Original Article (Quantified)
samira pali; soghra Tafazoli
Abstract
Extended Abstract Abstract The aim of this study was to determine the role of educational technology equipment and teaching aids in improving the academic achievement of sixth grade students in Rudsar. The method of this study was descriptive-correlational. The statistical population of this study included ...
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Extended Abstract Abstract The aim of this study was to determine the role of educational technology equipment and teaching aids in improving the academic achievement of sixth grade students in Rudsar. The method of this study was descriptive-correlational. The statistical population of this study included primary school teachers and students in Rudsar. 31 teachers were selected by means of census sampling to specify the sample size of the statistical population. To determine the sample size of the statistical population of students, cluster random sampling method was used and 210 students were selected. Data collection tools were Pham and Taylor (1999) Standard Academic Achievement Questionnaire, Yavuz Educational Technology Equipment Standard Questionnaire (2005) and Abdi (2012) Standard Educational Aids Questionnaire. Stepwise regression test was applied for data analysis. Findings of this study showed that educational technology equipment and teaching aids have an effect on improving the academic achievement of sixth grade students in Rudsar city . Introduction Academic achievement is one of the most important variables of any educational system and even some experts refer to it as the main indicator of measuring the quality of education in any country. Accordingly, the educational system can be considered efficient and successful when the courses result the highest possible scores (Karimzadeh, et al., 2020). The importance of academic achievement has made this category to change in accordance to the information age; So that comprehensive programs have been written in many countries to equip schools with various facilities such as computers and the Internet, and special attention has been paid to the role of educational technology equipment and teaching aids, including the invention of new teaching methods, the use of computers in classrooms, the apply of educational softwares and multimedia, and utilizing the Internet and social networks in their curricula (Mohamadi.Y. 2019). Using technology in teaching is a method based on psychological findings. Research shows that the main role of educational technology is to help improve the efficiency and quality of the teaching and learning process (Hoseini, M, 2015). Teaching aids are the basic and important necessities of education and make teaching more effective by using different senses (Tatari, et al., 2015). Educational technology in educational topics leads to the use of speed, accuracy and ease in teaching and learning (Hassevoort, et al., 2018). Education requires practice and learning, and technology is the effective use of teaching aids, and various techniques will be introduced to schools when teachers become familiar with and believe in it and act on their beliefs; because the optimal use and acquisition of skills in any work require the use and implementation of it. The use of teaching aids allows students to employ all their senses to learn; because teaching aids provide a tangible basis for thinking and constructing concepts, thereby reducing students'''' oral response. Today, education officials and experienced teachers together have understood and felt the necessity of recognizing and using of the teaching aids more than ever before, so that tomorrow''''s society will be more prosperous. Given the importance of teaching aids and materials and comparing it with the expectations of using these tools during teaching, the main question of the research is whether the equipment of educational technologies and teaching aids in improving the academic achievement of knowledge has any impact on the rate of promotion of the sixth grade students of Rudsar city. Case study In this study, the primary schools in Rudsar have been studied as a case study. Theoretical framework Educational technology is the analysis of learning problems and methods and the design, development, implementation, evaluation and management of educational and non-educational processes and resources to improve learning and performance in various educational centers, special training environments and job centers. Using technology in teaching is a method based on psychological findings. Research shows that the main role of educational technology is to help improve the efficiency and quality of the teaching and learning process. Technology does not teach learners, but rather influences the performance of the educator. The presence of teaching aids and necessary facilities will greatly help the teaching process. (Poloie, L., & Farhadian, F.2020). Teaching aids are tools and objects that help learners to understand the subject of education better and more. Teaching aids are one of the basic and important needs of education and make teaching more effective by using different senses. (Guraya, S. Y., & Abdalla, M. E.2020.). Methodology The present study was descriptive-correlational in nature and applicable in terms of purpose. The statistical population of this study included 31 primary school teachers in Rudsar and 578 primary school students in the sixth grade of Rudsar schools. The sample size of the statistical population of school teachers in Rudsar city was 31 teachers by census sampling method and the statistical population of students was 210 students by cluster random sampling method. Data collection tools were standard questionnaires of Pham and Taylor (1999) academic achievement, Yavuz (2005) educational technology equipment and Abdi (2012) educational aids. Data analysis was performed using stepwise regression test. Discussion and Results A stepwise regression model has been used in order to determine the best predictor of academic achievement among the predictor variables of educational technology equipment and teaching aids. According to the results of the first regression model, the standardized value of β related to the technology application variable is 0.359. This number shows that the technology application advantages variable affects directly on academic achievement, and the technology application advantages variable 0.359 predicts changes in the academic achievement criterion variable. If a unit of change is observed in the predictor variable of the advantages of technology application, the criterion of academic achievement variable changes to 0.359; which means that academic achievement increases by increasing the variable advantages of technology application. As can be seen, the value of T related to the technology application advantage variable (5.950) is significant at the level of 0.01. which means that the benefits of technology application variable has been able to justify 12.5% of the variance of academic achievement. Also, in