درخت حوزه‌های تخصصی

Purpose: The purpose of the present study was to predict students’ social movement citizenship based on open classroom climate, political efficacy and civic knowledge. Methodology: This study was an applied research according to the purpose and is a type of descriptive-correlational researches on the basis of data collection method. The statistical population of the study consisted of all the students of the college of education and psychology at Semnan University in the academic year 2018-2019. The participants were 227 students (107 male students, 120 female students) who were selected using stratified random sampling method. All of them completed open classroom climate, political awareness, civic knowledge and social movement questionnaires. The data was analyzed by SPSS and LISREL software and Pearson correlation coefficient technique and path analysis model. Findings: The findings showed that there is a positive and significant relationship between open classroom climate, political efficacy and civic knowledge with students’ social movement citizenship. Open classroom climate has not a direct and significant effect on students’ social movement citizenship. Open classroom climate has a significant indirect influence on students’ social movement citizenship through mediation of political efficacy. Open classroom climate has a significant indirect impact on students’ social movement citizenship through mediation of civic knowledge. Conclusion: The results of this study indicate the importance of paying attention to the role of open classroom climate, political awareness and civic knowledge in increasing students’ social movement citizenship.

Purpose: The e-learning is one of the new educational methods that can create a competitive advantage for organizations and countries. Therefore, the current research was conducted with the aim of a comparative study of e-learning in the countries of England and South Korea. Methodology: This study in terms of purpose was applied and in terms of implementation method was review. The current research population was the e-learning system of countries of England and South Korea, which these two educational systems were examined in terms of similarities and differences. For this purpose, e-learning in the countries of England and South Korea were investigated and the data obtained from e-learning in both countries were compared. Findings: The findings showed that both countries of England and South Korea in e-learning emphasized on the experience e-learning by creating periodic programs and policies and appropriate to the time, creating two formal and informal education methods, increasing the skills of students and parents about using educational resources, raising media literacy, providing high-quality, free, diverse, attractive and easy-to-use educational content, using the full capabilities of four communication screens of tablets, smart phones, internet TVs and computers for learning, open and collaborative environment for creating creative ideas by the audience, participation in production with curriculum organizations and universities, encouraging and financial support from top creators of educational programs and updating the educational programs and learning practices. On the contrary, in the e-learning of England country emphasized on the creation of content of learning resources suitable to their different nationalities and interests, investing on music videos with appropriate orientation to them, convergence and integration of learning resources and updating and transferring them through the internet, special attention to formal learning programs for under 19 years and using the successes and personal thoughts of users, but in the e-learning of South Korean country emphasis on the financial support from domestic products for the growth of the local content industry in the field of educational documentaries, sharing international educational content by signing a contract with YouTube and holding international conferences and festivals for global interaction with the creators of educational documentaries. Conclusion: Despite the similarities between e-learning in two countries of England and South Korea, there are differences between e-learning in the two countries. According to the results, the educational planners of Iran country, while paying attention to the cultural context, can provide the basis for better e-learning in the country.

Purpose: The quality of working life due to the improvement of the quality of human resources has been the focus of most managers and planners. As a result, the present research was conducted with the aim of identifying the components and indicators of the quality of working life of school managers. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of qualitative. The research population was experts who were familiar with the research field and the samples of this study according to the principle of theoretical saturation were determined 20 people who were selected by non-probability purposive and snowball sampling methods. The research tool was an in-depth interview with experts, whose content validity was confirmed by 10 experts in the field of educational management, and its reliability was calculated by the method of the coefficient of agreement between two coders of 0.77. Finally, the data obtained from the interviews were analyzed by coding method. Findings: The results of the analysis showed that the quality of working life of school managers had 92 indicators in 5 components including the individual factors, group factors, organizational factors, managerial factors and educational factors. Finally, the pattern of components of quality of working life of school managers was drawn. Conclusion: According to the results of this study, in order to improve the quality of working life of school managers should be provided the ground for the improvement of individual, group, organizational, managerial and educational factors affecting it.

Aim: Taking into account the importance of creativity and the effective role of creative self-efficacy (CSE) in it, several attempts have been performed to develop appropriate measures. One of the multi-dimensional tools to assess CSE is Abbott’s (2010) creative self-efficacy inventory. The current study is an attempt to investigate factor structure and psychometric properties of Abbott’s CSE Inventory (2010) in Persian sample. The other objectives were to examine the differences in CSE regarding age and gender.Methods: The participants of this study were students in the age range of 13-19 years and also were schooling in 7th-12th grades of West Azerbaijan high schools (N= 400). Abbott’s CSE Inventory (2010) and intellect/imagination subscale of five factors personality Mini-IPIP scale were used. CFA was executed using AMOS and the data was analysed by SPSS software.Results: Reliability coefficients of raters for creative thinking self-efficacy (CTSE) and creative performance self-efficacy (CPSE) were 0.96 and 0.97 respectively (p<0.01). In addition, internal consistency of the whole scale, CPSE, and CTSE based on Cronbach’s alpha was 0.95, 0.88, and 0.93 respectively. The results showed that two factors were identified by the EFA, with eigenvalues greater than 1. These two factors were retained with 59.529 % of the total variance. The CFA supported construct validity of the CSE Inventory and its multi-factor structure. Also, there was no difference between the genders in terms of CSE, while CSE and age were directly related.Conclusion: The current research revealed that the structure and psychometric properties of the CSE Inventory for the Iranian sample are adequate