Investigating the factor structure of knowledge sharing, organizational trust and creativity
Fatemeh
Narenjisani
Assistant professor, Faculty of psychology and education, University of Tehran, Tehran, Iran.
author
Seyed Mohammad
Mirkamali
professor, Faculty of psychology and education, University of Tehran, Tehran, Iran.
author
Zeinabsadat
Mostafavi
PhD. student in higher education management, Faculty of psychology and education, University of Tehran, Tehran, Iran.
author
Farnoosh
A’lami
Assistant professor, Faculty of psychology and education, Shahib-Beheshti University, Tehran, Iran.
author
text
article
2017
per
The aim of this study was to investigate the multiple relations between knowledge sharing, organizational trust and creativity among expert clerks of engineering College of University of Tehran. The research method was descriptive-correlational method using structural equation modeling. The research population includes all expert clerks of engineering College of University of Tehran from which 100 persons were selected by simple random sampling. In order to collect data, the questionnaire of knowledge sharing (Dixon, 2007), the questionnaires of organizational trust (Ellonen et al., 2008) and Rand-sip’s Creativity Questionnaire (1979) were used. One sample t-test, regression coefficient, structural equation modeling and AMOS software were used to analyze data. The results indicate that: 1- Serial and explicit knowledge sharing trust in colleagues and organizations and creativity of the experts are desirable. 2- Experts believed that among components of knowledge sharing, tacit knowledge sharing and among components of organizational trust, trust in manager are the most important .3- organizational trust has a direct effect on knowledge sharing but has no effect on creativity While the sharing of knowledge has a direct impact on creativity.
Educational and Scholastic studies
Farhangian University
2423-494X
6
v.
1
no.
2017
9
40
https://pma.cfu.ac.ir/article_549_38fed8124171dceac9edc8fdc2b28b5c.pdf
Psychometric properties of Persian version of Adolescent’s Students Basic Psychological Needs in School Scale
Marziyeh
Yaghubkhani Gheyasvand
PhD student in Educational Psychology, University of Allameh Tabataba’i, Tehran, Iran
author
Hassan
Asadzadeh
Associate professor of Educational Psychology, Allameh Tabataba’i, University, Tehran, Iran.
author
Esmaeil
Sadipour
Associate professor of Educational Psychology, Allameh Tabataba’i, University. Tehran, Iran.
author
Ali
Delavar
Professor of Research Methods and Statistics, Allameh Tabataba’i, University, Tehran, Iran
author
Fariborz
Dortaj
Professor of Educational Psychology, Allameh Tabataba’i, University, Tehran, Iran
author
text
article
2017
per
The aim of this study was to investigate the psychometric properties of Persian version of Adolescents Students Basic Psychological Needs in School Scale (ASBPNSS). Translation- back translation and pilot study were done to prepare the Persian version of ASBPNSS. Two random independent samples (N1=458, N2=36) of high school students in Tehran were examined. Internal consistency by the total sample and test-retest reliability based on the second sample was verified. To examine the validity of the scale, criterion validity and construct validity (via exploratory and confirmatory factor analysis) were applied. Cronbach’s alpha yielded 0.86 and test-retest reliability coefficient was 0.72. Correlation coefficient among sub-scales of ASBPNSS and Subjective Well-being in School Scale (SWBSS) indicated criterion validity. The overall model accounted for 0.27 of variance in the school well-being scores. Results of exploratory factor analysis of ASBPNSS’s items extracted 3 factors, and confirmatory factor analysis supported this structure. Findings of present study as an initial step revealed that ASBPNSS has appropriate psychological properties in Iranian sample of adolescent students.
Educational and Scholastic studies
Farhangian University
2423-494X
6
v.
1
no.
