Cognitive psychology and school learning
seyede molod salari poor; Alireza Hajiyakhchali; Morteza Omidiyan; Naser Behroozy
Abstract
AbstractAim: This research determination the effect of coloring mandalas on working memory, and test anxiety in grade 12 female high school students in Ahvaz City, Iran.Method: This was an experimental study with Semi-experimental type of unequal control group, and one month follow-up. The statistical ...
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AbstractAim: This research determination the effect of coloring mandalas on working memory, and test anxiety in grade 12 female high school students in Ahvaz City, Iran.Method: This was an experimental study with Semi-experimental type of unequal control group, and one month follow-up. The statistical population included all grade 12 female high school students in Ahvaz. The study sample was selected using cluster sampling based on the inclusion and exclusion criteria. For this purpose, one education district was selected first and all grade 12 students in this school took the GHQ-28 screening test. Thirty of those scoring above the cut-off point were randomly assigned to the experimental and control groups (15 students in each group). Both groups were evaluated in the pretest, posttest, and follow-up stages using the Wechsler Memory Scale, which includes the digit span test (Wechsler, 2009), and Friedman Test Anxiety Scale (Friedman, 1997). The experimental group attended eleven 45-minute sessions of coloring mandalas, but the control group received no intervention program. The data were analyzed using repeated measures MANOVA in SPSS23. Results: The results indicated that coloring mandalas was effective in increase memory in and reducing test anxiety in students in the posttest stage, and its effects remained stable in the follow-up stage (P<0.05). Conclusions: Based on the findings of the research, coloring mandalas can be used to increase memory and reduce test anxiety in female high school students, and it can also be employed by counselors and psychologists.
Cognitive psychology and school learning
Fariba Tabebordbar
Abstract
The present study was conducted with the aim of investigating the structural relationship between basic psychological needs and academic enthusiasm with the mediation of academic perfectionism. The research method was correlational. The statistical population included all students of the second secondary ...
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The present study was conducted with the aim of investigating the structural relationship between basic psychological needs and academic enthusiasm with the mediation of academic perfectionism. The research method was correlational. The statistical population included all students of the second secondary level of Shiraz city, in the academic year of 1401-1400 with a sample size of 150 people. The tools used in this research were Desi and Ryan's Basic Psychological Needs Questionnaire (2000), Ahvaz, Najarian et al.'s Perfectionism Questionnaire (2004), and Friedrichs et al.'s Academic Enthusiasm Questionnaire (2004). The relationships between the structures of the proposed model were analyzed using the structural equation modeling method in AMOS software version 24. The fit indices of the proposed model indicated an acceptable fit with the data. The results showed that basic psychological needs have a direct and significant effect on perfectionism (P=0.01, =24) and academic enthusiasm (P=0.01, =18). Perfectionism also has a direct and significant effect on academic enthusiasm (P=0.01, =21). Considering the reduction of path coefficients, it can be said that perfectionism plays a mediating role in the relationship between students' basic psychological needs and academic enthusiasm. By discovering the relationships between the variables related to education, it is possible to prevent dropping out of school and academic failure, and suggest appropriate treatment models to increase the quality of their education.
Aspects of ethics, values and social related to school learning
Mahdi Shirzadeh
Abstract
This research was conducted with the aim of explaining the relationship between academic entitlement and impulsivity with academic dishonesty of high school students. The research method was correlational. The statistical population was made up of all high school students of Miandoab city in the academic ...
