Presenting and Explaining a Model for the Development of Human Resources Policies in Education
Human resource policies, by promoting the values of creativity, cooperation, independence and ambition among employees, create and sustain a suitable infrastructure for the development of new products, technologies, and organizational procedures. The research components in the second phase of the case were investigated. The process of conducting research in the way of data theory processing of the foundation consists of: research questions, note taking and data collection, analysis, theoretical sampling and theoretical saturation, writing and compiling theory and comparing texts. The analysis process starts with open coding and ideally it will end with selective coding. In order to collect the primary components, 50 domestic and foreign articles and book titles were studied with this number of samples. Received a comment After coding and categorizing the components (by 20 experts) using the Kendall coefficient, the reliability of the components was estimated at 88%. In the quantitative phase, the research environment included the teachers of Chaharmahal and Bakhtiari provinces and there were 1400 people in the year 2017-2017. Using simple random sampling method, 296 people were estimated as the sample size. In quantitative data analysis including frequency distribution tables and graphs, factor analysis method and covariance based structural equation modeling approach were used in the inferential part. The results showed that the dimensions and components can be classified into 5 main dimensions and 50 components. According to the main loads, the research model has good validity.
Validating emotional self-disclosure questionnaire on Iranian students
The aim of current research was to investigate the factor Structure, divergent validity and reliability Of the Emotional Self-Disclosure Scale (ESDS). By employing a correlational design and test validation, 500 people were selected among all married university students of Bojnourd by employing multistage cluster sampling. They completed (ESDS). Investigating the validity was performed by employing exploration and confirmatory factor analysis and also divergent validity and validating through internal consistency, Cronbach's alpha and double split method. The Emotional Self-Disclosure Scale (ESDS) consists of 8 subscales, each containing five (5) separate items. The labels and items for each of these subscales are Depression, Happiness, Jealousy, Anxiety, Anger, Calmness, Apathy and Fear Each and every item is coded so that: A=0, B=1, C=2, D=3, and E=4. The five items on each subscale are then summed, so that higher scores correspond to greater emotional disclosure for each type of emotion, as measured by the eight subscales on the ESDS. Confirmatory factor analysis shows a good fitness with 8 factor fundamental models and also one item from all subscales was not meaning full loading factor except jealousy which has two meaningful items. In addition produce a high Cronbach's alpha and double split coefficient for sub variables and the whole scale score. Seven factor structure of (ESDS) can perform as a useful scale in research and clinical settings because of its shortness, multidimensionality and having a good factor and divergent analysis.
Humor sense, distress tolerance and social adjustment
The main purpose of the current research was to determine the relationship between sense of humor and distress tolerance with social adjustment in high school students of Bojnourd. A sample of 400 female students, based on were selected by multistage random sampling and completed the questionnaires of social adjustment (Weissman & Bothwell, 1976), distress tolerance (Simons & Gaher,2005) and multiple humor sense scale (Thorson & Powell, 1993). Data were analyzed using correlational coefficient and stepwise multiple regression. Results revealed that 6 variable (social use and creativity, coping use, attitude towards funny people, Tolerance, Absorption and regulation) were significant predictors of social adjustment. The altogether variables explained for 31% of social adjustment variance. Hence between humor and distress tolerance with social adjustment in students signification correlated. However results subsidiary hypothesis revealed that correlation between humor and social adjustment and distress tolerance and social adjustment positive and significant. The hypothesis was confirmed.
Stock Exchange Intellectual Capital Disclosure and Profitability
Intellectual capital is a key element in improving a firm assets and employee in order to increase productivity as well as to sustain competitive advantage. Human capital is the combined capabilities, knowledge, skills, experience, innovativeness and problem – solving abilities of each individual’s knowledge. The study of the relationship between profitability and disclosure of intellectual capital components in the Companies listed on the Tehran Stock Exchange is evaluated. For the operationalization of disclosure of intellectual capital and its components, the checklist Li et al (2012) and Return on Assets ratio were used for profit. Results of 44 firms (189 firm-years) during the period 2011- 2013 indicates that at 91 percent, positive and significant relationship between profitability and disclosure of intellectual capital there. So that the, by increasing and improving profitability, companies have an incentive to voluntarily disclose information on intellectual capital. The other variables were observed, significant and positive relationship between firm size and disclosure of intellectual capital, human capital, customer capital there, growth opportunities and disclosure intellectual capital. A positive relationship was seen between financial leverage and disclosure customer capital there.
