نشریه راهبردهای آموزش در علوم پزشکی
سال پانزدهم شماره 1 (پیاپی 71، فروردین و اردیبهشت 1401)

Organizational culture is a powerful tool to improve the performance and long-term effectiveness of the organization. The purpose of this article was to design and validate a scale for measuring the organizational culture of the country's universities.

The combined research method was mixed. Sources of data collection in the qualitative part of the research included semi-structured interviews with 30 people, taking notes, public and private documents that were converted into textual data and after coding the text, content analysis technique was performed. Based on the results of the qualitative section, the measurement tool was designed based on the identified components in the form of a 105-item questionnaire and its face and content validity was confirmed using the opinion of experts and finally the reliability coefficient was 0.74. Structural equation modeling analysis was used to estimate the validity of the proposed model. In the qualitative part of purposive sampling and in the quantitative part according to the sample size (135 people), data were collected by cluster sampling method from different cities of the country

The findings of the qualitative section showed that the organizational culture model has 24 factors, 105 criteria and 805 indicators. The findings also showed that the scale designed to measure organizational culture in Iranian universities has a very good fit.

Therefore, according to the obtained results, it can be said that it is necessary for the universities of the country to take steps towards the validation of organizational culture and all factors should be considered equally.

Nowadays, readiness for self-directedness and self-efficacy is considered as a motivating factor in student learning. The aim of this study was to evaluate the effectiveness of reverse-class teaching on self-efficacy and self-directed learning of students at Payam-e-Noor Delfan University in English.

The semi-experimental method, in which 30 students of Punjab-e-Noor Delfan University who selected the English language during the 2018-2019 semester, were selected by available sampling method and randomly assigned to two experimental and control groups (Each group is 15 people). The research instrument was questionnaires academic self-efficacy (Jinks & Morgan, 1992) and self-directed learning (Fisher et al, 2001). Data were analyzed by SPSS software version 23 and using covariance analysis.

The results showed that there is a significant difference between the experimental and control groups in terms of academic self-efficacy and self-directed learning with its components (self-control, Interest in learning and self-management), and the flipped classroom teaching increased academic self-efficacy and self-directed learning (self-control, Interest in learning and self-management) among students in English (p<0/001).

The flipped classroom method can improve the level of academic self-efficacy and self-directed learning in learning (self-control, Interest in learn, self-management) among students. So, professors can thus use this teaching method to increase academic self-esteem and self-directed learning of students.

Studentschr('39') relationship with school is one of the most important aspects of education, several variables can be involved in this relationship and affect it. In this regard, the present study was conducted with the aim of predicting school-based relationships based on academic optimism and emotional schemas.

The present study was descriptive and correlational and its statistical population consisted of all high school students in Kangavar in the academic year 1399-99. A total of 200 individuals were selected by multi-stage cluster sampling. Measurement tools were questionnaires related to Rezaei Sharif et al. (2011), Shearer and Carverchr('39')s academic optimism questionnaire and Leahy emotional schema questionnaire. Data were analyzed using SPSS version 23 using Pearson correlation coefficient and regression analysis.

The results showed that there was a positive and significant relationship between optimism and emotional schemas associated with the school of students. Also, 52% of the total variance of the connection with the school of students can be predicted based on optimism and emotional schemas.

Accordingly, predictor variables can be considered as important and key components in the relationship and connection of students with school, and awareness of parents and teachers can lead to deepening and strengthening the connection with studentschr('39') school.

Nowadays, learnerschr('39') life satisfaction and identification of related factors are the focus of studies that are related to positive education. Because of the importance of satisfaction predictors, the present study examined the relationship between self-differentiation and successful intelligence with learnerschr('39') life satisfaction. The purpose of this study is to investigate the relationship of self-differentiation and successful intelligence with life satisfaction among secondary school girls of Urmia City. The research was descriptive in terms of purpose and descriptive in terms of data collection, which was conducted within the framework of a correlational design.

