مطالب

Purpose: The present study aimed to design, implement and evaluate a learning situation to achieve the goals of economic education in the third grade of elementary school.  Methodology: This research is applied in terms of purpose and is a quasi-experimental research in terms of method. The research design of this study is a pre-test/post-test design with a control group. The sample of this study were 50 third grade female students of Dr. Hesabi School in District 20 of Rey city who were divided into control and experimental groups. In order to collect data, a researcher-made checklist was used. The validity of the questionnaire was content-face validity and was confirmed by educational planning experts. The reliability of the questionnaire was calculated based on Cronbach's alpha value and was more than 70% and was confirmed. For data analysis, mean and standard deviation indices as well as Kolmogorov–Smirnov test, covariance and SPSS software version 20 were used. Findings: Findings showed that there is a significant difference between students' perceptions of the concepts of economic education in the experimental group and the control group in the pre-test and post-test stages and the designed learning situation has been able to influence third grade students' understanding of the economic concepts of benefit, cost, and consumption. The results show that the average benefit variable in the experimental group post-test was 4.80, the average cost variable in the experimental group post-test was 5.20 and the average consumption variable in the post-test of the experimental group was 9.64.  Conclusion: According to the results, it can be said that the learning situation designed to convey the concept of consumption has been more successful than the other two concepts. This is rooted in the lack of sufficient economic resources appropriate to the student's age group (especially the issue of benefit).

The present study was conducted with the aim of designing a model of professional competencies of vocational school principals with an open innovation approach and its validation. Qualitative research is a classic foundation data type. Participants include 20 experts and the director of the conservatory, purposefully sampled and interviewed in a semi-structured manner. The data are encoded using MAXQDAv2020 software, and the researcher has used the Strauss and Corbin acceptance indicators, the technique of visit by members and the self-review approach for validation of the research model. The findings show that the model of professional competencies of the directors of technical and vocational schools with open innovation approach includes 9 main competencies and 20 sub-competencies as follow: social competencies (cultural competence, social responsibility); Cognitive competencies (self-confidence and self-assurance, perfectionism and professional development); Specialized competencies (technical, scientific and functional competencies); Knowledge competencies (general level knowledge, basic level knowledge and professional level knowledge competencies); Attitudinal competencies (systemic thinking and problem solving strategy competencies); Personality competencies (self-awareness and independence, positivity and realism); Communication and networking (competence to establish external and internal communications); Developmental competencies (advocacy for IT, transformation and change management); Strategic and leadership competencies (goal-oriented and planning competencies). The listed methods for validating the model show that it has the necessary validity. The findings of this study provide implications for training and improving the directors of vocational schools in accordance with the identified professional competencies.

This research is with a mixed approach. The study population quantitatively consisted of all Urmia’s high school principals and assistant principals (n=452). Cochran’s formula was used to determine this quantity. 204 subjects were chosen as the study sample through stratified random sampling. Qualitatively, the study population who consisted of education pundits was chosen by a purposive sampling—snowball. That is to say, 13 subjects were chosen by the theoretical saturation technique. To collect the quantitative data, a researcher-made questionnaire ensuring a face and content validity of 0.88 was developed by the experts. The qualitative data were collected according to semi-structured interviews. The data analysis was performed by two software programs—SPSS and MAXQDA. The results of the quantitative findings suggested that the challenges and obstacles to the leadership of professional learning communities are not in satisfactory condition in schools. Furthermore, the results of Friedman’s rank test indicated that the highest rank mean relates to the organizational challenges and obstacles, while the lowest rank mean was depicted by the individual challenges and barriers. According to the results of the qualitative findings, four strategies were suggested to address the challenges and obstacles to the leadership of professional learning communities as follows; organizational strategies, educational and selection strategies, cultural strategies, and leadership strategies.

The present study aimed to investigate the effectiveness of the Delis–Kaplan Executive Function System (D–KEFS) and Dawson–Guare program on neuropsychological functions in students with dyslexia. This was a quasi-experimental study with a pretest-posttest design, a control group, and a follow-up period. The statistical population included all boy and girl third-graders in Tehran within the 2018–2019 academic year. Based on the inclusion criteria, convenience sampling was employed to select 45 dyslexic students from all the boy and girl third-graders with dyslexia. The Raven IQ Test for Children (1983) and the Reading and Dyslexia Test (2016) was conducted for screening, and the Conners’ Continuous Performance Test (2004) was utilized for assessment before and after interventions. The first experimental group received 17 sessions based on the D–KEFS, whereas the second experimental group received 17 sessions in the Dawson–Guare Program. The ANCOVA was then used in SPSS-24 for data analysis. The mean of the post-test and follow-up scores of neuropsychological functions in the D–KEFS and Dawson–Guare Program groups significantly decreased compared to the control group (p<0.01). Moreover, the D–KEFS intervention improved neuropsychological functions further than the Dawson–Guare Program (p<0.05). Based on the findings, it can be concluded that there is a high correlation between enhancing executive skills in dyslexic children and improving their neuropsychological functions. It is possible to enhance neuropsychological functions, which underlie the reading skill, in dyslexic children through interventions that target a wide variety of executive functions.

