Management and Educational Perspective

management

Explaining the relationship between creativity and empowerment of human resources in education in Kashan

soleman Bahramzadeh

Volume 1, Issue 2 , March 2020, , Pages 71-86

https://doi.org/10.22034/jmep.2020.227901.1009

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

The relationship between parenting style and family functioning with preschool children's behavioral problems

Maryam Abbass ghorbani; farima Naghdi

Volume 2, Issue 1 , June 2020, , Pages 71-86

https://doi.org/10.22034/jmep.2020.235295.1018

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

Investigating the effects of organizational culture on the dimensions of the learning organization (Case study: َAzad universities of Guilan province)

taleb eghbali barmachi

Volume 2, Issue 2 , September 2020, , Pages 77-95

https://doi.org/10.22034/jmep.2020.243532.1029

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

Relationship between information literacy and teaching quality of teachers with academic well-being, with the moderating role of students' study strategies

adeleh rashvandi; haideh ashouri

Volume 3, Issue 4 , March 2022, , Pages 81-102

https://doi.org/10.22034/jmep.2022.316931.1086

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.

The effect of E-learning on quality of job career and job satisfaction of employees of Islamic Azad University, Tehran Province Branch

mahtab jafari

Volume 2, Issue 4 , March 2021, , Pages 83-100

https://doi.org/10.22034/jmep.2021.263793.1045

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

Identifying the dimensions and components of fundamental and strategic innovation with fuzzy Delphi technique

emran Bauj Khushmian; mitra sadoughi

Volume 4, Issue 2 , September 2022, , Pages 85-103

https://doi.org/10.22034/jmep.2022.351645.1130

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.

The study of psychometric features(Factor structure validity and reliability) of the Course Experience Questionnaire in guillan university students

Ali Poursafar; Naghi Raadi afsuran; Hamid Abdi

Volume 4, Issue 3 , December 2021, , Pages 88-109

https://doi.org/10.22034/jmep.2022.357693.1133

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 from the field of normative research that was carried out in the first ... Read More

management

The effect of managers' transformational leadership style on the exhaustion of high school teachers in Royan

mohammadreza mansourkiaei

Volume 2, Issue 3 , December 2020, , Pages 93-111

https://doi.org/10.22034/jmep.2020.254202.1037

Abstract

The aim of this study was to investigate the effect of transformational leadership style of principals on job burnout of high school teachers in Royan. The method of the present study was descriptive-correlation. The statistical population of this study was the principals and teachers of Royan secondary ... Read More

management

Relationship between personality traits and social support, life satisfaction and students' academic performance

Mitra Nouraldi

Volume 3, Issue 2 , September 2021, , Pages 99-127

https://doi.org/10.22034/jmep.2021.295055.1061

Abstract

Extended AbstractAbstractThe aim of this study was to determine the relationship between personality traits and social support, life satisfaction and academic performance of students of Payame Noor University of Yazd. The research method was descriptive-correlative. The statistical population of the ... Read More Extended AbstractAbstractThe aim of this study was to determine the relationship between personality traits and social support, life satisfaction and academic performance of students of Payame Noor University of Yazd. The research method was descriptive-correlative. The statistical population of the study included 477 psychology students of Payame Noor University of Yazd in the academic year 2020-2021. The sample size of the study was 213 based on Krejcie and Morgan table which were selected by means of simple random sampling method. Data collection tools were Costa and McCray (1992) Personality Traits Questionnaire, Sherburn & Stewart (1991) Social Support Questionnaire, Diner Life Satisfaction Questionnaire (1985) and Pham and Taylor (1999) Academic Performance Questionnaire. In order to analyze the collected data, Pearson correlation coefficient test and multivariate regression test were used. Findings of this study showed that there is a significant relationship between the variable components of personality traits with social support, life satisfaction and academic performance (P <0.01). It seems that planning to educate children in the early years of education can be useful in order to create and strengthen personality tendencies and academic and psychological outcomes in later years of life.IntroductionRecognizing the personality traits of individuals and using appropriate educational models in order to promote educational goals in the educational program of students is of great importance. Personality means a specific pattern of reactions, cognitions, motivations and feelings that is relatively stable over time and is useful for distinguishing people from each other. Thus, the term personality includes all the characteristics necessary to describe recurring internal states and relatively stable patterns of interpersonal differences in feeling, thinking, trying, and acting and reacting (Sharifi, et al., 2021). In the model of the Big Five Personality Factors, they introduced five strong factors including extroversion-introversion, neuroticism, agreeableness, conscientiousness, and longing for new experiences (Tavakoli & Mansour Lakoorej, 2020). According to psychologists, personality creates boundaries for academic performance that may be adapted to environmental conditions and demands. The most important criterion for measuring learners in the educational process is academic performance and application of what has been learned (Amiri, 2021). Academic performance means the ability to prove success in achieving the outcome for which it is designed and planned (Lester, et al., 2013). Self-efficacy means feeling confident in one's ability to meet the requirements of education and educational activities. Emotional effects are related to a person's reaction to a set of emotions such as anxiety and worry. Planning means the ability to organize lesson activities in a specific and feasible manner and the proper use of time to accomplished educational assignments. Lack of control over outcome means the belief that increasing one's activities does not lead to the desired result. Motivation also refers to the empowerment of behavior for further study and academic motivation to obtain a higher score and obtain a job or to improve skills and general knowledge (Mohamadikarkani, et al., 2019). This study tries to answer the question whether there is a significant relationship between personality traits with social support, life satisfaction and academic performance of students of Payame Noor University of Yazd?Theoretical frameworkStudies have shown that there is a relationship between personality traits and academic performance. In a study over the students, Atash Afrooz and Araban showed that personality traits of openness and conscientiousness enhance academic performance by encouraging students to adopt an in-depth study approach. Compatibility personality traits also improve academic performance in students by adopting a strategic study approach (Atashafrouz & Araban, 2017). Ghasemi in a study on female high school students showed that there is a positive relationship between personality traits and academic performance (Ghasemi, 2016). Another factor related to personality traits is social support. Social support refers to tangible informational, emotional, and instrumental responses that one receives from others (Mahdian & Ghaffari, 2016). Azizi & Shahbazian's study of migraine patients showed that the relationships between all five personality dimensions with irrational beliefs and perceptions of social support were significant (Azizi & shahbaziyan Khonig, 2018). life satisfaction is a factor that can be related to people's personality traits. According to Diner, life satisfaction is the positive perception and pleasant feeling of a person according to his values, needs and desires towards different realms or qualities of life (Diener, et al., 2003). The idea that life satisfaction is hidden in potential growth, self-realization and satisfaction of needs is rooted in the theory of humanism and positive psychology (Kvintova & Sigmund, 2016). People with higher life satisfaction use more effective and appropriate coping styles, experience deeper emotions, have better general health, and have fewer personality problems (Haroonrashidi & Sharifinia, 2021). Life satisfaction has a significant effect on all aspects of personality, the quality of action and reaction toward the life events (Ilanloo, et al., 2020).MethodologyThe present study was descriptive correlative. This research was also applied in terms of purpose. The statistical population of the study included 15,000 students of Payame Noor University of Yazd in the academic year 2020-2021. Due to the large size of the statistical population, the researcher limited his statistical population to 477 psychology students. The sample size was 213 based on Krejcie and Morgan table. Costa and McCray personality traits questionnaire, Sherborne and Stewart social support questionnaire, Diner life satisfaction questionnaire and Pham and Taylor academic performance questionnaire were used to collect information. In order to analyze the collected data, Pearson correlation coefficient test and multivariate (focal) regression test were used by SPSS statistical software.Discussion and ResultsThe highest mean of variable components of personality traits is related to extraversion-introversion component with an average of 35.74 with standard deviation of 8.73, the lowest mean of variable of personality traits is drelated to neurotic component with average of 26.67 with standard deviation of 8.98, the mean of social support variable is 70.99 with a standard deviation of 11.18, the average variable of life satisfaction is 15.97 with a standard deviation of 5.83, the average variable of academic performance is 71.10 with a standard deviation of 11.21.The significance level of Kolmogorov-Smirnov test for all studied variables is more than 0.05. Therefore, the test result is not significant for any of the variables and as a result, the distribution of all variables is normal, so parametric tests can be used to test the research hypotheses. Multivariate (focal) regression statistical test has been used to test the research hypothesis. The value of Wilkes's lambda statistic is 0.831, which is significant at the level of α = 0.01. Therefore, it can be said that there is a significant relationship between the components of personality traits as "predictor variables" with social support, life satisfaction and academic performance as "criterion variable" with a probability of 0.99. The root correlation value of the first root is 0.590, the percentage of common variance between the two combinations of predictor and property variables is 59%. Therefore, it can be said with 99% probability that 59% of variable components of personality traits based on the variables of social support, life satisfaction, and academic performance is predictable. The first focal correlation is significant and in the first focal correlation, respectively, the variables of racism (-0.799), extroversion-introversion (0.724), longing for new experiences (0.716), agreeableness (0.719) Conscientiousness (0.727) show predictability and the greatest effect of these variables on the criterion variables (neuroticism, conscientiousness, extraversion-introversion, agreeableness, eagerness to new experiences) are predictable, respectively. In the first focal correlation, the neuroticism variable was 79.9%, the conscientiousness variable was 72.7%, the extroversion-introversion variable was 72.4%, the agreeableness variable was 71.9%, and the desire for new experiences variable was 71.6%. Predictable components of social support are life satisfaction and academic performance, and in general it can be said that the predictive power of variable components of personality traits (neuroticism, conscientiousness, extraversion-introversion, agreeableness, eagerness to experience Fresh) for social support, life satisfaction and academic performance is (73.70) percent.ConclusionThe aim of this study was to determine the relationship between personality traits with social support, life satisfaction and academic performance of students of Payame Noor University of Yazd. Findings of this study showed that there is a relationship between the variable components of personality traits with social support, life satisfaction and academic performance. Regarding the relationship between personality traits and academic performance, the present finding was consistent with the study of Atashafrouz and Araban (2017), Ghasemi (2016), Moradi (2015) and Tamannaeifar and Mansourinik (2014). Explaining this finding, it can be said that neuroticism is a negative predictor of academic performance, this aspect of personality trait includes sensitivity of having unreal thoughts, weak control over desires, tendency to experience psychological disturbance in the form of agitation, anger, dejection, shame, hate, and a range of negative emotions; Regarding the relationship between personality traits and life satisfaction, the present finding is consistent with the study of Diner et al. (2003), Blunti et al. (2004), Joshanloo and Afshari (2011), Volodina et al. (2019) and Dehghani (2018).. In explaining this finding, it can be said that the extrovert has a strong predetermined goal and desire. These positive traits in extroverted personalities help to solve problems in the educational environment through planning and perseverance and increase life satisfaction. Regarding the relationship between personality traits and social support, the present finding is consistent with the study of Baranzuk (2019), Kokraviz et al. (2008) and Azizi and Shahbazian Khooniq (2018). In explaining this finding, it can be said that people with a high degree of extraversion have a greater desire and interest in their work and try to show their creativity.

