پژوهشنامه تربیتی
سال هجدهم شماره 1 (پیاپی 73، زمستان 1401)

Disobedient disorder is one of the most common childhood psychological disorders that has adverse effects on family interactions that need to be properly identified. Therefore, the aim of this study was to compare the duration of education based on child-parent relationship with parent management education to improve parent-child relationships. This study was performed as a quasi-experimental (pre-test post-test with control group with follow-up). In this study, the statistical population includes all parents of children aged 11-5 years with coping disorder in Tehran. In order to conduct the research, 45 mothers of children with the disorder who had referred for the treatment of their children participated in the study by available sampling. Then, to evaluate the pre-test and before the intervention, the mothers completed the Children Behavioral Symptoms Questionnaire and the Parental Rejection and Acceptance Questionnaire. In the next stage, the two experimental groups received treatment and intervention along with drug therapy, and the control group received only drug therapy. At the end of the intervention, the mentioned questionnaires were completed by the mothers in the post-test and follow-up stages. Data were also analyzed by Kalmogorov-Smirnov, Shaipro-Wilk test, analysis of variance and pairwise comparison of means. The results showed that group-based parent-child relationship training and parental management training were significantly effective in improving parent-child relationships in children with coping disorder in the post-test and follow-up stages. The effect of treatment is lasting over time.

The current research was conducted with the aim of identifying and prioritizing the components of cyber citizenship behavior, information and communication technology, and educational justice in the educational system and their relationship with each other. The mixed research method was exploratory and was carried out in three steps: qualitative-quantitative and prioritization. The statistical community in the qualitative section, education system managers, faculty members in higher education centers, in the quantitative section, teachers of the second year secondary schools of Mazandaran, in 400 schools with a total of 6420 people, and in the priority setting section, faculty members and higher education managers. and the breeding of Mazandaran province. In the qualitative part of the non-random "targeted" sampling method, 20 people were selected, in the quantitative part, 364 people were selected using the relative cluster method based on Cochran's formula, and in the prioritization part, 25 people were selected using the targeted method. . Data were extracted in the qualitative part through the Delphi technique with semi-structured and structured questionnaires, in the quantitative part through structural equation modeling with a 92-item questionnaire, and in the prioritization part, through the DEMATEL technique with matrix questionnaires. became. In order to determine validity and reliability in the qualitative phase, the necessary checks including acceptability and ability were used, and in the quantitative phase, the validity of the questionnaires was confirmed by three methods form, content and structure. Reliability was confirmed by three methods factor loadings, Cronbach's alpha and composite reliability. In prioritizing, experts were used to determine validity, and matrix inconsistency coefficient and Cronbach's alpha coefficient were used for reliability. SPSS, AMOS and DEMATEL SOLVER 2017 software were used for data analysis. Qualitative findings showed that "cyber citizenship behavior" and "application of information and communication technology" had eight components and "educational justice" had seven components. Quantitative findings showed that cyber citizenship behavior with educational justice (standard coefficient 0.25, significance coefficient 2.954 and probability 0.003) and the use of ICT (0.62, 4.513 and 0.0009) and educational justice It has a significant and positive relationship with the use of ICT (0.26, 3.090 and 0.002) and educational justice plays a mediating role in the relationship between cyber citizenship behavior and educational justice and the use of ICT (standard coefficient 0.684 and probability 0.005) performed.

The aim of the present research was the pathology of responsibility of elementary school students. Method the research was conducted in a qualitative method using qualitative content analysis of the interviews. Data using semi-structured interview technique and theoretical saturation criteria were conducted among 13 primary school specialists and professors of child and adolescents’ psychology. And while analyzing the content and themes, the components, and elements of the pathology of students' responsibility have been extracted. The statistical population was all principals, teachers, and experts of the elementary school in Tehran, Isfahan, and Yazd provinces, from which a stratum proportional to the size of 480 people was randomly selected. All the interviews were simultaneously recorded and transcribed Findings the obtained findings included 98 concept codes that differed in 6 main concepts with sub-concepts categorized. The main cocept includes injuries related to the educational system with 2 sub-concepts and 12 concept codes, school related injuries with 2 sub-concepts and 16 concept codes, family injuries with 4 sub-concepts and 33 concept codes, student injuries with 2 sub-concepts and 18 concept codes, syber damages with 2 sub-concepts and 9 concept codes, and educational and cultural factors with 2 sub-concepts and 10 concept codes. According to the findings, it is suggested that principals, teachers, and parents pay special attention to these components for identifying the harms and teaching responsibility ways to children and adolescents.

