Iranian Association for Intelligence and Talent Studies
International Journal of Education and Cognitive Sciences
3041-8828
2
2
2021
07
01
Effect of student team achievement division (STAD) on academic achievement of undergraduate psychology students
1
11
EN
Mohammad Reza
Keramati
Associate professor of Educational planning and management. Faculty of Education, University of Tehran, Iran
mkeramati47@yahoo.com
10.22034/injoeas.2021.161050
Introduction: This paper reports the results of an investigation on the effect of cooperative learning (STAD style) on academic achievement.<br />Materials and methods: Sampling of the study consists of 80 (22-23 years old) students at a state university in Iran. Levels of pre-knowledge acquired by the students were evaluated by means of a self-developed instrument. A clear significant difference, as a conclusion, was detected in favor of the experimental group indicating the success of the STAD. <br />Results: it is found that cooperative learning helped students to develop some of their educational and psychological skills, because the cooperative activities encouraged students to interact freely and communicatively and consequently increasing their academic achievement in Developmental psychology and Physiological psychology courses to a higher level. But it seems conventional teaching hardly improves the teaching of concepts and academic achievement<br />Conclusion: in non-cooperative classrooms, in which conventional teaching are used faculty members often talk most of the time and only a few of the brightest learners have the opportunity to participate, usually by responding to the teacher. So, it is found that experimental group students taught by cooperative learning are more successful than control group students taught by conventional teaching.
academic achievement,Cooperative learning,STAD,psychology
https://iase-ijeas.com/article_161050.html
https://iase-ijeas.com/article_161050_852e5e04a40d44a0a3526929053a0952.pdf
Iranian Association for Intelligence and Talent Studies
International Journal of Education and Cognitive Sciences
3041-8828
2
2
2021
07
01
Emotional Intelligence and Personality traits as predictors of Academic Performance
12
24
EN
Saeed
Rajaeepour
Associate professor, faculty of psychology and educational sciences, university of Isfahan, Isfahan, Iran
mohammadisadr@gmail.com
Mohammad
Mohammadi
PhD student of Management, university of Isfahan, Isfahan, Iran
mohammadi@mailsac.com
10.22034/injoeas.2021.161054
Introduction: In recent decade, demand for higher education and the factors affecting Academic Performance especially for graduate courses have been increased. So investigating the relationship between emotional intelligence, personality traits and academic performance was the main objective of the current study.<br />Materials and methods: Correlational research method was utilized. Among all PhD students of Isfahan, 291 people were selected by employing simple random sampling and they completed Bar-On Emotional Intelligence Inventory and McCrae Personality Traits Inventory. <br />Results: Finding indicated that emotional intelligence had a positive relation with academic performance also; personality traits have a significant relation to academic performance. The results showed that emotional intelligence and personality traits influence to academic performance positively and can be applied as a criterion for student’s admission.<br />Conclusion: This study results showed that Agreeableness, conscientiousness and openness scales can predict more academic success also emotional intelligence and competences, such as ability to regulate one’s feeling, problem solving, intrapersonal and interpersonal skills, are highly germane to academic success.
Emotional intelligence,Personality traits Student Admission Student Academic
https://iase-ijeas.com/article_161054.html
https://iase-ijeas.com/article_161054_cfafe533cda77525ff9782b0043b3f3a.pdf
Iranian Association for Intelligence and Talent Studies
International Journal of Education and Cognitive Sciences
3041-8828
2
2
2021
07
01
Organizational agility in public and private schools
25
30
EN
Farzaneh
Eghbal
Ph.D. Candidate of Educational Management
f_eghbal@yahoo.com
Reza
Hoveida
Associate Professor, Faculty of educational sciences and Psychology, University of Isfahan, Isfahan, Iran
hoveida@mailsac.com
10.22034/injoeas.2021.161055
Introduction: Agility means the ability to respond to rapid and successful response to environmental changes and is an important factor for the effectiveness of schools. Agile school represents the response when exposed to internal and external changes. So, the present study aims to investigate and compare the organizational agility in public and private schools of Isfahan. <br />Materials and method: Employing stratified random sampling, 286 persons were selected by stratified random sampling. Researcher made questionnaire based on Sharif and Zhang's model (2000) were used to assess Organizational agility.<br />Results: finding presented significant differences between the mean score of agility at public and private schools. Additionally in regard of sub variables there was a significant difference between accountability and competence, but in the case of speed and flexibility no significant difference in average were found.<br />Conclusion: for achieving Better Organizational agility, quality of educational and fundamental services should be increased and the reduction of costs, internal satisfaction of the students should be considered in the face of rapid changes in education system and training time associated with changes in the education system
Work Motivation,Organizational Agility,public school,Private School,Accountability,Competence,speed and flexibility
https://iase-ijeas.com/article_161055.html
https://iase-ijeas.com/article_161055_d8c687c9bff3f94fc80fee9c26fe9451.pdf
Iranian Association for Intelligence and Talent Studies
International Journal of Education and Cognitive Sciences
3041-8828
2
2
2021
07
01
Prediction of working motivation through job characteristic: the role of internal motivation, general and growth satisfaction
31
37
EN
Nazila
Karimi
PhD student of management, Isfahan University, Isfahan, Iran
kariminazila@yahoo.com
Seyed Ali
Siyadat
Associate professor of management, Isfahan University, Isfahan, Iran
siyadat@mailsac.com
10.22034/injoeas.2021.161056
Introduction: The current research investigates the predictors of work motivation through job characteristic in staff members of educational vice chancellor of Iran’s ministry of education. <br />Materials and Method: Data were collected from the 200 staff members by using simple random sampling method. Job diagnostic survey questionnaire (Hackman & Oldham, 1975) was employed for assessment of job characteristics and Work Motivation and Job Satisfaction Scale (WMJSS) were used for assessing participants Motivation toward work tasks. <br />Results: Findings revealed that there is a positive and significant relationship between job characteristics and working motivation. The multiple regression results also revealed that Working Motivation is significantly predicted by job characteristic. Also all job characteristics sub variables includes skill variety, task identity, task significance, autonomy and feedback were meaningful predicators of work motivation, internal motivation, general satisfaction and growth satisfaction. The highest variance is explained by skill variety and the lowest by autonomy. <br />Conclusion: Teachers and staffs who were satisfied with their job had high motivation for working properly and vice versa.