A Comparative Study of Quantum Management, Human Resource Productivity and Organizational Empathy in Higher Education (Case Study: Lorestan Universities and Lorestan University of Medical Sciences)

maryam nazarzadeh; Iraj nikpay; abas madandar arani

Volume 3, Issue 1 , June 2021, , Pages 109-138

https://doi.org/10.22034/jmep.2021.283659.1057

Abstract

Extended AbstractAbstractGiven the role of it in the production of science and knowledge, the higher education is expected to be a pioneer in the application of up-to-date and efficient knowledge. In this regard, the subject of attention to new management methods and the subject of communication in new ... Read More Extended AbstractAbstractGiven the role of it in the production of science and knowledge, the higher education is expected to be a pioneer in the application of up-to-date and efficient knowledge. In this regard, the subject of attention to new management methods and the subject of communication in new organizations in order to increase employee productivity is the aim of this study. In the present study, three management concepts compatible with new universities; quantum management, human resource productivity and organizational empathy have been investigated and it is intended to compare the amount of these three variables in Lorestan Universities and Lorestan Medical Science Universities. The present study is applicable in terms of purpose and has been conducted in terms of data collection method with library studies and a prefabricated questionnaire. The statistical population in this study is the staff of Lorestan Universities and Lorestan University of Medical Sciences in 1396 with 863 people, among which 265 people selected by means of the relative classifying sampling via the Krejcie & morgan table as sample, were determined relatively in each class. To compare the variables in the two universities, the data related to the research hypotheses were analyzed using the analysis of variance test. According to data analysis, there is a difference between quantum management and human resource productivity in Lorestan universities and Lorestan University of Medical Sciences, but there is no difference between the levels of organizational empathy in these two universities.IntroductionRapid and continuous changes in the world, the increasing growth of knowledge and information production has led to the need to change organizations from a state of stability and predictability to coordination with the uncertainty in all world situations, including the management of organizations. The ability of change is one of the most vital capabilities of an organization on which the survival and development of the organization depends (Vaezi, Adnan Raad, & Shahmohammadi., 2015). Quantum management increases the level of empowerment of employees and at the same time provides the ground for consultation and synergy by employees and managers (mirkamali & hajkhozeymh, 2020). Today, the importance of empathy in new organizations is clear to everyone. Organizations as a social phenomenon include a number of people who have the ability to cooperate and create different relationships to achieve a common goal and therefore have a high need for empathy in their organization (Amirkabiri, 2002). Empathy is an incentive force for social behaviors and behaviors that lead to group cohesion (Jolliffe & Farrington, 2006; Reef, et al., 2010). Empathy is one of the effective factors on the development of human relations in the organization and consequently leads to psychological improvement in the organization (Shahrasebi, Mooghali, Ahmadi, & Amirkhani., 2019). Given that the existence of organizational empathy has positive effects on the development of organizations and consequently society (Mohammad Shafi'I,., Haghshenas, & Afrough (2015) and also in interpersonal practices, empathy is a factor of success; The leaders, with appropriate methods, can penetrate the beliefs and values of their employees; and cause the dynamism, effectiveness and increasing success of the organization, because there are always shortcomings and weaknesses in the design of organizations. Management and leadership are strong and reassuring factors in creating coordination between members, activities and also leads them in creating their empathy (Pirooz, khedmati, & Beheshtinejad, 2002). Growth and development of organizations, especially universities, will not be possible without considering the basic element of manpower, because among the factors of production, the manpower factor, unlike other organizational resources, is known as the consciousness and coordinator of other factors. The human source is the most important investment in each organization, and Index of superiority of an organization over other organizations that determines how it operates, performance and ultimately the efficiency of the organization (mardani, shahr, babak & khaki, 2019). Employment of motivated, capable and productive human resources, in addition to providing quality services, can use other resources within the organization in a proper and desirable manner and achieve a variety of productivity aspects And ultimately make the organization productive (Baradaran & Valijani, 2016). Since one of the main goals of higher education is to strive for quality in the set of activities effective in better educational, research and executive performances, The present study seeks to answer the question; whether there is a difference between quantum management, organizational empathy and human resource productivity in Lorestan University and Lorestan University of Medical Sciences?Case study In this study, all employees of Lorestan University and Lorestan University of Medical Sciences, including full-time and part-time employees, contract and formal and pact forces have been working in these universities; has been reviewed as a case study.Theoretical framework Manpower productivity is the maximum appropriate use of manpower in order to achieve the goals of the organization with the minimum time and cost (Azadi, 2014).Quantum management is a fully operational skill for managers, which fits with the characteristics of organizations in the last century. This metaphor for managers' behaviors is derived from quantum theory, which is derived from the field of physics (Golshan, 2003).The existence of a sense of empathy among the members of an organization is called organizational empathy. This empathy must be reflected in the interpersonal relationships between employees, between managers and employees, and between managers. Empathy is one of the factors of internal cohesion of the organization (Davis, 2009).Mirkamali and Haj Khuzimeh (2020) in a study entitled "The relationship between managers 'quantum management skills and staff readiness for organizational change" which was conducted on employees of the University of Tehran showed that there is a positive and significant relationship between managers' quantum management skills and staff readiness for organizational change (mirkamali & hajkhozeymh, 2020).Shahabi Nasab et al. (2021), in their study "The effect of quantum management skills on the formation of innovative work behavior based on the mediating role of psychological empowerment and knowledge management" showed that quantum management skills has a positive and significant effect on innovative work behaviors, knowledge management and psychological empowerment of employees (Shahabi Nasab, Bahrami, Pirzad & Hojjatdoost.2021).MethodologyThe present study is applied in terms of purpose and descriptive-survey in terms of data collection method. The statistical population of this study is all employees of Lorestan University and Lorestan University of Medical Sciences, who have been working in these universities in the academic year 2017-2018. The statistical population of this study is 843 people, which according to Krejcie and Morgan (1970) table, 265 people have been selected as a sample. Using the relative class sampling method, a sample of 126 people from Lorestan University and 139 people from Lorestan University of Medical Sciences were selected. Data collection tool consists of three prefabricated questionnaires.Discussion and ResultsAnalysis of variance was used to analyze the data related to the hypotheses. Since the significance level (0.00) of quantum management in Lorestan Universities and Lorestan University of Medical Sciences is less than the error level of 0.05; therefore this hypothesis is confirmed and there is a difference between the amount of quantum management in Lorestan Universities and Lorestan University of Medical Sciences. Since the significance level (0.09) of organizational empathy between Lorestan Universities and Lorestan University of Medical Sciences is greater than the Error level of 0.05; therefore, this hypothesis is not confirmed and there is no difference between the level of organizational empathy in Lorestan universities and Lorestan University of Medical Sciences. Since the significance level (0.00) of human resource productivity in Lorestan Universities and Lorestan University of Medical Sciences is less than the error level of 0.05; therefore, this hypothesis is confirmed and there is a difference between the productivity of human resources in Lorestan universities and Lorestan University of Medical Sciences.ConclusionThe results of the first hypothesis showed that the staff of these universities has different perceptions of quantum skills implemented by their administrators. Despite the fact that both organizations (Lorestan University and Lorestan University of Medical Sciences) are located in the same geographical area in Iran and have the same environmental, social, political and cultural conditions, there is different platform in each university for implementing quantum management principles and skills based on these basics. According to the research findings, it seems that universities can move in the direction of these goals by reforming management and using new management methods and scientific evaluation and supervision.Hypothesis 2: There is no difference between the levels of organizational empathy in two different universities. According to what has been observed in this research as well as researches (Shariati, &, Sanei.2017; Leilami, &, Soltani.2018) it seems that efforts to improve organizational communication, information activities inside and outside the organization, Ceremonies and visits, exhibitions and publications, and cultural and artistic activities increase organizational empathy in universities.The results of the third hypothesis showed that the difference in the productivity of the staff of the two universities under study and looking at previous research (Mousavi, & Yarmohammadzadeh.2015; Koohkan. &, Rezaian.2000; Deljoo, &, Tabatabai.2018) probability view characteristics, equal job opportunities, training and development of human resources, freedom of action of employees, creating financial and spiritual incentives, creating a suitable environment for developing the spirit of competition and creativity of employees, creating balance between staff volume, developing management and satisfying equally the internal and external needs of staff is more dependent on human resource productivity in organizations with higher human resource productivity; and for universities with lower levels of human resource productivity, using the results of this research as a Practical guidance is suggested. Therefore, it is suggested that managers, officials and experts explain the concept of human resource productivity in the universities where they work and by formulating strategic planning and drawing its theoretical and practical framework, creating a productivity map in human resources with the help of Analyzing the effective methods of productivity and use successful international experiences and finally proceed with the accurate implementation of operational plans.

