sima alizadeh; MohammadReza Sarmadi; Mohammad Hassan Seif; Saeid Mazloumian
Abstract
This study was conducted with the aim of standardizing the Pedagogical content knowledge scale of high school teachers in using digital games.The present study is a correlational study with the statistical population including all high school teachers in Urmia. In this study, two areas were selected ...
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This study was conducted with the aim of standardizing the Pedagogical content knowledge scale of high school teachers in using digital games.The present study is a correlational study with the statistical population including all high school teachers in Urmia. In this study, two areas were selected randomly from education districts and then Questionnaires were distributed among high school teachers in district 2 using the relative stratified sampling method.To assess the Pedagogical content knowledge of digital games the questionnaire of Sue et al (2013) was used. Finally, the data were analyzed through confirmatory factor analysis statistical test. In confirmatory factor analysis, the goodness of fit indices showed good fit of the model. The results also showed that all items of Urmia High School Teachers' Pedagogical Content Knowledge Scale were acceptable in using factor loaded digital games.And none of the items were removed from the Sue et al.Questionnaire (2013). It should be noted that in the subscale of game knowledge, item 1 with factor loadings (0/779) , in the subscale of Pedagogical game knowledge, item 9 with factor loadings (0/745) , in the subscale of game content knowledge, factor 12 with operating load (0/761) is considered to be the most relevant items for each component of game knowledge, Pedagogical game knowledge, and game content knowledge. The Pedagogical content knowledge of high school teachers in the city of Urmia in using digital games has a good content and structural validity and can be used to evaluate the Pedagogical content knowledge of other high schools in using digital games.
Fariba Farazi; Ali Asgari
Abstract
The purpose of this study was to present a causal model of academic avoidance in relation to meaning of education and academic self-efficacy: the mediating role of hope in education.The research method is descriptive-correlational. The population of the study was all students of the second level high ...
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The purpose of this study was to present a causal model of academic avoidance in relation to meaning of education and academic self-efficacy: the mediating role of hope in education.The research method is descriptive-correlational. The population of the study was all students of the second level high school of Khusuf city in the academic year of 2019-20 (equals to 674 students). 255 students were randomly selected as sample. Measures of educational meaning, academic self-efficacy, hope for education, and academic avoidance were used to measure research variables. Evaluation of the proposed model is done by structural equation modeling and Sobel test using SPSS and AMOS software. The results showed that the final model was well-fitted. The results showed that the meaning of education and academic self-efficacy through the hope of education decrease the students' avoidance. Hence, the meaning of education, academic self-efficacy, and hope for education play an important role in predicting academic avoidance. Also, the educational hope has an intermediate role in the relationship between the meaning of education and academic self-efficacy and avoidance of education.
Cognitive psychology and school learning
maryam Tazesh; Hamidreza Hassanabadi; Parvin Kadivar; Hadi Keramati
Abstract
The study aimed to investigate the possible primary effects of teaching inferences in student with specific reading comprehension disability. It adopted an ABA single-subject design. Among the students referred to the learning disorders center, six ones were selected based on the previous scores of the ...
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The study aimed to investigate the possible primary effects of teaching inferences in student with specific reading comprehension disability. It adopted an ABA single-subject design. Among the students referred to the learning disorders center, six ones were selected based on the previous scores of the Wechsler Intelligence Scale for Children - 4th Edition and the score obtained in Learning Disability Evaluation Scale - 4th Edition (LDES-4) and due to the inclusion and exclusion criteria. The instructional Intervention included 23 sessions. The data were visually and quantitative analyzed using R software. The visual analysis and non-overlap indices and size effects indicated a significant increase in the participants' reading comprehension compared with the baseline and a significant decrease in the return stage compare of with the intervention stage. It seems that the findings have promising contributions to curing learning disabilities by appealing to inferencing learning.
The modern Techniques and methods of teaching and learning
Arash Akhash; Askar Atash Afrouz; Manijeh Shehni Yailagh; Morteza Omidian
Abstract
The objective of this study was to conduct a multilevel analysis examining the relationship between the perception of teachers' diagnostic skills, classroom challenge level, quality of teaching, cognitive emotion regulation strategies, and ninth-grade students' achievement emotions. The research method ...
