leila poloie; Faezeh Farhadian
Abstract
The aim of the present study was to investigate the application of educational technology components in the main sources of curriculum planning. This research was of content analysis type and its statistical population included all the main sources of curriculum planning at the university level. Nine ...
Read More
The aim of the present study was to investigate the application of educational technology components in the main sources of curriculum planning. This research was of content analysis type and its statistical population included all the main sources of curriculum planning at the university level. Nine books were selected as the research sample by the deliberate sampling method. Data collection tools were the check list of educational technology components. Data analysis was performed by means of descriptive statistics. The research findings showed that in the case of each component of educational technology to some subscales such as summary; the use of color in titles, text, image, and cover, the appropriate location for visual materials, and the avoidance of visual bias are not considered in any of the nine main sources of curriculum planning. Furthermore, the use of other subscales has been different in the main sources of curriculum planning; So that in some sources they have been used and in others they have not. Therefore, there is a need for a serious overhaul of the application of educational technology components in the main sources of curriculum planning for future editions.
Zahra Khajeh Ali Jahanteghi
Abstract
The present study was conducted to investigate the relationship between information literacy and field of study. The research method was descriptive-correlative and the statistical population of this study included students of Islamic Azad University, Marvdasht Branch in four fields of technical and ...
Read More
The present study was conducted to investigate the relationship between information literacy and field of study. The research method was descriptive-correlative and the statistical population of this study included students of Islamic Azad University, Marvdasht Branch in four fields of technical and engineering education, management and accounting, psychology and educational sciences, and English language teaching with a volume of 6500 individuals. Using Cochran's formula, 363 students were selected by stratified random sampling. Data collection tools were Siamak and Davarpanah Information Literacy Questionnaire (2009). The findings of this study showed that there was a significant difference between the Department of Psychology and Educational Sciences and of Management and Accounting (P <0.05), and the average in the Department of Psychology and Educational Sciences was higher than that of management and accounting. There was also a significant difference between the technical and engineering group and management and accounting (P <0.05), and the average in the technical and engineering group was higher than that of management and accounting. There was no significant difference in the other areas of study. It is suggested that workshops with the aim of increasing computer literacy and library literacy of students and promoting research-oriented culture should be held in order to improve the level of information literacy of students.
naser mohammadi ahmad abadi; tahereh Fallahzadeh
Abstract
The present study was conducted with the aim of investigating the effect of emotional intelligence and communication skills of Ardakan educational managers, in three levels; primary, junior high, and high schools, in the 2019-2020 academic year, in predicting stress management practices by descriptive ...
Read More
The present study was conducted with the aim of investigating the effect of emotional intelligence and communication skills of Ardakan educational managers, in three levels; primary, junior high, and high schools, in the 2019-2020 academic year, in predicting stress management practices by descriptive method. To this end, all the 98 managers of the above-mentioned community were selected as a sample group and responded to valid questionnaires of Sibria Shring's emotional intelligence (1998) with 0.84 Krunbach Alpha, Barton communication Skills with 0744 Krunbach Alpha, and Robins Stress Management Scale, after the administrative and initial briefing Session. Multivariate regression analysis methods were used in inferential analysis of data, to determine the predictive power of stress management practices by emotional intelligence, communication skills and their components. The findings indicated that emotional intelligence and communication skills and all its components had a significant power of prediction for the criterion variable (stress management) (p>0.05). Based on these results, apparently reinforcement of emotional intelligence and communication skills of managers can play a significant role in promoting the level of stress management practices in educational managers.
management
Mehdi Shabani Azadboni; Mahmoud Safari
Abstract
The aim of this study was to determine the relationship between professional ethics and components of conflict management in high school principals in western Mazandaran province. This research was conducted by descriptive-correlation method. The statistical population included all high school principals ...
Read More
The aim of this study was to determine the relationship between professional ethics and components of conflict management in high school principals in western Mazandaran province. This research was conducted by descriptive-correlation method. The statistical population included all high school principals in the west of Mazandaran province who were selected by means of Morgan table with a sample of 152 persons based on relative stratified random sampling method. Data collection tools were Bahagir Professional Ethics Questionnaire (2011) and Putnam and Wilson (1982) Conflict Management Style Questionnaire. Data analysis using Pearson correlation coefficient showed that there is a negative and significant relationship between professional ethics with competitive and non-cooperative conflict style (P <0.05). Also, there was a positive and significant relationship between professional ethics and the style of conflict, cooperation, and compromise (P <0.05). The results of this study show that in the study of low-yield organizations, the decline of professional ethics can be considered as an effective factor in conflict management and productivity reduction.
management
asadollah Alirezaei; mohammad Emami; Asma Abbasgholizadeh; Zahra Yazdani Kachoei
Abstract
Extended AbstractAbstractThe purpose of this study is structural modeling of the effect of offensive supervision on organizational citizenship behavior in technical and vocational education centers in Kerman province. This research is applicable in terms of purpose, and correlative in nature and method. ...
Read More
Extended AbstractAbstractThe purpose of this study is structural modeling of the effect of offensive supervision on organizational citizenship behavior in technical and vocational education centers in Kerman province. This research is applicable in terms of purpose, and correlative in nature and method. The statistical population of this research is all employees in technical and vocational training centers in Kerman province, whose number has increased to 207 in 2021. Due to the limitations of the statistical population, all its members have been selected as a sample and studied by census. Questionnaires of Mitchell and Ambrose (2007) and Oregon Organizational Citizenship Behavior (1998) were used to collect data. The content validity of the questionnaires was assessed based on the opinion of experts, and the construct validity was assessed by confirmatory factor analysis. Their reliability was also confirmed by calculating the combined reliability of Cronbach's alpha coefficient. The collected data were analyzed by structural equation modeling with LISREL software. Findings indicate that in general, offensive supervision has a significant inverse effect on organizational citizenship behavior. As the supervisor's offensive behaviors increase, employees lose their morale, as a result of which their motivation decreases and eventually, organizational citizenship behavior decreases.IntroductionAn issue raised in the last two decades and in addition to behaviorists, has also attracted the attention of psychologists and sociologists, is organizational citizenship behavior (ho & Le, 2020). Organizational citizenship behavior is a valuable and useful behavior (Sadeghi afjeh, 2014) that includes various behaviors of employees such as accepting and taking on additional responsibilities, following the rules and procedures of the organization, maintaining and developing a positive attitude, patience and Tolerance of dissatisfaction and problems in the workplace (Qiu et al, 2019). Thus, organizational citizenship behavior contributes to the efficiency and effectiveness of organizations through resource changes, innovations, and adaptability (Gholam Hossaini, 2011). The most important indicator of organizational citizenship behavior is more effort to achieve the goals of the organization, in a situation where the individual is not accounted on and the job is not considered as an individual duty (eghbal et al, 2018; Lopez-dominguez et al, 2013). Examining organizational citizenship behavior and its influencing factors due to the importance of such behaviors to respond to changing demands in today's turbulent and dynamic environments and markets, seems necessary (Podsakoff, et al, 2009; liu & cohen, 2010; rukkhum & Bartlett, 2012; ho & Le, 2020). Meanwhile, a new concept has entered the management literature that has negative effects on organizations. In recent decades, there has been a growing research movement on the subject of offensive supervision, defined as "employee perceptions of leaders' continued use of verbal and nonverbal hostile behaviors, which of course do not include physical contact and action." "(Tepper, 2000). Offensive leadership, which is recognized as one of the most prominent forms of destructive leadership (karsikova, et al, 2013), has detrimental effects on the organization and subordinates (martinko, et al, 2013; Tepper, 2000).According to the above, the main issue of the research is: what effect does offensive supervision have on organizational citizenship behavior (Case study: technical and vocational training centers in Kerman province)?Theoretical frameworkOrganizational citizenship behaviors have a special place in governmental and public organizations (Caillier, 2015; Chan & lai, 2017), because they directly and indirectly contribute to the effectiveness of the organization (Lepine, Erez & Johnso, 2002; Bowling, 2010; Ahmed & Filadelfo, 2016). Organizational citizenship behavior refers to those activities related to the role of individuals in the organization that go beyond the expectations of the job and job description. Although the organization's formal reward system does not identify these behaviors, the individual performs these activities at a level beyond these formal rewards (Castro et al, 2004). Tepper (2000) defines offensive supervision as "employees' perceptions of leaders' continueous use of verbal and nonverbal hostile behaviors - which, of course, do not include physical action and contact." Offensive supervision has negative effects on organizations, offensive supervision has a negative impact on the mental health of subordinates. Threats and real loss of resources activate the stress process, which in turn causes harm to employees' health (Carlson et al, 2012). Ho & Le (2020) conducted a study to examine the relationship between benevolent leadership and organizational citizenship behaviors with the mediating role of member leader exchange in Vietnamese universities. The results of the analysis show the mediating effect of leader-member exchange in the communication between benevolent leadership confirms citizenship behavior. University leaders can benevolently motivate university staff to engage in extra-role behaviors that motivate not only the organization but also other colleagues and students by fostering a good, high-quality leader exchange.kee et al (2019) conducted a study entitled "The Effects of Genuine Leadership on Leadership Trust, Organizational Citizenship Behavior, and Service Quality in China's Hospitality Industry". According to the results, genuine leadership has a significant effect on trust in leaders, organizational citizenship behavior and service quality in China's hospitality industry.MethodologyThis research is descriptive-correlative in nature, and practical in terms of purpose. The statistical population of this study includes all employees of technical and vocational training centers in Kerman province, whose number is 207 in 2021. Due to the limited statistical population, all its members have been selected as a sample and studied by census. 199 completed questionnaires were collected. To collect data related to research variables, Mitchell and Ambrose (2007) Offensive Supervision Questionnaire (10 questions) and Oregon(1998) Organizational Citizenship Behavior (15 questions); based on a 5-point Likert scale (strongly agree to strongly disagree) were used.Discussion and ResultsIn order to test the research hypothesis and analyze the data, Lisrel software was used and the results showed that the significant numbers between the active assaults on organizational citizenship behavior are -10.63, which is significant because this value is greater than 1.96. The standard number between active assaults on organizational citizenship behavior is -0.84. Active assault has an inverse effect on organizational citizenship behavior, that is, it decreases with increasing active aggression on organizational citizenship behavior. Also, the significant numbers between passive aggressions on organizational citizenship behavior are -11.11. Because this value is greater than 1.96; a passive attack on organizational citizenship behavior is significant. This relationship is inverse and significant, that is, it decreases with increasing passive aggression on organizational citizenship behavior. The standard coefficient of passive attack on organizational citizenship behavior is -0.59, so passive attack has an inverse effect on organizational citizenship behavior.ConclusionThe aim of this study was to investigate the structural modeling of the effect of offensive supervision on organizational citizenship behavior (Case study: technical and vocational training centers in Kerman province). The results of this study are consistent with the results of the findings of Ari et al, (2007, and Zelares et al, (2002). Based on the results of hypothesis testing, offensive supervision has a significant and inverse effect on organizational citizenship behavior. That is, with the increase of offensive behaviors of the supervisor, employees lose their morale; as a result, their motivation decreases and consequently, organizational citizenship behavior decreases, so offensive supervision has a fundamental role in reducing citizenship behavior. Organizational citizenship behavior also decreases with increasing active and passive aggressive behavior. In other words, with the decrease of offensive behaviors, organizational citizenship behavior increases. Thus, the managers of technical and vocational training centers must minimize offensive and abusive behaviors in order to improve their performance and response to clients. Therefore, proper and compassionate management can improve citizenship behavior and consequently improve performance. Offensive supervising always blames and harasses subordinates for previous mistakes or negligence, or humiliates and contempts subordinates in the presence of others (Tepper, 2000). Unpleasant experiences of such offensive behaviors in daily activities by subordinates leads to the decrease of job satisfaction level (Hobman et al, 2009; Bowling & michell, 2011; kornan & et al, 2011). Offensive supervision reduces the level of organizational commitment and organizational identity of employees, and causes employees to not perform even properly in addition to extra-role behaviors. Behaviors such as attacking employees' self-esteem, insulting and humiliating them, and mocking them also reduce the positive attitudes that people share while doing work and reduce role-playing behaviors.According to the results of this study, managers are advised to avoid offensive behaviors to encourage employees to engage in organizational citizenship behaviors, and motivate them to show voluntary or extra-role behaviors in addition to their main duties by encouraging. In the practical field, it is suggested to study the factors that can play a mediating or moderating role in the relationship between offensive supervision and organizational citizenship behavior.
Peyman Akbari; Kamran Nazari; Soheila Sheykh Alishahi
Abstract
The present study was conducted with the aim of determining the effect of critical leadership styles and the mechanism of psychological distress of employees on the employees' engagement. The current research is applied in terms of purpose, and descriptive-correlative in terms of nature and method. The ...
Read More
The present study was conducted with the aim of determining the effect of critical leadership styles and the mechanism of psychological distress of employees on the employees' engagement. The current research is applied in terms of purpose, and descriptive-correlative in terms of nature and method. The statistical population (300 people) was the administrative staff of education in Yazd city in 1401, who were selected by simple random method and through Cochran (169 people). Data collection tools, transformational leadership questionnaires of Bass & Avolio (1995), autocratic leadership of Hanges & Dickson (2004), employees' engagement of Rich & Lepine (2010), and finally Kessler et al.'s employees' psychological distress (2002) that had good validity and reliability. The results of hypothesis testing were used by SMART-PLS software and using t-test statistics and path coefficients (β), which indicate a significant effect between research variables. Also, the mediating role of employees' psychological distress was confirmed in the influence of transformational leadership on employees' engagement., but it was not confirmed in the effect of authoritarian leadership on employees' engagement. According to the findings of the research, it can be stated that to increase or decrease the employees' engagement, attention should be paid to transformational and authoritarian leadership, because they can have positive and negative effects on employee engagement. Of course, psychological distress can also be helpful in this field, because if the psychological distress of the employees cannot be reduced, irreparable damage will be done to the employees' engagement.
Extended AbstractIntroduction
The main goal of this research, relying on the resource conservation theory, is to clarify the various mechanisms that determine the impact of transformational and authoritarian leadership on the job commitment of employees. Therefore, bosses who maintain strong, friendly and respectful supportive relationships with their employees improve and influence the level of employees' engagement and their well-being. Bosses who support their employees, establish good friendly relations with them and appreciate them, are likely to make them attached to their work environment. Therefore, based on the conservation of resources theory, we infer that the work situation of employees is influenced by the resources they have in the work environment. When they find that their resources are adequate, they may feel more excited about their job duties. However, investigating the relationship between transformational and authoritarian leadership and employees' engagement through the psychological distress variable is particularly important. This shows that transformational leaders are able to reduce employee stress due to their positive behaviors. Due to the ability of leaders to reduce stress, and express positive and respectful behaviors, employees of the organization improve their level of employees' engagement and well-being. In addition, employees are prone to lack of employees' engagement to the organization due to the lack of resources created as a result of authoritarian leadership style. These leaders increase the psychological distress of employees. Such leaders must be aware that if they fail to change their behavior, other followers will also experience job disengagement. This, in turn, causes employees to adopt negative attitudes to deal with the waste of excess resources. This study seeks to answer the question of how the critical leadership styles of "transformational and authoritarian leadership" affect employees' engagement. And how does the psychological distress mechanism of employees mediate the relationship between critical leadership styles "transformational leadership, autocratic leadership" and "employees' engagement"?
Theoretical foundations
This study examines the critical leadership styles by a comprehensive review of the literature through the mediating variable of employees' psychological distress on employees' engagement. Therefore, this research presents comprehensive measures in line with the success and survival of employees in the presence of narcissistic bosses, including transforming employees before they become stressed and disengaged from their jobs. These gaps necessitate the development of a comprehensive model that includes critical positive (transformational) and negative (authoritarian) leadership styles to evaluate employees' engagement in the workplace.
This is in line with previous researchers' research; Zhao & Sheng (2019), who claimed that research on leadership styles is still in its early stages. By adding a mediating variable (employees' psychological distress) to the research model, this study is in line with the research of Albashiti et al, (2021), and Zeeshan (2021), who discussed about including an underlying mechanism between critical leadership styles and employee work outcomes to understand Comprehensive literature of the topic.
