Elaheh Hejazi; Vahideh Namdari; majid Ghasemi; Ali Moghadamzadeh
Volume 4, Issue 15 , January 2017, , Pages 65-78
Abstract
The aim of this study was construction and validation of the scale Amount and attitudes toward the use of social networks and it's relation with academic performance. To do so, 350 students (187 girls and 163 boys) of third-grade high school students, in region 5 of Tehran, were selected through stratified ...
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The aim of this study was construction and validation of the scale Amount and attitudes toward the use of social networks and it's relation with academic performance. To do so, 350 students (187 girls and 163 boys) of third-grade high school students, in region 5 of Tehran, were selected through stratified random sampling that responded to researcher-made questionnaire of using social networks. Data obtained by exploratory factor analysis with principal components and varimax rotation, Cronbach's Alpha and Pearson correlation, multiple regression and analysis of variance were used. On stage construction of the scale, after confirming the validity, content validity, exploratory analysis with principal components and varimax rotation the ultimate tool 30 questions that lead to the extraction of two factors: attitude to the use of social networks, and the use of social networks. Scale reliability through Cronbach alpha coefficient for the subscales attitude towards using social networks 81/0 and for the use of social networks 88/0 and 91/0 were obtained for the total scale. Academic performance was considered as a method for the convergent validity. The regression's results showed that the amount of utilizing the social networks could predict 0/18 of the variance of academic performance. The results showed that the scale of the use of social networks has Favorable reliability and validity, and the amount of and attitudes toward the use of such networks performance plays a decisive role on students' academic.
Majid Alijan nodehpashangi; Mohammadreza Behrangi; Bijan Abdollahi; Hasanreza Zeinabadi
Abstract
The aim of this study is to Identify Teaching/Learning Leadership Effectiveness components in the Secondary Schools, Using the phenomenological qualitative approach. The sample for this study consists 16 School principal, 15 teachers, 8 University faculty members, 7 student groups and 8 Selected teaching ...
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The aim of this study is to Identify Teaching/Learning Leadership Effectiveness components in the Secondary Schools, Using the phenomenological qualitative approach. The sample for this study consists 16 School principal, 15 teachers, 8 University faculty members, 7 student groups and 8 Selected teaching film. The data were collected by semi-structured interviews. The interviews continued to reach the theoretical saturation. To analyze the data, the inductive content analysis method with three levels of open, axial and selective coding was used. For more accurate analysis, MAXQDA software was used. The results of data analysis indicated 9 categories (dimensions) for Teaching/Learning Leadership Effectiveness. Training Delivery dimension consists of 22, Class handling of 8, Planning and readiness of 7,Classroom environment of 9, Monitoring, assessment and following of 8, Cooperation, communication and professional development of 6, Teacher's Individual Features of 13, Participation and interaction of students of 13 and individual differences of 5 components. The results of this study indicated some criteria for the effectiveness of the teacher in the classroom as the leader of Teaching and Learning. By focusing on these dimensions, teachers can continuously measure and develop their knowledge and skills. Also, these dimensions should be considered by managers, supervisors and educational guides and officials and planners.
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.
Mohammad Farzaneh; Javad Poorkarimi; Mitra ezati
Volume 2, Issue 8 , May 2015, , Pages 69-88
Abstract
This research is studying the relationship between ProfessionalCompetencies and psychological empowerment of high school teachers in the county of shirvan. The method of the research is descriptive correlational in collecting data , and is applicative in purpose. The statistical Population of this study ...
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This research is studying the relationship between ProfessionalCompetencies and psychological empowerment of high school teachers in the county of shirvan. The method of the research is descriptive correlational in collecting data , and is applicative in purpose. The statistical Population of this study consisted of all high school teachers (329 teachers) in the county of shirvan in school year 2014-2015 That 177 teachers were selected as sample by using Cochrane formula. data were collected through modified ProfessionalCompetencies questionnaire by Karimi (2009) and psychological empowerment questionnaire by Spreitzer and Mishra (1997) and The reliability of questionnaire was estimated by Cronbach’s alpha coefficient (professional competencies: 0/928 and pschycological empowerement: 0/838). for analyzing data, descriptive statistics (mean, standard deviation and percent) and inferential statistics (kolmogorov-smirnov tests, one-sample t-test, Pearson coefficient of correlation and Stepwise regression analysis.) were used. The main findings are: 1) professionalcompetencies of high school teachers in the county of shirvan is above of average and assumed mean. 2) psychological empowerment of high school teachers in the county of shirvan is above of average and assumed mean. 3) A positive relationship was found between general indicator of professionalcompetencies and psychological empowerment of high school teachers in the county of shirvan (r=0/833). 4) Three components, Intellectualcompetence, Behavioralcompetence and professional ethicscompetence have a significant contribution in prediction of psychological empowerment of teachers.