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The objective of this study was to conduct a multilevel analysis examining the relationship between the perception of teachers' diagnostic skills, classroom challenge level, quality of teaching, cognitive emotion regulation strategies, and ninth-grade students' achievement emotions. The research method was correlational and conducted in a multilevel analysis format. The statistical population comprised all ninth-grade male and female students from the secondary schools of Khegilooyeh during the academic year 1401-1402. Among them, a sample of 1,000 students (500 boys and 500 girls) was randomly selected using a multi-stage sampling method. To measure the research variables, the following instruments were used: Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Garnefski et al.'s Questionnaire of cognitive emotion regulation strategies (2002) and Pakran et al.'s achievement emotions questionnaire (2005) were utilized. The data were analyzed using Hierarchical Linear Modeling (HLM). The results of the multilevel analysis indicated that both Level 1 variables (positive strategies of cognitive regulation of emotion) and Level 2 variables (average of positive strategies of cognitive regulation of class emotion, perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) positively and significantly predicted positive achievement emotions. The interaction between Level 2 variables and the slope of positive cognitive emotion regulation strategies and positive achievement emotions was significant. Based on the multilevel analysis in this research, it can be concluded that focusing on enhancing positive cognitive emotion regulation strategies among students and classroom variables (Level 2) leads to fostering positive achievement emotions in students. Consequently, this results in a positive attitude towards the learning process
New technologies and school learning
Hossein Poursoltani Zarandi
Abstract
The aim of this research was the psychometric characteristics of the questionnaire of students' perception of technology-based active learning in physical education colleges of Alborz province. The statistical population of this research was made up of students of physical education colleges in Alborz ...
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The aim of this research was the psychometric characteristics of the questionnaire of students' perception of technology-based active learning in physical education colleges of Alborz province. The statistical population of this research was made up of students of physical education colleges in Alborz province, from whom 412 questionnaires were collected using stratified random sampling. In order to collect data, the technology-based active learning questionnaire of Shroff et al. (2019) was used, which consists of 20 questions and has the components of interactive participation, problem solving skills, interest and feedback. In order to analyze the data, descriptive indices and Cronbach's and Raykov's alpha coefficient statistical tests were used to determine internal consistency and exploratory factor analysis and confirmatory factor analysis were used to determine construct validity in SPSS.21, LISREL 8.8 and Stata.17 statistical software. The results showed that the reliability of the technology-based active learning questionnaire is (0.968). Regarding construct validity and based on the degree of relationships and significance level, all the questions had a significant relationship with the factors and were able to be a good predictor for their component. Also, regarding the relationships of the components with the concept of technology-based active learning, the results showed that all four components could be a good predictor for the concept of technology-based active learning, and as a result, it can be used to measure the functions of using technology in the field of active learning among students.
Normalization questionnaires and tools school learning
Esmaiel soleimani; hanie pakravan
Abstract
object: The purpose of this research was to validate and standardize the academic perfectionism scale.Materials and methods: The present research method was descriptive and validation type. The statistical population of the research included all the students of Urmia University in 1402, of which 338 ...
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object: The purpose of this research was to validate and standardize the academic perfectionism scale.Materials and methods: The present research method was descriptive and validation type. The statistical population of the research included all the students of Urmia University in 1402, of which 338 were selected through available sampling. Data were collected online. The tools used were academic perfectionism scale and multidimensional perfectionism scale (MPS), self-criticism scale (LOSC) and positive and negative perfectionism scale (PANP). Pearson's correlation test, confirmatory factor analysis and Cronbach's alpha coefficient were used for data analysis. Data were also analyzed by SPSS-23 and Amos software.Findings: The results of the confirmatory factor analysis showed that the academic perfectionism scale with 27 items has 4 factors and the reliability of the Cronbach's alpha coefficient was 0.88. The results of the convergent validity study showed that there is a significant correlation between academic academic perfectionism scale (CAPS) and multidimensional perfectionism scale (MPS), self-criticism scale (LOSC) and positive and negative perfectionism scale (PANP).Conclusion: According to the findings of this research, academic perfectionism scale has good psychometric properties and it can be used as a suitable tool to investigate academic perfectionism. This tool has good validity and reliability.
