فصلنامه پژوهش در نظام های آموزشی
پیاپی 20 (بهار 1392)

This research was conducted to compare the effectiveness of discussion and role playing instructional methods on improving assertiveness in second grade guidance students. Participants were 68 students (34 boys and 34 girls) who were randomly selected by multiple stages sampling method and were asked to complete assertiveness questionnaire in pre test and post test at A 2 group experimental design. Four training sessions of 1.5h duration were given weekly. Dependent and independent T-tests were used for data analysis. Results showed that both discussion and role playing methods had a positive effect on assertiveness in students, but the difference between them (instructional methods) was not significant. It seems that cognitive and affective processes and therefore, assertiveness can be improved by group discussion and role playing.

The purpose of this study was to investigate the difficulties in selecting thesis topic among master sociology students. On this account, Grounded Theory method was employed. Because of the aim of the study and nature of the Grounded Theory method, no other theory has been fixed to this study. 27 master sociology students were interviewed from Tehran, Alzahra, Allameh Tabatabaei and Tarbiat Modares universities. The results have indicated that scientific problems, structural problems and being idealistic in selecting thesis topic were the main difficulties. Furthermore, other difficulties were signified which includes personal problems and lack of motivation among students in the process of selecting topic.

The aim of the present study is to make a regression analysis of the relationship between the components of teaching organization (emotional energy, ideas, values, teachable point of view, certainty in decision making) with the learning organization and the contribution of each component of the teaching organization in anticipating the total learning organizations. The study was a descriptive and correlation one. 135 faculty members of Uremia University were selected by Stratified sampling (proportional to size) Components of learning organization questionnaire (23 questions) and Teaching organization (74 questions) was performed on them. Pearson correlation matrix analysis showed that all components of teaching organization have a significant positive relationship with the total learning organization. Stepwise regression analysis results also showed that, teachable point of view and Certainty in decision making components are able to predict 64% of the learning organization changes.

Universities are traditionally considered as knowledge based organizations, but in many universities knowledge management (KM) processes has not been officially designed and implemented yet. Therefore, there is a question that is to what extent the KM enablers and practices improve universities performance. In this paper, a model for the influence of KM enablers and practices on universities performance is presented. A questionnaire was designed for collecting quantitative data. The population was faculty members of engineering departments in Iranian governmental universities. The link between the items was analyzed using Structural Equation Modeling. The results showed that KM practices mediated the relationship between KM enablers and performance of universities. This model can be helpful for successful knowledge management implementing of Iran’s higher education.

This study investigated the relationship between cognitive styles, emotional, and academic performance of students in school. The study population consisted of undergraduate students from the Faculty of Psychology and Educational Sciences, Allameh Tabatabai University who were studying in the 90-1389 school year. The sample group consisted of 131 students who were selected by cluster random sampling. The Kirton Inventory (KAI) was used to assess stylistic (Modern / researcher and Nvgryz / acceptor) and the degree of excitement questionnaire (AEQ) in the classroom was used for assessing academic emotions (joy, hope, pride, anger, anxiety, shame, frustration and boredom). Furthermore, the final score of educational psychology course regarded as an indicator of student's academic performance Statistical analysis of the results showed that: a) there is a significant positive correlation between academic performance and stylistic b) there is a significant positive correlation between academic performance and the degree of academic excitement c) there is a significant positive correlation between the degree of stylistic and academic emotion. The result of the regression analysis confirms the predictive power of academic stylistic and emotional well-being for the lesson. These results have implications for effective teaching and learning that is discussed in this paper.

One of the most important factors in successful utilization of Electronic tools is the teachers’ attitudes and interests. The main purpose of the present research is to investigate the relationship between the attitudes of faculty members of Isfahan Universities towards information technology and their IT utilization rate. The research type was correlation- descriptive. The samples of this research include 132 faculty members of 3 Isfahan state Universities which were selected by randomly proportional stratified sampling method. The data collection instrument was Standard questionnaire to assess the attitudes of teachers towards information technology application in classrooms (TAT v2.01). Results indicated that there was direct and positive relationship between teacher's attitudes and their electronic tools utilization rate. Women teachers and Humanities teachers used electronic tools less than men and teachers from other disciplines. There was reverse relationship between teachers’ ages and attitudes toward electronic tools. Attitudes toward using electronic tools and ICT utilization depends on demographic factors. With recognizing barriers in using electronic tools and realizing effective factors in utilization, barriers could be removed and development strategies should be created.

The purpose of the present paper is to explore the relationship between organizational social capital and its aspects with employees’ organizational commitment. The statistical population includes all employees working at Karaj Tarbiat Moallem University and a random sample was selected by using Levy and Lemehow’s (1990) formula. To collect data, a researcher-made questionnaire of organizational social capital and Allen and Mayer’s (1990) organizational commitment were used. To analyze the data, Pearson’s correlation coefficient and linear regression were applied. The research results indicated that there is a positive and significant relationship between organizational social capital and its dimensions (i.e. cognitive, relational, and structural) with organizational commitment. The results also confirmed that only relational organizational social capital can predict organizational commitment and that the two other dimensions (i.e. cognitive and structural) are not organizational commitment predictors.

The purpose of this study was identify and predictive factors associated with low academic achievement in mathematic of Middle school. study method was descriptive-correlation study, from May 2008 to Mars 2009, In this study, the subjects were recruited from North Khorasan province. Research Statistics universe constitutes of all students with low academic achievement in mathematic (their mathematic scores was low than 10). Samples is chosen as cluster and stratified sampling. This study conducted among 438 students (288 students with low mathematic achievement and 150 students with high mathematic achievement). The questionnaire included, (1) demographic information (2) academic self-concept Inventory (3) mathematic self-concept Questionnaire. This study revealed that rates of academic drop were 25/13 %, and The variables of academic selfconcept (R=0.41) and mathematic self-concept (R=0.62) were significantly associated with low academic achievement in mathematic. we also have identified key factors flunked the course in mathematic, grade point average fifty level, academic self-concept, low effort, under probation that can be considered as early predictors of low academic achievement in mathematic. The findings support the notions that academic self concept, mathematic self-concept, flunked the course in mathematic, grade point average fifty level, academic self-concept, low effort, under probatio associated with mathematic performance.

Higher education system in Iran and consequently Islamic Azad University as one part of this system is considered to be the main moving force contributing to realization of sustainable development policies of the State. Training specialists, producing and disseminating knowledge and providing specialized services are the main functions of the system in this area. To succeed in achieving the aims, the system is required to be efficient or in other words it is required to meet the necessary quality. The first step in this regard is recognizing about the current situation, informing how far it is from the desired condition, and planning to reach the ideal (probable) status. The most strategic tool for representing and promoting the quality is the use of evaluation mechanism. Thus in order to represent the quality of Islamic Azad University as a significant part of higher education system, the comprehensive evaluation mechanism needs to be studied, designed and implemented. This research was planned and carried out to fulfill this goal. The method used in this research was an analyticaldescriptive one. The population under survey has been constituted of all higher education systems which are experienced in this field, and the sample was selected out by the purposeful sampling method of desired type. Accordingly, three basic questions have been posed and on the basis of the achievements and results of the research have been answered. According to the research findings, the comprehensive quality evaluation structure of the Islamic Azad University in the levels of line and staff, factors (7 factors), criteria (75 criteria) and indicators (525 indicators) of quality evaluation, the appropriate quality evaluation approach and the way of its establishment have been proposed. At the end, the 12 components of comprehensive quality evaluation system of Islamic Azad University have been presented and the necessary proceeding steps concerning each component are introduced.