Sociology of Educational Technology
H. Aflakifard; M. Ghalehnoei; S. Ramezan Khani
Abstract
Background and Objectives: Female-headed households are responsible for providing material and spiritual livelihood for themselves and their family members. These women take care of the household without the regular presence or support of an adult male, and are responsible for managing the family financially, ...
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Background and Objectives: Female-headed households are responsible for providing material and spiritual livelihood for themselves and their family members. These women take care of the household without the regular presence or support of an adult male, and are responsible for managing the family financially, making major and vital decisions. Due to playing a dual role (parents) for their children, these women face problems such as loss of income, raising children, managing household affairs, working outside the home with low wages, etc., and enduring these life problems The reason for their different lifestyles compared to other women has led to the factors in which they have emerged. The aim of this study was to compare psychological hardiness, self-differentiation and psychological burnout in female-headed households and ordinary people in Marvdasht.Methods: The present study was comparative-causal one. The statistical population of this study included female-headed households under the auspices of the Marvdasht Relief Committee. The sample group consisted of 80 people in two groups (40 female-headed households and 40 ordinary women) who were selected using the convenience sampling procedure. Data collection tool to assess the degree of psychological hardiness was the questionnaire of Kubasa et al. The face and content validity have been reported in various appropriate studies. Also, the reliability of this tool was obtained by Cronbach's alpha coefficient. The Differentiation Scale (DSI) was used to measure differentiation and its validity and reliability were confirmed. Women's psychological burnout was also assessed through the Smiths’ questionnaire; its validity and reliability of this questionnaire were evaluated in different demographic groups. Confirmatory factor analysis showed that the questions of each dimension describe the same dimension and the questionnaire has a good internal consistency. The collected data were analyzed at two levels (descriptive statistics and inferential statistics). Mean and standard deviation values were calculated and MANOVA analysis test was run.Findings: According to the age distribution table of statistical sample size, in the group of female-headed households, 35.00% of people were less than 30 years old and 12.5% of people were more than 40 years old. In the group of normal women, 30.00% of women were less than 30 years old and 20.00% of women were more than 40 years old. According to the statistical sample size distribution table, in terms of education, 35.00% of women heads of households were under diploma and 65.00% of them were above diploma and in the group of normal women, 32.5% were under diploma and 67.5% were above diploma. The results showed that there was a significant difference between psychological hardiness and its dimensions in normal and female heads of households. There was no significant difference between self-differentiation and dimensions in ordinary female-headed households. There was a significant difference between normal and female-headed households in terms of psychological burnout and its dimensions. The average psychological hardiness and psychological burnout was higher among female-headed households than those of normal women.Conclusion: The results of this study can be used by relevant organizations with women heads of households and researchers interested in this field.
Sociology of Educational Technology
F. Monavvarifard; A. H. Alibaygi
Abstract
Background and Objectives: Critical thinking skill is one of the important mental assets that a person needs to be able to develop as an independent individual. Critical thinking skill is important because it assists individuals to analyze situations before taking actions, instead of acting impulsively. ...
