Samad Abedi; Bahman saeidipour; Mehran Farajollahi; MohammadHasan Seif
Volume 2, Issue 8 , May 2015, , Pages 43-68
Abstract
The aim of this research is studying the relationship between the variables of Intelligence beliefs, epistemological beliefs, and motivational beliefs with each other as well as their role in self - regulated learning strategies (Cognitive and Metacognitive Strategies) of Payame Noor University students ...
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The aim of this research is studying the relationship between the variables of Intelligence beliefs, epistemological beliefs, and motivational beliefs with each other as well as their role in self - regulated learning strategies (Cognitive and Metacognitive Strategies) of Payame Noor University students in a causal Model framework and through Path Analysis. in order to test the hypotheses, a sample of 600 students from Payame Noor University centers were selected randomly by using multiple cluster sampling and stratified sampling, and answered a self - report questionnaire consisting scales of the epistemological beliefs (Schommer, 1993; revised by Manavipour, 2012), educational self-efficiency and self-regulated learning strategies (Pintrich & De Groot, 1990), intelligence beliefs (Abd-El-Fattah & Yates, 2006), and achievement goals (Middleton & Midgley, 1997). Results indicated that the proposed causal model after revision enjoys a good fit index, and the variables described 29 and 35 percent of the total variance of cognitive and metacognitive strategies. In general, according to the results of this study, intelligence beliefs not only have a direct effect but also can indirectly have an impact on students’ self-regulated learning strategies through epistemological beliefs, achievement goals, and educational self - efficiency. Also, Results indicated that students’ intelligence beliefs, especially incremental intelligence beliefs, through the mediation of epistemological beliefs, achievement goals, educational self - efficiency, can be effective on students’ self - regulated learning strategies and finally their performance. Therefore, it is essential that these beliefs be enhanced through enriching the living and learning contexts.
Bahman Saeidipour; Fatemeh Sadat Mirmoeini
Volume 2, Issue 7 , February 2015, , Pages 53-64
Abstract
The purpose of this study is to evaluate effectiveness of teaching components of self-directed learning (based on Pintrich's model), on intrinsic valuation of gifted students in Kermanshah and their final grade in mathematics. The experiment was performed using quasi-experimental method with Solomon ...
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The purpose of this study is to evaluate effectiveness of teaching components of self-directed learning (based on Pintrich's model), on intrinsic valuation of gifted students in Kermanshah and their final grade in mathematics. The experiment was performed using quasi-experimental method with Solomon four-group design .60 of students were randomly selected as sample, divided into groups of 15 randomly selected students. A questionnaire was used in this study: Motivated Strategies for Learning Questionnaire (MSLQ); It`s reliability and predictive validity has already been confirmed. Also, in order to evaluate mathematics grades, two teacher-made tests were used which were confirmed a validated by the supervisor and consultant, in addition to chiefs of respective educational groups. Results from data analysis showed that: Teaching components of self-directed learning (based on Pintrich's model) has 17.9% positive impact on intrinsic valuation of gifted students but it had no effect on their grade in mathematics. Even though, while analyzing the averages from Solomon four group design, it was deducted that pre-test grades in mathematics had no effect on post-test grades of the same subject and the average grade of post-test for control group is more than that of pre-test for inspection group. Above results indicate necessity of paying more attention to training in components of self-directed learning, and boosting intrinsic valuation, when considering gifted students.
