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 ...
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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.
kamran sheivandi cholicheh; fazlollah hasanvand; Saeed Abdolmaleki; Masoumeh Mohammadi
Abstract
The purpose of this study was constructing and validating of purposeful classroom management questionnaire in virtual education. The statistical population included students of public and Payame Noor universities in Tehran. Convenient sampling method was used and sample size according to Morgan ...
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The purpose of this study was constructing and validating of purposeful classroom management questionnaire in virtual education. The statistical population included students of public and Payame Noor universities in Tehran. Convenient sampling method was used and sample size according to Morgan table for unlimited communities was equal to 384 cases. Researcher-made purposeful management questionnaire and the Dehghanizadeh and HosseinChari Academic Buoyancy (2014) were used for data collection. Exploratory factor analysis and first and second order confirmatory factor analysis were used to analyze the data. The content validity of the questionnaire was confirmed based on the views of experts and the criterion validity was confirmed based on the correlation coefficient with Academic Buoyancy. Exploratory factor analysis showed that the purposeful classroom management questionnaire have four basic components. First and second order factor analysis indicated that the four-dimensional structural of purposeful classroom management were valid. As a result, in a situation where face-to-face education is challenged due to crises such as epidemics, natural disasters or air pollution and teachers are forced to teach virtually, measuring the dimensions of purposeful classroom management and Receiving corrective feedback based on it can be a practical tool to improve learning outcomes.
zohre pahlavani; Bahram Jowkar
Abstract
This study investigated the mediating role of academic buoyancy in relationship Between mindfulness with happiness and academic achievement. Participants were 344 (164 male and 184 female) students in Shiraz University, selected by a random multi-stage cluster sampling method who completed the Academic ...
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This study investigated the mediating role of academic buoyancy in relationship Between mindfulness with happiness and academic achievement. Participants were 344 (164 male and 184 female) students in Shiraz University, selected by a random multi-stage cluster sampling method who completed the Academic Buoyancy Questionnaire (Hosseinchari & Dehghani, 1391), Five Facet Mindfulness Questionnaire (Baer & et al., 2006), and Oxford Happiness Questionnaire (Hills & Argyle, 2002). Also, the total average score of students was considered an indicator of academic achievement. WARPPLS was used to test the model. The findings showed that mindfulness was positive and significant predictor of happiness and academic achievement. Mindfulness has a positive and significant relationship with academic buoyancy. Also confirmed the role of academic buoyancy as a mediator was also confirmed. Academic buoyancy has mediator role in relationship between mindfulness and happiness. But academic buoyancy showed a negative a mediator in the relationship between mindfulness and academic achievement. The results indicated that academic buoyancy has a higher role in predicting happiness than academic achievement.
Horeye Bayramnejad; Yahya Yarahmadi; Hamzeh Ahmadian; Maryam Akbari
Abstract
The purpose of this study was developing a school satisfaction model based on perception of classroom environment and perception of teacher support mediated by academic buoyancy and academic engagement in the students of second cycle of high schools in Naghadeh city through multi-stage cluster sampling ...
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The purpose of this study was developing a school satisfaction model based on perception of classroom environment and perception of teacher support mediated by academic buoyancy and academic engagement in the students of second cycle of high schools in Naghadeh city through multi-stage cluster sampling method.The data were analyzed by statistical methods including correlation and structural equations model using SPSS and Amos. Questionnaires of Anderson and Brooke's school satisfaction, perception of classroom environment's Gentry et al., perception of teacher support's Lent et al., Martin and Marsh's academic buoyancy, and Reeve's academic engagement were used as data collection tools. The data were analyzed by statistical methods including correlation and structural equations model with SPSS and Amos. Findings showed that academic buoyancy and academic engagement have a direct and significant effect on school satisfaction; while there was a direct, an indirect and a significant effect of the perception of teacher support and the perception of the classroom environment on school satisfaction through academic buoyancy and academic engagement. The results of this investigation showed that in general, the perception of the teacher support and the perception of the classroom environment could be a good predictor of student's school satisfaction through their academic buoyancy and academic engagement
Ramazan Hassanzadeh; Leila Vatandoust
Volume 5, Issue 3 , March 2018, , Pages 67-72
Abstract
This study examined the efficacy of motivation management training on students’ academic buoyancy and self-concept. The pretest–posttest quasi-experimental. The population in this study included all high school students in Sari city study used a cluster random sampling method to select subjects ...
