Saeideh Sabzian; Ezzatollah Ghadampour; Fazlollah Mirderikvand
Volume 5, Issue 3 , March 2018, , Pages 43-66
Abstract
This study aimed to provide the causal model of academic cheating based on individual and contextual factors with the mediating role academic self-efficacy. Methods: This study was descriptive and correlational. Statistical population includes all upper secondary girl students in khorramabad citythat ...
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This study aimed to provide the causal model of academic cheating based on individual and contextual factors with the mediating role academic self-efficacy. Methods: This study was descriptive and correlational. Statistical population includes all upper secondary girl students in khorramabad citythat 9981 was of through the rules of thumb kline the sample size of 240 person determination and through stratified random sampling method were selected. To collect the required data from questionnaires academic engagement zerang (1391), academic ethics hosseini nezad & et al (1394), educational citizenship behaviours golparvar (1387), religious beliefs performance golzarei (1380), religious attitude golreiz & berahani (1383), perceptions of classroom quality Gentry, Gable and Rizza (2002), educational justice golparvar (1387), family emotional climate questionnaire of Hill Berne (1964), family adaptability shakeri (1382), family adaptability cohesion samani (1381), Morgan and Jinks academic self-efficacy (1999) and academic cheating aliverdini, janalizade & amrani (1394) was used. The correlation matrix, structural equation modeling and goodness of fit index with use of software lisrel 8.5 was used for data analysis. Results: The results of path analysis showed that individual factors on academic self-efficacy and academic cheating direct impact and with self-efficacy mediation indirect impact but contextual factors on academic self-efficacy and academic cheating has no direct effect but mediated by self-efficacy indirect effect it had. Also academic self-efficacy has no direct effect on academic cheating. Conclusion: The results of the direct effect individual factors on academic self-efficacy and academic cheating and the mediating role of self-efficacy in structural relationship between individual factors and contextual factors with students' academic cheating provides support.
Fazlolah Mirderikvand; Saeideh Sabzian; Hoshang Garavand
Volume 2, Issue 8 , May 2015, , Pages 7-16
Abstract
The purpose of this study was An investigation of the Effectiveness of metacognitive techniques training on girl students Self-efficacy in high schools of Isfahan city. Present study was performed by quasi-experimental method with pre-test - post-test and follow-up. The statistical population was all ...
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The purpose of this study was An investigation of the Effectiveness of metacognitive techniques training on girl students Self-efficacy in high schools of Isfahan city. Present study was performed by quasi-experimental method with pre-test - post-test and follow-up. The statistical population was all high school girl students in the school year 1391-1392 in Isfahan city that sample groups were randomly selected among them by cluster sampling method. measurement instruments in the study was demographic questionnaire and Sherer self-Efficacy Scale (SES) that performed after intervention the post – test, and follow up test was performed four months later. findings were analyzed by using descriptive and inferential statistical test and software SPSS-20. The results of covariance analysis showed that presenting intervention based on metacognitive techniques training cause increasing 71/2% of self-efficacy in post-test step and increasing 70/6% of This feature in follow up step (P≤005). Based on findings of this study can conclude that presenting intervention based on metacognitive techniques was effective in increasing self-efficacy; thus this study suggested using metacognitive techniques in order to increasing self-efficacy in students.