پژوهشنامه تربیتی
سال پانزدهم شماره 4 (پیاپی 64، پاییز 1399)

The overall goal of the study was to provide a genuine leadership model in the major universities of medical sciences in Region One. In terms of purpose, this research is an application that was done with a mixed approach (qualitative and quantitative) with exploratory design. In the qualitative section, the statistical population was selected as 14 professors of the first major universities of medical sciences in the first region by purposeful sampling method and considering the law of saturation. The faculty of the Greater University of Medical Sciences in District One numbered 1,851, of which 320 were selected based on the Cochran's formula. Sampling was performed using stratified random sampling method based on academic unit. To collect data in the qualitative section, a semi-structured interview was used to identify the dimensions of genuine leadership. The qualitative result is the production of a questionnaire of genuine leadership experts. In order to collect the data, in the quantitative part of the questionnaire, the researcher made the original leadership with 91 questions and 2 dimensions of "individual and organizational" were used. Experimental factor analysis and confirmatory factor analysis were used to analyze the data. The results showed that the model of genuine leadership in the universities of macro-medical sciences of region one has two dimensions (individual and organizational). Both individually and organizationally, there are three components.

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The aim of the study was to investigate the role of executive functions (transfer, retention, update, continuous operation and Planning Organization) in predicting the performance of students with learning disabilities were learning.

For this study, 116 primary school students with learning disabilities were selected by random sampling. Measuring instruments used in this study include: WCST, Stroop complex task, Tower of London, working memory test and CPT. To be independent variables predicting academic performance through research and variance explanation of academic performance LISREL structural equation modeling was used.

The results showed that among the executive functions, variable response inhibition and working memory more contributions in predicting academic performance of students with learning disabilities in reading, writing and math are.

executive functions response inhibition, working memory as a cognitive activity in learning reading, writing and mathematics is essential. Thus, according to the capacity of working memory and response inhibition learners efficient process design and provide training and educational materials that the ultimate goal of all of them create, expand or facilitate learning, provide positive effects.

The purpose of this study was to determine the effect of positive self-talk on academic buoyancy and test anxiety among students with specific learning disabilities. The research method was quasi-experimental pretest-posttest with control group. The statistical population consisted of all male students with specific learning disability in primary school of Isfahan in the academic year of 2018-2019. They were selected using multi-stage random sampling method. This means that from six education districts of Isfahan, two districts and from these two regions, six schools were selected randomly. Students with learning disabilities were integrated with Colorado learning disabilities questionnaire and Wechsler intelligence scale for children. They were randomly divided into two experimental (15) and control (15) groups. Participants in the research in two stages of pre-test and post-test responded to the research tools: Philips Anxiety Inventory and Academic Lifelong Learning Questionnaire. The training sessions consisted of ten sessions in minutes, based on the theory of Meichenbaum, with emphasis on cognitive-behavioral approach. The control group did not receive any training. Statistical analysis was performed using Co-variance analysis. The results indicate that positive self-talk training has a significant effect on reducing anxiety and improving academic buoyancy of male students. (p <0.001). Based on the results of positive self-talk training, students had a good way to improve academic buoyancy and reduce the anxiety of male students with specific learning disabilities.

The purpose of this study was to present a model of teaching philosophy to children in a participatory method with emphasis on social intelligence on elementary students of education in district five. The statistical population in this section of the study was academic community experts and education professionals with executive backgrounds in decision-making levels known as knowledgeable experts. This group was selected to conduct the qualitative part of the research and participate in the interview process using the Delphi method; the qualitative part of the present study purposely describes the open coding of Budastras and Corbin (1990). From the analysis that is specifically related to naming and categorizing the phenomenon through careful examination of the data ". In other words, in this type of coding, the concepts within the interviews and documents are classified according to their relevance to similar topics. The result of this step is to massively distill and summarize information obtained from interviews and documents into concepts and categories that are similar to these questions. The results showed that human cognition, relation of concepts to each other, social intelligence, concept definitions, reasoning about concepts and critical thinking respectively have the highest factor loadings and factor weight on the second-order factor six-factor model of philosophy education for children through participatory method. have.

The purpose of this study was to identify the components of educational justice process in Maskan Bank organization. The research method was applied in terms of purpose and qualitative in terms of data. The statistical population of the study consisted of 194 banking industry experts and experts who were selected by purposive non-random sampling. The sample size was 23. The tools used in this study included library documentation and semi-structured interviews. Validity was measured by triangulation method and validity of the test was confirmed by validation method. The method of data analysis was theoretical coding based on the theory of data base theory. The results showed that the components of educational justice in Maskan Bank include economic, social, cultural, political, moral, and technological as well as the components of educational justice including ethics, professional competence, planning and organizational structure. In addition, the influential components of the analysis of educational justice included the components of job satisfaction, job aspiration, and job performance.

