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Maryam Sarafzadeh, Soheila Alavi,
Volume 1, Issue 1 (4-2014)
Volume 1, Issue 1 (4-2014)
Abstract
Background and Aim: The present paper discusses results of a study which aimed to explore the knowledge and use of Online social networking by MLIS students in Iran and to explore their perceptions of using that technology for academic and professional purposes, and challenges they face for using them.
Method: The research method was explorative and empirical. Data was collected through a web-based survey questionnaire containing both open and close ended question. The link of questionnaire was emailed to MLIS students in Tehran. 113 students completed the questionnaire.
Results: The results show that 35 percent of respondents were not users of SNS. Internet filtering in Iran was identified as the major barrier on using SNS by MLIS students. Negative perceptions toward SNSs were identified as another big barrier for using SNSs by MLIS students. 22% of respondents felt that social networking would waste their time and some 14% saw on benefit on online social networking. 36% of respondents trusted very little to information released in SNSs. MLIS students were not sophisticated users of social networking sites. They have good level of skills on basic features of social networking sites. However, in more advanced features of SNSs such as privacy settings their skills seemed limited. Respondents to the questionnaire showed positive feedback on using SNS for academic and professional purposes.
Conclusion: There are several advantages for integrating SNS in LIS education. Preparing students for employing those technologies on their work places upon their graduation; increasing the employability of LIS students; reaping the educational benefits that SNSs offer and preparing students to teach social networking literacy competencies to others are some of the advantages of incorporating SNSs into LIS education. Authors suggest that skills to master online social networking must be taught in LIS education
Vahide Zeinali, Nosrat Riahinia, Vadood Javadi Parvaneh, Saeid Asadi,
Volume 4, Issue 1 (6-2017)
Volume 4, Issue 1 (6-2017)
Abstract
Background and Aim: Health Information Prescription (HIP) means delivering right information to the right person at the right time. The present study was performed to determine the effect of HIP on caregivers' self-care ability.
Materials and methods: In order to evaluate the effect of HIP on caregivers' self-care ability the quasi-experimental study was carried out on 37 caregivers. Data collection was conducted using a checklist for evaluation of self-care ability. According to the checklist, the caregivers' information including four main domains (total knowledge about JHMS, attention to the effects of JHMS, the effective treatment activities and the quest of medical services) was scored based on a 5-point Likert scale. HIP services were then delivered. The caregivers' information was evaluated once again through the checklist and the pre and post intervention results were compared.
Finding: This study showed that the mean score of self-care ability in each of four domains including total knowledge about JHMS (p=0.001), attention to the effects of JHMS (p=0.001), the effective treatment activities (p=0.001) and the quest of medical services (p=0.001) increased significantly after HIPS.
Conclusion: Results of this study indicated that HIP can increasingly improve the caregivers' self-care ability.
Mostafa Baghmirani, Mohammad Reza Esmaili Givi, Mohammad Hassanzadeh, Ali Reza Noruzi,
Volume 4, Issue 3 (12-2017)
Volume 4, Issue 3 (12-2017)
Abstract
Background and Aim: This study aims to introduce a developed conceptual model of problem finding.
Methods: This article is carried out by utilizing qualitative directed content analysis. The researcher used this method to gather new knowledge on the four features of problem finding. In total, 17 scientific sources were analyzed.
Results: This research revealed 182 codes, 22 themes that outline issues related to the research problem finding. Personality feature extended in five dimensions; psychological feature extended in four dimensions; thinking feature (creative thinking) extended in six dimensions and (critical thinking) extended in two dimensions; and educational feature extended in five dimensions.
Conclusion: Based on available data, the number of factors identified in this study is greater and more comprehensive than that of any previous research. It could provide an added value to the current researches about problem finding. This study has also developed the previous conceptual model and utilized a directed content analysis method that has never been conducted to date in the field of problem finding.
Saeed Malekmohammadi, Mohsen Zainolabedini,
Volume 5, Issue 3 (12-2018)
Volume 5, Issue 3 (12-2018)
Abstract
Background and Aim: This study attempted to investigate Khouzestan Institute for Higher Education students' viewpoints on librarians' nonverbal communication skills and their roles to attract the audience.
