مطالب

Purpose: The aim of this study was to investigate the relationship between the components of academic performance with personality traits and early maladaptive schemas mediated by self-determination. Method: The research method was descriptive-correlation and structural equation modeling. The statistical population of the present study included all female high school students in Tehran in the academic year 2019-2020. For this purpose, 350 students were selected by simple random sampling. Then their scores were measured through the Academic Procrastination Scale, Solomon and Rothblum (1984), Young Schema Short Form (2003), Neo-Form Short Personality Questionnaire (1985), Guardia, Desi and Ryan (2000) Self-Determination Questionnaire. Path analysis, structural equations and regression test were used. Findings: Pearson correlation coefficient and path analysis showed that there is a positive and significant relationship between all components of academic affiliation with the components of early maladaptive schemas and the role of self-determination is in the relationship between the two(P<00/01). Also, the relationship between all components of academic work and personality traits except psychosis was negative. The relationship between the end-of-semester exam component of academic work with conscientiousness and agreement of personality traits was not significant and the role of self-determination in the relationship between these two variables is indirect. Conclusion: According to the results of the present study, the importance and role of self-determination in reducing academic procrastination can be understood.

Purpose: The aim of this study was to design an effective school model based on the model of learning organization in primary school in Tehran. Methodology: The research method was a combined research method (qualitative and quantitative) by grounded theory method and structural equation model by quantitative method. The research population was in the qualitative section of university professors specializing in primary education and in the quantitative section were experts in the field of education in Tehran in 2009-2010. Twelve people were selected as a sample in the qualitative section by purposeful method from university professors and 196 experts and specialists in education in Tehran were selected by multi-stage cluster sampling. The research tool was a semi-structured interview in the qualitative part of the interview and a researcher-made questionnaire in the quantitative part of the effectiveness of the learning schools. The data were analyzed in the qualitative part by the grounded method of exploratory theory and in the quantitative part by the structural equation model test and factor analysis. Findings: The results showed that the model of confirmatory factor analysis of the first stage and the relevant factor were: empowerment of human resources (with a factor of 0.926), establishment of teaching and learning system (with a factor of 0.910), extracurricular activities (with a factor of 0.914), Competencies of managers (with a factor of 0.910), competencies of teachers (with a factor of 0.978), educational policies (with a factor of 0.934), technological facilities (with a factor of 0.905). Conclusion: Based on the research findings, it can be said that the priority factors of effective schools are: First priority: Empowerment of human resources, Second priority: Establishment of teaching and learning system, Third priority: Extracurricular activities, Fourth priority: Competencies of principals, Fifth priority: Teachers' competencies, Sixth priority: Educational policies, Seventh priority: Technological facilities.

Purpose: The overall purpose of this study was to investigate the role of Scaffolding in nature school in order to promote sustainable development in education. This research was practical in terms of purpose and survey in terms of descriptive method. Methodology: the present study was practical in terms of purpose and survey in terms of descriptive method. This statistical population consisted of 75 principals, deputies and teachers of the nature school in Mazandaran province. According to Cochran's formula, 63 people were selected as a sample using simple random sampling method. Scaffolding questionnaire with 60 questions and sustainable development questionnaire with 25 questions were used to collect data. The face and content validity of the tools were confirmed by experts and their reliability was calculated using Cronbach's alpha coefficient for Scaffolding questionnaire 0.92 and sustainable development 0.89. Structural equation test was used to analyze the data. Findings: The results showed that; The role of Scaffolding in nature school on sustainable development in education is positive and significant and the proposed model has a good fit. Conclusion: Scaffolding is an important concept in teaching and learning in which teachers and students create meaningful relationships between teachers 'cultural knowledge and students' daily experience.

Purpose: The aim of this study was to identify the factors affecting justice-oriented in attracting, retaining and promoting human resources and provide a favorable model. Methodology: This study was applied in terms of purpose and qualitative in terms of implementation. The study population was all articles related to the role of justice-oriented in attracting, retaining and promoting human resources in the scientific databases of Magiran, Scopus from 1991-1992 (227 articles) and managers and human resources experts in government organizations in Tehran in 2018-19. The research sample consisted of 40 articles and 15 experts who were selected according to the principle of theoretical saturation and purposive sampling. Data were collected by filing methods and interviews with specialists and their psychometric indices. Content analysis method was used to analyze the data. Findings: The results showed that the effective factors in justice-oriented in all three processes of recruitment, retention and promotion of human resources included both external and internal factors. For the external factor in all three processes of recruitment, retention and promotion of manpower, four dimensions including cultural (5 common indicators for all three processes of recruitment, retention and promotion of human resources), economic (5 common indicators for all three processes), social (4 indicators Common to all three processes) and political (1 common indicator for all three processes) and for the internal factor three dimensions including management of ethics, values ​​and culture (6 common indicators for all three processes), individual (indicators were different and 4 indicators to attract , 3 indicators for maintenance and 6 indicators for upgrade) and internal indicators (indicators were different and 5 indicators for absorption, 5 indicators for maintenance and 5 indicators for upgrade) were identified. In total, 2 factors, 7 dimensions and 48 indicators were identified and based on that, an appropriate model of factors affecting justice-oriented in attracting, retaining and promoting human resources was designed. Conclusion: According to the research findings, the effective factors in justice-oriented in all three processes of recruitment, retention and promotion of human resources included both external and internal factors