mina mohebbi; Mirmahmoud Mirnasab; eskandar fathiazar; Toraj Hashemi
Volume 5, Issue 4 , June 2018, , Pages 71-82
Abstract
The present study aimed to compare bullying behavior, school bonding and social competence in the bully and pro-bully students. The subjects were 80 elementary school boys selected by purposeful sampling, cluster random sampling and screening methods. Measurement instruments include the Illinois Bullying ...
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The present study aimed to compare bullying behavior, school bonding and social competence in the bully and pro-bully students. The subjects were 80 elementary school boys selected by purposeful sampling, cluster random sampling and screening methods. Measurement instruments include the Illinois Bullying Scale, Peer Nomination Form, Teacher Nomination Form, Participant Role Scale, School Bonding Scale and Self-report Scale for Social Competence. The results of a Multivariate Analysis of Variance (MANOVA) revealed that mean scores of bully and pro-bully students for the sub-scales of bullying behavior (bullying and fighting) were not significant. Also, no significant difference was found between the bully and pro-bully students for the sub-scales of school and teacher attachment, and school involvement of school bonding. Mean score of pro-bully students for the sub-scale of prosocial behavior of social competence was significantly higher than bully students. In addition, mean scores of the pro-bully students was significantly lower than bullies for the sub-scale of disruptive behavior of social competence. The findings indicate the importance and the role of negative perceptions of social competence have on the incidence of bullying at school. Limitations and implications are discussed.
Masood Kiani; Hamid Rahimi
Abstract
The aim of this study to investigate the relationship between approaches to learning (surface and deep approaches) and educational-personal experiences. Population of the study included students majoring at human sciences and analytical sciences at university of Isfahan, from among which 320 senior students ...
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The aim of this study to investigate the relationship between approaches to learning (surface and deep approaches) and educational-personal experiences. Population of the study included students majoring at human sciences and analytical sciences at university of Isfahan, from among which 320 senior students were selected through cluster sampling. Instruments in this study were two questionnaires, i.e., The Revised Two Factor Study Process Questionnaire (R-SPQ-2F), which was used to measure approaches to learning among participants, and Personal and Educational Development Inventory (PEDI) which measured course experiences. A multi-group structural equation model (SEM) examining approaches to learning effects on educational-personal experiences by university majoring. The results indicated there was a significant positive relationship between deep approaches to learning (deep strategies and motivation) and student’s course experience among students majoring at human sciences and analytical sciences (P<0/01); thus, it was concluded that approaches to learning affected educational-personal experiences. One other finding in this study revealed there was a significant negative relationship between surface approaches to learning (surface strategies and motivation) and student’s educational-personal experiences among students majoring at analytical sciences (P<0/01). While, in students majoring at human sciences, there was a significant negative relationship between surface motivation to learning and student’s cognitive development ( ) and surface strategy and cognitive development ( ), but there was not significant relationships among the other aspect of surface approaches to learning and educational-personal experiences.
Cognitive psychology and school learning
Ali Mostafaei; fatemeh Bayanfar
Abstract
This study aimed to determine the effectiveness of professional training for preschool educators on career self-efficacy and assertiveness among volunteers engaged in preschool education. The research method employed was quasi-experimental, using a pre-test-post-test design along with a control group. ...