Methods: This is an analytical survey which used a researcher-made questionnaire to measure librarians’ communication skills in five dimensions by 39 statements. It also measured students’ satisfaction of librarians’ performance through one question. The population consisted of 3500 bachelor students enrolled in second semester of 2016-2017 academic year. According to Krejcie and Morgan Table, 346 students were determined as the sample. Using SPSS v.20 software, descriptive and inferential statistics were applied.
Results: From the students point of view the total score of nonverbal communication skills of librarians was 4.58±0.71. The highest means belonged to “facial expression” (4.70±.30) and “their situations and hints (4.64±.468). The score of students’ satisfaction with librarians was 4.68±0.47, accordingly.
Conclusion: There are a lot of research on non-verbal communications skills in general; however, there was no sufficient research on librarian's non-verbal communication skills. Library in academic institutions, where librarians interact with the youth, non-verbal communication skills may prevent many unnecessary encounters.
Ms Maryam Babaee, Dr Hassan Rastegarpour,
Volume 6, Issue 4 (3-2020)
Volume 6, Issue 4 (3-2020)
Abstract
Background and Aim: With the advent of technology and the use of social networks such as Instagram, Facebook, blogs, forums, and many other platforms, interactions of learners with one another and their lecturers have become progressively relaxed. This has led to the accumulation of large quantities of data and information about students' attitudes, learning experiences, opinions, and feelings about the teaching-learning process. Opinion mining is one of the growing applications of data mining knowledge which by discovering patterns and models in users' opinions could help higher education to well plan, make well-versed policies, and to have fruitful management. Therefore, the purpose is to describe the applications of opinion mining to advance the excellence of higher education in Iran.
Methodology: Research method is an applied qualitative one. Population comprises of all the research and books associated with opinion mining that were available in reputable databases of IEEE, SSCI, Elsevier, CIVILICA, and Science Direct during the research data collection period in the spring of 2019. Using the convenience sampling method, 35 articles were selected with the aim of reviewing and describing educational opinion mining and analyzing its application in higher education.
Results: Based on the studies, it was found that opinion mining can be used as an effective tool in three parts: 1. Improving student performance; 2. Designing better online courses; and 3. Evaluating the efficiency of the educational activities of universities, professors, and various programs. Therefore it can also help to recognize the existing shortcomings, strengths, and weaknesses.
Conclusion: Higher education can scrutinize the sentiments, opinions, and ideas generated by students through opinion mining. Exploring this valuable information enables educational institutions, principals, and educators to make more appropriate decisions in education and improve the quality of educational services which leads to the improvement of academic performance and better career choices for individuals.
Mrs Maryam Tavosi, Mr Nader Naghshineh,
Volume 7, Issue 3 (12-2020)
Volume 7, Issue 3 (12-2020)
Abstract
Purpose: This is an applied research, with the aim of a comparative study of the presence and participation of Iranian and international researchers affiliated with the top scientific centers (Times Ranking 2020), in the Research Gate research network. Altimetric indicators, such as "RG score", "Reads", "number of registrations" and "number of research items" were considered.
Methodology: Survey performed with altimetric approach and analytical method. Sample of top 10 universities in Iran and 10 scientific centers around the world by Times Ranking performance index of education, research, knowledge transfer, and international perspective done. First, a comparative study of the activities of Iranian researchers with one another, then of international researchers completed separately. Lastly, an analysis of the differences in performance amongst these two groups was performed by "Libre Office Calc" software.
Findings: Among Times top 10 international scientific institutes, the indicators of "number of registrations," "RG-score per member," "number of publications per member" and "reads" the highest rates were observed in researchers at Cambridge University in London, the California research center, and the California research center at Oxford university, respectively. Among the top 10 Universities in Iran, the indicators of "number of registrations," "RPG score per media member," "number of research copies per member" and "reading rate of research copies, "among the researchers with organizational affiliation to the Amir Kabir University of technology, Tehran University of medical sciences, Iran university of medical sciences, Tehran university of medical sciences, the highest amount was observed. The total "average score per member" at the international level was 8.4 and at the Iranian level was 5.1. The "average reads" index for the top 10 universities or research institutes at the international level was 154990.2. The figure was obtained for the top 10 universities in Iran, 22736.1.
Conclusion: Researchers affiliated with top universities in Iran, compared to their international counterparts, have a stronger social interaction in terms of indicators of ResearchGate in activities such as "enquiring," "answering questions" and "suggestion." Although the difference between the number of research items shared internationally is more than 3 times that of Iran, but the average RG score is not seen 3 times that of Iran globally. So, the high RG score is not related to the number of research items on the ResearchGate. Also, comparative study on the presence and activities of researchers affiliated with Times top Universities in Iran and internationally could lead to better future.
