فصلنامه پژوهش در نظام های آموزشی
پیاپی 56 (بهار 1401)

Identifying the factors contributing to quality of academic research in humanities and social sciencesAbstract, identifying the factors contributing to quality of academic research, especially in humanities and social sciences, deserves special attention. Given differences in research quality criteria in different fields, the present study adopted the methods of systematic literature review and thematic analysis to identify the dominant values and themes relevant to research quality in humanities and social sciences. Within the systematic literature review, all the related researchers were retrieved from international and national databases and then filtered. The criteria and themes influencing research quality were extracted from a select number of related researches. The extracted criteria were coded in three stages. This yielded three categories, namely inclusive themes, organizing themes, and basic themes. The themes were validated through consultation with the experts in humanities and social sciences. According to the results, inclusive themes included the research infrastructure, organizational climate, accurate scientific plan, scientific desirability, research productivity, scientific influence and authority, innovative visualization. The results are expected to help researchers conduct quality research. Moreover, the findings can help enhance academic research management systems in their accurate evaluation of researches, particularly in humanities and social sciences.Keywords: academic research quality, humanities and social sciences, systematic literature review, thematic analysis

The purpose of this research was to study elementary teachers’ professional competence. The research method was descriptive-correlation with emphasis to structural equation. The population of this research was consisted of elementary teachers(160persons) that based on the morgans table the samples was 113 persons which were selected at random and stratified. a standard questionnaire (which title evaluation of teachers’ professional competence was used to collected the data with %87 Cronbach’s alpha. its face and content validity confirmed with the professors’ comments. The data analyze done with spss software and factor analysis. The results showed that the overall average of the 11 criteria (4.38) was higher than the average and teachers had relatively good professional competence. and all the criteria presented with scores higher than the overall average of 3 are the criteria of their professional competence.and the two factors of activity for professional development (with an average of 7.73) and educational designing and planning (with an average of 7.26) are the most important and effective Factors and 2 factors of measuring and communicating with learning outcomes (with an average of 4.39) and participation in administrative and managerial affairs (with an average of 4.35) have been the least important factors in the professional competence of teachers.Keywords: professional qualifications; primary school teachers

The purpose of this research was to the development of self-management questionnaire based on the Social Care System of Students, and consider the validity and reliability of this questionnaire. The research method was descriptive of the survey type. The population consisted of high school girl students in non-Governmental schools in Tehran in the academic year of 2017-2-18. 300 students were selected by cluster random sampling and completed the researcher-made questionnaire. Confirmatory factor analysis was used to analyze the data. The fitting indices in the first step were not desirable. After items parceling using exploratory factor analysis, another confirmatory factor analysis was used, and the fitting indices indicated the suitability of the model with the data collected. Based on this, goal management skills, time management skills, change management skills, emotional management skills, communication management skills, self-control skills, self-regulation skills, and self-motivational management skills were confirmed. To verify the internal consistency of the self-management questionnaire and its components, Cronbach's alpha coefficient was used. The internal consistency of the entire questionnaire is equal to 9.23, and the internal consistency of the above-mentioned components were 0.78, 0.78, 0.68, 0.91, 0.86, 0.78, 0.71, 0, 0.75, respectively. The correlation coefficients between the components of the self-management questionnaire were positive and significant. The convergent validity and composite reliability of the questionnaire components were relatively acceptable. In attention to, the desirable psychometric properties of this questionnaire, it is recommended to school counselors and psychologists to use this questionnaire for measuring of self- management in female students.

The crisis of unemployment as a scourge severely affects all economic, cultural and social aspects of a society and sometimes has irreversible effects, now day, Researchers and government regard entrepreneurship as a solution to unemployment problems. The universities can play an important role in creating new knowledge and entering these competitions and in developing entrepreneurship, especially among the educated people. Therefore, according to the role and importance of entrepreneurship in universities, this study introduces the model of University Entrepreneurial with a systematic approach.This qualitative research uses a content analysis in order to identify patterned meanings across our dataset. To extract the dimensions and components of the University Entrepreneurial system, 15 people were selected using snowball sampling. The ideal criteria of the University Entrepreneurial system are divided into 7 main themes, 29 subsidiary themes, and 110 concepts. The results showed that a University Entrepreneurial system consists of 3 characteristics: input, process and output applying systematic approach in universities, while enhancing industry-university interactions, it will help to create cluster companies, patents, and academic innovations and will increase the number of academic publications and articles.

