فصلنامه پیک نور (علوم انسانی)
سال نهم شماره 1 (بهار 1390)

The aim of this survey is studying the similarities and differences of self-actualization from the viewpoint of the Quran and contemporary psychologist. Firstly, important approach of psychology with paying attention to its ultimate goal was categories into three groups; then in studying some keywords such as faith, sincerity, friends, virtuous and pious people and prophets’ names, indexes of perfect man in holy Quran were introduced. Quran and psychologists have many things in common concerning inclination to develop, human virtue, social interests, helping others, resistance against cultural imposition, human excellency, moral features and being away from those bad features that threaten social security and actualization. But the biggest difference is the Quran’s view that it draws a red line of hope for reaching God (Yunus, 11) and after life (Naml, 4) and it believes that the human who is a complete obedient (Saafaat, 40) can reach perfection, and it makes fun of the others (Baqarah, 15) who were misled and followed other ways and calls them the astray (Naml, 4) and the misled (Bagarah, 42). In spite of humanists who believe that human is unpredictable because of his fluid and changeable structure, the holy Quran believes that on the green path to evolution and based on individual experience, human has got different clear Doe and Don’ts and human is predictable. A path that makes an individual fruitful and meaningful until it reaches perfection and in that case God will greet them (Saafaat, 109) and the angles will bow to them (Bagarah, 33). While Maslow and other humanists’ motivation for self-actualization, as they have said, is the weakest need in the needs hierarchy, the Quran has created the most internal and external motivations to lead people to selfactualization to make the path to perfection more pleasant and enjoyable.

This study is a kind of descriptive – analytical one that analyzes views of Ghazali and Piaget on the basics of education such as aim, method, teacher and student comparatively. The method that has been used was Beredy’s, that is describing, commenting, and adjoining-comparatively the questions of this method as follow: “What Ghazali’s idea about the basics of education?”, “What is Pieaget’s idea about the basics of education?” and “What are the similarities and differences of Ghazali and Piaget’s idea about the basics of education? “From all of the findings of this study it can be inferred that each of thesetwo scientists had had his own idea about the basics of education; Ghazali’s view is religious and Piaget’s view is psychological-investigative. These two scientists except the following cases disagreed with each other on the basics of education: The necessity of moral education and its importance.Plan: Making the students failiar with a special skill in the planning. Curriculum includes:Reading, writing, calculating, morality, playing games and music. the method should been basis of perception and understanding of student, concerning the activity and the action of the student in the method and encouragement. Teacher and student: Teacher’s attention to talents and abilities of students, their actgions and activities, begin fair and making a balance, noticing the individual differences, interests, students’ zest and perception and understanding.

The present study is to study and make a comparison between confrontation methods against psychological preseeures of parents of metal patients and normal people. Then for this reason 400 people, including 201 parents of mdntal patients and 199 parents of normal people of Shahreza City and its subsurbs were chosen by random sampling, then their method to fight psychological pressure by distribution of a questionnaire designed by Carver, Schier and Weintrab (1989), was measured. Stability of the questionnaire in the present study had been reported with a method of Creanbach to be 0.82. The results showed that the parents of mental patients use the method of problem center lesser, while the parents of normal children use it more. Also parents of mental patients used the method of the answrers that are less helpful and the method of not effective answers more than he parents who hav normal children. In addition, the comparison between both parents revealed that the parents of mental patients use the following wishful thinking, negative thinking, lack of mental involvement, lack of behavioral involvement, focusing on sympathy and more denial. On the contrary the parents of normal children use the following active confrontation methods, planning, and prevention of annoying programs, social support and approaching the religion, Other findings of the study show that mother of mental illness children for their confrontation methods used less helpful answers and not effective answers more than their fathers. Also the parents who do not have higher education use confrontation methods of less helpful emotion centered and finally the parents with level jobs use solving problem methods more.

The age of Knowledge and information and also communication revolution are the results of operations of the industrial age that have been crystallized in the concept of information and communication technology (ICT). Information and communication technology is for collecting, filing, daving, processing, recovering, sending and receiving data that has been added to the field of teaching-learning. By the development of computer hardware and software, some changes such as change from teacheroriented to learner-oriented with the emphasis on interaction, learner autonomy and self-learning have happened, and what to learn changed into how to learn, also learning process has been changed to teaching-learning process. This can be the result of the influence of modern information technologies such as computer, internet and multimedia. Information and communication technology could have a great influence on the function of teachinglearning process and educational progress of learners. Although some researches like Russell, after doing research on 355 cases, do not see any differences between traditional teaching and teaching based on modern technology (Cheny 2008,28), it must be drawn into attention that this is not the technology itself that is influential and the influence isrelated to the modern strategies implemented along with technology, by give the learner motivation to be independent and struggle more, quantity changes in interaction, dialog fields have led to high levels of investigation by learners (Haliz, 1997).