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Background and Objectives: Critical thinking skill is one of the important mental assets that a person needs to be able to develop as an independent individual. Critical thinking skill is important because it assists individuals to analyze situations before taking actions, instead of acting impulsively. The possession of critical thinking skill is important not only to the individual but to those around him or her as well as the society. This is because people who lack critical thinking skills very likely get engaged in actions that are not based on a deep analysis of the situation at hand, and thus expose themselves and others to danger. Therefore, developing critical thinking skills in agricultural technical and vocational students -due to the nature and purpose of their disciplines- is vital to deal with wicked problems in the agricultural sector. Based on this, many efforts have been done to embed critical thinking skills in agricultural students at the technical and vocational schools. However, these attempts have not achieved the desired goals and agricultural sector still faces many challenges. We believe that this is due to the extensive attention allocated to educational issues and as well as micro-environments within the school by researchers who are interested in this field of study; while according to Bandura’s social cognitive theory and Luhmann’s Autopoietic Systems Theory, critical thinking skills are significantly affected by outside school environment and students’ demographic characteristics. Accordingly, the study identified students’ the most important demographic characteristics which affect theirs critical thinking skills.Methods: For the purpose of this study, a quantitative research method was used. The statistical population of the study consisted of Iranian technical and vocational students (N= 5720). Altogether, 282 students were included in the statistical sample using multi-stage stratified sampling method. A researcher-made questionnaire was used for data collection and its reliability and validity were confirmed by content validity ratio (CVR ≥ 0.75) and Coronbach's alpha coefficient (α ≥ 0.71), respectively. The included a help section on how to answer the items, demographic characteristics of the respondents, and latent variables of research (critical thinking skills). Respondents were asked to express their degree of agreement with each item by giving a score from 1 to 10 (minimum agreement = 1 & maximum agreement = 10). Finally, the data were analyzed using SPSS software.Findings: Findings showed that there were significant differences between students’ critical thinking skills in relation to critical evaluation of issues and application of theories and ideas to real world context. However, no significant differences were observed in terms of the educational inequality condition of students. Among the demographic characteristics, gender (male of female) and lodging (rural area or city) were not significant ones for students critical thinking skills. In contrast, farming filed experiences significantly led to differences among the students’ critical thinking skills.Conclusion: The findings showed that one of the weaknesses of previous research on students' critical thinking skills was the use of the same tools and indicators to assess critical thinking skills for all disciplines, despite differences in the content and nature of their disciplines. Therefore, based on Calma and Cotronei-Baird’s (2021) research, four skills were identified as critical thinking skills for agricultural students: 1) critical evaluation of issues; 2) development and presentation of arguments; 3) application of theories and ideas to real world context; and 4) synthesis of idea, theories and/or data. Finally, the results of the study indicated that students’ critical thinking skills were not only subject to educational issues or limited to the school environments, but also various demographic characteristics that significantly affected them. Therefore, it is important for the educational planners to consider these characteristics in their planning for developing and enhancing students’ critical thinking skills.
Sociology of Educational Technology
F. Gandomi; S.M. Sajjadi
Abstract
Nowadays, digital technology has reduced teachers’ professional isolation by facilitating communications and interactions. In the modern knowledge-based world, teachers as learners participate in professional learning communities to seek knowledge resources for more effective teaching and consequently ...
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Nowadays, digital technology has reduced teachers’ professional isolation by facilitating communications and interactions. In the modern knowledge-based world, teachers as learners participate in professional learning communities to seek knowledge resources for more effective teaching and consequently the improvement of their students’ learning. In fact, professional learning communities are as context for teachers’ professional development. The goal of this research is discovering achievements that teachers achieve by participating in learning communities. Method of Research is the literature review. Results show that teachers’ participation in learning communities leads to valuable achievements for them.
Sociology of Educational Technology
H. Arasteh; Y. Saeedi
Abstract
Preparing the thesis is one of the most important parts of education in higher education level.The current study aimed to determine the level of master student satisfaction of interactive and supervisory styles of supervisors. This research was descriptive survey. The population of the study was all ...
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Preparing the thesis is one of the most important parts of education in higher education level.The current study aimed to determine the level of master student satisfaction of interactive and supervisory styles of supervisors. This research was descriptive survey. The population of the study was all entering male and female doctoral students in 2013-14 academic-year majoring in humanities, science and engineering in Tehran's public universities who defended their master's thesis in the past two years (N=3092). Using Cochran sampling formula, 342 individuals were selected as research sample. A researcher made questionnaire was used for data collection. The validity of the questionnaire was determined by experts and its reliability was measured by Cronbach's alpha (α=.87.2), showing an acceptable level of research tool. One sample t test was used for data analysis. Based on the obtained results, the students were not satisfied with any of the supervisory styles of supervisors. In connection to the interactive styles, students adopted horizontal interactive style as the most interactive style. In supervisory styles, using a combination of styles; and in interactive styles, using a positive and dynamic horizontal style is suggested to the supervisors.