The aim of the present study was to investigate the role of mediating social support, perception, and self-perception in relation to beliefs, intelligence, and cognitive flexibility with academic performance. The research method was descriptive-correlation in the form of structural equation modeling. The statistical population was all male and female students in the ninth grade of the first year of high school in Tehran in the academic year of 1997-98. 450 students were selected as a sample using multi-stage cluster random sampling method. The research instruments included the Dortaj (2004) Academic Performance Questionnaire, Abdel Fattah Hawitz (ITIS), Cognitive Flexibility (CFI), Deniso & Wonderwell (2010), Perceived Social Support (MSPSS), Zimento et al. Research data were analyzed using structural equation modeling. The findings indicated that perceived support did not play a mediating role in the relationship between intelligence variables and academic performance. Also, the relationship between intelligence beliefs and academic performance with the mediating role of self-perception showed that the indirect effect is not significant. Another finding on the mediating role of support and perception in the relationship between cognitive flexibility and performance showed that the relationship between variables has an indirect and significant effect, but self-perception is not able to play a mediating role in the relationship between cognitive flexibility and performance. It can be concluded that in this age group (ninth grade), cognitive flexibility directly and indirectly affects academic performance through perceived social support. The research findings are useful for education policy makers.

The purpose of this study is to identify the components of teachers' competence and provide a framework for their evaluation. This research was conducted in 2020 using qualitative content analysis method with inductive approach. The statistical population was experts in the field of educational sciences and written resources that 11 experts were selected using purposive methods and 20 sources after filtering. To analyze the data, after identifying the key sentences of the texts, labels or codes, sub-categories and categories were determined. Unit of analysis was thematic. To ensure validity, member checking was used and to determine the reliability, peer debriefing was applied. At the end of inductive content analysis, by continuous comparison of the obtained codes, Five competency components were extracted for teacher evaluation. These components were: educational skills, specialized knowledge competencies, moral competence, physical and mental health and students 'status, and these competencies can be assessed by class observation methods, performance appraisal form, teacher portfolio and students' standard grades. The results showed that in order to be aware of the quality of teachers activities, instead of focusing on one factor, an effective and specific evaluation system should be used to identify teachers' strengths and weaknesses and make reasonable plans to improve the situation.

A sustainable future is shaped by the development of a global mindset through the foster of skills and innovation in sustainable universities. In this regard, the aim of the study was to focus on fostering skills based on sustainable development on innovation competence of engineering students of Sistan and Baluchestan University. The research method was correlation. The study population was postgraduate engineering students of Sistan and Baluchestan University and the sample of 265 people was performed based on a simple random. The research instrument was two questionnaires of fostering skills based on sustainable development and students' innovation competence. Confirmatory validity, composied reliability and Cronbach's alpha were all reported to be appropriate tools. The method of analysis using SPSS software was Canonical Correlation analysis and regression. The results showed that there is a relationship between all components of fostering skills based on sustainable development and innovation competence of engineering students. On the other hand, all components of fostering skills have the power to predict the components of individual, interpersonal and network competence in innovation. It can be said that universities are constructive by fostering sustainable skills in order to create innovative competencies in shaping the future of a sustainable society.

The main purpose of the present study was to design and fit the optimal model of learning organization in education with emphasis on knowledge management. This study was conducted using consecutive exploratory design (qualitative and quantitative). In the qualitative phase, data was collected by in-depth interviews with 20 experts in the field of educational management and education managers of Education Department of Tehran, selected by theoretical sampling method. The research data was provided by the thematic analysis method, analyzed themes network and the conceptual model of network measurement of the learning organization in Education. The qualitative results indicated that the optimal model of learning organization in Education consisted of six comprehensive themes and in total of 259 basic themes has been theoretically saturated. In the quantitative phase using a researcher-made questionnaire tool which was based on basic themes of qualitative study, the data was collected from 226 managers and staff of Education Department of Tehran, selected by multistage cluster sampling. The quantitative section indicated that the empirical model of network measurement of learning organization in Education Department of Tehran has a quite optimal fit and the knowledge management dimension has the most significant contribution in evaluating the empirical model of the learning organization, compared to the other five dimensions. Upon results of thid research could be conclusion that em;hasising on knowledge management can help actualizing and developing organizations specially education. In other words, for recovering organizations performance and deferent institutes can laying on knowledge management developing in learning organizations.

The purpose of this study was to investigate the effect of entrepreneurship education on entrepreneurial intention with the mediating role of self-confidence, entrepreneurial attitude, mentality towards entrepreneurship. The research method of the present study was descriptive-correlational. The sample consisted of 482 students of universities in Mazandaran province who were selected using stratified random sampling. The instruments of this study included the scales of measuring entrepreneurship education , attitude towards entrepreneurship (Jena, 202) and feeling of self-efficacy, entrepreneurial mentality and entrepreneurial intention (wardena et al., 2020) which after calculating the validity and reliability They were analyzed between the distribution sample and the data using a structural equation model. Findings showed that entrepreneurship education had a positive and significant effect on self-confidence, mentality and attitude (emotional, cognitive and behavioral) and entrepreneurial intention and self-confidence had a positive and significant effect on mentality and attitude (emotional, cognitive and behavioral) and entrepreneurial intention and so on. Emotionally, behavioral attitude had an effect on entrepreneurial intention but cognitive dimension did not affect entrepreneurial intention. Because, education can be the bedrock for the development of skills and abilities of entrepreneurs, and this factor, by affecting people's attitudes about their capabilities, increases their sense of self-efficacy and a positive mentality towards entrepreneurship. Creates in them and strengthens their entrepreneurial intention