دو ماهنامه دانشور رفتار
پیاپی 33 (اسفند 1387)

The purpose of this study was to investigate the relationship between the dimensions of epistemological beliefs, self-efficacy and academic achievement in physical sciences (physics, chemistry). To achieve this end, 475 students (241 females and 235 males) were selected from 10 guidance schools in Shiraz through selective sampling. Their average age was 13 with the standard deviation of 6 months. The "epistemological Beliefs assessment of physical science" (EBAPS) and "physical Science self-efficacy scales" (PSSS) were used as measurement instruments. The construct validity of both scales was investigated through factor analysis. This analysis determined four factors in EBAPS, that is complex structure of knowledge, gradual/summative learning, incremental ability and evolving knowledge. Factor analysis revealed three factors in PSSS (problem solving efficacy, course self-efficacy and application self-efficacy). Cronbach alpha coefficient for these subscales varied from 0.47 to 0.92. Multiple regression analysis of data indicated complex relationships exist between the dimensions of epistemological beliefs and self-efficacy. Moreover, strongest predictive variable of problem-solving self-efficacy was complex structure of knowledge. In addition, gradual summative learning was the strongest predictor of course self-efficacy. Application self-efficacy was also predicted by these dimensions of epistemological beliefs. The course analysis revealed that self-efficacy is the mediator variable between epistemological beliefs and academic achievement. In general, these findings suggest that student's beliefs about the nature of scientific knowledge and learning can affect their academic achievement, both directly and indirectly, through self-efficacy expectations. The observed relationships correspond closely to the hypothesized model.

Productive manpower differentiates developed countries from the undeveloped ones. Studies have indicated that human resources in the developed countrids have high self-esteem and internal locus of control. Therefore, strategic plans have intended to boost this trait and variable worldwide. In this article, the five-dimensional model of justice is applied to enhance self-esteem and internal locus of control. The sample included 907 students in the schools and universities. The results demonstrate that there is a significant difference and social justice and self-esteem. There is also a positive correlation between the latter and internal locus of control. On the other hand, it is confirmed that implanting justice is necessary to decrease Golem effect and learned helplessness both in educational institutions and society.

This study aims at determining the different approaches to lesson study by university students. It also investigates the relationship of studying methods to the academic achievement, gender and educational experience at shahed university. For this purpose, 116 university students of psychology and educational sciences (both male and female) were selected from humanities faculty. They completed the assist (Approaches and Study skills inventory for students). The data concerning their GPA (Grand Point Average) and their educational experience (the years they have been at the university for their education) were obtained through questionnaires, sixteen of shich were excluded; hence the remaining 100 questionnaires were analyzed. The results indicated that university students reported themselves as more typically involved in deep studying than other studying strategies, specially during exam preparation. The findings showed that GPA was positively correlated with the application of deep studying approaches. However, it was negatively related to more superficial methods. Moreover, a significant difference was detected between the years of education and studying skills. Thus, the freshmen adopted deep studying approaches more than sophomores and juniors. The findings also revealed that university conditions encourage the students to adopt superficial approaches to study. In addition sex had no significant effect on the study skills, both males and females had similar approaches to studying.

This research is a qualitative study of evolutionary course of curriculum planning in educational sciences worldwide. Both comparative and descriptive analysis were applied. The relate literature concerning this issue were obtained from the developed countries. The results indicate five stages in this regard. The first was from 1850 to 1920, during which educational sciences simply prepared the students for the entrance exams of the universities and to help them pursue their studies and higher education. In the second period (from 1920 to 1957), the educational sciences wanted to engage the students in practical cources concerning their daily life. The third stage (from 1957 to 1980) in which the educational sciences educated people from childhood so that they could recognize their environment and become adapted to it. From 1980 to 2000 which was the fourth stage, the research process, problem solving, designing and development of thinking skills were introduced. Moreover, the concept of scientific literacy was suggested. In the last stage (from 2001 … on) the basic aim is to develop scientific- technologic literacy. Also, lifelong learning is reinforced during this stage. The present paper studies these different stages as well as their essential elements including the objectives, contents, teaching method and evaluation techniques. The finding of such a study may shed lights over a wide range of subjects; for instance, developing curriculum and changing it, or choosing more appropriate goals and objectives, contents, teaching methods and evaluation techniques by curriculum planners, textbook writers, teachers and other interested individuals.

This is a descriptive survey. The statistical population of which were all the non-academic educational staff at shahed university during 2005-6 (n= 478). 279 individuals were male and the remaining 139 were female. The categorical sampling was applied to select the subjects. "Allen and Mays" questionnaire was completed by them, that included twelve items dealing with organization a commitment. Parasouramen's 22 item questionnaire concerning the "service quality" was also used to collect the data. To assess the questionnaire's reliability, Cronbach's alpha was estimated. The co-efficient of which were 0.86 and 0.89, respectively. Descriptive methods such as frequency, percentage, average (mean), standard deviation and variance were also applied to the data, as well as, Pearson's coefficient test of one-way ANOVA, independent t-test, and Scheffe were performed. The research findings indicate the level of th organizational commitment is significantly related to the quality of services presented. It is also positively correlated with other aspects of consistency, reliability, responsibility, confidence, sympathy and appearance. Furthermore, a significant relationship exists among organizational commitment and gender, age, education, employment status as well as their work experience.

On the basis of meta-analysis, the relationships among different dimensions of organizational commitment (identification, exchange and affiliation commitments) and job alternative, tendency remain and turnover were investigated. Fifteen studies were performed and 4129 subjects took part in the studies. Hunter and schmitt's technique was selected for meta-analysis. The effect size was computed. The results indicate that there is negative correlation among these three dimension of organizational commitment and job turnover (ranging from-0.165 for affiliation commitment to- 0.43 for the exchange commitment, P< 0.01). Whereas, a positive relationship was observed for the above- mentioned dimension of organization commitment and tendency to remain (ranging from 0.316 for the affiliation commitment to 0.43 for the identification commitment, P< 0.05). However, a negative correlation exists among these dimensions and turnover (ranging from -0.312 for affiliation commitment to -0.43 for the exchange commitment). Based on the obtain results, additional suggestions are offered for further studies.