensive themes were identified in three areas of cognition, belief and moral behavior, then a questionnaire was designed to validate the model with 35 items. The reliability of the questionnaire was calculated using Cronbachchr('39')s alpha (0.95) and its validity was calculated based on the views of experienced faculty members and using the sigma numbering index of 0/85. The results showed that all themes with high factor load were approved, which indicated the high validity of the model. In the quantitative part, the findings showed that all themes with high factor load were approved, which indicated the high validity of the model.

According to the results of this study and focusing on the model of moral education, it is possible to help improve the level of cognition, belief and moral behavior of elementary school students.