mehdi rahimi; maryam zare
Volume 1, Issue 1 , October 2013, Pages 9-23
Abstract
The aim of present study was examining the prediction of goal orientations- including mastery approach, mastery avoidance, performance approach and performance avoidance- by family communication patterns. The sample group included 435 girls and boys students selected randomly from high schools of Shiraz. ...
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The aim of present study was examining the prediction of goal orientations- including mastery approach, mastery avoidance, performance approach and performance avoidance- by family communication patterns. The sample group included 435 girls and boys students selected randomly from high schools of Shiraz. Goal orientation scale (Elliot, MacGregor, 2001) and revised version of Koerner-Fitzpatrick Family Communication Patterns scale were used.By using simultaneous multiple regression analysis, the prediction of goal orientations-including mastery approach, mastery avoidance, performance approach and Performance avoidance- by family communication patterns were confirmed. Results of multiple regression revealed that conversation orientation was a positive predictor of mastery approach and performance approach and conformity orientation was a positive predictor of mastery avoidance, performance avoidance and performance approach
sadegh nasri; moslem shahrokhi; majid ebrahim damavandi
Volume 1, Issue 1 , October 2013, Pages 24-36
Abstract
The purpose of the study was to predict academic procrastination of the under-graduate students at the University of Shahid Rajaee based on perfectionism and test anxiety.
Methodology: Research method was descriptive and correlative study. Of the undergraduate students 385 individuals (189 females and ...
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The purpose of the study was to predict academic procrastination of the under-graduate students at the University of Shahid Rajaee based on perfectionism and test anxiety.
Methodology: Research method was descriptive and correlative study. Of the undergraduate students 385 individuals (189 females and 196 males) were selected as sample using stratified random sampling method. Subjects completed Solomon and Ruth Bloom's Academic Procrastination Scale (1984), Per-fectionism Questionnaire (1991) and Spielberger 's Test Anxiety Scale (1980). Data analysis
performed using statistical methods such as descriptive statistics, regression,
simultaneous, stepwise regression, and Fischer’s Z tes
Results: The results indicated that the perfectionism and test anxiety predict positively and significantly academic procrastination.
Conclusion: Given these findings, rising perfectionism and test anxiety among the undergraduate students will lead into increasing the amount of academic procrastination.
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.
karim savari
Volume 1, Issue 1 , October 2013, Pages 48-57
Abstract
Psychological hardiness, perfectionism & mental health are issues that have been the focus of attentions by researchers. In this research the simple & multiple. relationship between psychological hardiness & perfectionism with mental health of the students investigated in Payame Noor University ...
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Psychological hardiness, perfectionism & mental health are issues that have been the focus of attentions by researchers. In this research the simple & multiple. relationship between psychological hardiness & perfectionism with mental health of the students investigated in Payame Noor University of Bandar Imam. A sample of 227 students (132 females & 95 males) selected randomly. Data collected using Kiamercy, Najareian & Mehrabizadeh Honarmand , psychological hardiness scale (1998) ,as well, the perfectionism scale of Najarian , Attari & Zargar (1999) & psychological health scale of
Deragotis 1983) employed to collect the data.
The results showed that there is a negative (relationship among the psychological hardiness & mental health of students. The relationship between perfectionism & mental health was positive. The results also showed that there is a multi - meaningful relationships among psychological hardiness & mental health. Also, the results indicated that only psychological hardiness is a significant predictor of mental health.
fahimeh haghighi; hossein zare
Volume 1, Issue 1 , October 2013, Pages 58-73
Abstract
The purpose of present paper is to Determine the effect of test expectaancy and word frequency(high and low) on recall and recognition memory. 48 university student in 2 groups were first induced to expect a RCL or a RGN test and then were asked to remember a critical list consisting of both high-frequency ...
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The purpose of present paper is to Determine the effect of test expectaancy and word frequency(high and low) on recall and recognition memory. 48 university student in 2 groups were first induced to expect a RCL or a RGN test and then were asked to remember a critical list consisting of both high-frequency (HF) and low-frequency (LF) words(15 HF-15LF). Following audio presentation of the critical list. different groups received either an expected RCL test, an unexpected RCL test, an expected RGN test, or an unexpected RGN test. Results showed that recall and recognition had meaningful difrents.HF word were better in both recall and recognition. There were not effect of different test expectatancy in recall and recognition. The data indicate that LF_HF test expectatancy had not advantage on unexpectatancy test.
mahman saeidid; maryam eslam panah; azad darabi
Volume 1, Issue 1 , October 2013, Pages 73-87
Abstract
This study investigated the relationship between the use of internet and the social participation of students in Payame Noor University of Kermanshah. The research method in this study is based on survey methodology. Statistical population consisted of 28,834 students of Payame Noor University of Kermanshah ...
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This study investigated the relationship between the use of internet and the social participation of students in Payame Noor University of Kermanshah. The research method in this study is based on survey methodology. Statistical population consisted of 28,834 students of Payame Noor University of Kermanshah in academic year 1389. The sample size gained 380 based on Morgan’s table and it was selected using cluster sampling. Data collection tool was a standardized questionnaire that its validity has been determined based on experts’ ideas and its reliability confirmed using Cronbach’s Alpha (0/89). Pearson’s correlation analysis was used for data analysis. This research includes one primary question and five subsidiary questions. The general question is: Is there any relationship between the Internet use and the social participation of students? The results indicated that there is no significant relationship between the level of Internet skills and the social participation. The other results are: a- there is a significant relationship between the location and extent of internet use and the social participation. b- There is a significant relationship between the capability and potential of the Internet as a public domain and the social participation. c- There is a significant relationship between the quality of information sources and the social participation. d- There is a significant relationship between the extent of internet use and the social participation. In sum, the findings show that there is a significant relationship between the Internet use and the social interaction.
somayeh motalebi shekhdarabadi; mohammad oraki; abdolhosein tafazolo moghadam
Volume 1, Issue 1 , October 2013, Pages 88-102
Abstract
The goal of the present study was to assess the e-learning readiness of faculty and visiting professor of Payam Noor University of East Azerbaijan. This study is a kind of applied research in which the quantitative methods is performed through the implementation of surveys and questionnaires to measure ...
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The goal of the present study was to assess the e-learning readiness of faculty and visiting professor of Payam Noor University of East Azerbaijan. This study is a kind of applied research in which the quantitative methods is performed through the implementation of surveys and questionnaires to measure the exiting e-learning readiness. Regarding to statistic operations, the study is a type of descriptive correlational study. According to the present statistics , the numbers of faculty and visiting professors whof Payame Noor University of East Azarbaijan in academic year 90-91 weere 171 and 3010 persons respectively (total population=3181). Sample size obtained 197 distribution, finally 158 questionnairs returned. SPSS software and exploratory factor analysis used to analyze the data. Results of factor analysis showed that 8 factors skills in information technology, e-learning technologies, teaching skills in e-learning, mastery of the English language, innovative techy and on-line library, attitudes and information technology, traditional teaching and library and financial educational in-centives predict 74.43% of the variance of the total variables.
