مطالب

The modern democratic constitutional state sees itself first and foremost as the protective order of human freedom, as a guarantor of human rights. The state is at the service of freedom. That is why it is not the state, but man as a person and the society formed by him that is at the center of the political order. The democratic constitutional state, as the political organization of society for the attainment of the common good, must guarantee the freedom of society, i.e. the persons and communities of persons living and working together in it, and give it an order as good as possible.

Purpose: The purpose of this study was to investigate the effect of problem solving on preschool children 's maladaptive behavior. Methodology: The method of this study was practical and quasi-experimental with pretest-posttest design with control group. The statistical population of this study was preschool children of Kermanshah kindergartens. Twenty-four of these eligible volunteer children were selected using available sampling method and were assigned to experimental and control groups. Gresham & Elliott (1990) Social Skills Rating Scale was used to collect the data. Pre-test was administered to both groups, then the experimental group received 16 sessions of problem-solving skills training Intervention sessions were held 3 times a week with the presence of a trainer and an assistant for 45 minutes. The control group did not receive targeted intervention. Then, post-test was performed on both groups. After four months, follow-up tests were performed for both groups to evaluate the reliability of the results over time. Data analysis was performed using multivariate analysis of covariance at the significant level 0.05 and Spss24 software. Findings: The results showed that there was a significant difference between preschool children in maladaptive behavior (internal and external behavior) (P<0/01). Conclusion: Maladaptive behavior in preschool age is a normal behavior and a developmental characteristic that many parents consider this behavioral model to be age-appropriate and thus does not form a cycle of maladaptive behaviors in parents and children

Purpose: The aim of the current study was to identify the factors affecting female student’s dropout rate in Jargalan section of North Khorasan province. Methodology: fundamental and applied method was employed to cover the goal of this study also descriptive casual comparative was use for data collection. Mixed method (quantitative-qualitative) also was employed through using grounded theory(GT). The statistical population consisted of all female students leaving school in the first semester of the elementary school from 2017 to 2018, which included 200 students. In the qualitative phase, the sampling was saturated with 20 individuals and in the quantitative section, 128 students were selected based on available sampling. Semi-structured interviews and a researcher-made questionnaire based on interviews were used for data collection. The face and content validity of the questionnaire was confirmed by experts and the combined reliability was calculated with Cronbach's alpha. Confirmatory factor analysis was used to analyze the research questions. Findings: The results of grounded theory showed that economic, educational, personal beliefs, factors related to specific culture and family factors are the factors that play a role in the dropout rate. The results also showed parental resistance and children's participation in home affairs, financial constraints and bottlenecks, parental literacy, and lack of attention and importance to education of girls as much as boys, were the main causes of girls leaving school. Conclusion: Education is a long-term management tool for human resource education and long-term investment that clarifies the talents and how they contribute to the economic and social growth of societies. And the most important contributor to any society's stagnation and decline is its advancement and progress, and this enormous fertility education and responsibility holds all the talents of the present and future generations of society in expectation and expectation. Provide for growth and development because failure to complete primary education results in numerous individual and societal disadvantages, with dropouts being one of the most important.

Purpose: The purpose of this study was to determine the mediating role of self-differentiation in the relationship between personality traits and perfectionism in students. Methodology: The present study was descriptive in terms of purpose, and in terms of data collection, it was a descriptive correlational design and a path analysis method. The statistical population of the study was all students of Azad University of Science and Research Branch in the academic year 2018-19. The sample consisted of 300 students who were selected by cluster random sampling. Research instruments included Perfectionism Scale Frost (1993), Differentiation Scale Skowron and Friedlander (1998) and Five-Factor Personality Questionnaire Costa and McCreary (1985). Data analysis was done by path analysis and Sobel test at the significant level of 0.05. Findings: The results of data analysis showed that despite the indirect effect of agreeableness, openness to experience and conscientiousness on perfectionism was confirmed by differentiation. On the one hand, differentiation was influenced by personality traits on the one hand and had a significant effect on perfectionism on the other hand (P <0.005). Conclusion: Given that high perfectionism plays a significant part in the development and persistence of individual problems, it can be acknowledged that personality traits influence perfectionism by considering the mediating role of differentiation.