the second model, the variables of technology application advantages and technology application assumptions entered into the equation, and the standardized value of β related to the technology application assumptions variable is 0.297. This number indicates that the variable of perceptions of technology application directly affects the variable of academic achievement, and the variable of perceptions of application of technology 0.297 predicts changes in the variable of the criterion of academic achievement. If a unit of change is observed in the predictor variable of listening skills, the variable of academic achievement criterion changes to 0.297; which means that the variable of academic achievement increases as the variable of perceptions of technology application increases. As can be seen, the value of T related to the variable of application of technology application is 2.239 and at the level of 0.01 is significant. That is, by adding the variable of technology application perceptions to the technology application benefits variable in the second model, 15% variance of academic achievement has been added and the variables of technology application benefits and technology application perceptions have been able to justify about 14% variance of academic achievement variable. Considering the significance of the calculated relationship with 0.99 probability, it is concluded that the researchhypothesis that educational technology equipment and teaching aids have an effect on improving the academic achievement of sixth grade students in Rudsar city is confirmed and the variables Advantages of technology application and ideas of technology application are the best predictors for academic achievement variable. Conclusion The findings of this study showed that there is a positive relationship between the variable of educational technology equipment and academic achievement. This result is consistent with and supported by research findings (Rezaee, J.etal.2016; Mohamadi, Y.2019; Guraya, S. Y., & Abdalla, M. E. 2020). It can be explained that when teachers and students believe that high levels of learning can be achieved with less time through the use of educational technologies, it can be easier to improve students'''' academic achievement by applying this Technologies improved. On the other hand, the effect of teaching aids on creating interest and motivation in students makes them more interested in using these tools and creates more motivation to do their homework. It also showed that there is a positive relationship between the variable of teaching aids and academic achievement. As long as teachers are familiar with active methods of teaching aids at high levels and have the necessary information about the types of educational technologies and know how to use each technology in different conditions, There will be better hope to improve the academic progress of students; Because the level of teachers'''' awareness in the use of teaching aids has a great impact on creating a culture and reducing educational errors. Therefore, when students have problems and make mistakes in the use of educational technologies, teachers direct them and advise them of their performance feedback on the use of technology. In this way, students will be more aware of the use of educational technologies and as a result, their academic progress will be continuously improved. The findings of this study showed that the components of technology application perceptions and the advantages of technology application of the variable of educational technology equipment are the best predictors of academic achievement.
Original Article (Quantified)
leila poloie
Abstract
Extended Abstract Abstract The aim of this study was to determine the difference between learning of students trained by the management model method and students trained in the second language teaching method (Case study: students of North Tehran and Tehran Science and Research Branches). Statistical ...
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Extended Abstract Abstract The aim of this study was to determine the difference between learning of students trained by the management model method and students trained in the second language teaching method (Case study: students of North Tehran and Tehran Science and Research Branches). Statistical population including students of North Tehran And science and research in the academic year of 2019-2020. The sample size was consisting of 285 students based on Krejcie Morgan (1970) table. The teaching management model based on teaching in the second language course was used for the experimental group, and the common and traditional teaching method was used for the control group. The test of academic achievement of the second language course was performed Before the implementation of the educational scenario, and the post-test was performed in both groups after the implementation of the mentioned model for the experimental group. Data collected from paired t-test showed that the mean in the post-test of the experimental group was higher than the post-test of the control group (P <0.05); As a result, the level of learning of students trained in the management model method differs from that of students trained in the second language course. Also including the education management model in the second language curriculum to the skills of listening, speaking, reading and writing is suggested to make the student more familiar. Introduction Language refers to the systematic and conventional use of sounds, signs, or symbols written in a human society for communication and expression (Wright, 2010). The second language has emerged as a language that is mostly used for international and intercultural communication (Ibrahim & Ibrahim, 2017) which has changed into the dominant international language during the process of globalization (Shulgina & Sagaran, 2017). Second language teaching has long been under consideration of Iranian education experts (Ahmadi, et al., 2020) and significant changes in language teaching have occurred in the last few decades (Hinkel, 2012). However, despite the high cost of educating teachers and instructors in the preparation of second language textbooks at schools and universities, the results are not very satisfactory (Phish gadam & Rostami Sarabi, 2015). Learning a second language, like any other learning, seems to require proper teaching methods and effective strategies. A group of curriculum designers and implementers believe that the poor thinking of students is the result of the dominance of traditional methods in schools. They suggest that educators need to rethink their role and focus on the teaching skills and strategies that students need (Behrangi, 2010). There are many patterns for teaching and learning. In the present study, Behrangi (2010) education management model has been investigated. This model is designed to ensure the improvement of learning quality and the effects of education on learners' behavior based on scientific achievements in the field of education, learning