Ahmad Rastegar
Volume 4, Issue 14 , November 2016, , Pages 81-91
Abstract
This research was done with the aim of preparing a causal model of the relationship between intelligence beliefs and information technology acceptance with regard to the mediating role of achievement goals, computer anxiety, and computer self-efficacy among Shiraz Payame Noor University students using ...
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This research was done with the aim of preparing a causal model of the relationship between intelligence beliefs and information technology acceptance with regard to the mediating role of achievement goals, computer anxiety, and computer self-efficacy among Shiraz Payame Noor University students using path analysis. For doing so, 375 students from Shiraz Payame Noor University were selected through multistage cluster sampling and answered to a questionnaire consisted of intelligence beliefs, achievement goals, computer anxiety, computer self-efficacy, and technology acceptance scales. The results generally indicated that incremental intelligence beliefs affects technology acceptance indirectly and positively via the mediation of mastery goals, computer anxiety, and computer self-efficacy. Entity intelligence beliefs had indirect negative effects on technology acceptance via the mediation of performance-avoidance goals, performance-approach goals, and computer anxiety. Moreover, the results showed that the explained variance for technology acceptance is 36 percent in the fitted model.
Ahmad Rastegar; MohammadHasan seif; Saeid Talebi
Volume 2, Issue 5 , July 2015, , Pages 55-68
Abstract
The present study was done with the aim of presenting a model for predicting computer anxiety of Fars province Payame Noor University students based on Dweck’s cognitive-social approach regarding intelligence beliefs and goal orientations through path analysis. To do this, 523 students (320 female ...
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The present study was done with the aim of presenting a model for predicting computer anxiety of Fars province Payame Noor University students based on Dweck’s cognitive-social approach regarding intelligence beliefs and goal orientations through path analysis. To do this, 523 students (320 female and 203 male) were selected through multistage cluster and stratified ratio sampling and answered to a questionnaire composed of intelligence beliefs, achievement goals and computer anxiety subscales. Results showed that entity intelligence beliefs have indirect positive effect on computer anxiety through the mediation of performance-avoidance and performance-approach goals. Incremental intelligence beliefs have indirect and negative effect on computer anxiety through the mediation of mastery goals. Moreover, the goodness of fit indices of the fitted model for predicting computer anxiety provided empirical support for application of Dweck’s cognitive-social approach in an instructional context different from the instructional traditional one.
Samad Abedi; Bahman saeidipour; Mehran Farajollahi; MohammadHasan Seif
Volume 2, Issue 8 , May 2015, , Pages 43-68
Abstract
The aim of this research is studying the relationship between the variables of Intelligence beliefs, epistemological beliefs, and motivational beliefs with each other as well as their role in self - regulated learning strategies (Cognitive and Metacognitive Strategies) of Payame Noor University students ...
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The aim of this research is studying the relationship between the variables of Intelligence beliefs, epistemological beliefs, and motivational beliefs with each other as well as their role in self - regulated learning strategies (Cognitive and Metacognitive Strategies) of Payame Noor University students in a causal Model framework and through Path Analysis. in order to test the hypotheses, a sample of 600 students from Payame Noor University centers were selected randomly by using multiple cluster sampling and stratified sampling, and answered a self - report questionnaire consisting scales of the epistemological beliefs (Schommer, 1993; revised by Manavipour, 2012), educational self-efficiency and self-regulated learning strategies (Pintrich & De Groot, 1990), intelligence beliefs (Abd-El-Fattah & Yates, 2006), and achievement goals (Middleton & Midgley, 1997). Results indicated that the proposed causal model after revision enjoys a good fit index, and the variables described 29 and 35 percent of the total variance of cognitive and metacognitive strategies. In general, according to the results of this study, intelligence beliefs not only have a direct effect but also can indirectly have an impact on students’ self-regulated learning strategies through epistemological beliefs, achievement goals, and educational self - efficiency. Also, Results indicated that students’ intelligence beliefs, especially incremental intelligence beliefs, through the mediation of epistemological beliefs, achievement goals, educational self - efficiency, can be effective on students’ self - regulated learning strategies and finally their performance. Therefore, it is essential that these beliefs be enhanced through enriching the living and learning contexts.
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.
hosein zare
Volume 1, Issue 3 , January 2014, , Pages 9-18
Abstract
The present study was accomplished with the purpose of predicting academic achievement based on intelligence beliefs, achievement goals and academic emotions in a causal framework through path analysis. To do this, 231 postgraduate students from Fars Payame Noor University were chosen via simple random ...
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The present study was accomplished with the purpose of predicting academic achievement based on intelligence beliefs, achievement goals and academic emotions in a causal framework through path analysis. To do this, 231 postgraduate students from Fars Payame Noor University were chosen via simple random sampling and answered to a self-report questionnaire consisted of intelligence beliefs (Dupeyrat & Marine, 2005), achievement goals (Middleton & Midgley, 1997), and academic emotions (Pekrun et al. 2005). The students’ GPA was considered as indicator of academic achievement. The results demonstrated the indirect and different effect of entity and incremental intelligence beliefs on academic achievement. The findings showed that incremental intelligence belief has indirect positive effect on academic achievement through the mediation of mastery goals and positive emotions. Moreover, the entity intelligence belief has indirect negative effect on academic achievement through the mediation of avoidance -performance and approach -performance goals and negative emotions. Also, based on the results, the direct effect of entity intelligence belief on negative emotions was significant; however, the direct effect of incremental intelligence belief on positive emotions was not confirmed.