Methodology
This research is "applicative" in terms of its purpose, and "descriptive-correlative with a survey" in terms of the way of data collection. The statistical population (300 people) were administrative employees of education in Yazd city, who (169 people) were selected by simple random method for the year 1401 (Table 1). Bass & Avolio's (1995) transformational leadership questionnaire, consisting of 20 questions; Hanges & Dickson's (2004) authoritarian leadership, consisting of 6 questions; Rich & Lepine's employees' engagement (2010), consisting of 18 questions; and finally, distress Kessler et al (2002) employee psychology, which consisted of 10 questions; were used as a data collection tool.
Research findings
In order to investigate the hypotheses of the research, partial least squares structural equation modeling was used with SMART-PLS software. The results related to the first hypothesis showed that transformational leadership has a positive and meaningful effect on the employees' engagement. The results related to the second hypothesis showed that authoritarian leadership has a negative and significant effect on the employees' engagement. The results related to the third hypothesis showed that transformational leadership has a negative and significant effect on employees' psychological distress. The results of the fourth hypothesis showed that authoritarian leadership has a positive and significant effect on the psychological distress of employees. The results related to the fifth hypothesis showed that employees' psychological distress has a negative and significant effect on employees' engagement. The results related to the sixth hypothesis showed that employees' psychological distress plays a mediating role in the impact of transformational leadership on employees' engagement. The results related to the seventh hypothesis showed that the psychological distress of the employees has a mediating role in the impact of authoritarian leadership on the employees' engagement.
Conclusion and Discussion
The purpose of this research was the structural impact of the role of critical leadership styles and the mechanism of psychological distress of employees on employees' engagement (case study: Yazd city education). This research is in agreement with Moeini Korbekandi & Tabarsa (2022), Khoshkesht et al, (2022), Akhwan Obiri (2019), Fasih and Hassanzadeh (2015), Fransiska & AyiAhadiat (2021), Rahim (2021) Jabeen &, Milhem et al, (2019), Mozammel & Hann (2016); in today's aggressive business world, employee engagement has become an essential element for organizational success and excellence. On the other hand, leadership is considered the most inevitable and vital aspect for the development of the organization. Transformational leaders can create more commitment in the work of subordinates, which leads to greater efficiency and satisfaction. And instead, autocratic leaders cannot create engagement in the work of subordinates, but it leads to their inefficiency and dissatisfaction. As a result, these two leadership styles are able to increase and decrease the overall level of employees' engagement in the organization, although the mechanism of psychological distress of employees can affect the effects of these two styles on employees' engagement. According to the results of the present research, it is suggested that the education managers of Yazd must pay much attention to critical leadership styles, even by holding meetings for the managers, they can make them aware of the important results that can affect employees' engagement. On the other hand, the mechanism of psychological distress of employees, which is a psychological dimension itself, can raise and lower the effects of these styles, so managers must be informed of such a mechanism.
Kobra Eshkor Vakili; Seyedsadra nojabaei,
Abstract
Abstract
The current research has been conducted with the aim of explaining the relationship between emotional intelligence and self-management with organizational innovation of health network employees of Tonkabon city. The research method was descriptive-correlative in nature, and applicable in terms ...
Read More
Abstract
The current research has been conducted with the aim of explaining the relationship between emotional intelligence and self-management with organizational innovation of health network employees of Tonkabon city. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 181 employees of Tonkabon health network. For this purpose, 123 employees of the mentioned department were selected as the statistical sample of the study by simple random sampling method. In this research, three standard questionnaires of emotional intelligence by Nwaka and Ahayuzu (2009), self-management skills by Manz et al. (2000), and organizational innovation by Amid et al. (2002) were used. The findings of the research showed that the research model had a favorable fit and indicated that emotional intelligence and self-management were directly related to the organizational innovation of employees. The results of the research also showed that the components of social awareness and reward had the highest correlation with organizational innovation.
Extended Abstract
Introduction
Emotional intelligence is among the features that can help managers in the field of design and new thinking and compromise and adaptation to new conditions, especially in the field of decision-making in critical and undetermined conditions (Enayat Sani, 2018). In order to survive in the new paradigm of competition, organizations must look at innovation as a necessary strategy in the current era and, while recognizing environmental changes and developments, identify organizational indicators that influence organizational innovation in order to deal with them, and give the most appropriate answers to these changes (Akbari Zanjani, B. 2016).
Another category that causes employees' innovation in the organization is their self-management. Self-management is the foundation on which other management skills are built. In other words, intrapersonal skills are the introduction to interpersonal skills; and knowing and managing others requires knowing and managing yourself. This process is a sequential strategy through which individuals and employees of a group encourage and guide themselves to achieve a specific behavior and desired result (Mirkarimi, 2015). Self-management is a process in which employees in the organization motivate, guide, and direct themselves in order to achieve behavior, performance, or a special goal, or in the process of achieving them (Mirsafian, 2018; Bues, 2013).
Considering that emotional intelligence and self-management can play an important role in employee innovation and organizational performance, the researcher in this research seeks to answer the question whether there is a relationship between emotional intelligence and self-management with organizational innovation in the employees of Tonkabon health network.
Theoretical framework
Emotional intelligence is a factor that motivates a person when he fails, and due to having high social skills, leads to establishing a good relationship with people (Safari, 2020). Today, emotional intelligence has been explained as a type of intelligence that includes both the accurate understanding of one's own emotions and the accurate interpretation of the emotional states of others. He is aware of his feelings and how he controls and manages them. The remarkable thing about emotional intelligence is that the abilities of emotional intelligence are not inherent, they can be learned (Aflakifard, 2020).
Self-management is an orderly process through which individuals and employees of a group encourage and guide themselves to achieve a specific behavior and desired result (Mousavi & Sardari, 2019). The root of this concept goes back to the theories related to the impact on themselves, in which the emphasis on themselves is to find ways to control themselves and manage themselves (Heydari & Dasht, 2021).
Innovation refers to the ability to combine resources in a new way to create goods and new production methods and open new markets and even sometimes reorganize the industry (Azeem et al, 2021).
Jena & Goyal (2022) in their research investigated the sequential mediating effect of individual-group fit and adaptive performance in the relationship between emotional intelligence and employee innovation, and concluded that intelligence leads to better performance and ultimately organizational innovation, and individual- Group fitness and adaptive function change the strength of this effect incrementally.
Ziaei et al. (2022) investigated the relationship between organizational innovation and emotional intelligence with organizational commitment. The results of this research, which was conducted among the librarians of public libraries in Rasht city, showed that organizational innovation is a positive and significant predictor of organizational commitment, and emotional intelligence is a positive and significant predictor of organizational commitment.
Methodology
The research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 181 employees of Tonkabon health network. A number of 123 people were selected as the statistical sample of the study based on the Karjesi and Morgan table and by simple random sampling. In order to collect data related to the variable of emotional intelligence, the questionnaire by Nwaka and Ahayouzo (2009); and for the variable of self-management skills, the questionnaire of Manz et al. (2000); and for the variable of organizational innovation, the questionnaire of Amid et al. (2002) were used.
Discussion and Results
In order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software was used to test the hypotheses from inferential statistics. Then PLS software was used to test the hypotheses or the conceptual model of the research, and the results showed that the path coefficient of the relationship between emotional intelligence and organizational innovation is (0.241). The t-statistic for this coefficient is also (5.271) and its value is more than the significance threshold, i.e. (1.96). Therefore, the first hypothesis based on the relationship between emotional intelligence and organizational innovation is confirmed. The path coefficient of the strength of the relationship between self-management and organizational innovation is (0.559). The t-statistic for this coefficient is also (5.631) and its value is more than the threshold of significance i.e. (1.96). Therefore, the second hypothesis based on the relationship between self-management and organizational innovation is confirmed.
Conclusion
The present research was conducted with the aim of explaining the relationship between emotional intelligence and self-management with organizational innovation of employees of Tonkabon health network. This finding is consistent with the results of Mardani (2018) and Younesifar et al. (2014); Emotional intelligence is a set of abilities which helps us to establish a friendly and tolerant relationship with others in our personal or professional life. Emotional intelligence alone is the biggest factor for predicting a person's performance in the work environment and the strongest force for leadership and success. Characteristics such as the ability to excite and arouse oneself, endurance and stability against failure, not losing the spirit of empathy and hope are related to emotional intelligence. Creativity and innovation are essential elements in maintaining the life and movement of any society in an organizational environment (Singhai & Agrawal, 2021). Self-management is an orderly process through which individuals and employees of a group encourage and guide themselves to achieve a specific behavior and desired result (Arif & Akram, 2019). Increasing self-awareness and behavioral management, setting personal goals, self-encouragement and self-punishment, visualization of successful performance are the characteristics of people with self-management skills. Self-management skills are critical to exhibit innovative behavior (Heydari & Dasht, 2021). In this regard, the following practical suggestions can be proposed: The value of applying knowledge and performance pressure as a whole provides a suitable environment for the implementation of emotional intelligence and innovation, which is suggested to be given more attention and more detailed planning. Sufficient care should be taken in attracting and recruiting human resources to their self-management category, and then, continuous training and necessary skills should be designed to maintain and update the knowledge of these resources and strengthen their memory and individual innovation. In terms of informing and empowering employees in the field of intelligence and its types, especially emotional intelligence, the heads of the Tonkabon health network have made the necessary arrangements, including holding a workshop on emotional intelligence and its effects on the organization, in order for the employees to achieve organizational learning and become a learner organization, and finally do organizational innovations; because emotional skills can be used to create a favorable environment for learning and effective communication in organizations.
Mitra Moubed; Ali Nadizadeh; Parisa Shaker
Abstract
Abstract
The education system can fulfill its tasks when, in addition to quantity, it is also in good condition in terms of quality. On the other hand, due to national and global competition between universities and the fast growth of the number of them, these institutions are forced to increase their ...
Read More
Abstract
The education system can fulfill its tasks when, in addition to quantity, it is also in good condition in terms of quality. On the other hand, due to national and global competition between universities and the fast growth of the number of them, these institutions are forced to increase their quality of services in order to become priority for the students and society. One of the important services of universities for students is their accommodation services in dormitories. Therefore, dormitory is an important part of universities as a second home and will replace the family for a group of students. A high quality and satisfaction of students from these services can help the academic progress, physical and mental health of students. In this paper, the quality of dormitory services of Ardakan University has been evaluated using the SERVQUAL model and analyzed by IPA. To achieve this goal, the data was collected using questionnaire from 145 students in Ardakan University by sequential sampling. Examining students' expectations and perceptions of the services and the gap between them has shown a negative gap in all aspects of service quality; the biggest gap for tangibles and the least one for assurance. Analysis of different aspects and questions in this research using IPA matrix showed the strengths, weaknesses and improvement priorities. The results of this study can be used in the evaluation and diagnosis of dormitory services of other universities, as well as Iran Tourism hotels.
Extended abstract
Introduction
Higher education is responsible for the social, cultural, economic and educational growth and development of the society and it should be of good quality in addition to quantity (Yasbolagi et al, 2015). On the other hand, competitions in the field of higher education have increased the pressure on universities and educational institutions to improve their capabilities and service quality. The customer and his satisfaction are key elements in different definitions of quality that contribute to the success and excellence of organizations and increase their profitability (Madanian & Shekarchizade, 2019). In universities, students are one of the important groups of customers whose satisfaction can be a determining factor for evaluating the institution's performance (Yazdani & Hajian, 2018). Evaluating the quality of university services from the perspective of students, as one of the basic requirements of modern management, can help in planning for the long-term success and survival of universities. Some of the university services for students include information technology services, library, welfare services, administrative services, education and dormitory services (Haji Mohammad & Khoshghalb, 2020).
The service quality model (SERQUAL) is one of the most widely used models for evaluating service quality, which was first introduced by Parasuraman et al. in 1985. This model defines service quality in five: tangibles, reliability, accountability, assurance and empathy.
In the studies with the Seroqual tool, the evaluation of the gap between the expectations and perceptions of customers has been used for quality analysis. Another method that is suggested for the analysis of different dimensions of quality is the use of the importance-performance matrix (IPA), which makes suggestions and priorities based on the importance of each issue. For example, this method was used in Stig University of Portugal to evaluate the quality of educational services, and suggestions for improvement were defined (Silva & Fernandes, 2011). In a university in Indonesia, the student satisfaction index and the IPA matrix have been used to evaluate the quality of laboratory services in key performance indicators. The satisfaction index of students in this study is 72%. The IPA analysis has shown priorities for improving these services in matters such as equipment adequacy, their calibration, laboratory safety and staff behavior (Sidik et al, 2019).
Considering the importance of university dormitory services and the gap observed in research on the subject, in this article a model for evaluating the quality of dormitory services with the help of serqual techniques and importance-performance analysis is presented. The purpose of this research was to evaluate the quality of dormitory services in the university, which Ardakan University was selected as a case study. In this regard, the main question of the research is the quality of university dormitory services, which will be investigated based on the SERVQUAL model.
Theoretical Framework
In higher education, various studies have investigated the quality of educational services in different universities, which have often shown a negative gap in most dimensions of these services. Among the most recent of these studies, we can cite the evaluation of the satisfaction of university pharmacy students in Saudi Arabia (Sibai et al, 2021), students of dental and nursing colleges in Saudi Arabia and Egypt (Rabaa & Hala, 2022) and postgraduate students of medical sciences in Kermanshah (Toghroli et al, 2021). ). But in the university, in addition to educational services, other services are also provided. In a research to investigate students' satisfaction with the academic role of Babolsar city, it was shown that accommodation services and welfare services had the greatest effect, and sports services and employment facilities had the least effect on student satisfaction (Shamai & Mahmoodi, 2011). In our country, in the girls' dormitories of the Urmia University of Medical Sciences, researchers showed that the dormitory services are acceptable and satisfactory from the students' point of view, using SERQUAL questionnaires. However, a significant difference has been observed between the average satisfactions of students in different dormitories (Nabilou & Khani, 2015). In another qualitative research that was conducted among girls living in the dormitories of ten Iranian Universities, students were dissatisfied with the facilities of the rooms, the condition of the buildings, cultural and welfare facilities (Serajzadeh & Habibpour, 2019). In the dormitories of Mohaghegh Ardabili University, architectural and construction factors have been investigated and problems have been identified (Daliri & Hatami, (2022). In another study, the relationship between drug use and the quality of sleep and life in the dormitories of Allameh Tabatabai University was investigated (Kushkestani, 2020).
Another method used in studies to analyze different dimensions of quality is the use of the importance-performance matrix, which makes suggestions and priorities based on the importance of each issue. For example, this method was used in Stig University in Portugal to evaluate the quality of educational services (Silva & Fernandes, 2011); in a university in Indonesia to evaluate the quality of laboratory services (Sidik et al, 2019); in a university in China to evaluate the quality of English language teaching services (Wenyu, 2021); and in another university in Beijing to evaluate the quality of classroom teaching (Wang et al, 2022)).
Research methodology
The purpose of this applicable research, which was carried out with a survey-analytical method, is to evaluate the condition of the dormitories of Ardakan University. The statistical population of the present study is 1000 students living in the university dormitories, including 400 boys and 600 girls in four separate buildings. Cochran's formula was used to determine the sample size, and the number 88 was acquired at the 10% confidence level. To carry out this study, the standard questionnaire of Serqual model was adapted for dormitory services. This initial questionnaire was reviewed in several stages with the help of experts and university dormitory service officials, and the final questionnaire was prepared with 31 items in 5 dimensions.
In order to ensure the validity of the questionnaires, the opinions of at least 5 experts and relevant officials were used and the corrections were made according to their opinion. In order to measure reliability, a preliminary study was conducted with a random sample of 13 students, and Cronbach's alpha was 0.774 for expectations and 0.848 for perceptions. Since the coefficients are higher than 0.7, the questionnaire has the necessary reliability.