psychology and educational management (Kordloo & Behrangi, 2020). In the field of theory, this model receives the theoretical and operational heritage of more than 216 studies conducted from 1995 to 2010 in relation to improving education (Behrangi, et al., 2018) and now citing research results to confirm of the power of this pattern is far greater. In the model of education management, the following steps have been considered: 1) structuring the main concepts and topics of the lesson in the form of drawing maps and diagrams, 2) illustrating general and detailed topics of the course, 3) formative assessment of student readiness based on the lesson plan, 4) mastery Finding and its role in assessing the amount of students' mental mastery through homework, 5) Redrawing the diagram of the connection between the topics and sub-topics of the course independently, 6) Grouping and self-assessment and its role in strengthening student self-confidence, 7 Jurchin and the beginning of students' creativity in learning (preparation of optimal diagrams), 8) Development of teaching scenario of lesson content (teaching narration), 9) Education (implementation of the prepared program) and 10) Final evaluation and its effect on identifying learning problems ( Behrangi, et al., 2015). Considering the importance of the second language course and its role in most aspects of life, including education, job, social life and etc., we can see that unfortunately in our country the importance of learning is still not understood as expected and this subject might require adopting a special teaching style and pattern. Therefore, the question can be asked whether there is a difference between learning students trained in the management model method and students trained in the second language course. Case study In this study, students of foreign languages in North Tehran and science and research studying in the academic year 2019-2020 have been studied as a case study. Theoretical framework A review of theoretical foundations and research shows the importance of removing barriers in learning a second language and adapting new learning strategies. In a study entitled "the limit of the effect of rational framework of education management in applying new educational technology on motivation and academic achievement of the science course of female students in the fifth grade of elementary school ", Kordloo & Behrangi, (2020) showed that the rational framework of education management in the use of new educational technologies is effective on motivation and academic achievement in students' science course (Kordloo & Behrangi, 2020). "Assessment of the needs of teachers working in exceptional education in Tabriz for appropriate education and evaluation of its effects in implementation" was conducted on teachers working in exceptional education in Tabriz, showed that the model of educational management is effective on teachers' attitudes and reducing developmental educational needs, complementary and Problem solving of exceptional school teachers, and it is better to be included it in the curriculum of exceptional school teacher training course in order to familiarizing the teachers as much as possible (Azimi, 2020). Methodology The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population included students of foreign languages in North Tehran and science and research students studying in 2019-2020. The sample was selected by cluster sampling. The sample size was selected based on Krejcie & Morgan (Krejcie, & Morgan, 1970) table. Out of 1099 students studying foreign languages, 285 students were selected, of which 143 were included in the experimental group and 142 in the control group. The criteria for placing individuals in experimental and sample groups were that students who were selected from the University of North Tehran Branch were in the experimental group and students who were selected from the Science and Research Branch were in the control group. Discussion and Results In order to test the research hypothesis in both experimental and control groups, paired t-test was used. Samples were selected in the post-test of the control group and in the post-test of the experimental group by the academic achievement test and the difference between the mean of the two groups was shown to be 1.28378, and because the significance level is less than 0.05, the hypothesis of inequality between the mean of two groups is acceptable. In other words, the average of the two groups is not equal and due to the negative upper and lower bound, the average in the post-test of the experimental group was higher than the post-test of the control group. As a result, the learning level of students trained in the management model method is different from the students trained in the method used in the second language lesson is different. Conclusion The aim of this study was to determine the difference between learning of students trained in the management model method with students trained in the second language course. This finding is consistent with this study (Sanginabadi, 2016; Heidari, et al., 2010) which showed that the active teaching model is more effective in learning than the traditional teaching model. Also, the model of education management with its significant educational, upbringing and curricular effects has led to an increase in group and group work among students and obliges each student to teach his / her subject to his / her peers and learn from them. Explaining this finding, it can be said that the education management model emphasizes participatory learning and as Asadian et al. (Asadian, et al., 2015) showed in their study, learning and teaching in a participatory method promotes the students' performance in second language lessons more than in the current teaching method. Explaining the findings, we can also say that second language learning skills include listening, speaking, reading and writing skills, which are an effective cognitive process for learning. After receiving the learned information, students need constructive techniques to practice the material so that they can memorize it, and in fact, they need to learn better, and if they have the appropriate and desired techniques to control, it will lead to progress in learning. In this respect, this finding is consistent with the study of Behrangi and Kordlo (Behrangi & Kordlo, 2017) which showed that the model of education management is effective on metacognitive learning. It is also consistent with the study of Al-Kahtani (Al-Kahtani, 2006) and Al-Kahtani (2001) that learning a second language with the educational technologies' help increases the learning of this course. At the end of this research report, it should be mentioned that one of the limitations of this study is the limitation of the two universities, which should be considered in generalizing the results. It is also suggested that the education management model be included in the second language curriculum to the skills of listening, speaking, reading and writing to make the student more familiar.
