مطالب

Purpose: The aim of this study was to investigate the effectiveness of the PRIZ creativity training program on individual-social adjustment of high school students. Methodology: The research method was quasi-experimental with pre-test and post-test design and control group. The statistical population of the study included all female students in the first year of Shabestar high school in the academic year of 2018-19, numbering 1524 people. The sampling method was multi-stage cluster random sampling to select the school and the purposeful method was to select the students based on the inclusion and exit criteria in the experimental design. For this purpose, 30 students were selected and randomly divided into experimental (n = 15) and control (n =15) groups. To collect the data, the California Standard Individual and Social Adjustment Questionnaire (CPI) were used. To analyze the data in the inferential section, multivariate analysis of covariance test and spss24 software at a significance level of 0.05 were used. Findings: The results showed that the mean of individual and social adjustment in the experimental group increased significantly after training and there was a significant difference in the post-test scores of individual and social adjustment of the "experimental group" compared to the "control group"(P<0/001). Conclusion: The PRIZ creativity training program has a significant effect on improving the level of individual-social adjustment of female students.

Purpose: The purpose of this study was to model social trust based on social intelligence, social identity, and social isolation based on the moderating role of gender and family economic status on secondary school students in Tehran. Methodology: The research method was descriptive correlation based on modeling and structural equations. The statistical population consisted of all high school students in Tehran in the year 2019, from which 495 students were selected by multistage cluster sampling method. Data collection was done based on Social Trust Questionnaire (Dr Safari nia, Sharif 1389, base on Johnson's theory, 1993), Social Intelligence Questionnaire (Ang Ton Teeth, 2008), Social Identity Questionnaire (Dr Safari nia, Roshan 1390, base on Jenkins's theory, 2000) and Social Isolation Questionnaire (Modaresi Yazdi, 2014). Data analysis was done by SPSS19 and PLS-SEM software in two descriptive and inferential sections. Structural equation modeling was used to test the hypotheses. Findings: The results showed that based on the identified dimensions and components, the research model had a good fit. The results also showed that the results of social isolation, social intelligence and social identity had an impact on students' social trust. It should be noted that the social isolation variable has a negative coefficient and social intelligence and social identity have a positive path coefficient. It is therefore concluded that gender has a moderating effect on the coefficients of variable social identity on social trust. The coefficient indicates that social identity in girls has a greater impact on social trust than boys. It should be noted that gender has no moderating role in the relationship between social intelligence and social isolation with social trust. The results also showed that the relationship between social identity, social intelligence and social isolation with social trust in the high and low economic status group was different. Conclusion: Therefore, it is concluded that the economic situation has a moderating effect on the coefficients of the variables of social identity, social intelligence and social isolation on social trust.

Purpose: The aim of this research was comparison the development of ownership concept in preschool and elementary school children. Methodology: Present study in terms of purpose was applied and in terms of implementation was causal comparative. Research statistical population was all male and female children of preschool and elementary school of Pakdasht township in 2017-18 academic years. The research sample was 100 people (25 people in each grade) who were selected by random cluster sampling method. To collect data used from individually structured interview (31 questions) that the face and content validity of interview questions was confirmed by the educational sciences and psychology experts and its reliability was reported desirable by method of examiners. Data were analyzed by multivariate analysis of variance method in SPSS software version 19. Findings: The findings showed that there was a significant difference between the overall scores of the groups in the objective questions (P<0.05), but there was no significant difference between them in the descriptive questions (P>0.05). Conclusion: The results showed that preschool and first year elementary school children in compared to third and fifth year elementary school children do not have a good understanding and these children, unlike third and fifth year elementary school children, consider the first person who associates with the object as its owner.

Purpose: The aim of this research was to study the relationship of social and cultural capitals with academic motivation. Methodology: It was an applied study in terms of purpose and a descriptive-correlational one in regards to the method. The statistical population consisted of 14500 high school students of the Ilam province in the school year 2019-2020. The sample included 380 subjects chosen based on Morgan Table by multistage cluster sampling method. The tools of gathering data included the Vallerand Academic Motivation Questionnaire (1992); the social capital used for measurement of state social capital (2015), and the cultural capital self-made questionnaire which was validated based on the opinion of instructors with a reliability (Cronbach’s alpha) of 0.84. SPSS and structural equations in Amos were used to study the research hypotheses based on correlational coefficients and regression. Findings: Findings showed that the social and cultural capitals were significantly related with the academic motivation at (P<0.001, R=0.37) and (P<0.001 and R=0.53). Results of structural equations showed that social capital had direct significant influence on academic motivation (the standard regression coefficient was 0.49). “Cultural capital” with a standard regression coefficient of 0.68 had a direct significant influence on “academic motivation” and its indirect effect through “social capital” on “academic motivation” is 0.25. Altogether both social and cultural capitals directly and indirectly indicated the academic motivation variance at R2= 0.45. Conclusion: Taking the significant role of the cultural and social capitals in academic motivation found in this study, it seems mandatory to heed to these concepts in the academic system.