Research Findings
First, hypotheses were proposed based on the research questions, and then SPSS 19 software was used for inferential statistical analysis. The results of the statistical tests showed that students' expectations of different aspects of dormitory services are higher than average and their perception of these dimensions is lower than average. Students were most satisfied with the quality of services in terms of guarantee, accountability, empathy, confidence and tangibles respectively. Also, in all dimensions of service quality, a significant gap was observed between expectations and perceptions. The students' satisfaction with the dormitory services was different among different dormitories, and based on the average, the best services were provided in the Derakhshan, Farhang, and Payam Noor dormitories, respectively. The variables of age, year of entering the university and duration of residence did not affect the satisfaction of students.
In gap analysis models, researchers believe that the lower the service quality, the higher the receivers' expectations. In other words, the presence of defects and gaps in one dimension has an aggravating effect and causes quality loss in other dimensions (Yazdani & Hajian, 2018). Therefore, prioritizing improvement measures and allocating funds to dimensions with the largest negative gaps can be effective in reducing other negative gaps as well.
The biggest negative gap of this research was in the tangible dimension; despite the university's investment in building and equipping new dormitories, this dimension still failed to attract students' satisfaction, and it is also recognized as a weakness in the IPA matrix. Also, this matrix has correctly classified the allocation of funds for "updating the dormitory infrastructure" in the resource waste group. The priority of other problems identified in this dimension is mentioned in the previous paragraph. The second negative gap in the confidence dimension indicates the failure to fulfill the promises made to the students. But since this dimension is located in the fourth area of the IPA matrix, it has little priority for improvement. The review of the items also showed that only the item "quickly fixing the created problems" as a weakness has a higher priority for improvement. Based on these results, there is currently no priority for improvement in the other three dimensions.
Conclusion
The results of this research, like (Putri & Anffraini, 2018) and (Serajzadeh & Habibpour, 2019), show a significant gap between the expectations and perceptions of students about the quality of dormitory services. In other articles that have evaluated the quality of hostel services, the quality gap has not been measured. Compared to the work of Putri & Anffraini (2018), this research has also identified the priority of improvement in each of the dimensions with the help of IPA matrix. Naturally, the improvement priorities in the two universities are different from each other; but in both cases, improvement of tangibles and physical facilities has been among priorities. Similarly, in the study of the opinions of female students living in the dormitories of ten Iranian Universities, the physical epuipments and facilities of the rooms were also among the dissatisfaction cases (Serajzadeh & Habibpour, 2019). Also, the results of this research, like the work of Nabilou & Khani (2015) conducted in Urmia University, show a significant difference between the qualities of different dormitories of a university.
Conducting a similar study periodically can show the effectiveness of the various measures taken. Future researchers can use other methods to prioritize improvement measures in dormitories. Another suggestion is to examine ways to save money and reduce the costs of dormitories in order to fund the cost measures for improvement in the dormitories. Considering the service gap related to the behavior and attitudes of employees, it is suggested that future researchers identify and prioritize the educational needs of dormitory employees.
Mahsa Savadkoohi Qudjanki; Mohammadreza Zarbakhsh Bahri
Abstract
Abstract
The present study was conducted with the aim of testing the causal model of the feeling of Twitter users' loneliness based on the lifestyle and stress coping styles with the mediation of social network dependence. The research method was descriptive- correlative. The statistical society was ...
Read More
Abstract
The present study was conducted with the aim of testing the causal model of the feeling of Twitter users' loneliness based on the lifestyle and stress coping styles with the mediation of social network dependence. The research method was descriptive- correlative. The statistical society was the Twitter users of Teheran city with at least 2 years membership in virtual space. 200 people were selected as a statistical sample based on the purposeful sampling method. Subjects responded to the questionnaires of addiction to social networks by Ahmadi et al. (2015), loneliness by Russell et al. (1980), lifestyle by Miller and Smith (1988), and coping styles by Lazarus and Folkman (1984). The validity of the questionnaires was examined and confirmed based on the content validity using the opinion of experts, the validity based on the opinion of a number of the statistical community, and the structure using the factor analysis method. The reliability of the questionnaire by crunbach α was estimated for lifestyle as 0.88, coping styles with stress as 0.80, feelings of loneliness as 0.79, and dependence on social networks as 0.78, respectively. Data analysis was performed at two levels of descriptive statistics and inferential statistics, including the modeling of structural equations by Lisrel software. The results showed that all the hypotheses of the research had a favorable fit. Lifestyle with an impact factor of 0.52 and stress coping styles with an impact factor of 0.56 are indirectly related to loneliness.
Extended Abstract
Introduction
Today, the Internet and virtual space have become an important part of people's life, work, education, entertainment, and social activities, and have affected people's lifestyles (Mansoorian et al, 2015). Regardless of the many uses of the Internet in today's daily life, this technology has special and unique features that increase its appeal to users. The possibility of remaining anonymous, easy access, variety of content and providing the possibility to get away from the unpleasant realities of life are among these attractions (Mirkazemi et al, 2020) and social networks have strongly taken their place among family members, especially young people, in the last decade (Mesch, 2019). On the other hand, addiction to the Internet and virtual space can cause various types of disorders. Even in severe cases, Internet addicts may be destructive to themselves, their families, and their workplaces (Chebbi et al, 2020).
On the one hand, lifestyle is rooted in the individual and personal identity, and on the other hand, it is related to cultural factors and social contexts such as mass media and virtual space (Forghani & Gholizadeh Gozlo, 2021). Dependence on virtual space can have a significant impact on people's lifestyles and lead people away from collectivism and the tendency to spend time with real people, and lead more people to the direction of not loving themselves as they are and trying to show an image of oneself that is not real, and this causes a person's feeling of loneliness (Masui, 2019).
Based on this, the main question of the current research is whether there is a relationship between lifestyle and stress coping styles with the feeling of loneliness of Twitter users and the mediating role of social network dependence.
Theoretical foundations
The feeling of loneliness is an uncomfortable emotional experience, but it also emphasizes the cognitive element in that the feeling of loneliness is caused by the perception that a person's social connections do not meet some of his expectations (Motamedi et al., 2018).
In the conceptual definition of lifestyle, the British sociologist Giddens (1983) believes that lifestyle can be interpreted as a more or less comprehensive set of functions that a person uses (Mohammadi Mehr et al, 2019).
Experiencing emotions caused by stressful events is usually so uncomfortable for a person that coping with stress will follow (Alzoubi et al, 2019). People try to deal with that style by adopting unique methods. Stress coping styles are behavioral and cognitive efforts that people make in order to adapt more to the environment (Ebrahimi Tazekand, 2018).
When people spend a lot of time on the Internet and virtual social networks, the motivation to interact with others is reduced (Aytac, 2018), they have less ability to maintain real friendships, spend less time talking with family, and the feeling of loneliness and isolation is spreading in them day by day (Farhadinia et al, 2015).
Hong et al, (2021) conducted a study entitled "The influence of self-identity on social support, loneliness and Internet addiction among Chinese students". The results showed that the amount of social support and individual identity of students plays an important role in reducing their loneliness and internet addiction.
AlSumait et al, (2021) conducted a research titled "The role of addiction to virtual networks in psychological well-being and feeling of loneliness". The statistical community is users of the Instagram network. The results showed that addiction to the Internet and virtual networks reduces people's mental well-being levels and doubles the feeling of loneliness and stress in them.
Research Methodology
The research method is descriptive-correlative in nature and practical in terms of purpose. The statistical population of the research was made up of Twitter users of Tehran, who have been members of this virtual network for at least 2 years (in 2022). The number of 200 people was selected as the sample size and by the purposeful sampling method. The questionnaire of Khaja Ahmadi et al. (2015) was used to collect data related to the variable of addiction to mobile based social networks, and the questionnaire of Russell et al. (1996) was used for the variable of feeling lonely, the questionnaire of Miller and Smith for the variable of lifestyle, and the questionnaire of Lazarus and Folkman (1980) for variable of coping with stress.
Research Findings
In order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software was used to test the hypotheses from inferential statistics. Then, Lisrel statistical software was used to measure the effects of independent and mediator variables with the dependent variable, and the results showed that the direct effect of lifestyle with dependence on social networks is (-0.67). Based on this, there is a negative and significant relationship between lifestyle and dependence on social networks. The results showed that the direct effect of lifestyle with feeling of loneliness is (-0.71). Accordingly, there is a negative and significant relationship between lifestyle and feeling of loneliness. The results showed that the direct effect of stress coping style with dependence on social networks is (-0.37). Accordingly, there is a negative and significant relationship between stress coping style and dependence on social networks. The results showed that the direct effect of stress coping style is with loneliness (-0.41). Based on this, there is a negative and significant relationship between the style of dealing with stress and the feeling of loneliness. The results showed that the direct effect of dependence on social networks is with the feeling of loneliness (-0.78). Based on this, there is a positive and significant relationship between dependence on social networks and feelings of loneliness. The results showed that the direct effect of lifestyle-dependence on social networks-feeling lonely (0.52) and the direct effect of stress coping style-dependence on social networks-feeling lonely (0.55). Based on this, there is a significant relationship between the lifestyle and stress coping styles with the feeling of loneliness of Twitter users with the mediating role of dependence on social networks.
Conclusion and Discussion
The present study was conducted with the aim of investigating the relationship between lifestyle and stress coping styles with the feeling of loneliness of Twitter users with the mediating role of social network dependence. The results of this research are consistent with the results of Xu (2017), Anari & Taklvi (2017), Guo et al (2020), Zoghi et al, (2020), Hong et al, (2021) and Arabi et al, (2021); research has shown that there are communication, emotional, functional and health-related problems in people who are dependent on social networks (Hong et al., 2014). The appearance of these networks is collective, but it may also make people lonely. Today, cultural changes have made people want to establish wide connections with the world around them, while being alone. Social networks provide this demand. With the various services they provide to their users, these networks have a greater impact on their lives and society as well as social behaviors; they have different political, economic, social, cultural and communication functions and according to communication experts, they reduce face-to-face relationships more than before. According to the results of the research, correct cultural policies are suggested to guide users towards the correct use of the Internet and benefit from its positive aspects in educational and learning environments. From the findings of the present research, it can be concluded that considering the widespread use of smart phones and teenagers' membership in mobile-based social networks, it is necessary to make teenagers aware of the effective and appropriate uses of smart phones by controlling the antecedents of addiction to its use.
management
samira safarzadeh; alimohammad naemi
Abstract
The present study examines the impact of positive leadership on work engagement with the mediating role of psychological empowerment among the managers of high schools in academic year 1398-99 in Sabzevar city. The method of research in view of application purpose and the method of data collection is ...
Read More
The present study examines the impact of positive leadership on work engagement with the mediating role of psychological empowerment among the managers of high schools in academic year 1398-99 in Sabzevar city. The method of research in view of application purpose and the method of data collection is descriptive and its type is correlation with an emphasis on structural equations. The population consisted of all managers of high schools (first and second term) in Sabzevar city (138 persons) among which 102 individuals were selected as the sample group, using on cochrane formula based. That sample was selected by Simple Random sampling. The data was collected through positive leadership Cameron (2008), work engagement by Schaufeli & Bakker (2006), psychological empowerment by Spreitzer & Mishra (1995) questionnaires. To evaluate reliability of the questionnaires we used Spss22 and lisrel 8.8 softwares, and Pearson correlation and structural equation modeling (SEM) was used for data analyzing. The results showed that: psychological empowerment playing a mediating role in impact of positive leadership on work engagement. Positive leadership has a significant impact on the psychological empowerment (0/43) and psychological empowerment has a significant impact on the work engagement (0/32).
Education Management
omid oshaghi; Mitra Ezati; keyvan Salehi
Abstract
Abstract
The current research was conducted with the aim of identifying barriers to optimal implementation of educational evaluation in National Gas Company of Iran and providing solutions for its improvement. Therefore, using the capacity of qualitative research approach and focus group method, the ...
Read More
Abstract
The current research was conducted with the aim of identifying barriers to optimal implementation of educational evaluation in National Gas Company of Iran and providing solutions for its improvement. Therefore, using the capacity of qualitative research approach and focus group method, the barriers of the studied phenomenon were identified. The data was collected by using the Purposive sampling method (criterion type) and focus interview with 4 focus groups (including 20 people) among the employees of the training and equipping of human resources unit of National Gas Company of Iran and the data was analyzed by using thematic analysis method. Data analysis resulted in the identification of 138 conceptual propositions, 21 basic themes and 5 main themes including "individual barriers", "organizational barriers", "educational barriers", "managerial barriers" and "environmental barriers". According to the findings of the research, it is necessary to pay attention to the identified barriers in order to optimally implementation of the educational evaluation process in the National Gas Company of Iran; therefore, at the end, solutions were presented in order to reduce the effect of barriers on the optimal implementation of the educational evaluation process and its improvement.
Extended abstract
Introduction
Today, due to technological advances and rapid changes in the environment of organizations (Pfoser et al, 2020), the professional development of human resources is considered one of the most important factors in adapting and facing these rapid changes (Rama Devi & Shaik, 2020), in creating a competitive advantage and value creating for organizations (Ashofteh & Orangian, 2021). In this regard, training is one of the main strategies for the professional development of the organization's human resources (Nguyen, 2020); because training is a systematic process of changing the professional behavior and level of competencies (knowledge, ability and skills) of the organization's employees (Urbancová et al, 2021), which affects the performance of the employees and will ultimately ensure the success of the organization (Sahinidis & Bouris, 2018). Effective training courses can be influent in gaining experience and improving the performance of people, and guaranteeing the survival and perfection of the organization by including strategic progress (Bazgir et al, 2020). The current economic recession has reduced the amount of budget allocated to training and development of human resources; therefore, organizations should always design and implement effective training courses in order to strengthen and expand the knowledge, attitude and skills of employees in order to improve, provide innovative ideas and provide quality services. Therefore, it is necessary for organizations to ensure the effectiveness of training courses in order to achieve their goals by providing the necessary grounds for continuous improvement of training courses (Taheri, 2016). One of the basic measures in providing effective training courses is the optimal implementation of the evaluation process of training courses. The most common definition of educational evaluation considers it as a process to examine education in order to determine whether the educational objectives have been realized in an effective and efficient way. (Sahni, 2020). The optimal implementation of the educational evaluation process, as one of the basic methods of quality assurance, makes it possible to guarantee the quality of education by identifying the weak points of the educational program and laying the groundwork to fix them (Tarazi et al, 2020). Creating the necessary conditions for the continuous improvement of training courses, preventing the deviation of training courses and fixing its defects, and helping to answer to superior authorities and suppliers of the costs of training courses are some of the reasons for the necessity of identifying obstacles to the optimal implementation of the training evaluation process (Taheri, 2016). Thus, in the present research, we have tried to answer the question: "What are the obstacles to the optimal implementation of the educational evaluation process in the National Gas Company of Iran?"
Theoretical framework
Educational evaluation is a regular process of forming a value judgment about the quality of the educational program, making decisions regarding the improvement and modification of the educational program during future planning (Al-Mughairi, 2018). The purpose of educational evaluation is to provide appropriate information for decision-making; in other words, the results of the educational evaluation provide a set of appropriate information for making decisions regarding the continuation, change or termination of the educational program (Sadeghi et al, 2018). In this regard, there are several models each of which considers specific aspects of evaluation. Some models have focused their attention on evaluating learner behavior, educational materials or related methods. Another group of models emphasizes the importance of the role of evaluation in educational planning and tries to improve educational planning by using multiple models, and another group of models also emphasizes the importance of gathering information for decision-making (Taherkhani & Hamidi, 2020).
In relation to the subject of the research, Tarazi et al, (2020) in a research with the aim of identifying the criteria and components affecting the evaluation of the effectiveness of in-service training courses for the employees of Refah Karkaran Bank, considers the factors affecting the process of evaluating the effectiveness of the said courses include individual factors (emotions, awareness and cognition, behavior, physical changes and usefulness), group (emotions in the group, awareness and cognition in the group, behavior in the group and usefulness in the group), organizational (financial, efficiency, processes and resources) and social (customer, community development and business ethics). Urbancová et al, (2021) in research entitled "Effective educational evaluation: the role of influencing factors on evaluating the effectiveness of employee training" concluded that educational evaluation methods (self-evaluation and direct evaluation by supervisors and colleagues), feedback to employees, the size of the organization, and human and financial resources affect the process of evaluating the effectiveness of employee training. Al-Mughairi, (2018) also in his research entitled "Evaluation of training and development of employees: case study: a national oil and gas industry" states that the obstacles of the educational evaluation process include people without evaluation qualifications, use of inappropriate evaluation methods, low and limited cooperation of the managers of the organization and the lack of financial resources.
