Original Article (Quantified)
Reza Sheibanifar; Soheil Hashemi
Abstract
Due to the effects of corona, school education has been done at home. School closures and students' home quarantine due to the epidemic also affect children's physical and mental health; thus, it can be expected to have an effect on parental stress and rejection. Therefore, a study was conducted to investigate ...
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Due to the effects of corona, school education has been done at home. School closures and students' home quarantine due to the epidemic also affect children's physical and mental health; thus, it can be expected to have an effect on parental stress and rejection. Therefore, a study was conducted to investigate the relationship between perceived stress and parental rejection and child aggression in corona epidemic. The research design was descriptive and correlative, and its population included parents with children aged 12 to 17 years in Boroujerd in the academic year 2020-2021. The sample size was 386 people who were selected using random sampling method. Questionnaires used included the Karimi Aggression Scale (2012), the Cohen Perceived Stress Scale (1983), and the Rohnner Parental Rejection Scale (2005). Data were analyzed using Spearman correlation test and SPSS-21 software. Findings of the study showed a significant positive relationship (r = 0.481) between negative parental stress and children's aggression. There was also a negative and significant relationship between parents' positive stress and children's aggression (r=-0.286). Finally, there is a positive and significant relationship between parental rejection and child aggression (r=0.606); Therefore, stress and rejection of parents are effective in the occurrence of aggressive behaviors of children in the corona.Extended AbstractIntroductionDuring the corona epidemic, many signs of psychological damage such as panic disorder, emotion disorder, anxiety, depression, irritability, aggression, and sleep disorders have been reported in individuals (Rubin & Wessely, 2020). According to studies, the more severe the parents' psychological problems such as anxiety; stress and depression, the higher the incidence of behavioral disorders such as aggression in children (Riahi.et al, 2012). Findings of Dirks. et al, (2011) also indicate that aggression is a behavioral problem and if it intensifies, it can cause communication problems and personality disorders. Aggression in behavioral sciences and psychology means behavior that leads to harassment and pain (Yaghobi, et al, 2011). There is ample evidence that the pattern of negative parent-child interaction predicts externalization problems in the child (Shiralinia.et al, 2019). Mothers with anxiety, depression, and poor mental health perceive their children negatively, which affects the way they treat their children and the way they behave to their children (Aslani.et al, 2015). Recent findings from China show that more than 25% of the general population experience severe levels of stress or anxiety caused by the coronavirus (Qiu, et al, 2020). People respond differently to life changes, positive stress can be a motivator, while negative stress can occur when these changes and needs fail. One of the most important reasons for aggression in children is learning from parental behavior among which stress is also one (Azizpour et al, 2017), i.e. children who have aggressive behavioral patterns behave like their own patterns.The critical situation of the epidemic created problems in the families that affect the mental health of the family and their children. The negative effects of the epidemic and the children's not going to school will affect their behavioral problems and their interactions with their parents. Given that according to the results of a study (Chester and De Wall, 2015) there is a relationship between maternal stress and behavioral problems such as aggression in children in the coming years, so coronary epidemic provided the conditions for this study to be accomplished on the relationship between perceived stress and parental rejection with their children's aggression during the corona epidemic.Theoretical FrameworkIn this regard, studies have been conducted in and outside the country that confirm the relationship between maternal rejection / acceptance with the level of aggression in children. DeWall et al, (2010) also showed that long-term acceptance and sudden parental rejection has a significant effect on social relationships and adolescent aggression. In this regard Shiralinia et al, (2019) in a study showed that children's behavioral problems can be affected by maternal stress, the quality of mother-child relationships and maternal mental health.Researches of Hooper et al, (2015) has also shown that there is a relationship between maternal stress and behavioral disorders in children, including aggression. Thus, mothers' mental health problems are associated with short-term and long-term risks to their children's physical, cognitive and mental development (Thapa, et al, 2020), and this can affect parent-child interactions. Children are especially important in corona epidemic because according to research of Pitula et al, (2015) childhood stress can lead to aggression leading to murder in adolescence. Also, it should be considered that aggression in children with learning disabilities is a predictor of depression in these children during adolescence (Morris & Rottenberg, 2015).MethodologyThe research design was descriptive and correlative. This research was applicable in terms of purpose. The statistical population of the study consists of 1500 parents with children aged 12 to 17 years in Boroujerd in the academic year 2020-2021. Using random sampling method, 386 people were selected as a statistical sample. For a closer look, the research was conducted when a year had passed since the Corona epidemic. The conditions for completing the questionnaire were that only parents whose children were 12 to 17 years old and had no psychological disorders such as hyperactivity and aggressive behaviors in their children's school record could complete the questionnaires. Data collected using the standard questionnaires of Aggression Scale (Karimi, 2012), Perceived Stress Scale (Kohen, 1983) and Parental Exclusion Scale (Rohnar, 2005).Discussion and ResultsThe results of Spearman correlation test to investigate the relationship between parental stress and children's aggression show that there is a positive and significant relationship between negatively perceived parental stress and aggression thinking component at the level of 0.01 (r = 0.603), and a positive and significant relationship between negatively perceived stress and aggression component at the Level 0.01 (r=0.454), and a positive and significant relationship between negatively perceived stress and the aggression component (total) of children at level 0.01 (r = 0.481). This means that with the increase of negatively perceived stress of parents, the level of aggression of their children has also increased; but no significant relationship was found between children's aggressive behavior at home and their parents' negatively perceived stress.The results of Spearman correlation test to examine the relationship between parental exclusion and child aggression show that there is a positive and significant relationship (r = 0.486) between the predictor of cold / lack of love variable with children aggression at the level of 0.01. In addition, all components of parental exclusion, including violence / aggression (r = 0.278), indifference / neglect (r = 0.514), lack of differentiation / exclusion (r = 0.587) and exclusion (total) (r = 0.606) have a positive and significant relationship with children's aggression at home. This means that with the increase of rejection and its dimensions in parents, the amount of aggression of children at home has also increased. ConclusionThe present study aimed to investigate the relationship between perceived stress and parental rejection and child aggression during corona epidemic. These findings were consistent with the results of Azizpour et al, (2017), Sadeghzadeh et al, (2019), Morris & Rottenberg, (2015) on the effect of parental stress on child aggression. Explaining this finding, it can be concluded that parents, especially mothers, have had more interaction with their children in the conditions caused by the corona epidemic. Hossein (2014) believes that although both parents play their role in the process of child's upbringing and care, the mother has a greater role than the father in many societies. Therefore, the negative stress caused by this disease has caused mothers to use more strict parenting methods at home, and this has been effective in their children's behavioral problems, and they have exhibited aggressive behaviors. These results were consistent with studies of Shiralinia et al, (2019), Khanjani et al, (2016), and Kolshadi and Yazdkhashti, (2016). Explaining this finding, it should be said that parental rejection has a direct and positive relationship with children's aggression, and since the corona epidemic has increased parental stress, it has led to coldness and reduced parental affection, as a result of which children use aggressive behaviors to attract their parents' attention.