Professional competence of schools managers in an inevitable necessity because of its role in the professional development of teachers, improvement teaching and learning process and success of students. The aim of this research was identifying the effective components on professional competence of schools managers from the perspective of education experts. The present study was applied in terms of purpose and was qualitative in terms of implementation. The research community was education experts in 2018-19 academic years which number of 15 people of them were selected according to the principle of theoretical saturation by purposive and snowball sampling methods. In order to collect data was used from semi-constructed interview method and data were analyzed based on the grounded theory approach by open, axial and selective coding methods. The findings showed that effective components on professional competence of schools managers included five main categories and seventeen sub-categories. The main categories include human skills (one category of human indicators), perceptual skills (one category of acquisition of perceptual skills), psychological and mental-moral indicators (two categories of cognitive and mental indicators and ethics), managerial skills (eleven categories of intra-organizational communication management, extra-organizational communication management, leadership of teaching and learning processes, planning, organizational behavior, monitoring on research, financial resources and equipment, employee development, monitoring on intra-organizational changes, evaluation and control and technology specialization and skill) and specialized knowledge (two categories of technical knowledge and public knowledge).

The purpose of this study was to determine the effectiveness of teaching positive thinking skills on reducing anxiety among female students of Sabzevar University of darzas.

The study population consisted of all female students of Azad university of Sabzevar Branch in the academic year of 97-96, including 30 people who were selected using purposeful sampling. They were randomly assigned to experimental group (15) and control group (15 People) was replaced. Beck Anxiety Inventory and Positive Thinking Training Package, which was set up in 9 sessions of one and a half hours, was used to collect data.

The results of statistical analysis indicated that teaching positive thinking skills with an effect size of 0.18 would reduce the students' anxiety level. Therefore, there is a significant difference between the effect of teaching positive thinking skills on reducing anxiety level (p <0.05).

At the end of the treatment sessions, students learned in both groups to choose their own behaviors in order to attain their demands, each of whom should choose responsible behaviors that while maintaining ethical principles and applying optimistic, correct and responsible actions to Your wishes are also met. Teaching positive thinking skills creates a supportive and safe environment where students can experience the feeling of acceptance and psychosocial security, which brings greater compatibility and less conflicts.

Present research aim to presenting a model for increase creativity of high school students of Tehran city. This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in qualitative section was faculty members of Islamic Azad University Tehran province and in quantitative section was high school students district 4 of Tehran city with number of 1649 people. The research sample in qualitative section was 50 people who were selected by purposive sampling method and in quantitative section was 308 people who were selected by simple random sampling method. Data were collected with the help of background review, interview with experts and researcher-made questionnaire (21 items), that reliability of the questionnaire was obtained by Cronbach's alpha method 0.86. Data were analyzed by methods of one sample t-test, exploratory factor analysis and structural equation modeling in SPSS and LISREL software. The findings showed that according to the opinions experts, among seven factors of individual, school, social, physical environment, teaching-learning environment, educational and family, only three factors of individual, family and school was influenced on creativity. Also, the results of structural equation modeling showed that among the mentioned three factors, individual and school factors influenced on creativity, respectively and the model had a good fit. Other findings showed that students' creativity is lower than average. Regarded to the findings via improving individual and school factors and related indicators can be increased the creativity of high school students.

One of the important criteria for assessing the level of success or failure of educational system is the students’ academic achievement; increasing the academic achievement and reducing the level of their academic failure are among the most important goals of this system. The aim of current research was to investigate the relationship between basic psychological needs (autonomy, competence and relatedness), learning strategies (deep and surface) and students' academic achievement in a form of casual model. 285 high school students in Salmas city were selected using stratified sampling method and answered to learning strategies and basic psychological needs questionnaires. Path analysis was use for data analysis. The findings revealed that tested model had sufficient fit and predicted 23% of changes of academic achievement, 14% deep learning strategies and 13% of variance of surface learning strategies. Deep learning strategies had positive and significant effect on academic achievement. But the effect of surface learning strategies on academic achievement was negative and significant. Need for autonomy and competence had positive and significant effect on Deep learning strategies. But the effect of need for relatedness on this variable wasn't significant. Also, the effect of need for relatedness on surface learning strategies was positive and significant. Research findings showed that both motivational (e.g. basic psychological needs) and cognitive variables (e.g. learning strategies) have important roles in prediction of students' academic achievement.

This study aimed to compare achievement goals, perception of the school atmosphere and educational performance in gifted second-degree high school students (males and females) in Ahwaz city. This research was a causal-comparative study. The sample included 300 gifted students (140 gifted males and 160 gifted females) whom were selected by stratified random sampling. The required data were collected from three educational questionnaires of Development Goals Questionnaire (Midgely et al, 1998), Perception of School Atmosphere Questionnaire (Tricity& Mouse, 1973) and Educational Performance (Pham-Taylor, 2001). The collected data were analyzed using statistical methods such as multivariate analysis of variance and One-variable. The results of the study indicated that gifted male students had a lower average than gifted female students did in achievement goals the female students had lower average than male students did in the avoidance goals. Moreover, the perception of the school atmosphere and the school performance of male students showed lower average in comparison to the female students, as a result, all the research variables (except for avoidance goals) of gifted female students had a better performance than gifted male students. These differences were significant at the level of 0.05.