Mahbobeh Mortazavi; Manochehr Jafarigohar; Afsar Rouhi; Hasan Soleimani
Volume 4, Issue 15 , January 2017, , Pages 15-26
Abstract
This study scrutinized the effect of structuring and problematizing scaffolding mechanisms and the possible moderating effect of the proficiency level on writing self-regulatory skills, essay writing ability, and global planning time among one hundred and twenty pre-intermediate and one hundred and twenty ...
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This study scrutinized the effect of structuring and problematizing scaffolding mechanisms and the possible moderating effect of the proficiency level on writing self-regulatory skills, essay writing ability, and global planning time among one hundred and twenty pre-intermediate and one hundred and twenty advanced Iranian English learners. Using two-way ANCOVA tests and taking the pre-test scores as covariates, the researchers compared the pretest and post-test results of the participants’ performance on a writing test and a writing self-regulation questionnaire. They also compared the time the participants spent planning the content and organization in the two administrations of the writing test. The results revealed that scaffolding mechanisms led to significant improvements in self-regulatory and writing skills. In addition, scaffolding mechanisms significantly increased the time the participants spent on global planning. On the whole, according to the results, scaffolding mechanisms have best effect when offered simultaneously. Besides, no significant moderating effect was detected for the proficiency level.
mohsen zargham; seid mohammad shobeiri; mohammad reza sarmadi
Volume 2, Issue 6 , November 2014, , Pages 17-28
Abstract
The main purpose of this research is to study explaining factors of students' tendency to use learning technology by cell phone in environmental education by students of public universities of Tehran. The population of the survey study was the bachelor, M.Sc. and Ph.D. students of public universities ...
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The main purpose of this research is to study explaining factors of students' tendency to use learning technology by cell phone in environmental education by students of public universities of Tehran. The population of the survey study was the bachelor, M.Sc. and Ph.D. students of public universities in Tehran (N=142800). Using Cochran's formula, a statistical sample of 400 students was selected by applying stratified cluster random sampling technique from Tehran, Tarbiat Modares, Shahid Beheshti, Science & Technology, Amirkabir, and Motahari universities. Questionnaire was the main instrument to collect data. The reliability of the questionnaire as assessed by Cronbach's alpha coefficient, was more than 0.70 for different parts of the measure. The results of exploratory factor analysis showed that five factors including perceived ease of use, subjective norms, self-efficacy, attitude, and perceived usefulness explained 43.93 percent of total variance. The results also showed that there were positive and significant relationships between perceived ease of use, subjective norms, self - efficacy, attitude, and perceived usefulness and the students' tendency to use cell phone in environmental education.
firouzeh sepehrian azar; Amjas Eghbali
Volume 2, Issue 8 , May 2015, , Pages 17-30
Abstract
The aim of this study was to determine the relationship between the Kolb learning style and positive and negative academic emotions with self - regulation. The research method was descriptive and correlation. The population of this research consisted of all high school students of Saqqez city (7000 student) ...
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The aim of this study was to determine the relationship between the Kolb learning style and positive and negative academic emotions with self - regulation. The research method was descriptive and correlation. The population of this research consisted of all high school students of Saqqez city (7000 student) in 2013-2014 school year. To achieve our aim, first, 363 students (182 female and 181 male) were selected by multiphase cluster random sampling from this population as samples of this study. Then, the academic emotions questionnaire of Pekrun, Geuetz, Frenzel (2005), strategies forself regulated learning Questionnaire of Pintrich and De Gegroot (1990) and kolb learning style inventory (2007) were used as instruments for data collection. The data were analyzed by using mean, standard deviation, Pearson correlation, and step by step regression. The results showed that there is no meaningful relation between Kolb learning style and self - regulation learning. Enjoy of classroom and hope was positively associated with self - regulation and, anxiety, boredom and anger was negatively associated with self- regulation. The results of stepwise regression analysis reveals that learning styles and academic emotions describe 29 percent of self - regulation. Academic emotions can predict self regulation learning that enjoy of classroom was the best predictor of self - regulation among them.
Azam Pahlevan Sadegh; Bijan Abdollahi; Abdolrahim Naveh Ebrahim; HasanReza Zeinabadi
Volume 3, Issue 10 , December 2015, , Pages 17-38
Abstract
The main objective of this study is designing and explaining of professional learning community model in higher education system. Transformational leadership, organizational culture, organizational structure, and professional learning community instruments were executed on 226 faculty members (from 351 ...