Original Article (Quantified)
Farzaneh Azarboueh; Naser Nastiezaie
Abstract
AbstractThe Purpose of this research was to investigate the effectiveness of classroom management skills training on classroom psychosocial climate and teacher’s self-efficacy. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included ...
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AbstractThe Purpose of this research was to investigate the effectiveness of classroom management skills training on classroom psychosocial climate and teacher’s self-efficacy. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included all new teachers employed in Zabol city (Sistan and Baluchestan province) in the academic year 2021-2022. The sample consisted of 30 teachers which were randomly selected in two groups of 15 experimental and control groups. The data collection instrument was questionnaires of classroom psychosocial climate of Fraser et al., and teachers' self-efficacy of Techanan-Mooran et al., that all participants completed as the pre-test. Then, the relationship intra-individual skills training were conducted in the experimental group for eight sessions (60 minutes). Finally, the posttest was completed by both experimental and control groups. The univariate analysis of covariance was used to analyze the data. The findings indicated that classroom management skills training has a positive and significant effect on classroom psychosocial climate and teacher self-efficacy. Therefore, classroom management skills training should be considered as one of the prerequisites for the teaching profession for novice teachers.Extended AbstractIntroductionTeacher self-efficacy is described as his judgment about his abilities to make positive results for students' learning and engage them in educational affairs (Jessica et al, 2021). Self- effective teachers create an optimal psychological-social climate for learners. The classroom psychological-social climate means social communication template among classmates and relation with teacher and general form of teaching and training. (Soldozi, 2020) The classroom psychological-social climate can be enriched by cohesion, it can be disciplined, assignment-based, challenging and striving or competitive (özüdoğra.2020). If teachers don't manage the classroom properly, they can't control teaching-learning process and they don't make a suitable climate for learning. (Jafari et al., 2017) The effective management is considered to be one of the most important issues for teachers, especially for novice ones will be more complicated (Flower et al., 2017). Since novice teachers are worried about creating a suitable environment for learning and class management, they can not conveniently conduct whatever they have learned from academic training, as a result they always feel a sense of failure and inefficiency (Hajitabar Firouzjaee, 2020). Here, the project's results help teachers especially novice ones to manage and control the class effectively by learning the classroom management skills and creating a psychological-social climate for students. In this way they will promote their self-efficacy in teaching too. So the main issue of the project is to survey the effect of training class management skill on teacher's self-efficacy and create a psychological-social climate in class.Theoretical frameworkThe classroom management includes teaching management, personnel management and behavior management (Emmer et al., 1980). The classroom management styles are introduced in this way; non-intrusive, interventional and interactively (Glickman & Tamashiro, 1982). The best management style is a management in which limitations and expectations are accounted, and presented in a simple and intelligible language, by means of proper methods and devices for training (lm et al., 2019). Techanan-Mooran et al, (1998) describe teacher self-efficacy as his/her judgment about his/her abilities to create positive outcomes for students learning and involvement in education even with problematic and unmotivated students. They are divided into three subscales "student involvement ", "teaching methods", and "classroom management "Teachers with high self -efficacy design their educational goals and try to use new method to overcome the challenges they face and achieve their goals (Ross.2002). Teachers with self efficacy are more skillful in organizing education, asking questions, explaining, giving appropriate feedback to students in difficult situations continually and keeping students active in their homeworks (Chan.2008). Teachers who feel more self sufficient, can provide more opportunities for their students to progress (Skaalvic & Skaalvic, 2007). Friser et al., (1987) state that the classroom climate and situations are created by school, teachers, classmates and other school agents. Psycho-social environment influence on student’s activities, classmate orientation, teacher orientation, school orientation, behavior, self-efficacy, learning empowerments, self-concept, success and schooling achievement, emotional and social development, class leadership style, teacher's fatigue and quality of school life (Fraser, 1981).Akyar et al (2022) discovered that there is a relationship between the class management skills and the students' self-regulative guidelines (self-monitoring, self-evaluation, self-enhancement).Fathi et al (2021) discovered that in spite of the effect of self-efficiency and the teacher's acceptance of the job-fatigue, the teacher's self-efficiency is more predictive in their job-fatigue.Veisi et al (2021) discovered that class management authority sources (specialty, encouragement, punishment, and resourcefulness) are able to predict the teacher's style of teaching.Research methodologyA quasi experimental design was employed with pretest, posttest and control group. The population of this study included all new teachers were employed in Zabol city (Sistan and Baluchestan province) in the academic year 2021-2022. The sample consisted of 30 teachers which were randomly divided in two groups of 15 experimental and control. The data collection instrument was questionnaires of classroom psychosocial climate of Fraser et al., and teacher self-efficacy of Techanan-Mooran et al., that all participants completed as the pre-test. Then, the classroom management skills training were conducted in the experimental group for eight sessions (60 minutes). Finally, the same questionnaire was completed by both experimental and control groups. In order to analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics (univariate analysis of covariance) were used by SPSS21. Research findingsThe first finding show that the mean of classroom psychosocial climate in the post test of experimental group is significantly higher than that of control group (Sig=0/002, DF=27&1, F=11.134). Based on the first hypothesis of research (classroom management skills training has a positive and significant effect on class psychosocial climate) it is confirmed that the rate of this effect will be 0.292.The second finding shows that the mean of teacher's self-efficacy in post test relating to experimental group is significantly higher than that of control group (Sig=0/001, DF=27&1, F=40.410). Based on this hypothesis of research (the classroom management skills training has a positive and significant effect on