Cognitive psychology and school learning
Ruhollah Salehitabar; Rahim davari; Hosen Ebrahimi Moghadam
Abstract
The aim of this research was to construct a model that examines the relationships between academic burnout, problem-solving styles, and the mediating role of academic buoyancy. This study utilized a descriptive correlation design, employing Structural Equation Modeling (SEM) as its methodology. The statistical ...
Read More
The aim of this research was to construct a model that examines the relationships between academic burnout, problem-solving styles, and the mediating role of academic buoyancy. This study utilized a descriptive correlation design, employing Structural Equation Modeling (SEM) as its methodology. The statistical population encompassed all high school students in Hamadan city during the academic year 2022-2023. A sample of 304 students was selected through a multi-stage cluster sampling technique. Data collection instruments included the Mosleshs Academic Burnout questionnaire (2002), Cassidy and Long's Problem-solving Styles questionnaire (1996), and Martin and Marsh's Academic Buoyancy questionnaire (2008). The findings revealed that academic buoyancy, and the components of trust, orientation, and creativity, exerted a negative influence on academic burnout. Conversely, helplessness and avoidance exhibited a positive impact on academic burnout. Notably, the direct effect of the inhibition component on academic burnout was found to be insignificant. Furthermore, components of trust, orientation, and creativity positively affected academic buoyancy, while helplessness, avoidance, and inhibition had have a negative effect on academic buoyancy. Also, components of trust, orientation and creativity have negative effect and helplessness, inhibition and avoidance have a positive effect mediated by academic buoyancy on academic burnout. The results can be a model for intervention.
Cognitive psychology and school learning
Abolghasem Yaghoobi; Masoomeh Azizi; afshin Afzali; Taherh Haghtalab
Abstract
Motivation and the learning process have deeply connected. The study was therefore aimed at examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and ...
Read More
Motivation and the learning process have deeply connected. The study was therefore aimed at examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical community all female students of the first secondary school year 2022-2023 were in the city of Hamedan. 40 students with low academic motivation were selected for sample selection by sampling method and were randomly placed in two Test groups (20 students) and the witness Group (20 students). After grouping and conducting the pre-test, the test group was presented with 10 sessions of training in metacognitive strategies. Then both groups were tested. Then both groups were tested. The data collection tools included The academic motivation questionnaire of Wallerand et al. (1992), Questionnaire on the skill of concentration of savari and orkei (2015) and The questionnaire of the academic hope of the Kharmaei and Kemari (1396). In order to analyze the data, covariance analysis was used using spss27 software. The findings suggested that teaching metacognitive strategies had a positive and meaningful impact among students with low academic motivation. (p < 0/01). So it can be concluded that teaching metacognitive strategies improves concentration skills and strengthens academic hope in students and These factors together increase their academic motivation. Accordingly, it is suggested that teachers encourage students to use metacognitive strategies more actively and effectively for better learning and motivational outcomes
Eskandar FathiAzar; Yosef Adib; Fereshteh Golparvar
Volume 3, Issue 12 , May 2016, , Pages 47-56
Abstract
Achieving real goals of in-service teachers training is one of the major problems of the educational systems. In Iran, despite many efforts, both direct and indirect evidence about the effectiveness of in-service teachers training do not show an efficient and satisfying results. As expecting to reforms ...
Read More
Achieving real goals of in-service teachers training is one of the major problems of the educational systems. In Iran, despite many efforts, both direct and indirect evidence about the effectiveness of in-service teachers training do not show an efficient and satisfying results. As expecting to reforms in this field by officials and experts is increasing. Accordingly, the purpose of this study was to investigate the teachers' experiences of motivational factors in the quality of in-service primary training. This is the qualitative study with a phenomenological approach. To achieve the research purpose, 20 primary school teachers in Ahar region were selected by purposive sampling method and studied. Research tools include observation, semi-structured interviews, open-answer written questions and review of the conducted investigations related to the topic of this research. The Findings from the teachers' experiences that are based on coded data and extracted themes show we can summarize the important motivational factors in quality of in-service training in four main themes: intrinsic motivation, teacher qualifications, subject characteristics and environmental incentives. Research findings shows the necessity of attention to various factors in the evaluation of in-service training that be considered as the main criteria of quality and efficiency by teachers. Accordance of programs with the teachers’ expectations and needs as the main audience of in-service programs will improve overall efficacy of these programs.
