درخت حوزه‌های تخصصی

Purpose: The present study was aimed to predict adolescents' tendency towards risk-taking behaviors based on self-efficacy and sensation seeking. Methodology: Research method was descriptive-correlational. The statistical population of the present study consisted of high school second-grade students in the fifth region off Tehran. From the schools of this region, two schools were randomly selected; and from each school, 60 students were randomly selected and examined. Hence, totally 120 individuals were chosen as a sample group. The tools used in this study included Scherer's et al (1982) general self-efficacy questionnaire and Zukerman's (1996) sensation seeking scale as well as احمدabadi and محمدizadeh's (2011) risk taking scale. According to the level of data analysis and statistical hypotheses, multifold linear regression was used in order to test hypotheses. Findings: The results of the statistical analysis showed that factors such as excitability and adventure as well as seeking experience were significantly correlated with risk-taking behaviors in a 5% level. Discussion: The positivity of these coefficients, in fact, indicates that with an increase in these factors, there will be an increase in risk-taking behaviors. In addition, self-efficacy was negatively and significantly correlated with risk-taking behaviors

Purpose: The present study has been carried out with the aim of considering the relationships among the invitational education, social constructive classroom learning environment and their components in Iran Bojnourd Islamic Azad University. Methodology: The research method in this study is descriptive and correlation. The research population is comprised of all the male and female students studying at Islamic Azad University in the academic year of 2016-2017. The research sample includes 385 students, selected through multi-stage random sampling. The research instruments are (a) Invitational Education Survey (Amos, Purkey, Tobias 1984) and (b) Social Constructive Learning Environment Survey (USCLES; Tylor, Fraser & Fisher 1996). The data are analyzed using descriptive statistics, step by step regression analysis. Findings: The results show that Invitational Education social constructive classroom learning environment does not have favorite status in this University. The result also shows that there are relationships among Invitational Education and social constructive classroom learning environment and their components in the actual and preferred forms. The result also shows that the two components (Relevance and leadership) of the constructive learning environment (actual form) have the ability to predict 12 percent of the variability in the invitational teaching (actual form). Also three components (leadership, Reflective Thinking and Negotiation) of the constructive learning environment (preferred form) have the ability to predict 31 percent of variability in the invitational teaching. Discussion: The relationship between the invitational education and social constructivism is based on common principles for improving the learning and perception of the environment.