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Showing 6 results for heidari

Sakineh Heidari, Dr. Gholamhossein Maktabi, Prof. Manijeh Shehni Yailagh, Dr. Nasser Behroozi,
Volume 2, Issue 2 (June 2020)
Abstract

The study was conducted to determine the effect of mindfulness training on cognitive flexibility in sixth-grade female students. This research used a pretest-posttest study with control group. A multi-stage random sampling was used in 4 schools, among which 37 sixth-grade female students were randomly selected and assigned to two experimental (17 students) and control groups (20 students). Students in the experimental group participated in a mindfulness training course for 12 (120-minute) sessions for a month and a half. The study used Dennis and Vander Wal's Cognitive Flexibility Inventory (2010). The results of covariance analysis showed that there was a significant difference between the two groups in the scores of cognitive flexibility and due to the higher mean scores of the cognitive flexibility of the experimental group in the posttest (p> 0.05, p = 10.25), it can be stated that mindfulness training was effective in increasing students' cognitive flexibility.

Mohammad Ahmadgholami, Dr. Mohammad-Hossein Heidari, Dr. Hassan-Ali Bakhtiar Nasrabadi,
Volume 3, Issue 3 (September 2021)
Abstract

Teachers in modern societies have a model and identity function, and a professional and ethical mission to achieve the perfection of students. The aim of this research was to deduce guidelines for the professional ethics of teachers in the area of teacher-student communication according to the moral principles from Buber's point of view, because Buber pays special attention to the issue of ethics in human relations. The research paradigm was qualitative. The data collection method was documentary and a descriptive-interpretive approach was used to analyze the data. In order to provide guidance for each of the eight principles of teacher professional ethics, the inferential method was used. The results indicated that in the light of the unifying ability of the final moral criterion, the basic orientation of other principles of ethics of the teaching profession is correctly determined. In teacher ethics, Buber assigns a real position and weight to each of the "two poles of teacher and student"; In a way, the reflection of Bobri's "I-you" relationship in educational processes significantly reduces the conflicts between educational principles, and in the relationship between teacher and student. In the area of teacher ethics, we can emphasize the positive concepts of Buber thought, which are the "moral virtues". In the current situation in which formal education systems and their derived curricula encourage impersonality and alienation in the relationship between teacher and student, teacher action based on Boobri moral virtues can facilitate the process of building students 'personal identities. It also fosters the teachers' personal and professional integrity.

Dr. Sakineh Heidari,
Volume 5, Issue 1 (March 2023)
Abstract

This study examined the relationship between future orientation and well-being mediated by school connectedness. Data were collected from 380 high school adolescents in Shiraz (Iran) in 2021. Participants completed the Future-Orientation Questionnaire, the Psychological Sense of School Membership scale, and Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) to assess their future orientation, school connectedness, and well-being, respectively. Results revealed that students’ future orientation (toward academic or career futures) was positively related with school connectedness (b = .78). Future orientation was also significantly associated with their feeling of well-being (b = .61). School connectedness was significantly associated with the feeling of well-being as well (b = .62). According to the results, future orientation had an indirect significant effect (b = .48) on the well-being; based on this, school connectedness played a significant mediating role in the relation between future orientation and well-being. The results recommend that school connectedness may be a mechanism by which adolescents’ orientation toward academic or career futures may have an effect on their feeling well-being.

Mr. Javad Heidari Sarahi, Dr. Mojtaba Moazzami, Dr. Mehdi Bagheri,
Volume 5, Issue 2 (June 2023)
Abstract

In the present era, considering the power of digital technology and the expansion of information, higher education is on the verge of a revolution. Therefore, this research aims to present a model for developing electronic education in the Iranian higher education system. Educational systems at various levels around the world are striving to provide equal and effective educational opportunities for all using information and communication technology. In today's world, electronic education and learning stand out as crucial applications of information and communication technology, and are rapidly gaining prominence as a dominant technology in the field of education. Therefore, this research utilizes structural equation modeling and data collected from a researcher-designed questionnaire to examine the essential infrastructure required for the development of electronic education. The results demonstrated that the indicators of the development model in higher education are a multidimensional concept that includes organizational, technological, support, educational content, and participant characteristics. The findings indicate that support and technological variables play the most significant role in the model of electronic education development. The results provide practical implications for designing electronic education development programs in universities and higher education institutions.

Mr Mehdi Heidari, Dr Soltanali Kazemi, Dr Majid Barzegar, Dr Nadereh Sohrabi,
Volume 6, Issue 3 (September 2024)
Abstract

Objective: The phenomenon of academic self-handicapping serves as a prevalent psychological challenge among individuals engaged in educational frameworks, thus attracting scholarly attention. The primary objective of this study was to elucidate the mediating role of goal orientation in the relationship between attributional style and academic self-handicapping among high school students.
Methods: The research methodology employed in this investigation was of a descriptive correlational nature, utilizing structural equation modeling. The statistical population encompassed all male and female students enrolled in Shahed high schools located in Yasuj city during the year 2022, with the sample comprising 259 students who were selected through a random sampling technique. The instruments utilized for data collection included Schwinger and Stiensmeier-Pelster's Academic Self-Handicapping Scale, the Attributional Style Questionnaire developed by Patterson et al. and Elliot and McGregor's Achievement Goal Orientation Questionnaire. To evaluate the proposed model, structural equation modeling techniques were implemented.
Results: The findings indicated that attributional styles serve as significant positive predictor of achievement goal orientation (β=+0.19, P<0.001). Additionally, achievement goal orientation was found to be a significant negative predictor of academic self-handicapping (β=-0.50, P<0.001). The association between attributional style and academic self-handicapping was also established as negative and significant (β=-0.30, P<0.001). An examination of the mediating effect revealed that achievement goal orientation plays a significant mediating role between attributional style and academic self-handicapping.
Conclusions: Overall, the research findings substantiate the mediating role of achievement goal orientation in the linkage between attributional style and academic self-handicapping, thereby providing valuable insights for school counselors in the formulation of interventions aimed at mitigating academic self-handicapping behaviors among learners.

Najmeh Khalili, Mohammad Hossein Heidari, Zohreh Saadatmand,
Volume 6, Issue 3 (September 2024)
Abstract

Objective: This scholarly inquiry endeavors to scrutinize the notion of autonomy as articulated in the teachings of Hazrat Ali (AS) with the aim of deriving educational implications that could enhance individual health and substantiate its significance.
Methods: The methodological framework employed was a mixed-method design, executed in two qualitative phases involving content analysis through a comparative categorization system, followed by a quantitative phase wherein validation was conducted utilizing Lawshe's agreement coefficient. The scope of the present study within the qualitative dimension encompassed all textual materials pertinent to the teachings of Hazrat Ali (AS) regarding autonomy, approached in a purposive manner, while the quantitative dimension involved 11 university professors and experts.
Results: The outcomes of the content analysis pertaining to the examination of the concept of autonomy in the teachings of Hazrat Ali (AS) yielded 47 conceptual codes through a selective coding mechanism, categorized into 8 thematic axes: freedom and self-esteem, responsibility and accountability, contentment, supervision and control, time management, individual differences, courage, and criticality, all of which have implications for individual health, the most prominent of which include: the necessity of reinstating self-esteem and human value, the principle of dynamism and flexibility, self-belief and self-evaluation, the significance of health and vitality, the importance of character and integrity, and the imperative to restore self-confidence alongside recognizing the mental and physical disparities inherent in humans.
Conclusions: The findings collectively endorse the educational implications of autonomy and possess the potential to benefit educators in fostering the development of students' personalities.


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