A Study of the Relationship between Qualities of learning Experience and Development of Students' Futures Research Ability

Background & Objective: One of the tasks of university is the empowerment of students in various areas such as recognizing the future that be affected by the quality of their learning experiences. Thus, the aim of present study was considering the association between qualities of learning experiences and development of students' futures research ability. Methods: This was a cross-sectional descriptive–analytical study. The sample size included 223 student of social welfare and rehabilitation sciences in University of Tehran who were selected by non-probability quota sampling. Research instruments included quality of learning experiences questionnaires (Newman, 1999) and ability of future research questionnaire (Parsa et al., 2011). Both questionnaires have desirable reliability and validity. Results: The results showed that that the qualities of learning experience and the ability of future research of most students is moderate. In addition, from dimensions of the quality of learning experiences, flexibility of learning content and student teacher relationships have the significant positive correlation with the ability of futures research students. Conclusion: Based on the results, the quality of learning experiences has correlation with students' futures research. Thus, improve the quality of student learning experience and develop capabilities future studies should be considered by the university. Keywords Quality of learning experience Futures research University student

The Impact of Educational Justice on Students’ Academic Burnout in the University of Social Welfare and Rehabilitation Science, Tehran, Iran

Background & Objective: The equality and educational justice in educational environment can be effective in students' morale and academic performance. The aim of present study was considering the impact of educational justice on students’ academic burnout. Methods: This was a cross-sectional descriptive analytical study. The sample included 210 students of the University of Social Welfare and Rehabilitation Science, Tehran, Iran, selected by non-probability quota sampling. Research instruments included Educational Justice (Golparvar, 2010) and Academic Burnout (Berso et al, 1997) Questionnaires, both had desirable reliability and validity. Results: There was no significant difference between the male and female students' perceptions of educational justice in the university. In addition, there was no significant difference between male and female students in the level of academic burnout. Improve educational justice reduced burnout dimensions (emotional exhaustion, apathy and inefficiency of school education). Conclusion: Based on the results, improve educational justice can be associated with lower rates of student’s academic burnout. Thus, university authorities should consider creating equal educational opportunities. Keywords Educational justice Academic burnout Student