درخت حوزه‌های تخصصی

Purpose: One of the fields with the highest number of students at Farhangian University is Primary Education. Therefore, the purpose of this study was to evaluate the quality of the Primary Education program at Farhangian University based on the CIPP model. Methodology: This study was applied in terms of objective and descriptive-survey in terms of implementation method. The study population included faculty members, educational group managers, and graduates of Primary Education from Farhangian University campuses in Tehran province during 2019-2022, and primary school principals in Tehran city in 2022. The sample size was estimated to be 276 individuals (20 faculty members, 6 educational group managers, 200 graduates of Primary Education, and 50 primary school principals) selected through simple random sampling. Data were collected through semi-structured interviews with faculty members and educational group managers and a researcher-made questionnaire filled out by all sample members. The data were analyzed using open, axial, and selective coding methods and examining the desirability of axial and selective codes. Findings: The findings indicated that for the quality of the Primary Education program at Farhangian University based on the CIPP model, 88 open codes, 31 axial codes, and 7 selective codes were identified. Conclusion: The results of this study indicated that the status of the Primary Education program at Farhangian University based on the CIPP model was not at a desirable level and improvement of the identified open, axial, and selective codes in this research is necessary for enhancement.

Purpose: The interaction styles of teachers play a significant role in improving both academic and non-academic outcomes for students. Thus, this study aimed to determine the structural relationship of teachers' interaction styles based on social adaptability, psychological hardiness, and academic achievement motivation with mental health mediation in eighth grade female students. Methodology: This study was applied in its objective and cross-sectional in its execution, utilizing a correlational type. The population of this study comprised all eighth-grade female students in the city of Kangavar in the academic year 1401-1402, totaling 2417 students. Based on the Krejcie and Morgan table, 379 of them were selected as the sample through multi-stage cluster random sampling. Data collection tools included questionnaires on teachers' interaction styles, social adaptability, psychological hardiness, academic achievement motivation, and mental health, which were analyzed using the Structural Equation Modeling (SEM) method in Amos software. Findings: The findings of this study indicated that the variables of social adaptability, psychological hardiness, and academic achievement motivation had a direct and significant effect on mental health, and the variables of social adaptability, psychological hardiness, academic achievement motivation, and mental health had a direct and significant effect on teachers' interaction styles. Moreover, the variables of social adaptability, psychological hardiness, and academic achievement motivation had an indirect and significant effect on teachers' interaction styles through the mediation of mental health (P<0.05). Conclusion: Based on the results of this study, to improve interaction styles, it is possible to create conditions for improving the variables of social adaptability, psychological hardiness, academic achievement motivation, and the mental health of students.