نشریه آموزش و پرورش متعالی
پیاپی 3 (پاییز 1400)

Familiarity with perfectionist personality and related problems are especially important among students.Therefore,the purpose of this study was to develop an educational program based on the lived experiences of perfectionist students studying in special schools.The statistical population of perfectionist students studying in special schools (a combination of students from gifted schools, public magnet schools and private schools) in Yazd province were selected through a simple purposeful method.The sampling process and interviews continued until the saturation of theoretical data (15 students) and the main themes of the experiments were discovered through the Colaizzi method.Then, based on the main themes discovered, a review study of educational and therapeutic methods related to perfectionism was conducted to design special training sessions on perfectionism.Finally, the educational program designed using the focus group method consisting of specialized counselors in schools in Yazd province was reviewed.9 main themes   (superiority, negative thoughts and feelings, social isolation, goal setting, experience of blame, positive achievements, lack of self-confidence, behavioral problems, procrastination) and 19 sub-themes were obtained.The curriculum based on the lived experiences of perfectionist students was developed in 9 sessions and this educational content was designed based on a combination of components of cognitive-behavioral therapy and self-compassion. Since the design of this program uses the experiences of perfectionist students as the main audience as well as the review of scientific resources to meet their needs and all training sessions have been approved by the relevant experts, then we conclude that the designed program has acceptable content/face validity and it can be effective in solving the problems of student perfectionism.

Teacher's personality traits and competencies can play a role in the quality and efficiency of his / her educational performance.The purpose of this study was to identify the personality competencies of teachers and the relationship of these competencies with their educational efficiency.The research method was mixed (quantitative and qualitative) and the statistical population was educational psychologists, principals, and teachers of secondary schools in Hamadan (65 specialists, 384 principals, and 2415 teachers). In order to identify the personality competencies of teachers, 40 people were selected as the sample for the interview through the available method. Also, 13 principals and 60 teachers were selected through cluster sampling method. They answered NEO-PI (Costa &McCare, 1983) and the researcher-made questionnaires. After analyzing the content of the interviews and identifying the personality competencies, the research questionnaires were completed by the participants. Data were analyzed by Pearson correlation method using SPSS-25 software.The result of the content analysis of the interviews was the extraction of the characteristics of energeticness, tolerance, communication skills, empathy, management, eagerness for new experiences, adjustment, responsibility, and positive ethical-behavioral characteristics. Also, Pearson correlation showed that there is a positive relationship between teachers' personality competencies and their educational efficiency (P < 0.01; r = 0.54) and the component of communication skills has the highest correlation with teachers' educational efficiency (r = 0.64).The higher the characteristics of energeticness, tolerance, communication skills, empathy, management, eagerness for new experiences, adjustment, responsibility, and positive moral-behavioral characteristics in teachers, the higher their educational efficiency.

The aim of this study was to investigate the structural modeling of the relationship between teaching approaches and goals of academic achievement with the mediating role of students' academic optimism. This is an applied research and descriptive correlation method of path analysis. The statistical population of all female high school students in Neka city was 2000 students in the academic year 2021-2022 They were studying. Sample size According to Krejcie and Morgan table, 317 students were selected by stratified random sampling method based on educational background. Data collection tools include standard questionnaires Kadivar teachers' teaching approaches, Migli's achievement goals and academic optimism by Ghasemi. The supervisor and the consultant due to their standardization approved the face validity of the questionnaires. The reliability of the questionnaires was obtained through Cronbach's alpha coefficient for Kadivar (1399) teaching approaches 89%, Migli (2000) achievement goals (81) and Ghasemi (1397) 86% academic optimism. Data were analyzed using descriptive statistics (frequency tables, mean and standard deviation) and inferential statistics (Pearson correlation coefficient and SEM structural equations by SPSS22 software) and Smart PLS). Data analysis showed that there is a positive and significant relationship between the components of teaching approaches and achievement goals in students. There is a positive and significant relationship between the components of teaching approaches and academic optimism in students. There is a positive and significant relationship between the components of academic optimism with achievement goals in students and also other research findings showed that there is a positive and significant relationship between teaching approaches and achievement goals with the mediating role of academic optimism in students.

The purpose of this study was to design and validate a model for teaching life skills to elementary students. This research in terms of applied development goals and in terms of the type of study and the nature of research in the field of exploratory quality and quantitatively cross-sectional survey and the statistical population in the quantitative section of primary teachers teaching in Rafsanjan include 1457 people using the formula Cochran estimated the number of samples to be at least 304 and selected using a simple random sampling method. In order to better explain the results and reveal the neglected cases in the quantitative phase, 13 in-depth interviews in the qualitative section were conducted using purposive sampling method in the form of snowballs. Data collection tool on life skills training components and triangular factors, a researcher-made questionnaire whose validity was measured by confirmatory factor analysis as well as face validity and reliability by calculating Cronbach's alpha with values of 0.830 and 0.81, respectively. And the research model were analyzed using data collected through a questionnaire as well as descriptive statistics, inferential statistics and structural equation modeling. Research model with 15 components of life skills including communication skills, deliverable skills, self-responsibility, work ethic, management, healthy living skills, critical thinking, collaboration, decision making, creative thinking, self-awareness, goal setting, problem solving, attention to others, Self-esteem and 10 components of three-pronged factors including textbook, television, workshop, family, peers, community, cyberspace, counselor, non-textbook and school are presented.Life skills training promotes self-esteem, health, self-responsibility, self-awareness and critical thinking in elementary students.

