مطالب

The present research was conducted with the aim of developing an educational model for women to cope with maternal stress based on the coping methods of satisfied women and its effectiveness in their cognitive emotion regulation. The research design was mixed methods. The participants in the qualitative phase of the study included the women (living in Tehran in 2021), who were satisfied with their lives and had at least one 6-year old child. In the first phase, after the initial screening, from among 51 women, 11 women whose level of satisfaction with life was above the mean were selected through purposive sampling method. Using in-depth interviews, an educational model for women to cope with their maternal stress was prepared in 10 sessions. In the second phase, the validity of the educational model was confirmed using Content Validity Ratio (CVR) index of Lawshe (1975). In the third phase, the population and the statistical sample were selected, and using the multi-baseline design, the educational model was implemented. Through available sampling method, the mothers who met the inclusion criteria were provided with Cognitive Emotion Regulation Questionnaire; they were asked to fill out the questionnaire. Finally, from among the 14 mothers who were examined, three mothers who both had the inclusion criteria and were volunteers participated in the study and were trained in 10 sessions. Findings: The results showed that the educational model of women's coping with maternal stress based on the coping methods of satisfied women was effective in their cognitive emotion regulation.

Due to the great importance of health in the nursing profession, it can be potentially stressful for them. The aim of this study was to compare emotional intelligence, general health and physical health in nurses working in psychiatric wards and other wards of hospitals. The present study was descriptive and causal-comparative. The statistical population of the present study was all nurses in Ardabil in the first half of the year 1400 that 50 nurses working in psychiatric wards and 50 nurses were selected by simple random sampling. Bar-Ann's Emotional Intelligence Questionnaire (1980), Goldberg & Hiller's General Health Questionnaire (1972) and Scott and Clovi's Physical Health Questionnaire (2003) were used to collect data. Data were analyzed using descriptive statistics and multivariate analysis of variance (MANOVA). The results showed a statistically significant difference between the two groups of nurses in the psychiatric ward and other wards in the variables of emotional intelligence (F = 9.85and P<0.01), general health (F = 24.22 and P<0.01) and physical health (F = 14.77 and P <0.01). Therefore, according to the results of the present study, it is suggested that education of emotional intelligence, general health and physical health components be included in the in-service training program of nursing students both as in-service training courses for employed nurses and as a course unit. Efficiency and effectiveness of the level of nursing services and empowerment of nursing students, increase the satisfaction of patients and their families from nursing services and also improve the level of community health.

Davies technology acceptance model is one of the simplest and most powerful acceptance review models. The present research has been carried out with the aim of investigating the acceptance model of information and communication technology (ICT) in virtual education from the point of view of teachers of exceptional schools in Guilan province. The research method is quantitative in terms of general approach and descriptive-survey in terms of data collection. The statistical population is 760 teachers of exceptional schools in Guilan province, of which 260 were selected by simple random. A researcher-made questionnaire was designed to collect data. Cronbach's alpha coefficient of 0.75 shows the reliability of the questionnaire in collecting the required data. In order to determine the structural validity and fit of the designed model, confirmatory factor analysis method and structural equation model were also used. The results showed that there is a positive and significant relationship between individual factors, social factors, organizational factors, innovation characteristics, understanding of usefulness, understanding of ease of use, attitude, willingness to use technology and use of technology. Also, the results of the research showed that the variables used in the research were a suitable model for examining the pattern of acceptance of information and communication technologies based on the Davis model of technology acceptance among teachers of exceptional schools in Guilan province. According to the fit indicators obtained in the research, it is recommended to hold in-service classes with higher quality and more organizational support from information and communication technology.

