Cognitive psychology and school learning
Ahmadreza Akbari; Mohammadhasan Seif; Seyd mohammad Shobeiri; Saeed Talebi
Abstract
The objective of this study was to provide a causal model of factors that influence the psychological outcomes of environmental protection simulation training among secondary school students in Shiraz. To achieve this, a multi-stage random cluster sampling method was employed based on Cochran's formula, ...
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The objective of this study was to provide a causal model of factors that influence the psychological outcomes of environmental protection simulation training among secondary school students in Shiraz. To achieve this, a multi-stage random cluster sampling method was employed based on Cochran's formula, resulting in the selection of 620 students from secondary schools in Shiraz. 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. Out of the distributed questionnaires, 605 were completed and returned to the researcher. The findings revealed that variables such as social presence and the need for cognition have a significant direct and indirect impact on environmental engagement among students, mediated through self-efficacy and motivation variables. Furthermore, model fitting indicators demonstrated that the proposed research model aligns well with the data gathered from secondary school students. In total, 25% of the variations observed in the environmental engagement variable, the primary outcome of the educational simulation, were attributed to the variables of social presence, need for cognition, self-efficacy, and motivation.
narges khaton zabihi hesari; masoud gholamali lavasani
Volume 1, Issue 4 , April 2014, , Pages 9-17
Abstract
The present study investigated the relationship between implicit theory of intelligence, self-efficacy and achievement goals (mastery achievement and Performance- Approach achievement goals) .this study is a correlation study. For this purpose from college student of Torbat Heidariye ...
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The present study investigated the relationship between implicit theory of intelligence, self-efficacy and achievement goals (mastery achievement and Performance- Approach achievement goals) .this study is a correlation study. For this purpose from college student of Torbat Heidariye Payame Noor University (N=4000) 400 college students who were studying in humane and basic science were chosen by multistage cluster sampling. Three questionnaires were used: intelligence beliefs questionnaire, achievement goals scale and self-efficacy beliefs questionnaire. In the current study we obtained a reliability estimate (Cronbach’s α) of 0/95, 0.97, 0/92, 0/70 and 0/93 orderly for entity beliefs of intelligence, incremental beliefs of intelligence, mastery achievement goals, Performance achievement goals and self-efficacy. The data was been analyzed by using path analysis. The results showed that straight causal effect of entity beliefs of intelligence on performance achievement goals was positive and on self-efficacy beliefs was negative, straight causal effect of performance achievement goals on self-efficacy was negative. also straight causal effect of incremental beliefs of intelligence on mastery achievement goals and self-efficacy beliefs was positive, additionally causal effect of mastery achievement goals on self-efficacy was positive. The result also demonstrated that about 0/15 of self-efficacy beliefs variance has been interpreted by entity beliefs of intelligence and performance achievement goals and about 0/23 of its variance has been interpreted by incre-mental beliefs of intelligence and mastery achievement goals. In general, data suggested that incremental beliefs of intelligence have a positive influence on self-efficacy beliefs through the mediating role of mastery achievement goals.
