Cognitive psychology and school learning
Abolghasem Yaghoobi; Masoomeh Azizi; afshin Afzali; Taherh Haghtalab
Abstract
The current study aimed to examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical population consisted ...
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The current study aimed to examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical population consisted of all female students in the first year of secondary school in the academic year 2022-2023 in the city of Hamedan. Forty students with low academic motivation selected for sample selection by sampling method and randomly placed in two groups: the test group (20 students) and the control group (20 students). After grouping and conducting the pre-test, the test group presented with 10 sessions of training in metacognitive strategies. Then post-tests conducted for both groups. The data collection tools included the Academic Motivation Questionnaire of Wallerand et al. (1992), Questionnaire on the Skill of Concentration of Savari and Orkei (2015) and The Questionnaire of the Academic Hope of the Kharmaei and Kemari (1396). In order to analyze the data, covariance analysis using SPSS27 software employed for data analysis. The findings indicated that teaching metacognitive strategies had a significant positive and meaningful impact on students with low academic motivation (p < 0/01). Therefore, it can concluded that teaching metacognitive strategies improves concentration skills and strengthens academic hope in students and these factors together increase their academic motivation. Accordingly, it suggested that teachers encourage students to use metacognitive strategies more actively and effectively for better learning and motivational outcomes.
AliAkbar Sharifi; Zeinab Khorami
Abstract
The aim of this study was to investigate the effectiveness of The Parenting Program to mothers on executive functions and academic motivation of children with attention deficit hyperactivity disorder. The research method was quasi-experimental with pretest-posttest with a control group. The statistical ...
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The aim of this study was to investigate the effectiveness of The Parenting Program to mothers on executive functions and academic motivation of children with attention deficit hyperactivity disorder. The research method was quasi-experimental with pretest-posttest with a control group. The statistical population included all mothers of children with ADHD in Kashan, from whom 32 people were selected by convenience sampling and randomly assigned to experimental and control groups. Harter’s academic motivation questionnaire (1981) and Behavior Rating Inventory of Executive Function were used. After the pre-test, the experimental group received positive parenting training in 7 sessions of 60 minutes, and the control group did not receive any training. After all training sessions, a post-test was performed. Data were analyzed by analysis of covariance and SPSS-26 software. The results showed that positive parenting education to mothers has a significant effect on executive functions and academic motivation (F = 71.63 and p <0.01) of children with attention deficit hyperactivity disorder. It seems that positive parenting education for mothers improves executive functions and academic motivation of children with attention deficit hyperactivity disorder.
masoomeh ranjbakhsh; Malek Mirhashemi; Khadijeh Abolmaali
Abstract
The aim of this study was modeling the productivity academic performance based on impulsivity, delayed reward discounting, and social-emotional skills mediated by academic motivation. In a descriptive study of correlation with the present structural equation model, among the statistical population ...
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The aim of this study was modeling the productivity academic performance based on impulsivity, delayed reward discounting, and social-emotional skills mediated by academic motivation. In a descriptive study of correlation with the present structural equation model, among the statistical population including all adolescent girls aged 16 to 18 years in Tehran in the academic year 2019-2020, a statistical sample of 350 people were selected by multi-stage cluster sampling method and by academic performance, academic motivation and emotional-social competency questionnaires were assessed. The descriptive statistics (Mean, standard deviation, skewness and elongation, etc.) and inferential statistics (Pearson correlation coefficient and structural equations) were used to analyze the data by using SPSS and AMOS statistical software. The results of data analysis showed that there is a direct relationship between social emotional skills and academic performance (p<0.01) and academic motivation mediates this relationship significantly (p<0.01). The results of the present study can be used as a framework for designing educational programs to enhance students' academic performance.
Hojjat Mahdavi rad; valiollah farzad; Shirin Kooshki
Abstract
The purpose of the present study was to explanation the model of academic performance based on academic motivation, achievement goals and academic self-efficacy with the mediation of academic engagement of secondary school students in Tehran city. The research was practical and the method was correlational ...
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The purpose of the present study was to explanation the model of academic performance based on academic motivation, achievement goals and academic self-efficacy with the mediation of academic engagement of secondary school students in Tehran city. The research was practical and the method was correlational with structural equation modeling. The statistical population was all second-grade students, who were selected by multi-stage cluster sampling(470). The research instruments were the Miguel et al. Achievement goals Questionnaire, Wallarand et al. academic Motivation Questionnaire, Morris academic Self-Efficacy Questionnaire, and Pintrich et al. the Motivation Strategy Questionnaire for learning. The data were analyzed using correlational methods and structural equation modeling. The results showed that model of research variables had a favorable fit. In the assumed model, academic motivation with academic performance is mediated by academic engagement, has a complete effect and direct effect and indirect effect is non-significant. The goals of progress with academic performance with the mediation of academic engagement had a complete and direct effect and a non-significant indirect effect. The effect of academic self-efficacy with academic performance with the mediation of academic engagement had a complete effect and a significant direct effect, but the indirect effect is not significant. The effect of academic self-efficacy was significant with academic performance at the 5% level. The results showed that the variable of self-efficacy has a significant effect on academic performance and can explain 35% of the variance of academic performance.
Seyedeh Mahrokh Mosavi; Alireza Kiamanesh; Mahnaz Akhavan Tafti
Volume 5, Issue 4 , June 2018, , Pages 9-24
Abstract
The main objective of this study was to find out the role of student-level and teacher-level on academic achievement. Research population included students and teachers of Tehran’s vocational and technical schools. 10 regions from 5 Tehran’s educational districts and 2 schools from each region ...