Mrs Fariba Mirzaei, Dr Maryam Sarrafzadeh, Dr Mohammad Khandan,
Volume 7, Issue 3 (12-2020)
Volume 7, Issue 3 (12-2020)
Abstract
Aim: today, digital literacy, as a set of skills that enable people to use digital space effectively for success in personal, educational and professional life, has become a necessity in all societies and public libraries are one of the most important providers of digital literacy education in the world. Digital literacy education has not been considered in public libraries in Iran. The first step in promoting digital literacy education in Iran`s public libraries is to design courses and topics that can cover a variety of this aspects of the phenomenon. Now, the boundaries of this content art not clear, and this research seeks to design a comprehensive framework to meet this need. The purpose of this study is to present a content framework for digital literacy education to Iranian public libraries users.
Methodology: this research is a qualitative research and it`s method is qualitative content analysis. at first, the courses provided by the public libraries of Iran Were reviewed and then content analysis of digital literacy courses was conducted in public libraries of developed countries. 16 libraries were selected from English speaking countries that hold digital literacy courses and share information on their websites by cluster sampling with probability proportional to size. To perform Delphi, Experts from the fields of library and information science and information technology, and public libraries professionals were selected.
Findings: 9 courses were identified and after compiling a questio0nnaire and preforming two Delphi rounds, these courses were reduced to 8 main courses and 37 sub-courses. These courses were included computer, internet, job management, information literacy, financial literacy, learning skills, effective communication skills and how to work with smartphones. Software courses were not considered suitable by specialists. This seems to be due to the different groups of society and the heterogeneous community of public libraries users and the experts do not see this as a readiness in the society to receive software related courses.
Conclusion: digital literacy education in Iran has generally neglected. Generally, digital literacy education in universities and educational institutions is provided in formal computer training courses. Libraries in general have paid very little attention to the issue of education. the first step in advancing digital literacy education in public libraries is designing courses that can covers the various aspects of this phenomenon. Educational content is also one of the sides of the education triangle (learner, educator and educational content). However today the boundaries of this content are not clear and this study try to design a comprehensive framework to meet this need.
Professor Saleh Rahimi, Ms Fatemeh Rahimi, Samira Daniali,
Volume 9, Issue 3 (10-2022)
Volume 9, Issue 3 (10-2022)
Abstract
Purpose: Due to increasing the amount of information and the importance of applying images in various fields, the significance of visual literacy is obvious and research showed that visual literacy has a positive effect on learning. So, the purpose of this study was to determine the importance of visual literacy and to identify the necessity of its use in education and learning, as well as to dictate the components of visual literacy to improve learning.
Methodology: Using the library method and utilizing descriptive research method, the literature in the field of visual literacy has been reviewed
Findings: Visual literacy is typically considered as an ability to evaluate, analyze and interpret the meanings of images and their use, also as a main concept is contemplated.
Conclusion: Visual literacy standards help us study, analyze, understand, and recognize visual elements based on a reasonable and pre-defined framework. It makes people benefit more appropriately from information resources in the form of symbols and images. The concept of visual literacy is evolving and requires more advanced tools. Therefore, students must be acquainted with the tools of this technique.
Methodology: Using the library method and utilizing descriptive research method, the literature in the field of visual literacy has been reviewed
Findings: Visual literacy is typically considered as an ability to evaluate, analyze and interpret the meanings of images and their use, also as a main concept is contemplated.
Conclusion: Visual literacy standards help us study, analyze, understand, and recognize visual elements based on a reasonable and pre-defined framework. It makes people benefit more appropriately from information resources in the form of symbols and images. The concept of visual literacy is evolving and requires more advanced tools. Therefore, students must be acquainted with the tools of this technique.
Yaghoub Norouzi, Nayereh Jafarifar, Zahra Bighlari,
Volume 10, Issue 1 (6-2023)
Volume 10, Issue 1 (6-2023)
Abstract
purpose: The article aims to identify and prioritize indicators for evaluating the accessibility capabilities of the user interface in virtual education systems.