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The main objective of this study is designing and explaining of professional learning community model in higher education system. Transformational leadership, organizational culture, organizational structure, and professional learning community instruments were executed on 226 faculty members (from 351 faculty members) of colleges of management of public universities of Tehran in the year 1393-94. The sampling method was two-stage cluster sampling method and then targeted available. Analysis showed accepted reliability and validity for instruments. This research used correlation method. The structural equation method contained one exogenous latent construct transformational leadership; and 3 endogenous latent constructs organizational culture, organizational structure, and professional learning community. The study demonstrated transformational leadership had significant and direct effect on organizational culture (γ=0/61), on organizational structure (γ=0/82), on professional learning community (γ=0/39), indirect and significant effect of organizational culture on organizational structure (β=-0/08), and direct and significant effect of organizational culture on professional learning community (β=0/72), and nonsignificant effect of organizational structure on professional learning community. Results showed transformational leadership that is idealized influence, inspirational motivation, individualized consideration, had direct effect on organizational culture i.e. solidarity and fixation, and communication patterns, and on organizational structure i.e. organic, and clearness of hierarchical organizational, and high supervision and control, and on professional learning community that is collective responsibility for student's learning, collaboration focused on professional learning. And so organizational culture had direct effect on professional learning community and also both of two constructs had direct effects on formation of university as professional learning community.
Rahim Badri .G; Parinaz Mansoori; Fatemeh Farajian
Volume 3, Issue 11 , February 2016, , Pages 17-24
Abstract
The time management is one of the skills needed for academic success of students. This is one of the components of self-regulated learning skills of students. This research was conducted to study the predictive role of various variables of Cooper’s model in prediction of homework time management ...
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The time management is one of the skills needed for academic success of students. This is one of the components of self-regulated learning skills of students. This research was conducted to study the predictive role of various variables of Cooper’s model in prediction of homework time management skills. 400 female secondary school students were selected from districts of Tabriz Office of Education with multi-stage cluster random sampling method. Data were gathered through Teacher Feedback Scale, Reasons for Doing Homework Questionnaire, Arranging the Environment Scale, and Homework Time management Scale. Data was analyzed by multiple regression method in SPSS software. The results showed that arranging the environment, Teacher feedback, and Learning-oriented reasons were important predictive factors of homework time management skills of students. In addition, it was found that 26% of the variance of homework time management skills accounted by these variables. The findings can be used to guide school students.
Hamid Faramarzi; AliReza HajiYakhchali; Manijeh Shehniyailagh
Volume 3, Issue 12 , May 2016, , Pages 17-26
Abstract
The main purpose of the present study is to investigate simple and multiple relationships of important events of motivational orientations with creative self-efficacy in students of third year of high schools of Romeshgan City during academic year 2014-2015. The present study is descriptive study in ...
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The main purpose of the present study is to investigate simple and multiple relationships of important events of motivational orientations with creative self-efficacy in students of third year of high schools of Romeshgan City during academic year 2014-2015. The present study is descriptive study in kind of correlation. Out of the population, 200 students were selected using multistage random sampling. For this purpose, in stage 1, out of 13 high schools for boys, 8 high schools were selected randomly and in next stage, 25 students were selected from each high school using simple random sampling. Total number of the population was equal to 1642 people. Applied instruments in this study include Creative Self - Efficacy Questionnaire (CSEQ), Advancement Goals Scale (AGOS) and motivational orientation scale. Also, data analysis is done using correlation coefficient and regression analysis. At the present study, reliability of the mentioned questionnaires has been estimated using Cronbach alpha. Obtained results indicate that there is significant relationship between skill-oriented goal, performance-oriented goal, internal motivation and external motivation with creative self-efficacy. Moreover, the results showed that skill-oriented goal, performance-oriented goal, internal and external motivation can be considered as important factors to determine creative self-efficacy. In addition, obtained results from regression analysis using simultaneous enter method showed that predictor variables can explain 0.87% of creative self-efficacy, which is significant in confidence level of p
sheida sharifi saki; mohammad hosein fallah; hosein zare
Volume 1, Issue 4 , April 2014, , Pages 18-28
Abstract
The current study is aimed at conducting Role of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environmental mathematical achievement with controlling the Gender Role. The research method was non-experimen-tal (correlation). For this purpose, 400 students ...
