درخت حوزه‌های تخصصی

Purpose: In today’s world learning a second language, especially English, has become vital for success, both academically and professionally. Yet, learners’ characteristics like affective features and linguistic background may impact either the ultimate level of achievement. Methodology: This study was carried out to determine whether there is a difference in test anxiety, attitude, integrative and instrumental motivation of the monolingual and bilingual university students in English. To this end, 227 questionnaires obtained from freshman university students majoring in various fields from 125 bilingual students at the University of Payame Noor and Islamic Azad University of Meshkin Shahr and 125 monolingual students at the Payame Noor University of Qazvin in Iran. Three Independent t-tests were run to compare these two groups’ attitude, instrumental and integrative motivations and test anxiety. Findings: The findings revealed that the bilingual students had a significantly more positive attitude and showed a significantly higher integrative motivation towards learning English. However, no significant difference was observed among the two groups regarding their instrumental motivation and test anxiety. Discussion: Pedagogical implications of the study will be discussed. The bilingual students possess a higher level of motivation towards learning English language than do the monolingual students.

Purpose: The aim of this study was to investigate the harm of successful deployment of knowledge management system in urban management. Methodology: This was an applied study in terms of the purpose, and a descriptive-survey one in terms of method. The statistical population (403 ones) included all managers, deputies and experienced staff of selected municipalities in west of Mazandaran Province (Ramsar, Tonekabon, Noshahr, Noor, Amol and محمودabad) in 2018; the research was done based on data collected from 201 participants were according to the Cochran formula with relative stratified sampling method. Kolmogorov-Smirnov test, single sample t-test, confirmatory factor analysis and Friedman test were used to test the research hypotheses. Findings: Chi-square statistic in the model was 37.241, the freedom degree of the model was 100, which was approximately in the range of acceptable value. On the other hand, the fit indices of model such as NNFI, NFI, GFI, CFI and IFI were all appropriate and the RMR index was 0.083. Conclusion: According to the results of standard coefficients, t values and R2 values in confirmatory factor analysis, in all dimensions introduced in the conceptual model of the research including 1. Organizational structure, 2. Environmental factors, 3. Technology factors, and 4. Human resources, were effective as a social harm in the failure to the successful deployment of knowledge management in urban management.

Purpose: The project of identifying and leading gifted students (Shahab) was implemented between 2014 and 2015 Education Year by the National Elites Foundation in cooperation with Education Ministry in some regions of all provinces of Iran. Methodology: The project’s main goal was to identify, distinguish and guide the gifted students in elementary and junior education and paving the way to support them in higher education. The project will include all regions in all provinces in the coming years. In our research, teachers of fourth grade elementary schools attempted to evaluate and qualify students by using a pre-defined check list. It tried to understand the challenges and impediments of implementing Shahab project in Shahryar, a suburb of Tehran. Using descriptive and survey methods, it investigated the viewpoints of more than 175 teachers (85 males and 90 female) in fourth grade elementary schools. The interviews were elected randomly and the questionnaire included 40 closed questions in 8 fields and recognized the main obstacles of implementing Shahab project. Taking into consideration descriptive statistical indices, the author has used the Chi-square test one-variable and two variables tests in analyzing gathered information. Findings: The findings demonstrated that the male and female teachers have different ideas regarding challenges and obstacles of the Shahab project. Males believed that the main challenges are check list and method of identifying overqualified students on the one hand and the attitudes of parents on the other. This is while the females expressed that education- related issues and execution factors are the main problems. Conclusion: Putting aside the gender factor, it is argued that teachers see the check list and method of identifying gifted students as the main challenges in implementing Shahab project in Shahryar city.

Purpose: The aim of this study was to present a causal model of job motivation with organizational-citizenship behavior (OCB) and the mediating role of organizational commitment in teachers in Ramhormoz, Iran. Methodology: The sample was 250 (125 females and 125 male) teachers, selected by stratified random sampling method, in the academic year of 2016-2017. The study was applied and research method was correlation using structural equations. The measurement tools used were Herzberg Job Motivation Questionnaire (1966), Oregon and Kanovsky (1996) OCB Questionnaire (1996), and Allen and Meyer (1990) Organizational Commitment Questionnaire (OCQ). Coefficients and structural equation modeling were used for data analysis. Findings: The findings in the direct paths of the model indicated positive direct effect of citizenship behavior on different aspects of organizational commitment and job motivation. Moreover, continuous commitment and emotional commitment had a direct effect on job motivation, but normative commitment did not have this effect. In the intermediary path of the model, citizenship-organizational behavior had positive indirect and negative indirect effects on job motivation, respectively through emotional and continuous commitment, but this effect was not significant through normative commitment. Discussion: According to the results of the research fitness of the proposed model increased after eliminating irrelevant paths and adding up new paths, so a good fit analysis was created for the final model.

Purpose: This paper follows a two-fold objective: First it examines the relationship between the external factors of compensation, support, empowerment, boundaries and expectations, pre-service and in- service training and Iranian EFL teachers’ performance. Second, it searches for the moderating effect of self-regulation on the relationship between teachers’ external assets and their performance. Methodology: To achieve the above aims, a quantitative approach to research was employed. The samples included two hundred Iranian EFL teachers of universities and English institutes of Kerman, Iran. The data were collected by means of self-administered questionnaires and analyzed by AMOS software. The direct structural model was employed to determine the path relationships between the external factors and teachers’ performance. Findings: The result showed that external assets had a positive and significant effect on the Iranian EFL teachers' performance as dependent variable (β = .372, C. R= 6.211, P <.05). Moreover, self-regulation moderates the path relation between two of the variables: boundaries and expectation and the EFL teachers' performance. The path relation between the other four variables of the external assets including pre-service and in- service training, support, compensation and empowerment for low and high self-regulation was not found to be significant, i.e. self-regulation moderation effect for these relations was not supported. Discussion: Working conditions for teachers should be best promote effective learning and enable teachers to concentrate on their professional tasks.