Methodology: In step 1, to identify the evaluation indicators from the indicators listed in ISO 9241, a localized checklist was prepared by the virtual education systems inside the country. Then, using the Fuzzy Delphi method and the opinions of experts from the higher education system of Iran in the field of accessibility of education and e-learning systems, the identified indicators were modified and finalized. In the next step, these indicators were prioritized using the BWM method from the point of view of experts, and their importance was determined.
Findings: The final framework of indicators for evaluating the accessibility capabilities of the interaction environment (user interface) of virtual education systems was compiled and prioritized in four general indicators (general guidelines and requirements, inputs, outputs, support services, help, and online documentation) and 24 sub-indices. For this purpose, LINGO software was used. Based on the findings of the research, the component "Compatibility with accessible technologies" won the first rank among all sub-indices. The component "online documentation" was ranked second and "setting accessibility levels" was ranked third. The last rank (rank 24) was awarded to "Camera".
Conclusion: There is no consensus on the standard framework for evaluating the accessibility of virtual education systems. The review of the conducted research showed that there is a research gap in the field of not comprehensively identifying and presenting a comprehensive and coherent picture to evaluate the accessibility of the interaction environment in virtual education systems and it was concluded that to improve the use of virtual education systems, identifying and prioritizing the factors It is necessary to evaluate the accessibility of virtual education systems. The innovation of this article is to provide a comprehensive framework for identifying and prioritizing the accessibility evaluation indicators of the interactive environment in virtual education systems localized for the country. The internet speed in Iran is not high and turning on the camera during virtual classes due to the high volume of the internet it consumes causes disconnection and communication between them. The statistical community of the research was aware of this fact, therefore, according to the existing conditions, they assigned the least weight to this index.
Methodology: In step 1, to identify the evaluation indicators from the indicators listed in ISO 9241, a localized checklist was prepared by the virtual education systems inside the country. Then, using the Fuzzy Delphi method and the opinions of experts from the higher education system of Iran in the field of accessibility of education and e-learning systems, the identified indicators were modified and finalized. In the next step, these indicators were prioritized using the BWM method from the point of view of experts, and their importance was determined.
Findings: The final framework of indicators for evaluating the accessibility capabilities of the interaction environment (user interface) of virtual education systems was compiled and prioritized in four general indicators (general guidelines and requirements, inputs, outputs, support services, help, and online documentation) and 24 sub-indices. For this purpose, LINGO software was used. Based on the findings of the research, the component "Compatibility with accessible technologies" won the first rank among all sub-indices. The component "online documentation" was ranked second and "setting accessibility levels" was ranked third. The last rank (rank 24) was awarded to "Camera".
Conclusion: There is no consensus on the standard framework for evaluating the accessibility of virtual education systems. The review of the conducted research showed that there is a research gap in the field of not comprehensively identifying and presenting a comprehensive and coherent picture to evaluate the accessibility of the interaction environment in virtual education systems and it was concluded that to improve the use of virtual education systems, identifying and prioritizing the factors It is necessary to evaluate the accessibility of virtual education systems. The innovation of this article is to provide a comprehensive framework for identifying and prioritizing the accessibility evaluation indicators of the interactive environment in virtual education systems localized for the country. The internet speed in Iran is not high and turning on the camera during virtual classes due to the high volume of the internet it consumes causes disconnection and communication between them. The statistical community of the research was aware of this fact, therefore, according to the existing conditions, they assigned the least weight to this index.
Model of the antecedents and consequences of students self-disclosure in the educational environment
Mrs Shamsi Sokout, Mrs Maryam Slampanah, Mr Mohamad Javad Karam Afroz, Mrs Faranak Mousavi,
Volume 10, Issue 3 (11-2023)
Volume 10, Issue 3 (11-2023)
Abstract
purpose: The purpose of this research was to present a model of the antecedents and consequences of self-disclosure in the country's educational environment.
Although self-disclosure, its effective factors and consequences have special value from the aspect of many sciences such as counseling, educational management, educational sciences, psychology, etc., and numerous studies have been conducted on it, but a careful review of the research literature proved that so far no comprehensive and written study with a mixed approach and in the form of providing an integrated model has been done that has investigated the dimensions of this concept, its effective factors and consequences. Each of the existing studies have investigated one or more variables affecting self-disclosure separately. Therefore, according to the existing study gap, according to the history of the researcher's educational activity as a teacher and understanding the importance of self-disclosure in order to maintain the mental health of students of this country, the concern arises that in addition to a comprehensive look at the conducted researches, with an in-depth perspective, analyze this structure, its components, factors affecting it and its consequences in the educational environment of the country. Therefore, the main object of this research is "providing a model of the antecedents and consequences of self-disclosure in the educational environment of the country". In this research, the researcher intends to present effective factors and possible consequences in the form of a conceptual model.
