درخت حوزه‌های تخصصی

Purpose: Organizational and administrative destructive behaviors cause many direct and indirect costs on organizations and reduce organizational progress. Therefore, the objective of this study was to identify antecedents of destructive organizational and administrative behaviors based on social exchange theory by meta-synthesis method. Methodology: This study was developmental in terms of objective, cross-sectional in terms of time, and qualitative in terms of data collection. The field of research included 582 articles on destructive organizational and administrative behaviors during 2000-2022. The research sample included 55 articles selected by purposive sampling method and according to inclusion criteria. The data were collected by note-taking (validity was confirmed by the triangulation method and reliability was estimated to be 0.89 by the Cohen's kappa coefficient) and analyzed by content analysis using the seven-step meta-synthesis method of Sandelowski and Barroso (2007). Findings: The results showed that the antecedents of destructive organizational and administrative behaviors based on social exchange theory had two main categories and six subcategories. Each of the two categories of facilitating antecedents and inhibiting antecedents included three subcategories of behavioral factors, structural factors, and contextual factors. Finally, given the categories and subcategories, a model of the antecedents of destructive organizational and administrative behaviors based on social exchange theory was drawn. Conclusion: The model of antecedents of organizational and administrative destructive behaviors based on social exchange theory designed in the present study can be used as a tool for strategic planning in the field of organizational and administrative destructive behaviors.

Purpose: Epistemology as one of the philosophical foundations in the field of education can play an important role in blended learning, ie using more than one method, strategy and technique for learning. Therefore, the present study was conducted with the aim of designing and validation the epistemological model in blended learning Methodology: The present study was applied from type of qualitative-quantitative. The population of the qualitative section was the documents related to epistemology and blended learning in the years 1990 to 2020 which 80 books, 60 dissertations and 60 articles were selected by purposive sampling method and in addition, included experts in the field of philosophy of education and distance learning which based on the principle of theoretical saturation number of 10 people of them were selected by purposive sampling method. The population of the quantitative section were faculty members and doctoral students of the department of philosophy of education and distance learning of Payame Noor University in 2020-2021 years which based on Krejcie and Morgan's table number of 200 people of them were selected by stratified random sampling method with using the teacher and student ratio. The tool of the qualitative section was the recording of books, dissertations and articles and interviews with experts, and the tool of the quantitative section was a researcher-made questionnaire whose psychometric indicators were confirmed. Data were analyzed by coding method in MAXQDA software and exploratory factor analysis and one-sample t-test in SPSS software. Findings: Findings showed that the epistemological model in blended learning had 60 subcategories in 9 categories including purpose, evaluation, educational correction, content, teaching method, teacher, learner, media and cognitive presence that its model was drawn. Also, validation of model indicated that the factor load of all 6 questions related to validation of model was higher than 0.30, their validity was higher than 0.50 and their reliability was higher than 0.70. In addition, the mean of all 6 questions was higher than the hypothetical mean of the population (P<0.001). Conclusion: The findings showed that the designed model for epistemology in blended learning had good validity. Therefore, curriculum specialists and planners can use this model along with other models to improve blended learning