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This study aimed to determine the effectiveness of professional training for preschool educators on career self-efficacy and assertiveness among volunteers engaged in preschool education. The research method employed was quasi-experimental, using a pre-test-post-test design along with a control group. The statistical population comprised all volunteers engaged in preschool education in Mahabad who participated in the professional training course for preschool educators at Payame Noor University in 2020, totaling 197 individuals. A sample of 40 individuals was selected through systematic sampling. Data collection tools included 20 specialized training sessions (two sessions per week), a short form of the self-efficacy scale in career decision-making by Betz et al., and the assertiveness questionnaire by Ay, Holland, and Gallacy. The questionnaire was conducted pre-test and post-test. Data were analyzed using analysis of covariance in SPSS software version 24. The intervention demonstrated a significant impact on self-assessment, goal selection, job information, and planning, as components of career decision self-efficacy but, had no significant effect on problem-solving (P < 0.09). Additionally, the intervention also affected assertiveness (P <0.05). Considering the positive impact of training on career decision-making self-efficacy and assertiveness, it is recommended that educational policymakers prioritize specialized and professional training as a foundational element to enhance the success of aspiring preschool educators in their chosen career paths.
Motivation and Learning
Manouchehr Falah; Ahmad Ghazanfari; Maryam Charami; Reza Ahmadi
Abstract
The purpose of the present study was to investigate the mediating role of competence perception in the relationship between the perception of teachers' support and academic demotivation of adolescent students. The research method was descriptive-correlation with structural equation modeling method. The ...
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The purpose of the present study was to investigate the mediating role of competence perception in the relationship between the perception of teachers' support and academic demotivation of adolescent students. The research method was descriptive-correlation with structural equation modeling method. The statistical population included all adolescent students of the second stage of high school in Yazd city, who were studying in the academic year 2020-2021. Among them, 421 were selected by multi-stage cluster sampling method. The measurement tools included Harter's (1981) academic motivation questionnaires, textual teacher support perception, McWhirter and O'Neill (2008) and Harter's self-perception (1989). Structural equation modeling (SEM) and SPSS-21, LISREL-8.72 software were used for statistical analysis. Pearson's correlation results showed that there is a significant correlation between academic apathy and the perception of teachers' support and the perception of competence (p<0.05). Also, the results of the path analysis indicated that the perception of teachers' support is related to academic demotivation through the perception of competence. Based on the findings of the research, the perception of competence and the perception of teachers' support have an effective role in reducing academic demotivation in students
Aspects of ethics, values and social related to school learning
Mahdi Shirzadeh
Abstract
This research was conducted with the aim of explaining the relationship between academic entitlement and impulsivity with academic dishonesty of high school students. The research method was correlational. The statistical population was made up of all high school students of Miandoab city in the academic ...
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This research was conducted with the aim of explaining the relationship between academic entitlement and impulsivity with academic dishonesty of high school students. The research method was correlational. The statistical population was made up of all high school students of Miandoab city in the academic year 1400-1401, and 272 people (137 boys and 135 girls) were selected as a statistical sample using a multi-stage cluster random method. In order to collect data, questionnaires of academic entitlement (Chunning and Campbell, 2009), impulsivity (Patton, Stanford and Barrett, 1995) and academic dishonesty (McCabe and Trevino, 1996) were used. Data analysis was done using Pearson's correlation coefficient and multivariate regression analysis by step-by-step method in SPSS23 software. The findings showed that there is a significant positive relationship between academic entitlement (r=0.43) and impulsivity (r=0.50) with academic dishonesty (p<0.001). The results of the regression analysis showed that academic entitlement and impulsivity can explain 33% of the variance of academic dishonesty; Therefore, it can be concluded that academic entitlement and impulsivity play an important role in predicting academic dishonesty of high school students. It is also suggested that those involved in the field of education should inform teachers and students about the variables of academic competence and impulsivity as effective factors in the process of classroom education to reduce the possibility of academic dishonesty.
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.
Shokufeh Shariatpanah; Ali Mashhadi
Volume 3, Issue 11 , February 2016, , Pages 59-66
Abstract
These days, students’ educational improvement is regarding as one of the most significant factors for evaluating the educational systems; therefore, it is inevitable to consider the impact of educational improvement evaluation on upgrading productivity and improve the effectiveness of educational ...
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These days, students’ educational improvement is regarding as one of the most significant factors for evaluating the educational systems; therefore, it is inevitable to consider the impact of educational improvement evaluation on upgrading productivity and improve the effectiveness of educational system. The present study was done with the focus on investigating the roles of implicational intelligence theories and on students’ educational improvement. The research method is descriptive and the research plan is a kind of correlational plans which was done in ...
