Volume 20, Issue 76 (4-2020)                   refahj 2020, 20(76): 207-235 | Back to browse issues page

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tajari T, Javan neshan M. Identifying the Components and Indicators of the New Educational Guidance Model: An Application to Social Welfare Student and Family. refahj. 2020; 20 (76) :207-235
URL: http://refahj.uswr.ac.ir/article-1-3594-en.html
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Extended Abstract
Introduction: The issue of quality of educational guidance and its effectiveness is one of the most important concerns of the education system and development decision makers in any country. ecause student guidance is considered a very strategic and important issue as the foundation of growth and development of any country. Academic guidance as the main key to the development of any country is one of the main factors and important pillars. Guiding students to disciplines tailored to their interests and the needs of society is a topic that needs to be thoroughly explored as this process has a tremendous impact on various aspects of students’ social well-being and their families. Implementing academic guidance may have been a progressive idea to get out of trouble, especially the inflation of applications to enter certain disciplines, but in practice it is a failure for the education system due to its poor implementation. Educational guidance These days, millions of ninth-graders are struggling to enter the tenth grade and determine their future academic, career, and social and economic well-being.The issue of students’ academic guidance has been discussed for years and has had its drawbacks and problems. However, due to population growth and some cultural changes in the society, depression, conditional students and their change of discipline, this issue has grown more and has become more complicated to the extent that it has been accompanied by widespread student protests by parents.Therefore, the quality of education, career decision making, external motivation, internal motivation, self-confidence and concentration and self-regulation are effective factors in academic guidance that play an important role in students’ academic success and their economic and social well-being in the future. Therefore, we must pay special attention to this important issue, especially at the beginning of the first high school, which is the period of development of adolescents ‘intellectual structure and personality, and be able to align students’ interests and talents with the aim of ensuring their social welfare and the country’s needs. In this regard, considering the importance and development of this process in the results of the existing background abroad and also the results of the existing background in the country that emphasize the weakness of secondary school guidance, the present study can develop and advance the process of academic guidance. And its practical role in the social welfare of high school students in the Iranian educational system to play an important role. Therefore, the overall purpose of this study is to identify the components and indicators of the new model of academic guidance: its practical role in the social welfare of high school students.
Method: Research Method: The present study is descriptive in nature and applied in terms of its purpose and has been a survey based on the method of doing it. Statistical population: The statistical population of the study consisted of selected experts, teachers and counselors in order to guide education in secondary schools. The data collection tool was a questionnaire and fuzzy Delphi technique was used. The statistical sample of the study was a total of 50 people who were selected from the three provinces of Golestan, Isfahan and Tehran by non-probability snowball sampling method. By referring to the relevant experts and distributing the questionnaire No. (1), the Delphi-fuzzy method for selecting the indicators from the perspectives of experts has been used to design a new model of academic guidance in the secondary education system of Iran and they have been asked about the degree of importance. The indicators presented in the formation of the new model of academic guidance based on a 10-point scale of pessimistic and optimistic values (scoring from 1 to 10) have been polled.
Findings: In this study, the initial indicators of the new model of academic guidance were first extracted as a theoretical framework based on library studies, documentation and experience of experts related to the subject by content analysis and then each of the indicators was described. Finally, the dimensions of the new model of academic guidance were identified. Based on the initial studies of the literature and the existing background in the field of the new model of academic guidance, social, personality and skill dimensions were identified. The social dimension includes indicators such as: attitude to society, regional planning, media-cyberspace, labor market futures research, personality dimension includes indicators such as: interest, student internal control, attitudinal components, traits Stable student personality, satisfaction, student adjustment, student value system and technical-skill dimension also include indicators of teacher professional ability, human relations, strength of standard tests of intelligence, talent, desire, development of leadership infrastructure Education, management and parenting skills are the capabilities of organizational factors (staff and school principal). To select a logical number of criteria using fuzzy Delphi method in a hierarchical framework was used for evaluation. In this way, the options and perspectives of experts were used to conceptualize the criteria related to the model. The results showed that, out of 18 identified components, 13 components included: regional preparation (9.35), media-social network (9.35), job market futures (10.82), interest (9.36), student internal control (10.41), attitude components (10.41), persistent personality traits (9.9), valuable system (10.44), counseling power (10.44), teacher power (14/61), standardized test power (11/90), parental management and skill (11/36), and organizational factors empowerment (11/36), all of which were significantly higher. than (8.94) and has been selected as the main components in the formation of three indicators of personality, social, technical and skill of the new model of high school educational guidance.
Discussion: In this research, an attempt has been made to identify the components and indicators of the new model of academic guidance for high school students using the Delphi-fuzzy method. Academic decline, change of major, increase in depression, conditional, psychosocial problems of high school students are issues that identify the components and indicators of the new model of academic guidance in order to ensure the social welfare of high school students to a need And has become a necessity. Accordingly, first the indicators of the new model of academic guidance were identified, which include three main indicators (social, personality and technical-skills) and 18 components (attitude to society, regional planning, media-cyberspace, labor market futures research, interest, Student’s internal control, Attitude components, Relatively stable personality traits, Satisfaction, Adaptation, Student’s value system, Counselor skills, Teacher skills, Human relationships, Test power The scientific standards are talent and creativity, development of educational guidance infrastructure, management and parenting skills, and the ability of organizational agents (staff and school principal). Realizing the goals of the research, using the Fuzzy Delphi method, it is possible to identify 13 components out of the 18 main components of high school educational guidance and in three indicators of personality, social, technical and skill. Identifying the components and indicators of the new model provides the appropriate context for the proper implementation of academic guidance in the provision of social welfare to high school students, which has positive consequences such as long-term job and life satisfaction, reform community careers, brain health, lifelong learning and ultimately development to the country.
Ethical Considerations
Authors’ contributions
All authors contributed in producing of the research.
Funding
This article was extracted from a research project sponsored by the General Directorate of Education of Golestan Province.
Conflicts of interest
The authors declared no conflict of interest.
Acknowledgments
In this article, all rights relating to references are cited and resources are carefully
listed.
 
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Type of Study: orginal |
Received: 2020/02/25 | Accepted: 2020/06/2 | Published: 2020/10/6

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