Sakine Ashrafi, Bizhan Abddolahi, Fateme Goudini,
Volume 4, Issue 34 (5-2017)
Abstract
The goal of the present study is exploratory data analysis of the role and tasks of school counselors of Delfan city. This research is a quantitative one with a focus on correlational method. The study population consists of all principals, counselors and teachers of Noor Abad City among whom 250 were chosen randomly. To determine the role and tasks of school counselors, a questionnaire prepared by the present researcher containing 28 questions was used. To analyze the research data spss software descriptive statistics (percent, frequency, average and correlation) and inferential statistics (factor analysis and one-sided variation analysis) are used. The results of exploratory factor analysis showed that five components of the planning and development of educational guidance, the role of growth and development of students' intellectual faculties, the role of the evaluation of students, the role of the development of students' characters and the role of consultation and collaboration with a working group of employees showed a total of 57/5 of the total variance. Results also showed the school administrators', counselors' and teachers' perception of the school counselor’s roles of the planning and development of educational guidance, the role of the development of students' characters and the role of consultation and collaboration with a working group of employees and tasks are different.
Neda Ashrafian, Keyvan Salehi,
Volume 9, Issue 43 (12-2021)
Abstract
The development of Self-regulated learners is one of the most important goals of any educational system and can provide the necessary foundation for sustainable change and development of any society. The purpose of this study is to explain the process of developing Self-regulated learners in elementary school using a qualitative approach and Grounded Theory method with a focus on the role of teachers. Data were collected using semi-structured interviews and letters with 25 elementary school teachers. Respondents were selected based on a theoretical sampling strategy. Data analysis was conducted in three stages: open-ended coding, axial coding, and selective coding, resulting in 48 initial codes, 19 subcategories, and three general categories. Of the intermediate theories thus obtained, "concern for holistic human development" was considered to be the central category. If teachers, as leaders of the educational process, are concerned with the continuous and holistic growth of their students and do so in the best possible way, through contextual conditions such as original content and new teaching tools, and through the rational use of facilities, rules, and time. As an institution that provides guidance and feedback to students, sets the stage for them, motivates them and provides the necessary platform to develop self- regulated students, they will be accompanied by valuable educational and training outcomes that will make them worthy future educators of the society In the future, they will be accompanied by valuable outcomes that will make them worthy future educators of society.
Farzaneh Michaeeli Manee, Behzad Arzhangi, Sheler Abkhiz, Negin Akbarzadeh, Yangje Fereshteh Rostamzadeh, Ghalilo Amirmohammad Ashrafi,
Volume 13, Issue 47 (2-2024)
Abstract
This research was conducted with the aim of investigating the relationship between Machiavellianism and honesty-humility traits on academic dishonesty with the mediating role of moral relativism among students of Urmia University Faculty of Literature. This research was correlational. The statistical population of the present study was all the students of Urmia University Faculty of Literature, 327 of whom were selected by cluster random sampling method. In order to collect data, Mach 4 questionnaire, Hexaco personality questionnaire, academic dishonesty questionnaire and moral relativism questionnaire were used. The data was analyzed using SPSS software and the fit indices of the extracted model and the research model were confirmed. The results showed that the direct effects of Machiavellianism on moral relativism, honesty-humility trait on moral relativism, Machiavellianism on academic dishonesty and honesty-humility trait on academic dishonesty are significant. But the effect of moral relativism on academic dishonesty is not significant. Also, the indirect effects of Machiavellianism and the trait of honesty-humility with the mediation of moral relativism on academic dishonesty were not significant either. Therefore, it is possible to prevent academic dishonesty in students and reduce it by providing educational programs based on Machiavellianism, honesty-humility.