MohammadReza Sarmadi; Marjan Masomifard
Volume 3, Issue 10 , December 2015, , Pages 65-72
Abstract
Educational justice has constantly been the focus of teaching and training experts. Growth of new philosophical and educational theories has provided the possibility of its realization. Thus; the aim of this article is to investigate the position of educational justice in evolution of teaching and training ...
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Educational justice has constantly been the focus of teaching and training experts. Growth of new philosophical and educational theories has provided the possibility of its realization. Thus; the aim of this article is to investigate the position of educational justice in evolution of teaching and training system based on constructivism. In this study, the researcher has used descriptive-analytical method to investigate educational justice in positivism paradigm of modern world and constructivism paradigm of post-modern world. Results of this study showed that although educational justice in modern society has been realized by utilization of positivism paradigm through universal and generalizable rules and availability of education for all mankind, its deficiency has caused that in postmodern society, utilization of construction paradigm and using the lodgments of criticism theory and giving a special attention to mankind originality and its individual differences as a newborn paradigm in teaching and training, societal pressures and injustices originate from inattention to individual differences decrease. Thus, it seems that evolution of teaching and training system based constructivism, has made educational justice to be realized more than before.
Faridehsadat Hoseini; Seid bahman Dashti
Volume 4, Issue 14 , November 2016, , Pages 65-80
Abstract
The aim of this study is to survey of the role of personality in tolerance ambiguity in students of different majors. The changes that driven from globalization have been created upward spirals of novelty, complexity and change, that magnifying the experience of ambiguity by communities, groups and members. ...
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The aim of this study is to survey of the role of personality in tolerance ambiguity in students of different majors. The changes that driven from globalization have been created upward spirals of novelty, complexity and change, that magnifying the experience of ambiguity by communities, groups and members. Ambiguity tolerance refers to the individual, s tendency to interpret an ambiguous situation as a threat or a source of discomfort. Based On this, this study has been examined the role of big five factor personality in predict of tolerance ambiguity in students of different majors. Sample included 340 (202 female and 138 male) students of Persian Gulf University to whom the Tolerance ambiguity scale and Big Five Factor questionnaire were given. The results of inter multiple regression showed that openness to experience positively and neuroticism negatively predict tolerance for ambiguity. The results of multiple analysis of variances of openness, neuroticism and majors, showed that the main effect of openness and majors have significant effect on tolerance of ambiguity. Furthermore, the interaction effect of openness and majors has a significant effect on tolerance of ambiguity in students. According to the finding of this research, the ambiguity tolerance is a complex constructs that influenced by both personality traits and majors (index of environment).
bahman zandi; Marjan Masomifard
Abstract
The aim of this study is to investigate the priorities of lifelong learning in the context of current era Literacies (informational, research, educational, media, Computer, environmental, health, emotional, cultural, and financial).This research is descriptive and analytical in terms of its purpose, ...
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The aim of this study is to investigate the priorities of lifelong learning in the context of current era Literacies (informational, research, educational, media, Computer, environmental, health, emotional, cultural, and financial).This research is descriptive and analytical in terms of its purpose, and was implemented in a mixed way (interview and scrolling).The statistical population included all faculty members of Payam-e-Noor University and e-learning students of this university in the academic year of 96-97. 372 students and 86 faculty members were selected by stratified random sampling. In the first step, after studying the literature and background and conducting a semi-structured interview with the experts of the educational system, the literacies of the current era were extracted, and then in the second step, two special checklists for the Faculty members and students were distributed. The results of Friedman's test showed that both faculty members and students have selected information literacy as their first priority, then health literacy was ranked second, students selected emotional literacy as the third grade, while Faculty members' financial literacy was ranked third. Both faculty members and students chose media literacy as the fourth grade. Also, the results of independent t-test for comparing the study subjects showed that from the view point of faculty members the financial, computer, research and educational Literacies are significantly more important while from students' viewpoint environmental, and emotional Literacies are significantly more important. Also for other Literacies, we did not find any difference. In the end, a conceptual model was proposed to prioritize the literacies from the viewpoint of students and faculty members.
fatane fathi; rasol kordnoghabi; abolghasem yaghoobi; khosro rsshid
Abstract
Today, the world of education has shifted its focus from teaching to learning And such an approach is achieved with extensive knowledge of information technology and rich technologies. Therefore, the purpose of this study was to compare education with traditional methods and education with educational ...