Methodology
The current research is practical in terms of purpose and nature, and from the point of view of data collection, it is based on the qualitative research approach and the focus group method. The field of research was Iran National Gas Company (headquarters companies and operational areas), and in this field, the participants included all the employees of the training and manpower training unit of Iran National Gas Company. The selection of the participants was based on the purposeful sampling method of the criterion type among the employees of the training and equipping of human resources unit of National Gas Company of Iran. The data was collected using the focal interview technique, and after completing 4 focal interviews, the level of data saturation was reached. In order to analyze the data, the theme analysis method was used.
Research findings
After conducting 4 focal interviews (including 20 people) with the employees of the Human Resources Training and Equipping Unit of Iran National Gas Company and analyzing the resulting data, 21 basic themes and 5 main themes were extracted, which include: individual barriers (insufficient participation of the organization's employees, lack of specialized knowledge in the organization's employees, lack of required skills in the organization's employees, insufficient knowledge and awareness of the organization's employees about the requirements of the educational evaluation process and incorrect implementation of the requirements of the educational evaluation process by the organization's employees), Organizational barriers (problems in the processes of the organization's human resources planning unit, problems in the processes of the organization's human resources training and equipping unit, problems related to organizational culture, problems related to the organization's human resources, limited credits and required budget, low interaction and cooperation of different units of the organization and lack of efficient and effective motivational systems in the organization), educational barriers (weakness of training course instructors and less and limited use of new and appropriate methods, models and indicators), managerial barriers (insufficient participation of managers, heads and supervisors of the organization, lack of required skills in managers, heads and supervisors of the organization, negative attitude of managers, heads and supervisors of the organization, low and limited support of managers, heads and supervisors of the organization, and incorrect implementation of the requirements of the evaluation process educational by the managers, heads and supervisors of the organization), and environmental barriers (lack of necessary and appropriate infrastructure and lack of mechanisms facilitating the educational evaluation process).
Conclusion
The present research was conducted with the aim of identifying obstacles to the optimal implementation of educational evaluation in the National Gas Company of Iran and providing solutions for its improvement. The results of this research are consistent with the findings of researchers such as Tarazi et al, (2020), Urbancová et al, (2021) and Al-Mughairi (2018). In explaining the findings of the research, it can be said that individual barriers, organizational barriers, educational barriers, managerial barriers and environmental barriers have caused the process of educational evaluation in Iran's National Gas Company not to be carried out optimally, and the expected results are not obtained from the training courses; therefore, it is necessary to think about improving the existing situation and thereby improve the quality of the educational evaluation process and consequently, the quality of training courses and their effectiveness, and in this way strengthen the skills and abilities of employees to perform their job duties and responsibilities. For this purpose, according to the findings, solutions have been identified to reduce the effects of obstacles and improve the educational evaluation process in the National Gas Company of Iran, such as including the index of the active participation of the organization's employees in the educational evaluation process in the annual performance evaluation form of the organization's employees in order to motivate the organization's employees to participate actively in the process of educational evaluation and etc. According to the results obtained from this research, it is suggested that in future researches, the obstacles of the educational evaluation process and providing improvement solutions in other organizations should be taken into consideration and compared with the results of the current research. Also, in future researches, the effect of each of these obstacles identified in the current research can be investigated separately on the process of educational evaluation. And finally, future researchers can conduct research similar to the current research in certain time intervals when the organization takes corrective measures, so that continuous monitoring can be done in this field.
management
zeinolabedin darvishi; Farshid Ashrafi
Abstract
Abstract
The present study investigated the impact of talent management on organizational commitment with the mediating role of organizational justice among the employees of Farhangian University of West Azarbaijan Province. The present study is applied in terms of aim and descriptive of survey-causal ...
Read More
Abstract
The present study investigated the impact of talent management on organizational commitment with the mediating role of organizational justice among the employees of Farhangian University of West Azarbaijan Province. The present study is applied in terms of aim and descriptive of survey-causal type in terms of nature. The statistical population of the study included all 96 employees of Farhangian University of West Azarbaijan Province. They were selected using the census method. The field method was used for collecting data. Cunningham's standard talent management questionnaire (2007), Niehoff and Moorman's (1993) organizational justice questionnaire, and Dick and Metcalfe's (2001) organizational commitment questionnaire were used as research tools. The data were analyzed using partial least square structural equation modeling (SEM) in Smart PLS Software. The analysis of the collected data revealed that talent management affects organizational justice by 83% and employees' organizational commitment by 42% Organizational justice has a 48% effect on organizational commitment. Also, the Sobel test revealed that talent management with the mediating role of organizational justice affects employees' organizational commitment by 4.21. Thus, based on the statistical results, all research hypotheses were confirmed and it was concluded that organizational justice plays a mediating role in the relationship between talent management and the organizational commitment of employees.
Extended abstract
Introduction
Employees are considered the most significant human capital or property in achieving the goals of the organization. Investigating the behavior of employees in an organization is significant since retaining and developing employees is a difficult task. Increasing employees’ commitment to the organization is one of the organization's strategies to retain its employees (Handayani et al, 2022). Organizational commitment is considered a key principle in accepting the organization's values and preparation to make a significant effort in line with the interests of the organization and willingness to maintain organizational attachment (Alzeer et al, 2020). Talent management is one of the variables related to organizational commitment. Talent management involves attracting, retaining, and managing top talents. Talent finding in today organizations is one of the most difficult challenges of human resource directors. Therefore, it is crucial to attract and retain the talent in order to success in this "talent fight". (Lokhande, 2023).
Organizational justice is another issue that can be investigated regarding organizational commitment. Organizational justice reflects the perception of employees or members of the organization about the extent of fair and equal treatment based on the expected ethical standards in the workplace and the way these perceptions affect organizational outcomes such as commitment and satisfaction (Romi et al, 2022). An organization's growth and success depends on the commitment of its employees. A committed employee remains in the organization and contributes significantly to the development of the business. For this reason, training the sense of commitment and self-sacrifying among the employee is essential for develop, stability and life of the organization. Additionally, the talent management system is an organizational activity that is a part of the human resource management strategy to acquire, maintain, and develop the best talents needed by the organization. Talent management system implementation is considered as an organizational challenge in order to achieve the higher performance and justice and commitment of the organization, and organization without human resourse is of no sense. Therefore, the management and leadership of human resources are highly significant in any business. Treating employees fairly and providing opportunities for their growth helps the organization achieve its goals. Thus, the primary question of the present study is whether talent management affects organizational commitment with the mediating role of organizational justice among the employees of Farhangian University.
Theoretical Framework:
In today's organizations, some people may like their work but they may hate the organization they work in, or vice versa. Having positive and negative feelings about the job is only a part of the whole perspective of the person toward his or her job. Moreover, a person can have either positive or negative feeling towards the whole organization. Such an attitude is mostly called "organizational commitment". It reflects the extent to which a person identifies with his or her organization and belongs to it (Beiginia et al, 2013). A group of McKinsey consultants coined the term "war for talent" in 1998 and stated that talent is the key to organizational excellence. Since that time, talent management has been considered the key to organizational success and is essential for maintaining and sustaining organizations. Nowadays, talent management turned into an issue with increasing popularity and studied by the researchers (Guerra, 2023). For the first time, Greenberg defined the term organizational justice as an ethical and fair way of treating employees in their jobs (Krishnan, 2020). Organizational justice is a variable used to describe the justice connected directly to the job opportunities. It especially determines how employees should be treated so they feel that they have been treated fairly (Afrazi et al, 2022).
Majidi (2022) conducted a study entitled "Investigating the relationship between talent management and organizational commitment of education department employees in Sari". The results revealed a relationship between the of talent management and its four components (except reform component) i.e. attraction, selection, retaining, and envolving with the organizational commitment from the perspective of employees of the Sari education department. Ali et al. (2022) conducted a study entitled "Investigating the relationship between talent management and organizational justice, and employee performance" among 22 top managers of three leading Pakistani banks in Karachi by means of a semi-structured interview. The results revealed a positive and significant relationship between talent management, organizational justice, and employee performance. Jameel et al. (2020) conducted a study entitled "Organizational justice and organizational commitment among secondary school teachers" in Hit City, Anbar province, Iraq. The statistical community included 210 teachers in 8 government secondary school, among which 98 people were selected as the statistic sample by stratified random sampling. The results revealed a positive and significant relationship between organizational justice and organizational commitment.
Methodology:
The present study was conducted using a causal-descriptive method. The statistical population of the study included all 96 employees of Farhangian University of West Azarbaijan Province (both males and females). The census method was used given the small size of the statistical population. In this study, three standard questionnaires including Cunningham's (2007) talent management questionnaire, Niehoff & Moorman's (1993) organizational justice questionnaire, and Dick and Metcalfe's (2001) organizational commitment questionnaire were used to collect data. The content validity of the questionnaires was examined and confirmed based on the opinion of educational science professors. The reliability of the questionnaires was calculated using Cronbach's alpha coefficient and composite reliability. The results showed high and significant reliability for the questionnaires. The research data were analyzed using SmartPls3 and Spss22 statistical software at two descriptive and inferential levels. At the descriptive level, indices such as mean, standard deviation, and Kolmogorov-Smirnov test were used. At the inferential level, structural equations were used based on the research hypotheses.
Results:
At the level of descriptive statistics, the mean of all variables was higher than 3, indicating the desirability of these variables from the respondents' viewpoint. Also, the significance level of the Kolmogorov-Smirnov test for all studied variables was greater than 0.05. Thus, the distribution of all variables is normal. Therefore, parametric tests can be used to test research hypotheses. Also, at the inferential statistics level for the first sub-hypothesis of the study (talent management significantly and directly affects organizational commitment), based on the results of structural equation modeling; the T-value was obtained at 3.26, which is greater than 1.96,. The path coefficient was also obtained at β=0.42. Hence, talent management explains 42% of changes in organizational commitment. In the second sub-hypothesis of the study (talent management significantly and directly affects organizational justice), the T-value was obtained at 11.74, which is greater than 1.96. Also, the path coefficient was obtained at β=0.83. Thus, organizational justice explains 83% of changes in organizational commitment. In the third sub-hypothesis of the study (organizational justice significantly and directly affects organizational commitment), the T-value was obtained at 3.93, which is greater than 1.96. Also, the path coefficient was obtained at β=0.48. Thus, organizational justice explains 48% of changes in organizational commitment. Finally, in the primary hypothesis of the study (talent management significantly and indirectly affects organizational commitment with the mediating role of organizational justice); the Sobel test was used to determint the mediating role of organizatioinal justice variable in the context of the effect of talent management on the employees' organizational commitment, based which the Z-value was obtained at 4.21, which is greater than 1.96. Thus, it can be stated that talent management indirectly affects the organizational commitment of employees with the mediating role of organizational justice.
Discussion and Conclusion
Regarding the first sub-hypothesis of the study, the T-value was obtained at 3.26, which is greater than 1.96. The path coefficient was also obtained at 0.42. In explaining the results of the first sub-hypothesis of the present study, it can be stated that talent management is a constant process that involves attracting and retaining high-quality employees, developing their skills, and motivating them continuously to improve their performance. It can be stated that the results of this study are consistent with the results of studies by Taher Khani (2022) and Majidi (2022).
Regarding the second sub-hypothesis of the study, the T-value was obtained at 11.74, which is greater than 1.96. The path coefficient was also obtained at 0.83. In explaining the result of the second sub-hypothesis of the study, it can be stated that talent management is a purposeful approach to attract, develop, and retain people with skills necessary to meet the present and future goals or needs of the organization. It can be said that the results of this study are consistent with the results of the studies by Ali et al. (2021) and Cetin and Erbay (2021).
Regarding the third sub-hypothesis of the study, the T-value was obtained at 3.93, which is greater than 1.96. The path coefficient was also obtained at 0.48. In explaining these results, it can be stated that the fair treatment of employees by the organization results in their higher commitment toward the organization. Also, the results of the present study are consistent with the results of studies by Jameel et al. (2020) and Zarish et al. (2020).
Regarding the primary hypothesis of the study, the Sobel test was used to determine the effect of talent management on the organizational commitment of employees with the mediating role of organizational justice. Using the Sobel test, Z-value was obtained at 4.21, which is greater than 1.96. Thus, talent management significantly and indirectly affects organizational commitment with the mediating role of organizational justice.
Based on the results of the present study, the following recommendations are presented to the officials of Farhangian University and other universities:
- Attracting, identifying, and organizing a high-efficiency labor force and retaining them through appropriate training and developing skills and competence to increase the level of organizational commitment of employees
- The resources and benefits in the organization should be distributed fairly and everyone should be treated equally, and the promotion procedures in the organization should be based on predetermined standards and legal regulations and should be agreed upon by everyone.
- Increasing the emotional attachment of employees and involving them as much as possible with the goals of the organization, improving social communication networks at work, employee participation in decision-making, and eliminating discrimination and inappropriate relationships with people in the workplace.
Khadijah Hussein
Abstract
Extended AbstractAbstractThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The research method was descriptive-correlative. The statistical population of this study ...