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This research was conducted with the aim of explaining the relationship between academic entitlement and impulsivity with academic dishonesty of high school students. The research method was correlational. The statistical population was made up of all high school students of Miandoab city in the academic year 1400-1401, and 272 people (137 boys and 135 girls) were selected as a statistical sample using a multi-stage cluster random method. In order to collect data, questionnaires of academic entitlement (Chunning and Campbell, 2009), impulsivity (Patton, Stanford and Barrett, 1995) and academic dishonesty (McCabe and Trevino, 1996) were used. Data analysis was done using Pearson's correlation coefficient and multivariate regression analysis by step-by-step method in SPSS23 software. The findings showed that there is a significant positive relationship between academic entitlement (r=0.43) and impulsivity (r=0.50) with academic dishonesty (p<0.001). The results of the regression analysis showed that academic entitlement and impulsivity can explain 33% of the variance of academic dishonesty; Therefore, it can be concluded that academic entitlement and impulsivity play an important role in predicting academic dishonesty of high school students. It is also suggested that those involved in the field of education should inform teachers and students about the variables of academic competence and impulsivity as effective factors in the process of classroom education to reduce the possibility of academic dishonesty.
Cognitive psychology and school learning
Zahra Nasiri; Hamdollah Manzari Tavakoli; Amanollah Soltani; Anahita Bahreyni
Abstract
The reason for failure in learning and academic failure is the lack of academic skills. Mentally retarded children, as a special and vulnerable group of society, usually have little academic skills for various reasons. One of the important reasons can be executive functions. The present research was ...
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The reason for failure in learning and academic failure is the lack of academic skills. Mentally retarded children, as a special and vulnerable group of society, usually have little academic skills for various reasons. One of the important reasons can be executive functions. The present research was conducted with the aim of investigating the role of executive functions in predicting the mathematical academic skills of mentally retarded elementary students. The descriptive research method was correlation type. The statistical population was all 995 mentally retarded students of the elementary level in the academic year 1402-1401 in Kerman city; Based on the Morgan-Karjesi table, the statistical sample size of this research was 278 people; which were selected by stratified random sampling method. Brief executive function questionnaire and math teacher-made test were used to collect data. Data analysis was done with spss25 and Amos24 software. The results of the research showed that the model of the role of executive functions in predicting math academic skills in mentally retarded primary school students has an acceptable fit by controlling the effect of intelligence and age. There was a significant relationship between inhibition, attention transfer, emotional control, initiation, working memory, planning, organization of materials and revision with mathematical academic skills of intellectually disabled students, so that the components of executive functions simultaneously accounted for 0.357 of skill variance. The academic skills of intellectually disabled students were explained and the most important predictors of mathematical academic skills in intellectually disabled students were planning and working memory respectively
Cognitive psychology and school learning
shokoufeh mousavi; MahmoudReza Shahsavari; najmeh haghi
Abstract
The present study aimed to investigate the intricate relationship between sensation-seeking, metacognitive beliefs, with high-risk behaviors in students, with the mediating role of coping strategies. Utilizing a descriptive-correlational approach, the study encompassed the entirety of high school students ...
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The present study aimed to investigate the intricate relationship between sensation-seeking, metacognitive beliefs, with high-risk behaviors in students, with the mediating role of coping strategies. Utilizing a descriptive-correlational approach, the study encompassed the entirety of high school students in Khansar, Iran, for the year 2021. The sample size included 254 students. The research instruments included the Coping Inventory for Stressful Situations (CISS), the Zuckerman Sensation-seeking Scale-V, the Metacognitions Stretegies Questionnaire, and the Risky Behaviors Questionnaire. Data analysis involved the use of Pearson correlation coefficients, simultaneous regression, and structural equation modeling (SEM). The findings revealed a significant correlation between sensation-seeking and metacognitive beliefs and, both variables had a positive and significant relationship with high-risk behaviors. Furthermore, a notable relationship was discerned between metacognitive beliefs and coping strategies. Both metacognitive beliefs and coping strategies had a relationship with high-risk behaviors in the students
Motivation and Learning
fatena Daneshjo; kazem barzegar bafrooei; Hossein Hassani
Abstract
The present research investigates the role of negative perfectionism and experiential avoidance in academic stress with the mediating role of fear of negative evaluation in Yazd University students. The type of research is descriptive correlation. The statistical population of research were all 14470 ...