Purpose: This study intended to investigate the effectiveness of personal wisdom therapy approach in reducing internet addiction in adolescent female students. Method: The present study was a semi-experimental study and its statistical population was 200 adolescent female students studying in high schools in the city of Hamadan in the academic year 1399-1400 from which 34 female students, selected based on convenience sampling procedure, were randomly divided into experimental and control groups. The participants in the experimental group received 10 training sessions using a wisdom-therapy approach. In order to assess the participants’ internet addiction, the internet Addiction Scale developed by Young (2007) was used. The effect of the provided trainings was assessed using pre-test, post-test and two-month follow-up. In order to analyze the obtained data, a set of ANCOVA was run. Findings: The results revealed that personal wisdom-therapy had a statistically significant positive effect on reducing the level of internet addiction among adolescent female students. Impact and implication statement: since wisdom therapy has been effective in reducing internet addiction, all those involved in education, including teachers and school principals can design wisdom-based lessons and programs to help students in this regard and improve the quality of education.

In order to better understand the relationship between problem solving and empathy, this study looked into the mediating roles of working memory and attentional control. The descriptive-correlation research design was used for this study. All of the students in Zahedan city who were enrolled in classes made up the statistical population of the study With roughly 40,000 students. 500 Zahedan City students were chosen as participants in this study using the cluster sampling method. The problem-solving questionnaire by Hepner and Petersen(1982), the attentional control scale(2013), the empathy questionnaire by Jolliffe and Farrington(2006), and the working memory questionnaire(2012) were all used to gather data. The data were analyzed using SPSS and Amos software using descriptive and inferential statistical methods like Pearson correlation and structural equation modeling. The direct approach to problem solving is detrimental and requires attention (-0.518). Additionally, the non-significant direct relationship between working memory and cognitive emotional empathy (-0.060). There is a negative and significant direct path of attention to cognitive emotional empathy (0.219). The direct correlation between cognitive emotional empathy and problem solving is negative and significant (-0.463). the indirect effect of problem solving on empathy with the mediation of attentional control is favorable and significant (P < 0.01). In general, the findings of the research indicate that paying attention to the role of mediating factors in the relationship between problem solving and empathy is of particular importance, and considering the indirect effects of problem solving on empathy, interventions can be designed to promote empathy.

This study sought to explore the core values articulated by principals with a focus on school leadership models. Considering the importance of values in educational leadership, very little research underpins the assumption of values in coupling with school leadership models. Therefore, this study employed a sequential explanatory, mixed-method research design in the Razaviyeh region located in the city of Mashhad, Iran to provide information on that topic. Data were drawn from a combination of methods, both quantitative (questionnaires administered to 350 teachers in 63 schools) and qualitative (a semi-structured interview with twenty school principals). The quantitative results first provided evidence consistent with the previous research from centralized education systems, suggesting the managerial leadership model is the dominant model in schools. The qualitative results indicated the core values articulated by principals and were categorized into terminal and instrumental values in each school leadership model.

.Objective: The purpose of this study was to evaluate the structural model of the relationship between alexithymia, Differentiation of Self, and gender roles in women’s sexual function with the mediation of social exchange styles. Method: This research was a descriptive correlational study. The statistical population of the study included all married women living in Tehran, of whom 550 people participated in the study through an online call. The instruments used in this study to collect data were the Toronto Alexithymia Scale (1994), the Differentiation of Self Inventory (1999), the Bem Sex Role Scale (1981), the Women's Sexual Function Scale (Rosen et al., 2000), and the Leybman et al.’s (2011) Social Exchange Questionnaire. The structural Equation Modeling (SEM) and using LISREL software were applied to evaluate the proposed model. Intermediate relationships in the proposed model were also tested using the bootstrap method. Results: The results of structural equation modeling indicated the model fitness and showed that alexithymia has a negative impact on sexual performance by the mediation of utilitarianism and extreme investment styles. In addition, the masculine gender role directly affects women's sexual function. Conclusion: According to the results, social exchange styles should be considered in improving sexual function. The findings of the present study provide a useful framework for identifying the influential components in the field of social psychology in women's sexual function that should be considered in prevention and treatment programs.

What confers their value on genuine virtues, it is argued, consists in the intrinsic value that instantiating them in thought and action standardly brings about. This granted, virtue theory is argued to be capable of plugging a gap in consequentialist theories of the kind that make actions right which either exemplify optimific practices or are directly optimific. Compliance with optimific practices like truth-telling makes the relevant actions right, subject to certain exceptions. But even if such compliance is combined with the optimificity of beneficent actions, considered singly, that do not exemplify these practices, the resulting theory of rightness remains gap-ridden. The gap can be filled if it is granted that virtuous actions are generally optimific, and this knowledge is incorporated into consequentialist theories of rightness. Thus where no optimific practices are relevant, and no actions are manifestly directly optimific, dispositions of a generally optimific character (virtues) can rightly be adopted.