Read More
Extended AbstractAbstractThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The research method was descriptive-correlative. The statistical population of this study included 958 Gachsaran pre-university students. The sample size was determined based on Cochran's formula of 274 people who were selected based on simple random sampling method. Data collection tools included Walland Academic Motivation Questionnaire (1992), Siberia Schering Emotional Intelligence Questionnaire (1996) and Goldberg Mental Health Questionnaire (1979). Data analysis by means of structural equation modeling method showed that the model has a good fit; As a result, mental health has a mediating role in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. Findings of this study emphasize the importance of strengthening emotional intelligence in order to strengthen mental health and achieve academic achievement of learners.IntroductionSuccess and academic achievement in any society indicates the success of the educational system in the field of goal setting and attention to meeting individual needs; Therefore, the educational system can be considered efficient and successful if the academic achievement of its students in different courses has the greatest and highest figures (Talebi Khansari, 2020). In general, motivation for academic achievement as a motivation for progress is an internal force that leads the learner to comprehensively evaluate his performance according to the highest standards, strive for success in performance and enjoy the pleasure that accompanies success in performance (Seif, 2019). Academic motivation is one of the requirements of learning and is a factor that helps the learner to maintain its continuity (Kordloo & Behrangi, 2020). One of the effective factors in academic achievement is emotional intelligence (Hossein Mardi & Hossein Mardi, 2015) and emotional intelligence can be considered as a significant predictor of academic achievement (Fernandez, et al., 2012; MacCann, et. al., 2020; Goh & Kim, 2021). According to Gelman (1995) Emotional intelligence includes a set of emotions, social knowledge and abilities that directs and strengthens the overall strength of the individual in a way that can respond appropriately to environmental factors and pressures (Mohammadi ahmad abadi & Fallahzadeh, 2021).Self-awareness means being aware of one's mental state and also thinking about it. Conscious people know their values and goals. A sense of self-motivation Extinguishes failures, and anxieties that may discourage one from going on; which means that the helplessness and avoidable failures that each goal brings can be used to progress. Self-control or self-management also indicates a person's ability of adaptability, takeing initiative, desire for success, work conscience, inner confidence, flexibility and a comprehensive attitude to everyone's opinion and harmony with feelings of them. Gelman believes that the social awareness of others will be important in moral decisions and judgments, and that lack of empathy is a fundamental deficiency in emotional intelligence. Considering that there is little research on the role of the relationship between variables present in students; the researcher decided to investigate the relationship between emotional intelligence and academic motivation with the mediating role of mental health of Gachsaran pre-university students. On the other hand, today, in spite of profound cultural changes and changes in lifestyles, many adolescents lack the necessary and basic abilities in dealing with life issues, and this harms them in the face of problems and issues of daily life and its requirements. Usually these students are treated unkindly, unloved and punished by others and have low mental health. Therefore, in this research, while examining the relationship between emotional intelligence and students' academic achievement motivation, an attempt is made to answer the question of whether mental health has a positive role in this relationship.Theoretical frameworkRelationship management, also called social skills, is the ability to listen to the emotions and feelings of others, the skill of listening to the feelings of others when people have emotions and feelings and need to be listened (Amiri, 2019). Numerous studies have shown a significant relationship between emotional intelligence and academic achievement (Mohammadi Molod & Zavvar, 2020). Loghmanpour Zarrini et al. (2020) in a study on students of Mazandaran Technical and Vocational University showed that strengthening emotional intelligence in students increases their motivation for academic achievement (LoghmanpourZarini, et al., 2020). Pekran et al. (2011) in a study examined the relationship between emotional intelligence and motivation for academic achievement in students, according to which, the students who had higher emotional intelligence, rarely had low grades and allowed absences, which indicates a high level of academic motivation among them (Pekrun, et al., 2011). The importance of emotional intelligence is such that it is considered one of the necessary skills to manage daily stress, which improves mental health (Rosenstein & Stark, 2015). Research on the relationship between mental health and academic motivation has shown that mental health is effective on motivation for academic achievement (Mirkamali, et al., 2015). A study by Azimpour et al. (2020) on 167 first-year university students showed that academic performance was positively related to psychological well-being and negatively related to depression and social anxiety (Azimpour, et al., 2020). Pali & Azani study (2020) on elementary school students showed that there is a relationship between happiness and academic motivation (Pali & Ezani, 2020).MethodologyThis research is descriptive, because it has described the conditions and variables under consideration. Also it is correlative, because the present study has investigated and determined the relationship between the variables of mental health, emotional intelligence and academic motivation. The statistical population of this study included 958 Gachsaran pre-university students. The sample size was determined based on Cochran's formula of 274 people who were selected based on simple random sampling method. Data collection tool was three standard questionnaires. In this study, Walland Academic Motivation Questionnaire, Siberia Schering Emotional Intelligence Questionnaire (1996) and Goldberg Mental Health Questionnaire were used to collect information. In order to analyze the collected data, the structural equation modeling method was used by LISREL statistical software.Discussion and ResultsThe final structural equation model has been used to assess the mediating role of mental health in the relationship between emotional intelligence and Gachsaran pre-university academic motivation. Since the root mean index of the mean squared is approximately 0.039, the model has a good fit. In order to investigate the mediating effect of mental health in the hypothesis under discussion, the direct effect of the two structures with the indirect effect in the case of involving the mediating variable should be considered so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the effect is equal to 0.49. The indirect effect in the presence of a mediating variable is 0.567. Due to the fact that the effect of direct path is less than the effect of indirect path, the existence of mediator variable increases the effect, and the role of mediator in the present hypothesis is confirmed.ConclusionThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. Findings of this study showed that the direct effect of emotional intelligence on academic motivation is 0.49 and significant. This finding was consistent with the study of Loghmanpour Zarini.et al. (2020) and Pekrun et al. (2011) which showed that there is a correlation between emotional intelligence and motivation for academic achievement. This finding was also in line with the study of Mohammadi Molod and Zavvar (2020) that there is a relationship between emotional intelligence and academic achievement. In explaining this finding, it can be noted that emotional intelligence can be a good ground for creating a favorable environment for effective learning and communication, through which people can freely express their needs and expectations for support from others. Basically, emotional intelligence is manifested in communication. Emotional abilities play an important role in identifying appropriate emotional responses when confronted with everyday academic events, and create a positive attitude about academic events and issues. Findings of this study also showed that the effect of mental health on academic motivation is -0.86 and significant. It also showed that the effect of emotional intelligence on mental health is -0.66. This finding was in line with the study of Sungur and Kahraman (2011), Gross (2015), Gross and Jazaieri (2014) and Hides et al. (2019) who emphasized the role of emotion and its regulation in the development of mental disorders. In explaining this finding, it is worth mentioning that people who perform well in regulating their emotions have more social support and a sense of satisfaction, and this support can play an important protective role against depression, anxiety and other psychological problems. Students with higher emotional intelligence have a more positive outlook on life, are more optimistic than others, are more satisfied, and score lower on the symptoms of mental disorders. In a general conclusion, the present study showed that the indirect effect of emotional intelligence on academic motivation in the presence of the mediating variable of mental health is 0.576 and due to the lower effect of the direct path than the indirect path, the mediating variable increases the effect, and the mediating role in the present hypothesis is confirmed. As a result, mental health has a mediating role in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The results of the present study emphasize the importance of creating and increasing students' academic motivation and the educational system can use the existing potentials and flourish the dimensions of emotional intelligence and mental health of students to help them improve their academic status and academic performance.
Nayereh alsadat hoseini
Abstract
Extended AbstractAbstractThe aim of this study was to determine the effectiveness of research-based education on self-direction of ninth grade female students in Tonekabon. The present study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of this ...
Read More
Extended AbstractAbstractThe aim of this study was to determine the effectiveness of research-based education on self-direction of ninth grade female students in Tonekabon. The present study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of this study was ninth grade female students in Tonekabon. The sample size consisted of 40 students who were randomly selected from multistage clusters. The data collection tool was Fisher et al. (2001) self-directed learning questionnaire. Students with a standard deviation score below average were randomly divided into experimental and control groups. The research-based training program applied to the experimental group for seven one-hour sessions, but no training was conducted in the control group. Finally, post-test was performed on both groups. Data analysis via multivariate analysis of covariance showed that research-based education is effective on the willingness to learn, self-control and self-management of ninth grade female students in Tonekabon (P <0.05). As a result, in order to increase students' self-direction, it is suggested to use research-based teaching method and other active methods.IntroductionToday, pre-designed education as well as teaching methods based on information transfer, which ultimately leads to the training of dependent and passive learners, is not accepted, thus, instead of transmitting information to learners, they should be taught how to learn and access information, and leave the responsibility of learning to them. Appeared. Learning environments should also support learners' independence and competence and strengthen their self-directed learning skills (Davarpanah, et al., 2019). Self-directed learning is a process in which learners are responsible for identifying their learning needs, planning, implementing, and evaluating their learning outcomes, and activate on their own initiative and independence to achieve predetermined learning goals (Fisher & King, 2010). In self-directed learning, the individual sets learning goals, chooses the appropriate learning method, and evaluates learning outcomes independently or with the help of an educator (Avdal, 2013). Studies have shown that self-direction in learning motivates self-regulatory behaviors and indicates autonomy in activities (Pali & Ezani, 2020). Self-direction also affects academic performance (Rascon-Hernan, et al., 2019; Kidane, et al., 2020; Karimi, et al., 2020). Self-directed learning leads to academic motivation (Yousefy, A., & Gordanshekan, 2015) and learners who use high-level cognitive strategies or metacognitive strategies achieve higher progress in their learning activities (Peng, 2012).A look at the studies conducted and a review of the theoretical basis of the research showed that despite the importance of research-based teaching method, no study has been done on the effectiveness of this method on student self-direction. The misunderstandings existing in our country about this teaching method and also the necessity of introducing new teaching methods that can solve some of the problems of the educational system of the country are the most important reasons that justify the importance and necessity of the present research. Demonstrating the practical aspects of new teaching methods can help teachers break down the barriers of bigotry and conservatism in teaching and learning and guide students toward a brighter future and a learning community tomorrow. Therefore, the question has been raised in the present study whether research-based education is effective on self-direction of ninth grade female students in Tonekabon city?Case study In this study, the students were all ninth grade female from Tonekabon city and it has been studied as a case study.Theoretical framework Research-based teaching method or research-based training is one of the active and process-oriented teaching methods that is based on challenging questions and vague situations and gives the student the opportunity to design and make decisions and solve problems (Afshari, 2014). The research-based learning model, also known as the 5E training model, was introduced by Bayby in the early 1980s (Amirtimori, et al., 2014) and learning is considered as an iterative cycle consisting of five stages of activation, exploration, explanation, elaboration, and evaluation (Afshari, 2014). Instead of emphasizing on information and facts and presenting them, this model teaches students how to learn and equips them with skills and abilities that can constantly meet their information needs (Asadian & Habibi Azar, 2013). A research-based educational model actively engages learners in daily tasks and expands deeper and more vital thinking (Huet, et al., 2007). Dostal & Klement (2015) point out that research-based teaching provides a deep understanding of the subject, learning ways of thinking, discovering and solving problems, and learning how to learn new things, and provides ample opportunity to increase students' creativity (Dostal & Klement). , 2015). A study by Arantes Amaral et al. (2018) showed that research-based learning method improves students' learning (Arantes Amaral, et al., 2018). The study of Putra (2017) showed that the 5E educational model improved self-regulated learning in learners (Putra, 2017).MethodologyThe present study is a quasi-experimental with a pretest-posttest design with a control group. The statistical population of the present study included all 606 ninth grade female students in Tonekabon. The sample size consisted of 40 ninth grade female students of the first secondary school of Tonekabon city who were randomly selected from multi-stage clusters. First, a girls 'school was selected from among the girls' secondary schools in Tonekabon city. In this school, 9 classes with 215 students, all ninth grade students were identified as basic statistical samples and a self-guidance questionnaire was administered to them. Among those who had good self-direction (mean point score as a criterion that 20 people were above average and 20 people were below average), 40 people were randomly selected. On 20 subjects in the experimental group, research-based training was presented during 7 sessions of training, two one-hour sessions per week, and finally the test results were compared with 20 subjects in the control group. Data collection tool was the standard self-directed assessment questionnaire in the learning of the students. This questionnaire was developed by Fisher et al. (2001) to replace the Gaglimino (1977) Learning Self-Guidance Readiness Scale (Fisher, et al., 2001).Discussion and ResultsThe results of Leuven test of variance error of dependent variables after the test of willingness to learn, self-control and self-management showed that the assumption of equality of variance error was not questioned and the analysis of covariance is unobstructed. After adjusting the post-test scores of desire to learn, there is a significant effect of posttest factor and group. Modified scores of research-based education suggest that the experimental group receives an impact from the control group on the realization of the desire to learn. In other words, the group variable explains 93.4% of the variance of changes in the desire to learn in the experimental group. After adjusting the self-control post-test scores, there is a significant effect of the post-test factor and the group. Adjusted scores of research-based education suggest that the experimental group receives influence from the control group on the realization of self-control. In other words, the group variable explains 67.5% of the variance of self-control changes in the experimental group. After adjusting the self-management post-test scores, there is a significant effect of the post-test factor and the group. The adjusted scores of research-based education suggest that the experimental group has influenced the control group in achieving self-management. In other words, the group variable explains 75.2% of the variance of self-management changes in the experimental group.ConclusionThe aim of this study was to determine the effectiveness of research-based education on self-direction of ninth grade female students in Tonekabon. Findings of this study showed that research-based education has an effect on the realization of the desire to learn. This finding is consistent with the study of Dostal and Clement (Dostal, & Klement, 2015) who stated that research-based education is effective to determine what people learn. This finding also maintained the study of Karsli and Ayas (Karsli & Ayas, 2014) that the research-based education model increases students' motivation to learn. In explaining this finding, we can point to the important role of willingness to learn as one of the indicators of self-direction among students, which received the most impact. The findings of this study also showed that research-based education has been effective in increasing students' self-control. This finding is consistent with the study of Asadian and Habibi Azar (Asadian, & Habibi Azar, 2013) that this educational model equips students with skills to be able to meet their own information needs. In fact, self-control is one of the important variables of self-direction that with such skills, students are able to analyze, plan, implement and evaluate learning activities independently. Another finding of this study showed that research-based education is effective in increasing students' self-management. In a general conclusion, the findings of this study showed that research-based education has been effective on self-direction of ninth grade female students. The Putra study (2017), which showed that the 5E educational model improves self-regulated learning in learners, also confirms and supports this finding. Self-directed learning is a process in which learners are responsible for identifying their educational needs, planning, implementing and evaluating their learning outcomes, and work on initiative and independent from others to achieve predetermined learning goals. In fact, conducting this research-based research showed that self-directed learning is an approach to the learning process that encourages learners to identify their own learning goals or needs through shared cognition and participatory decision making.
Reza Sheibanifar
Abstract
Extended AbstractAbstractThe corona epidemic has put a lot of pressure on teachers in terms of curricula. Therefore, the present study was conducted to investigate the burnout of teachers with regard to the mediating role of self-control and social support in corona epidemic. The research design was ...
Read More
Extended AbstractAbstractThe corona epidemic has put a lot of pressure on teachers in terms of curricula. Therefore, the present study was conducted to investigate the burnout of teachers with regard to the mediating role of self-control and social support in corona epidemic. The research design was descriptive and correlative and its population included 110 primary school teachers in Boroujerd in the academic year 2020-2021. The sample size was 86 people who were selected by means of simple random sampling method. The applied questionnaires included the Sherborne and Stewart (1991) Social Support Scale, Tangier Self-Control (2004), and Masslash Occupational Burnout (1981). Data were analyzed by means of SPSS-21 software. Findings of the study showed a significant negative relationship (r = -0.752) between self-control and teachers' burnout. Also, there was a negative and significant relationship between social support and teachers' burnout (r = -0.821); Therefore, it can be concluded that high self-control and social support of people around are associated with reducing teacher burnout. Due to the corona epidemic, this crisis is affecting the performance of teachers and provides the ground for their burnout. Given this issue, it is necessary to provide training and support systems and self-control training to prevent burnout of teachers in the corona epidemic.IntroductionThe epidemic of Corona has had a lot of pressure on teachers in terms of physical and emotional. Conditions with stress and severe anxiety, emergencies, and the occurrence of natural disasters can create a risk of mental and psychological complications in teachers. Studies have shown that there is a significant relationship between the prevalence of corona and mental health problems such as stress, burnout and anxiety (Mo, et al, 2020; Nemati et al, 2020; Wu, et al, 2020). The rapid prevalence of corona pervasive disease has a great pressure on physical, social, economic and mental health of the whole community, especially teachers. Beside facing inconsistencies such as mortality, among the causes of occupational burnout, there are factors such as: low social support, high occupational pressure, lack of job security, low rights and benefits, decision-making in emergency situations based on inadequate information and accountability for the results of this decisions, effort with psychological pressure to avoid any mistake, (Talaei et al, 2008; Saberi, et al, 2008), the conflict of roles and values, lack of forces or their inappropriate distribution (Anoosheh et al, 2008) noted.The prevalence of the Corona virus creates a situation in which the psychological and physical aspects of the job burnout of teachers was investigated as one of the most important current issues. In this research, the two components of "social support" and "self-control" rules, one representative of the human social dimension and the other representative of the individual (self) human beings, tried to consider the separate effects of the society and the person himself on teachers' job burnout. One reason of conducting the present study was lack of the studies of any kind, with the mentioned variabels in epidemic corona on the teachers. In addition, considering the importance of job burnout and the limited research in this area, the present study seeks to answer this question that if there is a relationship between self-control and social support on one hand, and teachers' job burnout on the other. Therefore, the overall purpose of this research is to investigate the job burnout of teachers due to the mediative role of self-control and social support in corona epidemic.Theoretical FrameworkSince birth, humans live in a network of social relationships, and as Vigotsky says; community is the origin of the psyche of human being, which forms by the process of connection (Leontiev, 2005). People may take care of their decisions or control it, or hurriedly interrupt their inner feelings in decision-making, which are referred to self-control behavior (Bashirir et al, 2012).In the research as a study of the relationship between social support and burnout of girls' school teachers, Saeedi (2017) showed that there was a significant relationship between social support and job burnout. This means that the higher the level of social support the lower the job burnout. Ernani (2016) in the research, as determining the contribution of control of emotions and self-control and assessment of psychological stress in the prediction of job burnout in the female nurses, showed that there is a significant negative relationship between self-control and job burnout, that in this regard, he suggested self-control promotion to reduce job burnout.MethodologyThe research design was descriptive and correlative. The statistical population of the study consisted of 110 primary school teachers in Boroujerd, in the academic year of 2020-2021. 86 people participated in the research that were selected by random sampling method. In order to check more closely, the research was conducted one year after the commencement of the epidemic disease. The completion of the questionnaire was so that concluded only teachers with at least 10 years of job background. Data were collected by means of SHERBURN & STEWART (1991) social support scale questionair, Tanji (2004) self-control scale questionnaire, and Maslach, (1981) Job burnout scale. Discussion and ResultsDemographic data analysis of the descriptive indices of the study showed that in the sample set of 86 people; informational support has an average of 3.72 and the standard deviation of 0.47, devise support has an average of 3.99 and the standard deviation of 0.42, self-esteem support has an average of 3.53 and the standard deviation of 0.6, social network support has an average of 16.4 and a standard deviation of 0.51, initial self-control has an average of 61.6 and a standard deviation of 0.48, preventive self-control has an average of 61.6 and 0.42 standard deviation, and burnout Job has an average of 2/18 and a standard deviation is 0.34; therefore, the mean dimensions of social support and self-control of cutting point 3 were higher (in the middle limit of the 5 Likert spectrum), and therefore the dimensions of social support and self-control were high, while the mean job burnout of the cutting point 4 was lower (the middle limit of the Likert 7 spectrum). And so the level of burnout has been lower.Considering that because the significance level of all components and sub-components is 0.000 and smaller than the error value of 0.05, for all components and sub-components the assumption zero denied, and the assumption one approved.Findings showed that there is a negative and significant relationship between self-control and its subscales of primary self-control and preventive self-control in the amount of -0.673, -0.709, respectively. Findings also showed that there is a meaningful negative relationship between social support and its subscales which include information support, social network support, self-esteem support, device support in the amount of -0.624, -0.678, -0.540, -0.587, respectively. ConclusionThe purpose of this study was to investigate the job burnout of teachers due to the role of self-control mediating and social support in corona epidemic. The findings of the research were consistent with the results of Ernani (2016), Bastami (2016), and Seibert et al (2016). In explaining this finding, it can be said that according to Barsirian et al (2012), the people with high self-control look after their decisions and control them, or involve in hurrying and mix their inner feelings with the decisions. Teachers with high self-control may have better results in long-term performance. The findings of the research were consistent with the results of Ghasemi (2019), and Dogan et al (2015). In explaining this finding, it can be said that when the mental pressure rises, those who have high social support do not show the signals of depression. And therefore social support, by increasing the correct understanding of stressful psychological events, reduces the effect of psychological stress. The results of the findings showed that social support in the epidemic of Corona played an important role in the self-confidence of teachers, and will be effective in dealing with their burnout.
