مطالب

The aim of this research was to model the structural equations of students' sense of responsibility and formative assessment by teachers, with the mediating role of self-regulated learning strategies among students. The research method was applied in terms of purpose, descriptive-correlational in terms of data collection, and quantitative in nature. The statistical population included all students in the Zanjanrud region for the academic year 2023-2024, totaling 258 individuals. For sampling, a proportional stratified method was used, and based on the Krejcie and Morgan (1970) table, 152 individuals (139 female students and 119 male students) were randomly selected for this study. The research tool consisted of three types of questionnaires: the formative assessment questionnaire by Yusefi Afrashteh and colleagues (2014), the sense of responsibility questionnaire by Kordloo (2008), and the self-regulated learning strategies questionnaire by Pintrich and De Groot (1990). For data analysis, the Kaiser-Meyer-Olkin test, Bartlett's test of sphericity, and structural equation modeling were employed. The findings of the study indicated that self-regulated learning strategies play a mediating role between teachers' formative assessment and students' sense of responsibility. Therefore, it can be concluded that self-regulated learning strategies act as a mediator in the relationship between formative assessment and students' sense of responsibility, and that formative assessment, through continuous feedback, helps to enhance their sense of responsibility and improve their learning strategies. Accordingly, it is recommended that educational programs and interventions be designed based on formative assessment to strengthen self-regulated learning strategies and sense of responsibility among students.

     In organizational interactions and communities, professional learning communities have gained more attention from managers due to their sustainable benefits for human resources and organizations, which contribute to growth and development. This research is applied in terms of purpose and descriptive-correlation based on structural equations as a method. The statistical population of the study consisted of all primary school teachers in District Two of Urmia, totaling 1,236 individuals. The sample size was determined using the Krejcie and Morgan table, resulting in a selection of 291 individuals. A cluster random sampling method was employed. Data were collected based on four questionnaires: Brown et al.'s (2005) Ethical Leadership Questionnaire, Hu et al.'s (2015) Professional Learning Communities Questionnaire, Eisenberg et al.'s (2001) Normative Commitment Questionnaire, and Jangman et al.'s (2005) Teacher Decision-Making Participation Questionnaire, with Cronbach's alpha coefficients of 0.91, 0.91, 0.87, and 0.85, respectively. The validity of these questionnaires was confirmed by experts and through SPSS analysis. Data analysis was conducted using Smart PLS 3 software. The results indicated that ethical leadership has a positive and significant impact on professional learning communities, and normative commitment plays a mediating role in the relationship between ethical leadership and professional learning communities. However, participation in decision-making does not play a moderating role in the relationship between ethical leadership and professional learning communities.

De nos jours, la gravité des crises environnementales est telle qu’elle menace la survie de l’humanité et des autres êtres vivants sur Terre. C’est pourquoi les bases théoriques qui régissent les interactions entre l’homme et la nature, y compris les questions éthiques, retiennent l’attention des défenseurs de l’environnement. Dans ce contexte, l’élaboration d’une éthique environnementale adaptée est perçue comme essentielle pour la protection et l’utilisation durable de l’environnement. Les courants actuels de l’éthique environnementale s’appuient sur une diversité de fondements, notamment la notion de valeur intrinsèque, avec l’anthropocentrisme et le biocentrisme représentant deux pôles opposés. Cependant, ces dernières années, une interaction harmonieuse entre l’homme et la nature, ainsi que des solutions aux crises environnementales, ont été recherchées dans un retour aux principes religieux et spirituels. Cet article vise à expliquer les perspectives de l’éthique environnementale en examinant deux questions éthiques fondamentales : « le centre de la valeur intrinsèque » et « le critère de l’action éthique ». Il démontre en quoi une éthique environnementale fondée sur une vision théocentrique offre une approche plus globale pour la protection de l’environnement. Par ailleurs, à travers la proposition d’une approche d’auto-écologie, nous tentons de formuler une éthique environnementale inspirée du théocentrisme. Cette approche, s’appuyant sur l’anthropologie islamique et mettant l’accent sur la dimension spirituelle de l’âme humaine, établit une interaction équilibrée entre l’homme et l’environnement, fondée sur la conscience de soi et la préservation de soi.  

The fourth millennium BCE in northeastern Iran was marked by intricate interactions at both regional and trans-regional levels. During this time, Tepe Hissar’s inhabitants engaged in significant cultural exchanges involving pottery, figurines, and metal objects with various regions of central Iran. In the latter half of the millennium, these connections shifted towards northeastern Iran and the Gorgan Plain. Hissar became a hub for large-scale, centrally organized industries, particularly in metalworking and gemstone craftsmanship, such as lapis lazuli, which contributed to greater social stratification, evidenced by wealth accumulation in elite burials.New pottery chronologies offer a revised understanding of the cultural developments at the Hissar settlement and their social and cultural consequences, as seen in the material culture of settlements and burials. The primary goal of this research is to present the quantitative and qualitative changes in pottery and the influence of Tepe Hissar throughout the fourth millennium BCE. These changes indicate the formation of extensive internal and external cultural relationships, reflecting the cultural dynamism of Hissar during the fourth and third millennia BCE. It can likely be concluded that despite environmental heterogeneity in northeastern Iran, there were cultural homogeneities and similarities in this region. These can be observed in the resemblance of pottery styles and unified management techniques, which are attributed to cultural interactions between these communities within geographic and cultural frameworks.