student vandalism, a social problem in the sense of destructive behavior; It is disruptive and illegal with the aim of hitting public property and social order. The main purpose of the research is to study the factors affecting vandalism behavior among students.

meta-analytic research method (cma2); statistical population (45 cases); sample size of 23 studies; Deliberate and non-probability sampling method; The time period is 1378 to 1400.

The results show that at the micro level (family factors: family cohesion, family emotional support, sociability in the family, socio-economic base, cultural capital), medium (school factors: social interaction, social participation, sense of social belonging, social trust, social control, social capital) and at the macro level (societal factors: social dissatisfaction, relative deprivation, differential cohabitation, socio-political anomie) has a significant effect on students' vandalism behavior.

Finally, by modifying and managing the educational models of the school; Strengthening the structure of the family institution and reducing the problems of the society (cultural, economic and social) can prevent the occurrence of vandalism.Keywords: social anomie; students; ethnic identity; vandalism

The purpose of current research was to identify and set a priority for factors and variables of school climate. The method of research was qualitative and quantitative via survey study among 180 volunteer and accessible high- school girl students in Gorgan city(academic year 1397-1398). The sample size determined according to accessible samples and the minimum sample size (100 to 150) which is appropriate for structural equation modeling. Data analysis done by SEM technique via second-order CFA. The composite reliability and the AVE of the main construct (WHITS scale) reported 0.97 and 0.77, respectively. From the results, all the six sub-constructs determined the main construct and there was a priority from the students' perspective for psychological dimensions of learning environment, that is to say, school connectedness (0.94), rule clarity (0.93), affirming diversity (0.90), reporting and seeking help (0.86), peer connectedness (0.85) and teacher support (0.78) determined respectively the "WHITS" scale, the short form of " What's happening in this school? From the students' perspective" for assessing school psychological climate. After setting a priority for factors and variables of "WHITS" scale for assessing school climate, some applicable ways proposed for a quality-oriented space, such as creating group stations for students in different school level and providing spaces for exposing students' cultural diversity.

The present study aimed at examining the association of religious identity and attribution factors with self-esteem for English language learners. The study adopted a quantitatively dominant sequential mixed-methods research. A sample of 45 students majoring in English language and a pool of 20 experts in psychology and language from different Universities participated in the qualitative phase of the study based on data saturation method. The data collection procedure in the qualitative methods included semi-structured interview method. The qualitative phase of the study, after determining the inter-rater reliability of the data yielded 14 common codes. Moreover, a sample of 163 students majoring in English language from different Universities participated in the quantitative phase of the study based on availability sampling. The data were collected by means of the newly-developed religious identity questionnaire, attribution questionnaire, and self-esteem questionnaire. To develop and validate the questionnaire of religious identity, the researchers employed Factor Analysis and Structural Equation Modelling by means of SPSS Version 22 and Amos 20. Cronbach Alpha estimated the internal consistency of the whole items including 34 items as 0.82. The validated questionnaire composed of four factors including Ideal Religious Identity, Real Religious Identity, Ought to Religious Identity and Feared Religious Identity. Following this, the results of Pearson Correlation Coefficient confirmed that the relationship between religious identity and attributions with self-esteem was significantly positive and large for EFL learners. Religious values act as assistance for learners to exert more effort in the face of possible failure and indeed, small success increases self-esteem.