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The current study is aimed at conducting Role of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environmental mathematical achievement with controlling the Gender Role. The research method was non-experimen-tal (correlation). For this purpose, 400 students (222 male and 178female) as respondents from 3rd grade of high school by means of cluster sampling technique (educational regions, high schools, classrooms, and student) and they answered the questions derived from WIHIC questionnaire, mathematical self-efficacy inventory, and mathematical Self-concept Description Questionnaire. The results of hierarchical regression showed that with Controlling the Gender Role in the first step and entering variables of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environment in the second step, education achievement is predictable; also, in second step with entering mathematics self-efficiency and self-concept variables, perceiving classroom environment became meaningless that showed self-efficiency and self-concept have interface role between classroom environment and education achievement. Since self-efficiency belief effects on selecting challengeable purposes, amount of effort in doing duties, amount of resistance and endeavor in confronting with problems and amount of bearing pressures , mathematic self-concept leads to confidence and motivation in mathematic learning via excitement and behavioral responses about mathematics value and methods of mathematic thinking and therefore mathematics achievement increases. However, self-concept and self-efficiency are influenced about classroom environment.
Hosein Zare; majid baradaran
Volume 2, Issue 5 , July 2015, , Pages 18-26
Abstract
One of the fundamental human cognitive processes is problem solving. As a higher-layer cognitive process, problem solving interacts with many other cognitive processes such as learning, decision making and analysis. The purpose of this research was to prepare norm scores and determine the validity ...
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One of the fundamental human cognitive processes is problem solving. As a higher-layer cognitive process, problem solving interacts with many other cognitive processes such as learning, decision making and analysis. The purpose of this research was to prepare norm scores and determine the validity and reliability of parker's problem solving inventory (PPSI) in B.A. college students. The samples were 360 persons that were selected in Guilan Payame Noor University by cluster random sampling method and completed PPSI and Cassidy & Long Problem Solving Style Questionnaire. The results of the factor analysis revealed that the inventory with four factor explained 59/18% of the total variance. Also, Results showed that Cronbach Alpha coefficients 0/84, test–retest reliability 0.81 and split half was 0.63 and Coefficient of correlation between with Cassidy & Long Problem Solving Style Questionnaire was 0.65. The research emphasize that PPSI is a reliable and suitable instrument for measuring problem solving among Iranians.
mehangiz alinejad
Volume 1, Issue 3 , January 2014, , Pages 19-28
Abstract
The present study was aimed at the investigation of the process of e-learning studies in Iran, adopting a meta-analytic approach. The recent decade observed a significant growth in studies on e-learning. In addition to the studies applied to national and international conferences held in Iran, numerous ...
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The present study was aimed at the investigation of the process of e-learning studies in Iran, adopting a meta-analytic approach. The recent decade observed a significant growth in studies on e-learning. In addition to the studies applied to national and international conferences held in Iran, numerous papers on this discipline are being annually published in credible journals. Now, the question to be answered is what is the process of these studies undergo in terms of subject, method, the year published, scientific area, and the studied university? Do these features alter depending on the researcher’s field of study (humanities, engineering, and medical sciences)? Considering the objective, meta-analysis was adopted for this study. The population included all the papers published in journals or indexed on the websites ‘magiran’, ‘sid’, and ‘noormags’ (237 items). Papers presented at conferences were not investigated in this study. The papers were categorized and coded by title, method, statistical population, sampling method, the researcher’s university, the researcher’s field of study, publication, and the year published. The codes were then entered into SPSS to be analyzed in terms of the research questions. Consequently, with regard to the findings, some suggestions were proposed.
Kazem Barzegar
Volume 3, Issue 9 , August 2015, , Pages 21-32
Abstract
The purpose of this study is to evaluate the influence of teaching empathy on aggression and social adjustment of girl students of grade six in Yazd city. The method of research is semi-experimental and consist of experimental group and control group by pre-test and post-test. The samples were 62 girl ...