Methodology: The methodology of this research is quantitative-descriptive. The sample of the current research is the first high school students of selected Tehran areas. These areas were selected by multi-stage cluster sampling method. According to subject of this research and the studied population (target), the sample size is selected according to the application of structural equations software, in the number of 600 students of the first secondary school in Tehran. For this purpose, the city of Tehran was first divided into five regions of North, South, East, West and Center by cluster sampling method. Then, from these five regions (regions 1, 5, 6, 8, 16), schools were selected as a cluster and then random samples were selected from each school. In this research, the researcher intends to use the questionnaire extracted from the qualitative part (made by the researcher). This questionnaire consists of two parts. The first part consists of demographic characteristics including gender, age, education level, and region, etc and the second part will contain specialized questions with a response package prepared on a five-point Likert scale.
A: Reflective measurement model test (cv com test)
B: Structural model tests include:
• Hypothesis significance test (direct path)
• R-squares or R2 test (determination coefficient)
• Structural model quality test (Cv Red)
C: the general fit test of the model at the end (SRMR)
Findings: According to the data obtained, there are 172 students in the seventh grade and 31.44%, 180 students in the eighth grade and 32.91%, and 195 students in the ninth grade and 35.65% and a total of 547 people answered the questions of the questionnaire in the educational levels of the first secondary school. According to the obtained data, all values of CV com are higher than 0.15. As a result, the quality of the measurement model is medium to high.
The results show that after removing the counseling expertise variable, the paths of the model from antecedents to self-disclosure and from self-disclosure to the consequences of self-disclosure are significant. It can be concluded that the components of trust, internal motivation, experience, being supported, context of acceptance and environmental conditions are the antecedents of students' self-disclosure. And the components of privacy awareness, mutual communication, creative thinking, problem solving, privacy risk, self-belief, optimism, monitorability, empathy, effective listening and learning from According to the obtained data, the effect of internal motivation on self-disclosure is T-Value = 7.509, the effect of trust on self-disclosure is T-Value = 4.632, the effect of having experience on self-disclosure is T-Value = 2.017, the effect of acceptance context on self-disclosure T-Value = 3.461, the effect of environmental conditions on self-disclosure T-Value = 4.343 and the effect of being supported on self-disclosure with T-Value = 4.392 which It is in the range [-1/96, 1/96]. P-Value=0, which is less than 0.05, rejects the H0 hypothesis and accepts the H1 hypothesis at the 95% confidence level. But the effect of consultant's expertise on self-disclosure T-Value = 0.5, which is not outside the range [-1.96, 1.96] and P-Value = 0.617, which is not less than 0.05, at the confidence level of 95 % HO hypothesis is confirmed and H1 hypothesis is rejected. And on the other hand, the value of β, which shows the intensity and direction of the effect, is positive in internal motivation 0.259, trust 0.168, experience 0.065, environment acceptance 0.12, environmental conditions 0.145, and being supported 0.2; therefore, it is predicted that if the research is repeated in a larger sample of the same community, this hypothesis will be confirmed, and on the other hand, the β value that shows the intensity and direction of the effect, the consultant's expertise is 0.015 and its direction is negative; Therefore, this hypothesis is not confirmed.
According to the obtained data, the effect of self-disclosure on mutual relationship T-value= 799.56, the effect of self-disclosure on creative thinking T-value = 252.22, the effect of self-disclosure on problem solving skill T-value = 684.41 Value, the effect of self-disclosure on self-belief, T-Value = 862/55, the effect of self-disclosure on monitorability, T-Value = 228/56, the effect of self-disclosure on empathy, T-Value = 10/911, the effect of self-disclosure on learning from mistakes T-Value = 64.12, the effect of self-disclosure on privacy awareness T-Value = 118.20, the effect of self-disclosure on privacy risk T-Value = 23.5, the effect of self-disclosure on optimism T-Value = 113.19 and the effect of self-disclosure on effective listening T-Value = 15.407, which is outside the range [-1.96, 1.96]. And P-Value = 0, which is less than 0.05, rejects the H0 hypothesis and confirms the H1 hypothesis at the 95% confidence level. And on the other hand, the value of β, which shows the intensity and direction of the effect, is 0.818 in mutual communication, 0.626 in creative thinking, 0.771 in problem solving skill, 0.829 in self-belief, 0.82 in monitorability, in empathy is 0.419, learning from mistakes is 0.468, privacy awareness is 0.591, privacy risk is 0.214, optimism is 0.551, and effective listening is 0.54. Therefore, it is expected that if the research is repeated in a larger sample of the same community, this hypothesis will be confirmed.