The purpose of this study is to explain and validate the quantum curriculum evaluation index in primary education field at Farhangian University. The methodology is of exploratory mixed type. The statistical population was 16 specialists in education, psychology and educational technology and physics selected by purposive and snowball sampling. At validation stage, the statistical population was 81 Farhangian University professors, 77 professors, Ph.D. students of the curriculum of Urmia universities, and curriculum specialists of the Education Department of West Azerbaijan Province. Data were collected by filing method, semi-structured interviews and questionnaires. The validity of the questionnaire was confirmed by experts and its reliability was confirmed by Cronbach's alpha coefficient as 0.784. Data analysis was performed using systematic text analysis, content analysis approaches in MAXQDA software, version 10 and Chi-square test in SPSS software. According to the findings, the characteristics of the evaluation element in four themes included "purpose"; "Nature"; "Method/tool"; "status of being evaluated/evaluator" and twelve sub-themes. The findings showed the experts' opinions are adjusted into four main themes and eleven sub-themes. Also, there is no significant difference among experts' views on appropriateness of the "evaluation element" features (p<0.05). It can concluded the evaluation element has characteristics considered as one of the important innovations with a synergistic approach in the field of education

The purpose is the effect of emotional and organizational intelligence on academic entrepreneurship. This research is applied in terms of purpose and descriptive of the survey type based on the method. The statistical population includes faculty members of Islamic Azad Universities in Golestan province who have at least a specialized doctorate degree with the rank of assistant professor, which were 638 people. The sample was 240 people based on Cochran's formula, using a stratified random sampling method according to the degree of the university unit as a statistical sampl. The data collection tool was researcher-made academic entrepreneurship questionnaire, Bradbury and Graves emotional intelligence questionnaire, and Albrecht organizational intelligence questionnaire. The formal and content validity of the tool was checked and confirmed by experts emotional intelligence and organizational intelligence were calculated as 0.71, 0.72 and 0.80 respectively. To analyze the data, sample t-test, exploratory factor analysis and structural equations were used using SPSS and Lisrel software. Based on the results of exploratory factor analysis and calculated factor load, academic entrepreneurship has three organizational, individual and group dimensions and 10 components of organizational climate, organizational competence and entrepreneurial intention; communication competence, strategic competence and professional competence; Willingness to entrepreneurship is commitment competence, personal competence and conceptual competence. The results of the research showed that the average obtained from the examination of the variables of academic entrepreneurship, . The results of the structural equation model showed that emotional and organizational intelligence had an effect on academic entrepreneurship, and the fit indicators were confirmed

The present paper seeks to design the pattern of educational policy in educating the country, emphasizing the family institution, was based on the 'data' qualitative method based on the 'interview' tool. The research community of the research, experts and specialists in the field of educational policy and family , were among them 15 people with theoretical saturation and in the form of targeted sampling and bullet were chosen. The findings of this study indicate that the design of educational policy model with emphasis on family institution is based on the central phenomenon of 'multidimensional participatory policy' in the scientific dimensions of process, intellectual and financial, which causes causal factors such as 'redefineration of the role of stakeholders in education' and Field conditions such as transformation in the existing situation based on 'structural-organizational developments,' 'adoption of the rules and regulations of participation' and 'alignment of family and educational system' are the basis of its that of course, this should not be neglected by the influence of intervention factors such as family, cultural, political and managerial barriers that are largely restrictive of the participation of the family institution. However, what is certain is that the actions of 'management strategies', as well as 'prediction of communication mechanisms and the exchange between family institution and education institution,' can make participatory education policy that consequences in organizational levels (improve the functions of the educational system) and League (individual and social development) will lead to.

The purpose of this study was to test the structural equation model of predicting academic self-defeating behaviors based on implicit beliefs of intelligence mediated by uncertainty intolerance. This research was fundamental and quantitative and of descriptive-correlation and structural equation modeling. The statistical population of the study was all students of Qom Islamic Azad University who were studying in the academic year 1399-400. The sample of the study was 420 students who participated in the study in an accessible way and through social networks WhatsApp, Instagram, Email, Soroush, and IGAP according to the Covid 19 pandemic conditions. The research instruments were the Freudon et al. (1994) Intolerance Tolerance Scale (IUS), the Abdel Fattah & Yates (2006) Implicit Beliefs of Intelligence Scale (2006), and the Cunningham (2007) self-defeating Behavior and Cognition Scale (SDBCs). Structural equation analysis and 25 spss and 3smart pls software were used for data analysis. The results show that the indicators of the proposed model have an acceptable fit. The path of implicit beliefs of intelligence to academic self-defeating behaviors (β = 0.648, p = 0.000), the path of implicit beliefs of intelligence to uncertainty intolerance (β = 0.566, p = 0.000), the path of uncertainty intolerance to behaviors Academic self-defeating (p = 0.000, β = 0.354) is reported.