درخت حوزه‌های تخصصی

Purpose: The purpose of this study was to investigate and predicting positive user responses to social media advertising: The roles of subjective norms and empathy. Methodology: This study in terms of goal is an applied and in terms of nature is an experimental research. Statistical population for this study was users of the Instagram, and simple random sampling was used and 150 questionnaires were collected successfully. For statistical analysis of the data, Structural Equations Modeling and PLS2 software was used. Findings: This research conceptualizes social networks advertisements effectiveness as a concept encompassing emotional appeal, in formativeness and creativity that all have a potential to contribute to a positive online behavior. The experts were asked to validate the validity. It proposes and tests a conceptual model of the formation of online user’s behavioral responses about social networks advertising. Conclusion: The results of our empirical tests of the model reveal that emotional appeal, in formativeness and advertising creativity were key drivers of favorable behavioral responses to a social networks ad and that intention to engage in favorable user responses was positively associated with purchase intention.

Purpose: The purpose of present study was determining the effectiveness of academic buoyancy training on academic engagement and adjustment to school in firth high school students. Methodology: This study in terms of purpose was applied and in terms of methodology was semi-experimental with a pretest and posttest design with control group. The research population was firth high school girl students of District 9 of Tehran city in academic years of 2019-20. The research sample was 50 people who were selected by available sampling method and randomly replaced into two equal groups (each group 25 people). The experimental group underwent 12 sessions of 70-minute academic buoyancy training and the control group did not see training. Research tools were the questionnaires of academic engagement Fredricks and et al (2004) and adjustment to school Sinha & Singh (1993). Data were analyzed with chi-square, independent t and multivariate analysis of covariance methods in the SPSS version 21 software. Findings: The findings showed that the experimental and control groups had a significant difference in both variables of academic engagement and adjustment to school. In the other words, academic buoyancy training led to increased academic engagement and adjustment to school in firth high school students (P<0/05). Conclusion: Based on the results, it is recommended that school counselors and psychologists used the academic buoyancy training method to improve academic characteristics, especially to increase academic engagement and adjustment to school.

Purpose: The aim of this research was determining the relationship between cognitive appraisals and social problem solving with coping styles with stressful factors in university students. Methodology: The present study was cross-sectional from type of correlation. The research population was all undergraduate students of Islamic Azad University of Saveh branch in 2019-2020 academic years. There were 418 of them the sample size was calculated according to Cochran's formula 220 people who were selected by multi-stage cluster sampling method. The research tools were the questionnaires of cognitive appraisals (Folkman & Lazarus, 1985), social problem solving (D’Zurilla & et al, 2002) and coping styles with stressful factors (Endler & Parker, 1990). Data were analyzed by structural equation modeling method with using path analysis in LISREL-8.8 software. Findings: The findings showed that the primary appraisals had a significant negative effect on problem-oriented style and a significant positive effect on emotion-oriented and avoidance styles, secondary appraisals had a significant positive effect on problem-oriented style and a significant negative effect on emotion-oriented and avoidance styles, adaptive social problem solving had a significant positive effect on problem-oriented style and a significant negative effect on emotion-oriented and avoidance styles and maladaptive social problem solving had a significant negative effect on problem-oriented style and a significant positive effect on emotion-oriented style (P<0.05), but maladaptive social problem solving had no significant effect on avoidance style (P>0.05). Conclusion: Based on the results, to improve coping styles with stressful factors (increase problem-oriented style and decrease emotion-oriented and avoidance styles) can be designed and implemented programs to increase secondary cognitive appraisals and adaptive social problem solving and decrease primary cognitive appraisals and maladaptive social problem solving.

Purpose: Increasing improvement in the field of computer sciences, appearance and development of information networks, especially internet, facilities and new ways are provided for the programmers and executives of training plans. The purpose of present research is planning and validation of curriculum model of medium period technological competence. Methodology: This research has mixed strategy. To answer these questions, the research was done in four phases. The first phase was done with qualitative approach and other phases with quantitative approach. Handling this research in the first phase, interview, search and investigation was used for data collection. After doing interviews with 12 persons of elites and using the articles of related researches, obtaining data were collected and the questionnaire including 76 questions in 6 main effective indices on curriculum model of medium period technological competence was planned. In the next step of this questionnaire, it was distributed among some elites of managers and assistants of electronic training schools to determine efficiency amount of each noted factors in the questionnaire on curriculum of medium period technological competence and based on their idea using confirmed element analysis method was designed for medium period technological competence. Finding: Obtained findings indicated that 6 indices with 15 components make the status of network substructure with two access components to network and network quality, relation tool and collaboration with two components of concurrent and in-concurrent relationships, non-technical competences and technical skills with three components of knowledge, skill and attitude, strategies of simplicity training with three components of patterning and cooperation, management and supervision, training strategies for increasing trust with three components of trust, honesty and appreciation and management with two components of time management and support for curriculum model of medium period technological competence. In addition, confirmed element analysis of obtaining components indicated that there is acceptable curriculum model of medium period technological competence with data. The most element load was related to management (0.964) and the least one related to network substructure (0.579). Conclusion: Due to obtaining findings, we can conclude that based on the idea of experts, hardware factors such as substructure of communication networks and internet and technical skills along with software and human factors such as management play the role in designing curriculum of medium period technological competence.

Purpose: The aim of this study was to identify the components of distance education in rural areas in order to provide a model in secondary schools in the country. Methodology: The combined research method was exploratory. In the qualitative part of the study, content analysis with inductive approach was used. Research environment in this section, 84 documents including 67 articles and books, 17 texts of interviews in the field of distance education that were selected as a sample, the components obtained in this research include 7 main components including management and leadership infrastructure, Economic infrastructure, technical infrastructure, educational infrastructure, socio-cultural and value infrastructure, organizational infrastructure and human infrastructure and 25 sub-components. The relative content validity coefficient was used to assess the validity and the Holsti coefficient was used to determine the reliability of the themes. The extracted reliability coefficient was 0.98 which indicated the high reliability of the themes. In the quantitative part, 290 members of the sample were selected by Cochran method and stratified random sampling method. The research tool was a 70-item researcher-made questionnaire. To evaluate the validity of the questionnaire, face, content and structural validity were used, and to assess its reliability, Cronbach's alpha with a value of 0.90 was used. Descriptive statistical methods were used in the analysis of quantitative data including frequency distribution tables and graphs and in the inferential section of confirmatory factor analysis. According to the relative Chi-square fit indices, adaptive fit, adaptive fitting and barbell, the model had a good fit. Findings: The results showed that among the identified components, educational infrastructure was ranked highest and human infrastructure was ranked lowest, respectively. Discussion: E-learning is useful for rural areas in terms of knowledge, better job opportunities, advancement and learning of developing technologies in marketing, and focusing on rural areas helps people's social development and mental ability.