Fatemeh Hemmati
Volume 3, Issue 11 , February 2016, , Pages 49-58
Abstract
This study aimed at investigating the performance of face-to-face and e-learning Master's students of Teaching English as a Foreign Language (TEFL) at Payame Noor University, the biggest distance education institute and public university in Iran and the Middle East. To achieve this, the performance of ...
Read More
This study aimed at investigating the performance of face-to-face and e-learning Master's students of Teaching English as a Foreign Language (TEFL) at Payame Noor University, the biggest distance education institute and public university in Iran and the Middle East. To achieve this, the performance of 1254 MA (678 face-to-face and 576 e-learning) students in the final exams of five courses were compared. In another comparison, the final scores of male (n=158) and female (n=418) e-learning students were compared to find any significant differences in their performances. The results revealed no significant difference between the achievements of male and female students. Furthermore, the face-to-face and electronic students performed similarly in three courses and differed significantly in two other ones. That is, the former group outperformed the latter in two courses. The reasons might be due to some factors such as differences in the two modes of learning, the quality of hardware and software, and the number of students in e-learning courses which highlight the necessity of paying more attention to this mode of learning. Some theoretical and pedagogical implications emerged from the study.
mohammadreza sarmadi; azade zare; mohammad hasani
Volume 1, Issue 3 , January 2014, , Pages 50-70
Abstract
The purpose of recent research was investigation of religion in Rousseau's opinion and analysis of his unique attitude to Religion ,communication of religion to government, also manners of religion instruction in Rousseau's opinion. This research was done in base of ...
Read More
The purpose of recent research was investigation of religion in Rousseau's opinion and analysis of his unique attitude to Religion ,communication of religion to government, also manners of religion instruction in Rousseau's opinion. This research was done in base of analytic-documentary manner and researchers analyzed the collection of documents after collecting information in base of documentary. The results of research disclosed that Rousseau was bounded to religion principals against of things that was related to him, furthermore being dependant to God and based principals of heavenly religions to necessity of religion instruction. Rousseau's unique social attitude stressed that whole of societies have been understood the need of faith in God, also they have been known about necessity of religious instructions. Rousseau believed that religions, references to church had the highest social power , in addition he stated social power's conflicts appeared because of disconnecting to religious and political power (Secularism).the best way for governing of society is the emergence of specific references in based on policy and religion.
mahmoud ekrami; Adeleh Farajpour
Volume 4, Issue 14 , November 2016, , Pages 53-64
Abstract
This research was performed for the purpose of developing the organizational learning component based on Tehran Payame Noor university personnel’s insight. Research methods from the point of aim is developing and its approach for collecting data is correlative descriptive. Statistical population ...
Read More
This research was performed for the purpose of developing the organizational learning component based on Tehran Payame Noor university personnel’s insight. Research methods from the point of aim is developing and its approach for collecting data is correlative descriptive. Statistical population of 120 personnels of Tehran province Payame-Noor university (managers and experts) and after simple random sampling method using morgan table, 91 answer sheets were chosen. The tools of measurement have provided two questionnaires, namely insight questionnaire with 40 items and organizational learning questionnaire with 42 item. Reliability of tools was measured by construct validity and validity was determinded using Cronbach's alpha(0.90 and 0.96). Exploratory factor analysis results shows that insight and organizational learning of personnel each compound 6 components which respectively cover 49.1 and 63.5 percent of total variance of insight and organizational learning. The 99 percentage Confidence interval of variables show8ed that insight component in the invested population are estimated high, however organizational learning factors are evaluated average; except for strategic leadership and interpersonal skills which were both estimated high. After executing the Friedman test, the ranking of insight factors in the population respectively are communication, insight, productivity, creativity, supervisory, and freedom of action. The ranking of organizational learning components are interpersonal skills, strategic leadership, vision, empowerment, mental model and team learning. Neither of variables are connected to individual features except for supervisory. In the end, the final output of performing the canonical correlation analysis, introduced only one optimal model couple.
Somayeh Yosefi; masumeh bagherpur
Abstract
The purpose of this study was to investigate the effectiveness of education based on multiple intelligence theory on problem-solving skills and critical thinking skills of male students. The research was semi-experimental and was pre-test and post-test with control group. The statistical population included ...