Work Motivation,job characteristic,skill variety,task identity,task significance,autonomy and feedback,internal motivation,general satisfaction,growth satisfaction
https://iase-ijeas.com/article_161056.html
https://iase-ijeas.com/article_161056_ee79b2e879fc65e855ddbce9d4c85a7f.pdf
Iranian Association for Intelligence and Talent Studies
International Journal of Education and Cognitive Sciences
3041-8828
2
2
2021
07
01
The Effectiveness of Family Instruction Program in schools of Tehran Based on Context, Input, Process, and Product Model
38
44
EN
Zohre
Alamin
Young Researches and Elite Club, Central Tehran Branch Azad University, Tehran, Iran
zohre.alamin57@gmail.com
Samad
Karimzadeh
Associate professor , Islamic Azad University, Rudehen Branch, Iran.
karimzadeh@mailsac.com
Abolfazl
Bakhtiyari
Assistant professor of science and research institute, Tehran, Iran.
bakhtiyari@mailsac.com
10.22034/injoeas.2021.161057
Introduction: Family instruction is one of the most fundamental and safest ways for developing families. This study was based on the Context, Input, Process, and Product (CIPP) evaluation model. The main objective was to investigate the effectiveness of family instruction programs in the schools of Tehran, Iran in the academic years of 2012-2013. <br />Materials and methods: The population size was 6000. The sample size was 360 parents who were selected through convenience sampling. Data were collected through two researcher made instruments (one instrument for parents and one for teachers). Data were analyzed through independent t-test. <br />Results: The results of the study showed that family instruction program (based on CIPP model) is very effective. It increases the parents’ knowledge. Moreover, this program increases parents’ knowledge about spiritual training methods and recognizing the physical needs of the adolescents. <br />Conclusion: It can be concluded that such instruction programs also promotes the parents information and knowledge about the adolescents growth and development for better understanding of psychological and emotional needs, promoting the relationships between family and parents training methods, and improving the relationships between parents and teachers.
Family instruction,CIPP,parenting
https://iase-ijeas.com/article_161057.html
https://iase-ijeas.com/article_161057_4273f72c36632d837227c130d7ad422d.pdf
Iranian Association for Intelligence and Talent Studies
International Journal of Education and Cognitive Sciences
3041-8828
2
2
2021
07
01
The effect of Organizational Intelligence and Organizational Learning on Performance of staff in Ministry of Petroleum
45
51
EN
Parinaz
Banisi
Assistant professor, Department of educational sciences, Rudehen Azad University, Rudehen, Iran
p_banisi@yahoo.com
Neda
Ostadali
Department of Educational Science, Master Branch of Islamic Azad University, Tehran, Iran
ostadali@mailsac.com
10.22034/injoeas.2021.161058
Introduction: The aim of the current study is to determine the effect of Organizational Intelligence and Organizational Learning on performance of staff in Ministry of Petroleum.<br />Materials and Method: The population is all the Petroleum ministry staff that they were about 5,000 people. The sampling method was systematic random sampling and the sample size of 356 subjects. Research, was descriptive. Three questionnaires, Organizational Intelligent (Albrecht, 2003), Organizational Learning (Weick and Leon, 1995) and a researcher made questionnaire has been used for collecting the information. To data analysis normality K-S Test, Kruskal-Wallis and X2 Test were used.<br />Results: Finding revealed that There is significant positive relationship between Organizational Intelligence ,Organizational learning and performance of staff in Ministry of Petroleum; Also fading reveals that Status of staff Organizational Intelligence and Organizational Learning in Ministry of Petroleum was moderate to high<br />Conclusion: Those staffs that have high Organizational Intelligence and learning and performance have the capability of an organization to comprehend and conclude knowledge relevant to its business purpose an ability to make sense of complex situations and act effectively. Also they have an ability to interpret and act upon relevant events and signals in the environment. Additionally the have the ability to develop, share and use knowledge relevant to its business purpose and ability to reflect and learn from new experience.
Organizational Intelligence Organizational Learning,performance,Ministry of Petroleum
https://iase-ijeas.com/article_161058.html
https://iase-ijeas.com/article_161058_c58bba9607f1f69c162cf160d60014f1.pdf