درخت حوزه‌های تخصصی

Purpose: Considering rich theoretical underpinnings of positive psychology (PP), the current study aimed to investigate the effects of an extra educational curriculum on the basis of PP on distress and attainment of Iranian high school students who are living in dormitories in boarding schools. Methodology: This is an empirical study with a post-test only control group design in which a sample of 346 male students were selected through convenience sampling from two boarding schools in Qom city during 2018-2019. A translated and validated version of K10 distress questionnaire (Kessler et al, 2010) was administered to them and 67 students with high distress symptoms were identified and randomly allocated to a control group (N=23), experimental group one (N= 22) and experimental group two (N=22). First, the experimental group underwent 16 sessions (twice a week for 90 minutes) of PP curriculum integrated with religious counseling. Employing a post-test only control-group design, the group’s performance on a distress scale (Goldberg, 1981) and their mean scores were compared after the intervention. Kruskal-Wallis and ANOVA tests were used to compare differences between the groups. Findings: Findings revealed that positive curriculum alleviated distress symptoms of the experimental groups vis-à-vis the control (χ2 (2) = 52.851, p ≤ 0.001). Also, to investigate the effect of the intervention on educational attainment, their semester mean scores were analyzed through ANOVA (F = 8.244(2, 66), p≤0.001) where promising results were obtained. Conclusion: It was concluded that both interventions exerted meaningful effects on the attainment and distress of dorm-living students. Also, follow-up studies added proof on the permanence of the effects.

Purpose: The aim of the present study was to identify the causes of social isolation and design a relevant model for high school students. Methodology: This was an applied study in terms of its aim and mixed-method study in terms of its implementation method (qualitative and quantitative). The study population in the qualitative section included documents and resources and educational management experts and, in the quantitative section, 180 female high-school first-year students in Gorgan during the academic year 2019-2020. According to the data saturation principle, the research population in the qualitative part included documents and resources related to social isolation and 10 educational management experts who were selected by purposive sampling. According to Cochran's formula, the study population in the quantitative section included 180 female high-school first-year students who were selected by cluster sampling method. Data were collected by note taking, interviews and a researcher-made questionnaire (39 items), the construct and convergent validity of which were confirmed and its reliability was obtained α=0.96 by Cronbach's alpha method. Data were analyzed by open and axial coding methods, factor analysis and structural equation modeling in MAXQDA software. Findings: The findings of the qualitative section showed that social isolation consists of six components and 40 indicators, including socio-economic anomalies (7 indicators), individual variables (9 indicators), parental role (5 indicators), strengthening social relations (6 indicators), psychological interactions (10 indicators), and family level (3 indicators). The findings of the quantitative section showed that the social isolation model had a good fit and all six components, i.e. socio-economic anomalies, individual variables, parental role, strengthening social relations, psychological interactions and family level had a significant effect on social isolation (P<0.05). Conclusion: According to the results, sociologists can use the social isolation model designed in the present study to reduce social isolation; therefore, it is necessary to pay attention to the role of effective components.

Purpose: The aim of this research was investigate the effect of participative management and self-regulation on conflict management of managers with mediate role of spiritual transcendence. Methodology: The present study is applied in terms of purpose and in terms of implementation, it was descriptive-correlation. The research statistical population was the male and female teachers of one and two districts of Urmia city in 2019-20 academic years. According to the Cochran’s formula, 343 people were selected as the sample by the stratified sampling method based on the service area. The research instruments was the questionnaires of participative management (Feyzi & et al, 2009), self-regulation (Bouffard & et al, 1995), conflict management (Thomas & Kilmann, 1974) and spiritual transcendence (Piedmont, 1999). Data were analyzed with methods of Pearson correlation coefficients and structural equation modeling in SPSS-19 and Smart PLS-3 software. Findings: The findings showed that participative management and self-regulation on spiritual transcendence, and participative management, self-regulation and spiritual transcendence on conflict management had a positive and direct effect. Also, participative management and self-regulation with mediating spiritual transcendence on conflict management had a positive and indirect effect (P<0.05). Studies have shown that the research the model had the fit well. Conclusion: Spiritual transcendence was a good mediator between participatory management and self-regulation with conflict management, so according to the results to improve conflict management of managers can improve the level of their participative management, self-regulation and transcendence through training workshops.