teacher's self-efficacy) it is confirmed that the rate of this effect will be 0.599.ConclusionThis study was conducted to investigate the effectiveness of classroom management skills training on the psychosocial climate of teachers' overall self-efficacy. The results showed that management skills training has a positive and significant effect on the psychosocial climate of the classroom and teachers' self-efficacy. This finding is consistent with the results of studies (Browne, 2013, Shobe, 2003, Kerssen-Griep & Witt, 2012, Lewis et al., 2008, Nakamur, 2000, Abu-Tineh et al., 2011, Stronge, 2018). Explaining this finding, it can be said that teaching classroom management skills causes teachers to teach classroom rules to students, to apply the rules in a coherent and fair manner among students, to act preventively and proactively against inappropriate student behaviors, involve students in the process of creating and maintaining rules and procedures, spend more time on teaching, and waste less time on distractions, and know when to change daily activities or when there is a need to intervene to avoid behavioral problems, to be willing to be exposed to problems when problems arise so that they can eliminate them; they consciously reduce their physical or mental distance from students resulting in an attractive, task-oriented, and organized class. In these classes, the relationship between teacher and student is positive and based on mutual respect, and educational expectations from students are clarified, and a suitable structure is provided to meet the expectations. As a result, they lead the psycho-social climate of the class to the desired climate and have a higher sense of self-efficacy. According to the findings of this study (the positive effect of classroom management skills training on the psychosocial climate of the classroom and teacher self-efficacy), it is suggested to education planners to design a program to teach classroom management skills in the form of workshops, brochures or books for teachers.
Original Article (Quantified)
hoda arabi makiabadi; Elham Heydari
Abstract
The purpose of this study is to investigate the effect of manager's managerial skills on teacher's job satisfaction. The present study is applicable in terms of purpose and descriptive-correlative in terms of nature and method of data collection; and is specifically based on structural equation modeling. ...
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The purpose of this study is to investigate the effect of manager's managerial skills on teacher's job satisfaction. The present study is applicable in terms of purpose and descriptive-correlative in terms of nature and method of data collection; and is specifically based on structural equation modeling. The statistical population of the study was primary school teachers and principals in Shiraz in the academic year 1399-1400, 773 people (690 teachers and 83 principals), of which 244 people were selected as the teacher sample size, based on Krejcie and Morgan table and by simple random sampling method. In this study, two questionnaires including the standard management skills questionnaire of Katz (1974) and Minnesota job satisfaction were used. Findings showed that there is a positive and significant relationship between managerial skills of school principals and teacher's job satisfaction. The results also showed that the human skills component has the most power in relation to teacher's job satisfaction.Extended AbstractIntroductionSuccessful managers must have specific techniques, methods and knowledge relevant to their field of work, as well as general knowledge and expertise in various fields. Effective managers must also be equipped with human or people skills related to coordination with individuals, self-awareness, understanding of others, motivation, leadership and ability to develop employees. But most managers, especially managers of government agencies, have little human and technical skills and pay more attention to perceptual skills (Zakavati, 2016: 240). Among the issues facing schools in selecting principals, selecting competent principals according to the criteria and components necessary to hold this position and role is important (Mohammadi, Abadi & Fallahzadeh, 2021: 70). There is a lot of evidence that confirms the effect of specialized training on improving the performance of technical managers of organizations (Navid Adham & Shafi'zāde, 2020: 42).By using the individual and professional competencies of teachers, implementing programs with a clear vision and setting understandable and practical goals, the educational administrators can help improve educational activities, and review and increase school productivity. In addition, educational administrators should evaluate the effectiveness and efficiency and the achievement of educational goals by continuously evaluating the teaching and educational activities of the school and use the appropriate opportunity to review educational programs (Abdullah, 2019: 22). Another task of educational administrators is to pay attention to the interests and desires of teachers, and to provide appropriate conditions and facilities to increase the satisfaction and desire to do organizational work. One of the effective ways to motivate, set and assign specific and achievable goals is to recognize different individual and organizational needs and to coordinate teachers' behavior with school goals (Navid Adham & Shafi'zāde, 2020: 47). Given the above, the main issue of the research is: what effect do managers 'managerial skills have on teachers' job satisfaction?Theoretical FrameworkIf we want to have a dynamic and advanced education, its administrators must necessarily change, that is, their knowledge and information must be updated and their technical, perceptual, human and communication attitudes and skills must be developed. Paying attention to this will have many consequences and blessings, one of which is to increase the satisfaction of teachers. In case of increasing teachers' satisfaction, the quality of education, the efficiency of the school system, saving educational costs and the optimal use of time and educational facilities, and etc. will increase, and in general the efficiency and effectiveness of the educational system will increase (Adli & Motallebi Varkani, 2018: 33).Robert Katz has observed three skills in the field of administrative behavior. Robert Katz's three skill trends all emphasize what one does (Marshall, 2015: 51). These skills include technical skills, human skills and perceptual skills. What managers become familiar with during training courses is actually a kind of technical skill. Courses such as finance, planning, construction plans, recruitment, curriculum planning, purchasing, and the like are taught to educational administrators from the beginning. Technical skills are both easy to teach and easy to learn, and once applied, their learning can be clearly assessed. The ability of a manager as a member of the group to work effectively, to create collective efforts within the group he leads or manages, is called human skill. The difference between human skill and technical skill is working with people (human skill) and working with objects (technical skill). Perceptual skill means the ability to see the organization as a whole. In other