Investigating the effect of integrated teaching patterns with traditional teaching methods on students' creativity

hoda arabi makiabadi; hossein abbasiane

Volume 3, Issue 3 , December 2021, , Pages 113-142

https://doi.org/10.22034/jmep.2021.312487.1075

Abstract

Extended Abstract Abstract The purpose of this study was to investigate the effect of integrated education in comparison with traditional teaching, in Persian lessons, on students' creativity. This research was conducted in terms of applied purpose and quasi-experimental method with pre-test-post-test ... Read More Extended Abstract Abstract The purpose of this study was to investigate the effect of integrated education in comparison with traditional teaching, in Persian lessons, on students' creativity. This research was conducted in terms of applied purpose and quasi-experimental method with pre-test-post-test design with control group. The statistical population includes 1012 female students in the third grade of elementary school who were educating in non-governmental schools in Sirjan in the academic year 2020-2021, and 20 students among whom were selected randomly, divided randomly in two and placed in the test group and control group. The data collection tool was Abedi's creativity questionnaire, the content validity of which was approved by experts, including the tutor and the consultant. Examination of Cronbach's alpha values shows that the reliability is obtained from a minimum of 0.77 for fluidity to a maximum of 0.89 for total creativity. The results showed that the method of integrated education has a significant effect on creativity. The assumed significance level in this study was 0.05 and the significance level of the test was less than 0.05 (p <0.001) and showed the difference between the averages and the effectiveness of the intervention. The level of creativity among students who were trained in the integrated method was higher than students who were trained in the traditional method. Therefore, it is suggested that school teachers use this method to promote the level of creativity of students. Introduction Primary school children are often naturally curious and like to learn things creatively rather than learning information prepared in advance by parents and teachers (Sortiji Okrekaii & Rastegaropur, 2012). Children need curricula that provide them with unpredictable and exciting experiences, and the implementation of such curricula requires creative teachers. It is often thought that creativity is not teachable; but in the absence of evidence that it is inherited, teachers must accept that this skill can be developed in the classroom environment and generalized to the living environment (Darras, 2019). Unfortunately, our teachers are not well-familiarized with the creation of the right atmosphere in the classroom to flourish creativity. Furthermore, there are serious weaknesses in the training of creative and thoughtful people by educational institutions, especially the education system. The system with which students and most students around the world engage is perhaps the main reason for their creativity to be destroyed (HUI, A. N, & HE, M. W, 2021). Integrated learning is a combination of traditional face-to-face learning and online learning, so that teaching takes place both in the classroom and online, and the online section is an extension and continuation of traditional classroom learning (Ahmady & Nakhostin-Ruhi, 2014: 21). In today's world, special attention should be paid to learning creativity, so in schools, a special place has been considered for this to develop creative thinking (Esnaashari, FooladChang & Daryapour, 2017: 25). Teaching patterns are actually learning patterns. Teachers use these patterns to teach students how to learn while helping students acquire information, ideas, skills, ways of thinking, and tools of expressing ideas. (Brahuei Moghadam & Kahrazehi, 2020: 45). Considering the teachability of creativity and the opportunities that integrated education provides for self-learning, exploratory learning, personal independence, application of constructivist and multisensory curriculum (Amiri, 2020: 43), also considering the importance of deep learning in the primary schools, a single teaching model based on the cognitive learning cycle is suggested, which can be used to teach all courses; this cycle is derived from the E5 method. Teaching in the cognitive learning cycle is a stage of integratd description and explanation and developement, so the cognitive learning cycle consists of four steps (Fluid capacity growth, expansion, flexibility and initiative capability). (Ganji, 2005: 134). Assessment as an acquired skill can be perceived as a measure that has become a student's mental habit and has made him an assessor of his behavior. Self-assessment tools, checklists, and workbooks can be used for assessment in part-time school (online, which is the basis of judgment of students (Malmir & et al., 2019: 189). Considering the above issues and the urgent need of the country's educational system for new developments in lesson planning, it seems that the integrated teaching method is a suitable alternative to traditional teaching methods to be effective in cognitive and applied learning of Persian literature. Therefore, in this study, we intend to pay attention to the importance of the theoretical foundations of creativity and innovation and one of the practical solutions to achieve a significant impact of integrated education on creativity and its components (fluidity growth, expansion, flexibility and initiative), to produce many of the socio-cultural contexts tied to it in order to produce knowledge, which is the main strategy for the progress and development of society. Therefore, the researcher tries to address the main goal of investigating the effect of integrated education patterns with traditional education methods on the creativity of female third grade elementary students in non-governmental schools in Sirjan. Theoretical framework Integrative education uses new ways of thinking in conjunction with lesson design to adapt traditional values and activities by absorbing technological possibilities and expectations that provide a combination of face-to-face and online components. Nowadays, learning based merely on either online or face-to-face has lost its fans, and the third view, called combined education, believes that this method of teaching carries satisfactory results (Wehlburg, 2010: 23). Curriculum integration is a way of organizing shared learning materials or life skills for all citizens and aims to help students learn how to participate in a democratic life (Mehrmohammadi & Abedi, 2001: 47). The traditional approach to education consideres the learner as passive. In the new educational approach, there is interaction between teacher and student and an opportunity to assess the level of student perception is provided, and appropriate and meaningful issues are suggested in the classroom (Adib, & et al., 2015: 117). The new perspective emphasizes the integration of information and perception. As a facilitator of learning, the teacher tries to strike a logical balance between classroom teaching and work teaching, and between intuitive thinking and analytical thinking. This perspective emphasizes the integration of knowledge through its application in meaningful situations, innovation, creativity and knowledge production. (Brahuei Moghadam, Kahrazehi, 2020: 50). Methodology The present study is an applied research in terms of purpose and in terms of method is a quasi-experimental design of pre-test post-test with a control group. The statistical population included 1012 female students in the third grade of non-governmental primary schools in Sirjan in the academic year 2020-2021. The statistical sample of this study includes 20 students from the third grade who were selected randomly and were divided into two groups of 10 people in the experimental and control groups. The integrated training sessions were performed in 10 sessions of 45 minutes for the experimental group and the control group did not receive any training. Total sessions were held during the academic year for 2 months and 15 days (equivalent to 10 weeks) until the first half of Aazar, the productive period carried out for 50 days (Dey 25, the time of descriptive-functional evaluation). In pre-test and post-test, both groups answered the research tool, Creativity Questionnaire (Abedi 1993). Findings collected using paired t-test and analysis of covariance including ANCOVA and MANCOVA Were performed and analyzed in SPSS software. The educational content of the selected courses was considered in the third grade according to the education decree. In the traditional group, Persian literature courses were taught separately from each other. The integrated curriculum in the experimental group includes teaching patterns of rhetoric, pre-organizers, brainstorming, concept perception, inductive thinking in the content of each lesson of Persian literature by combining the teaching model of distance learning E5 online, and at the end, Abedi's creativity questionnaire was used as the post-test. Descriptive and inferential statistics were used to analyze the data. The descriptive statistics section describes the sample data. In the inferential section, t-test was used for continuous groups to analyze the research hypotheses, and independent groups' t-test was used to test the hypotheses. The effect of pre-test on post-test was investigated by univariate analysis of covariance. SPSS software was used for data analysis. Discussion and Results The results of statistical analysis showed that no significant difference was observed in the average of creativity and its components in the traditional teaching group, and the average of the pre-test and post-test stages of the traditional teaching group was almost equal (p <0.05). But in the integrated education group, the average of creativity and all its components in the post-test stage compared to the pre-test has changed significantly (p <0.05). The results showed that in the integrated training group, the average of creativity and all its components in the post-test stage had a significant increase compared to the pre-test. Also, the effectiveness of integrated training on creativity is confirmed (p <0.05) and integrated training has significantly increased the creativity of the subjects. Wilkes's multivariate Lambda test showed that the intervention was effective in general and integrated training was able to affect the components of creativity (p <0.05). Also, the study of components showed that the effect of integrated training on all four components of creativity including fluidity, expansion, initiative and flexibility has been confirmed (p <0.05). Conclusion The purpose of this study was to compare the effect of integrated teaching methods in comparison with traditional education on students' creativity. The results showed a significant effect of integrated teaching, compared to traditional teaching, on creativity and its components. Specifically, research on the integrated curriculum of teaching patterns of rhetoric, pre-organizers, brainstorming, concept perception, and inductive thinking in the content of each lesson of Persian literature by combining the teaching model of distance learning E5 has not been done online, but the results of this study are consistent with the findings of Banihashemi. Et al (2020), Kadkhodaii & soleimani (2015), Kazemi (2016), Emadi.et al (2018), Rahmatzehi.et al (2018), Ahmadi.et al (2014), Chamaro (2006) and Darras (2019), all of which show the impact of e-learning and integration on increasing students' creativity and learning. Explaining the effect of rhetorical method on increasing students' creativity, it can be said that since this teaching model has been developed with the aim of creating innovation; it has features that, directly and indirectly, teaches metaphorical thinking, motivates learners to use a variety of direct, personal and intensive (contrast) analogies, all of which are aimed at strengthening creative thinking and innovation skills.