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Today, the world of education has shifted its focus from teaching to learning And such an approach is achieved with extensive knowledge of information technology and rich technologies. Therefore, the purpose of this study was to compare education with traditional methods and education with educational software in the levels of learning, understanding and application of Mathematics and science in sixth grade female students in Khorramabad. Participants in this study included sixth grade students. This study was conducted on two sixth grade students from two schools, one with educational software and the other no educational software. For this purpose, 60 elementary sixth grade students of Khorramabad city were selected by cluster sampling method. The research tools included the Bloom Educational Objectives Survey Questionnaire designed to measure students' learning levels at the level of knowledge, understanding and application in mathematics and science. Multivariate analysis of variance was used to analyze the data. The results of multivariate analysis of variance showed that there is a significant difference between traditional education and software training in the levels of knowledge, understanding and application of mathematics and science. One-way analysis of variance showed that there is a significant difference between the traditional teaching method and the software-based teaching method in the learning levels of science and mathematics at the level of understanding the mathematics and the knowledge levels of the science lessons.
Saeid Mazloumian; Ahmad Rastegar; Somayeh Khazaei
Volume 5, Issue 2 , December 2017, , Pages 67-80
Abstract
The aim of this study was to evaluate the effect of classroom psychosocial climate dimensions on academic boredom with regard to the mediating role of task value. To do this, 328 male and female 3rd grade high school students from Borazjan were chosen via randomized cluster sampling and answered to the ...
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The aim of this study was to evaluate the effect of classroom psychosocial climate dimensions on academic boredom with regard to the mediating role of task value. To do this, 328 male and female 3rd grade high school students from Borazjan were chosen via randomized cluster sampling and answered to the scales of the study consisting Pekrun et al. (2002, 2005) boredom scale, Michaud et al. (1985) classroom psychosocial climate scale, and Pintrich (1991) task value scale. Path analysis was utilized in order to analyze the data. Results showed that student participation in classroom activities; at last, attachment dimensions of students (β=-0.33, p
somayeh davodi
Volume 1, Issue 4 , April 2014, , Pages 69-76
Abstract
The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan ...
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The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan (1970)’s formula used, and 230 students selected used simple random sampling. After analyzing the collected questionnaires, results indicated that research model has a good fitness and the direct effects of academic self-efficacy, cognitive, motivational and behavioral engagement on academic achievement were significant. Compared to other variables, cognitive engagement exerted the most significant effect on academic achievement. Academic self-efficacy had a direct effect on academic achievement and also exerted an indirect effect on academic achievement through cognitive, motivational and behavioral engagement. Results also indicated that path coefficients in girl`s model (academic self-efficacy, cognitive, motivational and behavioral engagement and academic achievement) are more significant than those of boy`s model but, there was no significant difference between all the other path coefficients.
Keivan Moradi; Mozaffaroddin Vaezi; Mohammad Farzaneh; Mohammad Mirzaei
Volume 2, Issue 5 , July 2015, , Pages 69-80
Abstract
The present paper aims to investigate the relationship between academic optimism and academic achievement in boys high schools students of districts 6, 9 in Tehran city. Descriptive- correlation method was used. The statistical population consists of all the students of those schools (14304 student). ...
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The present paper aims to investigate the relationship between academic optimism and academic achievement in boys high schools students of districts 6, 9 in Tehran city. Descriptive- correlation method was used. The statistical population consists of all the students of those schools (14304 student). According to Morgan table, 375 students were selected as samples. Multistage sampling method was used in this research. Student academic optimism questionnaire (Tschannen-Moran et al, 2013) and the average student scores was used for data collection. The questionnaire reliability was evaluated based on cronbach’s alpha (students academic optimism =α0.923). To analyze data inferential statistics (pearson coefficient of correlation and step wise regression) were used. The findings are as follows: [1] There was a significant positive relationship between student's academic optimism and academic achievement in boys high schools of districts 6, 9 in Tehran city. [2] Among students academic optimism dimensions (students academic press, students trust in teachers, students identification with school), students academic press accounted for the highest degree of variance in academic achievement.
