Philosophy of Education
Afrouz Khoshkhahad; Kazem Barzegar
Abstract
The present study was conducted to investigate the relationship between epistemological beliefs and anti-intellectual beliefs with critical thinking disposition. Methode: The study sample consisted of 2180 M. A students of Yazd university that 360 person were selected random cluster as a sample according ...
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The present study was conducted to investigate the relationship between epistemological beliefs and anti-intellectual beliefs with critical thinking disposition. Methode: The study sample consisted of 2180 M. A students of Yazd university that 360 person were selected random cluster as a sample according to the Morgan-Krejcie table from the faculties of Humanities, Science and engineering. To measure the variables of the study three questionaires were used: Schommer’s epistemological beliefs questionaire with five dimensions of simple assuming of knowledge, definite assuming of knowledge, source of knowledge, innate assuming of learning ability and quick assuming of learning process., Eigenberger and sealander’s student anti-intellectualism scale and Ricketts’ critical thinking disposition inventory with three dimensions of innovativeness, maturity and engagement. The data was also analyzed using Pearson correlation and stepwise multiple regression. Results: The results showed that epistemological beliefs and anti-intellectual beliefs had a negative significant relationship with the critical thinking disposition. The results of multiple regression analysis was also showed that among the dimensions of the epistemological beliefs, source of knowledge with a positive beta (0.106), definite assuming of knowledge with beta (-0.11) and innate assuming of learning ability with beta (-0.23) predicts thecritical thinking disposition negatively. Anti-intellectual beliefs with a negative beta (-0.37) has a role in prediction of the critical thinking disposition. Generally, findings of the present study shows that it is necessary to identify the role of epistemological beliefs and recognition of the anti-intellectual beliefs in the quality of critical thinking disposition’s students.
A. Zandavanian; E Daryapoor; T. Jabarifar
Volume 20, Issue 2 , December 2014, , Pages 45-62
Abstract
Present study aims to investigate the relationship between school climate and bullying behavior among the middle school students of Yazd city in the academic year of 2011-2012. Population of this study includes all of the middle school students of Yazd city, which of them, 400 students were selected ...
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Present study aims to investigate the relationship between school climate and bullying behavior among the middle school students of Yazd city in the academic year of 2011-2012. Population of this study includes all of the middle school students of Yazd city, which of them, 400 students were selected by cluster random sampling. This article is a correlation- descriptive study. To evaluate school climate, Comprehensive School Climate Scale (CSCS, 2009) was used, and for evaluating bullying behavior, Olweus Bullying/ Victimization Questionnaire (1996) was applied. In this study, descriptive statistics such as, Pearson correlation and independent sample t-test were used for analyzing the data. Results showed that there is a negative and meaningful correlation between school climate and bully/ victim behavior. Also, it was found that male students were bullying and victimized more than of female students. Moreover, the results of this study showed that School climate and its components were in positive correlation with academic achievement. Meanwhile, there is a negative correlation between bully/ victim behavior and academic achievement (p<0.05).