Original Article (Quantified)
Javad Mehraban
Abstract
Extended Abstract Abstract Human resources, loyal to and consistent with the goals and values of the organization, that operate beyond the duties set in their job description, are important factors in organizational effectiveness. The aim of this study was to investigate the relationship between ...
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Extended Abstract Abstract Human resources, loyal to and consistent with the goals and values of the organization, that operate beyond the duties set in their job description, are important factors in organizational effectiveness. The aim of this study was to investigate the relationship between occupational burnout and administrative health of employees with the mediating role of organizational indifference. The research method was descriptive-correlation. Subjects were selected by simple random sampling. In the present study, the standard questionnaires of occupational burnout of Tommy et al. (1999), organizational indifference of Danaeifard et al. (2010), and administrative health of Hui and Fieldman (1996) were used. Their validity and reliability were confirmed respectively by academic experts and Cronbach's alpha coefficient test. Structural equation technique was used to analyze the data using Lisrel statistical software and Spss statistical software. Quantitative findings of the research hypothesis test showed that there is a negative and significant relationship between job burnout and organizational indifference with employees' administrative health, and organizational indifference has a mediating role in the relationship between job burnout and office health. Introduction A factor that has been identified as effective on organizational outcomes in the career path is the phenomenon of job flattening. According to many researchers, job burnout has quickly become a critical issue for organizations and therefore requires proper management to avoid employee dissatisfaction. For this reason, job burnout is a growing concern and has negative consequences such as decreased job satisfaction, decreased satisfaction of career path and increased willingness to leave employees (Karami, Mohammadesmaeili, & Hajiasgari Nooshabadi, 2020). Over the past decade, most organizations have witnessed re-engineering of organizational structure. To stay competitive, organizations strive to be more efficient by flattening organizational structures and rebuilding the process. Fewer promotion opportunities for employees is the result of Reorganization. Thus, many employees experience flattening (Shabeer, Mohammed, Jawahar, & Bilal, 2019). According to Starrald (2010), recent research shows that there are either not motivation and willing to work in 90% of employees or their behavior is not in line with the goals of the organization. One of the main causes is indifference (Lamb, Maire, & Doecke, 2017). The past, present and future is the same for those who suffer from such a phenomenon, which makes them become indifferent to the future (Ghazifar & etal, 2019). In another approach, organizational indifference is a situation in which employees do not engage themselves in organizational success, work only to get paid and not be fired, and never look for opportunities for the growth of their organization (Karimi & etal, 2019). In this regard, attention to the relationship between organizational indifference and administrative health appears to be very important. Research on the relationship between organizational indifference and office health has shown that there is a negative and significant relationship between them (Su, Kuo, Cheung, Hung, & Cheng, 2017). In the present study, an attempt has been made to investigate this relationship. Therefore, management experts believe that the management, growth and development of human resources depend on the selection and proper use of human resources in jobs and organizational positions. And because there are many shortcomings and deficiencies in administrative system structure in the education offices in this regard, Due to the centrality of the organizational mission, which is study and research, this research was conducted in order to determine the position of administrative health in the organization. For this purpose, this study begins with the question of whether there is a relationship between job burnout and staff health with regard to the mediating role of organizational indifference in the staff of education departments in Tabriz. Case study In this study, all employees of education departments in Tabriz participated; and it has been examined as a case study. Theoretical framework Indifference to the manager includes behaviors on the part of employees in which employees refuse to comment on their abilities in order not to take on more responsibility, do not inform the manager about their work process, and sometimes procrastinate and deliberately ignore their manager's wishes, or sometimes resort to expedient lies to avoid responding (Kramer, 2006). Indifference to the organization refers to the condition in which the staff do not engage in the organization's success or failure, They have no attachment to the organization (Nasre Esfahani, Ghorbani, Amiri, & Farokhi, 2013). Indifference to the client is a condition in which employees limit client service to a certain time during office hours (Leander, 2009). Indifference to co-workers is that employees do not cooperate in group work and refuse to make friendship with others (Willemsen, Keren, 2009). Indifference to work refers to situations in which employees are not careful enough in their work, have no creativity and innovation in work and consider organizational tasks as worthless (Na sre Nasre Esfahani & etal, 2013).Zhang & Frenkel (2018) conducted a study on the issue of indifference and laziness of employees. The results indicated that the misconductiong managers are the reason for the staff's unusual behavior and eventually their disappointment by inducing indifference in them (Zhang&Frenkel, 2018). Methodology This study was a descriptive-correlational study. The study population included all employees of education departments of Tabriz in 677 people. According to Krejcie and Morgan table, 245 people are included in this study as a sample. The sampling method was simple random. Valid job plateau (Tammy, 1999), organizational indifference (Danaeifard, Hasanzadeh, Salarieh, 2010) and administrative health questionnaires (Hoyand Feldman, 1987) were used to collect data. The validity of the questionnaires was confirmed by expert professors. And their reliability was confirmed by Cronbach's alpha coefficient test., The structural equation technique was used in order to analyze the data, using Lisrel statistical software and Spss statistical software. Discussion and Results In the first hypothesis: the strength of the relationship between job burnout and organizational indifference of employees was calculated equal to (0.73), which indicates a favorable correlation. The t-test of the test (10.68) was obtained which is greater than the critical value