Read More
The purpose of this study was to investigate the effectiveness of education based on multiple intelligence theory on problem-solving skills and critical thinking skills of male students. The research was semi-experimental and was pre-test and post-test with control group. The statistical population included 375 students of elementary school boys in Gorgan city who were randomly assigned to 15 subjects in the experimental group and 15 in the control group. The data gathering tool was Hepner and Petersen problem-solving questionnaire (1982) and Retex's critical thinking (2003). The intervention tool was training course of multiple intelligence model in 12 sessions of 45 minutes. The collected data were analyzed using covariance analysis in SPSS22 software. The results of covariance showed that multiple-based education program affects the dimensions of problem solving skills and critical thinking. Therefore, students' achievements are enhanced and they create a positive attitude in dealing with issues. It also enriches and enhances learning in students.
khadijeh nourani; mohammadreza sarmadi; eisa ebrahimzade
Volume 1, Issue 4 , April 2014, , Pages 55-68
Abstract
Poststructuralist philosophy as the governing philosophy of Western societies provide the philosophical foundations of modern episteme-ology the increasing use of information and communication network which can be influential in E-Learning. This paper is a brief introduction to the post-structuralism ...
Read More
Poststructuralist philosophy as the governing philosophy of Western societies provide the philosophical foundations of modern episteme-ology the increasing use of information and communication network which can be influential in E-Learning. This paper is a brief introduction to the post-structuralism episteme-ology seeks to deconstruct the idea with three philosophical implications used to describe E-learning. First impression, the inquiry focuses on the deconstruction involves some kind of interaction, interactive course that person is not with others but with self. Second impression on a possible consequence of reading the text emphasizes that multiple readings or interpretations of the text/ content by learner. This element is called when the text is magnified virtual space that can be interpreted as multidimensional replacement with one-dimensional interpretation .The third concept, Derrida's emphasis is on the Writing, based on e-learning. The learners can be use in written communication(text) document to reflect their views. So once again, It is proved that writing is of special status in education.
Ahmad Rastegar; MohammadHasan seif; Saeid Talebi
Volume 2, Issue 5 , July 2015, , Pages 55-68
Abstract
The present study was done with the aim of presenting a model for predicting computer anxiety of Fars province Payame Noor University students based on Dweck’s cognitive-social approach regarding intelligence beliefs and goal orientations through path analysis. To do this, 523 students (320 female ...
Read More
The present study was done with the aim of presenting a model for predicting computer anxiety of Fars province Payame Noor University students based on Dweck’s cognitive-social approach regarding intelligence beliefs and goal orientations through path analysis. To do this, 523 students (320 female and 203 male) were selected through multistage cluster and stratified ratio sampling and answered to a questionnaire composed of intelligence beliefs, achievement goals and computer anxiety subscales. Results showed that entity intelligence beliefs have indirect positive effect on computer anxiety through the mediation of performance-avoidance and performance-approach goals. Incremental intelligence beliefs have indirect and negative effect on computer anxiety through the mediation of mastery goals. Moreover, the goodness of fit indices of the fitted model for predicting computer anxiety provided empirical support for application of Dweck’s cognitive-social approach in an instructional context different from the instructional traditional one.
zahra abbasiannik; Saeid Hassanzadeh; mohammad farhadi; gholamali afroz
Abstract
The present study was done to investigate of the effectiveness of Navayesh family-based multimedia virtual aural rehabilitation program on the auditory perception performance rate and speech of deaf children with cochlear implant. The present research was a semi-experimental study with pre-test, post-test ...
Read More
The present study was done to investigate of the effectiveness of Navayesh family-based multimedia virtual aural rehabilitation program on the auditory perception performance rate and speech of deaf children with cochlear implant. The present research was a semi-experimental study with pre-test, post-test design and control group with follow-up. 40 deaf children with cochlear implant aged 2 to 7 years of the Cochlear Implant Center in the Rasul Akram Hospital, Tehran city were selected using purposive sampling. The subjects were randomly divided into two groups.At the first phase, the design of the Internet portal and assignment classification was based on the Navayesh program and was presented in the form of multimedia (audio, image, text), online and offline. At second phase, the experimental group mothers who could not go to the rehabilitation center with their child and received the program weekly, received this program by Portal and Channel of Messenger and Aparat in 80 sessions.Speech Intelligibility Rating and Categories of Auditory Performance were used as the pre-test and post-test to measure social and language, auditory perception skills. Multivariate data analysis with repeated measures design showed that a significant difference in the language, auditory perception of the experimental group, while no such difference was observed in the control group (p>0/001). The results are indicative that the effect of Navayesh family-based multimedia virtual aural rehabilitation program in the speech skill and auditory perception performance on deaf children with cochlear implant.