Self actualization is one of the characteristic of mental health that motivates learning, growth and development and causes improve general quality of life. The objective of the present easy is studying self-actualization differences between undergraduate and postgraduate students of Payame Noor University of Tehran. For this reason 403 students, including 193 undergraduate students and 210 postgraduate with the age average of 27 and 2 months (age range of 18 to 50 years old) were selected by categorical random, among 16000 students of Payame Noor University. All the respondents answered all the items on the questionnaire of Jones and Crandall’ self- actualization index (1986), and demographic information questionnaire in one session. The data analysis by T-test revealed that there is no significant difference (α≤ 0.05) between two groups concerning self-actualization and demographic characteristics such as age, gender, marital status and academic degree and education level. Hence, self- actualization of the students of Payame Noor University is not effected by demographic characteristics.

This study tries to introduce different methods of learning and teaching in virtual and traditional classes and it is believed that modern technologic of teaching play an important role in the future educational system. Thus some examples of such technologies that change face to face classes into other forms of classes such as internet chat rooms, multimedia, online learning, and online courses by bulletin board are introduced. Also different aspects of learning and teaching in these classes and learning based on human and technology are compared and how classes can be changed by the web is discussed. In the end, some suggestions for expansion and use of these technologies in learning and teaching are introduced.

The large amount of application to study in higher education levels and need to increase the capacity of students and responding to the educational and scientific needs of the country has always been one of the concerns of the government. These in no doubt that the higher education for the responsibility that has on its shoulders for being dynamic and reaching its goals needs planning, continuous quality control and updating the methods of students acceptance, the process of activity and evaluation of feedback. This study is makng a comparison between the motivation of undergraduate students who were accepted by Faragir plan and the students who were accepted the entrance exam of the universities in Payame Noor University of Sari to evaluate the degree of mitivation and the educational progress of them. Undergruate students of Payame Noor University of Sari 5878, including 761 students of Faragir and 5026 of entrance exams as statistical society. The method of this research is descriptive and for collecting the data the standard questionnaire of motivation, designed by R. Hasazadeh, has been used. Also the average scores of two semesters of 85-86 were used to find the educational progress. In data analysis SPSS software was applied. The findings revealed that by the use of descriptive statistics and T-Test there is no significant difference between the motivation and educational progress of both groups, but motivation and educational progress among the students who students studied basic scinces and were accepted through entrance exam of universities is more than those who were accepted by Faragir plan. Another finding of the study showed that concerning the gender of students educational progress and motivation was more among the female students than male ones.

Nowadays emotional intelligence is a new subject in psychology and it has an important role in deferent aspects of the life of people such as educational progress, marriage, and social relations. The aim of this research is studying the effect of cognitive – behavior training promotion of the level of emotional Intelligence of adolescence in the city of Ahvaz. For this reason among all the high school students of Ahvaz a sample of 1050 people were selected including 750 female students and 300 male students by cluster sampling. The study is a half test of evidence group including pre-test and post-test. Cognitivebehavioral training was applied to the experimental group (375 female and 150 male students) in 6 sessions; each session of 2 hours, while the control group (375 female and 150 male students) was not to such training, then the pot-test had performed. The instrument that was used was Bar-on questionnaire that analyzes 5 factors including intrapersonal and interpersonal emotional intelligence, adaptation, stress management and general behavior. The results of collecting data were analyzed by descriptive indexes such as average and standard deviation and deduction indexes like multi-variance analysis MANOVA and one-way variance analysis ANOVA. The results showed that training caused promotion of the level of emotional intelligence on the scales of interpersonal intelligence, adaptation, and stress management in female students and among the male students it caused promotion of the level of emotional intelligence on the interpersonal emotional intelligence and stress management.

Psychological security is one of essential needs of human begin and many researchers have been done on it so far. Mental security brings relaxation and lack of relaxation causes neurotic behavior and mental disorders. As a humanist psychologist, Maslow designed the test of psychological security to measure this need. This test could be used to find out excitement disorders and psychological insecurity and also identity those students who are vulnerable to mental disorders, and finding the factors that are threatening their psychological health to prevent future mental illnesses. Concerning the fact that students are facing torrent issues and problems in different issues and problems in different aspects such as psychological security and health, this test was applied to Payame Nour University of West Azarbayjan province. Data analysis and based on the results that were inferred by factor analysis and the analysis of original components it became clear that from 71 questions 15 factors were found out and it showed 40.45% of the overall variance. All the questions of the questionnaire had factorial load of 0.30. Some of these factors are environmental incompatibility, inferiority complex, paranoia and distrust, self-belief and selfassurance, irritability and depression, feeling of happiness, social security and inferiority complex. Finally percentage and categorical norms were written. Since the test has enough reliability and it’s including factors were introduced and by having mentioned norms (percentage and categorical norms), and the needed time for completing the test that is 15 minutes, this test could be used is different situations to identify problems and study psychological security of the students in consultation centers.

