درخت حوزه‌های تخصصی

Purpose: The purpose of this study was to investigate the causal relationship between parenting styles and academic self-handicapping by mediating role of meta-cognitive and perfectionism skills. Methodology: The statistical population of the study consisted of all the second grade secondary school students in studying the academic year of 2017-18, in Bojnourd. A sample of 350 students was selected using multi-stage cluster sampling. To collect the data,(a) Alabama Parenting Questionnaire (APQ),(b) Metacognitive Skills Questionnaire(MCSQ)(Dowson,Mcinerney, 2004), (c) Perfectionism Scale (Hewitt, Flett (1991) and (d) Academic self-handicapping Scale (ASHS) (Schwinger, 2014) were used. Pearson correlation coefficient and Structure Equation Modeling were used to analyze the data. Findings: Findings showed that parenting styles directly to academic self-handicapping was not significant, But through the mediating role of meta-cognitive skills and perfectionism was significant. and the hypothetical model had good fit. Conclusion: teaching of the metacognitive skills to students will reduce the academic self-handicapping, and the increaseing of perfectionism will increase the likelihood of academic self-handicapping in the students.

Purpose: The purpose of this study was to design a psychological capital curriculum consist of optimism for Iranian higher education. Methodology: The research methodology was qualitative content analysis of deductive category system. The research domain consisted of all sources, articles, and printed and digital books related to psychological capital and a targeted sampling method was used. Data analysis was conducted through subject coding. The findings were derived from 50 conceptual codes that were categorized into 16 components and main categories of optimism. To validate the model of psychological capital curriculum, 10 experts from the field of curriculum and educational psychology contributed using Lawshe coefficient, with components below 62%, three components were deleted. Finding: the results showed that the identified targets for optimism included four components of reality, self-regulating growth, responsibility, and bravery. The obtained content showed that components of planning, self-excitation education, communication approach, positive thinking, and relationship between the current status and the past one need to be considered in optimistic curriculum. The results also identify education and two components for teaching methods of optimism: interpretative pattern and individual teaching pattern. For evaluation, three components of evaluating the interpretation and explanation, assessing the change in behavior, and an assessment of the correct and unfair practices of social communication were identified. Discussion: The present study, as a model for designing a curriculum for psychological capital based on optimism for Iranian scholars and planners of higher education, allows understanding and applying the elements of the curriculum to develop psychological capital in students.

Purpose: The purpose of this research is to design a model and accreditation of the organizational health. Methodology: The research method was applied in terms of purpose and qualitative in terms of data type. The statistical population of the study consisted of the university experts and senior managers of Tehran municipality. Ten people were selected using purposeful sampling method and saturation principle as the sample. The interview with the experts indicated that the interview was valid, Reliability method between two encoders was used to calculate the reliability. Findings: The results indicated that the interview was valid and reliable. Content analysis was used to analyze the research data. The results of the research showed that the organizational health pattern in the municipality included the bonus components, flexibility, job commitment, successor planning, trust, effective relationships, comprehensive leadership, work-life balance, environment perspective, teamwork, specific system, developing the skills and competencies, clear vision and job success. Conclusion: With the regard to the mechanisms, facilitators and barriers ahead, a general model was presented for the organizational health.