Mehdi Izadi; Ebrahim Reyhani
Abstract
This research was conducted with the aim of investigating Mathematical-Task Knowledge and Common Content Knowledge of elementary School teachers of fraction concept in Tehran province. The method of this study was descriptive-survey method, its statistical population ...
Read More
This research was conducted with the aim of investigating Mathematical-Task Knowledge and Common Content Knowledge of elementary School teachers of fraction concept in Tehran province. The method of this study was descriptive-survey method, its statistical population included the elementary School teachers in Tehran province in the academic year 1397-1398 and its sample were 137 people selected by multi-stage cluster sampling method. In this study, a researcher-made test consisting of an unusual two-part task was used to examine the Mathematical-Task Knowledge and Common Content Knowledge of elementary teachers regarding the fraction concept. The results of the study revealed that teachers do not have suitable Mathematical-Task Knowledge and Common Content Knowledge of the fraction concept (part-whole sub-construct). The overemphasis on part-whole sub-construct, lack of attention to all aspects of part-whole sub-construct of fraction, and lack of balanced attention to other sub-constructs of fraction concept in the educational content of teachers and students can be part of the possible causes of this weakness. Therefore, balancing the various sub-constructs of fraction concept and disengagement from the part-whole approach in the educational content of teachers and students and improving elementary teachers' Common Content Knowledge and Mathematical-Task Knowledge through courses and workshops are the suggestions of this study.
Naser Ajdarifam; Mehran Farajollahi; Mohammadreza Sarmadi; Taher Mahboobi
Abstract
The research has been done with the aim of synthesis of Mobile-based learning curriculum with an emphasis on the Acker pattern in higher education. Accordingly, the research was of the synthesis type. For this purpose, in order to study the research background and collect data appropriate ...
Read More
The research has been done with the aim of synthesis of Mobile-based learning curriculum with an emphasis on the Acker pattern in higher education. Accordingly, the research was of the synthesis type. For this purpose, in order to study the research background and collect data appropriate to the research purpose, the resources available in dissertations, libraries, research projects and articles available in domestic and foreign databases were used. The keywords used for the search included curriculum, mobile learning, mobile-based curriculum, distance learning, virtual learning, web-based learning, online learning, and Acker pattern in higher education. The total studies related to keywords were 48 cases, that after reviewing the titles, 9 irrelavant cases were excluded; so in this study 39 cases were examined. After collecting the data, the findings and results of the research were extracted and analyzed separately. The results indicate that the learning-based curriculum with emphasis on the Acker model has 10 components and 82 indicators, that for the logic and cause component 25 indicators, Objectives 7 indicators, Learning activities 9 indicators, Teacher role 3 indicators, Materials and resources 13 indicators, Grouping 3 indicators, Location 3 indicators, Time 2 indicators and measurement and evaluation of 8 indicators have been respectively extracted. Based on the results, the logic and cause component has the highest index and the time component has the lowest index.
Amaneh Aman zadeh; Mansoor Mansour Al Noman F
Volume 3, Issue 9 , August 2015, , Pages 57-68
Abstract
The purpose of this research is studying the influence of training based on web and computer and mobile learning on students' critical thinking skills and creative thinking in students of Mazandaran province universities. The study is functional in purpose, descriptive in nature and in method is a survey ...
Read More
The purpose of this research is studying the influence of training based on web and computer and mobile learning on students' critical thinking skills and creative thinking in students of Mazandaran province universities. The study is functional in purpose, descriptive in nature and in method is a survey research. The population consists of all university students (312,586 Students) in the academic year 1391-92. By using cluster random sampling three universities were selected randomly by observing ratios, 385 students in two groups of men and women were selected as sample. Data collection is a questionnaire with 22 questions in two dimensions of critical thinking and creative thinking. Its content validity was confirmed by experts and its reliability by using Cronbach's alpha coefficient is %86. For analyzing data, variance and t tests and Friedman were used. The results showed that the effectiveness of training based on web, computer and mobile learning on critical thinking and creative thinking skills of students has a significant impact. Also, effectiveness of web-based training, computer and mobile learning skills in critical thinking and creative thinking of students did not differ based on gender.
