درخت حوزه‌های تخصصی

Introduction: This study aimed to provide a model in order to educate professional citizens through knowledge-oriented era of Iran's education system. Methodology: The statistical population of the research consisted of all female and male principals and deputies of governmental elementary schools within cities of Tehran province (N = 11382). The sample size estimated to be 362 people based on the Cochran formula. The data collection tool was a researcher-made questionnaire based on a 5-point scale. Findings: Data analysis was performed by Cronbach's alpha test, Average Extracted Variance (AVE), Square root of AVE, Kolmogorov-Smirnov, Exploratory Factor Analysis, Confirmatory Factor Analysis and Friedman ranking test. Reviewing the research literature for understanding the complexity and extent of theoretical and practical domain of the research in training professional citizenship, and also reviewing the models, theories, and the study components, a global model of educating professional citizens was developed including the components of philosophy, goals, Perceptual framework, procedure of implementation, and system of evaluation and engineering. A survey was conducted through 30 experts of this field in order to determine the degree of quality of the proposed model for presenting the final model through an evaluation questionnaire including the philosophy and objectives of the model, the theoretical foundations, dimensions, components, indices, and mechanisms for educating a professional citizen in the knowledge-oriented era of Iran’s education system. In addition, this questionnaire was confirmed with a scale of 4.64 out of 5. Conclusion: Using this model, the country's education and training system can provide knowledgeable, committed, skilled, and professional citizens for society, knowledge economy and knowledge management in response to the third millennium generation.

Aim: The purpose of this study was to investigate the effectiveness of life skills training on personal-social adjustment and psychological capital of high school students in Tehran during 1397. Methodology: The method used in this study was applied in terms of purpose and in terms of data collection, a quasi-experimental design with pretest-posttest design with control group and random sampling. The statistical population consisted of all female secondary school students in 1397. Using random sampling, 30 students in both experimental and control groups (15 subjects) and control (15 subjects) were considered as the sample size. The experimental group received 8 life skills training sessions, and the control group did not receive any treatment. In order to collect information, two questionnaires, personal-social adjustment (California, 1953) and McGee's Psychological Capital questionnaires (2011) were used. In order to determine the reliability of the questionnaire, Cronbach's alpha coefficient was used and the coefficient for each questionnaire was higher than 0.7. Content validity was also used to assess the validity of the questionnaire, which was approved by the relevant experts. Data analysis was performed using SPSS software in two sections: descriptive and inferential (covariance analysis). Findings: Findings showed that life skills training increased personal and social compatibility of students. Based on the results of the findings, life skills training increased the psychological capital and its components in students(P> .0 / 01). Conclusion: Therefore, it seems that life skills training can enhance students' adaptation and provide effective techniques for increasing psychological capital.

Purpose: The purpose of the present study was to investigate the Effectiveness of Motor Skills Training on Improve the Ability to Fitter in University of Applied Science Students. Methodology: The present study was a quasi-experimental study with pretest-posttest design with control group. The statistical population of the study was all students of Applied Academic University (a subset of the motor skills industry sector) in Tehran during the academic year 2017. 60 non-random sampling methods were selected. Thirty of those in the experimental group were students who had high grades in the courses and the control group of 30 were randomly selected with high and moderate scores. The experimental group consisted of 9 sessions under Pede and Pegboard training with the proposed model, and the control group remained on the list. Data collection was performed on the basis of Purdapog board test. Data analysis was performed using SPSS-23 software in two sections: descriptive and inferential (covariance analysis). Findings: The results showed that the motor skills training model was able to increase the agility of dominant, non-dominant hand agility, as well as the experimental group assembly compared to the control group (P <0.05). Conclusion: Implementation of the proposed model of motor skills training can improve students' assembly ability.