words, knowing how the various tasks of the organization are interdependent and how changing one part of the organization affects other departments and units (Eslamieh & Davoudi, 2014: 113)Zavvar et al, (2021) in a study, examined the role of managers 'creativity in mediating the relationship between participatory management and their social responsibility with teachers' job satisfaction and showed that participatory management and managers' creativity have a direct and significant effect on teachers' job satisfaction even though social responsibility of managers has no direct and significant effect on teachers' job satisfaction; and the role of creativity was confirmed as a mediating variable.Hadavand, (2020) also evaluated the educational effectiveness of specialized project management courses in a study using the Kirk Patrick model. The evaluation results showed that there is a close relationship between the expected results and the defined goals, which confirms the effectiveness of the course.research methodologyThe research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population of the study consisted of 773 teachers and principals of primary schools in Shiraz in the academic year 1300-1499 (690 teachers and 83 principals). The sample size for teachers was 247 based on Krejcie and Morgan table. In order for all members of the statistical sample related to teachers to have an equal chance of being selected, a simple random sampling method was used. The questionnaire of Katez, (1974) for the managerial skills variable, and the questionnaire of (MSQ) for job satisfaction were used to collect related data.Research FindingsIn order to test the research hypothesis, structural equation modeling of structural equation model-finding method with the help of SPSS software for inferential statistics was used. Then regression was used to test the hypotheses with pls software for confirmatory and content factor analysis as well as the effect of factors, and the results showed that management skills with a coefficient of 0.824 have a significant effect on job satisfaction. The t-statistic for this coefficient is 401/576 and its value is more than the significant threshold of 1.96. Therefore, the main hypothesis of this study is that the significant effect of managers 'management skills on teachers' job satisfaction is confirmed. The results also showed that the path coefficient of the effect of technical, perceptual and human skills on job satisfaction is 0.241, 0.264 and 0.559, respectively. The t-statistic for these coefficients is 5.271, 2.016 and 5.631, respectively, which is greater than the significance threshold of 1.96. Therefore, the sub-hypotheses of this study confirm the significant effect of technical, perceptual and human skills on teachers' job satisfaction.ConclusionThe aim of this study was to investigate the effect of managers 'managerial skills on teachers' job satisfaction. The results of this study are consistent with the results (Dehghaan Marvasti, 2017) and (Marshal, 2015); their findings show that principals used to be selected solely as school principals, but today school principals are responsible for classroom instruction, learning processes, staff development, curriculum changes, individual and specific school plans, executive plans, and most importantly, actions and decisions of school security, and the role of principals can be emphasized as a factor in teacher satisfaction and improving teacher performance. The more school principals have managerial skills at the technical level, the more professional dependence of teachers will increase. Research findings (Wang & etal, 2018) and (Zavvar & etal, 2021) showed that managers should have an adequate understanding of their role, which includes effective administrative services, monitoring the improvement of teachers' teaching methods, continuous monitoring of compliance with objectives. educational, supervising curriculum planning, the duty of supervising and taking care of affairs and activities for the correct implementation of programs, solving internal and external problems of the school, providing educational technology in schools, creating coordination among staff, supporting staff and teachers and creating a positive and effective organizational atmosphere and culture in the school. According to the present study, it is suggested to the managers of Shiraz education departments to provide the necessary ground to increase the job satisfaction of teachers by holding in-service courses to improve the technical skills of the principal. Since human skill means having the ability and power of discernment to create an environment of understanding and cooperation and to do work by others; School principals are encouraged to know themselves more than anything else, to be aware of their strengths and weaknesses, to be aware of the impact of their words and actions on others, and to be able to provide a safe and acceptable environment for teachers to cooperate.
Original Article (Quantified)
narjes malekian; samira pali
Abstract
AbstractThe present study was conducted with the aim of investigating the relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. This research is applicable in terms of its purpose and descriptive-correlative ...
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AbstractThe present study was conducted with the aim of investigating the relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. This research is applicable in terms of its purpose and descriptive-correlative in terms of data collection method. Statistical community of school students included 1767 elementary girls' schools in Rahim Abad city, and 251 people were selected as a statistical sample with the help of random cluster sampling. The research data was collected through a questionnaire (Wang et al., 2011; Martin and Marsh, 2008; Elliott and McGregor, 2001; Li Yu and Wang, 2005). SPSS and Lisrel software were used in data analysis. The research findings indicate that goal orientation and academic self-concept have a direct and indirect positive relationship with enthusiasm for school. There is a positive and significant relationship between goal orientation, academic persistence and enthusiasm for school. There is a positive and significant relationship between academic self-concept and academic persistence and enthusiasm for school. Academic persistence plays a mediating role in the relationship between goal orientation and academic self-concept with enthusiasm for school. The results showed that by improving academic self-concept and improving goal orientation, it is possible to increase academic persistence and increase students' enthusiasm for school.Extended AbstractIntroductionSchool is very important in the lives of children and teenagers, and they spend a long time in school; therefore, the level of their interest and passion for school and investigating the factors related to passion for school will be important (Karababa, 2020). The persistence of students makes them adjust their academic problems and develop their abilities by creating motivation and enthusiasm in themselves (Rabiei, 2016). Such students tie their persistence to academic enthusiasm, because persistence in the academic process makes students identify and solve unexpected problems easily. This causes enthusiasm in them to