Independent learner and learner-centered and its role in promoting learning
taher mahboobi; Mohammad Bagher Akbarpour Zangalani
Abstract
The purpose of this research was to provide a model for predicting academic achievement of distance education students based on parental academic involvement with the mediating role of task value, students' sense of belonging to the university, and academic effort. The study sample was 300 undergraduate ...
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The purpose of this research was to provide a model for predicting academic achievement of distance education students based on parental academic involvement with the mediating role of task value, students' sense of belonging to the university, and academic effort. The study sample was 300 undergraduate students of Payam Noor University in Khoy Center in the academic year 2002-2013, who were selected by stratified random sampling. The data collection tool was a questionnaire consisting of the task value subscale (Pintrich et al., 1991), sense of belonging (Wang, White, and Eccles, 2011), academic effort (Dupirat and Marin, 2005), and parental academic involvement subscale. Academic achievement was also measured by inserting a question about students' academic averages through self-reporting. Advanced correlation schemes (path analysis) were used for data analysis. The results of the research generally showed that the relationship between parents' academic involvement and the academic achievement of distance education students is influenced by the dimensions of emotional and behavioral academic engagement. In such a way the direct effect of parents' academic involvement on students' academic achievement was not confirmed, but parental academic involvement showed a positive indirect effect on academic achievement through the students' sense of belonging to the university, the value of the task, and academic effort. In addition, concerning the direct effect of research variables on academic achievement, the most positive effect was related to academic effort. Also,
Saeid Mazloumian; Ahmad Rastegar; Somayeh Khazaei
Volume 5, Issue 2 , December 2017, , Pages 67-80
Abstract
The aim of this study was to evaluate the effect of classroom psychosocial climate dimensions on academic boredom with regard to the mediating role of task value. To do this, 328 male and female 3rd grade high school students from Borazjan were chosen via randomized cluster sampling and answered to the ...
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The aim of this study was to evaluate the effect of classroom psychosocial climate dimensions on academic boredom with regard to the mediating role of task value. To do this, 328 male and female 3rd grade high school students from Borazjan were chosen via randomized cluster sampling and answered to the scales of the study consisting Pekrun et al. (2002, 2005) boredom scale, Michaud et al. (1985) classroom psychosocial climate scale, and Pintrich (1991) task value scale. Path analysis was utilized in order to analyze the data. Results showed that student participation in classroom activities; at last, attachment dimensions of students (β=-0.33, p
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.
