Ezzatolah Fouladi, Azizollah Tajik Esmaeili, Abdolrahim Kasaee, Kianoush Zahrakar,
Volume 7, Issue 41 (10-2020)
Abstract
Over the past century, the role of school counselors in helping students and improving the school's psychosocial climate has grown to reflect the changing face of society, student needs, and responding to social demands.The purpose of this research was codification and validation of national school counseling standards based on evolutionary documents that the qualitative method of theme analysis and integration has been used. alignment of evolutionary documents and counselling on human development is prominent.The school counseling standards based on 10 criteria; School counseling standards based on 10 criteria; Compiled by experts, their validity and content validity based on expert validity were confirmed (consisting of three groups and 25 people) and their validity and content validity based on expert validity(CVR=.76).National School counseling standards help school counselors plan and develop their action and program.They also cover all aspects of school counseling and, in addition to their academic, personal / social and career competencies, also focus on the students' spiritual development. According to the research findings, school counseling in Iran has the possibility of maximum development and growth due to its descriptive position in evolutionary documents and the need for the presence of transformational counselors in all schools.This development requires the legal, scientific, and executive commitment and loyalty of policymakers, leaders, and executors.
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Volume 10, Issue 44 (4-2022)
Abstract
The aim of this study was to design and validate a questionnaire to assess learners' readiness who participate in Mooc courses. The method of this research is in terms of how to collect descriptive information of correlation type (factor analysis) and in terms of applied purposes. The statistical population of this research includes two categories: 1) Specialists and practitioners of E-learning and Mooc in the country.2) 200 people who have awared about Mooc-based course. Data was collected through the means of a Researcher-made questionnaire with reliability (α = 0.95) .In order to verify the validity of this tool two variables content validity coefficients (CVR) and validity index Content (CVI) was used and validated. Quantitative analysis methods such as exploratory and confirmatory factor analysis with the help of SPSS and LISREL software were used to analyze the data. The results of ten factors including: access to technology, technical skills, motivation and attitude to learning, ability to learn through media, self-awareness, self-efficacy, self-direction, social skills, communication and teamwork, critical thinking, self-criticism and constructive criticism, and analysis skills were analyzed in the questionnaire. The results showed that T-values were significant for each indicator with relevant factors with more than 99% confidence. This finding emphasizes that the markers support their agents well. Due to these cases, the necessary evidence was provided to confirm the validity of the items and factors. The fit indices all have a favorable and relatively favorable condition, which indicates the proper fit of the data with the model.