continue their education (Hoferichter & etal, 2021). One type of inference that can be made about students' motivations is the goals they adopt for studying and then adjust and adapt the amount of effort they put in to achieve those goals (Balali, 2017).The experience of success creates a positive self-concept in students, and successive failures create the impression that they are worthless, weaker and more incompetent than their classmates, which creates a negative self-concept in the students (Wu et al, 2021). Academic self-concept refers to a student's perception or idea of his/her competence in relation to school learning, which affects academic progress and is simultaneously affected by it, and it seems that self-concept and academic performance have a two-way relationship (Tayebi & Mohammadi, 2019).According to the mentioned materials, the main problem of the research is whether there is a relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of academic persistence of female students of elementary school in Rahim Abad city?Theoretical FrameworkTyler (1976) considers goal orientation to include a part of knowledge, attitude and skills that help people effectively meet their needs (Lin et al, 2022).Academic self-concept refers to mental representations of one's abilities in school and educational environments or representations related to academic progress. In other words, academic self-concept refers to a person's self-evaluation of the domain and special academic abilities (Eslami & et al, 2020). Academic persistence refers to the student's ability to overcome problems and obstacles and challenges that usually occur in the academic life of most students, such as low grades, exam pressure, difficult assignments, and feedback on teacher-student relationships, competition, and loss (Rabiei, 2016). Enthusiasm for school refers to the quality of effort that students spend on targeted educational activities to directly contribute to achieving desired results. Academic enthusiasm is a multidimensional construct consists of various behavioral, cognitive and motivational components (Yeung, 2022).Fartash (2021), in a research on the relationship between education and parents' goal orientation with motivation, self-concept and academic self-efficacy of adolescent girls. The results showed that parents' education has a direct and positive effect on academic self-efficacy, control expectations and children's verbal self-concept. Parents' functional orientation has a positive and direct effect on students' external motivation, but it does not have any significant role on their internal motivation. Parental functional orientation has a positive effect on children's academic self-efficacy and academic self-concept through the mediation of external motivation.Green et al, (2021) conducted a study titled "The relationship between academic motivation, academic self-concept and enthusiasm for school with academic performance". The results of the research showed that there is a positive and significant relationship between academic motivation, academic self-concept and enthusiasm for school with students' academic performance.MethodologyThe research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population of the research was made up of 1767 girls' elementary school students in Rahim Abad city, of which 251 people were selected as the research sample by random cluster sampling. To collect data related to the variable of passion for school, the questionnaire (Wang et al, 2011) with 10 questions; and for the variable of academic persistence, the questionnaire (Martin & Marsh, 2008) with 4 questions; and for the variable of goal orientation, the questionnaire (Alyot & Mac Grigor, 2001) with 9 questions; and for the academic attitude variable, the questionnaire (Li u & Wang, 2005) with 15 questions; and it was used based on a 5-point Likert scale (completely agree to completely disagree).Discussion and ResultsIn order to investigate the research hypothesis and data analysis, SPSS and Lisrel software were used, and the results showed that goal orientation and academic self-concept have a direct and indirect positive relationship with enthusiasm for school. Students who analyze their educational conditions and have a coherent plan for their lessons can better show perseverance against the problems they face and will show more persistence. There is a positive and significant relationship between goal orientation and academic persistence and students' enthusiasm for school. Students who have plan for their lessons can acquire the desired educational results among other students. There is a positive and significant relationship between academic self-concept, academic persistence and enthusiasm for school. Students who have high academic persistence try to do their best during the class. Academic persistence plays a mediating role in the relationship between goal orientation and academic self-concept with enthusiasm for school. Students who try to pay more attention in learning the lessons during the teaching in the classroom can better educate the materials. The results showed that by improving academic self-concept and improving goal orientation, academic persistence can be increased and cause an increase the enthusiasm for school. Students who can cope with school problems such as bad grades and negative feedback about their work can better align their academic plans with academic goals. ConclusionThe present study was conducted with the aim of investigating the relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. The results of this research are consistent with the results of research findings (Rahmati, 2020); (Green et al., 2020); (Fathi, 2018); (Gorbani, 2014) and (Skaalvik, 2020); People who have higher academic self-concept than other students are more eager to go and stay in school and avoid frequent absences in school. The most important characteristic of academic self-concept is that academic self-concept can be learned and acquired over time, and teachers play an important role in the formation of students' academic self-concept. Based on this, it can be said that higher academic self-concept will improve the conditions of enthusiasm for school.According to the current research, it is suggested that the new approaches and concepts of positive psychology be used in schools in a way that, by identifying as many effective factors as possible on the goal orientation, a better understanding of the causes and correlations of this phenomenon can be obtained based on which, it is possible to benefit from the positive consequences of goal orientation in the academic future of students through educational planning and counseling. It is recommended for school teachers to use active, exploratory and learning-oriented teaching methods and to teach lessons in a practical and applied manner as much as possible so that specialization becomes the main goal of learning. This will improve the goal orientation in students.
Original Article (Quantified)
Reza Besharati
Abstract
The present study was conducted with the aim of investigating the factors affecting the job motivation of employees of the Islamic Azad University of Kashmar branch based on Herzberg's theory of health -motivational factors. In this descriptive and analytical research, 90 people out of 100 official and ...