Bahareh Azizinezhad
Volume 4, Issue 13 , August 2016, , Pages 57-68
Abstract
This research aimed to study the role of social support on academic compatibility of students by mediating effect of the school's satisfaction, hope and self-efficacy of students. The method was descriptive – Correlation and the population of the research was all of the secondary school students ...
Read More
This research aimed to study the role of social support on academic compatibility of students by mediating effect of the school's satisfaction, hope and self-efficacy of students. The method was descriptive – Correlation and the population of the research was all of the secondary school students in district 1. Statistical sample was 380 students those selected by Morgan Table with convenience sampling. Three questionnaires were used in this research for data gathering including Vaux, Phillips, Holley, Thompson, Williams & Stewart's Social Support (1989), Baker & Siryk's Adjustment (1984), Gilman, Huebner & Laughlin's Satisfaction (2000) and hope scale of Snyder and et al. (1991). To analyze the data and to study the relationship between variables, we used Pearson correlation analysis and structural equation model (Lisrel). The main findings showed that the correlation between the social support and hope (r=0.38), social support and efficacy (r=0.37), social support and satisfaction (r=0.16), social support and academic compatibility (r=0.18), efficacy and compatibility (r=0.23), hope and compatibility (r=0.19) and satisfaction and compatibility (r=0.27) were positive, straight and significant. Analyzing the structural model showed that social support have indirect and positive effect on academic compatibility by mediating hope with 0.13. There was indirect effect of social support on academic compatibility by mediating self-efficacy with 0.11 and indirect effect of social support on academic compatibility by mediating satisfaction of school with 0.12. The analysis of the correlations between exogenous and endogenous variables showed that any increasing in social support resulted in increasing hope, self-efficacy and school satisfaction, also, increasing in the hope, self-efficacy and school satisfaction resulted in academic compatibility. Finally the results of research showed that the structural model was confirmed and school's satisfaction, hope and self-efficacy of students were mediating relationships between social support and academic compatibility of students in schools. Finally practical suggestions were presented by following the research results.
Ali Asghar Rostami Abosaiedi; Ali Karimi Firozjaei; Roksana Rezaeie Shad
Volume 5, Issue 2 , December 2017, , Pages 57-66
Abstract
The aim of this study is to compare the language performance of Intellectual Male Students in contrast with normal ones. The statistical population of this study consists of intellectual Male and usual students of Tehran second course of high school in year 1395-96. These students were selected among ...
Read More
The aim of this study is to compare the language performance of Intellectual Male Students in contrast with normal ones. The statistical population of this study consists of intellectual Male and usual students of Tehran second course of high school in year 1395-96. These students were selected among Ayatllah Saeedi and Shaid Motahari high school in region 6 and also intellectual students of Allame Heli in region 6&7 by simple sampling. Students were classified to two usual and talented group by Cattle Test, form A. Each sample size was 60 students and total samples were 120 students. In order to check the samples language performance, some linguistic characteristics like syntax, morphology and lexicon were evaluated by researcher made test related to Persian Language. Collected data were analyzed in both descriptive and inferential static level. In descriptive level, correlation test with aid of statistical indicators like mean, standard deviation and variance were used to study the relations of each skill like syntax, morphology and lexicon separately in samples of each group. Also, T test were applied to compare the mean of two groups. Results show that there is significance difference between language performance of intellectual male and usual students and the difference in syntax subtest is (p=0.001), in morphology (p=0.001) and in lexicon (p=0.001), (p˂0.05). Syntax, morphology and lexicon skills of intellectual students are superior to usual ones and their language performance is in higher level therefore.
fahimeh haghighi; hossein zare
Volume 1, Issue 1 , October 2013, , Pages 58-73
Abstract
The purpose of present paper is to Determine the effect of test expectaancy and word frequency(high and low) on recall and recognition memory. 48 university student in 2 groups were first induced to expect a RCL or a RGN test and then were asked to remember a critical list consisting of both high-frequency ...
