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Showing 2 results for Criticism
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Volume 2, Issue 55 (6-2016)
Abstract
This article studied relatinships the perception and perceptive sensualities of human personality and daring,venturing and presuming to know from the viewpoint of pilosophy of enlightenment. Enlightenment assumed that human personality as a gauner /crook/ distorted being who could hardly be upright .For becoming excellent needs education .
Enlightenment studies rational scientific inquiry, humanitarian tolerance, and the idea of universal human rights. from an enlightened philosopher and educative perspective. Philosophy of enlightenment especially Kant had delving thought about tolerance and education of conspicuous proportion..
In enlightenment approach and Kant's view: the moral conscience frees man from "animal causality" and the determinism of time and breaks the chains. To solve a part of antinomy as well as the conflict of limitations of possible worlds, Kant formulates human abilities in the form of four well-known questions: What can be known to man? What should he do? And how hopeful can he be? Who is man Enlightenment opened new pradidgm of scientifically inquiry on humanitarian personality, tolerance, and the idea of universal human rights ?). Kant had delving thought about tolerance and education of conspicuous proportion. The human mental structure is in such a shape that in which the sensually perceptive affairs are converted into conceptual forms with experimental content so that to reach to the level of experimental reconcilability.Lately scientific studies on human issues including personality(NEO,Hexaco,Stamp…)has been performed.
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Volume 2, Issue 66 (7-2021)
Abstract
This study adds to the growing research on school outcomes associated with individual differences in student’s theory of mind skills by considering whether sensitivity to criticism actually mediate this relationship.Method: this is a correlational study. Society was the entire students in fourth and fifth levels of Elementary Schools in the area 2 of Tehran. 280 participants were chosen through random cluster sampling from four schools (2 female and 2 males) and two classes from every schools. Data was collected by Baron-Cohen eye test and Sensitivity to Criticism Scale (STCS). Tests were completed 1 month before final exams. Criterion of academic achievement was student’s degree in final exams. Descriptive and inferential statistical methods such as frequency, percentage, mean, standard deviation, correlation coefficient and regression analysis were used to analysis the data.Results: there was significant and positive association between theory of mind and academic achievement in students, also there was a significant association between sensitivity to criticism and theory of mind. As well as, sensitivity to criticism has a mediating effect in relationship between theory of mind and academic achievement. Conclusion: according to this study, theory of mind predicts academic achievement through sensitivity to criticism. This study shows the role of individual differences in sensitivity to criticism on effectiveness of theory of mind on academic achievement.
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