of t at the 5% error level (1.96) and shows that the strength of the observed relationship is significant. Hypothesis 2: The strength of the relationship between organizational indifference and employees' administrative health was calculated equal to (-0.65), which indicates a favorable correlation. The t-test of the test (8-22) was obtained which is less than the critical value of t at the level of 5% error (i.e. -1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a negative and significant relationship between organizational indifference and employees' administrative health. Hypothesis 3: The strength of the relationship between job burnout and employees' administrative health was calculated equal to (-0.39), which indicates a favorable correlation. The t-test of the test (-2.32) was obtained which is less than the critical value of t at the 5% error level (i.e. -1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a negative and significant relationship between job burnout and office health of employees. Hypothesis 3: The direct effect of the two structure with the indirect effect of the interfered variable of organizational indifference should be investigated in order to examine the mediating effect of organizational indifference in the topic under discussion, so that if the effect increases, the mediating effect of organizational indifference can be considered acceptable. In the present hypothesis, the strength of the direct relationship between job burnout and office health is (-0.39). The indirect effect in the presence of the mediating variable of organizational indifference is: (0.474 -) = (0.65 -) * (0.73) Due to the lower effect of direct path than indirect paths, therefore, the existence of the mediating variable of organizational indifference increases the strength of the relationship and the mediating role of organizational indifference in the present hypothesis is confirmed. Conclusion According to Starrald (2010), recent research shows that 90% of employees are either not motivated or willing to work or their behavior is not in line with the goals of the organization. One of the main causes is indifference (Keefe, 2009). The results showed that job burnout has a positive and significant relationship with organizational indifference. Job burnout can reflect the relationship between values and norms governing society, and the rate of organizational growth and development of different social groups within the community (Hedari, Shahryari, 2020). In the job burnout, employees tend to leave the organization and think their job is meaningless (Jung and Talk, 2008). Indifference occurs when a person, after a long failure, loses hope of achieving his goal or goals in a particular situation and wants to withdraw from the source of his failure. Efficient human resources are the key to organizational success and competitive advantage. This reduces employees' job satisfaction and ultimately reduces their organizational efficiency and effectiveness (Foster, Shastri and Withane, 2014). The existence of conditions in which employees feel flattened causes them to feel worthless in their jobs and not interested in continuing their work process (Xie, Lu, & Zhou. 2015). These results are (2017) are consistent and supported by the findings of Su et.al (2017, Su, Kuo, Cheung, Lu, Cheng). Indifference causes a kind of degradation in the administrative system, which results in the disruption of organizational rules (Bergin, 2014), keeping employees away from the organizational hierarchy (Penkar, 2017), and leads to bribery in the organization.
Original Article (Quantified)
Nayereh alsadat hoseini
Abstract
Extended AbstractAbstractThe aim of this study was to determine the effectiveness of research-based education on self-direction of ninth grade female students in Tonekabon. The present study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of this ...
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Extended AbstractAbstractThe aim of this study was to determine the effectiveness of research-based education on self-direction of ninth grade female students in Tonekabon. The present study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of this study was ninth grade female students in Tonekabon. The sample size consisted of 40 students who were randomly selected from multistage clusters. The data collection tool was Fisher et al. (2001) self-directed learning questionnaire. Students with a standard deviation score below average were randomly divided into experimental and control groups. The research-based training program applied to the experimental group for seven one-hour sessions, but no training was conducted in the control group. Finally, post-test was performed on both groups. Data analysis via multivariate analysis of covariance showed that research-based education is effective on the willingness to learn, self-control and self-management of ninth grade female students in Tonekabon (P <0.05). As a result, in order to increase students' self-direction, it is suggested to use research-based teaching method and other active methods.IntroductionToday, pre-designed education as well as teaching methods based on information transfer, which ultimately leads to the training of dependent and passive learners, is not accepted, thus, instead of transmitting information to learners, they should be taught how to learn and access information, and leave the responsibility of learning to them. Appeared. Learning environments should also support learners' independence and competence and strengthen their self-directed learning skills (Davarpanah, et al., 2019). Self-directed learning is a process in which learners are responsible for identifying their learning needs, planning, implementing, and evaluating their learning outcomes, and activate on their own initiative and independence to achieve predetermined learning goals (Fisher & King, 2010). In self-directed learning, the individual sets learning goals, chooses the appropriate learning method, and evaluates learning outcomes independently or with the help of an educator (Avdal, 2013). Studies have shown that self-direction in learning motivates self-regulatory behaviors and indicates autonomy in activities (Pali & Ezani, 2020). Self-direction also affects academic performance (Rascon-Hernan, et al., 2019; Kidane, et al., 2020; Karimi, et al., 2020). Self-directed learning leads to academic motivation (Yousefy, A., & Gordanshekan, 2015) and learners who use high-level cognitive strategies or metacognitive strategies achieve higher progress in their learning activities (Peng, 2012).A look at the studies conducted and a review of the theoretical basis of the research showed that despite the importance of research-based teaching method, no study has been done on the effectiveness of this method on student self-direction. The misunderstandings existing in our country about this teaching method and also the necessity of introducing new teaching methods that can solve some of the problems of the educational system of the country are the most important reasons that justify the importance and