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The purpose of this study is to evaluate the influence of teaching empathy on aggression and social adjustment of girl students of grade six in Yazd city. The method of research is semi-experimental and consist of experimental group and control group by pre-test and post-test. The samples were 62 girl students of grade six in Yazd that were selected by available sampling. They were put in two groups of control group and experiment group randomly and equally. First, both groups responded to questionnaires (pre-test) and then, the experimental group were trained the empathy within 15 sessions. Finally, the questionnaires (post-test) were completed again by both groups (post-test). Data were collected by using empathy questionnaires of Isenberg, Febs & et al (1991), Rater questionnaire about children behavioral disorder (1964) and Bus & Perry aggression questionnaire (1992) and were analyzed by covariance analysis test. Results showed that after controlling scores of pre-tests, there was a meaningful difference between two groups in their empathy, social competence and aggression and its aspects (p<0.01). The results from present study can improve the social adjustment and reduce aggression in students.
firozeh sepehrianazar
Volume 4, Issue 13 , August 2016, , Pages 21-30
Abstract
The aim of current study was to investigate the effect of the jigsaw classroom on satisfaction of students' basic psychological needs (Autonomy, Competence and relatedness). Research method was quasi experimental with pre and post test and control group. To achieve our aim, first, the female students ...
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The aim of current study was to investigate the effect of the jigsaw classroom on satisfaction of students' basic psychological needs (Autonomy, Competence and relatedness). Research method was quasi experimental with pre and post test and control group. To achieve our aim, first, the female students in two junior high school classes (n=51) were selected by using available samples. Then, one of classes (with 26 students), were selected randomly as experimental group and were taught chemistry in Jig Saw method. And for the other group (25 student), lecture method was used. Basic psychological needs questionnaire was used for the groups before and after intervention. Analysis of the data involved both descriptive and inferential statistics including means, standard deviations and co-variance analyses. The findings indicated that, jig saw method has positive effect on need for autonomy, relatedness and competence. In general research finding supported self-determination theory and indicated that autonomy supportive environments such as jig saw instructional method has positive effect on basic psychological needs satisfaction.
Mehdi moeinikiauma; Adel Zahed babelan; Roghayeh Jabbarzadeh shoti; Ehsan Azimpoor
Volume 5, Issue 3 , March 2018, , Pages 21-32
Abstract
Aim present study is Prediction attitude towards school based on the quality of school life and the perception of the classroom. Research method in terms of purpose, Practical and the method of data collection is descriptive of correlation type. The sample for this study consisted of all of boy and girl ...
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Aim present study is Prediction attitude towards school based on the quality of school life and the perception of the classroom. Research method in terms of purpose, Practical and the method of data collection is descriptive of correlation type. The sample for this study consisted of all of boy and girl high schools students in the city Shot .The total number of 1750 persons, 313 of them were selected as the sample by Using two stage cluster sampling method. For measure the variables of the questionnaire of 39 questions the quality of school life, perception of class questionnaire with 56 questions and a questionnaire of 35 questions was used attitude towards school. The content validity of the questionnaire, confirmed by experts for determining the internal reliability questionnaires quality of school life, perception of class and attitude towards school, Cronbach's alpha coefficient was used to determine the of reliability. The data analyses was done by using the SPSS 16 softwares. for analyze the data was used descriptive and inferential statistical methods including correlation, multiple regression at the same time and structural equation modeling. The results showed, there is relationship among the components of the quality of school life and the perception of class With attitudes toward school. 17 percent of the students' attitude towards school based on components of the quality of life at school and 43 percent of the students' attitude towards school was determined based on perception components class.
jaleh ahmadi; Ali Zeinali
Abstract
The current study aimed to examine the mediating role of academic procrastination, academic stress and sleep quality on the causal relationship between social network addiction and academic achievement of the high school students. This research is a descriptive correlational study. Statistical population ...
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The current study aimed to examine the mediating role of academic procrastination, academic stress and sleep quality on the causal relationship between social network addiction and academic achievement of the high school students. This research is a descriptive correlational study. Statistical population covered all the students in Urmia high schools. Study participants were 204 female and 156 male students who were selected through cluster random sampling. Data were collected by using Turel and Serenko’social network addiction questionnaire (2012), Solomon and Rothblum’s academic procrastination questionnaire (1984), Sun, Dunne, Hou and Xu’s academic stress scale (2011), and Pittsburgh’s sleep quality scale (1989) and the mark average of previous term for measuring academic achievement. Data were analyzed by using Pearson correlation and structural equation modeling. Results showed that social network addiction has an indirect negative effect on academic achievement through creating academic procrastination, decreasing sleep quality and increasing academic stress. Increased use of social network increases procrastination among students and spending excessive amounts of time in these networks reduces quality of sleep that both of them, in turn, increase academic stress which leads to dropout.
