Negin Barat Dastjerdi; Yasamin Abedini
Volume 5, Issue 2 , December 2017, , Pages 81-90
Abstract
The aim of this study was provide a structural model of the Mediator of Self-regulation, knowledge and awareness in relationship between of attitude to information communications technology and empowerment to usage with manager in high school. The statistical population of this study was composed of ...
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The aim of this study was provide a structural model of the Mediator of Self-regulation, knowledge and awareness in relationship between of attitude to information communications technology and empowerment to usage with manager in high school. The statistical population of this study was composed of 250 girl's high school managers in Isfahan; Due to the limited availability of census method was used. The research method was descriptive-survey. The research tool was a researcher made questionnaire based on variables with five components such as empowerment to usage information communications technology, knowledge and awareness of information communications technology, self-regulation in the use of information communications technology and the use of information communications technology has been established. The content validity was used in order to check the validity and the Cranach’s alpha coefficient was used to evaluate the reliability. Later, by using path analyses statistical method, the data was analyzed with SPSS and PLS software. Findings indicated that, attitudes toward the used of information communications technology direct effect and positive on the use of them, and this variable in turn direct effect and positive in their used. In addition, it was observed that these two variables the direct effect, positive on empowerment in their use of information communications technology and communication technology. Also, it was observed that self-regulation and knowledge and awareness of information communications technology were Mediator role in the relationship between attitudes to information communications technology and empowerment in using of them.
yasamin Abedini; Mohammad Mehdi Mokhtari
Volume 3, Issue 11 , February 2016, , Pages 7-16
Abstract
English language learning like learning of any other language requires to have cognitive, Meta - cognitive, motivational, and behavioral capabilities. The purpose of this study is to provide a casual model which shows the relationship among language learning motivation, all types of help seeking behavior ...
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English language learning like learning of any other language requires to have cognitive, Meta - cognitive, motivational, and behavioral capabilities. The purpose of this study is to provide a casual model which shows the relationship among language learning motivation, all types of help seeking behavior (instrumental, executive), English language learning through the mobile phone, and performance in English language course. The statistical population of this study includes: all high school female students in Shahinshahr during 1391-1392 educational years. Further, by using cluster multi stage random sampling, 250 students were selected for this study. Data collected through questioners of achievement motivation for English language (Schmidet and Watabane, 2001), help seeking dimensions (Verhastel, 2008), and mobile phone usage type and level, (Amraee, Zamani, Abedini, and Mirzaee, 1390). Later, by using path analyses statistical method, the data was analyzed. Findings indicated that, educational mobile phone usage has a mediator role related to all kinds of help seeking behavior, and performance in English language course. It was also observed that, all types of help seeking behavior has a mediator role related to achievement motivation for English language learning, and mobile phone educational usage. Thus, it can be concluded that mobile phone educational usage has a Meta cognitive role and it is considered as one of the self-regulatory strategies for time management.
