مطالب

The formation of Imam Khomeini's movement and the Islamic Revolution's victory in 1979 caused the monarchical regime's fall in Iran. More importantly, it led to a significant change in the Westphalian system. This revolution, unlike the processes of the contemporary era, was not formed in the framework of the domination system, especially the bipolar system after the Second World War; instead, it succeeded by confronting the international ruling system, negating it, and relying on the principle "Nither East Nor West." In this article, we want to prove that before the collapse of the Soviet Union and consequently the collapse of the bipolar system, the formation of Imam Khomeini's movement and the Islamic Revolution's victory had challenged the domination system. In other words, the domination system had come to the end of its hegemony with the Islamic Revolution. Therefore, the world has witnessed forming a new system fundamentally different from previous actors, interactions, and international conflicts.

Purpose: The aim of this study was to investigate the role of individual and collective components on the formation of social trust in high school students. Methodology: The present study in terms of applied purpose and in terms of performance, it was mixed (qualitative and quantitative). The research population in the qualitative section was experts, experts and specialists in the field of education and training and in the quantitative section were the principals and deputies of the second secondary school in Tehran in the academic year 2019-20, whose number was 380. The research sample in the qualitative section according to the principle of theoretical saturation were 15 people who were selected by purposive sampling method and in the quantitative section according to Cochran’s formula were 190 people who were selected by multi-stage cluster sampling method. To collect data, review of research texts and literature, semi-structured interview and researcher-made questionnaire (110 items) were used. The validity of the interview was confirmed by a review of 10 faculty members and its reliability was calculated by the subject internal agreement coefficient of 0.86. It was obtained from 0.70. Data were analyzed in SPSS and AMOS software by content analysis, factor analysis and structural equation modeling. Findings: Findings showed that in the formation of social trust, two components, individual and collective, played a role. Determination, self-control and collective component had nine dimensions of social commitment, social participation, social support, social respect, and social discipline, loyalty to values, behavioral validity, social development and friendly relations. Conclusion: The results showed that individual and collective components played an effective role in the formation of social trust in high school students