فرامرز ملکیان

Purpose: Social capital plays an important role in the success of any organization, including the education organization. As a result, the purpose of this study was presenting a social capital management model in the general directorate of education in Kermanshah province with a grounded theory approach. Methodology: This research in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was experts and senior managers of education in Kermanshah province and in the quantitative part were the principals of primary schools in Kermanshah province. The sample size in the qualitative part was estimated according to the principle of theoretical saturation 11 people who were selected by purposive sampling method and in the quantitative part was estimated according to Krejcie and Morgan table 332 people who were selected by random cluster sampling method. The research instrument in the qualitative part was a semi-structured interview and in the quantitative part was a researcher-made questionnaire, whose psychometric indices was confirmed and for data analysis was used from the methods of coding in MAXQDA software and exploratory factor analysis in LISREL software. Findings: Findings showed that in the central category of social capital management in education, causal conditions including categories of organizational factors, social factors and individual factors, contextual conditions including categories of social bonds of employees, cultural and social commitments and sustainable social development, intervening conditions including categories of legal requirements and frameworks, civic participation networks, organizational policies and organizational culture, strategies including categories of knowledge management, organizational resilience, job turnover and organizational participation and outcomes including categories of organizational outcomes, individual outcomes and social outcomes. Other findings showed that the factor load of all sub-categories except sense of identity on causal conditions, all sub-categories except collective power on contextual conditions, all sub-categories except success and education on intervening conditions, all sub-categories on strategies and all sub-categories except human capital accumulation, social cohesion, organizational learning, organizational entrepreneurship and interpersonal trust on outcomes were confirmed. Conclusion: Regarded to the importance of identified categories and concepts for the social capital management in education, planning is essential to improve the categories through their concepts.

Purpose : The present research was conducted with the aim of investigating the relationship between problem solving skills with self-efficacy and social adjustment of Kermanshah female students. Methodology : This research in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlational. The study population was female high school students in Kermanshah city in the 2021-2 academic year with number 4100 people, that the sample size based on Krejcie and Morgan table was estimated 350 people who were selected by cluster method. Data were collected with using the problem solving skills inventory (Hepner and Patterson, 1982), self-efficacy scale (Scherer et al., 1982) and social adjustment subscale in adjustment inventory (Sinha & Singh, 1993) and their face validity was confirmed by experts and their reliability was determined by Cronbach's alpha method were obtained 0/80, 0.82 and 0.87, respectively. To analyze the data were used from the methods of Pearson correlation coefficients and multiple regression with enter model in SPSS software. Finding : The findings showed that problem solving skills and its dimension including problem solving confidence, approach-avoidance style and personal control had a positive and significant correlation with self-efficacy and social adjustment of female students. Also, the findings showed that the dimensions of problem solving skills were able to significantly predict the self-efficacy and social adjustment of female students (P<0.001). Conclusion : The results indicated the effective role of problem solving skills in predicting self-efficacy and social adjustment of female students. Therefore, education system specialists and planners to improve their self-efficacy and social adjustment can promote their problem-solving skills.

Purpose: The objective of the present study was to present a model for training organizational citizenship behaviors in the Education Organization based on grounded theory. Methodology: The present study was applied in terms of objective. For a rich description of the experiences, attitudes and perception of the interviewees towards training organizational citizenship behaviors, the qualitative research method was used and in particular grounded theory (systematic approach) was used to achieve a paradigm model. The population of this study included professors, university experts and directors of education in Kermanshah Province. Sampling in the present study was purposeful, in which 14 people were selected from the mentioned ones. In this study, interviews have been used to collect their views related to the training of organizational citizenship behavior in the Education Organization. Content validity was used to evaluate the validity of the construct and Cronbach’s alpha coefficient was used to evaluate the reliability. The research tool in this section was a questionnaire and for data analysis, SMART PLS3 and SPSS23 software were used. Findings: The results showed that causal conditions (employee empowerment; decentralization; and employee awareness of organizational citizenship behavior); axial phenomena (chivalry and forgiveness, conscientiousness; organizational spirituality; respect and esteem; and civic virtue); strategic factors (organizational contexts, fair and rapid feedback; observance of justice in the organization; policy making; and increasing employee motivation); confounding variables (personality traits; and cultural, social, political and economic conditions); background conditions (organizational culture, transformational leadership, and organizational support) and consequences (effectiveness and improvement of organizational performance; employee satisfaction; organizational commitment, cooperation and participation) affect the training of organizational citizenship behavior in the Education Organization. Conclusion: The study results showed the effect of each of the different categories on the training of organizational citizenship behavior. So, to succeed in this regard, special attention should be paid to these categories. Therefore, in order to achieve higher effectiveness and proper hiring of employees with extra-role behaviors, the Education Organization should consider and implement the necessary program and preparation for training organizational citizenship behaviors.

Purpose: The aim of this study was to design and validate the questionnaire of organizational factors affecting the transfer of learning to the workplace in Islamic Azad Universities of the west of Iran. Methodology: The method of data collection was mixed of sequential exploratory design type. Qualitative data was collected through semi-structured interview with 15 people including faculty members and specialists of training and human resource development who were selected through purposive sampling of theoretical and snowball sampling type. The analysis of qualitative data was carried out through grounded theory method. In quantitative section, researcher-made questionnaire was investigated by 11 experts and its relative content validity was calculated. In this way, the validity of the questionnaire was verified by the specialists and its reliability was calculated by Cronbach's alpha (0/873). Afterwards, the final version was distributed among 309 employees from the universities. To validate the designed tool, confirmatory factor analysis was used. SPSS and Lisrel software were used for this purpose. Finding: In the qualitative section, 25 components were identified which were presented in paradigmatic model template including 6 dimensions; causal conditions, core phenomenon, context conditions, intervening conditions, strategies and consequences. The quantitative stage results showed that fit indices, factor loads and t-values obtained from each criterion were fit and the 6 main dimensions and their factors had the ability to explain the variable of learning transfer. Conclusion: The organizational factors, especially organizational culture, have an important place in learning transfer due to their role as facilitator and stimulator.

This research has been designed and implemented with the aim of determining the arbitrariness of thinking styles with creativity, orientation Tendency to innovation and academic motivation in students. The research method was descriptive-correlational and the sample consisted of 309 undergraduate students in the department of Islamic Azad University, Kermanshah, which was selected by stratified random sampling method. They are in this research, we used the Sternberg-Wagner thinking styles questionnaire to determine the style of thinking and also to assess the creativity of Randsip's standardized questionnaire. To determine the tendency for innovation, a researcher-made questionnaire with Likert's comparison and also to assess the degree of academic motivation The standard questionnaire (Valerand) has been used. The collected data were analyzed using descriptive statistical methods including mean, mean, faces, variance, standard deviation, tables and graphs of inferential statistics including multivariate regression. The results of the research show that there is a significant relationship between the modes of thinking, external, exequatur, legislator, individualist, jirgas, conservative, informal, conservative, there is no positive and significant relationship between creativity and open mindedness of secretary, internal, general, and versatility. There is also a positive and significant relationship between all styles of thinking with tendency to innovation. With educational motivation, there was a significant relationship between general and supportive thinking styles, while in other styles there was no meaningful relationship with academic motivation. Based on this, it is suggested to guide and encourage students to pay attention Creativity and innovation, as well as academic motivation in universities and educational institutions, should be designed and implemented in accordance with the type and style of thinking of students. Also, the creativity of innovation and motivation for exploitation in the environments based on these components is maximized.