نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه مدیریت آموزشی، واحد گرگان،دانشگاه آزاد اسلامی، گرگان، ایران

2 عضو هیات علمی، گروه مدیریت اموزشی، دانشگاه ازاد اسلامی گرگان، گرگان، ایران.

3 عضو هیئت علمی، گروه مدیریت آموزشی، واحد گرگان، دانشگاه آزاد اسلامی، گرگان، ایران

چکیده

این مقاله با عنوان ابعاد خود توسعه‌ای از دیدگاه نخبگان که به صورت موردی به شهرگرگان اختصاص دارد، به شناسایی ابعاد خود توسعه‌ای والدین دانش آموزان پرداخت. این تحقیق که به روش کیفی و با استفاده از نرم افزار PLS آنالیز شد ، ابعاد و گویه‌های خودتوسعه‌ای را از نگاه نخبگان برای کاربرد والدی انجام شد. اهمیت مهارت‌های خود توسعه‌ای والدین بدلیل ارتباط آنها با موسسات آموزشی و فرزندانشان اهمیت دارد، تا قدرت انطباق اعضای خانواده با کودک و بلعکس را اثربخش و کارا نماید. نخبگان در ارتباط با والدین دانش آموزان 9 بعد در باب خود توسعه ای معرفی کردند که به ترتیب الویت عبارتند از: ارزشهای فردی، ارزشهای اجتماعی، سلامت خانواده، نقش مهارت خود توسعه در تربیت فرزندان، سلامت شغل، ارزش های فردی شخصیتی ادراک و اخلاقی، دانش فردی، مهارت‌ها، نگرش افراد جامعه به خودتوسعه‌ای. دستیابی به ابعاد خود توسعه‌ای محصول آموزش‌های رسمی، مشاوره و همصحبتی با انجمن اولیاء و مربیان، معلمان و مشاوران روان شناسی و اجتماعی و همچنین محصوص تبادل نظر با همکاران، دوستان و مخصوصاً مطالعه است. این افراد یعنی افراد خودتوسعه‌ای از نظر جامعه افرادی مورد اعتماد و احترام و طرف همفکری هستند.

کلیدواژه‌ها

عنوان مقاله [English]

Dimensions of Self-Development from the Perspective of Elites in the Case Study of Gorgan

نویسندگان [English]

  • Mahia Yaghouti 1
  • Negin Jabbari 2
  • kiumars niazazari 3

1 PhD Student, Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran

2 Faculty member, Department of Educational Management, Islamic Azad University of Gorgan, Gorgan, Iran.

3 Faculty member, Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran

چکیده [English]

This article identified the dimensions of self-development from the perspective of elites, which is occasionally assigned to the city of Gorgan, to identify the dimensions of self-development of students' parents. This research, which was analyzed qualitatively using PLS software, performed self-developed dimensions and items from the perspective of elites for parental use. The importance of parents' self-development skills is important because of their relationship with educational institutions and their children, in order to make the ability of family members to adapt to the child and vice versa effective and efficient. In relation to the parents of students, the elites introduced 9 dimensions of self-development, which in order of priority are: individual values, social values, family health, and the role of self-development skills in raising children, job health, individual values, perceptual and moral personality. Individual knowledge, skills, attitudes of people in the community towards self-development. Achieving self-development dimensions is the product of formal education, counseling and conversation with the Association of Parents and Educators, teachers and psychological and social counselors, as well as exchanges with colleagues, friends and especially reading. These people are self-developed people who are trusted and respected by the society and like-minded people.