management

The Relationship between Organizational Justice and Organizational Commitment with Managers Accountability in Islamic Azad University (Case Study: Islamic Azad University Branches West Mazandaran Province)

abasalt nooraee

Volume 1, Issue 1 , December 2019, , Pages 85-101

https://doi.org/10.22034/jmep.2019.100585

Abstract

The main mission of any organization is to achieve the goals set in the framework of the organization's strategy, hence the accountability is shifting from the traditional forms of accountability to other forms, especially the more efficient and responsive management systems. The purpose of this study ... Read More

management

The relationship between narcissism and the source of control with the job success of the staff of the Azad University, Tehran Central Branch

Mehran Shoorj

Volume 1, Issue 2 , March 2020, , Pages 87-103

https://doi.org/10.22034/jmep.2020.227075.1007

Abstract

staff job success is a function of their behavioral and personality factors. The aim of this study was to determine the relationship between narcissism and control source with the job success of the staff of the Azad University, Tehran Central Branch. The applied research method was correlational. The ... Read More

management

The effect of meritocracy on organizational innovation in Alborz University Campus

ali Eyni

Volume 2, Issue 1 , June 2020, , Pages 87-101

https://doi.org/10.22034/jmep.2020.234864.1017

Abstract

Today, skilled and qualified human resources have played a more prominent role, especially due to the importance of technology, the information revolution, and the acceleration of environmental change. The aim of this study is to investigate the effect of meritocracy on organizational innovation in Jihad ... Read More

management

The Relationship between Perception of Competence, Sense of Cohesion and Responsibility with Job Creativity of Tonekabon Girls' Public High School Teachers

Akram Tarviji; Morteza Tarkhan

Volume 2, Issue 2 , September 2020, , Pages 97-112

https://doi.org/10.22034/jmep.2020.246591.1034

Abstract

The aim of this study was to determine the relationship between perception of merit, sense of cohesion and responsibility with job creativity of Tonekabon girls' public high school teachers. The research method was descriptive-correlation. The statistical population of this study included the teachers ... Read More

Content analysis of science books, based on Montessori educational model (ninth grade case of the first high school)

Seyed rasool Toudar

Volume 2, Issue 4 , March 2021, , Pages 101-118

https://doi.org/10.22034/jmep.2021.267037.1046

Abstract

The aim of this study was to analyze the content of the ninth grade science textbook of the first year of high school based on the Montessori educational model. The method of the present study was descriptive content analysis. The statistical population of this study was the textbooks of the first year ... Read More

management

The mediating role of social capital in the impact of knowledge-based human resource management practices on knowledge sharing

Ali Damavandian; Peyman Akbari

Volume 3, Issue 4 , March 2022, , Pages 103-118

https://doi.org/10.22034/jmep.2022.329604.1100

Abstract

Extended AbstractAbstractThe purpose of this study is to investigate the mediating role of social capital in the impact of knowledge-based human resource management practices on knowledge sharing. The research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical ... Read More Extended AbstractAbstractThe purpose of this study is to investigate the mediating role of social capital in the impact of knowledge-based human resource management practices on knowledge sharing. The research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 187 employees of Payame Noor University of Yazd branch, of which 124 people were selected based on Krejcie and Morgan table and stratified random sampling as the sample size. Data collection tools included the questionnaires of knowledge-based human resource management practices of Lapak and Snell (2002), Putnam Social Capital (1999), and knowledge sharing of Conley et al. (2012). In order to analyze the data, the structural equation technique was used, accompanied with Lisrel statistical software and Spss statistical software. Findings showed that knowledge-based human resource management practices have a positive and significant effect on knowledge sharing, and the social capital component has the greatest impact on knowledge sharing. The results showed that social capital has increasingly mediated the impact of knowledge-based human resource management practices on knowledge sharing.IntroductionResource-based theory states that an organization's superior performance depends on a unique set of strategic resources that organizations must possess and make good use of them (Barney et al, 2011). These strategic resources include the financial, physical, human, and organizational assets that the company uses to conceptualize, produce, or deliver services / products to its clients / customers. Companies need qualitative human capital to meet the needs shown by the resource-based theory, in order to meet the needs of the customer / client and maintain their position in the market. Employees are in fact the strategic tools through by which companies develop relationships and networks (McDonnell et al, 2016), especially the strategic assets of knowledge-based organizations that are specific to their organization. Therefore, leadership in the organization in relation to human resource professionals must integrate human capital for internal and extra-organizational solidarity in accordance with the achievement of organizational goals. Researchers based their research on social capital theory in relation to a network of valuable relationships available to colleagues who use network relationships to share knowledge assets among themselves (Zhang et al, 2017). Social capital is a strategic resource that the employee derives from his / her communication networks (Yu et al, 2013). The researchers in this study hypothesize that knowledge sharing in the organization is actually the result of interactions and relationships between colleagues. Social capital may be an important asset to facilitate knowledge sharing (Chang & Chuang, 2011). In addition, knowledge creation and management of it are enhanced through learning, which requires colleagues to exchange and share insights, knowledge, and mental models. Therefore, using the theory of social capital, researchers will assume that knowledge sharing essentially involves interactive activities. Thus, social capital will play an important role in improving the knowledge, skills and abilities of colleagues, and will create the conditions for influencing knowledge sharing for the performance of innovation in the organization (Aklamanu et al, 2016). Given the above, the main issue of the research is whether the system of knowledge-based human resource management methods with emphasis on the mediating role of social capital has a significant effect on knowledge sharing.Theoretical frameworkHuman resource management influences employees' job-related attitudes, abilities, and behaviors to achieve organizational goals, and plays an important role in supporting the organizational environment in favor of knowledge management activities (Singh et al, 2020).Social capital represents a type of social network, trust, and set of norms that brings colleagues together to facilitate coordination and collaboration for the mutual benefit of colleagues in order to achieve the larger goals of the organization. Social capital is a strategic resource consisting of three dimensions including structure, relationship and cognition (Ferraris et al, 2018).The process of knowledge management in the organization includes the acquisition, storage, sharing and application of knowledge to achieve the goals of the organization. Knowledge management transfer activities allow colleagues to share relevant work experience (Shamim et al, 2019).Konjkav Monfared & Maharat (2022) examined the impact of social capital on entrepreneurial orientation, creativity and university performance with the mediating role of knowledge management. The research findings confirmed the effect of structural, communicational and cognitive dimensions of social capital in the university on knowledge management. The findings also showed that social capital increased creativity and entrepreneurship and increased organizational performance by improving knowledge management in the university. Findings show that the university's emphasis on knowledge management and social capital in interaction with each other is the first step to improve organizational performance.Nadalizadeh & Doshman Ziyari (2021) examined the relationship between knowledge sharing, innovation and social capital based on path analysis (Case study: Perges International Consortium). The results showed a positive and significant effect of social capital on knowledge sharing, and knowledge sharing on innovation, while the effect of social capital on innovation has not been confirmed; and based on the path analysis technique, the role of knowledge sharing has been perfect mediatory.MethodologyThe research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research consists of 187 employees of Payame Noor University of Yazd branch, of which 124 people were selected; based on Krejcie and Morgan table and stratified random sampling as the sample size of the study. For data collecting related to the variable of knowledge-based human resource management, standard questionnaires of Lapak and Snell (2002); and for Social Capital variable, standard questionnaires of Putnam (1999); for and knowledge sharing variable, standard questionnaires of Conley et al. (2012) was used.Discussion and ResultsIn order to test the research hypothesis, structural equation modeling of structural equation modeling method with the help of SPSS software, inferential statistics was used to test the hypotheses. Then, for the effects of independent and mediating variables with dependent variables, the eighth edition LISREL statistical software was used, and the results showed that the direct effect of knowledge-based human resource management practices system on knowledge sharing is equal to (0.41). The indirect effect of knowledge-based human resource management practices system on knowledge sharing in the presence of social capital mediating variable is (0.50). Due to the fact that the effect of direct path is less than that of indirect paths, therefore, the existence of the mediator variable of social capital increases the power of influence and the mediating role of social capital in the present hypothesis is confirmed. The impact of knowledge-based human resource management practices on social capital is calculated to be equal to (0.61), which indicates the desired impact. The t-test of the test was obtained (7.59), which is greater than the critical value of t at an error level of 5%, i.e. 1.96, and shows that the observed effect is significant. Therefore, it can be said that knowledge-based human resource management practices have a positive and significant effect on social capital. The power of social capital on knowledge sharing is equal to (0.82), which indicates the desired effect. The t-test of the test was obtained (9.80), which is greater than the critical value of t at the error level of 5%, i.e. 1.96, and shows that the observed effect is significant. Therefore, it can be said that social capital has a positive and significant effect on knowledge sharing, and the power of knowledge-based human resource management practices on knowledge sharing has been calculated equal to (0.41), which indicates the desired effect. The t-test of the test was obtained (8.71), which is greater than the critical value of t at the error level of 5%, i.e. 1.96, and shows that the observed effect is significant.ConclusionThe aim of this study was to investigate the mediating role of social capital in the impact of knowledge-based human resource management practices on knowledge sharing (Case study: Payame Noor University, Yazd Province). The results of this study are consistent with the results of Salehi (2017), Gürlek, M., & Çemberci (2020), and Yuliarmi et al, (2021); Peer-to-peer relationships in a social network facilitate knowledge transfer and improve the value of information and knowledge shared between them. We assume that knowledge sharing in the organization begins at the individual level versus the individual relationships and career of the employee (Yan & Guan, 2018). Social capital in an organization is well placed in the network of relationships between colleagues, and is known as the cornerstone of knowledge creation and sharing in the organization, which is necessary for knowledge management activities in the organization (Paker et al, 2016). According to the present study, which shows that knowledge-based human resource management practices are a necessary precondition for cultivating employees' social capital in the workplace, manpower generally is placed in the social network of the relationships that link them together for mutual benefit, and can cause these employees to have specific organizational characteristics, that makes them more valuble for a particular organization (rather than other organizations in the market). Therefore, managers and organizations should use knowledge-based methods of human resource management in which employees are immersed in their network of relationships and use the resulting social capital for greater benefits of the organization to share knowledge for competitive advantage.