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The present research investigates the role of negative perfectionism and experiential avoidance in academic stress with the mediating role of fear of negative evaluation in Yazd University students. The type of research is descriptive correlation. The statistical population of research were all 14470 students of Yazd University who were studying in the academic year 2021-2022, of which 384 were selected by the available method and using Morgan table. The research instruments included the standard questionnaires of perfectionism of Hill (2004), the acceptance and practice questionnaire of Bond et al. (2011), Fear of Negative Assessment of Watson & Friend (1969), and Godzella SLSI Student Stress Scale (1991). The validity of the questionnaire is confirmed by using the divergent validity method with PLS software and the reliability of the questionnaire is confirmed by using Cronbach's alpha test. Data analysis is performed using SPSS26 and SmartPLS2 software’s. The results showed that the two variables of negative perfectionism and experiential avoidance have significant effect on predicting academic stress. The two variables of negative perfectionism and empirical avoidance have significant effect on predicting academic stress with the mediating role of fear of negative evaluation.
Borzoo Amirpour; Marzieh Mashalpour; Alireza Karami
Abstract
The purpose of the current research was to investigate the structural relationships between parenting styles and academic optimism with the mediating role of parents' positive perfectionism. The research design is descriptive-correlation and the statistical population includes all the male and female ...
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The purpose of the current research was to investigate the structural relationships between parenting styles and academic optimism with the mediating role of parents' positive perfectionism. The research design is descriptive-correlation and the statistical population includes all the male and female students of the second secondary level of Khorramabad city in the academic year of 1400, which included 19,500 students. Three hundred and seventy seven people were selected using the stratified relative sampling method and based on the Karjesi-Morgan table. The research tools included positive and negative perfectionism questionnaire (Terry Short et al., 1995), Alabama parenting styles child version (Samani, 2010) and academic optimism (Schennen-Moran et al., 2013). Research data analysis was done using descriptive statistics, Pearson correlation coefficient, multivariate regression and structural equation modeling with SPSS-27 and AMOS-24 software. Based on the findings of this study, the proposed model to investigate the causal relationships between research variables had an acceptable fit. The research results showed that parenting styles are directly and indirectly related to academic optimism through parents' positive perfectionism (P<0.05). Also, the results showed that parenting styles had a positive and significant effect on academic optimism and positive perfectionism of students (P<0.05). The effect of positive perfectionism on students' academic optimism was also confirmed (P<0.05). According to the findings of this research, it can be concluded that the model of structural relationships between parenting styles and academic optimism with the mediating role of parents' positive perfectionism has a favorable fit.
Fatemeh Rahmani; Fariborz Sedighi Arfaee; Maliheh Rahmani
Abstract
The goal of this study was the evaluation of the effectiveness of schema therapy on academic enthusiasm and body dysmorphic symptoms in students. The research design was quasi-experimental, with pre-test, post-test and with a control group. For this purpose, 40 female students in the sixth grade of elementary ...
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The goal of this study was the evaluation of the effectiveness of schema therapy on academic enthusiasm and body dysmorphic symptoms in students. The research design was quasi-experimental, with pre-test, post-test and with a control group. For this purpose, 40 female students in the sixth grade of elementary school studying in Kashan in 2019-2020 were selected through convenience sampling and assigned randomly to two equal groups of 20 individuals. The experimental group, then, underwent schema therapy training for 8 sessions and the control group did not receive any intervention and remained on the waiting list. Participants completed the Yale-Brown’s Questionnaire of Academic Enthusiasm and Y-BOCS-BD in three baseline stages, after a two-month test and follow-up. Data were analyzed using univariate one-way analysis of variance and repeated measures with SPSS21 software. Results of the analysis showed that the scores of the experimental group compared to the control group in academic enthusiasm and body dysmorphic symptoms were changed and this difference is maintained in the follow-up phase. Thus, it can be concluded that schema therapy due to its high efficiency, especially when it is held in groups, cheapness, and acceptance by students is an effective strategy to increase academic enthusiasm and to help people exposed to body dysmorphic symptoms.
