Akram Ansari; Vahid Fallah; Mohammad Salehi
Abstract
Purpose: This research was conducted with the aim of the impact of culture shock on the interpersonal relationships of physical education students in Mazandaran province in order to present a model.
Methodology: The research method was practical in terms of purpose and quantitative in terms of data ...
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Purpose: This research was conducted with the aim of the impact of culture shock on the interpersonal relationships of physical education students in Mazandaran province in order to present a model.
Methodology: The research method was practical in terms of purpose and quantitative in terms of data collection and was carried out in a field form. The statistical population of this research included all the physical education students of the free and state universities of Mazandaran province, who were selected as a statistical sample according to the criteria of the minimum sample size required in the factor analysis, based on stratified random method. In order to collect the data, the questionnaire made by the cultural shock researcher and the interpersonal relations questionnaire of Mahmoudi et al. (2015) were used. The validity of the questionnaire was confirmed in terms of content and structure. Composite reliability, divergent and convergent validity were used for the reliability test. Also, in order to analyze the data, spss and Amos software were used.
Findings: According to the results of culture shock, there is a significant negative direct effect on the interpersonal relationships of Mazandaran university students (Sig=0.001, t=-6.896) with the path coefficient (β=-0.703).
Conclusion: The results showed that the interpersonal stress component, the cultural distance component, the interpersonal distance component, the sadness component, the moral distance component, the psychological-physical pressure component and the confusion component have a significant negative effect on students' interpersonal relationships, but the effect of the rejection component Stress, anxiety, and fatigue were not significant on students' interpersonal relationships.
Golare Mohaghegh Daghigh; Mohammad Salehi; Majid Fatahi
Abstract
Purpose: This study aimed to identify the preferred learning style and dominant behavioral patterns of students and to investigate the relationship between the two with entrepreneurial components. Methodology: The present study was applied in terms of purpose and descriptive-survey in terms of the type ...
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Purpose: This study aimed to identify the preferred learning style and dominant behavioral patterns of students and to investigate the relationship between the two with entrepreneurial components. Methodology: The present study was applied in terms of purpose and descriptive-survey in terms of the type of research. The current study method was based on the grounded theory qualitative research method, which was selected through interviews with 12 experts, including faculty members of universities and members working in the profession, including various professional categories, by purposeful snowball sampling. Took. The classification of data, interviews, was analyzed based on the first two stages of the three-stage system of Strauss and Corbin, i.e., open and axial coding, and subcategories were obtained. This study's statistical population was undergraduate students of technical and engineering, basic sciences, and humanities of the Ferdowsi University of Mashhad in the academic year 1397-98. The sample size was determined using Cochran's formula of 245 people, and the respondents were selected by stratified sampling method. The researcher-made questionnaire of individual entrepreneurial components was collected and analyzed with SPSS 23 and Lisrel software. Results: The findings of the study indicate that most of the students had a result-oriented behavioral pattern and in the technical and engineering field most students had an extroverted and task-oriented behavioral model with a convergent dominant learning style; In the field of basic sciences, most students had an introverted and task-oriented behavioral model adapted to the preferred learning style, and in the humanities, most students had an extroverted and people-centered behavioral model with a divergent preferential learning style. Conclusion: there was a significant relationship between learning style and students' behavioral patterns. Findings can improve personal, academic, and occupational cognition as effectively and efficiently as possible in the path of metacognition.
