Mansureh Azam Azadeh1; Maryam Rajabzadeh
Abstract
The purpose of this research is to investigate the factors influencing the motivation of research among professors and students of Farhangian University. The descriptive research method is survey type. The statistical population was 3212 people and the statistical sample was 346 people, who were selected ...
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The purpose of this research is to investigate the factors influencing the motivation of research among professors and students of Farhangian University. The descriptive research method is survey type. The statistical population was 3212 people and the statistical sample was 346 people, who were selected from among all the male students and professors of Farhangian University of East Azerbaijan, West Azerbaijan and Ardabil based on the share of male students and professors from the sample size in a proportional random manner. The measurement tool was a researcher-made questionnaire, and its content validity was confirmed by the opinion and judgment of educational science professors and affairs specialists. The reliability of the questionnaire was calculated through Cronbach's alpha, which was equal to 0.836. SPSS software was used for data analysis. The obtained results show that there is a positive and significant relationship between the motivational factors of scientific cooperation, external motivation, internal motivation, feeling of self-efficacy and research motivation in Farhangian University students and professors. There is a negative and meaningful relationship between the factors inhibiting scientific cooperation and research motivation in Farhangian University students and professors. It can be concluded that the higher the amount of factors that encourage scientific cooperation, external motivation, internal motivation, self-efficacy, and the research motivation of students and professors of Farhangian University, and vice versa. The higher the number of factors preventing scientific cooperation, the lower the research motivation among Farhangian University students and professors, and vice versa.
Mansoureh Azam Azadeh; Maryam Rajabzadeh
Abstract
The process of social development has made societies in transition, including Iran, undergo fundamental and extensive social changes, and its fundamental nature and rapid and uneven process have brought about numerous social changes for these societies and families. The superiority of women over men ...
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The process of social development has made societies in transition, including Iran, undergo fundamental and extensive social changes, and its fundamental nature and rapid and uneven process have brought about numerous social changes for these societies and families. The superiority of women over men in educational levels in the society in recent decades is one of these changes. Using the instrumental case study method, this article tries to test Archer's theories about individual agency, Blud and Wolff's resource theory, Rodman's cultural context resource theory, Parsons's action components, family structure imbalance theory and exchange theory, and at the same time examines the role Women's academic education has been the way to resolve conflicts in married life in the event of changes and following it. The results of the research show that if women's university education causes a change in their normative attitude towards marital roles, while the attitude of their husbands towards marital roles has not changed,It may increase the level of conflict in the family. But in the meantime, the role of women is very effective in managing conflict and establishing balance in the family.
Mansureh Azam Azadeh1; Maryam Rajabzadeh
Abstract
The process of social development has made societies in transition, including Iran, undergo fundamental and extensive social changes, and its fundamental nature and rapid and uneven process have brought about numerous social changes for these societies and families. The advancement of women over men ...
Read More
The process of social development has made societies in transition, including Iran, undergo fundamental and extensive social changes, and its fundamental nature and rapid and uneven process have brought about numerous social changes for these societies and families. The advancement of women over men in educational levels in the society in recent decades is one of these changes. Using the instrumental case study method, this article tries to test Archer's theories about individual agency, Blud and Wolfe's theory of resources, Rodman's theory of resources in the cultural context, Parsons's components of action, theory of imbalance in family structure and exchange theory, and at the same time examines the role of women's academic education. In the occurrence of changes and following them, the method of conflict resolution in married life has been. The results of the research show that if women's university education causes a change in their normative attitude towards marital roles, while the attitude of their husbands towards marital roles has not changed, it may increase the level of conflict in the family. But in the meantime, the role of women is very effective in managing conflict and establishing balance in the family.