Read More
The purpose of present paper is to Determine the effect of test expectaancy and word frequency(high and low) on recall and recognition memory. 48 university student in 2 groups were first induced to expect a RCL or a RGN test and then were asked to remember a critical list consisting of both high-frequency (HF) and low-frequency (LF) words(15 HF-15LF). Following audio presentation of the critical list. different groups received either an expected RCL test, an unexpected RCL test, an expected RGN test, or an unexpected RGN test. Results showed that recall and recognition had meaningful difrents.HF word were better in both recall and recognition. There were not effect of different test expectatancy in recall and recognition. The data indicate that LF_HF test expectatancy had not advantage on unexpectatancy test.
ali abdi
Volume 2, Issue 6 , November 2014, , Pages 59-70
Abstract
The purpose of this study was to investigate The Effect of the learning cycle model based on exploratoy learning method on Grade four Students’ Achievement and Attitudes Towards Science Course. This research was a quasi - experimental study with non - equivalent groups, which includes pre and post ...
Read More
The purpose of this study was to investigate The Effect of the learning cycle model based on exploratoy learning method on Grade four Students’ Achievement and Attitudes Towards Science Course. This research was a quasi - experimental study with non - equivalent groups, which includes pre and post - test design with the control group. A total of 34 fourth grade students from two different classes (Experimental N=19 and Control N=15( was involved in the study of Kermanshah city. they were selected through multi - stage clustered sampling. The group which was assigned as experimental group was instructed through learning cycle model whereas the other group was traditionally instructed. This experimental study lasted seven weeks. To determine the effectiveness of learning cycle model over traditional instruction, an achievement test about sciences which consisted of 20 items was administered as pre-test and post - test to students both in the experimental and control groups. too an attitude scale toward sciences developed by Akpınar et al (2009), was applied. For the statistical analysis, Analysis of Covariance (ANCOVA) was used. The results showed that students who were instructed through learning cycle model were achieved higher score than the ones which were instructed through the traditional method. There was also a The findings in this study showed that students in the experimental group developed more positive attitude towards science after the treatment.
Mehran Farajollahi
Volume 3, Issue 10 , December 2015, , Pages 59-64
Abstract
The aim of present article is to study the role of strategies of learning resource management in the academic achievement among high school students. The research method is descriptive-correlation. The statisticalpopulation is 29,351 of high school students of the Semnan city. A multi-stage cluster sampling ...
Read More
The aim of present article is to study the role of strategies of learning resource management in the academic achievement among high school students. The research method is descriptive-correlation. The statisticalpopulation is 29,351 of high school students of the Semnan city. A multi-stage cluster sampling methodwasused. based on a sample size table of Krejci - Morgan, taking the error α= .05 and sampling method, nearly 400 people were selected as the sample. Following the completion and refinement, 389 questionnaires were analyzable. Data gathered via questionnaire of resource management strategies made by Pintrich, Smith, Garcia, & Mckachie (1993) containing four subscales consists of 19 items. Reliability of subscales using Cronbach's Alpha has been calculated greater than .61. For analyzing data, multiple regressions - the enter model was used. The results showed that the subscales of strategies of learning resource management including managing one's time and study environment, regulation of one's effort, peer learning, and help seeking explained the variance of academic achievement have a 31 percent (R=.55, F(4,384)=42.1, P
Kazem Barzegar bafrooei; Morvarid Aref manesh
Abstract
The purpose of this study was to investigate the role of time perspective and personality factors in academic procrastination of Yazd University students. The population of this study is all students of Yazd University who 200 of them were selected through multistage cluster sampling method, then they ...
Read More
The purpose of this study was to investigate the role of time perspective and personality factors in academic procrastination of Yazd University students. The population of this study is all students of Yazd University who 200 of them were selected through multistage cluster sampling method, then they responded zimbardo time perspective (ZTPI), short form of personality factors (NEO-FFI) and Solomon & Rothblum academic procrastination questionnaire. The Simultaneous Regression analyses displayed future and past negative time perspective significantly related to academic procrastination and also there is a significant relationship between personality factors and academic procrastination. In this way, Neurotisism and Extraversion has a positive relationship and also Conscientiousness has negative relationship with academic procrastination. Based on our results, we suggest tailormade interventions to strengthen the balance of time perspective, and control the personality factors, to help students successfully overcome academic procrastination.
Cognitive psychology and school learning
Zahra Nasiri; Hamdollah Manzari Tavakoli; Amanollah Soltani; Anahita Bahreyni
Abstract
The reason for failure in learning and academic failure is the lack of academic skills. Mentally retarded children, as a special and vulnerable group of society, usually have little academic skills for various reasons. One of the important reasons can be executive functions. The present research was ...
