درخت حوزه‌های تخصصی

Purpose: The aim of this study was to explore the dimensions and components of empowerment and promote the position of female educational managers. Methodology: The present study was a qualitative research of contractual content analysis. The sample size included 27 written documents related to the research topic and 19 interviews with academic experts, successful educational administrators and senior administrators who were selected by purposive sampling method. Semi-structured interviews were used to collect data. To analyze interview information and documents; Inductive and content analysis methods were used. Findings: Findings from the analysis of interviews and documents showed components and dimensions to empower and promote the position of female educational managers in the field of information 3 dimensions (general, educational and managerial information), in the field of self-personality 2 dimensions (existential personality) Manager and interpersonal personality), in the political field 2 dimensions (government view and qualification), in the field of management attitude 3 dimensions (human relations management, special knowledge management and performance and efficiency), in the environmental field 4 dimensions (information from the environment, View of society, family and environmental impact) and in the economic sphere there is only one dimension of credit. Conclusion: The results showed that the most important components and dimensions for empowerment and promotion of female educational managers are: information field, personality, political, managerial, environmental and economic attitudes, respectively

Purpose: This research was conducted with the aim of presenting a model of self-handicapping based on time perspective and intelligence beliefs mediated by academic self-efficacy in students. Methodology: Present study was cross-sectional from type of correlation. The research population was all secondary high school students of Tehran city in 2019-20 academic years. The sample size was considered 400 people who were selected by multi-stage cluster sampling method. The research tools were the revised self-handicapping scale (Jones & Rhodewalt, 1982), time perspective questionnaire (Zimbardo & Boyd, 1992), intelligence beliefs scale (Abd-El-Fattah & Yates, 2006) and academic self-efficacy scale (Jinks & Morgan, 1999). Data were analyzed by structural equation modeling method in SPSS-25 and Amos-23 software. Findings: The findings showed that the model of self-handicapping based on time perspective and intelligence beliefs mediated by academic self-efficacy in students had a good fit. Also, time perspective and intelligence beliefs had a direct and positive effect on academic self-efficacy and time perspective, intelligence beliefs and academic self-efficacy had a direct and negative effect on self-handicapping. In addition, time perspective and intelligence beliefs with mediated by academic self-efficacy had an indirect and negative effect on self-handicapping (P<0.05). Conclusion: According to the results of this study, planning is necessary to reduce students’ self-disability which for this purpose, school counselors and psychologists can improve their time perspective, intelligence beliefs and academic self-efficacy through workshops

Purpose: The aim of this study was the role of political actors in the process of brain rotation in the educational system and model presentation. Methodology: In terms of nature and purpose, the present study was in the field of applied research, which was the role of political actors in the process of brain rotation in the educational system and model presentation. In this research, a quantitative research method was used. The statistical population includes all experts who have researched in the field of education, politics and sociology during the years 2019-2020 in North Khorasan province, including 522 people. Sampling method was selected through stratified proportional sampling in terms of region and using trained questionnaires, data were collected in person and the sampling volume using Krejcie and Morgan (1977) table was 192 people were selected. Data collection methods in this study were divided into two categories: library and field. In this study, an expert questionnaire was used to collect research data. In order to estimate the validity of the questionnaire, after calculating the CVR, the number 0.62 was obtained, so it was found that all the questions of the questionnaire had the necessary validity. Findings: In the model obtained in the present study, priority consists of 3 dimensions, 13 components and 52 indicators, respectively. Dimensions of research Developing a model of human resource training based on the rotation of brains in the educational system and presenting a model that is considered and deals with the main structure of the research to achieve the desired result and what was the motive and causes and effects of the components of this elite movement process. . These dimensions are: 1- Effects of pattern on elite migration 2- Factors of elite migration 3- Motivation of model providers to intervene in elite migration. Conclusion: The fact that the departure of elites from the cycle of service to society is a universal issue, in other words, this issue is not specific to a country or a group of countries. Today, developed and developing countries are grappling with this issue, but studies have shown important developments in this regard, in other words, traditionally selected people and the emergence of developing countries to the country. Developed countries migrated, but today, we are witnessing a wave of migration from developed countries to developing countries.

Purpose: Considering the role and importance of self-learning in academic success and performance, the present study was conducted with the aim of constructing of self-learning assessment tool in the university. Methodology: The present study in terms of applied purpose and in terms of how it was performed, it was cross-sectional. The population and sample of the research in the first part were the professors of Islamic State and Islamic Azad universities of Tehran and Gilan provinces in the academic year 2019-2010, from which 60 people were selected by multi-stage cluster sampling method. And in the second part, the students were from the same universities, from which 450 people were selected by multi-stage cluster method. Based on literature review and interviews with professors, 91 items were designed in six dimensions: Hitagogic ability, self-regulation, critical thinking, knowledge management, adult education, and learning styles. To evaluate the face and content validity of experts, to evaluate the construct validity by exploratory factor analysis and to evaluate the reliability of Cronbach’s alpha coefficients in SPSS software version 19. Findings: The findings showed that according to experts’ opinion 15 items were removed and the final form of the scale had 76 items. Also, the results of confirmatory factor analysis showed that the self-learning assessment scale in the university had six factors of Hitagogic ability, self-regulation, critical thinking, knowledge management, adult education and learning styles that reliability through Cronbach’s alpha coefficient for all factors above 0.70 and for the whole scale was 0.932. Conclusion: According to the results of this study, the self-learning assessment scale in the university had appropriate psychometric indices and can be used as a suitable and valid tool in other studies to assess self-learning.