درخت حوزه‌های تخصصی

Purpose: The purpose of this study was to evaluate the effectiveness of acceptance and commitment therapy education on students' responsibility. Methodology: The research method was quasi-experimental with pre-test and post-test with control group. The statistical population of this study was all female students of Shahid صادقیSecondary School (District 6) in Tehran during the school year of 2018-2019. The sample consisted of 30 students (15 experimental group, 15 control group) from those who had a lower than average deviation from the responsibility scale and were randomly selected and divided into two groups of 15 experimental and control groups. Were. The experimental group received 8 sessions of acceptance and commitment therapy training while the control group did not receive any intervention. To measure the variables, Kordlow Liability Questionnaire (2008) was administered to both groups and data obtained from pre-test and post-test using multivariate analysis of covariance. And univariate analysis was performed. Findings: The results of multivariate and univariate analysis of covariance showed that acceptance and commitment therapy education increased the students' responsibility in comparison with the control group in the post-test. (P <0.05). conclusion: Therefore, it can be concluded that acceptance and commitment based training can be used to promote accountability and its components. Acceptance and commitment based therapy can be part of intervention programs in counseling centers. Schools should be targeted to increase accountability of target groups.

Purpose: One of the main organizational planning is human resource planning. The purpose of this study was to design a model for the implementation of human resource strategies in the field of health. Methodology: The combined research method and research design were also of the type of mixed exploratory research design. In the qualitative section, using the method of "samples contain rich information" with 20 heads of medical universities and senior managers of the Ministry of Health and Medical Education, using the Delphi method and using semi-structured questionnaires; Was interviewed. In the quantitative part of the research, a researcher-made questionnaire with multi-stage relative stratified sampling method was distributed among 334 senior and middle managers of the country's medical universities and the data were used by exploratory and confirmatory factor analysis. Analyzed with SPSS and AMOS software. Findings: The results indicate that "human resource strategies" have six dimensions: 1. Human resource provision, 2. Training, 3. Performance evaluation, 4. Development and improvement, 5. Service reward and 6. Participation And "strategy implementation" has three dimensions and nine components as described: a- Structural dimension (1. structure of the implementing organization, 2. Capacities, 3. Resources), b- Environmental dimension (4. Macro environment, 5. Intermediate environment 6. Execution environment) and c- Behavioral dimension (7. Performers 'behavior, 8. Target community behavior and 9. Developers' behavior). The results of the quantitative section showed that the impact of all dimensions of human resource strategies on the structural, environmental and behavioral dimensions of strategy implementation was confirmed. Conclusion: Special attention to human resources, especially in organizations providing health services and health in the community as the most vital element of organizational success and creating a sustainable competitive advantage is always important in management.

Purpose: Attention is a significant factor for the learning process, and it may affect the degree and efficiency of student’s learning and their teaching. Methodology: Therefore, the present paper aims to examine the effect of the fluctuations in daily and weekly rhythms, and chronotype (morningness-eveningness) on the attention performance of preschoolers. The research’s methodology is a causal-comparative one. The statistical population includes 100 preschoolers in Tehran who were selected by purposeful sampling. They were tested in different hours of day (8, 11, 13, and 15) and weekdays (Saturday, Sunday, Tuesday, and Wednesday). Findings: The data were analyzed by mixed analysis of variance. The results show that preschoolers’ performance is different for different days of week and hours of day (p<0.01). |and in comparison with the attention performance of evening and intermediate types, that of morning type shows no significant difference in educational environment during day and week (p<0.01). Discussion: The practical implications of these findings for the planning of school schedules are benefit.

Purpose: The purpose of this study was to compare the effectiveness of teaching Mindfulness and Working Memory on academic well-being, academic self-regulation and academic achievement motivation of second-grade secondary school students. The statistical population of this study includes all second-grade secondary school students in Sabzevar city during the academic year of 2017-2018. To collect data, Tuominen-Soini et al. Educational well-being Questionnaire (2012), Kanle and Royan Self-Regulatory Questionnaire (1987) and Abd Khodaie's Achievement Motivation Questionnaire (2008) were used. Methodology: This research was a semi-experimental design with a pre-test and post-test design with the control group. A sample of 45 people who were lower in the three dependent variables who were willing to participate in the training sessions were selected and randomly assigned to two groups of test and one control group (each group was 15). Within one week of pre-test run for each of the three groups, one of the experimental groups was subjected to an independent variable of mindfulness education (8 sessions one and a half hours, weekly one session), and the second group was subjected to working memory training (20 Half-hour session, three sessions per week) and the control group did not receive any training. In this research, to analyze the differences between the groups, the variance analysis of variables of multiple and single variable variables was used, taking into account the intra-group (test) and intergroup (group membership) variables. Findings: The results showed that training mindfulness and working memory training increased academic well-being, self-regulation and academic achievement motivation in students. The results showed that there is a significant difference between the effectiveness of mindfulness education and working memory training. Conclusion: Training mindfulness is more effective in increasing academic well-being, academic self-regulation and academic achievement motivation

Purpose: This study aims at developing an environmental curriculum model based on self-management in the high school in a qualitative study. Methodology: This is an applied study in terms of purpose and a qualitative study in terms of implementation method. The research community included environmental curriculum experts in Iran based on self-management in 2021. The research sample was estimated to include 15 subjects according to the theoretical saturation principle. They were selected by purposive sampling method based on the inclusion criteria. Indexing and semi-structured interviews were used to collect data, the validity and reliability of which were confirmed. Finally, the data were analyzed by content analysis method. Findings: The results showed that, in terms of objectives, the self-management-based environmental curriculum in the high school included the themes of organizing critical thinking skills development, constructive thinking promotion, behavioral strategies, improving environmental knowledge and cognition, environmental culture promotion, internalization of environmental value, and natural reward strategies. Also, in terms of contents, it included themes of organizing integrated content, applied content, development of thinking skills, alignment with humanities and ethics, comprehensiveness of content, development of managerial skills and integrated content. In addition, in terms of teaching and learning strategies, the themes included being organizational and practicality, interactivity, and being exploratory. The themes of the evaluation element included rational organization, situation-based evaluation, evidence-based evaluation, and evaluation feedback. Finally, based on the organizational and basic themes in the area of objectives, content, teaching and learning strategies and evaluation, a self-management-based environmental curriculum model was designed for the high school. Conclusion: According to the results, experts and planners can improve the self-management-based environmental curriculum.