Presenting a structural pattern of help seeking based on self-determination, self-compassion and flourishing through mediating role of educational engagement and motivational beliefs in students

Document Type : Original Article

Authors

1 teacher and family education instructor

2 Assistant Professor, Department of Psychology, Amin University of Law Enforcement

3 Assistant Professor, Department of Educational Psychology, Islamic Azad University, Central Branch, Tehran

Abstract

The main purpose of this study is to design an entrepreneurship education model in the technical and vocational education system of Iran. The research method is applied in terms of purpose and based on data collection; it is qualitative using Grounded theory method. Using purposeful sampling and snowball sampling method, semi-structured in-depth interviews conducted with 15 experts of entrepreneurship and technical and vocational training, and the data analyzed using open, axial and selective coding through Max QDA software 2018 version analyzed. The paradigm model based on the central phenomenon (entrepreneurial skills training) affected by causal conditions (personality traits of skills of graduates of technical and vocational education system, content of educational programs, teaching methods, patterns of skills training of family learners, abilities and competencies of technical and vocational management trainers) Causal conditions (infrastructure, government support, link between technical and vocational education system and industry, entrepreneurial ecosystem support for trainees) and intervening variables (economic factors, evaluation system for technical and vocational certification, mass media and social media) along with strategies and consequences of were formed in the system of entrepreneurship education in technical and vocational education system (individual level and macro level) formed.
 

Keywords

References

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Journal of Curriculum Studies
Volume 17, Issue 66
July 2022
Pages 315-334

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History

  • Receive Date: 16 December 2021
  • Revise Date: 08 February 2022
  • Accept Date: 19 May 2022

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