Nasibeh pourasghar; Hosein Zare
Volume 3, Issue 9 , August 2015, , Pages 69-82
Abstract
The aim of this research is analysis of the relation of the previous experience of computer with the performance in computer related-tasks with regard to the role of mediation of self-efficacy and computer anxiety which has been carried out with planning the conceptual model based on path analysis. For ...
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The aim of this research is analysis of the relation of the previous experience of computer with the performance in computer related-tasks with regard to the role of mediation of self-efficacy and computer anxiety which has been carried out with planning the conceptual model based on path analysis. For doing this, 282 undergraduate students (142 female and 140 male) from the Payame Noor University of Germi and bilesavar were selected through relative class sampling. They completed a questionnaire composed of a computer anxiety scale, a computer self - efficacy scale and a computer experiences questionnaire. Practical computer test scores were used to measure the performance of tasks connected to computer. The results showed that the previous computer experience has a significantly indirect effect on computer performance through the mediating role of computer anxiety and computer self-efficacy. Computer anxiety has a significantly indirect effect on computer performance with the mediation of computer self-efficacy. The suggested model has a good fitness with the research data and could also explain 0.72 of the computer performance variance.
Maryam Mahmoudi; Ahmad Borjali; Hamid Alizadeh; Bagher Ghobari-Bonab; Hamed Ekhtiari; Saeed Akbari-Zardkhaneh
Volume 4, Issue 13 , August 2016, , Pages 69-84
Abstract
This study compared emotion regulation in children with learning disorders and normal in ages 9 to 11. The design of this study was descriptive-post facto one. The sample consists of 30 children with learning disorders and 30 normal children which were selected in available from Tehran city. The two ...
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This study compared emotion regulation in children with learning disorders and normal in ages 9 to 11. The design of this study was descriptive-post facto one. The sample consists of 30 children with learning disorders and 30 normal children which were selected in available from Tehran city. The two instruments, Emotion Regulation Checklist (ERC) and Emotion Regulation Questionnaire (ERQ) were performed. ERQ was filled out by children. ERC was filled out by their parents. Data analysis showed that comparing normal children and LD children showed higher liability/negativity and lower score in using of emotion regulation of reappraisal. The findings of main and interaction effects of demographics were also examined in detail at the following article. Accordingly, we suggest that emotional problems in this group should be more considered by professionals and teachers, and related programs should be designed in order to improvement of the problems of these children.
Fateme Giyahi; Ali Mohammad Rezaei; Farahnaz Kianersi
Abstract
The purpose of this study was to determine the psychometric properties of lifelong learning scale (lls) among Semnan University students. the selected sample in this correlation study included 417 students (183 male&243 female) who were randomly selected using stratified method and completed study ...
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The purpose of this study was to determine the psychometric properties of lifelong learning scale (lls) among Semnan University students. the selected sample in this correlation study included 417 students (183 male&243 female) who were randomly selected using stratified method and completed study scales. Exploratory factor analysis with Principal Component Analysis method was conducted to determine the construct validity. The principle component analysis revealed that the lls consist of two factors: “self-direction and self-evaluation” and “application of knowledge and skills”. Also, data analysis showed that internal consistency of self-direction and self-evaluation factor was 0/47 and application of knowledge and skills factor was 0/63. The test- retest reliability was 0/81 and 0/70, respectively. The negative correlation between scores of lifelong learning and academic burnout (r = - 0/46; p ≤ 0/01) represents the divergent validity of the questionnaire and positive correlation with deep learning (r = 0/52; p ≤ 0/01) represents the convergent validity. There was significant relationship between lifelong learning and achievement motivation (0/49) and there was positive correlation between lifelong learning and academic achievement (0/16). Therefore lifelong learning questionnaire has suitable construct validity, convergent and divergent validity and test- retest reliability, but due to insufficient internal consistency, this scale needs to be more investigating, and it is recommended that future studies be reviewed and the internal consistency of the questionnaire will be improved by increasing the number of questions
Parvin Mirzaei; Sogol Ghamari
Abstract
The purpose of this study was to determine the effectiveness of group play therapy, storytelling and creative drama on anxiety reduction in elementary male students in Tehran. The design of the study was quasi-experimental, pre-test, and post-test with control group, which is considered as an applied ...