Read More
The reason for failure in learning and academic failure is the lack of academic skills. Mentally retarded children, as a special and vulnerable group of society, usually have little academic skills for various reasons. One of the important reasons can be executive functions. The present research was conducted with the aim of investigating the role of executive functions in predicting the mathematical academic skills of mentally retarded elementary students. The descriptive research method was correlation type. The statistical population was all 995 mentally retarded students of the elementary level in the academic year 1402-1401 in Kerman city; Based on the Morgan-Karjesi table, the statistical sample size of this research was 278 people; which were selected by stratified random sampling method. Brief executive function questionnaire and math teacher-made test were used to collect data. Data analysis was done with spss25 and Amos24 software. The results of the research showed that the model of the role of executive functions in predicting math academic skills in mentally retarded primary school students has an acceptable fit by controlling the effect of intelligence and age. There was a significant relationship between inhibition, attention transfer, emotional control, initiation, working memory, planning, organization of materials and revision with mathematical academic skills of intellectually disabled students, so that the components of executive functions simultaneously accounted for 0.357 of skill variance. The academic skills of intellectually disabled students were explained and the most important predictors of mathematical academic skills in intellectually disabled students were planning and working memory respectively
Aliasghar bayani
Volume 4, Issue 16 , May 2017, , Pages 61-70
Abstract
The aim of the present study was to examine the casual relationship of work hope and academic achievement with mediating role of academic motivation among undergraduate unemployed students. Three hundred and ten (190 males, 120 females) unemployed students were selected by cluster sampling from students ...
Read More
The aim of the present study was to examine the casual relationship of work hope and academic achievement with mediating role of academic motivation among undergraduate unemployed students. Three hundred and ten (190 males, 120 females) unemployed students were selected by cluster sampling from students of Islamic Azad University, Azadshar branch. The used research instruments in this study were Work Hope Scale (WHS, Juntunen & Wettersten, 2006) and Academic Motivation Scale (AMS, Vallerand, et al, 1992). Academic achievement of the students was measured by their grade-point average. The data were analyzed by using correlation coefficient and path analysis. The results indicated that work hope had indirect effects on academic achievement through academic motivation. There was a significant positive relationship between, academic motivation and academic achievement. Extrinsic motivation had indirect effects on academic achievement. Amotivation and intrinsic motivation had direct effects on academic achievement. The causal model about relationship between work hope and academic achievement mediated by academic motivation was confirmed.
Shahnaz Alizadeh; Keyvan Salehi; Ali Moghadamzadeh
Volume 5, Issue 1 , September 2017, , Pages 63-84
Abstract
The quality of measurement learning system is one of the most important transformational processes in educational system and it effects method, the extent of learning and develop life skills. Development in the field of classroom assessments have passed three approaches of measuring (AAL, AFL, AOL). ...
Read More
The quality of measurement learning system is one of the most important transformational processes in educational system and it effects method, the extent of learning and develop life skills. Development in the field of classroom assessments have passed three approaches of measuring (AAL, AFL, AOL). The approach to measuring is the newest approach, by targeting and providing suitable conditions, provide the context of formation and enhancement of student’s competencies as independent, flexible and critical citizens. In this study in order to examine the level of awareness and using three dimensional approaches by teachers in a sequential three steps process has been passed. reviewing the history of the research and interviewing experts to identify the markers by distinguishing three-dimensional approaches; b) implementing a questionnaire to measure the level of familiarity of teachers with approaches Triple, and (c) Compilation of the log of behavior and observation performance of 11 teachers in the class process. Sample selection has been targeted and available. The data of the second stage were collected by using a questionnaire developed and reviewed by 34 teachers. To increase the validity of the questionnaire and based on the multisession strategy, the behavioral checklist was prepared and the performance of 11 teachers was also observed. The comparison of the average rankings with the Friedman test showed that there is a significant difference between observing the examples of the three approaches the difference is that the AOL approach with 96% has the highest level of observance of the examples in the classes and the observance of the examples The AAL approach, with 40%, had the lowest rates in the classroom. Failure to observe 59 percent of the AAL approach in the observed classes emphasized the need for attention and training on this important issue. In general, the results show a low level of awareness and minimal attention to the examples of the AAL approach as an underlying approach to citizenship education. While the AOL approach, which has little to do with constructivist perspectives, the fostering of creative and entrepreneurial citizens, continues to dominate, focusing on awareness and teacher-centered actions.