Job isolation affects the quality of work-life of school principals. Given the vital role of the principals in the success of the schools and, consequently, the success of the community, this issue is of particular importance. Current qualitative research is done to develop a model to prevent job isolation of school principals in Iran based on Strauss and Corbin's grounded theory and systematic approach. The research participants were school principals of three educational levels in Iran. A total of 18 school principals were selected by theoretical purposeful sampling method. In-depth semi-structured interviews continued data collection until theoretical saturation. Content analysis based on the continuous comparison method of Strauss and Corbin was used to analyze the interview texts. The results of data analysis during three stages of open, axial, and selective coding were 13 core categories, 34 subcategories, and 133 concepts analyzed within the framework of the paradigm model and in the form of causal conditions (Occupational causes and Managerial causes), contextual conditions (Extra-school Causes, Inter-school Causes, and Human causes), intervening conditions (Demographic causes and the atmosphere of society), strategies (Existence of spiritual assets in the organization, Creating a supportive umbrella, Managerial style, and Modifying the strategic structure of education), and consequences (Micro consequences and Macro consequences). The Lincoln and Guba (1985) approach was used to validate the data, including creditability, transferability, dependability, and confirmability. According to this study’s findings, the Education System should initiates programs for principals to help them prevent their job isolation.

Somewhat surprisingly, a number of scholars have recently claimed to find an implied theology in Merleau-Ponty’s philosophy. This surprising because the author does not state anywhere in the body of his work that he seeks to align his philosophy with a theology, in fact he states just the opposite, as we shall see. While it is true that Merleau-Ponty does dialogue with certain views of Christianity, and while it is true that he does argue for a religion that treats the divine as “horizontal” rather than “vertical,” that is, as part of human life rather than beyond it, the sympathetic goal of his reflection here is to suggest a Christianity that is more humane and less dogmatically hierarchical, that is more centered in human experience rather than an absolute other. His goal here is certainly not to claim this theology as an essential part of his philosophy. As he says, the role of the philosopher should not be to prove or disprove the existence of God but to consider what God means to human beings in the movement of history. A number of Merleau-Ponty’s own texts will be consider here in some detail along with a variety of texts that claim that his works harbor a hidden theology.

The philosophy of education is an important issue in learning and teaching. Also, the relationship between teachers’ power and abilities can tremendously influence the learners. The purpose of this article is to explore the practice of power bases and Leech’s (1983) politeness maxims among Iranian teachers. A descriptive-qualitative method is used in this research. To this end, nineteen sessions of five classes of five different teachers in a private institute were audio-recorded and transcribed. In the second step of this study, the learners were asked to fill out a questionnaire consisting of 25 Likert-scale items relating to power and politeness issues. In the last stage, four teachers were asked to take part in an interview with the researchers for gathering the complementary data. The classes being observed were chosen based on the rules of convenience sampling method and among young-adult, pre-intermediate learners. The results revealed that Legitimate power among the power base uses and Tact maxim among the politeness maxim practices were the mostly used types of all. Also, it was concluded that in most cases, teachers used one form or a combination of politeness maxims with the practice of power bases.

The purpose of this study was to investigate the effect of philosophic mindedness training on the effectiveness of students’ virtual training components. The present study was a quasi-experimental with a pre-test and post-test design with a control group. The statistical population of this study includes all student’s master’s degree of curriculum in Payame Noor University, south Tehran branch in 1399-1400 academic year. The sample consisted of 32 students who were selected by goal-based random sampling method and randomly assigned into two experimental (n=16) and control (n=16) groups. After conducting pre-test on both groups, the experimental group received Smith's philosophical mentality dimensions (Comprehensiveness, Penetration, Flexibility) (1956) in six sessions of sixty minutes and within six consecutive weeks by e-learning method, but the control group received no intervention. The research tool was a 34-item researcher-made questionnaire. The content validity confirmed by judgment of experts and professors, and its reliability was calculated and at an acceptable level. Data were analyzed using univariate analysis of covariance (Ancova). The results showed that there is a significant difference between the two groups of experimental and control in the effect of philosophic mindedness training on the effectiveness of virtual training. Therefore, it can be concluded that by training and enhancing the dimensions of philosophic mindedness of students of the target community, it can be increased the effectiveness of virtual training courses.