management
Seyed rasool Toudar
Abstract
This study investigates the articles published by the faculty members of Islamic Azad University of Tonekabon in authentic scientific sources at ISI, ISC, and Scopus databases. This is an applied research and has been carried out by book-assessment style, using the citation analysis method. The findings ...
Read More
This study investigates the articles published by the faculty members of Islamic Azad University of Tonekabon in authentic scientific sources at ISI, ISC, and Scopus databases. This is an applied research and has been carried out by book-assessment style, using the citation analysis method. The findings of this study showed a total of 7166 citations by the group in three bases, of which 3917 (55%) to basic science, 860 (12%) to humanities and social sciences 2333 (33%) and There were 57 cases (0.8%). Most citations (88.7%) were in the form of articles. The research hypothesis that faculty members of Tonekabon Azad University cite more scientific journals in journal articles proves the highest percentage of citations among faculty members' tendencies to basic science researchers with 55% and the lowest percentage of citations to physicians, and humanities and engineering sciences with citation rates of 33% and 12%, respectively. In terms of language, English sources were more widely cited than sources in other languages. The number of citations to printed / electronic sources in faculty articles of all colleges was very high. And the research hypothesis that faculty members at Tonekabon Azad University in writing of scientific papers rely more on printed sources than on non-printed sources rejects and does not approve it. And the low percentage of citations to theses thesis hypothesis confirms little contribution to the research papers of the researched university.
management
soleman Bahramzadeh
Abstract
Trust in organizations is created in the shadow of creativity, and the working conditions and competition of organizations, more than anything else, force managers to empower employees. The aim of this study was to determine the relationship between creativity and empowerment of human resources in education ...
Read More
Trust in organizations is created in the shadow of creativity, and the working conditions and competition of organizations, more than anything else, force managers to empower employees. The aim of this study was to determine the relationship between creativity and empowerment of human resources in education in Kashan. This study was descriptive-correlational and the statistical population included teachers and principals of public schools in the academic year of 2009-2010 in Kashan. 205 individuals were selected as the sample By means of multi-stage cluster sampling. The sample volume was determined based on Karajsi and Morgan table (1970). Data collection tools were Thorns' Organizational Creativity Questionnaire (1966) and Spritzer's Psychological Empowerment Questionnaire (1995). Data analysis by means of Pearson correlation coefficient showed that the correlation coefficient between fluid variables of mind, flexibility, innovation and expansion with empowerment at the level of 0.05 was significant and positive and it can be concluded that there is a relationship between creativity and empowerment of human resources in education and training of human resourcesin education of Kashan city.
Maryam Abbass ghorbani; farima Naghdi
Abstract
The aim of the present study was the relationship between parenting style and family functioning with behavioral problems of preschool children. The research method was correlational. The statistical population of this study was all pre-school centers in Qazvin, which were randomly selected from 5 preschool ...
Read More
The aim of the present study was the relationship between parenting style and family functioning with behavioral problems of preschool children. The research method was correlational. The statistical population of this study was all pre-school centers in Qazvin, which were randomly selected from 5 preschool by cluster methods; one class selected randomly from each preschool center, and 20 new students selected randomly from each class 100 althogether. To measure the research variables, the McMaster Family Assessment Test (FAD), the Connors Child Behavioral Problem Scale, and the Bamrind parenting style questionnaire (1937) were used. Simultaneous regression analysis was used to analyze the data. The findings of this study at the significant level of p < 0.05 showed that there was a relationship between parents' parenting style and children's behavioral problems, and also a relationship between parents' parenting style and family function. Also, children's behavioral problems can be predicted by parenting style and family functioning.
taleb eghbali barmachi
Abstract
The aim of this study was to investigate the effects of organizational culture on the dimensions of the learning organization of staff and managers of free universities in Guilan province. This research was a descriptive-survey type. The statistical population of this study included all staff and administrators ...
Read More
The aim of this study was to investigate the effects of organizational culture on the dimensions of the learning organization of staff and managers of free universities in Guilan province. This research was a descriptive-survey type. The statistical population of this study included all staff and administrators of free universities in Guilan province. Cochran's formula was used to determine the sample size and a sample of 270 people was selected by simple random sampling method. Data collection tools were standard questionnaires of Robbins (1996) and Marsik and Watkins (2003). Data analysis was performed by means of structural equation model test. The findings of this study showed that the research model is appropriate and the organizational culture is effective on the dimensions of the learning organization. Based on the results of this study, it is better that the effective role of organizational culture be seriously reviewed and emphasized by the management of educational organizations.
adeleh rashvandi; haideh ashouri
Abstract
Extended AbstractAbstractThe aim of the present study is to assess the relationship between information literacy and teachers' teaching quality with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls. The research method was descriptive-correlative ...
Read More
Extended AbstractAbstractThe aim of the present study is to assess the relationship between information literacy and teachers' teaching quality with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls. The research method was descriptive-correlative in nature, and applied in terms of purpose. The statistical population of the study consisted of 2571 female high school students in Tonekabon and 322 female teachers in Tonekabon high school. The sample size of the study was 193 for students by cluster random sampling, and 175 for teachers by simple random sampling. To collect data, standard questionnaires of teaching quality of Kriakdz et al. (2000), educational welfare of Peternin et al. (2014), Yazdani information literacy (2012), and study strategies of Harakovich et al. (2000) were used. In order to analyze the data, the structural equation technique was used with Lisrel statistical software and Spss statistical software. Findings showed that there is a positive and significant relationship between teachers 'information literacy and students' academic well-being. There is a positive and significant relationship between the quality of teachers 'teaching and students' academic well-being. There is a positive and significant relationship between teachers 'information literacy and students' academic well-being with the moderating role of study strategies. There is a positive and significant relationship between the quality of teachers 'teaching and students' academic well-being with the moderating role of study strategies. The results indicate that study strategies have a moderating role in the relationship between information literacy and the quality of teachers' teaching with students' academic well-being.IntroductionFor about a century, psychologists have been extensively trying to identify the factors that predict academic achievement. Awareness of students' psychological aspects can act as a powerful teaching aid. For example, understanding how students behave in specific situations can increase the effectiveness of educational tools as well as teacher's teaching methods and the education system and ultimately students' progress (hamedinasab and asgari, 2020). Academic well-being is one of the most important and influential variables on academic performance. Academic well-being is based on the theoretical foundations of positive psychology, and people with depressed moods and negative emotions such as anger, anxiety, and sadness are more likely to drop out of school (Jahani et al., 2018). One of the reasons for academic failure can be related to students' poor reading and learning skills. In recent years, information processing has been paid much attention as one of the theories of learning. According to this theory, there are strategies that can be used to facilitate learning. Learning strategies include any thoughts, behaviors, ideas or feelings that facilitate the acquisition, understanding, subsequent transfer of new knowledge and skills. Studies have shown that there is a positive relationship between learning strategies used by students and their academic success (Hghani & Khadivzadeh, 2019).According to the above, the main issue of the research is whether there is a relationship between information literacy and the quality of teachers' teaching with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls.Theoretical frameworkAcademic well-being is the attitude of students towards education. With the advent of the intellectual movement of positive psychology and the introduction of structures with positive semantic form in various fields of psychology, academic well-being is a positive and satisfying state of mind that involves energy or passion, a sense of commitment, and fascination or attachment. (Ghadampour et al, 2020).The use of learning strategies is one of the most important aspects of students' learning and academic achievement. Learning such strategies requires students to select goals and criteria and guide resources and processes to achieve those goals. Surface cognition strategies in the form of mental review and repetition of stored information help to encrypt new information for short-term memory; while deep learning strategies are related to expanding, organizing and critical thinking (Lazarides & Etal, 2021).The teacher is the actor of the educational scene. In this scene, a teacher is more successful who has more knowledge and can present what he knows to his audience with an eloquent and effective expression (salehizadeh & Etal, 2020). The quality of teaching is one of the important factors in learning process. The quality of teaching means better understanding of concepts and the ability of students to analyze the relationships between what they have learned (Gaertner, 2014).New training centers are expanding based on resource-based education and lifelong learning. Students and other users need high level training. The term information literacy has become widely used and popular following the increase of information, especially electronic resources and information and informational needs of users (Esmaeili, A., Rahimi, S., Moradi, M. 2019).(Johnson et al, 2019) conducted a study entitled "The relationship between study strategies and virtual learning." The statistical population included humanities students in Singapore. The research method was descriptive-survey and the method was cluster random sampling. The results showed that there is a positive and significant relationship between study strategies and virtual learning.Luzon (2018) conducted a study entitled "The effect of academic self-efficacy and academic identity on academic well-being." The statistical population included students of French public universities. The research method was descriptive-correlative, and the method of random sampling was simple. The results showed that academic self-efficacy and academic identity have a positive and significant effect on academic well-being.MethodologyThe research method is descriptive-correlative in nature, and appliccable in terms of purpose. The statistical population of the study consisted of 2571 female high school students and 322 female teachers in Tonekabon high school. The sample size of the study was 193 for students by cluster random sampling, and 175 for teachers by simple random sampling. The Teaching Quality Questionnaire (15 questions) by Kryakdz et al. (2000), and the academic welfare variable (11 questions) by Petrin et al. (2014), and Information Literacy (30 questions) by Yazdani (2012), and strategies of the study (10 questions) by Harakovich et al. (2000) was based; on a 5-point Likert scale (strongly agree to strongly disagree) to collect data related to research variables. Discussion and ResultsIn order to test the research hypothesis and analyze the data, SPSS and SMART PLS statistical softwares were used, and the results showed that the strength of the relationship between information literacy and academic well-being was calculated to be equal to (0.48); which indicates a good correlation. The t-test of the test was obtained (5.46); which is more than the critical value of t at the error level of 5% (1.96), and shows that the observed correlation is significant. Therefore, it can be said that there is a significant relationship between teachers 'information literacy and students' academic well-being. The strength of the relationship between teaching quality and academic well-being is calculated to be equal to (0.52), which indicates that the correlation is favorable. The t-test of the test was obtained (6.50), which is more than the critical value of t at the error level of 5% (1.96), and shows that the observed correlation is significant. Therefore, there is a significant relationship between the quality of teachers' teaching and students' academic well-being. The strength of the direct relationship between teachers' teaching quality and academic well-being has been calculated (0.52), indicating that the correlation is favorable. The t-test of the test is also obtained (6.50), which is greater than the critical value of t at the 5% error level (1.96), and shows that the observed correlation is significant. The indirect effect of teachers' teaching quality on academic well-being has been calculated (0.65) in the presence of a moderator variable of study strategies, which indicates that the correlation is favorable. The t-test of the test was obtained (7.63), which is greater than the critical value of t at the level of 5% error (1.96), and shows that the observed correlation is significant. The strength of the direct relationship between information literacy and academic well-being has been calculated (0.48), which indicates that the correlation is favorable. The t-test of the test was obtained (5.46), which is greater than the critical value of t at the 5% error level of (1.96), and shows that the observed correlation is significant. The indirect effect of information literacy on academic well-being has been calculated (0.59) in the presence of a moderator variable of study strategies, which indicates that the correlation is favorable. The t-test of the test was obtained (6.57), which is greater than the critical value of t at the 5% error level (1.96), and shows that the observed correlation is significant.ConclusionThe aim of this study was to investigate the relationship between information literacy and the quality of teachers' teaching with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls. The results of this study are consistent with the results of the findings of Lazarides & et al, (2021) and Magen-Nagar & Shachar (2017); the quality of teaching plays an important role in improving academic well-being. It also has important effects on students' sense of satisfaction and belonging to school and the classroom. If the quality of teaching and learning environment is shaped in a way that meet the needs of students, related emotions will be created (Bashardoust et al., 2020). Therefore, creating learning in such environments is mentally more valuable for learners. Qualitative teaching should lead to the learner's mental participation in the classroom: hallenge the learner scientifically (Bergey et al, 2019).According to the results of this study, it is suggested that school administrators use teachers who are familiar with the use and apply of active, participatory and solving problem-based teaching methods in the classroom teaching process, and insist on the use of open evaluation and emphasis on doing projects to strengthen students' perception and independent and deeper learning, or prepare school teachers for this important matter by holding workshops. On the other hand, due to the importance of study strategies, it is recommended that it be considered in the education of students and that teachers and education officials try to acquaint students with these strategies and provide conditions to teach these strategies to students.
mahtab jafari
Abstract
The aim of this study was to determine the role of E-learning in the quality of job career and job satisfaction of employees of Islamic Azad University, Tehran Province Branch. The study method was descriptive-correlation. The statistical population of the present study was the staff of the Islamic Azad ...
Read More
The aim of this study was to determine the role of E-learning in the quality of job career and job satisfaction of employees of Islamic Azad University, Tehran Province Branch. The study method was descriptive-correlation. The statistical population of the present study was the staff of the Islamic Azad University of Tehran Province Branch, 1200 individuals. According to Krejcie and Morgan, 290 individuals were selected by means of simple random sampling method. Data collection tools were Mahdavi E-Learning Questionnaire (2012), Walton Quality of job career quality Questionnaire (1973) and Minnesota Job Satisfaction Questionnaire. Data analysis by means of stepwise regression method showed that E -learning plays a role in the quality of job career (P <0.05) and the best predictor for fair and adequate payment components, providing opportunities for growth and permanent security, social dependence of job career, overall space of life, social integration and cohesion in the organization, and the development of human capabilities. E-learning also plays a role in employee's job satisfaction (P <0.05) and is the best predictor for components of leadership method and physical conditions. Therefore, it is suggested to use this type of training in formulating training and strategic plans of organizations.
emran Bauj Khushmian; mitra sadoughi
Abstract
Abstract
The purpose of this research is to identify the dimensions and components of important factors of fundamental and strategic innovation in petrochemical design and construction companies. The research method is qualitative and applicable. Two methods of documentary study and fuzzy Delphi have ...