Karim Sevari; Mohammad Oraki; Rogayeh Ganji
Volume 6, Issue 1 , September 2018, , Pages 63-74
Abstract
In the present research, a simple and multiple relationship between the achievement goals and social support with commitment to the school was studied. The present research is descriptive-correlational. The female students (6719 people) of district 1 of Ahwaz comprised the statistical population of this ...
Read More
In the present research, a simple and multiple relationship between the achievement goals and social support with commitment to the school was studied. The present research is descriptive-correlational. The female students (6719 people) of district 1 of Ahwaz comprised the statistical population of this study, from which, 363 students were selected in a multi-stage random manner. In order to collect the research data, the questionnaires of Sevari's achievement goals) 1392,( social support of Wax et al (1986) and commitment to the school (1394) were used. Data analysis was done through SPSS software and descriptive and inferential statistics. The results of the research showed that there is a meaningful positive correlation between the goal of mastery, functional and social support, and commitment to the school. The results of regression analysis showed that among the predictor variables, only the goal of mastery and social support were able to predict and explain the variable of commitment to the school, and the functional purpose did not play any role in its explaining. The present study suggests that the variables of the goal of mastery and social support of students can be considered in order to predict the commitment to the school.
Ahmad Rastegar
Abstract
This study examined Mediating role of psychological capital in the perceived Academic support and Academic citizenship behavior Virtual courses students of Shiraz University. Using stratified sampling method, 310 students were selected from virtual and correlation design. Survey of perceived Academic ...
Read More
This study examined Mediating role of psychological capital in the perceived Academic support and Academic citizenship behavior Virtual courses students of Shiraz University. Using stratified sampling method, 310 students were selected from virtual and correlation design. Survey of perceived Academic support (Sandrers & et al, 2005), psychological capital Questionnaire (Luthans, Youssef & Avolio, 2007) and Academic citizenship behavior Scale (Golparvar, 2010) were used to measure the focal constructs of this study and data were analyzed with path analysis. The results showed that perceived Academic support through the intermediary of Psychological Capital is an indirect positive effect on Academic citizenship behavior. Accordingly to the conclusions of the verification model fitness perceived Academic support, psychological capital and Academic citizenship behavior among virtual courses students of Shiraz University. This study examined Mediating role of psychological capital in the perceived Academic support and Academic citizenship behavior Virtual courses students of Shiraz University. Using stratified sampling method, 310 students were selected from virtual and correlation design. Survey of perceived Academic support (Sandrers & et al, 2005), psychological capital Questionnaire (Luthans, Youssef & Avolio, 2007) and Academic citizenship behavior Scale (Golparvar, 2010) were used to measure the focal constructs of this study and data were analyzed with path analysis. The results showed that perceived Academic support through the intermediary of Psychological Capital is an indirect positive effect on Academic citizenship behavior. Accordingly to the conclusions of the verification model fitness perceived Academic support, psychological capital and Academic citizenship behavior among virtual courses students of Shiraz University.
Vajiheh Karimi; Abdorahim NavehEbrahim; HamidReza Arasteh; MohammadReza Behrangi
Volume 2, Issue 7 , February 2015, , Pages 65-82
Abstract
The present study aimed to study the effective factors on humanities develop-ment management with data based theory. The test of these factors was done in current situation of higher education in Iran. For this purpose, the research was carried out by descriptive – measurement method and mixed ...
Read More
The present study aimed to study the effective factors on humanities develop-ment management with data based theory. The test of these factors was done in current situation of higher education in Iran. For this purpose, the research was carried out by descriptive – measurement method and mixed approach in qualitative and quantitative sections successively. To interview in the qualitative section, 14 clear – sighted people from the community were selected by using purposive sampling method and. in the quantitative section, 245 faculty members of governmental and Payame Noor Universities in Isfahan were selected by simple randomly method (Statistical population: 670 people). The validity of questions of semi - structured interview and the researcher made questionnaire by content and simultaneous method and its reliability were determined respectively by agreement coefficient method (90/04) and by Cronbach's alpha coefficient (0.87). Qualitative data was analyzed by data based analyzing method and quantitative data was analyzed by descriptive indicators and Multiple Regression method. General results of study showed that nine major and 32 minor factors are effective on main subject of this research that can be explained by cause, background and intermediate conditions.