necessity of the present research. Demonstrating the practical aspects of new teaching methods can help teachers break down the barriers of bigotry and conservatism in teaching and learning and guide students toward a brighter future and a learning community tomorrow. Therefore, the question has been raised in the present study whether research-based education is effective on self-direction of ninth grade female students in Tonekabon city?Case study In this study, the students were all ninth grade female from Tonekabon city and it has been studied as a case study.Theoretical framework Research-based teaching method or research-based training is one of the active and process-oriented teaching methods that is based on challenging questions and vague situations and gives the student the opportunity to design and make decisions and solve problems (Afshari, 2014). The research-based learning model, also known as the 5E training model, was introduced by Bayby in the early 1980s (Amirtimori, et al., 2014) and learning is considered as an iterative cycle consisting of five stages of activation, exploration, explanation, elaboration, and evaluation (Afshari, 2014). Instead of emphasizing on information and facts and presenting them, this model teaches students how to learn and equips them with skills and abilities that can constantly meet their information needs (Asadian & Habibi Azar, 2013). A research-based educational model actively engages learners in daily tasks and expands deeper and more vital thinking (Huet, et al., 2007). Dostal & Klement (2015) point out that research-based teaching provides a deep understanding of the subject, learning ways of thinking, discovering and solving problems, and learning how to learn new things, and provides ample opportunity to increase students' creativity (Dostal & Klement). , 2015). A study by Arantes Amaral et al. (2018) showed that research-based learning method improves students' learning (Arantes Amaral, et al., 2018). The study of Putra (2017) showed that the 5E educational model improved self-regulated learning in learners (Putra, 2017).MethodologyThe present study is a quasi-experimental with a pretest-posttest design with a control group. The statistical population of the present study included all 606 ninth grade female students in Tonekabon. The sample size consisted of 40 ninth grade female students of the first secondary school of Tonekabon city who were randomly selected from multi-stage clusters. First, a girls 'school was selected from among the girls' secondary schools in Tonekabon city. In this school, 9 classes with 215 students, all ninth grade students were identified as basic statistical samples and a self-guidance questionnaire was administered to them. Among those who had good self-direction (mean point score as a criterion that 20 people were above average and 20 people were below average), 40 people were randomly selected. On 20 subjects in the experimental group, research-based training was presented during 7 sessions of training, two one-hour sessions per week, and finally the test results were compared with 20 subjects in the control group. Data collection tool was the standard self-directed assessment questionnaire in the learning of the students. This questionnaire was developed by Fisher et al. (2001) to replace the Gaglimino (1977) Learning Self-Guidance Readiness Scale (Fisher, et al., 2001).Discussion and ResultsThe results of Leuven test of variance error of dependent variables after the test of willingness to learn, self-control and self-management showed that the assumption of equality of variance error was not questioned and the analysis of covariance is unobstructed. After adjusting the post-test scores of desire to learn, there is a significant effect of posttest factor and group. Modified scores of research-based education suggest that the experimental group receives an impact from the control group on the realization of the desire to learn. In other words, the group variable explains 93.4% of the variance of changes in the desire to learn in the experimental group. After adjusting the self-control post-test scores, there is a significant effect of the post-test factor and the group. Adjusted scores of research-based education suggest that the experimental group receives influence from the control group on the realization of self-control. In other words, the group variable explains 67.5% of the variance of self-control changes in the experimental group. After adjusting the self-management post-test scores, there is a significant effect of the post-test factor and the group. The adjusted scores of research-based education suggest that the experimental group has influenced the control group in achieving self-management. In other words, the group variable explains 75.2% of the variance of self-management changes in the experimental group.ConclusionThe aim of this study was to determine the effectiveness of research-based education on self-direction of ninth grade female students in Tonekabon. Findings of this study showed that research-based education has an effect on the realization of the desire to learn. This finding is consistent with the study of Dostal and Clement (Dostal, & Klement, 2015) who stated that research-based education is effective to determine what people learn. This finding also maintained the study of Karsli and Ayas (Karsli & Ayas, 2014) that the research-based education model increases students' motivation to learn. In explaining this finding, we can point to the important role of willingness to learn as one of the indicators of self-direction among students, which received the most impact. The findings of this study also showed that research-based education has been effective in increasing students' self-control. This finding is consistent with the study of Asadian and Habibi Azar (Asadian, & Habibi Azar, 2013) that this educational model equips students with skills to be able to meet their own information needs. In fact, self-control is one of the important variables of self-direction that with such skills, students are able to analyze, plan, implement and evaluate learning activities independently. Another finding of this study showed that research-based education is effective in increasing students' self-management. In a general conclusion, the findings of this study showed that research-based education has been effective on self-direction of ninth grade female students. The Putra study (2017), which showed that the 5E educational model improves self-regulated learning in learners, also confirms and supports this finding. Self-directed learning is a process in which learners are responsible for identifying their educational needs, planning, implementing and evaluating their learning outcomes, and work on initiative and independent from others to achieve predetermined learning goals. In fact, conducting this research-based research showed that self-directed learning is an approach to the learning process that encourages learners to identify their own learning goals or needs through shared cognition and participatory decision making.
