نشریه راهبردهای آموزش در علوم پزشکی
سال پانزدهم شماره 2 (پیاپی 72، خرداد و تیر 1401)

Academic procrastination is one of the important issues that has been considered by many researchers in recent years and it has been mentioned as a bad habit and a behavioral problem and a special type of behavioral procrastination. Many adults experience regular daily activities, so the present study aimed to investigate the relationship between IQ and academic procrastination through social cognition.

The present study was a descriptive research and correlational design and path analysis. The statistical population of the study consisted of all students of Shiraz universities in the academic year of 1995-96, of which 300 (174 girls and 126 boys) were selected by multi-stage cluster random sampling. . Data were collected using the Rescue Social Cognition Questionnaire (2016), the Duke Intelligence Beliefs (2006), and the academic procrastination of Solomon and Rothblum (1984). Pearson correlation coefficient and path analysis using Emos software were used to analyze the data.

The results showed that increasing belief in intelligence has a positive effect on the dimensions of social cognition (p = 01.) but the inherent belief in intelligence did not have a significant effect on these dimensions. Also, the dimensions of social cognition had a negative effect on academic procrastination (p = 01.). Finally, the dimensions of social cognition mediated the increased belief in intelligence and academic procrastination (p = 01.) but did not mediate between the increasing belief in intelligence and academic procrastination.

In general, it can be concluded that social cognition and intelligence beliefs are two of the main factors for examining academic procrastination.

Evaluation of the Program of development and Innovation in Medical Education in Iran needs tools that can determine the successes and shortcomings of this program. The purpose of this study was to design and psychometrically evaluate the tools for measuring the evolution of innovation in medical education.

This study was designed and conducted in two stages during the academic year 1398-1989. At the qualitative stage of the study, the strains were designed and In step 2(Quantitative stage), the psychometric analysis was performed. The instrument was designed with 293 items and reduced to 166 items after two Delphi stages. Quantitative and qualitative face and content validity were assessed and its reliability was determined by Cronbach's alpha and composite reliability. Finally, the confirmatory factor analysis of the tool was confirmed using Smart pls3 software.

After determining the validity and reliability, a questionnaire with 12 dimensions and 84 items was designed. Content validity index of all items was above 0.7. In construct validity, factor loadings of all items, good values mostly above 0.7, reliability of both criteria (Cronbach's alpha, composite reliability) all dimensions above 0.7, mean variance extracted (AVE in all dimensions) Showed more than 0.5.

The results of this study provide a good evidence of the robustness of the factor structure and the reliability of the evaluation tool of the Program of development and Innovation in Medical Education. These results could be of interest to researchers in the development of tools for measuring this program at other medical universities and higher education institutions.

The purpose of this study was to investigate the effectiveness of techniques based on executive functions of the brain on cognitive-attention syndrome in students with social anxiety.

The statistical population was all high school male students of Talent in Maragheh who were studying in the academic year 97-96. The sample consisted of 20 students with social anxiety who were selected by purposeful sampling method. Research tools were SPIN Social Anxiety Questionnaire, Cognitive-Attention Syndrome Scale (CAS, 2009) and Meta-Cognition Questionnaire for Adolescents (MCQ-A, 2004). The metacognitive intervention was focused on the executive functions of the brain during seven sessions of 45-60 minutes and homework through the Active-Memory Recovery Software (2010) for the experimental group. Data were analyzed by multivariate covariance analysis.

The results showed that there was a significant difference between pre-test and post-test scores (p <0.05). This result indicates that meta-cognitive intervention has a significant effect on studentschr('39') social anxiety and has improved their social anxiety.

 The results showed that metacognitive therapy, with emphasis on the executive functions of the brain, reduces cognitive-attention syndrome in students with social anxiety.

Family performance is one of the factors that can affect students and their learning quality. The purpose of the present study was to design and develop a proposed model of parental involvement and its impact on the learning of first grade students.

