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
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.