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The present study was conducted with the aim of investigating the factors affecting the job motivation of employees of the Islamic Azad University of Kashmar branch based on Herzberg's theory of health -motivational factors. In this descriptive and analytical research, 90 people out of 100 official and contract employees of Islamic Azad University, Kashmar branch participated in the academic year 2018-2019. In order to investigate the factors affecting the job motivation of employees, a researcher-made questionnaire based on Herzberg's theory was used, and after confirming its validity and reliability, the research data was obtained using spss-21 software in the form of frequency distribution and Pearson variance and correlation analysis. The results of the research showed that the most important factors affecting employees' job motivation were "job security and stability" and "level of salary" in the field of health factors, and "nature of work" and "growth and progress" in the field of motivational factors, and the effect of health factors in creating career motivation is more than motivational factors.Extended AbstractIntroductionThe perception, attitude and needs of people to work in every organization are different from each other. Therefore, the management of the organization must have a real, correct and logical understanding of the people of the organization in order to be able to use them to achieve the goals and objectives of the organization by creating appropriate motivation (Asefzadeh, 2018), as far as the human force does not have acceptable job motivation. Other activities of the organization will not have the necessary results and outcomes, providing the necessary motivation to do the work and paying attention to the motivational forces of employees is one of the most important and at the same time the most complicated tasks of organizations (Muslimi et al, 2017).Providing career motivation in organizations has various benefits such as innovation, gaining customer satisfaction, competitive advantage, etc. (Atefi, 2017), it is important to know what factors affect the motivation, commitment and retention of employees in the organization (Suttikun et al. al, 2018), therefore, every organization should adopt the necessary policies and guidelines to improve employee motivation (Atefi, 2017). Lack of job motivation of employees, irresponsibility and lack of effective work is one of the most obvious work situations in Iran (Taleghani, Davoodi, 2017).According to the mentioned materials, the main problem of the research is: what are the effective factors on the job motivation of the employees of the Islamic Azad University of Kashmar branch based on Herzberg's theory of health-motivational factors?Theoretical FrameworkDifferent theories and methods have been presented to motivate employees. One of the important theories in this field, which also forms the structure of the current research, is Herzberg's motivational theory. The factors creating job-satisfaction were called motivational factors, and the factors whose supply do not necessarily lead to satisfaction, were called health factors by Herzberg. These two categories of factors are known as Herzberg's two-factor theory of motivation (Lutans, 2021). Health factors are mainly related to the "job environment and context, not the job itself". These factors include: salary and other types of employee benefits, administrative policies and regulations governing the working environment, personal relationships with partners, supervisors and subordinates, job guarantee, working environment conditions, supervision and monitoring. Motivational factors are related to the essence and nature of the job (work content) and have a positive effect on morale, efficiency, and productivity. According to Herzberg, motivational factors are: recognition and appreciation, nature of work, career success, responsibility, growth and development (Iran Nejad, 2022).Ganjali (2020) in a research in the field of designing a motivational model for non-academic employees of Imam Sadiq University (a.s.) concluded that the priorities of university managers to motivate employees in order of priority are: paying bonuses to employees based on merit, development Professionalism of employees and job guarantee, employee-favored behavior of officials and development of personal characteristics of officials.The research of Mehrabian et al, (2020) at Gilan University of Medical Sciences showed that the level of motivation and satisfaction of employees in all investigated areas including management, supervision, communication, physical conditions of the workplace, psychological conditions and job guarantee, promotion opportunities And personal growth and salaries and benefits is at the average level, and only in the area of satisfaction with the work environment, has been at the optimal level.MethodologyThe current research is applicable in terms of its purpose and descriptive-survey in terms of data collection method, which was conducted in order to investigate the factors affecting the job motivation of employees of the Islamic Azad University of Kashmar Branch based on Herzberg's theory. The statistical population in this research included all the employees who were employed by the university in official and contractual ways in the academic year 2018-2019, so the total sample size was 100 people, which made up all the members of the research community, and after the distribution of questionnaires 90 people completed them. In order to collect data related to research variables, a researcher's questionnaire was used, which includes three parts; 4 questions related to individual characteristics in the first part; 44 question to examine the opinions of employees regarding the factors affecting their job motivation in the second part; and at the end of the questionnaire, three open-ended questions are asked, two of which question the factors affecting the highest and lowest levels of job satisfaction, and the last question has been asked from research units.Discussion and ResultsIn order to investigate the research hypothesis and data analysis, SPSS 21 software was used and the results showed that in examining the relationship between the factors affecting job motivation and individual characteristics of employees, the results of the Pearson correlation test showed that there was a positive and significant correlation (586/ r=0) between age and health factors (P-value=0.001) and also between age (r=0.857) and motivational factors (P-value=0.001). The results of the analysis of variance showed that there is a significant difference between the two sexes in terms of health (P-value=0.001) and motivational factors (P-value=0.007), which means that in men, the score of health and motivational factors is more than that in women. There is a significant difference in terms of health factors (P-value = 0.003) and content (P-value = 0.001), that is, the score of health and motivational factors in people with education higher than diploma is higher than the score of health and motivation factors for people with diploma education and lower. There is a significant difference between the type of employment in terms of motivational factors (P-value = 0.001), in official employees, the score of motivational factors is higher than that of contract workers (P-value = 0.001).ConclusionThis research was conducted with the aim of investigating the factors affecting the job motivation of employees of the Islamic Azad University of Kashmar branch based on Herzberg's theory of health-motivational factors. The results of the research showed that the most important factors affecting the job motivation of employees in the field of health factors were "job security and stability" and "rate of salary" and in the field of motivational factors "nature of work" and "growth and development", and the effect of health factors in creating job motivation is more than that of motivational factors. The results of this research are in agreement with the findings of Ganjali (2020), Ghanbari et al, (2014), Pourmiri et al, (2011), Sotoudeh (2013), Dadashzadeh et al, (2013), Shigli et al, (2011). The results of examining the relationship between the factors affecting job motivation and the individual characteristics of employees showed that the scores of contextual and motivational factors in men were higher than in women, and in employees with higher than diploma education, it was higher than in employees with less than diploma education. Also, the score of motivational factors in official employees was higher than that in contract people. These findings are contrary to the results of the study of Asgarian (2012), which did not observe any significant difference between the motivational and health factors with the level of education, background and employment status in the statistical population, (Azizi, 2015). Pourmiri et al, (2011) have also reported in their studies that there is a significant difference between the job motivations of employees according to the type of employment; in expressing these differences, it can be said that the motivational factors of the work environment can be different in organizations and time for different reasons.According to the findings of this study, it is suggested to increase the financial payments to the employees according to the needs of life, performance and education; and to formulate the necessary rules by the central organization of the university in order to ensure that the employees are covered by the labor law and have sufficient support in the legal authorities, and have job security. Employees should be dealt with based on their merits, records and performance, and political and ethnic relations should not play a role in promoting or demoting their administrative ranks, and people should benefit from sufficient opportunities for career and academic advancement.
Original Article (Quantified)
forouzan sharifi; haideh ashouri
Abstract
The purpose of this research is to investigate the level of identity and academic well-being and their role in reducing academic procrastination of students. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made ...