Maryam Rostami; Imanollah Bigdeli; Farahnaz Kianersi
Abstract
Embodied Cognition as a perceptual experience claims all psychological processes are affected by the body morphology, sensorimotor systems and emotions. This study was an attempt to investigate the impact of metacognitive judgments and memory performance by sensorimotor experience of weight on word memorization. ...
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Embodied Cognition as a perceptual experience claims all psychological processes are affected by the body morphology, sensorimotor systems and emotions. This study was an attempt to investigate the impact of metacognitive judgments and memory performance by sensorimotor experience of weight on word memorization. In this quasi-experimental study, 60 volunteer students were selected from among all undergraduate students of the Faculty of Psychology and Educational Sciences at the University of Semnan, and they were assigned into three experimental conditions. Then participants were tested with 50 nouns taken from Robin and Friendly norms (1986) and provided with Lightweight clipboard (250 g), heavy weight clipboard (600 g) in experiment 1, lightweight pillow boxes (9 g) and heavy weight pillow boxes (13 g) in experiment 2, and lightweight pillow boxes (13 g) and heavy weight pillow boxes (63 g) in experiment 3 to examine the judgment of metacognition and memory performance. The results revealed that heavy weight had the highest mean value at Judgments of Learning test and memory performance test in all three experiments. Also, analysis of variance with repeated measures in experiment 1 showed that light weight and heavy weight in the clipboards had a significant difference in learning judgment (P <0.01) memory performance (P <0.001). In test 2, light and heavy weight of the pillow boxes did not show significant difference in the judgment and memory performance (P <0.01). In experiment3, weighted pillow boxes showed a significant difference in memory performance (P <0.001) but there was no significant difference in learning judgment (P <0.05). The results of this study indicate that perceptual experiences can be affected by emotional and sensorimotor experiences. Hence, the findings of this study can help teachers to care about physical efforts that affect students' attention to memorization and remembrance. Also the results will help researchers, educational psychologists and course designers in future studies on this issue.
Amineh Elahi; Alinaghi Aghdasi; Seyed Davoud Hosseini nasab
Abstract
This study was aimed at comparisons of the Efficacy of cognitive motivational multidimensional intervention with mind-awareness-based stress management education on educational vitality and target orientation in students. This clinical trial design is pretest-posttest quasi-experimental research with ...
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This study was aimed at comparisons of the Efficacy of cognitive motivational multidimensional intervention with mind-awareness-based stress management education on educational vitality and target orientation in students. This clinical trial design is pretest-posttest quasi-experimental research with two experimental and control groups among female ninth graders in Mahabad schools. 45 students were assigned randomly in 3 groups Using cluster sampling. The efficacy of interventions was evaluated by using the target orientation questionnaire and educational vitality Scale. The data was analyzed with covariance analysis method. The results showed that cognitive motivational multidimensional intervention and mind-awareness-based stress management education are statistically (p<0.05) significant on educational vitality and target orientation. Moreover cognitive motivational multidimensional intervention is more efficient than mind-awareness-based stress management education in both educational vitality and target orientation scales. cognitive motivational multidimensional intervention as a multidimensional method fosters a set of cognitive, motivational and behavioral abilities in students and has a high effectiveness on improving their performance.
Elahe Saeidei; Alireza Pirkhaefi
Abstract
The purpose of this study was to compare the creativity and memory of students with dyscalculia. The causal-comparative study design was selected. The statistical population included the students with dyscalculia who were studying in region 3 of Tehran. The sample included 30 students with dyscalculia ...
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The purpose of this study was to compare the creativity and memory of students with dyscalculia. The causal-comparative study design was selected. The statistical population included the students with dyscalculia who were studying in region 3 of Tehran. The sample included 30 students with dyscalculia and 30 normal students. The Kim Karrad visual memory test and creative thinking of Torrance was used for measurement. Data were analyzed by using Anova variance. The research findings showed that the scores of creativity, immediate memory, complete memory and memory accuracy in students with dyscalculia were significantly lower (p <0.05) than normal students. In the field of creativity, the most difference was seen in the scores of originality and elaboration, and in the field of memory, the difference was seen in the scores of immediate and complete memory. However, there was no significant difference between male and female students with dyscalculia in the fluency and flexibility, immediate memory, complete memory, and memory accuracy. In general, the results of the study showed that students with dyscalculia regardless of their gender have a malfunctioning in creativity and visual memory which necessitates cognitive rehabilitation.