2017
40
62
https://pma.cfu.ac.ir/article_550_de54176a1fe0284e0f65861815564793.pdf
Psychometric Properties of School Culture Survey
Qodratollah
Koolayi
Ph.D. Student of Educational Management, University of Mohaghegh Ardabili, Ardabil, Iran.
author
Adel
Zahed Babolan
Associate Professor, Department of Educational Sciences, University of Mohaghegh Ardabili, Ardabil, Iran.
author
Mahdi
Moeeni Kiya
Assistant Professor of Educational Sciences, University of Mohaghegh Ardabili, Ardabil, Iran.
author
Ali
Rezayi Sharif
Assistant Professor of Educational Sciences, University of Mohaghegh Ardabili, Ardabil, Iran.
author
text
article
2017
per
The aim of this study was to determine the psychometric properties of Gruenert’s School Culture Survey in a population of elementary school teachers. This instrument is to assess the extent a school culture is perceived collaborative by teachers. The present study is descriptive in terms of developmental purpose and descriptive method. The statistical population includes 1736 teachers of elementary schools in Urmia in the academic year of 1995-94. Sample size determined 200, based on the fact that in the factor analysis at least 5 subjects per item are needed to be selected through stratified sampling method. Data were collected by SCS questionnaire. In order to determine psychometric properties of the tool, confirmatory factor analysis was employed in testing the reliability and construct validity. The results confirmed that the structure of the six-factor model of school culture including collaborative leadership, collegial support, learning partnership, professional development, teacher collaboration, and unity of purpose fit the data.
Educational and Scholastic studies
Farhangian University
2423-494X
6
v.
1
no.
2017
63
88
https://pma.cfu.ac.ir/article_573_ccebe4e95063da6e90a5ecc85875347e.pdf
Creation and validation of the questionnaire on the quality assessment of faculty members of the Farhangian University: A 360-degree approach
Seyyed Alireza
Hooshi-al-Sadat
PhD student of educational management at Allameh Tabataba’i University
author
Ayyoob
Ebrahimi
Ph.D. Student of Educational Management at Kharazmi University
author
Hossein
Molaei
Master of Human Resource Improvement at Farhangian University
author
text
article
2017
per
The purpose of the present study was to validate the questionnaire for assessing the quality of performances of faculty members of Farhangian University using the views of the faculty members of Farhangian University about the criteria and components of evaluation of the faculty members, as well as determining the appropriate evaluation points for each of the components and the examination of the professor’s performance in the university environment. The research method is survey type. The research population is composed of faculty members of Farhangian University. By analyzing the statistical society and matching their conditions with the research needs, a total of 247 professors were selected for the statistical sample by random sampling. In order to ensure validity, the agreement of experts in the field of monitoring and evaluation and some faculty members of the university was used. The preliminary implementation of this tool was done on a sample of 30 people. The reliability of the questionnaire was calculated with Cronbach’s alpha (α = 0.87). SPSS software was used for analyzing the data using descriptive and inferential statistics. Also, an exploratory factor analysis was used to extract the components of the questionnaire, and validation factor analysis was used to validate the tool. Based on the findings of the research, five components of professional ethics, practicality, professional ability, academic teaching ability, and management and leadership of the class were recognized as the components of faculty assessment. The results show that university professors considered deputy education, department manager, students, and self-assessment as appropriate evaluation sources.
Educational and Scholastic studies
Farhangian University
2423-494X
6
v.
1
no.
2017
89
103
https://pma.cfu.ac.ir/article_574_b34a71adc5f4566182c95f429b319e44.pdf
The effect of concept mapping teaching method on studen’s self regulation and academic self-concept
Azadollah
Karami
PhD. Student of Educational Technology, Allameh Tabatabaei University, Tehran, Iran
author
Afshin
BabaMoradi
MA Student of Educational Technology, Allameh Tabatabaei University, Tehran, Iran,.
author
text
article
2017
per
The purpose of this study was to determine the impact of concept mapping teaching method on self-regulation and academic self-concept. The study is of applied nature, and in order to achieve the research goals, the authors adopted the quasi-experimental research method. The population involved all the third grade student of Ghods town during the academic year 2015-2016. To select sample, two-stage cluster method was used, and The two classes were selected. Students in one class were selected as experiment group and others were used as control group. Data collection tools were Pintrich and DeGroot’s self regulation (1990) and Delavar academic self-concept (1993). Analysis of covariance showed that the use of concept mapping teaching method is effective on self-regulation and academic self-concept. Thus, according to effectiveness of concept mapping teaching method in a significant learning and its effectiveness on key variables such as self-regulation and academic self-concept in the field of education, it should be used as one of the important mission in education.