In the present study, the effect of the two methods in offering feedback was examined in good and weak trails to acquisition and retention the football dribble skill. 24 samples were randomly divided into two tentative groups and took part in the first day of the pre-test. Then in 3 days and in every off that they did the group each of 10 trails, and to every of them in each 10 trail group, three feedbacks were given. But in one group on the three good trails and in the other, on the three weak trails, the feedback was given, and they participated in the acquisition test at the end of practice. Finally, after 72 hours, the retention test was carried out. The data were analyzed and by the independent T-test and dependent one, and it became clear that both groups have had progress in the acquisition level and their difference has not been meaningful(p≤0/05). But in the retention test, the feedback group after good trails did better in comparison to the feedback group after the weak trails and their difference was meaningful (p≤0/05). So it can be said that the feedback after the good trails is more effective that the feedback after the weak trails in learning the football dribble skill.

Burnout is defined as decrement in adaption power of a person with stressful factor of their workplace. This syndrome that has some symptoms such as physical and emotional exhaustion causes negative selfconcept and consequently causes lack of proper communication with customers (Maslack & Jackson, 1989). It can conclude in different kinds of physical and psychological illnesses (Uzbashi, 1383). This syndrome spends more energy an body becomes imbalanced so the symptoms of burnout appear (Karbasi, 1385). The objective of this essay is studying the rate of burnout syndrome among office personnel an academics staff of Payame Noor Univesity of Qazvin, and its relationship with gender, education, workplace, marital status, work experience, job type, employment status and age. For this purposeMaslack’s questionnaire of jobburnout was distributed among all the office personnel and academics staff of Qazvin, Takestan and Boeinzahra branches of Payam-e Noor Univesity and finally 6 cases were subjects of the study. The results revealed that nearly high number of office personnel 4.9%) had burnout syndrome. Also it has been inferred that the dirrerence in burnout syndrome of different branches of Payam-e Noor University of Qazvin Province was meaningful and the staff of Branch “B” had most burnout syndrome, but there was no meaningful relationship between other variables such as gender, education, work experience, job type, marital status, age and employment status.

The objective of this study is to find the impact of group training wing Barbara Angles planning made by desire on the choice of wife. The tools that was used in this easy was the questionnaire on the students’ view of choice of wife that the has neen Normalized in Iran by Farahbakhsh and Mesripoor. The respondents were female students of Payame Noor University of Khoy. Sampling was done randomly available, after enrolling and taking part in the pre – test session, 36 people were selection randomly and put into two experimental and control groups. While control group was on the waiting list, the experimental group attened in 10 training sessions and was taught theories of planning made by desire. After training sessions they attended the post-test to test whatever they had learned and the data was analyzed by independent T-test. The results revealed that group training on the basis of planning made by desire (independent variable) had an impact on the flexibility of people on the method of choosing wife and feeling safe in choosing wife (dependent variable), but this group training had no effects on the realistic view of people in choosing wife.

The main aim of study is making a comparison of personal creativity barriers between male and female accounting teachers the necessary of education, improvement and development of the accounting among the students of Ardabil province. For this reason, 104 accounting teachers of Ardabil province were selected, including 64 males and 40 females accounting teachers, to answer to the questionnaire of Pfeifer. They were asked to answer the questions about personal creativity barriers that Pfeifer divided them into 6 groups and according to the inferred results there is no significant difference between male and female accounting teachers concerning personal creativity barriers. Most barriers were found among male teachers in using organized analysis and among the female teachers the most barriers were those related to physical environment, in both groups the least barriers were observed in the fields of self confidence and risk taking. For female teachers it was found t hat by growing old and increment of teaching experience, the creativity problem increases so that using the abstract subjects of the mind is a problem. For male teachers and by growing old and gaining more teaching experience will increase and the factors related to the educational degree will decrease that category of barriers that are related to selfconfidence and risk taking. The age and teaching experience will increase the barriers related to physical environment for male teachers.

Recent educational research suggests that sense of efficacy influences teachers’ actions and students outcomes (Tschannen-Moran, Woolfolk Hoy, and Hoy, 1998) Teachers’ perceptions of efficacy are empirically examined at two levels: individual teacher efficacy and collective teacher efficacy. Although theoretically rooted in social cognitive theory, teacher and collective efficacy perceptions are distinct constructs, each having unique effects on educational decisions and student achievement. The present study explored the relation between collective teacher efficacy and teacher self-efficacy and its three subscales, namely, efficacy for classroom management, efficacy for student engagement, and efficacy for instructional strategies in the English Language Teaching (ELT) context of Iran as teacher efficacy is a context and culture specific construct which is rarely investigated in ELT context. Furthermore, the researcher was motivated to know which of the factors/subscales of teacher self-efficacy accounts for most of the variance observed in collective teacher efficacy. The participants of the present study were those English instructors who had the experience of teaching English at Payame Noor University (PNU). Data were collected from 85 PNU English instructors through Tschannen-Moran and Woolfolk Hoy’s (2001) Teacher Sense of Efficacy Scale (TSES) and Goddard’s (2002) Collective Teacher Efficacy Scale. Correlation analysis revealed that there was no significant relationship between PNU English instructors’ CTE and teacher self-efficacy and its three subscales. In addition, multiple regression analysis indicated that none of the three subscales of teacher self-efficacy was a strong predictor of collective teacher efficacy.