 The method of the present study is descriptive-correlational. The statistical population of the present study in 2017 was 1800 female secondary school students in Urmia and 318 students were selected by multi-stage cluster sampling method according to Morgan table. Questionnaires of life satisfaction of Diner et al. (1978) self-differentiation of Skowron and Schmidt (2003) and successful intelligence of Grigorenko and Sternberg (2002) , were used to collect data and Simultaneous Correlation and Regression methods were used in data analysis.

 The subscales of emotional responsiveness and emotional failure are inversely related to correlation coefficients of -0.370 and -0.310, respectively, with life satisfaction. The correlation coefficient between the subscales of successful intelligence including analytical intelligence, creative intelligence and practical intelligence with life satisfaction is 0.418, 0.561 and 0.483, respectively which indicate a positive relationship with life satisfaction.

 Findings showed that components of self-differentiation and the subscales of successful intelligence have the ability to predict life satisfaction significantly.

There are many positive and negative challenges for student during education, one of which is the negative challenge of school burnout. Various cognitive, emotional, behavioral and personality factors affect the emergence and intensity of this negative challenge. The aim of this study is the prediction of academic burnout based on anxiety sensitivity, loneliness and fear of intimacy.

The research method in this study is descriptive and correlational, and the statistical population of  this study included all students of Medical University of Kerman during the academic year of  2018-2019 which 335 subjects were studied using multistage cluster sampling. The research tools included academic burnout questionnaire, anxiety sensitivity questionnaire, the loneliness questionnaire and fear of intimacy questionnaire whichMultiple regression method was used to analyze the questionnaires

The results showed that anxiety sensitivity, loneliness and fear of intimacy can predict meaningfully school burnout (P<0/001).

as the most important institution in which the majority of young people are present, the university has a central importance in maintaining and improving the mental and social jealth of individuals. since the age of youth is tied to the process of socialization, targeted attention and planning to help this process in the educational and mental health of young people in the community, whome are the basis of future development, will prevent and reduce problems related to the education process including academic burnout.

Knowledge Management maturity (KMM) determines the capacity and stages of the organizationchr('39')s growth in processes and the readiness and identify of the necessary element for the successful implementation of Knowledge Management strategies, goals and plans. This study was conducted with the aim of designing a model for assessing KMM in healthcare organizations.

This was an applied research that has been done by mixed method. At the qualitative phase, snowball sampling was used. Semi structured interview was done with 12 experts in healthcare organizations in Tehran. The interviews were analyzed by qualitative content analysis. For Reliability there were used two methods, reviewing articles after implementation by expert peoples and agreement of two coders. According to extracted factors, close questionnaire was prepared and distributed to 120 expert peoples by purposive sampling method and requested them to prioritize the choices according to Likert scale. For data analysis, SPSS 22 and exploratory factor analysis was used.

In extracted model, five main layers were identified, including strategy, processes, Enablers, outcomes and external factors. The KMM levels include of initial, awareness defined, managed, optimized, entrepreneur and professional. The maximum load factor was related to the managed level (0.964). Each level of maturity was correlated with next level, indicating continuity of KMM levels (p<0.05).

The results showed in KMM and learning organizations the social dimension in healthcare service was more important than technical aspect as relates to the health of community and peoples. The role of knowledge culture and leadership in KMM and learning organization were more prominent than other factors.

Academic dishonesty has spread widely among students in different countries, which has led to adverse consequences in the field of education in different societies. Gray was an academic challenge.

The research was correlational and path analysis. The statistical population of the study consisted of all students of Ahvaz University in the academic year of 1996-97, in which 327 undergraduate male and female students of this university were selected through multi-stage cluster sampling. Data were collected using the Duik Intelligence Impact Scale (2011), the Khamesan and Amiri Academic Dishonesty Scale (2011), and the Benishkak et al. (2005) Academic Challenge Scale. Pearson correlation and path analysis were used to analyze the data.