Omid Shokri; Pantea Mahdavian; Ali Khodaei
Abstract
The main purpose of the present study was to investigate psychometric properties of the Farsi version of the Psychological Capital Questionnaire (PCQ, Endler & Parker, 2007) among male and female teachers. In this correlational study, 381 teachers completed the (PCQ) and Teacher Emotion Inventory ...
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The main purpose of the present study was to investigate psychometric properties of the Farsi version of the Psychological Capital Questionnaire (PCQ, Endler & Parker, 2007) among male and female teachers. In this correlational study, 381 teachers completed the (PCQ) and Teacher Emotion Inventory (TEI, Chen, 2016). The confirmatory factor analysis and multi-group methods were used to compute the PCQ's factorial validity and its gender invariance, respectively. The results of confirmatory factor analysis based on AMOS software showed that the four factor model of PCQ (self-efficacy, resiliency, optimism and hope) fit well to the data across two groups. The results of multi-group confirmatory factor analysis revealed the cross-group invariance of factorial structure, factor loadings, and factor variances and covariances of the PCQ across teachers. Internal consistency coefficients for the four subscales were 0/87, 0/83, 0/86 & 0/70 respectively. In sum, these findings approved the validity and reliability of the PCQ to measure the psychological capital as a broad, compound and higher-order construct and has a buffering function against stressors in male and female teachers.
Seidmehdi Sajjadi
Volume 4, Issue 14 , November 2016, , Pages 23-32
Abstract
Some believe that basically «the way we think, produces the equipment/tools as well as«. The second group believe that «as we build tools, we think alike«. there is a third group who does not accept the two above views and believe that there would be created sort of convergence ...
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Some believe that basically «the way we think, produces the equipment/tools as well as«. The second group believe that «as we build tools, we think alike«. there is a third group who does not accept the two above views and believe that there would be created sort of convergence and coherence between the technology and thought. If we accept the assumption that the technology is generated by its own knowledge and thinking, so we have to accept the viewpoints of the second group which at first, the technology has a fundamental role in creating and revolving meaning and notion of knowledge. Secondly, virtualized technology will be uncontrollable in the future. Thirdly, conceptualization must have be done to cope with some unavoidable requirements and cyberspace in religious education components including concepts, definitions, boundaries, religious knowledge, behavior and religious practice. Fourth, rather than seeing negative effects of challengeable and unavoidable technology, to see it as a positive opportunity to presenting new attitudes of religion and religious education components. This paper is searching to explain second type relation between technology and religious education and acceptance of its logical requirements.
Zahra gashtasebi; Omid Shokri; Jalil fathabadi; Masoud Sharifi
Volume 4, Issue 16 , May 2017, , Pages 23-38
Abstract
The purpose of this study was to examine the effectiveness of attributional retraining program on students’ positive and negative achievement emotions and academic engagement. In this pretest-posttest nonequivalent-group design with follow up stage, 41 undergraduate students at Shahid Beheshti ...
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The purpose of this study was to examine the effectiveness of attributional retraining program on students’ positive and negative achievement emotions and academic engagement. In this pretest-posttest nonequivalent-group design with follow up stage, 41 undergraduate students at Shahid Beheshti University in experimental and control groups responded to the Academic Emotion Questionnaire-Revised (AEQ-R, Abdollahpour, 1394) and the Academic Engagement Inventory (AEI, Salmela-Aro & Upadaya, 2012). The experimental group received seven resilience training sessions (Two hours a session). The results of multivariate covariance analysis indicated that attributional retraining program was effective in increasing positive class-related, learning-related and test-related emotion scales and components of the academic engagement consisted on energy, dedication and absorption and in decreasing negative class-related, learning-related and test-related emotion scales in short term and long term. These findings suggest that attributional retraining program by increasing empowering interpretations, management of emotional experiences and enrichment of interpersonal relationships skills could result in mental immunization in university students when they exposure to stressful situations.