Read More
Abstract
The purpose of this research is to identify the dimensions and components of important factors of fundamental and strategic innovation in petrochemical design and construction companies. The research method is qualitative and applicable. Two methods of documentary study and fuzzy Delphi have been used to collect data. The statistical population of the research includes 10 experts (university professors in the field of management) who were selected in a purposeful way and their opinions were extracted using the fuzzy Delphi method. In order to prioritize factors affecting fundamental and strategic innovation, the standard factor analysis model coefficients of the final model were used. The component of revolutionary technologies with a standard coefficient of 0.93 is in the first place, the component of innovation in the market with a standard coefficient of 0.86 is in the second place, the component of innovation in the development and planning of human resources is in the third place with a standard coefficient of 0.85, the component of emerging new industries with a standard coefficient of 0.83 in the fourth place, the component of innovation in organizational processes and organizational structure with a standard coefficient of 0.82 in the fifth place, the component of product innovation with a standard coefficient of 0.78 in the sixth place, and finally the operational capability component with the standard coefficient of 0.75 was ranked seventh.
Extended Abstract
Introduction
Today, due to facing the tidal waves of global changes (social, technological, economic), it is no longer possible to compete with major global competitors in the traditional way in the economy through only one type of innovation, and if a company wants to face ruthless competition in a resilient world needs to quickly change the way it does business. For this, it requires a type of innovation that helps the institution or business to adapt to the changing business environment as quickly as possible by applying appropriate forms of innovation (Faghih et al, 2018). Strategic innovation with a holistic and systematic approach is what institutions and organizations can benefit from in order to maintain competition. In that case, strategic innovation is a combination of innovation and strategy (Haghshenas Keimasi, 2018).
Large organizations, including petrochemical design and manufacturing companies, are facing political obstacles, internal conflicts, oil prices, geopolitics, and economic tension, which is one of the needs of these large organizations. Unligned motivations, organizational structures that focus on existing operations, or personal motivations can affect innovation decision-making (Mirza et al, 2022). Executive managers also invest too much on their popular projects or spend a lot of resources on ideas they have created themselves. Depending on the gradual or radical innovation, there may be differences regarding how to apply them and which one is more important. Current researches have not provided specific factors regarding the difference in criteria depending on the innovation (Kranz, 2021). When an idea is created, organizations choose which one to put more in the implementation phase. It is at this point that the considered critical factors are applied to the selection process. It should be noted that the innovation selection process is different for radical and gradual innovation ideas. We should note that the linearity of the process of gradual innovation does not exist for radical innovation. For managers, it is important to recognize this tension (Vergera et al, 2021).
In this research, the researcher intends to answer the basic question that what are the important factors of fundamental and strategic innovation in petrochemical design and construction companies and how are these factors ranked?
Theoretical framework
Brink (2022) conducted a research entitled "Organizing to activate strategic innovation in the sense of horizontal leadership for the duality of stability and change". The statistical population is service companies in Paris. The research method was descriptive-analytical and purposeful sampling. The results of the research showed that while being creative and creating ideas seems very easy, being innovative and implementing these ideas and accomplishing them in a regular way is very difficult.
Baregheh et al. (2022) conducted a research entitled "The role of governance and strategic innovation in organizational learning". The statistical population includes industrial companies in England. The research method is Correlation and the sampling method is random simple. The research results showed that the level of industrial governance and organizational strategic innovation can play an effective role in improving people's learning and organizational performance.
Methodology
This research is considered a developmental research according to its purpose, and since in this research we are also looking to solve a problem under the title of important factors of fundamental and strategic innovation, the research method is applicable. Also, based on the research plan and in terms of data collection, the current research is a descriptive (non-experimental) research and three methods; document study, Delphi, and survey were used to collect information, so there is a kind of trinity in the method. The collection tool in this research is a semi-structured interview form. The statistical population of this research includes 10 academic experts (academic professors in the field of management) whose views were extracted and refined by means of targeted sampling and using the fuzzy Delphi method. In the fuzzy Delphi technique, experts usually present their theories in the form of verbal variables, then the average of the experts' opinion (numbers presented) and the amount of disagreement of each expert are calculated from the average, and then this information is sent to the experts to obtain new theories.
Discussion and Results
In order to prioritize factors affecting fundamental and strategic innovation, the standard factor analysis model coefficients of the final model were used. The results showed that the important factors of fundamental and strategic innovation are 7 dimensions: "Innovation in the development and planning of human resources", "Innovation in organizational processes and organizational structure", "Innovation in the product", "Innovation in the market", "The birth of new industries", "operability", "revolutionary technologies" and 45 indicators. The component of revolutionary technologies with a standard coefficient of 0.93 is in the first place, the component of innovation in the market with a standard coefficient of 0.86 is in the second place, the component of innovation in the development and planning of human resources is in the third place with a standard coefficient of 0.85, the component of being born New industries with a standard coefficient of 0.83 in the fourth place, the component of innovation in organizational processes and organizational structure with a standard coefficient of 0.82 in the fifth place, the component of product innovation with a standard coefficient of 0.78 in the sixth place, and finally the operational capability component of the standard coefficient of 0.75 was ranked seventh.
Conclusion
The current research was conducted with the purpose of identifying the dimensions and components of fundamental and strategic innovation with the fuzzy Delphi technique. The results of this research are consistent with the findings of researchers such as Baregheh et al. (2022), Hübel et al. (2022), Tayebi Abolhasani et al. (2020) and Taherpour Kalantari & Hosseini (2020); effective organizational communication can reduce intra-organizational communication barriers, and extensive extra-organizational communication keeps the organization in sync with the complex technological environment that is rapidly changing (Gharagozlu, 2018). By creating cooperation and respect in the organization, which provides a cooperative and reliable environment between employees and managers, as well as increasing the willingness to take risks and the willingness to innovate among employees in the organization, the organization can be synchronized with technological innovations. Omitting intra-organizational communication barriers, creating a cooperative environment in the organization, flexibility and readiness of employees to accept changes and pay attention to the ideas of new employees are more important in this dimension (Ghanbari, 2019). Management systems have an impact on technological innovation by supporting idea generation (through sending employees to exhibitions and conducting visits) and operationalizing ideas (through team building, establishing a proposal system and creating creativity and innovation mechanisms). Organizational structure shapes employees' activities to achieve common organizational goals (Dinesh, 2021). Based on the obtained results, it is suggested that the company should continuously try to develop the knowledge of the employees in the direction of its goals. In this regard, the creation of groups in which interaction and exchange of opinions take place and tacit knowledge transferred from one person to another is emphasized. Managers should also consider material or spiritual rewards for the innovative activities of their employees. Finally, in order to create less concentration in the organization, it is better to delegate authority according to the responsibilities and duties of the members of the organization, and in order to create less complexity in the organization, organizational units should be placed in a network or horizontal manner.
Ali Poursafar; Naghi Raadi afsuran; Hamid Abdi
Abstract
Abstract
The purpose of this study was to determine the psychometric features (Factor structure, validity and reliability) of the Course Experience Questionnaire(CEQ) that have 43 items and developed by Wilson and et al(1997). This research is the sort of normative research carried out in the first ...
Read More
Abstract
The purpose of this study was to determine the psychometric features (Factor structure, validity and reliability) of the Course Experience Questionnaire(CEQ) that have 43 items and developed by Wilson and et al(1997). This research is the sort of normative research carried out in the first semester of the academic year 2021-2022 at Gilan University. The statistical population of this research included all students accepted in the academic years of 2017 and 2018, which was conducted using a simple random sampling method on 332 third and fourth year undergraduate students of the Faculty of Humanities of Guilan University. Exploratory factor analysis elicited 7 factors which generally explained 71% of the total variance. Furthermore Confirmatory factor analysis results on the items showed that all the items have significant load factor on their own factors, and the seven-factor structure of the questionnaire was approved. Concurrent criterion validity coefficient between each of the items of Course Experience Scale With the criterion variables (the Course Satisfaction and Achievement) that were linked theoretically was also analyzed and approved. Altogether, findings of this study showed that scale of the Course Experience Questionnaire (CEQ) has adequate reliability.
Extended Abstract
Introduction
One of the most important concerns of all university systems is designing educational courses effective for students. Promoting the curriculum's quality and improving the educational program's quality is essential to attaining a high-quality education (Thien & Jamil, 2019). It is also crucial to student satisfaction (Griffioen, Doppenberg, & Oostdam, 2018). Nowadays there is a growing tendency to investigate students' satisfaction with the quality of educational courses (Yin, Gonzalez, & Huang, 2018). The significance of this issue has made the universities aware of the effectiveness of their programs and courses, and prioritizing the concept of evaluating their educational course has never been greater. The evaluation is exceedingly essential in that it measures the effectiveness of the curriculum elements and, at a greater level, the entire curriculum. (Wolstencroft & Main, 2021). Given these points, the present study tries to localize the experience scale of an educational course (Wilson et al., 1997) as an evaluation tool of the educational course done by its students.
Theoretical Framework
Evaluation or assessment refers to a neatly structured process for collecting and interpreting information that determines the intended goals and scale of the program (Seif, 2022). Evaluation can be used in countless ways, including determining the value, competency, importance, and esteem of an educational phenomenon for judging and making decisions in order to establish a system (program), continuity of activities, adjusting the system, validating the system, understanding the different dimensions of the system as well as supporting it (Bazargan, 2021). In this regard, institutes of higher education also know the value of evaluation and try to use it in the best way possible to improve the quality of their programs.
Evaluation in the university is done in different ways, such as evaluation by students, self-evaluation, and evaluation by the head of the department, colleagues, and school officials. One of the most common evaluation methods in most countries, including Iran, is an evaluation done by students. Students understand the curriculum through evaluation (Wolstencroft & Main, 2021). In other words, the assessment causes the higher education curriculum to be defined and reviewed from the student's point of view (Ramsden, 2003). It also significantly impacts their learning (Biggs, 2003). It leads to students' satisfaction with the educational course (Griffioen, Doppenberg, & Oostdam, 2018). Students are present in the teacher's classroom during one academic semester, so they get to know all of his capabilities and mannerisms. On the other hand, they can recognize better than any other person whether the professor has been able to directly or indirectly transfer the course material to them (Nasr et al., 2004). Therefore, student evaluation of the provided educational courses is the most influential factor in determining the effectiveness of these courses.
Most of the questionnaires used so far have focused more on evaluating students as a whole, rather than individual lecturers of courses. As mentioned by Marsh (1987), although these types of evaluations provide significant and helpful information such as feedback to faculty members and contrubuting the employee's decision-making, and are valuable for evaluating teaching, from the point of view of a higher education institute that tries to maintain and improve the quality of education, it is the far more appropriate to focus on the evaluation of the entire course (Richardson, 1994).
Achieving a standard for measuring the effectiveness of training courses has been accompanied by many efforts by those involved in higher education. The university managers are trying to improve their institution's performance based on the performance indicators. They consider these indicators as the guarantor of the quality of teaching in different fields and its achievement. Many efforts have been made in the field of compiling performance indicators. In this regard, the Educational Course Experience Questionnaire (CEQ) was developed as an authentic evaluation tool to meet students' needs for educational courses and implemented as a national test in universities in Australia about four decades ago. Because of the critical role of student's perception in evaluating the quality of the educational courses and the limitation of evaluating the country's most conducted research, which only focused on the professors' lesson presentation (Vakili et al., 2010), this current study tries to localize the Iranian student population's educational course experience scale (Wilson et al., 1997)
Methodology
The current research is the normative research field carried out in the first semester of the academic year 2021-2022 at Guilan University. The statistical population of this research included all students entering the academic years of 2017 and 2018, constituting a population of 3830 people. Based on Morgan's table, 350 people were identified as a sufficient sample size for this statistical population. With multiple follow-ups, 332 copies (94%) of the questionnaires were completed through sampling, which was randomly collected. The present research used the Educational Course Experience Questionnaire (Wilson et al., 1997). In this research, with the addition of the content appropriateness scale with four items, the educational course experience questionnaire had 43 items. Also, an additional item about overall satisfaction is included as a separate item along with the educational course experience questionnaire. The academic progress variable has also been measured using students' GPAs.
Discussion and results
In order to extract scale factors, the exploratory factor analysis method was used. The results of exploratory factor analysis with principal components method and final orthogonal rotation extracted seven factors that explain 71% of the total variance. The analyses performed on the fit indices have all been accepted for the model mentioned. All the values of the indicators are close to the suitability criteria and indicate the structural model's satisfactory and relatively acceptable adequacy. As a result, the 7-factor structure of the educational course experience questionnaire and the confirmatory factor analysis model have an acceptable fit and are approved. CFI (consistent fit index), NFI (normalized fit index), TLI (Tucker-Lewis's index), and IFI (incremental fit index) all indicate the acceptability of the model, and show the values greater than 0.90 which indicate the favorability of the model. The root means of the square error of estimation (RMSEA) index, which represents parsimonious fit, also shows a value of 0.050, indicating the fitting model's appropriateness. Finally, the GFI (Goodness of Fit Index), which represents the absolute fit, shows a value of 0.95 and indicates that the collected data is close to the acceptable range and that the developed model is confirmed.
The data shows that Cronbach's alpha coefficient of the educational course experience scale is 0.95 and satisfactory. In addition, the correlation of the mentioned scale items with the total score is significant (P=0.001), and the range of these coefficients varies from 0.51 to 0.83. In other words, all items of the experience scale of the educational course have the necessary homogeneity. Pearson's correlation coefficient results showed a high correlation between the seven subscales of appropriate teaching, clear goals, appropriate assessment, appropriate assignments, emphasis on independence, general skills, and appropriateness of content with the overall scale (training course experience) (P=0.001). In addition, the correlation coefficient between the educational course experience scale and all its components with the overall satisfaction scale of the course is significant (P=0.001). The correlation coefficient between the training course experience and its components with academic progress is also significant (p=0.001). These results indicate the concurrent criterion validity of the research results, in which the educational course experience scale and its components were correlated with the scales theoretically related to it (satisfaction with the course and academic progress.)
Conclusion
According to the findings of this research, the high validity and reliability of the educational course experience scale used in the current study can lead to the use of this scale as a valid and reliable tool to measure the quality of educational courses at the country's higher education level. This scale can also have many applications in teaching and learning research in higher education. The mentioned tool also reveals the appropriate performance indicators of university teaching quality so that it can be used to align the teaching quality evaluation of university professors with the global teaching quality evaluation standards. This tool can recruit and promote faculty members and their professional growth. In this regard, it is possible to improve their teaching competence by holding workshops and training courses for academic staff members.
seyed javad mortazavi amiri; meysam kramipour; Mohammad Ghafari Mejlej; fouzieh salari Jaeeni
Abstract
Creating a program-oriented dynamic professional learning environment is to facilitate the professional development of interdisciplinary curricula that shapes the future of new knowledge creation in universities. The current research aims to design a dynamic professional learning environment based on ...
Read More
Creating a program-oriented dynamic professional learning environment is to facilitate the professional development of interdisciplinary curricula that shapes the future of new knowledge creation in universities. The current research aims to design a dynamic professional learning environment based on an interdisciplinary curriculum with the approach of the effectiveness of knowledge creators in order to provide a model. The present research method is qualitative-quantitative. The statistical population of the qualitative research is the members of the elite educational and research faculty members, who were selected through interviews and qualitative methods from 30 faculty members of the universities of medical sciences in the north of the country (Mazandaran, Gilan and Golestan provinces). The quantitative part was investigated according to the size of the population of 3725 people with the number of 250 people as sample B using the regional sampling method. The software used for statistical analysis were SPSS 26 and pls 3. Using the coding method of qualitative content analysis based on interviews with elites and using fuzzy Delphi, the components of dynamic professional learning environment in interdisciplinary lesson planning with a view to the effectiveness of knowledge creation were identified and classified using the structural model of effectiveness weights. The results showed that all the components of the dynamic professional learning environment in the field of interdisciplinary lesson planning were identified and then the meaningful dimension was confirmed in the research, and by examining the themes, concepts and quantitative and qualitative research, the model of the dynamic professional learning environment based on interdisciplinary lesson planning was explained with an effective knowledge-creating approach.
