درخت حوزه‌های تخصصی

Introduction: This research aimed the effectiveness the dimensions of university education on women's social resilience to develop small and medium enterprises. Methodology: The research was applied in terms of purpose and an exploratory blend in terms of the method type. The statistical population of the study in the qualitative section of the research included all faculty members, and in the quantitative phase, all female graduates of the Governmental and Azad universities in Babolsar, Ramsar, Babol, Behshahr, Joybar, Chalous, Sari, Savadkouh, Noor, Noshahr, Neka, Amol, Tonekabon, Ghaemshahr, and محمودabad. Through the qualitative section, the purposeful sampling method was utilized and the sample size was determined based on the saturation law of 15 individuals. In the quantitative section regarding the unlimited size of the society, 384 individuals were selected as sample using the cluster random sampling method. The measurement tool consisted of two researcher-made questionnaires based on the data obtained from theoretical foundations and interviews with the due experts in which included a 28 questions on university education with the aim of identifying small and medium enterprises and 35 questions on social resilience. In order to analyze the data, in addition to the encoding, the descriptive statistics indices (mean and standard deviation) and the inferential statistics indices (confirmatory and exploratory factor analysis) were used in the framework of structural equations using the SPSS21 and Amos software. Findings: The results of structural equations showed that entrepreneurship education, university in-service training programs, virtual education, formal education, side skills training, and basic work and theoretical education affect the social resilience of graduated women. In addition, according to the standardized regression coefficients (β), in-service training programs with an impact level of 0.510 had the most impact and formal education with the effect of 0.264 had the least effect on the social resilience of female graduates of Universities of Mazandaran. Conclusion: Based on the findings of the research, the decision makers and the appropriate policies of the university administrators help to make more and better university education to promote social resilience of their students.

Purpose: The purpose of this study was to determine the effectiveness of Stress Coping Skills Training on Mindfulness of Female students. Methodology: This quasi-experimental study was carried out in a pre-test and post-test design with control group. Sixty-nine students were selected from among the girls of the 9th grade in Tehran during the academic year of 2017-18 and were randomly assigned to experimental and control groups. The Mindfulness Questionnaire (Baer & et al., 2006) was performed in the pre-test phase and after training the skills of confronting stress with the experimental group, the questionnaire was repeated on both groups. Data analysis was done by SPSS19 software in two parts: descriptive and inferential (covariance). Findings: The results showed that by controlling the effect of pre-test, the mind-consciousness scores of the experimental group significantly increased in the post-test phase. The results show that the teaching of skills to confront mind-tone stress increases students' awareness. Learning these skills will increase the decentralization and dare of students' exposure to stressful thoughts, which leads to higher awareness. Also, stress coping skills lead to cognitive reform and the ability to manage themselves, and subsequently their minds increase. Conclusion: Therefore, it can be said that teaching strategies for coping with stressful situations are an effective way to increase students' mindfulness.

Purpose: There is no doubt that one of the most important educational management and planning tasks of schools is to encourage youth to participate and cooperate in all matters. They can engage students in various school affairs by developing appropriate educational planning. This can help youth feel useful and get away from isolation and boredom as one example of fulfilling a happy and joyful life. The present study was aimed at investigating the relationship between academic self-regulation and metacognition with students’ academic achievement. Methodology: This was an applied research and followed a descriptive correlational method in terms of data collection. The statistical population included all students in Gilan-e-Gharb. 110 of them were selected through multi-stage cluster sampling method to participate in the study. To collect data, the self-regulatory questionnaire and Connell Ryan (1989) and O’Neill and Abedi metacognition questionnaire were used. Findings: The results showed a significant relationship between self-regulation and its dimensions including internal self-regulation, external self-regulation, cognitive self-regulation and internal motivation with student’s academic achievement. In addition, there was a significant relationship between metacognition and components of innovation and collaboration with students' academic achievement and the components of innovation and collaboration could predict students' academic achievement (P <0.05). Conclusion: Teachers can play an effective role in students’ academic achievement by creating a climate of collaboration and assistance among students in addition to creating a positive attitude toward the environment.