The results showed that the incremental belief dimension of intelligence was a significant predictor of academic dishonesty both directly (p = 05) and through challenge avoidance mediation (p = 02.). Intrinsic belief in intelligence was a significant predictor of academic dishonesty both directly (p = 05.) and mediated by the tendency to challenge (p = 02.2).

In general, it can be concluded that academic challenge and intelligence beliefs are two of the main factors for investigating academic dishonesty.

Quality of college life is defined as the overall satisfaction with life perceived by students. It measures students' expectations and demands, and is not just about the classroom environment. Therefore, this study is aimed at presenting a model for quality of college life.

A qualitative approach was adopted and content analysis was applied to propose a model for quality of college life. Indexed articles on the topic published outside Iran between 1992 and 2019 and those published in national databases between 2011 and 2019, were analyzed. A survey was performed with some faculty members selected through convenience purposive sampling. Content validity of 117 initial questions was confirmed both qualitatively (the opinion of 10 experts in the field of educational management) and quantitatively (testing the relevance of each item through content validity ratio (CVR). Low validity questions were removed. Using the Holsti coefficient, the reliability of the questionnaire was 0.90.

An inductive approach to content analysis showed that the variables of research facilities with two components, public facilities with four components and entrepreneurial opportunities with two components were the factors responsible for quality of college life.

Given the important role of graduates for the society in achieving its goals, the criteria suggested in the proposed model can help decision makers improve quality of college life in general and in Islamic Azad University in particular, thus preparing a more qualified workforce in future.

The results of international research evaluating academic achievement, which studies the process of teaching experimental sciences, have shown that Iran’s rank is lower than average results. Therefore, the special attention to the course of experimental sciences is the essential and obvious need. In this regard, the purpose of this study was to investigate the effect of teaching experimental sciences based on constructivist approach on students' cooperative learning and its sustainability over time.

The design of this research was quasi-experimental with pre-test-post-test design with control group and follow-up stage. Statistical population of this survey included all the secondary school students of Tehran in 2019.A sample of 60 students was selected by using the random sampling techniques in accordance with Cochran formula, and a cooperative learning questionnaire was applied in order to collect data. Constructivist teaching applications have been conducted by treatment group for 10 one-hour sessions. The data has been analyzed by using both descriptive and inferential statistical analysis techniques (repeated measures designs (ANOVA) and paired sample test).

The results have displayed that the extent of Cooperative learners’ achievements in constructive-based teaching was considerably higher than learners who have not been received this method.

This study shows that the seventh grade experimental science education based on the constructivist approach has been significant effects on long-lasting cooperative learning of students. Based on the results, it is possible to provide an education-based intervention with a constructivist approach to increase the participatory learning of students in junior high school and this method can be used as one of the main methods to increase cooperative learning by activating students in the educational process.

Self-malformation is one of the defense mechanisms for maintaining self-esteem during failure. The purpose of this study was to investigate the relationship between attachment styles and early maladaptive schemas with self-handicapingin Maragheh University students.

In this research, the correlation descriptive method was used. The statistical population of this study included all students of Maragheh University in the academic year of 1397-98. A random sample of 300 students was selected as the sample from this society. For collecting information, Hazen and Shire's attachment style letters were used, early Young's maladaptive schemas, and Jones and Rodwell's self-maladaptation scale. In order to analyze the findings, multivariate regression and Pearson correlation coefficient were used using SPSS 24 software.

The results of the study showed that there is a significant relationship between early maladaptive schemas and self-handicaping (P <0.01), as well as between attachment styles, unsafe anxiety attachment style and unsafe ambiguity with self-maladaptation There is a significant relationship (P <0.01). However, there is no significant relationship between safe attachment style and disability.

Unsafe and ambivalent attachment styles and early maladaptive schemas can lead to self-malformation in students.