In this study, mixed method was used. In the qualitative part of the research, inductive content analysis was used and in the quantitative part, a semi-experimental design with pre-test and post-test was used. In the qualitative part of the research, documents, articles, books and texts that were extracted from interviews with 27 expert teachers and parents were analyzed. The teachers and parents were selected in a purposeful manner. Inductive content analysis including key text, coding, subcategories and categories were used to analyze the qualitative data. According to the content analysis, five main components (analysis, decision making, family interaction and education, dimensions of family participation and evaluation and feedback) and 55 sub-components were extracted for the main components. In the quantitative part of the study, the statistical population includes all first grade male students studying in Tehran province, Iran. The sample in the quantitative section consisted of 60 first grade elementary school students in the city of Quds, who were selected through purposeful sampling and randomly divided into two groups of 30 (experimental and control). Also, Cronbach's alpha method was used to collect quantitative data. At the level of descriptive statistics, mean and standard deviation, and at the level of inferential statistics Univariate analysis of covariance were used to compare the two experimental and control groups in terms of the mean score obtained.

The results obtained from the analysis of data related to the research hypothesis showed that after removing the pre-test effect (adjusted mean), there was a significant difference between the mean scores of learning in the two groups in the post-test (p <0.001). Therefore, the results of this study, along with other researches, indicate the positive role of parental involvement in enhancing the learning of first grade students.

Therefore, it is recommended to use this model as one of the executive approaches to achieve one of the major goals in the document of fundamental transformation of nurturing education "increasing participation and overall effectiveness of the family, especially in the education system".

Phenomenological studies generally deal with perceptions or concepts, attitudes and beliefs, feelings and emotions of individuals. In this approach, interviews can be used to extract people's experiences of phenomena. Using the phenomenological method, this study aims to know how teachers' lived experiences as experts can form a religious identity in students.

The study employed a qualitative phenomenological method for analyzing the data. Participants in this study were teachers and supervisors of junior high schools in Minab. The data were collected through semi-structured interviews and analyzed by the 7-step Colaizzi method. Snowball sampling was used to glean the relevant data. Semi-structured interviews with 12 teachers were conducted until the data were saturated.

The results of students' statements revealed several factors influencing religious identity, such as the expression of religious issues in the form of stories, the expression of personal experiences in the area of religious matters, the performance of religious practices in a practical way, the creation of excitement in religious classrooms and having questions and answers in a way to involve and enable students in expressing and receiving their responses.

Generally, students' religious identity formation process should be traced in teachers, curriculum resources, and curriculum. If these aspects are coordinated, to a large extent, it can be said that the students' religious identity will be on the right track.

A brief study of the evolution of higher education in Iran and how universities and higher education centers have expanded shows that the process of university planning is not being considered. The purpose of this study is to design and validate the future research model of qualitative development trends of public universities in Tehran based on the university's approach at the global level.

In this research, the method of futures research (Delphi) method has been used. In the first phase, using theoretical foundations, initial structure and important factors influencing each of the dimensions of the prototype have been identified, and then Delphi's futures research method has been used to measure and examine the details of the model. The sample size in this study was 40 people based on the principle of saturation in qualitative research. . Descriptive-inferential indicators were used for analysis.

The results obtained from the research showed that the factors affecting the qualitative development of universities based on the university approach in the world class can be classified into In 6 main categories, ie central category, causal conditions, interventionist conditions, contexts, strategies and consequences category main categories and 24 sub-categories.

According to the results obtained in this study, sufficient attention should be paid to the qualitative improvement of universities in order to witness the increasing progress of education and training in the country's universities in line with global universities.

Teaching models are conceptual frameworks rooted in philosophical and psychological foundations and are designed to facilitate  the learning-teaching process. These are experimental strategies that help teachers to their tasks in planning, implementation, and evaluation stages of  teaching, and are therefore the most important tool for advancing educational goals of educational systems. The purpose of this study is to design a teaching model based on the meaning of life.

The present study is a qualitative research using grounded theory strategy. In the first stage, document analysis method was used to collect and extract the meaning of life. Based on this, all written sources, including books, dissertations, and authoritative scientific articles, which have been published in print and electronically until 1398 regarding the concepts of the meaning of life in in logo therapywere identified as research area. The theoretical sampling method was used. In the second stage, based on the components obtained through open, central and selective coding, the teaching model was designed based on the meaning of life and its validity by 30 experts in the field of educational sciences and psychology. It was investigated through an electronic interview using a structured questionnaire.

