Psychology
Nasrin Mirchooli; Ali mohammad Naemi
Volume 28, Issue 5 , November and December 2021, , Pages 790-800
Abstract
Introduction: Contemporary scholars believe that critical thinking provides the learner with the ability to understand and evaluate new knowledge, which relates to a variety of extrinsic factors, including academic self-concept and classroom structure. Accordingly, the present study aimed to investigate ...
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Introduction: Contemporary scholars believe that critical thinking provides the learner with the ability to understand and evaluate new knowledge, which relates to a variety of extrinsic factors, including academic self-concept and classroom structure. Accordingly, the present study aimed to investigate the relationship between academic self-concept and classroom structure with critical thinking in medical students of Sabzevar University of Medical Sciences.
Materials and Methods: The present study was a descriptive correlational study. The population of this study included all medical students of Sabzevar University of Medical Sciences in 2018-19 was 250 people. A total of 148 people were selected by systematic random sampling. The required data were collected using standard questionnaires of critical thinking, academic Self-Concept and Classroom Structure. Descriptive statistics, Pearson correlation and regression analysis with SPSS20.
Results: The results showed that there is a positive and significant relationship between the variables of academic self-concept and critical thinking (r = 0.519; p≤0.001) and this variable explains 25.4% of changes in students' critical thinking. Also, the research findings indicate that there is a positive and significant relationship between the variables of class structure and critical thinking (r = 0.628; p≤0.001) and this variable is able to explain 22.4% of changes in students' critical thinking.
Conclusion: Academic self-concept and classroom structure play a role in the development of students 'critical thinking, and can lead to students' academic success. Thus, with increasing levels of academic self-concept and improve the structure of the classroom can provide them develop critical thinking.
Educational
Nasrin Mircholi; Reza dihim
Volume 27, Issue 2 , July and August 2020, , Pages 202-209
Abstract
Background and objective: The current study aimed to design and explain the communication model of ISO role in human resource education quality.Materials and Methods: This study was cross-sectional (quantitative and qualitative) that was done via Grounded theory. The statistical population of the study ...
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Background and objective: The current study aimed to design and explain the communication model of ISO role in human resource education quality.Materials and Methods: This study was cross-sectional (quantitative and qualitative) that was done via Grounded theory. The statistical population of the study in the qualitative section included professors and experts (n=10) who were selected by purposive sampling method and in the quantitative section, the statistical population was all employees of Tehran Amir al-momenin Hospital (n=370) in the year 2019 that based on the Cochran formula, 226 people were selected by random sampling. Data were collected using a researcher-made questionnaire on the quality of human resources education (40 items). The face and content validity of the instrument was confirmed by experts and its reliability was confirmed by Cronbach's alpha method. The data were analyzed by exploratory factor analysis and structural equation modeling via PLS software.Findings: The results showed that the quality of human resources education had five components of educational needs analysis, curriculum design, and implementation of the training process, evaluation of the training process and monitoring of the training process.Conclusion: In this model, the mentioned components had the most impact on the quality of human resources education with 11.83%, 8.79%, 7.84%, 6.72% and 6.72% variance, respectively. Also, the components were able to explain 77.70% of the variance in the quality of human resources training and had a good fit model.
Mohammad Javad Asghari Ebrahim Abad; Iman Seyyed Moharrami; Seyed Mahdi Moshirian Farahi; Amirhossein kayzouri; Nasrin Mircholi; Azam Borabadi
Volume 23, Issue 4 , September and October 2016, , Pages 570-577
Abstract
Background Emotional maturity and life satisfaction are among the important concepts affecting individual lives that have been studied little. This study aimed to determine the relationship between emotional maturity and life satisfaction of students of Ferdowsi University of Mashhad in 2014.Methods ...
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Background Emotional maturity and life satisfaction are among the important concepts affecting individual lives that have been studied little. This study aimed to determine the relationship between emotional maturity and life satisfaction of students of Ferdowsi University of Mashhad in 2014.Methods & Materials This study was a descriptive-analytical study. The study population consisted of students of Faculty of Education and Psychology, Ferdowsi University of Mashhad, Which out of them, 140 were selected by convenience sampling method. Study tools in the current study included questionnaires of Diener life satisfaction, Bhargaqa emotional maturity, and demographic information. Data analysis was performed using descriptive and inferential statistics.Results In this study, mean (SD) of emotional maturity and life satisfaction participants was 27.2(20.9) and 20.31(6.101). There is a significant relationship between emotional maturity and life satisfaction (r=-0.32, P<0.000).Conclusion Strong correlation was observed between emotional maturity and life satisfaction units. Emotional instability could predict life satisfaction and the general emotional maturity could be a good predictor of life satisfaction.