Cognitive psychology and school learning
Ahmadreza Akbari; Mohammadhasan Seif; Seyd mohammad Shobeiri; Saeed Talebi
Abstract
The objective of this study was to provide a causal model of factors that influence the psychological outcomes of environmental protection simulation training among secondary school students in Shiraz. To achieve this, a multi-stage random cluster sampling method was employed based on Cochran's formula, ...
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The objective of this study was to provide a causal model of factors that influence the psychological outcomes of environmental protection simulation training among secondary school students in Shiraz. To achieve this, a multi-stage random cluster sampling method was employed based on Cochran's formula, resulting in the selection of 620 students from secondary schools in Shiraz. After using Environmental simulation game, and an amalgamated questionnaire of Keller's game motivation questionnaires (2010), social presence Arba et al. (2008), Need for Cognition Cacciopo and Petty (1982), Mahat Self-Efficacy Scale, Mahd Ayoub and Wang (2012) and environmental engagement questionnaire, 605 questionnaires were completed and returned to the researcher. Out of the distributed questionnaires, 605 were completed and returned to the researcher. The findings revealed that variables such as social presence and the need for cognition have a significant direct and indirect impact on environmental engagement among students, mediated through self-efficacy and motivation variables. Furthermore, model fitting indicators demonstrated that the proposed research model aligns well with the data gathered from secondary school students. In total, 25% of the variations observed in the environmental engagement variable, the primary outcome of the educational simulation, were attributed to the variables of social presence, need for cognition, self-efficacy, and motivation.
saeid mazlomian; ahmad rastegar; mohammad hasan seif; reza ghorban jahromi
Volume 1, Issue 4 , April 2014, , Pages 42-54
Abstract
The present study aimed at investigating the mediating role of motivational beliefs (i.e., task value, academic self-efficacy, and achievement goals) and cognitive engagement in the relationship between previous and current academic achievement. To do so, 473 (305 female and 168 male) undergraduate ...
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The present study aimed at investigating the mediating role of motivational beliefs (i.e., task value, academic self-efficacy, and achievement goals) and cognitive engagement in the relationship between previous and current academic achievement. To do so, 473 (305 female and 168 male) undergraduate students from Fars Province Payame Noor University were chosen through multi-stage cluster sampling and completed a self-report questionnaire consisted of task value, academic self-efficacy, achievement goals, and learning strategies. The students' final academic GPA was used as indicator of current academic achievement and their GPA in the last semester was used as indicator of previous academic achievement. The results generally indicated that task value, academic self-efficacy, and achiev-ement goals have indirect effect on mathematics achievement through the mediatory role of superficial and deep learning strategies. Moreover, students’ previous academic achievement had both direct and indirect effect on mathematics achievement. In discussion and result sector , we will talk about findings in more detail.