Having innovative behavior and critical thinking among managers are two essential and vital elements to promote the effectiveness of the organization and its productivity.

This study was conducted with the aim of finding the influence and effectiveness of soft skills on critical thinking and innovative behavior of school principals. This is an applied-developmental research and from a methodological point of view, it is descriptive-survey. The statistical population of the study includes all 260 school principals in districts 1 and 3 of Tabriz city in 2020, among which the sample size was estimated to be 84 people through Cochran's formula. The research tool includes a researcher-made questionnaire specifically designed for the DEMATEL method. Data analysis was performed using DEMATEL method. The results showed that the most influential factor is creativity and problem solving and the critical thinking variable is in the second place of influence. In terms of the intensity of impact, the components of soft skills are creativity and problem solving, lifelong learning, teamwork, professional ethics and communication, respectively, which have had the most impact. The most influential variable is innovative behavior. Also, among the influential components of soft skills, lifelong learning is the most important factor that has had a great impact on innovative behavior. Lifelong learning is like a driving force that, if properly used, can accelerate innovative behavior, professional ethics, communication and even teamwork and promote school principals in today's high-risk world.

The aim of this study was to investigate the effectiveness of positive psychology education on psychological well-being and academic achievement of female junior high school students in Abadeh city.The research method was quasi-experimental pre-test and post-test with experimental and control groups. The statistical population of this study consisted of female junior high school studentswho were studying in Abadeh city in the academic year 2020-2021. Thirty students were selected by purposive sampling and randomly divided into experimental and control groups. In order to collect research data, Ryff Psychological Well-Being Scale (1989) and Pham and Taylor (1999) Academic Achievement Scale were used. The experimental group was trained in positive psychology for 10 sessions and the experimental group did not receive any training. In order to analyze the data, the statistical method of analysis of covariance of multivariate using SPSS software version 22 was used. The results of this study showed that there was a significant difference (P <0.001) in psychological well-being and academic achievement of adolescents between the two groups of experiments and control. positive psychology education significantly increased psychological well-being and the academic achievement of adolescent female junior high school students of Abadeh thus we can teach it to students in schools.

Futures research in education is one of the new dimensions of this science in the current world that has been considered by researchers in this field and research in this area is increasing gradually. Therefore, this article firstly aims to investigate the evolution of published articles in the field of futures studies in Iranian education and, secondly to identify new directions in research for the development of this science.The present study is a review on the basis of which Noormags databases, Comprehensive Humanities Portal, Jihad Daneshgahi Scientific Information Center database, Civilica, Elmnet, Magiran, etc. were examined using keywords of futures research in curriculum, schools, teaching, education, distance education, books and educational documents. All published articles from 2011 to 2021 were reviewed and analyzed. After studying and evaluating the content of the articles, the research gaps and the areas of interest of the articles were reviewed and analyzed.indicate that the main topics studied in recent decade articles include the document of fundamental change in education and the curriculum and the qualitative method was the most frequent. Research proposals also focused on futures research in online classrooms, international classrooms, educational robots, and sustainable education. The neglected areas can be considered by researchers for new research topics.

Considering the importance of two variables of metacognitive knowledge and learning speed in students, the use of thinking cycle teaching methods and direct explanation to achieve students' access to these two variables is important and necessary. Thinking Cycle and direct explanation are among those methods that can lead to students' self-regulation and educational achievement in different subjects. Thus, aim of this study was to compare the effect of thinking cycle and direct explanation on metacognitive knowledge and educational learning speed of elementary school students. The present study is a semi-experimental study in which 60 students from the sixth grade male students in Ilam city were selected using cluster sampling. Research tools included metacognitive knowledge and learning speed questionnaires. Data analysis was performed by multivariate analysis of covariance using SPSS-22 software. The results showed that the thinking cycle and direct explanation had a significant effect on increasing metacognitive knowledge (Partial ŋ2 = 0.61, p = 0.001, F = 106.15). Also, the thinking cycle and direct explanation a significant effect on increasing the speed of learning (36.36). Partial ŋ2 = 0, p = 0.001, F = 47.29). Likewise, the effectiveness of mutual education was higher than the direct explanation in metacognitive knowledge and students' learning speed (p <0.05). The present study showed that the thinking cycle and direct explanation improves the amount of metacognitive knowledge and the speed of students' learning. Accordingly, in the process of direct thinking and explanation (especially in the thinking cycle) students learn to act faster in solving problems in the learning process and in this way, improve their metacognitive knowledge and speed of learning.