مطالب

Purpose: The present study aimed to provide a model of a poststructuralist educational system based on rhizomatic philosophy. Methodology: This study is of a fundamental research type, and the research method was qualitative, specifically utilizing a synthesis research approach. The research environment included all published domestic articles (from 2010 to 2022) and international articles (from 2007 to 2023). Purposeful sampling was used in this study until data saturation was achieved, thus sampling continued until the necessary data for analysis were obtained (23 articles). Following the review of the selected article texts, data were obtained through a combined synthesis method based on interpretive and analytical approaches. Subsequently, concepts were categorized based on their similarities into central categories, and ultimately, core categories were identified by combining the central categories. Findings: The findings revealed that a poststructuralist educational system based on rhizomatic philosophy includes three dimensions: reengineering planning, technological teaching, and curriculum reading. Conclusion: Given that in rhizomatic thinking, hierarchy or other concepts that impose a structure are not possible, democratic structures should be established in determining the strategies and programs of the educational system to ensure the participation of all stakeholders and the utilization of all capabilities and resources.

Purpose: This study aimed to compare the effectiveness of academic buoyancy training and psychological capital training on academic procrastination among female students. Methodology: The population of this research included all female high school students in District 7 of Mashhad in the academic year 2020-2021. To collect data, the Academic Procrastination Questionnaire by Solomon and Rothblum (1984) was used. This research was a quasi-experimental study with a pre-test and post-test design with a control group, involving 45 participants who had higher scores on the dependent variable and were willing to participate in training sessions. They were randomly assigned to two experimental groups and one control group (each group consisting of 15 students). One week after the pre-test was conducted for all three groups, one of the experimental groups was exposed to the independent variable of academic buoyancy training, and the second experimental group was exposed to psychological capital training, while the control group did not receive any training. Then, a post-test was administered to all groups. In this study, to examine the differences between groups, multivariate and univariate repeated measures analysis of variance was used, taking into account within-group (test) and between-group (group membership) factors. Findings: The results showed that both academic buoyancy training and psychological capital training led to a reduction in academic procrastination among female students. The results also indicated that there was no significant difference in the effectiveness of academic buoyancy training and psychological capital training on academic procrastination. Conclusion: It can be concluded that both academic buoyancy training and psychological capital training are effective in reducing academic procrastination, and there is no difference in their level of effectiveness.