Extended Abstract
Introduction
Dynamic professional learning environment (DPLC) as a form of professional development in health and medical education is widely recognized to serve the development of faculty members and medical students related to their better development (e.g., Vesio & Adams, 2015 (Vicki, 2015). In this framework, faculty members, students, and universities of medical sciences act as a professional learning environment for themselves (Clarke & Hollingsworth, 2002) and in a shared, reflective, reciprocal, and collective responsibility (McLaughlin & Talbert, 2006). The researches have highlighted the positive impact of faculty involvement in a dynamic professional learning environment on improving student learning, as well as in promoting a culture of collaboration, trust, and support that develops among engaged faculty members (Vicki, 2015). Dynamic professional learning environment refers to small groups of experienced faculty members who work together and collaboratively focused on specific learning (Margalef & Pareja Roblin, 2016). Faculty members share interests, values, and perspectives in a dynamic professional learning environment and follow the common approaches (Bolam et al., 2005; Stoll et al., 2006) and have collective responsibility for student learning (King & Newmann, 2001; Kruse & Louis, 1995; Leithwood & Louis, 1998). Faculty members work collectively in a dynamic professional learning environment with the goal of deepening their professional knowledge and improving their teaching. The main question of the research is how to make the content of interdisciplinary courses effective in the field of education in the field of health and treatment? And what are the features of interdisciplinary curriculum planning and what steps does the interdisciplinary curriculum planning process with the higher education effectiveness approach consist of? And finally, what is the model of the interdisciplinary curriculum with the approach of the effectiveness of the content of the courses in the field of higher education?
Theoretical Framework
There have been many articles on the explanation of interdisciplinary models in the field of higher education, but the explanation of a comprehensive and complete model on the effectiveness of the content of interdisciplinary courses has not been done so much. Some researches are as follows:
Koa et al. (2019) investigated the promotion of learning motivation and creativity of high school students in designing an interdisciplinary system. They conducted a research on 45 high school students and the results showed that self-efficacy, enjoyment of learning and learning authenticity affect the design of the content system of interdisciplinary courses (Kuo et al. 2019). Vorberg et al. (2019) systematically investigated the effectiveness of professional training in the medical curriculum. The conclusions showed that quantitative and experimental study plans, group participation, educational environment, course content, and quality of studies cause the effectiveness of professional training among college students (Vuurberg et al. 2019). Egger et al. (2019) explained the interdisciplinary curricula. They got help from the design team consisting of instructors, gifted students, education managers, and planning teams to formulate the curriculum effectively. Casamaningtias et al. (2018) analyzed and investigated the effectiveness of physics curriculum learning. The results showed that the assessment of learning based on problem solving and mental discovery processes in order to measure the effectiveness of the curriculum can improve the efficiency of developing the lesson plan (Kusumaningtyas et al. 2018). Lidal et al. (2018) presented a research entitled "Implementation of interdisciplinary programs with the reverse coaching model". The results showed that the best identification of the implementation variables of the interdisciplinary program is individual training for student leadership, planning responsibility, student documentation, and the active participation of colleagues in the field of coaching (Leedahl et al. 2018). Chang (2017) presented a research entitled "Explanation of the interdisciplinary higher education model for the field of engineering". The findings showed that counselors play an important role in interdisciplinary learning in students. Mutual cooperation should be established between interdisciplinary and science and communication instructors so that they are familiar with current knowledge and technologies. Interview with the experts should be done to explain the interdisciplinary curriculum (Chang et al., 2017).
Methodology
The current research is a qualitative-quantitative research, which in the quantitative part is a correlatiove descriptive research method in terms of the nature of the research method; and from the point of view of the goal, the research is applied because it was based on the investigation of a real problem and specialized knowledge. Also, in terms of time, this research is cross-sectional. In the qualitative section, descriptive-analytical method has been used to examine the opinions of internal experts. In other words, by using the method of foundational data theory (grounded theory) and qualitative content analysis, it has been used to find the effective factors of interdisciplinary curriculum with the approach of the effectiveness of course content in the field of higher education in the form of interviews with faculty members. It is worth mentioning that in addition to the qualitative content analysis method, the fuzzy Delphi method has also been used for the qualitative analysis of the variables, which has added a new innovation to the research.. Its statistical population in the qualitative section is all the experts, managers and faculty members of the universities of Mazandaran, Golestan and Gilan provinces (Mazandaran University of Medical Sciences, Gilan University of Medical Sciences and Golestan Province).
Discussion and results
For the descriptive analysis of the data, SPSS 26 statistical software is used. The Kolmogorov-Smirnov test is used for the normality of the data, and the structural equation test and SMART PLS 3 software are used to answer the research questions.
In this study, a questionnaire was used to collect data. Therefore, using confirmatory factor analysis, the general structure of the research questionnaires has been subject to content validity. For confirmatory factor analysis and structural equation modeling, standard factor loading and t-statistics have been calculated. Based on the observed results, the factor load of the t-statistics of each of the studied dimensions at the 5% confidence level is greater than 1.96. Therefore, the observed correlations are significant.
Conclusion
In this research, four questions were raised, firstly, how can the content of interdisciplinary courses be made effective in the field of higher education? And what are the characteristics of interdisciplinary curriculum planning? And what steps does the interdisciplinary curriculum planning process with the higher education effectiveness approach consist of? And finally, what is the model of the interdisciplinary curriculum with the approach of the effectiveness of the content of the courses in the field of higher education? In response to the first question, according to the materials presented in the research, it can be said: paying attention to four principles in the compilation of course content, including the principles of content preparation, conceptualization in content, content organization, writing and content evaluation by considering points such as: specialty, clarity and understandability, being simple and vivid; measurability, content attainability; which means that they should be written in such a way as to specify the lowest desired level; determining the facts of the work, showing the level of desirability of the work, meeting the needs of the learners, reflecting the rules and goals of education, being behavioral; the content can improve the effectiveness of the content of interdisciplinary courses in the field of higher education. The results of the present study are consistent with the results of Lidal et al. (2018), Kuva et al. (2019), and Shabiri and Hashemi (2014). In response to the second question, the planning of the interdisciplinary curriculum should be designed in such a way that by addressing the discovery of relationships, showing overlaps, creating epistemology and developing methodologies that will ultimately lead to the creation of a new epistemological field, the characteristics of the foundational philosophy of the interdisciplinary approach should be revealed. In response to the third question, in order to explain the interdisciplinary planning model with an effectiveness approach, it is necessary to identify the related academic fields and select the fields that are most suitable for the subject, analyze the content in the light of the insights obtained from the subject fields, determine the subjects and the themes, expansion and development of competence and adequacy in each of the disciplines related to the interdisciplinary issue or subject, identifying the contradictions and differences in the insights obtained from the academic disciplines and identifying the roots, creating or discovering compatible fields between the academic disciplines in dealing with the theme or subject; integration and combination of disciplinary insights should be reflected in content conceptualization, content principles, content organization, content writing, and content evaluation. In response to the fourth question, according to the principles of content preparation, the characteristics of effective content planning, the characteristics of interdisciplinary curriculum planning, the steps of the interdisciplinary curriculum planning process with the approach of content effectiveness, as well as the review of themes, concepts and previous research, interviews with 30 experts and faculty members and based on the analysis of qualitative data from in-depth and exploratory interviews and coding and analysis of the content of the interviews and at the same time their compliance with the theoretical foundations, according to the participants of the influential categories (identifying the real needs of students, identifying the real needs of society, predicting the possibility of flexibility in the national and standard curriculum, revision of the curriculum in accordance with the evolution of the needs, institutionalizing policies that are suitable for learning instead of teaching, using experts in the field of curriculum, using the curriculum of prestigious universities in the world in accordance with the conditions and needs of the country, reducing centralization in the preparation of curriculum programs, reducing the problems in the committees on curriculum writing, the internal communication of the curriculum of higher education and previous levels, the need to provide diverse and flexible content, support the professor to change the content, to involve the student in choosing the content) for the design of the interdisciplinary lesson planning model with the content effectiveness approach was explained and at this stage the conceptual model presented along with the following description of the indicators was sent to the expert group members and their level of agreement with each indicator has been taken and their suggested and corrective opinions have been divided. The absolute average obtained shows the intensity of experts' agreement with each of the research indicators and finally the research model.
In this regard, the current research can be a very good literature and planning model for interdisciplinary curriculum planning experts in order to make the content of higher education more effective, and also for the educational planning officials of the country, so that it will be very effective in expanding this category of studies and courses. For this reason, it is recommended that in order to apply and explain fruitfully the curriculum planning of as many interdisciplinary curricula as possible, which are currently being implemented in some universities of the country, with scientific principles and standards in this field, this research along with other similar cases should be paid attention as a guide of the design of such programs. It is suggested that according to the needs of the market and the structure of social welfare, courses should be planned in order to reduce the problems that arise in medical issues. In addition, it is suggested to use the international curriculum that has been successful in developed countries.
Sima lotfi; haideh ashouri
Abstract
Abstract
The main purpose of the current research was to determine the relationship between academic optimism and academic engagement with the mediating role of goal orientation and academic identity of students in secondary girls' schools in Abbas Abad city. This research was applicable in terms of ...
Read More
Abstract
The main purpose of the current research was to determine the relationship between academic optimism and academic engagement with the mediating role of goal orientation and academic identity of students in secondary girls' schools in Abbas Abad city. This research was applicable in terms of purpose, and correlative based on structural equation in terms of method. The statistical population of girls' secondary schools in Abbas Abad city in the academic year of 2021-2022 was 2023 people, among which. 201 people were selected as a statistical sample by cluster random sampling method. Data collection tools included Elliot and McGregor's (2001) goal orientation questionnaires, Eschenmenuran (2013) academic optimism, Zarang (2013) academic engagement, and Vaz and Isaacson's (2008) academic identity. The general structure of the research questionnaires has been subject to construct validity by the confirmatory factor analysis, and the validity of the questionnaires has been well evaluated and confirmed. Data analysis was done by structural equations or by Lizerel software. The results showed that academic optimism has a positive and significant relationship with goal orientation, academic identity and academic engagement of students. Goal orientation and academic identity have a relationship with students' academic engagement. Research findings indicate that goal orientation and academic identity have played a mediating role in the relationship between academic optimism and students' academic engagement.
Extended abstract
Introduction
The type of goal setting of students is effective in their academic status. A goal is something that a person strives to achieve, and it is not considered a goal until energy and effort are spent to achieve it (Tuominen et al, 2020). Teachers and counselors must observe the students' behavior and make inferences about their motivation to know what motivates them students. One type of inference that can be made about the students' perception is the goals they adopt for studying and then adjust and adapt the amount of efforts to achieve those goals (Balali, 2017). Academic optimism as a latent construct consists of three completely correlated concepts: knowledge self-efficacy, emphasis on student learning, and students' and parents' trust in school. Students can learn and have a positive academic performance. The characteristic of academic optimism can be investigated at the individual level (Kulophas et al, 2015).
One of the important motivating factors in academic success is academic engagement. Academic engagement provides a clear picture of students' academic progress and failure and is considered as the primary model for academic progress and failure. Considering the importance of academic engagement, researchers and educators are eager to gain a deeper understanding of the factors affecting academic engagement. Students' academic engagement is influenced by different intrapersonal and extrapersonal factors (Ramezani, 2016). Findlow (2012) considers academic identity to be the most important factor in academic performance and motivation to progress. Academic identity can be considered as a effective personal factor in predicting academic procrastination (Samimi et al, 2017). Academic identity is the process of each person's conscious response to their academic situation; whether they should study or not. In this research, an attempt is made to answer the question of whether there is a relationship between academic optimism and academic engagement with the mediating role of goal orientation and academic identity of female students.
Theoretical Framework
Student engagement in academic affairs is an important and vital factor for progress and success. In fact, the desire to progress and improve students' learning increases interest in academic engagement. Academic engagement provides a clear picture of students' academic progress and failure and is considered as the primary model for academic progress and failure (Zhen et al, 2020).The identity variable is one of the personality dimensions that plays an important role in academic performance. According to Ericson (1958), school provides an opportunity to help a person in life choices and the formation of a stable identity and provides a framework for making decisions and solving problems and dealing with everyday problems (Murphy & Wibberley, 2017).Academic optimism is the teacher's positive belief that it is possible to make a difference in students' performance, by emphasizing education and learning, by trusting parents and students for their cooperation in the education process. and believing in one's capacity and ability to overcome problems and react to failure with flexibility and perseverance (Ahmadi Baneh Sardar, 2017).Goal orientation shows a different behavioral framework that affects cognition, emotion and behavior. This theory assumes that learners engage in educational activities to fulfill different goals. These goals may be improving and promoting competence, proving competence and avoiding proving incompetence (Balali, 2017).
Skaalvik,(2020) conducted a research titled "Teachers' perception of goal orientation with students' enthusiasm for school: the moderating role of academic performance" among secondary school students in Tajikistan public schools. The results of the research showed that teachers' perception of goal orientation and academic performance has a significant relationship with students' enthusiasm for school.
Mishoe )2020) conducted a research titled "Relationship between academic optimism and academic success" among primary female students in public schools in the Caribbean. The research results showed that academic optimism has a positive and significant relationship with students' academic success.
Methodology
The research method is descriptive-correlative in nature, and practical in terms of purpose. The statistical population of the research was made up of 2023 students of the first and second secondary girls' schools of Abbas Abad city in the academic year of 2021-2022. Due to the large size of the statistical population, one school was randomly selected from each educational level and one class from each grade was selected from each school, with a total of 201 students. Therefore, the random cluster sampling method was used.In order to collect data related to the variable of academic identity from Vaz and Isaacson (2008) questionnaire, the variable of goal orientation from the questionnaire of Elliott and McGregor (2001), the variable of academic optimism from the questionnaire of Eschenmenoran (2013), and the variable of academic engagement from the questionnaire of Zarang (2012) was used.
Discussion and Results
SPSS and LISREL software were used to investigate the research hypothesis and data analysis, and based on the findings, it was determined that there is a positive and significant relationship between academic optimism and students' goal orientation. Based on the findings, it was found that there is a positive and significant relationship between academic optimism and students' academic identity. Based on the findings, it was found that there is a positive and significant relationship between goal orientation and students' academic engagement. Based on the findings, it was found that there is a positive and significant relationship between academic identity and students' academic involvement. Based on the findings, it was found that there is a positive and significant relationship between academic optimism and students' academic engagement. Based on the findings, it was found that goal orientation and academic identity play a mediating role in the relationship between academic optimism and academic engagement.
Conclusion
The present study was conducted with the aim of the relationship between academic optimism and academic engagement with the mediating role of goal orientation and academic identity of students in girls' secondary schools in Abbas Abad city. The results of this research are consistent with the findings of Behzadi Yamin (2018), Gargari & Gholaami (2016), Robayo-Tamayo etal (2020), and Skaalvik (2020). In the explanation of this finding, it can be said that when students are busy solving their class problems with their classmates, they are confident about their learning and that of their other friends, so that if a question is presented without learning, they can make it comprehensible for both themselves and other students as soon as possible. (Tran et al, 2017). In such a situation, when the students know themselves in their academic tasks with sufficient and autonomy, they understand themselves better and engage themselves with the goals and assignments and as a result, they succeed in education. In addition, in this case, they will have the necessary satisfaction about their learning. In fact, when students consider themselves efficient and put their homework under their control, their internal motivation for academic homework increases (Rahimi & Farhadi, 2017).It is suggested to teachers to, for the success of students, consider the rewards that students like. Not to wait until the academic drop happens and then praise the success, also try to prioritize the students' experiences to be interesting for them, increase their initial sense of success and self-confidence. On the other hand, they should periodically test their students and analyze their academic progress and finally take effective measures to solve their problems and their motivational and academic learning obstacles.