According to the findings, SRMR=0.062 is less than 0.08, so it can be concluded that the overall model has a good fit. The quality and fit status of the structural model resulting from the qualitative part of the research, which was one of the objectives of the quantitative part, was also examined.
In the present study, to calculate the goodness of fit (GOF), the average (R2) and (AVE) of the research components were extracted from smartpls software and included in the relevant formula.
GOF = √ 0.628192308× 0.685423077 = 0.656
According to the obtained data and the calculation result of GOF = 0.656, it can be said: the research model has a very good fit.
Conclusion: School is the foundation to all existing structures in society. A teacher is one of the most important role of a society and the first adult person after parents that the way of communicating with them is very important and has a serious impact on the emotional and social performance of students in school. The effective communication between students and the teacher not only gives the teacher a lot of motivation, but also can lead to creativity, satisfaction, academic progress, and better behavior of students in school and society. And finally, it should lead to students and teacher's mental health and create a foundation for establishing beneficial social relationships of students throughout their lives.
Self-disclosure is a process in which people verbally express their personal information or experiences to others. The school is one of the most important organized social institutions that by providing a healthy environment can cause the growth and prosperity of people's body and mind; This is shaped by students' relationships with teachers, counselors, and school administrators, as well as students' emotional growth, and self-disclosure develops this relationship.
Although self-disclosure, its effective factors and consequences have special value from the aspect of many sciences such as counseling, educational management, educational sciences, psychology, etc., and numerous studies have been conducted on it, but a careful review of the research literature proved that so far no comprehensive and written study with a mixed approach and in the form of providing an integrated model has been done that has investigated the dimensions of this concept, its effective factors and consequences. Each of the existing studies have investigated one or more variables affecting self-disclosure separately. Therefore, according to the existing study gap, according to the history of the researcher's educational activity as a teacher and understanding the importance of self-disclosure in order to maintain the mental health of students of this country, the concern arises that in addition to a comprehensive look at the conducted researches, with an in-depth perspective, analyze this structure, its components, factors affecting it and its consequences in the educational environment of the country. Therefore, the main object of this research is "providing a model of the antecedents and consequences of self-disclosure in the educational environment of the country". In this research, the researcher intends to present effective factors and possible consequences in the form of a conceptual model.
Methodology: The methodology of this research is quantitative-descriptive. The sample of the current research is the first high school students of selected Tehran areas. These areas were selected by multi-stage cluster sampling method. According to subject of this research and the studied population (target), the sample size is selected according to the application of structural equations software, in the number of 600 students of the first secondary school in Tehran. For this purpose, the city of Tehran was first divided into five regions of North, South, East, West and Center by cluster sampling method. Then, from these five regions (regions 1, 5, 6, 8, 16), schools were selected as a cluster and then random samples were selected from each school. In this research, the researcher intends to use the questionnaire extracted from the qualitative part (made by the researcher). This questionnaire consists of two parts. The first part consists of demographic characteristics including gender, age, education level, and region, etc and the second part will contain specialized questions with a response package prepared on a five-point Likert scale.
A: Reflective measurement model test (cv com test)
B: Structural model tests include:
• Hypothesis significance test (direct path)
• R-squares or R2 test (determination coefficient)
• Structural model quality test (Cv Red)
C: the general fit test of the model at the end (SRMR)
Findings: According to the data obtained, there are 172 students in the seventh grade and 31.44%, 180 students in the eighth grade and 32.91%, and 195 students in the ninth grade and 35.65% and a total of 547 people answered the questions of the questionnaire in the educational levels of the first secondary school. According to the obtained data, all values of CV com are higher than 0.15. As a result, the quality of the measurement model is medium to high.