The findings showed that the concepts of meaning of life can be used to design a teaching model. The design of the teaching model based on the meaning of life was also approved by experts.

The teaching model was designed based on the meaning of life in terms of expressing concepts, techniques, strategies and teaching methods.

The purpose of this research was to investigate the problems and barriers of students chr('39')learning in mathematics based on teacherschr('39') experiences and narratives.

 A qualitative approach and narrative analysis method have been used to achieve this goal. The statistical population was all the privileged mathematics teachers in Tehran. The samples were selected through the conventional purposeful method and based on the theoretical saturation of the findings, 6 of them were selected as a sample. The data were collected through deep semi-structured in-person interviews, and then, analyzed using qualitative content analysis

The results showed that the most important barriers and problems of studentschr('39') learning in mathematics include 5 topics based on the experiences of teachers. The topics are, 1. Teacherchr('39')s performance with four classes of job skills, job satisfaction, student performance, and effective communication, 2. Misunderstanding the content with four classes of reasoning, connecting concepts (word of mouth and teaching method), 3. Motivation with four classes of student belief, attitude, self-confidence and teaching method, 4. Mathematical anxiety or five classes of learning environment, family, evaluation method, self-confidence and teaching method. 5.The structure of the educational system with four classes of textbooks, class time, evaluation and rules, and regulations.

All together deep analysis teachers aspect connected with barriers and problems of students learning in mathematics caused to recognition 5 topics include teachers performance misunderstanding the content motivation mathematical anxiety the structure of education system. It is obvious that the application of necessary solutions to overcome learning barriers and problems requires the organized and coherent efforts of students, teachers, and educational systems

Nurses must possess searching skills to provide high quality patient care and perform evidence-based nursing process. Therefore, the current study focused on the effect of teaching evidence-based databases on nursing studentschr('39') search skills.

This was an applied semi-experimental study in which a one group pretest–posttest design was used. In this study, postgraduate nursing students of Iran University of Medical Sciences were selected as an available sample from all postgraduate nursing students of medical universities in 2019-2020 academic year in Tehran and were instructed to search in PubMed and Embase databases. Pre-test and post-test including five clinical questions and a researcher-made questionnaire were used for data collection. The questionnaire included 11 questions, each of which assessed a skill and weighted from 0 to 2. Data were analyzed by SPSS software version 21 using descriptive and inferential statistics. (P<0.001)

The mean scores of studentschr('39') performance on keyword selection, thesaurus use, question formulation in PICO (Patient, Intervention, Comparison, Outcome), use of Boolean operators, parentheses, phrase search, synonyms, truncation, field search and search filters were significantly increased after training.

Considering the effectiveness of teaching evidence-based databases, it is necessary to incorporate targeted and long-term training into nursing curricula to create bases for performing evidence-based practice.

The ISSPP project was launched in 2001 and continues to seek to understand the characteristics, attitudes and characteristics of successful school. The results of a case study in different countries show that successful educational managers have outstanding characteristics. The purpose of this study is to identify the characteristics of successful school principals based on research conducted in the ISSPP project and to present a model of successful school management with paradigm logic.

The research method is qualitative and based on data foundation theory. The statistical population of the present study included education specialists and academics and 15 people were selected as a sample by snowball sampling. The research tools were articles published on the official ISSPP website at the University of Nottingham, England, and semi-structured interviews. The total number of articles published in this database by the end of 2019 was over 100 articles. This study examined 36 articles related to the characteristics of a successful school principal. The analysis of this data was performed by open source data and axial and selective coding methods.

From the analysis of interviews and articles in the coding stage of 393 concepts, in the axial coding stage 40 sub-categories and in the selective coding five main categories were categorized.

Finally, the paradigm model in the form of central phenomena (philosophy, insights and values), causal conditions (leadership model), contextual conditions (behaviors and personality traits), intervention conditions (organizational interventions), strategies (relationships) and Consequences (success) were formulated.