نشریه انگاره های نو در تحقیقات آموزشی
سال دوم شماره 4 (پیاپی 6، زمستان 1402)

The present research was conducted with the aim of determining the effectiveness of the social adaptation training program on emotional independence and social competence and academic values of male students of the second year of high school.

The research method was semi-experimental with a pre-test and post-test design with a control group and a one-month follow-up. The statistical population included second year high school boys of Miandoab city who were studying in the academic year of 1402-1403. In the meantime, based on the available sampling method and the criteria for entering and exiting the study, 40 people were finally selected from the statistical population and randomly assigned to two groups of 20 people, experimental and control. The tools of the present study were Stenberg and Silverberg's Emotional Independence Questionnaire (1986), Cohen and Rossman's Student Social Competence Questionnaire (1972), and Pintrich et al.'s (1997) Educational Values Questionnaire. The experimental group received 10 90-minute sessions of the social adaptation training protocol, and the control group did not receive any intervention. Statistical data analysis was done using mixed variance analysis method.

The findings showed that the educational protocol of social adaptation is effective on students' emotional independence (P<0.001), social competence (P<0.001) and academic values (P<0.001). .

Based on this, it can be concluded that the findings of this study support the effectiveness of social adaptation educational protocol on emotional independence, social competence and academic values.

Introduction and goal: 

The main goal of this research was the relationship between competitive intelligence and social responsibility of directors of non-profit schools in Kazeron city. The research method was a correlational description.

The research method was a correlational description. The research community was made up of all principals and assistant principals of non-profit elementary schools in Kazerun city. And using the total number of 71 managers and assistants participated in the research. The tool used in this research was a questionnaire, which was calculated and reported favorably by previous researchers. The data was analyzed with SPSS 24 software.

The results showed that the existence of the relationship between competitive intelligence and social responsibility of managers of non-profit schools in Kazeron city is confirmed. Pearson's correlation coefficient between competitive intelligence and social responsibility of non-profit school managers is equal to 0.696. Also, a positive and significant relationship was found between the components of competitive intelligence and the social responsibility of managers. According to some beta or standardized regression coefficient, it can be said that the components of business intelligence and social intelligence have the ability to predict the social responsibility of managers. In this regard, business intelligence with a beta value of 0.515 and social intelligence with a beta value of 0.242 have an impact in the model and are significant at the P<0.01 level.

It can be concluded that the higher the competitive intelligence of managers, the higher their social responsibility will be. This positive and significant relationship shows that competitive intelligence acts as one of the important factors in the social responsibility of non-profit school managers. By strengthening the competitive intelligence of managers through the necessary training, it can be expected that their level of social responsibility will also increase.

Introduction and goal: 

The purpose of this research is to investigate the effect of project-based learning on academic self-regulation and cognitive flexibility of students.

The semi-experimental research method is pre-test-post-test with a control group. The statistical population of this research is all secondary school students of Farashband city, among whom 100 people were selected as a sample (50 people in the experimental group and 50 people in the control group). In order to collect data, questionnaires of cognitive acceptability (Vander and Waleb, 2012) and academic self-regulation (Savari and Arabzadeh, 2013) and the social project training package (Harir Farush and Sadeghi, 2015) were used. Also, analysis of variance test was used with the help of SPSS version 24 software to analyze the data.

The findings showed that project-based learning is effective on the two variables of academic self-regulation and cognitive flexibility of students, and schools and teachers can use it in the education process.

Project-based learning has a positive and significant effect on students' academic self-regulation and cognitive flexibility. This educational method, by offering students the opportunity to plan and take responsibility in the learning process, encourages them to set goals, organize time and resources, self-evaluate and correct learning strategies.

Introduction and goal: 

Job burnout is a consequence of constant and frequent job pressure and is defined as a lack of vitality and energy; So that a person feels bored, he becomes burdened with his job. The present study was conducted with the aim of developing a training package for the desire to permanence and its feasibility on the burnout of primary teachers.

The research method was semi-experimental with a pre-test and post-test design with a control group and a three-month follow-up. The statistical population included all the elementary school teachers of Miandoab city in the academic year of 2022, 30 people were selected through the purposeful sampling method and were randomly replaced in two groups of 15 people, experimental and control. The measurement tool in this research was the job burnout scale of Moslesh and Jackson (1986). The teachers of the experimental group of 8 sessions of 90 minutes (2 sessions per week) were trained in the persistence program, and the control group did not receive any intervention. Statistical data analysis was done using the mixed variance analysis method with SPSS version 23 software.

The results of the data analysis showed that after the intervention, the effect of the educational package of desire to stay on it was significant (p<0.05) on the job burnout of elementary teachers in the city of Miandoab.

Based on the results of the research, it can be said that the educational package of desire to permanence is a suitable intervention method to reduce the burnout of elementary school teachers in Miandoab city. Therefore, using this intervention method alone or in combination with other educational programs can reduce the burnout of teachers.

The purpose of this research was to compare the perfectionism, coping styles, and failure tolerance of mothers of normal students and students with developmental disabilities in the elementary school of Darab city in Iran.

The current research was fundamental in terms of its purpose, and in terms of how to obtain the required data, it was classified as a descriptive research and a comparative causal research. The statistical population in this research was 99 mothers of students with intellectual and developmental disabilities in the academic year of 1402-1401. According to the use of matching method and in a targeted way, based on the age and education of mothers, 40 people from each group were selected as the sample size. The data collection tool in this research was Harrington's Failure Tolerance Questionnaire (2005), Hill's Short Form Perfectionism Scale (2004), and Billings and Moss' Coping Style Questionnaire (1984).

After analyzing the data with the help of SPSS software, the results showed that according to the significance level and the low mean difference (3.82) in the t-test results, it can be concluded that there is a difference between the perfectionism of mothers of normal students and knowledge There was no significant difference among students with developmental disabilities. And there is a significant difference between the coping style of physical control of mothers of normal students and students with developmental intellectual disability.

Perfectionism and coping styles and tolerance of failure in mothers of students with intellectual and developmental disabilities are of special importance, and tolerance of failure in this category of mothers was significantly different from other mothers.