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The purpose of this study was to determine the effectiveness of group play therapy, storytelling and creative drama on anxiety reduction in elementary male students in Tehran. The design of the study was quasi-experimental, pre-test, and post-test with control group, which is considered as an applied research in terms of purpose. The statistical population included all male students of the first elementary school in Tehran. 45 students with anxiety syndrome were selected randomly in a cluster, and randomly assigned to three groups of fifteen. Also, a group of 15 students was selected as a control group. Group play therapy in 9 sessions, storytelling with 5 stories and 7 sessions, and creative drama in 10 sessions, each run for 30 to 45 minutes in experimental groups. The data collection tool was Screen for Child Anxiety Related Disorders (SCARED), and the data were collected in three stages, pre-test, post-test and follow-up < span lang="AR-SA" dir="RTL">.The results of multivariate analysis of covariance showed that group play therapy, storytelling and creative drama had a significant effect on the reduction of anxiety and this effect has been preserved in the follow-up phase. The results of this study can be recommended to mental health professionals working with children.
Toraj Hashemi Nosrat Abad; Shahram Vahedi; Javad Amani Saribagloo
Volume 2, Issue 6 , November 2014, , Pages 71-80
Abstract
The aim of current research was to investigate the relationship between school culture, basic psychological needs (autonomy, competence and relation) and academic performance in a form of causal model. For this research, 420 fourth grade male students in a high school in Urmia city were selected by using ...
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The aim of current research was to investigate the relationship between school culture, basic psychological needs (autonomy, competence and relation) and academic performance in a form of causal model. For this research, 420 fourth grade male students in a high school in Urmia city were selected by using cluster sampling method. They answered to school culture and basic psychological needs questionnaires. Path analysis was used for data analysis. The findings revealed that tested model had sufficient fit and predicted 24% of changes of academic performance, 11% need for autonomy, 5% need for competence and 7% of variance of need for relation. Need for autonomy had positive and significant effect on academic performance. The effect of need for competence on academic performance was positive and significant. Also, need for relation had positive and significant effect on academic performance. The effect of school culture on need for autonomy, competence and relation was positive and significant. In general, research findings showed that both individual (e.g. basic psychological needs) and contextual variables (e.g. school culture) have important roles in prediction of students' academic performance.
Mojtaba Rafiei; Hadi Ghaffari; Meysam Khorami
Volume 4, Issue 16 , May 2017, , Pages 71-84
Abstract
The aim of this study is to evaluate the effectiveness of e-learning methods from the perspective of students in the Markazi Province PNU. The used research method is descriptive survey. The study population is 400 postgraduate students those used e-learning methods which provided byPNU of Markazi ...
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The aim of this study is to evaluate the effectiveness of e-learning methods from the perspective of students in the Markazi Province PNU. The used research method is descriptive survey. The study population is 400 postgraduate students those used e-learning methods which provided byPNU of Markazi Province. The sample size was estimated, by using Morgan table, 196 individuals who have been randomly selected.To collect data, multiple-choice questionnaire with 38 questions was used including eight variables. Reliability, based on Cronbach's alpha coefficient was 0.92, and its validity was confirmed by experts. In this study, based on the normal distribution of variables, univariate t-test is used for each item and interpreted. The results showed that users of e-learning system have desirable access, appropriate support as well as appropriate offering lessons. Also, we came to the conclusion that from the view points of test and evaluations, exercises and assignments, information resources, electronic contents and user interface, users of e-learning system have not a good and desirable situation.
Maryam Mahdian; Zahra Karami Baghteyfouni
Abstract
The purpose of this study was to investigate the effectiveness of extracurricular educations of the pishtazan organization on increasing the students’ creativity and happiness. The research method was semi-experimental by pretest-post test with unequal control group design. The statistical ...
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The purpose of this study was to investigate the effectiveness of extracurricular educations of the pishtazan organization on increasing the students’ creativity and happiness. The research method was semi-experimental by pretest-post test with unequal control group design. The statistical population lincluded all Joveinian female students in secondary high school in 97-98 educational year. A sample of 30 students were randomly assigned to experimental and control groups. The treatment phase was planned in ten 90-minute sessions that wes given to experimental group. To gather data, the researcher used Torrance’s creativity and Oxford’s happiness questionaire. The results showed that there is a significant difference between two groups in creativity and happiness based on co-variance analysis. Finally, results indicated the role and importance of extracurricular educations of the pishtazan organization in increasing the students’ creativity and happiness.