Analysis of the use of cooperative education planning in cultural activities

Maryam Omidkhoda; Seyed rasool Toudar

Volume 4, Issue 2 , September 2022, , Pages 104-124

https://doi.org/10.22034/jmep.2022.360451.1136

Abstract

Abstract The purpose of the present research is to analyze the benefits of cooperative education planning in the cultural activities of public libraries. Qualitative approach and grounded theory method have been used in this research. Four libraries with many cultural activities were selected from the ... Read More Abstract The purpose of the present research is to analyze the benefits of cooperative education planning in the cultural activities of public libraries. Qualitative approach and grounded theory method have been used in this research. Four libraries with many cultural activities were selected from the public libraries of Tehran city, then 10 members, 3 officials and 6 librarians, and 32 local non-members were selected by theoretical sampling method. The data was collected through semi-structured interviews, and the theoretical coding method was used for analysis. The results showed that public libraries have not been able to play a role in planning cooperative education in cultural activities. Not valuing collective wisdom and society in planning cultural activities, mistrusting people and librarians in planning cultural activities, the absence of volunteer associations and popular organizations to implement cultural activities, and the low quantity and quality of library cultural activities of public libraries have been the cause of the rolelessness of public libraries. The consequences of not using participatory planning are: lack of trust in local participation, lack of use of local capacities and potential, lack of ability to attract audience and members, reduction of interaction with organizations and cultural centers, failure to fulfill the goals of the library; which is the satisfaction of members and patrons and their attraction to reading.. Also, the use of collaborative education planning in cultural activities by public libraries will be possible with interaction with librarians in line with the use of experiences and expertise in the field of cultural activities, efforts to maintain and strengthen trust and communication with potential members and society in the design and carry out cultural and reading activities, communicate more with the society and cultural educational centers and organizations around public libraries. Extended abstract Introduction UNESCO's studies have shown that cultural institutions in a decentralized system can be a reliable means of attracting the participation of local levels, and by using new methods; they will enable people to do many things with participation, including educational activities. (Taleshi, Mustafa & Effti, 2011. On the other hand, in the executive document of Agenda 2030: cultural campaign, in addition to paying attention to "cultural indigenization" and paying attention to culture at the national and local levels, one of the policies to achieve the goals of sustainable development are to strengthen collaborative education planning at the national and international levels, so that with the participation of cultural activists, government officials, civil society organizations and communities, UN member states are also encouraged to this campaign and strengthen the cultural foundations in many fields with the participation and use of the service population (Yildirim, 2019). With the same credit, public libraries can expand their educational and cultural activities with the participation of people, and provide lifelong education, as well as promote study and intellectual development of people (Larson, 2018)). The researcher is trying to address the main goal of analyzing the benefits of cooperative education planning in the cultural activities of public libraries. Theoretical framework Jin Yang (Institute of Lifelong Learning of UNESCO) has put lifelong learning policies and educational planning at the forefront of the future of cultural centers, including libraries, until 2025. Developing a coherent lifelong learning system, educational planning, requires the participation of stakeholders and employees. For example, most of the public libraries in the United States, in order to plan lifelong learning activities for the elderly, have taken into account various programs with subjects of interest to the elderly, such as nutrition / health / stress management and entertainment (Sabo, 2017). On the other hand, the public libraries of the future in redesigning and resiliency in the future, with their increasing lack of budget, need to strengthen interaction and participation with other organizations, develop cooperative education planning and pay attention to socialization, as well as communication with cultural institutions (Swist, 2022). In order to face the emerging paradigm in the future, libraries are trying to contain and cope with this category, for example, university libraries have also taken measures in this direction to determine which strategic planning approach can encourage the academic staff of the library to adopt new organizational structures and adapt to the emerging paradigms of the library. In response to this problem; employee participation, in-service training, and the use of organizational ideas are necessary. By using new collaborative and educational methods such as brainstorming, surveys, creating focus groups, or environmental scans, it is possible to strengthen the adaptation to the paradigms of the new era in academic staff (Leebaw, 2019). In fact, the use of collaborative planning in university libraries, the empowerment of collaborative education, the use of collaborative style for decision-making and planning, as well as library partnerships with other educational centers can also be indicators of organizational innovation (Toudar, at all, 2020). The public libraries of the world have been able to offer lifelong activities, services and education more powerfully by using planning models such as cooperative education models. One of these activities is the design and planning of interactive library exhibitions (Matthews, Metko and Tomlin, 2018). In the "Planning Book for the Future of Libraries", there are various discussions about the writer's views and predictions about libraries in the 21st century and the future until 2025 and the opportunities that may arise for libraries in which people have become the key to success for the future of libraries. This book is about planning with the same approach of participation of people's supporters, where the member or sponsor is more suitable than the user. Through close and face-to-face communication with the public and brainstorming between librarians and the public, the library will become a central element of their lives, not just a place to meet information needs or common uses, but a place for lifelong learning and training (Kim, Frierson, 2014). Research methodology In this research, qualitative approach and grounded theory method have been used. Four libraries were selected from the public libraries of Tehran city with many cultural activities, then 10 members, 3 officials and 6 librarians, 32 local non-members were selected by theoretical sampling method. The data collection method is a semi-structured interview. All the interviews were recorded and then transcripted and analyzed. Interviews were recorded with their permission, so that in addition to maintaining the confidentiality of the information, the ethical obligations of the research were also observed, and the theoretical coding method was used for the analysis. Research findings The results showed that public libraries have not been able to play a role in planning cooperative education in cultural activities. Not valuing collective wisdom and society in planning cultural activities, mistrusting people and librarians in planning cultural activities, the absence of volunteer associations and popular organizations to implement cultural activities, and the low quantity and quality of library cultural activities of public libraries have been the cause of the rolelessness of public libraries. The consequences of not using cooperative education planning are: lack of trust in local participation, lack of use of local capacities and potential, lack of ability to attract audience and members, reduction of interaction with organizations and cultural centers, failure to fulfill the goals of the library, which is the satisfaction of members and clients and attraction them to reading. Conclusion The results showed that the use of cooperative education planning in cultural activities by public libraries through interacting with librarians in line with the use of experiences and expertise in the field of cultural activities, efforts to maintain and strengthen trust and communication with potential members and society in the design and implementation of cultural and reading activities, it will be possible to communicate more with the society and cultural and educational centers and organizations around public libraries. Public libraries, as a service-oriented social institution, can successfully design their activities and cultural programs by assessing the needs, analyzing and examining the needs of users and taking advantage of citizen participation, as well as creating local sincere gatherings and voluntary reading associations. The formation of local voluntary reading associations for continuous and sustainable participation in educational and cultural activities is one of the solutions in such a way that the use of maximum and community-oriented participation and interaction in the design of educational and cultural activities will increase the quality of service delivery. In line with the use of cooperative education planning, in order to enrich the cultural activities of public libraries, it is suggested to strengthen the interaction with librarians in order to use experiences and expertise in the field of cultural activities. Efforts should be made to maintain and strengthen trust and communication with potential members and society in the design; and implementation of cultural activities and book reading; and maximum communication with society and cultural, educational centers and organizations around public libraries. Today, public libraries can plan education and creation of cultural activities based on the three special tasks of its informants, on the one hand as lifelong learning centers and people's universities in order to improve skills and businesses, provide collaborative educational programs with educational and professional centers. The final suggestion is that the planners of cultural activities of public libraries can use cooperative education planning models to design their cultural programs and activities in order to focus on the audience and community members, as well as by paying attention and identifying the factors in order to provide opportunities to interact with users and society, so that they can achieve their superior cultural and educational goals. In fact, by communicating as much as possible with the beneficiaries and cultural centers, they should plan education in such a way that the lifelong learning of the society is improved.

