Social Sciences
Shokouh Jamali Zavareh; Gholamreza Manshaee; Mohammad Ali Nadi
Abstract
Objective: the aim of this study was to compilation, normalization and validation of ineffective behaviors of universities professors.Method: This study was a descriptive from type of correlation that its population was all the faculty members of five big universities in the 2019-2020 academic years. ...
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Objective: the aim of this study was to compilation, normalization and validation of ineffective behaviors of universities professors.Method: This study was a descriptive from type of correlation that its population was all the faculty members of five big universities in the 2019-2020 academic years. The sample of the research was 123 professors of the mentioned universities who were selected by available sampling method. The research tool was a researcher-made questionnaire of ineffective behaviors of universities professors with 64 items in three factors of educational, research and communication. The data were analyzed with the methods of content validity ratio, content validity index and exploratory factor analysis in SPSS and Smart-PLS software.Results: The results of content validity ratio and content validity index showed that these statistics were obtained for all three educational, research and communication factors and the components of each of them were higher than 0.80. the results of exploratory factor analysis showed that there were three factors for the ineffective behavior of universities professors; So that the first factor i.e. the educational factor had 3 components, the second factor i.e. the research factor had 4 components and the third factor i.e. the communication factor had 5 components, which the factor loading of all of them was higher than 0.60 and the Cronbach and combined reliability of all of them was higher than 0.70. In addition, the values of R2 for all factors and components were higher than 0.50 and the GOF index was equal to 0.43, which indicated the appropriate fit of the model and the model of ineffective behaviors of universities professors was drawn in the factor loading and t-test modes, which based on, the inefficient behaviors of universities professors had a significant effect on educational, research and communication factors and each factor on its components due to a t-statistic higher than 1.96.Conclusion: The questionnaire of the current research is a valid and reliable tool for measuring the ineffective behaviors of universities professors. University administrators and officials can use it to measure the ineffective behaviors of their university professors and design programs to reduce these behaviors.
Psychology
Amin Akbarpour; Narges Saeidian Khorasgani; Mohammad Ali Nadi Khorasgani
Abstract
Purpose: The purpose of the present study was to present and validate the model of prevention of procrastination among employees of Islamic Azad University
Methodology: The present research was conducted with the qualitative method of phenomenology, in order to identify the procrastination employees ...
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Purpose: The purpose of the present study was to present and validate the model of prevention of procrastination among employees of Islamic Azad University
Methodology: The present research was conducted with the qualitative method of phenomenology, in order to identify the procrastination employees of Islamic Azad University, first all employees of Islamic Azad University in the year (2019-20) were considered, then using the multi-stage cluster random sampling method, A total of 384 people were selected as a sample for the initial investigation, and by implementing Takman's procrastination questionnaire (1991) on these people, finally, 25 qualified people were identified for this research. The research tool was a semi-structured interview, and the data reached theoretical saturation up to the number of 15 people. Data analysis was done based on the 7-step method of Claisey. To measure the validity of the data, two methods of review of participants and review of non-participating experts were used in the research.
Findings: The revealed findings were 179 extracted key terms (primary concepts), 292 secondary concepts (first category), 32 secondary concepts (second category) and 3 main concepts (dimensions). In order to confirm the reliability of the qualitative findings, a scale with a 3-option spectrum was used to measure the content validity ratio (Lavache coefficient estimation) and in order to ensure the reliability of the qualitative findings, the Holstein reliability coefficient was estimated at 0.97. The findings showed that the employee procrastination prevention model consists of 3 main dimensions including organizational dimension (with 14 components), individual dimension (with 15 components) and social dimension (with 3 components).
Conclusion: The findings showed that, according to the prevention model, the components of the organizational dimension include carrying out planning in affairs, promoting empowering training, strengthening the management system, improving financial affairs, improving the implementation of affairs, a healthy and appropriate organizational atmosphere, and promoting culture. Participation, the presence of motivational leadership, improvement of monitoring and evaluation, improvement of organization in the organization, appropriate legislation, appropriate software support, and healthy and appropriate communication in the organization.
Faezeh Azizi Farsani; Zohreh Saadatmand; Mohammad Ali Nadi
Abstract
Purpose: Man is a social being and because of this characteristic, he is bound to learn life skills. Life skills are abilities that are developed with continuous practice and prepare a person to face daily life issues, increase mental, social and health abilities. The World Health Organization has defined ...
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Purpose: Man is a social being and because of this characteristic, he is bound to learn life skills. Life skills are abilities that are developed with continuous practice and prepare a person to face daily life issues, increase mental, social and health abilities. The World Health Organization has defined life skills as the ability to perform adaptive and positive behavior in such a way that a person can cope with the challenges and necessities of his daily life. Life skills are the kind of cognitive, emotional and practical abilities that are needed for success and happiness in everyday life. Life skills training have been receiving the attention of educational system practitioners in recent years due to the fact that it prepares people to deal with problems and create adaptive behaviors. The main purpose of this study was to provide a model of life skills curriculum in elementary school from the perspective of experts.Methodology: The current research was applied in terms of its purpose and qualitative research with thematic analysis in terms of implementation method. The statistical population included various academic experts of the country in the academic year of 2020-21, 14 people were purposefully selected and interviewed until theoretical saturation. The research tool was semi-structured interviews, whose validity was checked with content validity (4 experts including 2 sociologists, 1 psychologist and 1 educational science professor), and for reliability, coders' agreement method was used, and 3 interviews were random. They were selected and coded with another experienced colleague, and the coding agreement rate was 0.94. For data analysis, the coding method (re-oriented and selective) was used.Findings: The results showed that 39 primary themes (open coding), 9 central themes including (family oriented, economic skills, citizenship skills, promotion of moral and religion-oriented skills and in the content dimension environmental skills, critical thinking, media literacy skills and skills Physical-psychological) and 2 selected subjects (purpose and content) as a model of life skills curriculum in elementary school.Conclusion: Based on the results, it can be concluded that curriculum planners can present life skills in elementary school in the books of this course in the form of two general dimensions of goals and content.