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The purpose of this research is to investigate the level of identity and academic well-being and their role in reducing academic procrastination of students. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 6225 secondary school students of Ramsar city. The sample size of the research was 188 people, which was obtained by random cluster sampling. In order to collect data, the standard questionnaires of academic identity by Vaz and Isaacson (2008), academic well-being by Pieternin et al. (2014) and academic procrastination by Sulmon and Rothblum (1989) were used. Their validity was confirmed by academic experts and their reliability was also confirmed through Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used, accompanied by Lisrel statistical software and Spss statistical software. The research findings showed that there is a positive and significant relationship between academic identity and academic well-being. There is a negative and significant relationship between academic identity and academic procrastination. There is a negative and significant relationship between academic well-being and academic procrastination. The results of the research indicate that academic well-being plays a mediating role in the relationship between academic identity and academic procrastination of students. On the other hand, the component of successful identity has had the greatest impact on academic well-being and academic procrastination of students.Extended AbstractIntroductionResearchers pointed that when people consider their duties unpleasant, attempt procrastination. Since academic procrastination includes postponing a lesson until the night before test, which ultimately leads to the academic failure, it is probable to be in relation with the other inabilities in learning in students (Moradi et al, 2016). Academic well-being is one of important and effective variables in academic performance. It is derived from the theoretical basis of positive-view psychology, and those who behave depressively and have negative emotions such as anger, distress, and grief more than others are subject to the academic failure and leaving the school(jahani et al, 2018).Findlow (2012) considers the academic identity as the most important factor in academic performance and motivation to advance. Academic identity can be considered as an effective individual factor in occurrence of academic procrastination (Samimi et al, 2017). Academic identity is the process of everybody's sensible respond to his/her academic situation; whether he/she should study or not? Which way he/she should take, and thus search for his/her academic identity. If such an identity in a person, there will be some sense for movement and success in different aspects of education (Tran et al, 2017).According to the mentioned materials, the main discussion of this research is that if there is any relationship between the academic identity and academic procrastination of the students along with emphasize on the moderating role of academic well-being of the high school students in Ramsar city.Theoretical FrameworkAcademic procrastination is one of the behavioral problems that has a very high prevalence and is one of the variables related to the academic status of students. Procrastination is described as a lack of self-regulation and the tendency to delay what is necessary to achieve a goal. One of the manifestations of procrastination is the emergence of the characteristic or attribute of procrastination in school environments, which is called academic procrastination (Ghadampour et al. et al., 2020).Academic identity is a reflection of the types of competences, autonomy, purposefulness, efficacy beliefs, and the experience of common emotions that teenagers have in classrooms with their peers and teachers, and its characteristic is how to act in academic fields (Frick & Brodin, 2020).The academic well-being of students depends on their overall satisfaction with the level of fulfillment of their expectations (Davoodi Beilandi, 2017). Degarmo & Martinez (2006) consider academic well-being to have components such as the ability to do school assignments, satisfaction with education, and academic enthusiasm (Hietajärvi et al, 2019).(Rashvandi & Ashouri, 2022) investigated the relationship between information literacy and teaching quality of teachers with academic well-being with the moderating role of students' study strategies. The research 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.Shalian (2021) in a research investigated the relationship between teachers' communication skills and students' academic well-being, emphasizing the mediating role of academic adjustment in first secondary girls' schools of Kashmer city. The results of the research indicated 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.MethodologyThe research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population of this research included secondary school students of Ramsar city in the academic year of 2001-2014, with the number of 6225 people. In order to determine the size of the statistical sample, due to the large size of the statistical population, two schools were randomly selected and one class was selected from each school, which includes seventh to twelfth grade classes. A total of 12 classrooms were selected with a total of 188 students. To collect data related to the academic identity variable the questionnaire of Vaz & Izakson, (2009) with 40 questions; for academic well-being variable the questionnaire of Piternin et al, (2014) with 11 questions; and for academic procrastination variable the questionnaire of Solmon & Rasblom, (1989) with 15 questions were used; based on a 5-point Likert scale (completely agree to completely disagree). Discussion and ResultsSPSS and LISREL software were used to investigate the research hypothesis and analyze the data, and the results showed that there is a positive and significant relationship between academic identity and academic well-being, and there is a negative and significant relationship between academic well-being and academic procrastination, and There is a negative and significant relationship between academic identity and academic procrastination, and academic well-being plays a mediating role in the relationship between academic identity and academic procrastination.ConclusionThe current research was conducted with the aim of investigating the level of identity and academic well-being and their role in reducing academic procrastination of students. There is a positive and significant relationship between academic identity and academic well-being. Students are trying to get the best grades for studying and their planned goals. They are not worried about their lessons because they study it at home after every class teaching and they are trying to do their best in the classroom (Dugas et al, 2020). There is a negative and significant relationship between academic well-being and academic procrastination. In the explanation of this finding, it can be said that students who only dream about getting their grades procrastinate and refuse to do their homework. There is a negative and significant relationship between academic identity and academic procrastination. We can point to two factors, one is the difference in the tools used and the other is the role of the goals of the country's education system and public culture in the field of paying attention to emotions and feelings (Flecknoe et al, 2017). Academic well-being plays a mediating role in the relationship between academic identity and academic procrastination. Students who do not have a correct and stable academic identity do not have the necessary concentration when doing school assignments, and are always nervous and hot-tempered. They will quickly become nervous and upset when dealing with problems and lose the power of thinking. These findings are consistent with the results of Was et al, (2018), Ozer & Akgun, (2018), Komarraju & Dial, (2019), Rashvandi & Ashouri, (2022), (Rahimi & Farhadi, 2017), and (Luzón, 2018).According to the present research, it is suggested that the trainings appropriate to the conditions of the development of processes or new services for students should be taken into consideration, it also suggested the use of advanced and modern structures such as team structures in different parts of the school for the participation of teachers and administrators together to help each other during the time when people have problems in doing their organizational work. At the same time, the trustees of education, especially teachers and school counselors, should try to create a happy and positive environment in the school so that students experience more intimacy and by holding educational workshops based on positive psychology, they can institutionalize the concepts of academic well-being.
Original Article (Qualitative)
Mitra Moubed; Reza Rafi
Abstract
In this research, a model is presented to measure the importance and performance of different dimensions of agility in the university. To analyze the results, in addition to the calculations related to importance and performance, the importance-performance matrix (IPA) is used, which can show the location ...
