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Volume 4, Issue 35 (9-2017)

The present study has been conducted to comprehensively investigate students' perceptions of teacher’s social support and characteristics and functions that lead to increased perception of teacher's social support. The study has been conducted with phenomenology approach by using qualitative content analysis. Statistical population included all female 11th graders in Torbat-e Heydariyeh. By purposeful sampling and based on Social Support Scale of Maleki, Demri & Elliott (2000), 30 students (15 high scores and 15 low score) were assigned to the sample group. A semi-structured interview was employed for data collection. Based on the findings, students suggested nine themes including “empowerment of human relations”, “appropriate personality traits”, “appropriate monitoring and evaluation”, “teaching skills”, “the ability of class management”, “job commitment”, “guiding and counseling”, “academic ability” and “contributions to the students' all-round development” with an emphasis on emotional, instrumental, evaluative, and informational support. Result shows the most important characteristics of the supportive teacher are “empowerment of human relations”. Also, to boost students' perceptions of teacher's social support, teachers need to have other features like “authoritative relationships”, “appropriate encouragement and punishment”, “to have peace of mind”, “conducting coordinated exams”, “ethical counseling” and “reinforcement classes”.

Javad Abbasi Jondani, Hosseinali Mehrabi,
Volume 5, Issue 37 (11-2018)

Academic achievement motivation plays an important role in academic success, so its prediction and improvement is very important. This study investigated the relationship between academic achievement motivation and academic alienation, social support, media usage and demographic variables, and also predicted academic achievement was correlational. Its statistical population included all male students of Isfahan university amongst them 96 persons were selected randomly. The instrument of this study included Pirnia academic alienation, Mobarak Bakhshayesh social support, Eliasi media usage, and researcher-made demographic information questionnaire. The results showed that academic achievement motivation has a significant correlation with academic alienation, social support, media usage and socioeconomic status.. The results from stepwise regression analysis showed that academic alienation, media usage, socioeconomic status and these variables altogether explained 17.6%, 8.3%, 4.3% and 30.3% of the variance of academic achievement motivation, respectively. These results indicate that less academic alienation, less media usage and better socioeconomic status can improve students’ academic achievement motivation.

Neda Sanjari, Farhad Balash,
Volume 6, Issue 39 (12-2019)

The purpose of this study is to investigate the relationship between moral intelligence and social support with social responsibility of first grade girls in Karaj. The purpose of this research is applied studies and The research method was descriptive-correlational. The population of this study was public first grade high school students in Karaj 1 district in the academic year 98-97. Sampling method was Simple random sampling. In order to collect data from three questionnaires; Canadian Ministry of Education social responsibility (2015), Lennik & Kiel's Moral Intelligence (2005) And social support by Wax et al. (1986).  Descriptive and inferential statistics (Pearson correlation test) were used to describe and analyze the data and SPSS 25 software was used for data analysis. The results of Pearson correlation test showed a significant positive correlation between the two variables of moral intelligence and social support with social responsibility of students (p˂0.01). The results also showed that there is a positive and significant relationship between the components of moral intelligence (honesty, compassion, and forgiveness) with social responsibility of students (p˂0.01). In addition, the results of the present study showed that there is a positive significant relationship between the components of social support (family support, friends and acquaintances) and students' social responsibility (p˂0.01). According to the findings of the study, it can be concluded that by strengthening and improving the two variables of moral intelligence and social support, it can be effective in improving and enhancing social responsibility.

Mrs Mahin Gharibzadeh, Dr Hasan Mohammadzadeh, Dr Malek Ahmadi,
Volume 10, Issue 44 (4-2022)

The aim of this study was to determine path analysis the relationship between parental social support and tendency, enjoyment and level of physical activity in adolescent girls. The mediating role of perceived motor competence was also evaluated. The research method is correlational research. The statistical population was adolescent girls aged 14 to 17 years in Tabriz that 380 people were selected as a sample through multi-stage cluster random sampling. Social Support for Exercise Survey, Adolescent Motor Competence Questionnaire, Physical Activity Questionnaire, Intation to Exercise Questionnaire, Physical Activity Enjoyment Scale were used. Data were analyzed by Pearson correlation test and path analysis at a significant level (P<0.05). The results showed that the variable of parents' social support of physical activity affects all four endogenous variables (physical activity, tendency to exercise, enjoyment of physical activity and the level of physical activity) and perceived motor competence, physical activity enjoyment and tendency to exercise variables, can also predict the level of physical activity as mediating variable. Also, the variable of enjoyment of physical activity indirectly through the mediating variable of tendency to exercise, was able to predict the level of physical activity. The results of this study highlight the importance of the role of parental social support in increasing adolescent physical activity.

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