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This study examined the efficacy of motivation management training on students’ academic buoyancy and self-concept. The pretest–posttest quasi-experimental. The population in this study included all high school students in Sari city study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. First, a pretest was conducted with both groups. Then, only the experimental group received the motivation management training. Finally, a posttest was conducted with both groups to determine the effect of the training. For the purpose of data collection, the researchers administered two questionnaires An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic buoyancy. Also the results showed that the motivation management training increased self-concept.Motivation management training can improve academic buoyancy. Also motivation management training can improve self-concept.
Asma Fooladi; Mohammad bagher Kajbaf; Amir Ghamarani
Volume 4, Issue 15 , January 2017, , Pages 93-103
Abstract
The aim of this research is studing effectiveness of academic buoyancy training on academic meaning and academic performance of girl students. The population includes all third grade girl students at the first period of high school of Mashhad city in academic years 2015-16. In an experimental design ...
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The aim of this research is studing effectiveness of academic buoyancy training on academic meaning and academic performance of girl students. The population includes all third grade girl students at the first period of high school of Mashhad city in academic years 2015-16. In an experimental design 40 students after being matched based on gender and academic grade were selected by multi-step cluster random sampling method and randomly assigned to two equal groups. Experimental group educated 12 sessions that each session was 70 minutes by academic buoyancy method. Each two groups completed the questionnaires of academic meaning (Henderson–King and Smith, 2006) and academic performance (Salehi, 2013) as a pre-test, post-test and follow-up. The data were analyzed by analysis of variance with repeated measure design. The findings showed that in the post-test and follow-up stages was a significant difference between experimental and control groups on the variables of academic meaning and academic performance of girl students. On the other words, in the post-test and follow-up stages academic buoyancy training led to increase academic meaning and academic performance of girl students (P<0/01). So we suggest using academic buoyancy training method to improve the characteristics of academic especially in academic meaning and academic performance.
Mehdi Rahimi; Elham Zarei
Volume 3, Issue 12 , May 2016, , Pages 57-69
Abstract
The goal of this study was to investigate the meditative role of self-efficacy and perfectionism dimensions in the relationship between attachment dimensions (Avoidance and Anxiety) and academic buoyancy. The sample group included 340 B.A students (189 female and 151 male) of Yazd University in the academic ...
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The goal of this study was to investigate the meditative role of self-efficacy and perfectionism dimensions in the relationship between attachment dimensions (Avoidance and Anxiety) and academic buoyancy. The sample group included 340 B.A students (189 female and 151 male) of Yazd University in the academic year 1393-94 that were selected by multi-stage cluster sampling. The participants fulfilled the attachment, perfectionism dimensions, self-efficacy, and academic buoyancy questionnaires. The evaluation of the proposed model was done by the use of path analysis and AMOS software. The results of the correlation matrix revealed that the dimensions of attachment have positive correlation with each other and have negative correlation with the academic buoyancy. Both dimensions of attachment had negative correlation with positive perfectionism and positive correlation with negative perfectionism. In addition, anxiety and avoidance had negative correlation with all three dimensions of self-efficacy. The dimensions of perfectionism had negative correlation with each other whereas the dimensions of self-efficacy had positive correlation with each other. Finally, both dimensions of attachment with the mediation of negative perfectionism, controversial self-efficacy, and emotional self-efficacy predicted buoyancy negatively. The findings were discussed based on previous researches and some suggestions were brought up for further studies in this field.