Modeling and evaluation of factors influencing the establishment of "Quality Culture" (QC) at Farhangiyan University

seyyedmohammad seyyedkalan; Adel Zahed babolan; Mahdi Moeinikia; Ali Rezaeisharif

Volume 4, Issue 3 , December 2021, , Pages 110-139

https://doi.org/10.22034/jmep.2022.360248.1135

Abstract

Based on previous researches, quality culture is considered as a dominant and specific university organizational culture, which is defined by common values and commitment to quality by university agents. The purpose of the current research was to modeling and evaluate the factors influencing the establishment ... Read More

Relationship between classroom management practices and communication skills with academic achievement motivation of primary school students in Chabaksar

Leila Talebi Khansari

Volume 2, Issue 3 , December 2020, , Pages 113-131

https://doi.org/10.22034/jmep.2020.243991.1030

Abstract

The aim of this study was to determine the relationship between classroom management practices and communication skills with the academic achievement motivation of elementary school students in Chabaksar. The research method was descriptive-correlation. The statistical population of this study included ... Read More

The mediating role of social goals in the relationship between psychological vulnerability and responsibility of female high school students

sara hoseini; Mohammad Mirzaei Khalis

Volume 3, Issue 2 , September 2021, , Pages 129-150

https://doi.org/10.22034/jmep.2021.265558.1058

Abstract

Extended AbstractAbstractThe aim of this study was to determine the mediating role of social goals in the relationship between psychological vulnerability and responsibility of female high school students in Sangar. The research method is essentially descriptive-correlative. The statistical population ... Read More Extended AbstractAbstractThe aim of this study was to determine the mediating role of social goals in the relationship between psychological vulnerability and responsibility of female high school students in Sangar. The research method is essentially descriptive-correlative. The statistical population of the study consists of 730 female junior high school students. The sample size was obtained by cluster random sampling of 252 people. Gaff Student Responsibility Questionnaire (1957), Social Goals, Elliott McGregor (2001) and Carpentry and David Mental Vulnerability Questionnaire (2001) were used to collect data. The data authenticity was approved by professors of academic expertise and their reliability was also confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used by means of Lisrel statistical software and Spss statistical software. Findings showed that there is a positive and significant relationship between students' psychological vulnerability with social goals and their responsibility. There is a positive and significant relationship between students' social goals and their responsibility. The results showed that social goals play a mediating role in the relationship between psychological vulnerability and students' responsibility.IntroductionResponsibility is a conscious, non-coercive choice in determining one's own behavior and how to treat others in social relationships (Escartí, Wright, Pascual, & Gutiérrez, 2015). The results of numerous studies show that responsible behavior in interpersonal relationships will lead to flexibility, social adjustment and ultimately success in life. Irresponsible behavior also leads to selfish behavior and disorder in social relationships. Therefore, having people with a high spirit of responsibility is one of the great social assets. But unfortunately, today we see people escaping responsibility and we see environments that reinforce the grounds for irresponsibility in people. Statistical evidence suggests that today moral weakness is recognized as the most important economic, social and cultural problem and adolescents have a low spirit of responsibility in the field of individual and social (Ahmadizamani, goodarzi, dialameh, 2020). Psychological vulnerability refers to the susceptibility and readiness of individuals to suffer from mental disorders such as anxiety and depression. Mental damage or disorder is a syndrome or behavioral or psychological pattern clinically significant and is found in a person, and is associated with current distress or a significant increase in the risk of death, pain, or handicapping (Springer, 2018). Students are the greatest human assets of any society because by applying the science and knowledge and skills learned, they can take firm steps towards the excellence and development of society, so one of the important goals of the educational system is responsible students education (Gil, 2017). The ultimate goal of school education in schools should be to gradually separate students from dependence on the teacher and to teach them to do whatever necessary to guide and direct their behavior. Hence, one of the most comprehensive goals of education in any society should be to teach students to take responsibility for their actions (Cheng, 2017). This study tries to answer the question whether there is a significant relationship between psychological vulnerability and responsibility of female high school students with the mediating role of social goals.Theoretical frameworkResponsability is related to a concept called the locus of control. The locus of control refers to a person's perception of what is causing his behavior. Students with a high locus of internal control and self-control believe in themselves and their ability to cope with events. In particular, they believe that it is their actions that cause events to occur, not accidental events or people in power; therefore, they are more motivated and usually feel a sense of responsibility hidden in themselves. (Shim, 2018). Shim et al. (2017) conducted a study entitled "Investigating the relationship between social goals and psychological regulation through emotion regulation mediation in students." The results showed that emotion regulation has a mediating role in the relationship between social goals and psychological regulation, and the overall effects of social approach goals were weak; but social goals has had a direct effect on students' psychological regulation by reducing emotional regulation. Also, avoidance goals have a significant effect on psychological regulation by reducing the mediation of emotion regulation (Shim, 2017).MethodologyThe present study is methodologically a descriptive correlation. The statistical population of this study consisted of 730 female high school students in Sangar. Due to the large size of the statistical population, three schools were randomly selected; one class from each school, which includes the seventh, eighth and ninth grade. A total of 9 classrooms were selected with a student population of 252. The sampling method was cluster random. Goff standard questionnaire (1957) for students' responsibility variable, and Elliott and McGregor questionnaire (2001) for social goals variable were used to collect data. Najjarian and Davoodi questionnaire (2001) was used for the psychological vulnerability variable. The test of research hypotheses was used to analyze the collected data, and the structural equation method was used by means of LISREL8 statistical software to investigate the relationship between independent and mediating variables with the dependent variable.Discussion and ResultsStructural equation software has been used to assess the mediating role of social goals in the relationship between psychological vulnerability and responsibility of female high school students. Since the root mean index of the mean squared is approximately 0.037, the model has a good fit. Other goodness-of-fit indicators have also been accepted in the range.According to the results of testing the first hypothesis, it was found that the strength of the relationship between psychological vulnerability and social goals is equal to (-0.60), which shows that the correlation is desirable. The t-test of the test was obtained (-7.67) which is smaller than the critical value of t at the 5% error level (-1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a negative and significant relationship between students' psychological vulnerability and their social goals.Based on the results of the second hypothesis of the research, it was found that the strength of the relationship between social goals and responsibility is equal to (0.76), which shows that the correlation is desirable. The t-test of the test (8.72) was obtained 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. Therefore, it can be said that there is a positive and significant relationship between students' social goals and their responsibility.The third hypothesis examined the relationship between students' psychological vulnerability and their responsibility. Based on the results of examining the third hypothesis of the study, it was found that the strength of the relationship between mental vulnerability and responsibility is equal to (-0.42), which shows that the correlation is favorable. The t-test of the test (-5.40) was obtained which is smaller than the critical value of t at the 5% error level (-1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a negative and significant relationship between students' psychological vulnerability and their responsibility.ConclusionThe aim of this study was to assess the mediating role of social goals in the relationship between psychological vulnerability and responsibility of female high school students in Sangar. According to the results of the first hypothesis test, it can be said that there is a negative and significant relationship between students' psychological vulnerability and their social goals. The result is that studying is a priority for everyone and it is very difficult for the students to drop out of the school. They never forget school after graduation, and help their friends at the earliest opportunity if they need help.. The test results of the main hypothesis are consistent with and supported by research findings (moazenzadeh, 2017; Mohamadi, 2015; Machadoo & et al, 2017).Based on the results of examining the second hypothesis of the research, it can be said that there is a positive and significant relationship between students' social goals and their responsibility. Therefore, it is concluded that there is a positive and significant relationship between students' social goals and their responsibility. The result is explained that when students simply make friends with others in the school and classroom environment and communicate more easily with others, they are better able to feel relaxed at the classroom and follow the teacher's instructions. They listen well to their friends when they talk about their problems. The first sub-hypothesis is consistent with and supported by research findings (Kholghifar, 2014; Ajilchi, 2014; Ghazanfar, 2016).Based on the results of the third hypothesis of the research, it can be said that there is a negative and significant relationship between students' psychological vulnerability and their responsibility. The result is explained by the fact that students are far from believing that their lives are often controlled by random events. At the same time, they do not accept the view that when they reach their goal, it is usually because of their own good-luck, and they attribute the results of their performance to their own efforts. The results of the second sub-hypothesis test are consistent with and supported by research findings (Torabi Zonouz, Mahmoud Alilou, Pak, 2020; Hamideh Moghadam, Sharifipour Chokami, Abolghasemi, 2021; Darzi Azadboni, fakhri, mirzaeian, 2019).The main hypothesis of the study was to examine the mediating role of social goals in the relationship between psychological vulnerability and student responsibility. The result is explained in such a way that students' sense of responsibility arises when they are given responsibility. If you want the students and future builders of the country to be responsible, they should not be afraid to make mistakes. Students can be better responsible people if they have information in dealing with life issues and learn from their mistakes. The key to success in creating a sense of responsibility in a person is resolution and commitment. At the same time, they should be reminded that in any case they must accept the consequences of his mistakes. Test results of the main hypothesis with research findings (Torabi Zonouz, Mahmoud Alilou, Pak, 2020; Hamideh Moghadam, Sharifipour Chokami, Abolghasemi, 2021; Darzi Azadboni, fakhri, mirzaeian, 2019) is compliant and supported.

