Consulting research based on Iranian Islamic culture
Majid Ghandizadeh; Mohammad Reza Jahangirzadeh Qomi; Mohammad Reza Ahmadi
Abstract
The present study sought to achieve the two goals of developing a conceptual model of will based on Islamic sources and examining its validity using the method of linguistic semantics, qualitative content analysis and descriptive contextualization methodsBy forming the semantic field of will, 36 basic ...
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The present study sought to achieve the two goals of developing a conceptual model of will based on Islamic sources and examining its validity using the method of linguistic semantics, qualitative content analysis and descriptive contextualization methodsBy forming the semantic field of will, 36 basic concepts of will are identified in Islamic sources.The results of the "content validity check" at this stage led to the elimination of 20 concepts and the remaining 16 concepts.The results of the search for explanatory descriptive sentences related to the sixteen concepts amounted to 52146 data based on the principle of saturation. They were screened in two stages, the weakness of the book and the lack of conceptual connection.The result of the screening was the removal of 51081 data and the remaining 1074 data, which were analyzed by coding them in three stages: primary open coding, central open coding, and selective open coding.The result of this process was 265 open codes,19 core codes and 4 selective codes.This process showed that, according to Islamic sources, the will consists of 19 components in the form of 4 dimensions.These components are: intellect and air of the soul (as a super-organizer),belief patterns, desires and needs, mood, environment. Socio-cultural (antecedent dimension), environmental events, attention, personal reflections, arousal, evaluation, intention, active effort, action (process dimension), psychological-spiritual collapse, worldly-hereafter confusion, psychological-spiritual growth, action organization and resilience (consequence dimension).These components were evaluated by 9 humanities and psychology experts and were evaluated as favorable using"Content Validity Index (CVI).This modelwillhavetheability tobe convertedinto psychologicalmeasures andeducational-psychological protocols.
Rezvan Salehi; m a; p n
Abstract
The aim of the present study, which is done qualitatively, is to develop a conceptual model of academic success for the first-year high school students. To do so, the data required were gathered through interview and reviewing the related literature. The research population consisted of the parents of ...
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The aim of the present study, which is done qualitatively, is to develop a conceptual model of academic success for the first-year high school students. To do so, the data required were gathered through interview and reviewing the related literature. The research population consisted of the parents of successful students, the instructors and the specialists of psychology and counseling as well as the related literature. The sampling was purposeful so that unless new information is gained, the sampling may terminate. The sample included 40 successful students’ parents, 15 instructors and 15 specialists of psychology and counseling participating in a semi-structured interview. Additionally, the related literature consisted of books, theses, and the available published papers from 1990 to 2014. Data obtained from the interview and literature review were analyzed through the grounded theory and qualitative content analysis method, respectively, and the main categories of academic success were extracted. Then, the factors affecting the academic success were encoded into four main categories, each containing some subcategories. The main obtained categories are: 1. Consistent personal factors including subcategories of intelligence, personality and interest; 2. Inconsistent personal factors including academic self-concept, academic self-efficacy, academic engagement, academic procrastination, academic skills, achievement motivation, career adaptability, emotional intelligence; 3. Family factors including parenting style, paternal involvement, attachment and socioeconomic status; 4. Factors related to the academic atmosphere including students’ perception of school environment and society.
