Cognitive psychology and school learning
Ahmadreza Akbari; Mohammadhasan Seif; Seyd mohammad Shobeiri; saeed talebi
Abstract
AbstractThe aim of the current research is providing a causal model of factors affecting the psychological outcome of environmental protection training course in the simulation form, among the students of secondary school in Shiraz. For this purpose, a random multi-stage cluster sampling and Cochran's ...
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AbstractThe aim of the current research is providing a causal model of factors affecting the psychological outcome of environmental protection training course in the simulation form, among the students of secondary school in Shiraz. For this purpose, a random multi-stage cluster sampling and Cochran's selection formula are used and 620 students are selected. 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. The results showed that the variables of social presence, the need for recognition and directly and indirectly through mediation Self-efficacy and motivation variables have a significant effect on environmental involvement among students. Also investigating the fitting indicators showed that the proposed research model has a good fit with the data collected from the students of the secondary school. In total, 25 percent of the total changes in the environmental engagement variable as the most important outcome of educational simulation is caused by the variables of social presence, need for recognition, 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.
