مطالب

Purpose: This research aims to design and explain the process model of content marketing with the approach of strengthening the customers' purchase intention in the field of Keshavarzi bank services.Method: This research is applied in terms of purpose, exploratory in terms of approach, and mixed (qualitative-quantitative) in terms of data analysis. In the qualitative phase, a group of experts was considered as the statistical population including senior managers of the Keshavarzi Bank, university professors in the field of marketing, and marketing consultants familiar with the banking industry. In this phase, using a targeted non-probability sampling method, 11 experts were selected and interviewed in depth. In the quantitative phase, the customers of the Keshavarzi bank in Ahvaz were considered as the population, and out of them, 400 people were selected as a statistical sample based on the available random sampling method. The main tool of data collection in the qualitative phase was in-depth and unstructured interviews with experts. In the quantitative phase, a closed and researcher-made questionnaire consisting of 42 items was used as the main tool for data collection. In the qualitative phase, the data from the questionnaire was analyzed based on the grounded theory method (open, central, and selective coding). Content validity and reliability were obtained with Cronbach's alpha coefficient of 0.7. In the quantitative phase, SPSS and LISREL software were used to perform descriptive and inferential analyses.Findings: The findings showed that the content marketing process model included 14 categories  including causal factors (emphasis on ethics in the design of advertising message; emphasis of advertising message on competitive advantages; persuasive power of advertising message; the power of advertising message to create needs in the customer), contextual and environmental factors (adjustment of the message with the culture of the society; the general inclination of the society to use social media), the main category (attracting the customer's attention to the content of the promotional message and the services of the Keshavarzi bank), Intervening factors (use of specialized media to spread advertising messages; following the example of world-class banks in digital content production), strategic factors (stimulating customers to pass the promotional message by word of mouth; systematic and viral dissemination of the promotional message through digital social media), the consequences (increasing the intention to purchase the services of the Keshavarzi bank; strengthening the brand of the Keshavarzi bank; increasing loyalty to the Keshavarzi bank).Conclusion: The results of the research led to the design of a content marketing process model with the approach of strengthening the purchase intention of customers in the field of Keshavarzi bank services (based on the structure of the paradigm model). The hypothesized relationships of the model were tested and verified in a large community.

Considering the recent change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered education models, this research aimed to design a reverse learning model and investigate the effectiveness of the resulted educational program on the academic engagement and the sense of belonging to the school of the senior high school students. The research was developmental in nature, with a sequential exploratory mixed-method design adopting meta-synthesis and quasi-experimental approach. The research scope included all scientific articles and documents published from 2011 to 2021. The validity of the articles was checked via the CASP, the validity and reliability of the meta-synthesis was checked by the Laushe and the Scott’s pi tests respectively. Finally, to implement the educational intervention, 40 male and female senior high school students of Bukan were selected by standardized random sampling method and assigned to two groups of experimental and control. The research instruments included Rio's academic engagement questionnaire (2013), Brown and Evans' (2002) sense of belonging to school questionnaire as well as the researcher designed reverse learning package. Based on the meta-synthesis of the related studies, 4 categories, 8 concepts, and 23 codes for reverse learning were discovered, labeled, and confirmed based on which, a training package was designed and implemented in 10 sessions of 45 minutes. The results showed that reverse learning model has a positive and significant effect on students' academic engagement and belonging to school (sig<0.05).

The purpose of the present study was to model the structural relationships between academic adjustment and mindfulness with the mediation role of academic hope emotion and academic anxiety emotion. This research adopted a descriptive correlational design using the structural equation modelling. The statistical population included all secondary school female students in Bushehr city in 2022-2023, and based on Cochran’s formula and Random clustering sampling method, 256 people were selected. In order to examine the research variables of the participants, the mindfulness scale Drotman, Galub, Ogansianrid (2018), the compatibility questionnaire High school students completed the Sinha and Singh (1993) and Pakrun, Goetz, Tietz and Perry (2002) academic excitement scale. analyses were done by the structural equation modeling method. The findings showed that the research model has a good fit with the collected data. The findings indicated that the structural relationship of between academic adjustment and mindfulness with the mediation role of academic hope emotion and academic anxiety emotion had an optimal fit. The findings showed that mindfulness was able to predict academic adjustment either indirectly through the emotion of academic hope and emotion of academic anxiety. In general, the findings of the current research show the role of emotion of academic hope and the emotion of academic anxiety in relationships between mindfulness and academic adjustment.It can be concluded that the requirement to increase the academic adjustment of students is to pay attention to their mindfulness, academic hope and academic anxiety.