حسن شمس اسفندآباد

Purpose: This research aimed to investigate the mediating role of attitudes to cheating in the relationship between social support and educational justice with cheating behavior. Methodology: Present study was cross-sectional from type of correlation. The research population was all high school female students of Tehran city in 2018-19 academic years with number of 120000 people. The sample size was calculated according to Cochran's formula 400 people who were selected by multi-stage cluster sampling method. The research instruments were the questionnaires of attitudes to cheating (Fealy & et al, 2014), social support (Zimet & et al, 1988), educational justice (Golparvar, 2011) and cheating behavior (Newsted & et al, 1996). Data were analyzed by structural equation modeling method with using path analysis in Amos-23 software. Findings: The findings showed that social support and educational justice had a negative and direct effect on attitudes to cheating and cheating behavior and attitudes to cheating had a positive and direct effect on cheating behavior. Also, social support and educational justice with mediating attitudes to cheating had a negative and indirect effect on cheating behavior (P<0.01). In addition, the model of mediating role of attitudes to cheating in the relationship between social support and educational justice with cheating behavior had a good fit. Conclusion: Based on the results, to reduce cheating behavior can be developed and implemented through workshops programs to change in social support, educational justice and attitudes to cheating.

Purpose: This research is aimed at The effect of social skills training philosophy, beliefs and tolerance of ambiguity in the junior high school students was conducted. The aim of the present study, the use and the collection of data for quasi-experimental, pretest and post-test with group The control and testing Respectively. Methodology: The statistical population consists of all Secondary school students of Tehran Region 3 in the first semester of the academic year 98-1397 Was (N = 6500) A sample of 30 patients were considered for sampling random cluster sampling was used. Data were collected, Wells' metacognitive beliefs questionnaire (1997), the ambiguity tolerance questionnaire that Lin (1993), Matson Social Skills Inventory (1983) and a philosophy training course for the group Experiment for 13 sessions 60 min. That by "design philosophy lessons for children" was formulated participated. To analyze data Statistical analysis of covariance analysis Was used. Findings: The results obtained showed that social skills training philosophy, beliefs and tolerance of ambiguity impact There. Apply this training method Improve social skills, beliefs and was ambiguity tolerance. Conclusion: So you need to improve social skills, beliefs and tolerance of ambiguity that the purpose of their business flourish of mental Is used and useful means of teaching philosophy in the educational system, he said.