Shahnaz Soleimani; Amine Ahmadi; Ghodsi Ahghar
Abstract
The purpose of this study was to determine the effectiveness of education with cognitive constructivism approach on learning, retention of sixth grade elementary students in mathematics lesson of district 5 of Tehran. This is a quasi-experimental research (pre-test and post-test). The statistical population ...
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The purpose of this study was to determine the effectiveness of education with cognitive constructivism approach on learning, retention of sixth grade elementary students in mathematics lesson of district 5 of Tehran. This is a quasi-experimental research (pre-test and post-test). The statistical population of this study consisted of all sixth grade female students in district 5 of Tehran city. Sixty students were selected using Cohen's table and were randomly divided into control and experimental groups. They were selected using available sampling method. The learning test and retention test were used for data collection. Cronbach's alpha reliability was calculated 0.87. Cognitive constructivist training was conducted in 6 sessions in 5 steps (1) engaging 2 - exploring 3 - explaining 4 - explaining and expanding 5 - evaluating each session for one hour. Descriptive statistics (mean, frequency, median, etc.) and inferential statistics (intergroup covariance analysis) were used for data analysis. The results showed that education with cognitive constructivist approach is effective on learning and retention of sixth grade students.
Kazem Barzegar bafrooei; Morvarid Aref manesh
Abstract
The purpose of this study was to investigate the role of time perspective and personality factors in academic procrastination of Yazd University students. The population of this study is all students of Yazd University who 200 of them were selected through multistage cluster sampling method, then they ...
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The purpose of this study was to investigate the role of time perspective and personality factors in academic procrastination of Yazd University students. The population of this study is all students of Yazd University who 200 of them were selected through multistage cluster sampling method, then they responded zimbardo time perspective (ZTPI), short form of personality factors (NEO-FFI) and Solomon & Rothblum academic procrastination questionnaire. The Simultaneous Regression analyses displayed future and past negative time perspective significantly related to academic procrastination and also there is a significant relationship between personality factors and academic procrastination. In this way, Neurotisism and Extraversion has a positive relationship and also Conscientiousness has negative relationship with academic procrastination. Based on our results, we suggest tailormade interventions to strengthen the balance of time perspective, and control the personality factors, to help students successfully overcome academic procrastination.
Masood Kiani; Hamid Rahimi
Abstract
The aim of this study to investigate the relationship between approaches to learning (surface and deep approaches) and educational-personal experiences. Population of the study included students majoring at human sciences and analytical sciences at university of Isfahan, from among which 320 senior students ...
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The aim of this study to investigate the relationship between approaches to learning (surface and deep approaches) and educational-personal experiences. Population of the study included students majoring at human sciences and analytical sciences at university of Isfahan, from among which 320 senior students were selected through cluster sampling. Instruments in this study were two questionnaires, i.e., The Revised Two Factor Study Process Questionnaire (R-SPQ-2F), which was used to measure approaches to learning among participants, and Personal and Educational Development Inventory (PEDI) which measured course experiences. A multi-group structural equation model (SEM) examining approaches to learning effects on educational-personal experiences by university majoring. The results indicated there was a significant positive relationship between deep approaches to learning (deep strategies and motivation) and student’s course experience among students majoring at human sciences and analytical sciences (P<0/01); thus, it was concluded that approaches to learning affected educational-personal experiences. One other finding in this study revealed there was a significant negative relationship between surface approaches to learning (surface strategies and motivation) and student’s educational-personal experiences among students majoring at analytical sciences (P<0/01). While, in students majoring at human sciences, there was a significant negative relationship between surface motivation to learning and student’s cognitive development ( ) and surface strategy and cognitive development ( ), but there was not significant relationships among the other aspect of surface approaches to learning and educational-personal experiences.
