Ali Mostafaei; Hossein Zare
Abstract
The purpose of the present study was to predict learning approaches based on achievement emotions and academic self-efficacy beliefs of secondary school students in Mahabad city. The research method is descriptive correlational. The statistical population was all second-grade students who were selected ...
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The purpose of the present study was to predict learning approaches based on achievement emotions and academic self-efficacy beliefs of secondary school students in Mahabad city. The research method is descriptive correlational. The statistical population was all second-grade students who were selected by multi-stage cluster sampling (372). The research instruments were Pekrun, Goetz, Tits and Perry (2002), Jinks and Morgan Academic Self-Efficacy Inventory (1999), Tait and Entwistle Study (1998), Questionnaire for Positive and Negative Excitement. Data were analyzed using Pearson correlation coefficient and multivariate regression analysis. The results showed that Positive emotions including pleasure, hope and pride have a significant positive relationship with deep motivation and approach, and there is a significant negative relationship with superficial approach and motivation. The relationship between pride emotion and superficial motivation was not significant. Negative emotions (anger, anxiety, shame, hopelessness, and fatigue) have a significant negative relationship with the deep approach. The relationship of these variables with positive attitude and motivation is (0.01). The relationship between shame and deep motivation is not significant; also Anger has no significant relationship with the superficial approach. The relationship of all four sub-scales of academic self-efficacy beliefs with deep approach and motivation is positive (0.01) and with superficial approach and motivation is negative (0.01). achievement Emotions predict a 13.4% variance of learning approaches. Self-efficacy beliefs predict 33.1% of variance in learning approaches.
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.
ahmad zandavanian naeeni; mehdi rahimi; forogh poortaheri
Volume 1, Issue 4 , April 2014, , Pages 29-41
Abstract
The aim of present study was to investigate the relationship between learning approaches (deep, surface and strategic approaches) with qualitative academic performance (self-efficacy, planning, motivation, emotional effects and lack of output control) and quantitative academic performance. The ...
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The aim of present study was to investigate the relationship between learning approaches (deep, surface and strategic approaches) with qualitative academic performance (self-efficacy, planning, motivation, emotional effects and lack of output control) and quantitative academic performance. The participants were 414 bachelor students of Yazd University (256 girls and 158 boys) whom were selected randomly. The instruments of study were Approaches and Study Skills Inventory for Students and Educational Performance Test. Cronbach alpha coefficients reported acceptable reliability of the measures. The average of total score of students was used to examine the quantitative academic performance. In data analysis, multiple regression analysis was used to study the relationship between variables. The result of regression analysis showed that deep and strategic learning approaches positively and surface approach negatively predicts total score of qualitative performance. Furthermore, all five components were predicted significantly by surface and strategic approaches to learning. Self-efficacy and motivation were predicted by deep approaches too. Another result is that deep approaches were not predictor of quantitative academic performance, but strategic approach in a positive way and surface approach in a negative way predicted the term average and total average of students. The results of this study demonstrate the importance of approaches to learning in quality of students' academic performance.