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The main objective of this study was to find out the role of student-level and teacher-level on academic achievement. Research population included students and teachers of Tehran’s vocational and technical schools. 10 regions from 5 Tehran’s educational districts and 2 schools from each region were selected, with a total of 906 third-grade students (girls and boys) from these schools and from 39 classes using multi-stage sampling. 123 teachers from the same classes and schools were also chosen for this study. Standard AMS and MSLQ questionnaires were used for academic motivation and academic engagement, respectively, as well as researcher-made questionnaires for knowledge and professional skills of teachers and professional- contextual characteristics questionnair, peer-assisted learning and quality of education. Reliability and validity of the questionnaires were assessed using Cronbach's alpha coefficient, content and construct validity (exploratory factor analysis). Academic achievement was calculated using the average of three grades including GPA (grade point average) of the previous year, GPA of three core courses and GPA of practical courses. Data was analyzed using descriptive statistics, correlation matrix, confirmatory factor analysis, and multi-level analysis. Results of multilevel analysis showed the average academic achievement of students in different classes (i.e. different teachers) was significantly different. In addition, the effect of experience, gender and education level of teachers on students’ academic achievement were insignificant. However, there was a positive and significant effect of quality of education on the academic achievement. At the whole classroom model, 7.27%, and 22.28% (nearly30%) of the variance for academic achievement were related to the student-level and teacher-level, respectively. Findings of the research show the importance of teacher level factors -at higher level- influencing other variables in predicting academic. achievement.
mohammad seidsalehi; noorali farrokhi
Volume 4, Issue 16 , May 2017, , Pages 9-22
Abstract
This research was conducted to determine the causal relationships of variables that have most effect on academic self-handicapping in the university students of Tehran. The population was the university students of Tehran that 520 people were selected as a sample from the universities of Allameh Tabataba’i, ...
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This research was conducted to determine the causal relationships of variables that have most effect on academic self-handicapping in the university students of Tehran. The population was the university students of Tehran that 520 people were selected as a sample from the universities of Allameh Tabataba’i, Tehran, south branch of Payam-e-Noor & Islamic Azad through voluntary sampling. The research tools was include the short form of NEO Personality inventory, perfectionism Multidimensional Questionnaire, General self-efficacy Questionnaire, classroom motivational scale, academic self-handicapping Questionnaire, self-esteem Questionnaire. The data were analyzed using structural equations modeling. The findings provided a robust support for the hypothesized structural relationships and show that personality traits, perfectionism, self-esteem, academic performance and academic motivation could directly affect academic self-handicapping and self-efficacy could indirectly affect academic self-handicapping with the mediating effects of academic performance. Also personality traits and perfectionism could indirectly affect academic self-handicapping with the mediating effects of academic performance and academic motivation. With the increase in neuroticism and by reducing the openness experience, academic self-handicapping will probably emerge and also high level of self-esteem, self-efficacy and academic motivation Will lead to lower levels of academic self-handicapping but high level of perfectionism and academic performance Increases the academic self-handicapping behaviors.
Aliasghar bayani
Volume 4, Issue 16 , May 2017, , Pages 61-70
Abstract
The aim of the present study was to examine the casual relationship of work hope and academic achievement with mediating role of academic motivation among undergraduate unemployed students. Three hundred and ten (190 males, 120 females) unemployed students were selected by cluster sampling from students ...
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The aim of the present study was to examine the casual relationship of work hope and academic achievement with mediating role of academic motivation among undergraduate unemployed students. Three hundred and ten (190 males, 120 females) unemployed students were selected by cluster sampling from students of Islamic Azad University, Azadshar branch. The used research instruments in this study were Work Hope Scale (WHS, Juntunen & Wettersten, 2006) and Academic Motivation Scale (AMS, Vallerand, et al, 1992). Academic achievement of the students was measured by their grade-point average. The data were analyzed by using correlation coefficient and path analysis. The results indicated that work hope had indirect effects on academic achievement through academic motivation. There was a significant positive relationship between, academic motivation and academic achievement. Extrinsic motivation had indirect effects on academic achievement. Amotivation and intrinsic motivation had direct effects on academic achievement. The causal model about relationship between work hope and academic achievement mediated by academic motivation was confirmed.
Parinaz Purali; Maryam Seyf Naraghi; Ezzatollah Naderi
Volume 3, Issue 11 , February 2016, , Pages 67-81
Abstract
The present article is a survey on the quality of using humanistic education components with focusing on elementary student’s school motivation achievement according to the teachers and principals of 2nd education district of Tehran. This is an applied research and is done as a field study research. ...
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The present article is a survey on the quality of using humanistic education components with focusing on elementary student’s school motivation achievement according to the teachers and principals of 2nd education district of Tehran. This is an applied research and is done as a field study research. The research community included two groups from 2nd district in Tehran in educational year 93-94: Principals & Teachers in public and private primary schools (boys and girls schools). The sample groups, chosen according to Cochran-Morgan table, consisted of 183 Principals (managers & assistants) and 295 teachers that were chosen through stratified random sampling. Studying the literature review in humanistic education field, the questionnaire prepared by the researcher was formed in four different components to gather data. Face and content validity of the research were determined with the help of university professors and its reliability was determined through Cronbach's Alpha (0.824). The gathered data was analyzed with SPSS software and non-Parametric Chi square Tests. The results show that the using of all four components is not satisfactory, therefore, regarding to the importance of humanistic education in comprehensive growth, it is suggested that certain courses with the same titles be hold by the Education Organization to promote the educational level of principals and teachers.
