درخت حوزه‌های تخصصی

Purpose: Present research was conducted with aim of investigating the fit pattern of family function and relationship beliefs mediated by differentiation of self with social interest. Methodology: This study was cross-sectional in terms of purpose was applied and in terms of implementation method was quantitative from type of correlation. The study population was students of Islamic Azad University of Khomeini Shahr in the academic years 2019-20. The research sample was 300 people who were selected by cluster sampling method with respect to the volume of students in different faculties. To collected data were used from the family function questionnaire (Epstein et al, 1983), relationship beliefs questionnaire (Eidelson & Epstein, 1982), differentiation of self-inventory (Skowron & Fridlander, 1998), and social interest index (Greever et al, 1973). Data were analyzed by structural equation modeling method of path analysis in SPSS and PLS software. Findings: The results showed that pattern of family function and relationship beliefs mediated by differentiation of self with social interest had a well fit. In addition, family function and relationship beliefs had a direct and significant effect on differentiation of self, differentiation of self-had a direct and significant effect on social interest and family function had a direct and significant effect on social interest (P<0.05), but relationship beliefs had no a direct and significant effect on social interest (P>0.05). Also, family function mediated by differentiation of self-had an indirect and significant effect on social interest (P<0.05), but relationship beliefs mediated by differentiation of self-had no an indirect and significant effect on social interest (P> 0.05). Conclusion: The results indicated the effective role of family function and differentiation of self in social interest. Therefore, to improve social interest can be improved the family function and differentiation of self.

Purpose: Considering the role and importance of knowledge and its transfer in education, the purpose of this research was to investigating the inefficiency causes of education in the field of knowledge transfer. Methodology: This study in terms of purpose was from type of applied and in terms of implementation method was from type of qualitative. The research population was education specialists, principals, teachers, parents and high school students of Iran in the 2019-20 academic years. The sample size was considered 20 people which from each of the five group number of 4 people were selected as a sample by available sampling method. The research tool was a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between the two coders 0.87. Data were analyzed by open, axial and selective coding method in MAXQDA software. Findings: The results showed that the inefficiency causes of educational institution in the field of knowledge transfer had 184 open codes or indicator, 16 axial codes or component and 7 selected codes or categorical. The category of objective had two components of human education and training, the category of teacher had four components of material and spiritual rights, selection, moral commitment and professional commitment, the category of student had two components of motivation and learning, the category of curriculum had two components of content and curriculum and settings, categories of educational methods had two components of teaching methods and teaching aids equipment, the category of educational environment had two components of educational space and secondary education space and the student's psychological category had two components of family and social status. Finally, based on them a pattern of inefficiency causes of education in the field of knowledge transfer was designed. Conclusion: According to the identified indicators, components and categories for the inefficiency causes of education in the field of knowledge transfer, planning is necessary to reduce the inefficiency of the mentioned institution in the field of knowledge transfer.

Purpose: The current research was conducted with the aim of designing the national identity curriculum model for the second elementary school. Methodology: According to the nature and scope of the research, various qualitative methods were used to achieve the research objectives, which include: a) grounded theory, to design the national identity curriculum model in the elementary school; b) Thematic analysis method to determine the characteristics of elements of national identity in primary school textbooks to achieve the curriculum model of national identity. In part A, the community was studied by experts in the field of national identity, including experts in social sciences and educational sciences and upper education documents. The method of gathering information from experts was through semi-structured interviews with 36 teachers and experts. Also, the interviews were conducted based on the grounded theory in three stages of open, central, and selective coding, and the obtained concepts were classified into categories and subcategories. Findings: National identity curriculum model was presented in two dimensions of why and the necessity of national identity curriculum and how national identity curriculum in the form of a conceptual model, including the necessity and need (needs assessment), goals (general goal and partial goals), content (principles of content organization, content selection), teaching methods, learning, teacher's role, and evaluation methods. Conclusion: Among the features of this model, we can refer to being native, attention to individual, social, ethnic and national characteristics, being scientific, simplicity, originality, educational outlook and active approach in teaching and learning.

Purpose: Rumi is one of the Islamic thinkers who have presented its educational ideas and implications in a coherent way. Therefore, the purpose of this study was identifying the educational implications of Rumi and critical theorists and to examine their common and distinct aspects. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative from type of documentary. The study population was all published sources about educational implications of Rumi and critical theorists in the last 30 years, which from them 20 cases from various sources by purposefully were selected as a sample. For information collection were used from taking notes method from sources and to data analysis were used from data analysis method. Findings: Findings showed that in the educational implications from Rumi's perspective, the most important goals for adolescents and youth was human cognition and for adults was to achieve the status of knowledge of God or nearness to God, the most important principles for adolescents and youth was responsibility during its education and for adults was companionship and the most important methods for adolescents and youth was advised and preached and for adults was to walk the path of wisdom. Also, in the educational implications from critical theorists perspective, the most important goals was educating the global citizen, the most important principles was criticism and the most important methods was using discourse. Other findings showed that the most important common aspects of Rumi and critical theorists in terms of goals was drawing cognitive, emotional and psycho-motor goals and emphasis on individual ethics, in terms of principles was classification of principles at macro, intermediate and micro levels and emphasis on self-evaluation and in terms of methods was the use of encouragement and punishment and emphasis on seminar and exchange. Also, the most important distinct aspects of Rumi and critical theorists in terms of goals was Rumi's emphasis on individual goals both worldly and otherworldly, but the critical theorists' emphasis on individual and social goals only worldly, in terms of principles was Rumi's emphasis on the originality of the soul and the primacy of inward evolution over outward evolution, but the critical theorists' emphasis on the originality of society reform and the primacy of society's transformation over its own evolution and in terms of methods was Rumi's emphasis on self-construction, individual excellence and internalized discourse of self-construction, but the critical theorists' emphasis was on transformation, social change and critical discourse. Conclusion: The results indicated that educational implications in terms of Rumi has more individual aspects based on growth, perfection and nearness to God, but educational implications in terms of critical theorists has more social aspects based on society reform, citizen education and change of current status. The mentioned results can have practical implications for experts of education in order to improve the current situation and help them to provide a suitable perspective for designing educational programs.