نشریه رویکرد فلسفه در مدارس و سازمان ها
سال دوم شماره 1 (پیاپی 4، بهار 1402)

The present study was conducted with the aim of investigating the relationship between emotional intelligence and metacognition with problem solving skills in first year high school students of smart and normal schools in Shiraz.

This is a descriptive correlational research and its statistical population includes 61,821 first-year high school students of smart and normal schools in Shiraz in the academic year of 2018- 2019. For this research, a sample of 400 students (200 girls and 200 boys) were selected according to the tables and multi-stage cluster sampling method. Bradbury and Graves' emotional intelligence (2005) and Hepner Peterson's PSI solution questionnaire (1982) and O'Neil and Abedi's state metacognition questionnaire (1996) were used to collect data. The data were analyzed using Pearson's correlation coefficient and multiple regression.

The results of Pearson analysis showed that there is a relationship between emotional intelligence and problem solving and metacognition, between emotional intelligence and problem solving components except tendency-avoidance style, between emotional intelligence and metacognition components, between metacognition skill and problem solving components except tendency-avoidance style. , there is a positive and significant correlation between problem solving skills and emotional intelligence components and between metacognition skills and emotional intelligence components. Also, the results of regression analysis showed that emotional intelligence is a suitable predictor for problem solving skills and the components of confidence in solving problems (PSI) and personal control (PC). Meanwhile, emotional intelligence is a suitable predictor for metacognition and metacognition components.

The general conclusion of the research showed that by strengthening emotional intelligence and metacognition among students, it is possible to help improve their problem solving skills in schools.

The purpose of this article is to examine the role and place of science in the revival of Islamic civilization from the perspective of Nahj alBalagha.

The present research has been written using library sources and descriptive and analytical method.

The results show that science is one of the issues that human beings have always paid attention to due to the wisdom of God and according to their truthseeking and perfectionist nature, and religion guides the material and spiritual life of man, which gives dignity and honor to man. And the most beautiful manifestation of mercy is the right to guide mankind. In the meantime, religious scholars who are the main custodians of religious affairs in societies play a very effective role in promoting religion and guiding people in society, because they are promoters of religious culture and people in society consider them as practical models in their personal and social behavior. they give. Therefore, in this research, an attempt has been made to answer this central question by studying the noble book of Nahj al-Balagheh: What is the position of science in the words of Imam Ali (AS)? Based on the findings of this research, the discussion of science in Nahj al-Balagha has a valuable position, and the propositions and concepts of Nahj alBalagha clearly specify the place of science and knowledge in Nahj al-Balagha.

The general conclusion of the research showed that by applying the teachings of Nahj al-Balagha, it is possible to greatly contribute to the revival of Islamic civilization.

The purpose of this research was the effectiveness of Adlerian play therapy on the courage of elementary school students in Kazeroon city.

The present research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the present study was 14,000 students of elementary school in Kazerun city. The sample size of the research was 30 people who were selected by purposeful sampling and were replaced in two experimental and control groups. After the pre-test, the experimental group was exposed to play therapy in the style of Adler Bakhtiari et al. The instrument of the present research was Lee's courage-exercise questionnaire (1985). In order to analyze the data, the statistical method of covariance analysis was used.

The findings showed that there is a significant difference between the mean of boldness in the experimental group and the control group (P<0001), in other words, Adlerian style play therapy increases boldness in the subjects of the experimental group. compared to the witness group.

The general conclusion of the research showed that by strengthening the Adlerian style of play therapy among students, it can be greatly helped to improve their courage in schools.

he aim of the present study was to the relationship of leadership style with organizational innovation of female sports teachers in Mashhad.

The statistical population of the research was made up of all female sports teachers in Mashhad, whose number is 540. Using Morgan's table and available sampling, the statistical sample size was estimated to be 225 teachers. In order to collect data, two questionnaires of leadership style (MLQ) and organizational innovation were used. The research method is descriptive and correlational based on the type of study that was carried out in the field. In order to analyze the data, descriptive indices and Kolmogorov Smironov's statistical tests, Pearson's correlation coefficient, regression analysis and path analysis were used.

The results showed that there is a positive and significant relationship between transformational and practical leadership style with organizational innovation. Also, pragmatic leadership style is qualified to predict organizational innovation. Therefore, if employees use transformational plans in their job affairs, taking into account its functional aspect, they can bring about the increase of innovation in the organization's environment.

The general conclusion of the research showed that by strengthening the leadership style among the managers, it is possible to help improve the organizational innovation among the teachers.

The present study was conducted with the aim of the effect of responsibility training based on Glaser's approach on the self-efficacy of first secondary school girls in Kaki city in the academic year of 2020-2021.

The present research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the present study included 512 female students of the first secondary school in Kaki city. The sample size of the research was 30 people by purposive sampling method. To collect data, responsibility training protocol based on Glasser's approach and Scherer's self-efficacy questionnaire (2004) were used. Data were analyzed using analysis of covariance.

The results of the research showed that accountability training based on Glaser's approach has improved the self-efficacy of experimental group subjects compared to the control group, which shows the positive effect of accountability training based on Glaser's approach on self-efficacy in experimental group subjects compared to the control group has proof.

The general conclusion of the research showed that by strengthening responsibility training among female students, it can be greatly helped to improve their selfefficacy in schools.

The present study was conducted in order to study the level of understanding of the first and second year student teachers in the chemistry education department of Farhangian University of East Azarbaijan about some basic concepts of thermodynamics and chemical kinetics and to extract the misunderstandings among them.

The statistical population of the research was student teachers in the field of chemistry education and the method of data collection was a researcher-made questionnaire containing a number of questions about the intended concepts, whose validity and reliability were checked and confirmed.

The results of the study showed that some students of this university have difficulty in understanding these concepts and have misunderstandings similar to the misunderstandings reported in scientific sources for secondary school students. It was found that the use of thermodynamic reasoning to solve kinetic problems, the inability to use one's knowledge to solve a certain problem, and the role of textbooks are among the causes of some misunderstandings among student teachers.

The general conclusion of the research showed that there should be enough vigilance about the possible misinterpretations of student teachers to reduce the possibility of misunderstanding. Introducing definitions along with showing applications on specific issues and discussing common misunderstandings is the suggestion of the current research to prevent students' misconceptions.