Mehdi moeinikiauma; Adel Zahed babelan; Roghayeh Jabbarzadeh shoti; Ehsan Azimpoor
Volume 5, Issue 3 , March 2018, , Pages 21-32
Abstract
Aim present study is Prediction attitude towards school based on the quality of school life and the perception of the classroom. Research method in terms of purpose, Practical and the method of data collection is descriptive of correlation type. The sample for this study consisted of all of boy and girl ...
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Aim present study is Prediction attitude towards school based on the quality of school life and the perception of the classroom. Research method in terms of purpose, Practical and the method of data collection is descriptive of correlation type. The sample for this study consisted of all of boy and girl high schools students in the city Shot .The total number of 1750 persons, 313 of them were selected as the sample by Using two stage cluster sampling method. For measure the variables of the questionnaire of 39 questions the quality of school life, perception of class questionnaire with 56 questions and a questionnaire of 35 questions was used attitude towards school. The content validity of the questionnaire, confirmed by experts for determining the internal reliability questionnaires quality of school life, perception of class and attitude towards school, Cronbach's alpha coefficient was used to determine the of reliability. The data analyses was done by using the SPSS 16 softwares. for analyze the data was used descriptive and inferential statistical methods including correlation, multiple regression at the same time and structural equation modeling. The results showed, there is relationship among the components of the quality of school life and the perception of class With attitudes toward school. 17 percent of the students' attitude towards school based on components of the quality of life at school and 43 percent of the students' attitude towards school was determined based on perception components class.
Saeideh Sabzian; Ezzatollah Ghadampour; Fazlollah Mirderikvand
Volume 5, Issue 3 , March 2018, , Pages 43-66
Abstract
This study aimed to provide the causal model of academic cheating based on individual and contextual factors with the mediating role academic self-efficacy. Methods: This study was descriptive and correlational. Statistical population includes all upper secondary girl students in khorramabad citythat ...
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This study aimed to provide the causal model of academic cheating based on individual and contextual factors with the mediating role academic self-efficacy. Methods: This study was descriptive and correlational. Statistical population includes all upper secondary girl students in khorramabad citythat 9981 was of through the rules of thumb kline the sample size of 240 person determination and through stratified random sampling method were selected. To collect the required data from questionnaires academic engagement zerang (1391), academic ethics hosseini nezad & et al (1394), educational citizenship behaviours golparvar (1387), religious beliefs performance golzarei (1380), religious attitude golreiz & berahani (1383), perceptions of classroom quality Gentry, Gable and Rizza (2002), educational justice golparvar (1387), family emotional climate questionnaire of Hill Berne (1964), family adaptability shakeri (1382), family adaptability cohesion samani (1381), Morgan and Jinks academic self-efficacy (1999) and academic cheating aliverdini, janalizade & amrani (1394) was used. The correlation matrix, structural equation modeling and goodness of fit index with use of software lisrel 8.5 was used for data analysis. Results: The results of path analysis showed that individual factors on academic self-efficacy and academic cheating direct impact and with self-efficacy mediation indirect impact but contextual factors on academic self-efficacy and academic cheating has no direct effect but mediated by self-efficacy indirect effect it had. Also academic self-efficacy has no direct effect on academic cheating. Conclusion: The results of the direct effect individual factors on academic self-efficacy and academic cheating and the mediating role of self-efficacy in structural relationship between individual factors and contextual factors with students' academic cheating provides support.
Ramazan Hassanzadeh; Leila Vatandoust
Volume 5, Issue 3 , March 2018, , Pages 67-72
Abstract
This study examined the efficacy of motivation management training on students’ academic buoyancy and self-concept. The pretest–posttest quasi-experimental. The population in this study included all high school students in Sari city study used a cluster random sampling method to select subjects ...
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This study examined the efficacy of motivation management training on students’ academic buoyancy and self-concept. The pretest–posttest quasi-experimental. The population in this study included all high school students in Sari city study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. First, a pretest was conducted with both groups. Then, only the experimental group received the motivation management training. Finally, a posttest was conducted with both groups to determine the effect of the training. For the purpose of data collection, the researchers administered two questionnaires An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic buoyancy. Also the results showed that the motivation management training increased self-concept.Motivation management training can improve academic buoyancy. Also motivation management training can improve self-concept.
