درخت حوزه‌های تخصصی

Purpose: Considering the role and importance of passion in elementary students, the present study was conducted with the aim of constructing and standardizing passion quotient test in elementary students. Methodology: This study was a descriptive from type of correlation. The population of this research was elementary students in District 5 of Tehran city in the academic year of 2019-20, which number of 500 people of them was selected as a sample by multi-step cluster sampling method. For passion quotient was prepared a researcher-made test (20 items) and its psychometric indices were examined. For this purpose, the content validity of the instrument was calculated by opinion experts, its structural validity was calculated by exploratory factor analysis by principal components method and its reliability was calculated by Cronbach's alpha and combined methods. For analyze data were used from SPSS-25 and LISREL-8.8 statistical software. Findings: The results showed that the content validity of the instrument was confirmed by opinion experts and its construct validity by factor analysis method indicated the existence of four factors of interest, sensation seeking, focus and intimacy in relationships. The reliability of total and factors of interest, sensation seeking, focus and intimacy in relationships with Cronbach's alpha method were calculated 0.94, 0.88, 0.70, 0.90 and 0.71, respectively and with combined method were calculated 0.96, 0.90, 0.88, 0.91 and 0.83, respectively. Conclusion: Passion quotient test with four factors of interest, sensation seeking, focus and intimacy in relationships had good validity and reliability. Therefore, it can be used to investigate and measure the passion quotient of elementary students to plan to improve their passion and motivation.

Purpose: The aim of this study was to present a model of personal self-efficacy of secondary school teachers Methodology: The method of this research was qualitative and the data theory theory paradigm model was used. The statistical population included experts, specialists, officials and experts on education and faculty members in the fields of educational management and psychology, Using purposive sampling method with maximum diversity to achieve theoretical saturation, 21 people were interviewed as semi-structured interviews. For validity and validity of the data, two methods of reviewing participants and reviewing non-participating experts in the research were used. The collected data were analyzed using MAXQDA software during three stages of open coding, axial coding and selective coding. Findings: The findings showed that 27 general categories within the framework of the paradigm model, in three categories of effective planning and evaluation, environmental conditions and respect and motivational and social characteristics of the job (causal conditions), in seven categories of constructive interaction and ethics Teaching skills and teaching competence, decision-making and problem-solving skills, teacher morale and perseverance, classroom management, student involvement and application of teaching methods (central phenomenon of personal self-efficacy of secondary school teachers), in four categories of management style and facilities, Students’ motivation and skills, competitive environment and successful models and characteristics of teachers (background conditions), in four categories: system inadequacy, economic and cultural problems, educational and attitude challenges, and processes and standards (intervening conditions), in five Creating dynamic self-efficacy structures and centers, encouraging and increasing teachers’ skills, improving teachers’ motivation and commitment, and establishing professional systems in education (strategies), in four categories: improving teacher satisfaction and relationships between teachers and students, improving the quality of education and Teaching, reducing burnout and improving mental health, modeling self-efficacy and improving performance (PIA) Mods) has been extracted. Conclusion: Teachers’ personal self-efficacy includes three components: self-efficacy for student engagement, self-efficacy for classroom management, and self-efficacy for teaching strategies