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In this research, a model is presented to measure the importance and performance of different dimensions of agility in the university. To analyze the results, in addition to the calculations related to importance and performance, the importance-performance matrix (IPA) is used, which can show the location of the agility dimensions and the strengths and weaknesses of the organization. This model was implemented as a case study in Ardakan University and the obtained results were evaluated and analyzed. A questionnaire and a survey of faculty members and employees were used to evaluate agility, and the results show that there is no significant difference between these two groups. The evaluation and analysis of the obtained information about the importance and performance of different agility items has been done with the help of the IPA matrix, and decisions about these items have been presented based on their position in the matrix. Based on this matrix, the strengths and weaknesses of Ardakan University and the cases that do not need to be allocated a budget at the moment have been identified and suggestions have been made for the university managers.Extended Abstract IntroductionAgility as the business paradigm of the new century is a winning strategy to be able to compete in the global market with customers whose needs change rapidly (Sarlak, Delangizan & Kakeh baraie, 2016). There are different definitions for organizational agility, but in simple terms, it can be said that it is the ability of the organization to survive and progress in an environment with continuous and unpredictable changes. In addition to surviving in such environments, agile organizations can also gain benefits and opportunities for themselves (Karami, 2008).The need for the agility of higher education in dealing with the changes in the world after the corona pandemic showed itself well. In this change, trying to maintain the quality of education while responding to the needs of students, staff and professors, and clear and accurate communication with these groups, universities faced new challenges (Connolly & Farrier, 2022). Virtual education and the use of digital tools have also strengthened concepts such as virtual university, agile university and 4th generation university (Shrivastava & Shrivastava, 2022).The main question of this research is to identify the state of agility in Ardakan University and the position of different aspects of agility in terms of their importance and performance and their prioritization. With such an analysis; the strengths, weaknesses and problems of the university in the field of agility can be identified and ranked.Theoretical FrameworkAgility as a strategy for organizations in the 21st century to quickly adapt to changes was introduced to the world by Iacocca Research Institute in 1991. Later, many researchers in this field researched and presented models and defined different dimensions for agility in organizations (Sarlak, et al, 2016). Agility in academia is defined as its ability as a living human system to thrive and learn from continuous changes in the environment, so that change becomes part of normal organizational life and not a threatening event (Sharpe, 2012).The IPA matrix was first proposed in 1977 to evaluate service quality. As a simple and understandable tool, IPA has wide applications in evaluating the organization by managers and shows a good picture of the organization's performance.Moradi, Hosseinpour, & Mehralizadeh, (2021) investigated the primary and secondary factors affecting agility in the University of San'at Naft and showed that university culture, knowledge management and information technology are effective on the strategic agility of managers and training and empowerment of employees and value addition of employees on organizational agility.Pourjavid, Khosravipour, & Alibaygi, (2021) examined agility in the dimensions of causal, contextual, intervening, core, strategies, and consequences of agility in agricultural education in Iran. This research describes the methods of achieving agility in agricultural universities and has not provided a model to evaluate the level of agility. MethodologyThis qualitative research is applicable in terms of purpose, and descriptive-analytical in terms of nature and method. The statistical population under investigation was all Ardakan University personnel (including staff and faculty members), whose number was 110 at the time of the research. By calculating the sample size through Cochran's formula at the error level of 10%, the number of 51 people was obtained as a sample. A total of 50 answer sheets were collected and the data of 47 of them were confirmed.To conduct this research, a questionnaire with 27 items on a 5-point Likert scale was used to measure the importance and performance of different agility factors in Ardakan University. In order to use the IPA model, the questionnaire is set in two sections: importance and performance. In order to measure content validity, the opinion of seven professors and experts in this field who had at least one article on university agility was received.Discussion and ResultsSPSS 19 software was used to check the research hypothesis and analyze data, and ANOVA test was used to check the difference of opinion of different occupational groups, and the results showed that the significance level (Sig.) for all dimensions of agility is higher than 0.05, that is, the reason is not enough to reject the null hypothesis, and in all dimensions the sample mean is equal to the expected mean. In other words, the importance of all aspects of the university's agility is high from the viewpoint of the university's staff and faculty. Friedman's test was also used for the performance of different dimensions of agility. The results of this test show that according to the significance value less than 0.05, the average performance of agility in different dimensions is not the same. The performance ranking results of different dimensions with the help of Friedman's test in Table 9 show that although agile leadership ranked first in terms of importance, it was ranked third in terms of performance. The ANOVA test results show that the significance level (Sig) for all dimensions is higher than 0.05, that is, the average gap in all dimensions is equal for different occupational groups. As a result, there is no significant difference between the opinions of the faculty, staff, and faculty with the executive position.ConclusionThe present research was conducted with the aim of assessing the agility in universities with the IPA model (case study: Ardakan University). Rapid changes in the environment, businesses, educational needs, teaching methods and new technologies have drawn the attention of university managers and higher education institutions to agility in the university. In the past, many studies in this field have been conducted in other countries and also in our country. Most of these studies have estimated the level of agility by surveying university faculty members about different dimensions. In this article, the performance-importance tool is proposed to measure different aspects of agility in the university and it has been used specifically in Ardakan University. Also, in addition to faculty members, employees have also been surveyed for evaluation. The results of the research showed that the importance of all dimensions of agility is high and performance in all dimensions is less than that. Comparing the performance gap in all dimensions and the opinions of faculty members and employees showed that the opinions of the different groups surveyed did not differ significantly. At the end, by placing the different dimensions and items of the questionnaire in the importance-performance matrix, the situation of each is analyzed and solutions are provided for them.According to the current research, the following are suggested:- Focusing on more interaction and encouraging teamwork between employees and faculty members by holding face-to-face and virtual meetings and defining projects and tasks as a teamStrengthening the industry communication unit to create and expand cooperation networks with different industries and specialists and hold related seminarsDesigning and creating appropriate systems and processes for evaluating and supporting the research of students, staff and faculty.