Identifying and Ranking the Affecting Factors on Development of Identity in Elementary School Students with an Iranian-Islamic Approach based on the Fuzzy Vikor

Abstract

Purpose: Identity in elementary school students is one of the variables that can be examined with respect to the Iranian-Islamic approach in Iran. Therefore, the aim of this study was to identifying and ranking the affecting factors on development of identity in elementary school students with an Iranian-Islamic approach based on the fuzzy Vikor.   Methodology: The present research in terms of purpose was applied and in terms of implementation method was qualitative. The population of this research was experts in the field of education and elementary school administrators and teachers, which according to the principle of theoretical saturation 10 people of them after reviewing the inclusion criteria were selected as a sample with using a purposive sampling method. The instruments of the present study were included semi-structured interview and researcher-made questionnaire based on interviews which the validity of the interviews was confirmed by the triangulation method and its reliability was obtained by the Cohen's Kappa coefficient method 0.85 and in addition, the validity of the questionnaire was confirmed by the experts' opinion and its reliability was obtained by the Cronbach's alpha method 0.93. The data of the present study were analyzed with using the methods of theme analysis and ranking based on the fuzzy Vikor.   Findings: In this research the findings indicated that the affecting factors on development of identity in elementary school students with an Iranian-Islamic approach were included ten themes of educational goals and content, teaching and learning methods, instructors and teachers, cultural factors, social factors, psychological factors, media, educational factors, family factors and quality of life. Also, based on the fuzzy Vikor the aforementioned factors were included cultural factors, media, social factors, psychological factors, educational goals and content, instructors and teachers, educational factors, family factors, teaching and learning methods and quality of life, respectively.   Conclusion: According to the findings of this study, in order to development of identity in elementary school students with an Iranian-Islamic approach, one should seek respectively to improve and promote the cultural factors, media, social factors, psychological factors, educational goals and content, instructors and teachers, educational factors, family factors, teaching and learning methods and quality of life in students and their families, schools and environments.