Original Article (Quantified)
maryam nazarzadeh; Iraj nikpay; abas madandar arani
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 ...
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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.
Original Article (Quantified)
Jafar Amiri
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 ...
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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.
Original Article (Quantified)
javad shalian
Abstract
Extended Abstract Abstract The aim of this study was to investigate the relationship between teachers 'communication skills and academic well-being with emphasis on the mediating role of students' academic adjustment. The research method was descriptive-survey. Teachers (143 persons) were selected based ...
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Extended Abstract Abstract The aim of this study was to investigate the relationship between teachers 'communication skills and academic well-being with emphasis on the mediating role of students' academic adjustment. The research method was descriptive-survey. Teachers (143 persons) were selected based on Krejcie and Morgan table by simple random sampling method and 371 students(371 persons) were selected by cluster random sampling method as a statistical sample. In the present study, the educational welfare questionnaires of Peternin et al. (2014), Baker and Cyriac (1984) academic adjustment questionnaires and communication skills of Queen Dam teachers (2004) were used. Their validity was confirmed by academic experts and their reliability by means of Cronbach's alpha coefficient test was obtained 0.76, 0.89 and 0.72, respectively, and approved. In order to analyze the data, structural equation technique was applied using Lisrel statistical software and Spss26 statistical software. Quantitative results obtained from hypothesis testing of the study showed that there is a positive and significant relationship between teachers 'communication skills and students' academic adjustment and academic well-being. There is a positive and significant relationship between students 'academic adjustment and their academic well-being, and academic adjustment in the relationship between teachers' communication skills and Students' academic well-being has played a mediating role. Introduction Today, education, specifically or generally. is an important part of every person's life, in addition, the quality and quantity of this education also plays an important role in the individual's future life. Therefore, for nearly a century, psychologists have been widely involved in Attempts to identify predictor factors of the academic achievement. Awareness of students' psychological aspects can act as a powerful teaching aid tool. For example, understanding how students behave in certain situations can lead to an increase the effectiveness of educational tools as well as teacher's teaching methods and the education system and ultimately the progress of students (hamedinasab and asgari, 2020). Academic well-being is one of the most important and influential variables on academic performance. It is derived from the basis of positive psychological theory, and those who possess dejected behavior and negative excitements such as anger, disturbance and sorrow; more than others are subject to education drop and drop-out.(Jahani and etal, 2018). Teachers are the most important variable in students' learning. In other words, the most important factor in the educational system is not the teaching materials or teaching methods, but the teachers themselves; and due to this importance, over the years, researchers have examined the internal and external factors effective on the performance of teachers and therefore the performance of students (Teymoriyan and etal, 2018). Communication skills Refers to behaviors through which a person can communicate with others in a way that leads to positive responses and avoid negative ones (Nakagawa and etal, 2019). Given the importance of communication skills and educational adaptation in improving the academic well-being of students, recognizing its affective factors is one of the main necessities of our country's educational system. Therefore, because the researches concern with the above-mentioned variables and their effective amount on the student's educational well-being have not much fulfilled, in the present study, the researcher decided to address the relationship between these variables in the girls' high schools in Kashmar. Therefore, this study examines the question of whether there is a significant relationship between teachers' communication skills and students' academic well-being by emphasizing the mediating role of academic adjustment in girls' high schools in Kashmar. Case study In this study, all teachers and students of girls' secondary schools in Kashmar city have been studied as a case study. Theoretical framework Ardalan and Hosseinchari in a study showed that communication skills can predict students' academic adjustment (Ardalan and Hosseinchari, 2010). Research results have shown that there is a direct relationship between communication skills variables with students' academic well-being and self-efficacy. Accordingly, with increasing and developing teachers' communication skills, students' well-being and self-efficacy will improve (Baezat and Rahimi, 2015). Another study on academic adjustment showed that there is a positive relationship between communication skills and academic adjustment and motivation (Bahadori Khosroshahi and Habibi Kelibar, 2017). Another study has shown that teachers 'communication skills can develop students' self-efficacy and ultimately their academic well-being (Baezat and Rahimi, 2015). Research has shown that friendly and effective communication in the classroom has an effective role in improving the academic atmosphere and academic adjustment of students. Accordingly, academic adjustment will improve academic conditions and lead to