Comparison of Metacognitive Beliefs and Measures of Executive Functions in Individuals with Obsessive-Compulsive Disorder (OCD) and Depression with Normal Individuals
This study was carried out with the purpose of determining the extent of differences in metacognitive beliefs and scales of executive functions in people with OCD and depression with normal people. The study population consists of patients with OCD, depression and normal people. Due to non-interference of the researcher in the variables, the method of this study is causal-comparative. The sample of the study consists of 90 subjects with OCD, depression and normal individuals (each group 30 people) selected by purposive sampling method. The tools used in the study include Beck's Depression Inventory (BDI), distress tolerance, Maudsley's Obsessive-Compulsive Inventory (MOCI) and the Wisconsin test. Data analysis was carried out using analysis of variance and post hoc tests. The result of variance analysis showed that there is a significant difference among groups in metacognitive beliefs and executive functions aspects (p<0.001). Due to the differences between people suffering from OCD and depression with ordinary people in metacognitive beliefs and executive functions, it is necessary to pay enough attention to weaknesses of these variables in these people while treating them.
Self-directing skills, metacognitive beliefs, learning styles and exam anxiety in state high school students
The aim of the current study was to investigate the relationship between self-directed skills, Meta cognitive beliefs and learning styles with exam anxiety. The present study is qualitative and co relational study and from goal view was fundamental study. Statistical studies population was consist of all state high school Bojnourd student in academic year of 93-94. 331 participants have been selected through Kerjeci and Morgan formula and by employing multistage cluster sampling. Self-directed skills, Meta cognitive beliefs, learning styles questionnaire with exam anxiety scale were employed for the assessment of the variables. Statistical Finding by using structural educational modeling and confirmatory factor analysis reveals that only three relations (effect) among all effect of the model were significant. Self-directedness had direct and positive effect on learning styles. Meta cognitive beliefs had direct and negative effect on exam anxiety. Also learning styles had direct negative effect on exam anxiety. Increasing self-directed skills leads to increasing the quality of Meta cognitive beliefs. However, as different factors were affecting exam anxiety self-directed skills cannot have significant influence on exam anxiety of students. Although Meta cognitive beliefs had direct significant influence on exam anxiety of students but by mediation of learning style this relationship turns to be no significant. Because Meta cognitive beliefs by mediation of learning style cannot prevent forgetting format students learning and destroying students function on exam context.
Relationship between five-factor model of personality and social self-efficacy in adolescents with academic motivation
The purpose of this study was to investigate the relationship between personality characteristics and social self-efficacy with academic motivation in male high school students. The research method was descriptive. 300 students were selected by multistage cluster sampling and responded to the questionnaires of personality characteristic, academic motivation and social self-efficacy. Finding: The results of Pearson correlation coefficient showed that there is significant correlation between students’ academic motivation and five personality characteristics, including neuroticism, openness, agreeableness, extraversion, and conscientiousness. Also, there was a significant positive correlation between social self-efficacy and academic motivation. Results of regression analysis showed that the personality characteristics of social self-efficacy and conscientious was able to predict and explain the positively and significantly the academic motivation of boy students. Attitudes and abilities in adapt to circumstances causes reduced stresses including academic, emotional and social stress. On the other hand, weak self-efficacy results in negative evaluation, unfavorable and the sense of disability and helpless.
Psychological distress tolerance and executive function in normal people and individuals with Obsessive-compulsive disorder and depression
AbstractThe current study aimed to determine the differences between psychological Stress tolerance and executive function in normal people and individuals with Obsessive-compulsive disorder (OCD) and depression. The statistical population if the study includes OCD, depressed and normal people. The study method was Causal-Comparative. Study sample includes 90 people with OCD, depression and normal people (30 people each) which were selected by purposive sampling procedure. Beck depression inventory, the distress tolerance and obsessive- intellectual (MOCI) scale and Wisconsin test were employed for assessment of the variables. MANOVA and follow up test were used for data analysis. Findings reveal that, there were significant differences in psychological tolerance distress and aspect of executive function in groups (p<0.001). Patients with OCD had significant deficiency in abstract thought, cognitive flexibility and improving efficiency with normal people. In addition, depressed people had got these deficiency which was a high difference (= 0.37). Due to the significant difference in Psychological tolerance stress and aspect of executive function in OCD, depressed and normal people it is necessary that the patient get an appropriate treatment by considering the psychological and aspect of executive function.
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International Journal of Education and Cognitive Sciences is a scientific open-access double-blind anonymous peer-review journal publishing original articles, reviews, short communications and scientific reports of a high scientific and ethical standard in Psychology-Educational. This journal is published four times per year, in English, by Iranian Association for Intelligence and Talent Studies. It covers scientific subjects in the following fields:
- Educational Theory and Practice
- Cognitive Sciences
- Technology in Education
- Assessment and Evaluation
- Sociocultural Factors in Education
Current Issue
Vol. 4 No. 1 (2023): Serial Number 4-1
Published:
2025-06-16
