Maryam Darvishi; mohammad hassan Seif; Mohammad Reza Sarmadi; mehran farajollahi
Abstract
The main purpose of this study was presenting the casual model of cognitive absorption, need for cognition and perceived enjoyment of learning via Augmented Reality (AR) (mediating role of mobile self-efficacy and academic engagement) with a descriptive and correlation method. For this purpose 3 western ...
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The main purpose of this study was presenting the casual model of cognitive absorption, need for cognition and perceived enjoyment of learning via Augmented Reality (AR) (mediating role of mobile self-efficacy and academic engagement) with a descriptive and correlation method. For this purpose 3 western provinces (Hamedan, Kermanshah and Chaharmahal-o Bakhtiari) were randomly selected and 600 undergraduate students were selected through randomized multistage cluster sampling on the basis of Cochran's formula and after using AR application , the students completed a 52 item questionnaire that was an integration of following questionnaires: perceived usefulness (Davis, 1989), need for cognition (Cacioppo & Petty, 1982) cognitive engagement (Aloka & Odongo, 2018), mobile self- efficacy (Mahat, Mohd Ayub & Wong, 2012) and cognitive absorption (Agarwal, R., & Karahanna, 2000). After completing the questionnaire, 556 questionnaires were returned to the researcher and data were analyzed through confirmatory factor analysis, Cronbach's alpha coefficients and path analysis using Amos 22, Lisrel 8.50 and Spss 22. The findings showed that cognitive absorption and need for cognition had a direct and indirect effect on perceived usefulness with mediating role of mobile self- efficacy and cognitive engagement. Also, the obtained results for the fit indices of the proposed model showed that it had a good fit with the data collected from the respondents. Therefore, this model can provide educators and education leaders with critical information for improving learning outcomes.
Efat sadat Mahdizade; mohammadreza khodabakhsh; Fariba Kiani; Sadegh Hajizadeh Nadaf
Volume 2, Issue 5 , July 2015, , Pages 7-17
Abstract
The aim of this study was to investigate the effect of various techniques of mathematical creativity development on motivational and cognitive beliefs in mathematics among female students. The research method was pre-test and post-test design with a control group. The population of study includes every ...
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The aim of this study was to investigate the effect of various techniques of mathematical creativity development on motivational and cognitive beliefs in mathematics among female students. The research method was pre-test and post-test design with a control group. The population of study includes every female students at guidance school in Mashhad city.40 students were selected by multi-stage sampling method and were replaced in the experimental (n=20) and control (n=20) groups. The used tool included adaptive learning models questionnaire (Middleton and Midgley, 1997), which consists of mathematics self-efficacy (motivational beliefs) and cognitive engagement (cognitive beliefs) subscales in math. Beginning, adaptive learning models questionnaire was performed as a pre-test on all subjects, then mathematical creativity program were run on experimental group while control group did not receive any training. After training sessions, adaptive learning models questionnaire was performed as the post-test on all subjects. Data was entered into spss software and was analyzed by using descriptive indexs and independent t test. Comparing the difference mean of pre-test and post-test of mathematical self-efficacy and cognitive engagement in two control and experimental groups showed mathematic performance of experimental group has increased rather than the control group at post-test. Therefore, mathematical creativity development has a significant influence on mathematical efficacy and cognitive engagement enhancement in math. Thus, we suggest to include mathematical creativity technique in desiging training courses to improve students’ math performance.
saeid mazlomian; ahmad rastegar; mohammad hasan seif; reza ghorban jahromi
Volume 1, Issue 4 , April 2014, , Pages 42-54
Abstract
The present study aimed at investigating the mediating role of motivational beliefs (i.e., task value, academic self-efficacy, and achievement goals) and cognitive engagement in the relationship between previous and current academic achievement. To do so, 473 (305 female and 168 male) undergraduate ...
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The present study aimed at investigating the mediating role of motivational beliefs (i.e., task value, academic self-efficacy, and achievement goals) and cognitive engagement in the relationship between previous and current academic achievement. To do so, 473 (305 female and 168 male) undergraduate students from Fars Province Payame Noor University were chosen through multi-stage cluster sampling and completed a self-report questionnaire consisted of task value, academic self-efficacy, achievement goals, and learning strategies. The students' final academic GPA was used as indicator of current academic achievement and their GPA in the last semester was used as indicator of previous academic achievement. The results generally indicated that task value, academic self-efficacy, and achiev-ement goals have indirect effect on mathematics achievement through the mediatory role of superficial and deep learning strategies. Moreover, students’ previous academic achievement had both direct and indirect effect on mathematics achievement. In discussion and result sector , we will talk about findings in more detail.
somayeh davodi
Volume 1, Issue 4 , April 2014, , Pages 69-76
Abstract
The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan ...
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The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan (1970)’s formula used, and 230 students selected used simple random sampling. After analyzing the collected questionnaires, results indicated that research model has a good fitness and the direct effects of academic self-efficacy, cognitive, motivational and behavioral engagement on academic achievement were significant. Compared to other variables, cognitive engagement exerted the most significant effect on academic achievement. Academic self-efficacy had a direct effect on academic achievement and also exerted an indirect effect on academic achievement through cognitive, motivational and behavioral engagement. Results also indicated that path coefficients in girl`s model (academic self-efficacy, cognitive, motivational and behavioral engagement and academic achievement) are more significant than those of boy`s model but, there was no significant difference between all the other path coefficients.
somayeh davodi
Volume 1, Issue 1 , October 2013, , Pages 37-47
Abstract
The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan (1970)’s ...
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The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan (1970)’s formula used, and 230 students selected usind simple random sampling. After analyzing the collected questionnaires, results indicated that research model has a good fitness and the direct effects of academic self-efficacy, cognitive, motivational and behavioral engagement on academic achievement were significant.
Compared to other variables, cognitive engagement exerted the most significant effect on academic achievement.
Academic self-efficacy had a direct effect on academic achievement and also exerted an indirect effect on academic achievement through cognitive, motivational and behavioral engagement. Results also indicated that path coefficients in girl`s model (academic self-efficacy, cognitive, motivational and behavioral engagement and academic achievement) are more significant than those of boy`s model but, there was no significant difference between all the other path coefficients.