Sociology of Educational Technology
H. Galavandi; M. Alizadeh
Abstract
This aim of this study is to consider the influencing factors in information technology acceptance among university student. The developed model of acceptance, stress parameters, computers effectively organizational support and cultural values entered into it. 295 students of Uromiye University were ...
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This aim of this study is to consider the influencing factors in information technology acceptance among university student. The developed model of acceptance, stress parameters, computers effectively organizational support and cultural values entered into it. 295 students of Uromiye University were selected as samples to answer the questionnaire. The result showed that the technology acceptance model structure is able to make prediction, in order to decide about using the computer and it can predict18 percent. Computer self efficiency has a positive effect and computer stress has a negative effect on ease of use. Ambiguity aversion and power have a positive effect on computer stress and ambiguity aversion has a negative effect on computer self efficiency. The effect of organizational support was a negative on computer stress and a positively on comport self efficiency. This project showed that the personal, organizational, and cultural factors generally are effective on technology acceptance and it is necessary for programmer to consider these elements.
Sociology of Educational Technology
S. Hadavand; A. Javanbakhsh
Abstract
Abstract:The present study deals with surveying the relation of organization learning and professional development of engineers. The study was conducted as descriptive-correlative work. Statistic society is comprised of 188 engineers of Electro System Fars. As the size of the society is not considerable, ...
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Abstract:The present study deals with surveying the relation of organization learning and professional development of engineers. The study was conducted as descriptive-correlative work. Statistic society is comprised of 188 engineers of Electro System Fars. As the size of the society is not considerable, the whole society was studies as sample society. For data gathering two questionnaires for assessment of organizational learning and professional skills were used. To make sure validity of the questionnaire the experts were consulted. Regarding reliability, Cronbach’s Alpha was used. Reliability of the questionnaires was obtained 0.93 and 0.87 for learning and professional skill respectively. The data were analyzed regarding Pierson’s correlation and regression analyses and significant relation was found between organizational learning and development of professional skill. Regression analysis showed that organizational learning elements are significant predictor for develop of professional skills. Square sum of 0.476 showed that 47.6 of the distribution in the development of professional skills is determined by organizational learning
Sociology of Educational Technology
S. Talepasand; F. Alijani; I. Bigdeli
Abstract
The objective of this study was to validate the Iranian version of the Social Achievement Goal Orientation Scale and test the Social Achievement Goal Orientation theory in the context of Iranian students. A total of 403 Iranian high school students completed a Social Achievement Goal Orientation Scale ...
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The objective of this study was to validate the Iranian version of the Social Achievement Goal Orientation Scale and test the Social Achievement Goal Orientation theory in the context of Iranian students. A total of 403 Iranian high school students completed a Social Achievement Goal Orientation Scale and an Achievement Goal Questionnaire. Exploratory and confirmatory factor analyses confirmed the hypothesized model of social achievement goals. The fit of the proposed three-factor model was promising and moderate support for the three factor structure of social goal orientation was found using scores from an abbreviated 13-item SAGOS. Graded Response Model showed an information function that was peaked at the upper end of the scale, indicating that severe social goal orientation is measured with most precision. Convergent validity for the new measure of social achievement goals was established. Findings generally supported the trichotomous framework of the social achievement goal orientation theory with Iranian students. Consistent with the academic goal orientation theory, findings indicated that social mastery and performance-approach and performance-avoidance goals had positive relationships with academic goals.
Sociology of Educational Technology
S. Rahimi Sherbaf
Abstract
This paper has been prepared by using the results of a research project entitled "The study of interactive teaching algorithms at the Faculty of Mathematical Sciences, Shahrood University of technology". In this research, an optimal dynamic participatory education method based on interactive learning ...
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This paper has been prepared by using the results of a research project entitled "The study of interactive teaching algorithms at the Faculty of Mathematical Sciences, Shahrood University of technology". In this research, an optimal dynamic participatory education method based on interactive learning and collective discussion of Hozeh is described. This paper comprises two main parts. The first part deals with the characteristics of a participatory education dynamic teaching system. In the second section, collective discussion method and a new lesson design approach named 'Teacher-Student' is presented.