The results show that after removing the counseling expertise variable, the paths of the model from antecedents to self-disclosure and from self-disclosure to the consequences of self-disclosure are significant. It can be concluded that the components of trust, internal motivation, experience, being supported, context of acceptance and environmental conditions are the antecedents of students' self-disclosure. And the components of privacy awareness, mutual communication, creative thinking, problem solving, privacy risk, self-belief, optimism, monitorability, empathy, effective listening and learning from According to the obtained data, the effect of internal motivation on self-disclosure is T-Value = 7.509, the effect of trust on self-disclosure is T-Value = 4.632, the effect of having experience on self-disclosure is T-Value = 2.017, the effect of acceptance context on self-disclosure T-Value = 3.461, the effect of environmental conditions on self-disclosure T-Value = 4.343 and the effect of being supported on self-disclosure with T-Value = 4.392 which It is in the range [-1/96, 1/96]. P-Value=0, which is less than 0.05, rejects the H0 hypothesis and accepts the H1 hypothesis at the 95% confidence level. But the effect of consultant's expertise on self-disclosure T-Value = 0.5, which is not outside the range [-1.96, 1.96] and P-Value = 0.617, which is not less than 0.05, at the confidence level of 95 % HO hypothesis is confirmed and H1 hypothesis is rejected. And on the other hand, the value of β, which shows the intensity and direction of the effect, is positive in internal motivation 0.259, trust 0.168, experience 0.065, environment acceptance 0.12, environmental conditions 0.145, and being supported 0.2; therefore, it is predicted that if the research is repeated in a larger sample of the same community, this hypothesis will be confirmed, and on the other hand, the β value that shows the intensity and direction of the effect, the consultant's expertise is 0.015 and its direction is negative; Therefore, this hypothesis is not confirmed.
According to the obtained data, the effect of self-disclosure on mutual relationship T-value= 799.56, the effect of self-disclosure on creative thinking T-value = 252.22, the effect of self-disclosure on problem solving skill T-value = 684.41 Value, the effect of self-disclosure on self-belief, T-Value = 862/55, the effect of self-disclosure on monitorability, T-Value = 228/56, the effect of self-disclosure on empathy, T-Value = 10/911, the effect of self-disclosure on learning from mistakes T-Value = 64.12, the effect of self-disclosure on privacy awareness T-Value = 118.20, the effect of self-disclosure on privacy risk T-Value = 23.5, the effect of self-disclosure on optimism T-Value = 113.19 and the effect of self-disclosure on effective listening T-Value = 15.407, which is outside the range [-1.96, 1.96]. And P-Value = 0, which is less than 0.05, rejects the H0 hypothesis and confirms the H1 hypothesis at the 95% confidence level. And on the other hand, the value of β, which shows the intensity and direction of the effect, is 0.818 in mutual communication, 0.626 in creative thinking, 0.771 in problem solving skill, 0.829 in self-belief, 0.82 in monitorability, in empathy is 0.419, learning from mistakes is 0.468, privacy awareness is 0.591, privacy risk is 0.214, optimism is 0.551, and effective listening is 0.54. Therefore, it is expected that if the research is repeated in a larger sample of the same community, this hypothesis will be confirmed.
According to the findings, SRMR=0.062 is less than 0.08, so it can be concluded that the overall model has a good fit. The quality and fit status of the structural model resulting from the qualitative part of the research, which was one of the objectives of the quantitative part, was also examined.
In the present study, to calculate the goodness of fit (GOF), the average (R2) and (AVE) of the research components were extracted from smartpls software and included in the relevant formula.
GOF = √ 0.628192308× 0.685423077 = 0.656
According to the obtained data and the calculation result of GOF = 0.656, it can be said: the research model has a very good fit.
Conclusion: School is the foundation to all existing structures in society. A teacher is one of the most important role of a society and the first adult person after parents that the way of communicating with them is very important and has a serious impact on the emotional and social performance of students in school. The effective communication between students and the teacher not only gives the teacher a lot of motivation, but also can lead to creativity, satisfaction, academic progress, and better behavior of students in school and society. And finally, it should lead to students and teacher's mental health and create a foundation for establishing beneficial social relationships of students throughout their lives.
Self-disclosure is a process in which people verbally express their personal information or experiences to others. The school is one of the most important organized social institutions that by providing a healthy environment can cause the growth and prosperity of people's body and mind; This is shaped by students' relationships with teachers, counselors, and school administrators, as well as students' emotional growth, and self-disclosure develops this relationship.
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