Faridehsadat Hoseini; Seid bahman Dashti
Volume 4, Issue 14 , November 2016, , Pages 65-80
Abstract
The aim of this study is to survey of the role of personality in tolerance ambiguity in students of different majors. The changes that driven from globalization have been created upward spirals of novelty, complexity and change, that magnifying the experience of ambiguity by communities, groups and members. ...
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The aim of this study is to survey of the role of personality in tolerance ambiguity in students of different majors. The changes that driven from globalization have been created upward spirals of novelty, complexity and change, that magnifying the experience of ambiguity by communities, groups and members. Ambiguity tolerance refers to the individual, s tendency to interpret an ambiguous situation as a threat or a source of discomfort. Based On this, this study has been examined the role of big five factor personality in predict of tolerance ambiguity in students of different majors. Sample included 340 (202 female and 138 male) students of Persian Gulf University to whom the Tolerance ambiguity scale and Big Five Factor questionnaire were given. The results of inter multiple regression showed that openness to experience positively and neuroticism negatively predict tolerance for ambiguity. The results of multiple analysis of variances of openness, neuroticism and majors, showed that the main effect of openness and majors have significant effect on tolerance of ambiguity. Furthermore, the interaction effect of openness and majors has a significant effect on tolerance of ambiguity in students. According to the finding of this research, the ambiguity tolerance is a complex constructs that influenced by both personality traits and majors (index of environment).
maryam Amidtaher; Farzaneh Michaeli manee; ali issazadegan
Volume 4, Issue 13 , August 2016, , Pages 31-44
Abstract
The goal of this research was to study the social-cognitive anticipants of adjustment with university in first year students. The research method was descriptive and correlation (casual modeling). The statistical society included all of first year students in Urmia University in academic year 92-93. ...
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The goal of this research was to study the social-cognitive anticipants of adjustment with university in first year students. The research method was descriptive and correlation (casual modeling). The statistical society included all of first year students in Urmia University in academic year 92-93. By using cluster sampling, 330 persons (187 female and 143 male) were selected and answered the questionnaires: Environmental supports, self-efficacy expectations, outcome expectations, goal progress and adjustment with university. Consequently data was analyzed based on structural equation modeling. The results indicated that the analyzed data fitted the theoretical social cognitive model and the model proved to be valid in this regard. The investigation of the results showed that all the casual ways towards the adjustment with universities are positive and meaningful. Among the examined varieties in the model, the source variety and the Environmental supports are capable to predicting and adjusting Student with university better and stronger than other varieties and also can be used for enhancing the mental health level and wellbeing of Student.
Ali Mostafaei; Aziz Mohammadi
Volume 3, Issue 12 , May 2016, , Pages 71-77
Abstract
This study aimed to determine the effectiveness of positive self - talking on self - efficacy of elementary school students. The population in this study consisted of all elementary school students in the academic year 1393-1394 in the city of Piranshahr. This study is based on semi-experimental design ...
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This study aimed to determine the effectiveness of positive self - talking on self - efficacy of elementary school students. The population in this study consisted of all elementary school students in the academic year 1393-1394 in the city of Piranshahr. This study is based on semi-experimental design with pre and post-test. First, two schools were selected randomly. From each school, one second grade classes randomly selected. The students selected through random sampling of one of the schools, as the experimental group (34 students) and other schools as a control group (36 students) were selected. Positive self - talking experimental group received ten sessions of education. Devise of measurement was General Self - Efficacy test that the pre - test and post - test was applied to both groups. To analyze the data, univariate covariance analysis and post hoc Bonferroni test were used. The results of Covariance analysis and Bonferroni test for comparison of means showed that positive self-talking has a significant effect on increasing the students Self - Efficacy (p
Kazem Barzegar
Volume 3, Issue 9 , August 2015, , Pages 21-32
Abstract
The purpose of this study is to evaluate the influence of teaching empathy on aggression and social adjustment of girl students of grade six in Yazd city. The method of research is semi-experimental and consist of experimental group and control group by pre-test and post-test. The samples were 62 girl ...