The Relationship between Teachers' Professional Development and Academic Performance with Emphasis on the Mediating Role of Secondary School Boys' Bonding

Jafar Amiri

Volume 3, Issue 1 , June 2021, , Pages 139-166

https://doi.org/10.22034/jmep.2021.275602.1053

Abstract

Extended Abstract Abstract The aim of this study was to investigate the relationship between teachers' professional development and academic performance with emphasis on the mediating role of link with students' school. The research method was descriptive-correlation. The statistical population of the ... Read More Extended Abstract Abstract The aim of this study was to investigate the relationship between teachers' professional development and academic performance with emphasis on the mediating role of link with students' school. The research method was descriptive-correlation. The statistical population of the study was teachers and high school male students in Shiraz. 250 teachers were selected based on Krejcie and Morgan table by simple random sampling method and 213 students were selected by cluster random sampling method as a statistical sample. In the present study, the Pham and Taylor (1999) Academic Performance Questionnaire, Ayubi Avaz et al. (2015) and the link with Rezaei Sharif et al. (2014) were used, the validity of which was confirmed by academic experts and their reliability also, through Cronbach's alpha coefficient test, 0.85, 0.89 and 0.79 were obtained and confirmed, respectively. In order to analyze the data, structural equation technique was applied using Lisrel statistical software and Spss26 statistical software. Quantitative findings of the research hypothesis test showed that there is a positive and significant relationship between teachers' professional development and students' academic performance linked with school. There is a positive and significant relationship between students' connection with school and their academic performance and the connection with school has played a mediating role in the relationship between teachers' professional development and students' academic performance. Introduction The progress of any country is inextricably linked with the development of its human resources. Although there is no precise agreement among experts on the word progress and its exact meaning, the development of a country is one of the main goals of politicians, which is not possible without the development of skilled manpower. Training of human resources is also formed in schools at first, so identifying the factors that improve students' academic performance is a priority (Sayadpour and Sayadpour, 2018) .Studies have shown that a weak link with the school is accompanied with low academic achievement, Absenteeism, dropouts, peer conflicts, and behavioral problems. On the other hand, high levels of school affiliation are associated with positive outcomes such as academic achievement, increased academic motivation, self-efficacy and high grades, and academic achievement (sheikholeslami and etal , 2018). Therefore, understanding the process of changes in connection with school, its causes and consequences can help researchers in school-based interventions. In other words, the importance of paying attention to the issue of school connection arises from the student's perception of school has important implications for their behavior in and out of school. It is worth noting, however, that the student's connection to the school is an important issue at all levels of education; this issue is very important in adolescence; so that over the past two decades, educators and school health professionals have increasingly emphasized that attachment to school is an important factor in reducing the risk of adolescents engaging in risky behaviors. Connection with school can be Defined as the level of students' satisfaction with being at school; relationship with the school as students' perception of school support that has a favorable atmosphere and a supportive culture (Waters and Cross, 2010). Considering the importance of professional development and connection with school in improving students' academic performance, recognizing the affective factors of it is one of the main necessities of our country's educational system. To this end, this study examines the question of whether there is a relationship between teachers' professional development and academic performance by emphasizing the mediating role of bonding with the school of high school male students? Case study In this study, all teachers and male high school students in Shiraz were engaged in employment and education; Has been examined as a case study. Theoretical framework Research on the relationship between professional development variables and academic performance has shown that there is a significant relationship between teachers' professional abilities and students' academic performance (Mohajeri and etal, 2012). In a qualitative study, the needs and methods of professional development of school principals were presented. These subjects included educational leadership, management and organizational leadership, ethical leadership, social participation and technology (Hayat and etal, 2015). Pourkarimi and Ramezanpour (1398) in a qualitative study showed that for the professional development of e-learning, faculty members should pay attention to the 5 main dimensions: knowledge development, skill development, ability development, attitude development and feature development (Pourkarimi and Ramezanpour, 2019). In another study, it was shown that there is a relationship between school connection and academic achievement as well as participation in extracurricular activities of students (Howard and Ziomek, 2009). In a meta-analysis, it was shown that there is a significant correlation between school connection and academic achievement and academic performance (Korpershoek and et. al, 2020). Methodology This research is of descriptive-correlation type. The study population includes all teachers (721 people) and male high school students in Shiraz (2726 people). To determine the sample size of the first part of the statistical population (teachers), Krejcie and Morgan table was used and 250 people were selected as a sample size, by simple random sampling. The sample size of students was done by cluster random sampling method. Based on this, three schools were randomly selected and one class was selected from each school, which includes the tenth to twelfth grade classes. A total of nine classrooms were selected with a student body of 213 students. To collect data, standard questionnaires of academic performance of Pham and Taylor (1999), professional development of Ayoubi Avaz et al. (2015) and link with Rezaei Sharif et al. (2014) are used. Discussion and Results After testing the measurement models, it is necessary to provide a structural model that shows the relationship between the latent variables of the research. All the research hypotheses had a good fit. Also, for investigating the mediating effect of the link with the school, the direct effect of the two structures with the indirect effect in the case of involving the variable of the link with the school should be examined in order for the mediator with the school connection to be considered acceptable when the effect incteases. In the present hypothesis, the power of the direct relationship between professional development and academic performance is (0.41). The indirect effect if there is a mediator variable of school connection is: (0.51) = (0.78) * (0.66) Due to the lower effect of direct path compared to indirect paths, therefore, the existence of the mediator variable of school connection increases the strength of the relationship and the mediating role of school link is confirmed in the present hypothesis. Conclusion The results of the first hypothesis of the research showed that there is a positive and significant relationship between teachers 'professional development and the connection with students' school. This hypothesis is explained in such a way that the professional development and increasing of the knowledge and skills of teachers is necessary for the success of efforts in the field of education improvement (Mohamadi and Hasani, 2019). Increasing teachers' ability to communicate with students can stimulate students' willingness to attend at school and prepare them to take lessons in the classroom (Kyndt and etal, 2016). These results are consistent with and supported by the findings of Jafary et al. (2017). Based on this, the first hypothesis of the research is also confirmed. The results of the second hypothesis of the research showed that there is a positive and significant relationship between students' connection with school and their academic performance. This hypothesis is explained in such a way that the performance and applying of the education is the most important criterion in measurement of the learners in the education process.Academic performance includes a set of academic behaviors that can be seen in two dimensions of academic achievement and academic regression in the field of knowledge acquisition (Kamaei and etal, 2020). The results of the third hypothesis of the research showed that there is a positive and significant relationship between teachers' professional development and students' academic performance. This hypothesis is explained by the fact that teachers' professional development is known as the cornerstone of all educational efforts. In order to make organized changes that ultimately lead to the increase of students' academic performance, all teachers must engage in effective, continuous, and appropriate professional development in the process of their working life as a career responsibility (Namdari and etal, 2017). Teachers cooperate and participate in the development of lesson plans, implementation and analysis of its results to improve students' learning and try to apply the necessary expertise in the optimal control of students' educational levels (Bakhtiari, 2016). These results are consistent with and supported by research findings (Mohajeri, et al., 2012; Korpershoek, et al., 2020). Accordingly, the third hypothesis of the research is confirmed. The results of the fourth hypothesis of the research showed that the connection with the school has a mediating role in the relationship between teachers' professional development and students' academic performance. This hypothesis is explained by the fact that teachers, in order to educate and expertise for focusing on their ability development, prepare the physical environment of the classroom according to the program they want to implement and use appropriate assessment strategies for students to improve academic conditions (Erfani and etal, 2016). These results are consistent with and supported by the findings of research (Picado and etal, 2017; Hayat. And etal.2015). Based on this, the fourth hypothesis of the research is confirmed.

