mohammad borna; Mahboobeh Fouladchang; Bahram Jokar; Farideh yousefi
Volume 5, Issue 4 , June 2018, , Pages 39-52
Abstract
The purpose of this study was to examine the effect of connectivism instructional method in comparsion with communicative and grammar-translation on English academic engagement among students. The current study was a 3 (instructional methods) *2 (gender) factorial design with pre-post-test. Statistical ...
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The purpose of this study was to examine the effect of connectivism instructional method in comparsion with communicative and grammar-translation on English academic engagement among students. The current study was a 3 (instructional methods) *2 (gender) factorial design with pre-post-test. Statistical population included all the high school students in grade 3 from Ramhormoz city. Participants included students in six classes that were selected by available sampling method and then completed the academic engagement questionnaire (Reeve, 2013), too. The results showed the connectivism instructional method was significantly more effective than other methods. Based on the results of this research, it is concluded that connectivism instructional method provide unique opportunities for engaging of students by managing of available khowledge. Accordingly, this research suggests the application of connectivism instructional method in order to increase English academic engagement as a foreign language for the students.
Roghayeh Ghorbani; Mahbobeh foolad Chang
Volume 2, Issue 8 , May 2015, , Pages 31-42
Abstract
In recent years, more attention is paid to the more subtle aspects of school life such as students' well - being. Therefore, knowing personal and social factors related to well - being is necessary. The aim of this research is to study the relation of self- regulation and communal mastery to psychological ...
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In recent years, more attention is paid to the more subtle aspects of school life such as students' well - being. Therefore, knowing personal and social factors related to well - being is necessary. The aim of this research is to study the relation of self- regulation and communal mastery to psychological well - being. The research is correlational and the sample consisted of 300 (130 male, 170 female) students from Shiraz schools were chosen by multistage random cluster sampling. They completed self - regulation (Bouffard et al., 1995) communal mastery (Hobfoll, 2000) and psychological well-being (Ryff, 1989)Questionnaires. For data analysis, Pearson correlations and stepwise regression analysis were used. The results indicated a significant positive relationship between the dimensions of self - regulation (metacognition, cognition & motivation) and communal mastery to psychological well-being. Also, the results showed that metacognition, motivation and communal mastery could explain 26% of psychological well-being variations. In sum, these results showed that teachers must remind students the importance of personal efforts and proper help - seeking.