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The purpose of this study is to evaluate the influence of teaching empathy on aggression and social adjustment of girl students of grade six in Yazd city. The method of research is semi-experimental and consist of experimental group and control group by pre-test and post-test. The samples were 62 girl students of grade six in Yazd that were selected by available sampling. They were put in two groups of control group and experiment group randomly and equally. First, both groups responded to questionnaires (pre-test) and then, the experimental group were trained the empathy within 15 sessions. Finally, the questionnaires (post-test) were completed again by both groups (post-test). Data were collected by using empathy questionnaires of Isenberg, Febs & et al (1991), Rater questionnaire about children behavioral disorder (1964) and Bus & Perry aggression questionnaire (1992) and were analyzed by covariance analysis test. Results showed that after controlling scores of pre-tests, there was a meaningful difference between two groups in their empathy, social competence and aggression and its aspects (p<0.01). The results from present study can improve the social adjustment and reduce aggression in students.
Amaneh Aman zadeh; Mansoor Mansour Al Noman F
Volume 3, Issue 9 , August 2015, , Pages 57-68
Abstract
The purpose of this research is studying the influence of training based on web and computer and mobile learning on students' critical thinking skills and creative thinking in students of Mazandaran province universities. The study is functional in purpose, descriptive in nature and in method is a survey ...
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The purpose of this research is studying the influence of training based on web and computer and mobile learning on students' critical thinking skills and creative thinking in students of Mazandaran province universities. The study is functional in purpose, descriptive in nature and in method is a survey research. The population consists of all university students (312,586 Students) in the academic year 1391-92. By using cluster random sampling three universities were selected randomly by observing ratios, 385 students in two groups of men and women were selected as sample. Data collection is a questionnaire with 22 questions in two dimensions of critical thinking and creative thinking. Its content validity was confirmed by experts and its reliability by using Cronbach's alpha coefficient is %86. For analyzing data, variance and t tests and Friedman were used. The results showed that the effectiveness of training based on web, computer and mobile learning on critical thinking and creative thinking skills of students has a significant impact. Also, effectiveness of web-based training, computer and mobile learning skills in critical thinking and creative thinking of students did not differ based on gender.
Kazem Barezegar Barfooei; Mehdi Barzegar Barfooei; Ya'aghob Mollaee Bahrami
Volume 2, Issue 5 , July 2015, , Pages 27-42
Abstract
The purpose of this study is investigating the role of goal orientation and metacognitive reading strategies in predicting academic motivation in university student. The participants were 150 male students those were selected by using simple random sampling method. For assessing the research variables, ...
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The purpose of this study is investigating the role of goal orientation and metacognitive reading strategies in predicting academic motivation in university student. The participants were 150 male students those were selected by using simple random sampling method. For assessing the research variables, the participants completed two measures: The Academic Motivation Scale version for student, Achievement Goal Questionnaire and metacognitive reading strategies questionnaire. Data were analyzed through Pearson correlation coefficient and multiple regression methods. The results showed that there are significant relationship between goal orientation performance-approach, mastery - avoidance, metacognitive strategies in reading and intrinsic motivation. Between goal orientation performance - approach, performance - avoidance and extrinsic motivation was a significant relationship. Was observed significant relationship between goal orientation performance-approach, mastery - avoidance, and amotivation. The results of regression that coefficients showed that goal orientation performance-approach, mastery-approach and metacognitive reading strategies can predict intrinsic motivation and goal performance - avoidance can predict extrinsic motivation and amotivation. With regard to the results, achievement goals and metacognitive reading strategies related to academic motivation and should be emphasized in academic settings.
hosein zare; sozan arezi
Volume 2, Issue 6 , November 2014, , Pages 7-16
Abstract
For years, the conventional approach continues to provide the theoretical courses and both teacher and student performance and woozy effect are unsatisfied. Participa-tory training methods, such as jigsaw technique can be effective in learning quality improvement. Based on this study, the effect of teaching ...