کلیدواژه‌ها [English]

  • Self-Development
  • Elites
  • Parents
  • Students
Amian V. (2015). Investigating the Relationship between Learning Strategies and Academic Performance of Female Middle School Students in Naghadeh, M.Sc. Thesis, Islamic Azad University, Marvdasht Branch.
Rahmati A, Saeedi, M. (2011). Investigating the Relationship between Parents' Anxiety and Anxiety and Academic Achievement of Their Children in the Pre-University Level of Kerman, Psychological Studies, Vol.7 No.29 – Pp.131-145
Aliabadi F. (2014). The Impact of Cognitive and Metacognitive Learning Strategies on Predicting Academic Achievement Motivation of Agricultural Students,Vol.6 No.30 - Pp.67-76
Salimi H, Abedi F. (2012). The effectiveness of life skills training for anxiety, depression and happiness of mothers of middle school students in Karaj city in the academic year 2011-2012. Journal of Clinical Psychology,Vol.3 No11 - Pp. 112-119.
Shokohi Yekta M. (2014). The Effectiveness of Interpersonal Problem Solving Skills Training on Increasing and Reducing Social Skills, Behavioral Problems of Late Grade First Grade Students. Vol.10  No.4 - Pp. 7-32
Shokouhi GH. (1989). The nature of developmental stages and philosophy of courses. Quarterly Journal of Education No.18 Pp. 12-19.
Karimi Ziveh M. (2013). The effectiveness of communication skills training on social development and social acceptance of first year male students by Tehran Education Department, Master Thesis, Allameh Tabatabaei University. Faculty of Psychology and Educational Sciences.
George T, Singh S. (2009). Human Resource Development in the Organization, (translated by Seyed Ahmad Tababaei), Tehran: Fermanesh Publications, first edition.
Nilsaz J, Khajeh Moghei N, Babapour R. (2013). Evaluating the effect of life skills training on parents on the level of awareness of these skills in the first secondary students of Farzanegan Ahvaz in the academic year 91-90, Sixth International Conference on Child and Adolescent Psychiatry, University Tabriz Medical Sciences.
Ahmed P, Loh A & Zairi M. (1999). Cultures for Continuous Improvement and Learning, Total Quality Management, Vol.10 No.4/5 – Pp.426 – 434.
Confessore SJ & Kops WJ. (1998). Self-directed learning and the learning organizations:  xamining the connection between the individual and the learning environment. Human Resource Development Quarterly, Vol.2 No.9 – Pp.365-375.
Georg JM & Brief AP. (1992). Feeling Good-Doing Good: Aconceptual Analysis of The Mood at Work-Organizational Spontaneity Relationship, Psychological Bulletin,Vol.112 No.2 P.310
Nicholls JG. (1975). Causal attributions and other achievement-related cognitions: Effects of task outcome, attainment value, and sex, Journal of Personality and Social Psychology, Vol.31 Pp.379–389. doi: 10.1037/h0076505.
Nicholls JG. (1975). Causal attributions and other achievement-related cognitions: Effects of task outcome, attainment value, and sex, Journal of Personality and Social. Psychology, Vol. 31 – Pp.379–389. doi: 10.1037/h0076505.
Roberts MK, Halpin S and Brunner JM. (2012). Leader Identity, Individual Differences, and Leader Self-development. United States Army Research Institute for the Behavioral and Social Sciences, Vol.1 No.1 – Pp.1-34
Tough A. (1978). The adult’s learning projects, Toronto: Ontario Institute for studies in Education.
Werner JM & RL Desimon. (2009). Human Resource Development, 5th ed. Australia: Thomson.
Orvis KA & Ratwani KL. (2010), Leader self-development: A contemporary context for eader development evaluation, Leadership Quarterly, Vol.21 – Pp.657–674.
Orvis KA & Leffler GP. (2011), Individual and Contextual Factors: An interactionist approach to understanding employee self-development, Journal Personality and Individual Differences, Vol.51 – Pp.172-177.
Werner JM & RL Desimon (2009). Human Resource Development, 5th ed. Australia: Thomson
Tough A. (1978). The adult’s learning projects, Toronto: Ontario Institute for studies in Education.
Zairi M, Ahmed P, Cultures for Continuous Improvement and Learning, Total Quality Management, Vol.10 No.4/5 – Pp.426 – 434.