Evaluating the effectiveness and calculating the rate of return on investment of training courses using Kirk Patrick and Phillips models

Hossein Ashofteh; Elaheh Orangian

Volume 3, Issue 3 , December 2021, , Pages 143-179

https://doi.org/10.22034/jmep.2021.311156.1072

Abstract

Extended Abstract Abstract The aim of this study is to evaluate the effectiveness and calculate the rate of return on investment of training courses in factories and production workshops. To achieve this, Kirk Patrick's model was used to design the questionnaires and measure effectiveness, and the ... Read More Extended Abstract Abstract The aim of this study is to evaluate the effectiveness and calculate the rate of return on investment of training courses in factories and production workshops. To achieve this, Kirk Patrick's model was used to design the questionnaires and measure effectiveness, and the Phillips model was used to calculate the return on investment. The research method is descriptive-analytical case study, the statistical population of production factories and the statistical sample is one of the production factories in which the data related to the training course have been examined. The validity and reliability of the data obtained from the questionnaires were monitored by experts' opinions and Cronbach's alpha test, respectively, and the data were analyzed using one-sample t-test, two-sample t-test and skew-elongation normality test (inferential statistics). Descriptive features of the data (descriptive statistics) are also given. The software used in this research is Microsoft Excel,&SPSS, and Shannon entropy method has been used to differentiate the effects of training from other criteria affective on changes in benefits after training courses. Also, in addition to calculating the return on investment, the cost-benefit ratio and net present value have been calculated to reinforce the results and take into account the time value of money. The results of the study indicate a high rate of return on investment higher than 100%, a cost-to-benefit ratio higher than one and, a positive net present value, and finally the financial and economic justification for holding the training course. Introduction Nowadays, most management experts believe that it is no longer the production line, technology and massive financial resources of an organization that brings a competitive advantage, but the management of the organization's human resources that creates value (Ziaei et al., 2011). In addition, it is important to note that macroeconomics is closely related to microeconomics (Orangian et al., 2021). Therefore, developing human resources in the organization is vital and training employees and turning them into human capital and key players is very strategic and important. Although human capital has been discussed since the time of classical economists, what has been considered in recent decades is the modeling and presentation of models in which human capital is considered. In other words, while the classical viewpoint belived that production was assumed to be only a function of labor and capital, the qualitative factor of labor or human capital must also be included as a variable in these functions. On the other hand, rapid developments in science and technology require adaptation to these changes. Thus, cultural, social, technological, economic and political pressures have forced organizations to pay special attention to their potential, especially staff training and improvement. Training of employees assumes to be all training programs and activities designed within the framework of the employee training system in order to increase and improve the level of competence and capability of formal, contractual and specific work employees (both employees and managers) to improve productivity and efficiency of executive bodies. It is said to be implemented (Sabzipor et al., 2017). Accordingly, in order to improve the efficiency and effectiveness of the executive departments, the organization is obliged to design the staff training system in such a way that along with matching the knowledge, skills and attitudes of employees with the desired job, provide the necessary incentives for continuous participation of employees in the training process in such a way that a relationship is established between staff promotion and managers and training, and enjoy a minimum per capita training hours according to the relevant regulations each year (Mohamadi et al., 2015). However, it is important to note that what is meant by education is effective, efficient, and productive education in general. In this case, staff training can pave the way for employee improvement, turning them into human capital and organizational excellence. According to the above, evaluating the effectiveness and calculating the rate of return on investment is necessary to hold any training course in the organization. Finally, the main purpose of this study is to achieve the effectiveness and ROI of holding a training course in one of the lines of a manufacturing plant. The course was held with the participation all of the twenty line employees and the economic feasibility of the course was examined through Kirk Patrick and Phillips models. Theoretical framework There are several models for evaluating training courses, the most important of which is the Kirk Patrick model. In this model, four levels are proposed for training evaluation. The first level is called the reaction level, which is the level of reaction that learners show to all the factors affecting on the implementation of a training course. The second level is the level of learning, determining the level of skills, techniques and learning facts that are taught to learners in the training course and can be understood through previous training, during and after the course. The third level is the level of behavior, which means the behavior, manner and amount of changes in the behavior of participants that occur as a result of participating in the training course and can be clarified by continuing to evaluate the actual work environment. Finally, the fourth level is the outcome level, which refers to the extent to which goals are directly related to the organization (Kirk Patrick, 1996). Another suitable model for evaluating organizational training courses is the Phillips investment return model. The ROI or Phillips model is the result of the development of the Kirk Patrick model. Investment Return is the fifth level added to Patrick's four-level model (reaction, learning, behavior, and outcomes). In this model, Phillips shows how monetary or financial sums should be included in the value of education and the return on investment in an educational activity calculated. Cost-benefit rate and net present value are also calculated. Cost-benefit rate is the result of dividing benefits by costs, and if this ratio goes above one, the plan is economically justified. Net present value is also a dynamic method of financial evaluation of projects that takes into account the time value of money. It is very clear that the value of one thousand Tomans at the moment is different from one thousand Tomans a year later; because you can get future benefits from one thousand Tomans now until next year. This is true even in the absence of inflation. As a result, the value of the future currency can be converted to the present value with an arbitrary discount rate (in the recent study, 10% due to the minimum bank interest). (Taghinezhad.et al.2020) In a study entitled "Designing a Model" for return on investment in the education system of executive employees, they concluded that the level of education's effect on future income of individuals is greater than that of other variables. There was a positive and significant relationship between the rate of return of training courses and income of individuals. The results also indicate that the rate of return on investment in the educational system of executive employees has a direct and significant relationship with the variables of gender, type of residence and type of marriage (rezaie Siroos. Er al. 2020). In a study entitled presenting the predictive model of the return on investment in training and improvement of the human source based on the organizational culture components and professional competency the concluded that training and improvement of human source and evaluation of the process of expense to benefit and the rate of the return on investment is effective on the training programs (Nouri, et al.2019). In a study entitled Calculating the rate of return on capital of specialized courses of Pars Oil and Gas Company, they concluded that evaluation indicators as well as the way of calculating and identifying the net share of education are among the important and necessary points, and its effective implementation will contribute to the transfer of learning and ultimately lead to an increase in the rate of return on investment. Methodology The present study is practical in terms of purpose and descriptive-analytical in term of method. Interviews, documents and questionnaires are designed to collect data. The statistical sample of the research is the production units of a factory and can be generalized to the statistical community of all production units. The purpose of this study is to determine the effectiveness of training courses through the Kirk Patrick model and calculate the rate of return on investment (ROI) through the Phillips model. The validity, reliability and analysis of the data obtained from the questionnaires are monitored by experts’ opinions, Cronbach’s Alpha and one-sample T-test, two-sample T-test and skew-elongation normality test (inferential statisstics), respectively. One of the conditions that allows us to use T-Student tests is that the data studied follow a normal graph. In order to check whether the data extracted from the questionnaires are normal or not, skewness-kurtosis normality test has been used in this research. Therefore, if the skewness and elongation of the data are in the range (-2,+2), the data follow the normal function. Shannon entropy method has been used to separate the effects of training from other factors affecting functional changes, and finally the rate of return on investment, cost-benefit rate and net present value are calculated to reinforce the results. This study used Microsoft Excel for data analysis. Discussion and Results In the solved sample, which was performed in the presence of twenty participants, the designed questionnaires were completed at different levels and various statistical tests were performed on the questionnaires. The results of skewness-kurtosis normality test indicate that the data obtained from the questionnaire follow the normal distribution. A one-sample t-test was performed for the data obtained from the questionnaires of reaction levels, learning, application and results, and as well as a survey of the instructor, all of which confirm the significance of the average sample at the statistical population. A 2-sample t-test was also conducted to compare the data extracted from the pre- and post-period satisfaction questionnaires. The results indicate that the increase in the mean sample for post-period satisfaction compared to before the period is significant in the community. Training costs (including direct costs and missed opportunity costs) and benefits gained after training were calculated and the factors affecting them were identified. But it cannot be said that all the benefits gained after training are the result of training; therefore, the factors affecting the benefits were identified and the contribution of education in creating benefits were separated by Shannon entropy method. Finally, the financial evaluation indicators of the training plan, i.e. return on investment (ROI), cost-benefit ratio (BCR), and net present value (NPV) were calculated. A return on investment of more than 100%, a cost-benefit ratio of more than 1, and a positive net present value all indicate the economic rationale for the training. Conclusion The financial evaluation indicators of the training plan, namely the rate of return on investment, cost-benefit ratio, and net present value are calculated: The return on investment rate above 100%, cost-benefit ratio above 1, and positive net present value all indicate the economic justification of the training, consistent with previous researches (Ziaei et al., 2011; Mohammadpour Zarandi & Taghavifard, 2014; Sabzipor et al., 2017). The present study uses new methods compared to previous researches in this field, and structured statistical tests, Shannon entropy method, and considering the time value of money (calculation of net present value) in calculating the return on investment of training courses have been added for the first time in the literature. For future research, the use of other methods of determining the share of education and more accurate determination of the discount rate used in calculating the net present value using existing economic methods are suggested.

The mediating role of emotional processing styles in the relationship between circadian rhythms and Meta-memory In students

Sorour Hasanzadeh

Volume 1, Issue 1 , December 2019, , Pages 103-117

https://doi.org/10.22034/jmep.2019.100586

Abstract

The purpose of this study was to determine the relationship between circadian rhythms with meta-memory with the mediation of emotional processing styles. This study was a descriptive-correlative one whose statistical population consisted of undergraduate psychology students of Islamshahr Azad University ... Read More

The role of humor and emotional order in predicting psychological capital in secondary school students in the second district of Mashhad

Sorour Hasanzadeh

Volume 2, Issue 1 , June 2020, , Pages 103-119

https://doi.org/10.22034/jmep.2020.235208.1019

Abstract

This study was conducted to determine the role of humor and emotional order in predicting psychological capital in secondary school students in the second district of Mashhad. The research method was descriptive-correlational. The statistical population of this study included all secondary school students ... Read More

Volume 4 (2022)

Volume 3 (2021)

Volume 2 (2020)

Volume 1 (2019)

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