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For years, the conventional approach continues to provide the theoretical courses and both teacher and student performance and woozy effect are unsatisfied. Participa-tory training methods, such as jigsaw technique can be effective in learning quality improvement. Based on this study, the effect of teaching method of puzzle on learning of boys elementary students in sixth grade was done. Quasi - experimental method with pre-test and post - test control group, respectively. The population consisted of all students in the sixth grade boy was 93-92 in Kermanshah. Multi - stage cluster random sampling was conducted and two ckass as research sample of 50 subjects and courses in science, social studies, and writing with heavenly gifts jigsaw technique was taught to the group. Statistical analysis to determine differences between pre - test and post - test scores and calculated the experimental and control groups Mankva test was used. Covariance analysis showed that the effectiveness of teaching methods puzzles on learning elementary sixth grade students is significant. In other words, puzzles, teaching methods has had an effect on student learning.
sheida sharifi saki; mohammad hosein fallah; hosein zare
Volume 1, Issue 4 , April 2014, , Pages 18-28
Abstract
The current study is aimed at conducting Role of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environmental mathematical achievement with controlling the Gender Role. The research method was non-experimen-tal (correlation). For this purpose, 400 students ...
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The current study is aimed at conducting Role of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environmental mathematical achievement with controlling the Gender Role. The research method was non-experimen-tal (correlation). For this purpose, 400 students (222 male and 178female) as respondents from 3rd grade of high school by means of cluster sampling technique (educational regions, high schools, classrooms, and student) and they answered the questions derived from WIHIC questionnaire, mathematical self-efficacy inventory, and mathematical Self-concept Description Questionnaire. The results of hierarchical regression showed that with Controlling the Gender Role in the first step and entering variables of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environment in the second step, education achievement is predictable; also, in second step with entering mathematics self-efficiency and self-concept variables, perceiving classroom environment became meaningless that showed self-efficiency and self-concept have interface role between classroom environment and education achievement. Since self-efficiency belief effects on selecting challengeable purposes, amount of effort in doing duties, amount of resistance and endeavor in confronting with problems and amount of bearing pressures , mathematic self-concept leads to confidence and motivation in mathematic learning via excitement and behavioral responses about mathematics value and methods of mathematic thinking and therefore mathematics achievement increases. However, self-concept and self-efficiency are influenced about classroom environment.
sadegh nasri; moslem shahrokhi; majid ebrahim damavandi
Volume 1, Issue 1 , October 2013, , Pages 24-36
Abstract
The purpose of the study was to predict academic procrastination of the under-graduate students at the University of Shahid Rajaee based on perfectionism and test anxiety.
Methodology: Research method was descriptive and correlative study. Of the undergraduate students 385 individuals (189 females and ...
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The purpose of the study was to predict academic procrastination of the under-graduate students at the University of Shahid Rajaee based on perfectionism and test anxiety.
Methodology: Research method was descriptive and correlative study. Of the undergraduate students 385 individuals (189 females and 196 males) were selected as sample using stratified random sampling method. Subjects completed Solomon and Ruth Bloom's Academic Procrastination Scale (1984), Per-fectionism Questionnaire (1991) and Spielberger 's Test Anxiety Scale (1980). Data analysis
performed using statistical methods such as descriptive statistics, regression,
simultaneous, stepwise regression, and Fischer’s Z tes
Results: The results indicated that the perfectionism and test anxiety predict positively and significantly academic procrastination.
Conclusion: Given these findings, rising perfectionism and test anxiety among the undergraduate students will lead into increasing the amount of academic procrastination.
