Motivation and Learning
Narges Masihpour; Soheila Hashemi; habibollah naderi
Abstract
In the current research, the relationship between epistemological beliefs and academic self-determination with academic procrastination was investigated through the mediation of academic emotions. The research method employed was descriptive-correlational. The participants of the study were 320 undergraduate ...
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In the current research, the relationship between epistemological beliefs and academic self-determination with academic procrastination was investigated through the mediation of academic emotions. The research method employed was descriptive-correlational. The participants of the study were 320 undergraduate students from various fields and faculties of Mazandaran University, Babolsar Campus, selected through stratified random sampling. To measure the variables under study, the following questionnaires were utilized: Academic Procrastination Scale (Solomon & Rothblum, 1984), Epistemological Beliefs Inventory (Bayless, 2009), Academic Motivation (Vallerand et al., 1989), and Academic Emotions Scale (Pekrun et al., 2005). The proposed model was evaluated using structural equation modeling with AMOS software version 26. The mediating relationships in the proposed model were tested using the bootstrap procedure. The results indicated that the proposed model had a good fit with the data, also the results showed that the dimensions of epistemological beliefs and academic self-determination had significant indirect effects on academic procrastination through academic emotions.
Distance education, virtual learning and e-learning
Afife Qanbari; Soheila Hashemi; Khosro Rashid
Abstract
This research was conducted with the aim of predicting the Germane cognitive load resulting from virtual education based on the quality of education and metacognitive knowledge of students. The statistical population of the research included all undergraduate students of the Faculty of Humanities of ...
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This research was conducted with the aim of predicting the Germane cognitive load resulting from virtual education based on the quality of education and metacognitive knowledge of students. The statistical population of the research included all undergraduate students of the Faculty of Humanities of Mazandaran University in the academic year of 1399-1400 with a number of 1911 students, 380 of whom participated in the research through proportional stratified sampling. The tools of this research included: cognitive load questionnaire (Kalpesh, Schmidts and Sofret, 2017), metacognitive state questionnaire (O'Neill and Abedi, 1996) and a questionnaire for evaluating the quality of services of virtual learning systems based on the servqual model (Mohammadzadeh, 1398). The obtained data were analyzed through SPSS version 22 software.Simultaneous multiple regression analysis showed that the quality of virtual education based on SERVQUAL model and metacognitive knowledge are significant predictors for Germane Cognitive Load and were able to explain 12% of the Germane Cognitive Load variance that means by increasing the quality of virtual education based on the indicators of the SERVQUAL model and students' metacognitive knowledge, conditions will be created to increase the desired cognitive production and better and more effective learning.
Mona Hasanzadeh Taleshi; Soheila Hashemi; Samad Izadi
Abstract
The aim of this study was to determine the challenges of developing the smart schools from the viewpoint of administrators and teachers of these schools in Babolsar district. The method of collecting information was descriptive, of the kind survey and analysis. At the first step, the information and ...
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The aim of this study was to determine the challenges of developing the smart schools from the viewpoint of administrators and teachers of these schools in Babolsar district. The method of collecting information was descriptive, of the kind survey and analysis. At the first step, the information and the questions of this research was obtained through survey and interviews with the main officials of the smart schools’ project in department of Education and Training in Babolsar district. So, the questions related to the questionnaire were collected in a list. Finally, in order to answer the question, the questionnaire was distributed among 21 administrators and 131 teachers in these schools. The results showed that low use of internet among teachers, the weak experience among teachers in using modern teaching methods and the lack of reliable electronic content of lessons were the main challenges of development in the smart schools. The lack of required foundations such as local network and internet connection, the lack of preparation and the necessary backgrounds for using information technology in management of school, lack of motivation and interest in the teaching profession and lack of motivation among students to use the equipment were the least challenges of development in the smart schools in Babolsar district. Finally, if we identify the challenges of the smart schools and equip them with eqipments, the science will exceed the textbooks. Therefore, teaching and learning methods will be expanded from mere remembering to critical thinking and evaluation of information sources.
Mohammad Rezazadeh Shermeh; Soheila Hashemi
Abstract
The aim of this study was to compare three methods of teaching based on the cognitive load theory (CLT), multimedia education, and speech on the level of achievement and motivation of students in learning the fourth elementary science course, which was done as a quasi-experimental project. The statistical ...
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The aim of this study was to compare three methods of teaching based on the cognitive load theory (CLT), multimedia education, and speech on the level of achievement and motivation of students in learning the fourth elementary science course, which was done as a quasi-experimental project. The statistical population of the study was the students of a school equipped with information technology in Mahmudabad city. The tools of this research include 1. Researcher-made learning test in the fourth science course 2. Questionnaire of academic achievement motivation of Verland et al. (1985) 3. Academic motivation scale (AMS) and 4. Measurement scale of Pass and Van Merriënboer (1993). The results of the questionnaires and the learning test were analyzed by using ANOVA. The results showed that the level of learning, the motivation of students who were under teaching based on cognitive load theory was significantly higher than students who received multimedia education and speech. Also, the mean of the cognitive load in speech group was 4.47, multimedia group 3.82, and in training group based on cognitive load theory 3.63. This means that students in the teaching group based on cognitive load theory received less cognitive load than students in other groups. Based on the results of this study, it is suggested that teachers and educational planners train the basic principles of cognitive theory so that they learn these principles and due to the limited capacity of students' active memory and the motivational aspects of the learning environment, they apply them in teaching and planning lessons.