Educational and Scholastic studies
Farhangian University
2423-494X
6
v.
1
no.
2017
105
124
https://pma.cfu.ac.ir/article_560_804aeac3ef039316c1db27c901d57806.pdf
Identification and study of the optimal characteristics of curriculum elements to achieve problem-solving skills in social studies course in primary school
Samira
Ibrahimpour Koomala
Ph.D. Student in Curriculum Development, Islamic Azad University, Science and Research Branch, Tehran, Iran,
author
Ez-Zatollah Nader
Nader
Professor of the Department of Educational Sciences, Islamic Azad University, Science and Research Branch, Tehran, Iran
author
Maryam
Seif Naraghi
Professor of Educational Sciences, Islamic Azad University, Science and Research Branch, Tehran, Iran
author
text
article
2017
per
The aim of this research was to identification and study of the optimal characteristics of curriculum elements to achieve problem-solving skills in social studies course in primary school. It was a descriptive and applied research. The population included books, articles and papers related to the research subject.Because of the large number of resources, printed and electronic documents,are accessible to researchers, was used.In this study, taking notes was used to collect data.The data were analysed through the theme analysis. The findings are categorized and organized in the framework of the global theme, organizing theme and basic themes. Findings indicated that the curriculum included a global theme, 9 organizing themes and 46 basic themes:1. Aims: intellectual development, training of process skills and emotional abilities, reinforcement of the basic learning skills, moral and good citizenship training, training of the ability to self-directed learning; 2. Content: being activity-based, rational, andclear; 3. Materials and educational resources: the relationship with topic of learning, covering the learning subject, fitting with the goals of the curriculum and the characteristics, needs and interests of students; 4. Teaching-learning methods: being interactive, practical, exploratory and investigative; 5. Learning activities: Relation to the objectives of the curriculum, training of high-level skills, encouragingthe learner to do group work; 6. Learning environment: observingthe physical-space and psychic-emotional characteristics; 7. The role of the learner: being active, social and creative; 8. The role of teacher: guiding, consultant and facilitator of learning; 9. Evaluation: being rational and evidence-based.
Educational and Scholastic studies
Farhangian University
2423-494X
6
v.
1
no.
2017
125
172
https://pma.cfu.ac.ir/article_556_25e5afb9513d261741b771d40b0cb414.pdf
aThe effect of application of Information and Communication Technology (ICT) with the constructivist approach on active learning of the experimental science teaching in the fourth elementary students of Alborz Province
Zohre
Zebarjadian
Lecturer of Farhangian University
author
Mohammad Reza
Nili Ahmadabadi
Associate Professor, Department of Educational Sciences, Allameh Tabatabaei University
author
text
article
2017
per
The purpose of this study was to investigate the effect of ICT as a method with the constructivist approach on the active learning of the experimental sciences in the fourth-grade students compared to the traditional one. Subjects were 184 elementary school students from Alborz province who were randomly selected and assigned to two groups of control and test. First, both groups trained in the traditional way and then the pre-test was carried out. The data collection tool was a teacher-made academic achievement test that was used for both pre-test and post-test evaluation in both groups. The test questions are based on the educational objectives of the fourth dimension elementary school of mirrors and electric lesson of experimental science. The supplementary training of the experimental group through the use of new technologies and the of the teacher-based electronic content on the MSS model, connecting to the Internet and using the educational software, while in the control group it was in the traditional way. After performing the post-test, SPSS-10 software was used to analyze the data. The results of the research after the post-test and its comparison with the pre-test showed that the average score of the experimental group was more than the control group. Also, the incremental scores of the experimental group compared the control group to a higher average and showed an increase in the level of learning of these students.
Educational and Scholastic studies
Farhangian University
2423-494X
6
v.
1
no.
2017
137
154
https://pma.cfu.ac.ir/article_559_03c0ec61ee2d35289faec38c72c19635.pdf