high academic performance (Cheong and etal, 2019). Methodology This research is of descriptive-survey type. The study population includes teachers and students of girls' secondary schools in Kashmar. Based on this, 143 teachers were selected by simple random sampling and 371 students were selected by combined cluster random sampling as the sample size. Piternin et al.'s (2014) Academic Welfare Questionnaire, Queen Dam's Teachers' Communication Skills (2004) and Baker's and Cyriac's (1984) Academic Adjustment Questionnaires were used for data collection. Discussion and Results The first hypothesis of the research is to measure the relationship between teachers' communication skills and students' academic adjustment. The strength of the relationship between communication skills and academic adjustment is calculated to be equal to (0.62), which indicates a favorable correlation. The t-test of the test was obtained (7.60), which is greater than the critical value of t at the level of error of 5% (1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a positive and significant relationship between teachers' communication skills and students' academic adjustment. The second hypothesis of the research has investigated the relationship between students' academic adjustment and their academic well-being. The strength of the relationship between academic adjustment and academic well-being has been calculated equal to (0.68), which indicates a favorable correlation. The t-test of the test was obtained (7.66), which is more than the critical value of t in the error level of 5% (1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a positive and significant relationship between students' academic adjustment and their academic well-being. The third hypothesis of the study analyzed the relationship between teachers' communication skills and students' academic well-being. The strength of the relationship between communication skills and academic well-being has been calculated equal to (0.39), which indicates a favorable correlation. The t-test of the test was obtained (4.37), which is more than the critical value of t at the level of 5% error (1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a positive and significant relationship between teachers' communication skills and students' academic well-being. The fourth hypothesis of the study examines the relationship between teachers' communication skills and students' academic well-being with the mediating role of academic adjustment. In order to examine the meditative effect of the academic adjustment in the hypothesis under discussion, the direct effect of the two structures in comparison with the indirect effect when the academic adjustment variable interferes should be examined so that if the effect increases, the mediating effect of the link with the school can be considered acceptable. In the present hypothesis, the power of the direct relationship between communication skills and academic well-being is (0.39). The indirect effect if there is a mediating variable of academic adjustment is: (0.42) = (0.68) * (0.62) Due to the lower effect of direct path than indirect paths, therefore, the existence of the mediator variable of academic adjustment increases the strength of the relationship and the mediating role of academic adjustment in the present hypothesis is confirmed. Conclusion The results of the first hypothesis of the research showed that there is a positive and significant relationship between teachers' communication skills and students' academic adjustment. This hypothesis is explained by the fact that students try to give more explanations to those of their classmates who are less absorbant and have difficulty in understanding the curriculum, and help them understand class topics (Yazdani and Soleimanpouromran, 2018). These results are consistent with and supported by research findings (Nakagawa and etal, 2019; Alizadeh and Jouybari, 2016; nasri and etal, 2017). Based on this, the first hypothesis of the research is confirmed. The results of the second hypothesis of the study showed that there is a positive and significant relationship between students' academic adjustment and their academic well-being. In explaining this hypothesis, it can be said that a positive attitude intensifies the desire to continue communication and learning (Badri and etal, 2019). With high ability to distinguish emotions and improve mood in students it is exceptable that their academic engagement status will lead to a successful and evolved identity (Oinas and etal, 2021). These results are consistent and supported by the research findings (Razavi Alavi and etal, 2018, Nasri zadeh and Nargesian, 2019, Nair and etal, 2021). Based on this, the second hypothesis of the research is confirmed. The results of the third hypothesis of the study showed that there is a positive and significant relationship between teachers 'communication skills and students' academic well-being.This hypothesis is explained by the fact that improving the learning conditions in the classroom causes Students can be satisfied with the effective teaching in the classroom and look forward to the educational content (Lebares and etal, 2021). These results are consistent with and supported by research findings (Behroozi and etal, 2018, Hoferichter and etal, 2021). Based on this, the third hypothesis of the research is confirmed. The results of the fourth hypothesis of the study showed that there is a significant relationship between teachers' communication skills and students' academic well-being with the mediating role of academic adjustment. This hypothesis is explained by the fact that students who take the initiative to learn, in comparison with the students who passively attend in class and receive instruction, learn more and better (Ghomi and etal, 2017). These results are consistent with and supported by research findings (Razavi alavi and etal, 2018, Delgado and etal, 2018). Based on this, the fourth hypothesis of the research is confirmed.
